Abstract:
The purpose of this study was to explore how instructors at a mid-sized Midwest
four-year undergraduate private university view the purpose, structure, format and use of
their course syllabi. The theory of structural functionalism and a quantitative research
approach were employed. A group administration approach was used to distribute the
paper surveys during college, school or department meetings.
It was found that the syllabi purposes that instructors viewed as essential and
useful were: a Communication Mechanism, a Planning Tool for Instructors, a Course
Plan for Students, and a Contract. The instructors refer to syllabi for (1)
schedule/calendar/assignments, (2) policies, (3) as a reminder, (4) for grading, and (5) for
expectations.
The top ranked components by instructors were Academic Honesty;
Plagiarism/Cheating; Textbook(s) & ISBN; Calendar/Outline/Assignments; Instructor
Expectations of the Students; Requirements for Homework, Etc.; Grading Scale;
Disability Services; Objectives; Academic Conduct; Goals; Attendance; Assessment
Criteria; Makeup & Late Assignments; and Disclaimer on Syllabus.
Over 60% indicated they learned to create their syllabi through unofficial
templates and informally through previous experience as a student. And all instructors
indicated that syllabi have either no effect (27.0%) or a positive effect (67.5%) on student
learning.
The purpose of a syllabus as a part of the structure and function of the higher
education system will differ depending on the role of the person using it. As institutions continue to adjust to accreditation and the public’s demand for quality, the purpose and
function of the syllabus will continue to change and adjust. An initial step to assist in this
process of change would be to provide instructor workshops and training sessions related
to syllabi design.
