The pedagogical is political and choices that go into syllabus writing are no small task. Perfecting a syllabus takes time and attention. It is the guiding document for 10-14 weeks of professors’ and students’ lives. Information and organization are their purpose.
And yet… syllabi may or may not be read closely.
Okay, we all know the adage “no one reads the syllabus.” This post is going to be super earnest anyway— this isn’t Twitter! This is Substack and over here we’re going to pretend that everyone is deeply concerned with the form and function of the syllabus.
Here are my thoughts as I have set out to prepare these holy texts to make them informational and simple.
Syllabi first function as a contract and a calendar between professors and students. They offer important answers about the forthcoming course— answers like “what we’ll read and when,” “what assignments are due and when,” and “how you can reach the professor and when.” Syllabi organize a list of topics and assign books and exercises to effectively teach those topics under the larger banner of a subject.
Once you’ve chosen your course topics, the second order of arranging a syllabus is to determine what to read. What texts will ensure students come out of your course well-informed about the subject at hand? What will prepare them for later courses in the department, or in the subfield? This is where reading other syllabi and attending to the spread of courses available might be useful as you’re preparing your syllabus. I also think it’s important to dig into one’s own expertise and ask: what books have been really formative for me as an undergraduate, as a graduate student, and as a researcher as I have pursued my topic of expertise? In this way, syllabi become a reflection of the instructor— where they have been and what they have read throughout their career. It’s a great opportunity to pass on those joyful moments of learning and discovery to students.
After compiling that list of necessary and influential texts, another task is at hand. One might consider: what is the representational balance of your syllabus? When we write these documents, we are presenting an image of the larger field to our students. A look at any random political science syllabus might incorrectly suggest that only white men are political scientists when that is certainly not the case. It takes effort and intention to ensure that a range of voices and academic perspectives are available in one’s syllabi.
Assignments present their own task. What are the skills you want your students to learn? Do you want them to focus on writing, collaboration, discussion, skill building? Do you have space for them to present a creative project? You have to consider your pedagogical goals to help determine how students will practice and perform what they are learning in class. Assignments are a chance to demonstrate knowledge and can also provide a reason to change things in class if students are not learning as they should.
I think a final important piece is considering opportunities to learn beyond readings and the course. Perhaps a list of suggested additional reading, a class film, or a selection of podcasts will provide additional texture and learning for students in the course.
All that said! I’ve been deep in syllabus writing and course prep for the past few weeks. Here are links to my working syllabi for the courses I’ll teach next quarter (simplified down to the reading content):
Feel free to share your thoughts on these syllabi or what you think makes a great syllabus.
I am indeed deeply enamored and invested in the art of the syllabus and loved every bit of this!