Project Syllabus: Social Psychology, Heather Hussey, University of New Hampshire

In some circles, syllabi have come to be seen as legal contracts and many are written that way. In some cases, the language is so strong that it sounds like the instructor is viewing the students as the enemy and the syllabus presents the terms of surrender. The Project Syllabus reviewers read through syllabi with a students' perspective, and the last question I ask myself at the end of a review is, "Would I like to take this course?" When the answer is no, I most often trace it back to the tone of the syllabus.

This new Social Psychology syllabus from Heather Hussey does a great job of using the tone of the syllabus to convey excitement and enthusiasm around the course. On the first page, the first line of the course description reads, "I would like to start by welcoming you to PSYCH 552!" With that one simple sentence, I get the sense that the instructor likes teaching, likes students, and wants everyone to be a part of the class.

Later while setting out expectations, Hussey writes, "I encourage class members to explore the material presented in this class (and even related topics of personal interest), risk making mistakes in discussing the material, and ask for help in understanding course material (this can include others' points of view as well)." As a student, I'm not expected to be perfect! And Hussey puts an exclamation point on this by adding this quote:

There is no such thing as an unreasonable question, or a silly question, or a frivolous question, or a waste-of-time question. It's your life, and you've got to get these answers" -Marcia Wallace

When discussing the requirements for the course, Hussey writes, "Attendance/Participation: Because you are students who want to learn, I expect you to attend class regularly." She assumes that students want to learn, and because they want to learn, of course they would come to class. In a student-as-enemy syllabus, the instructor might write something like, "You must attend all classes. Missing more than 3 classes, regardless of reason, will result in a substantial lowering of your grade." In the end, both convey the importance of attending class, but Hussey's way is more likely to make me, as a student, feel like it's my choice.

But don't think this means the instructor is a pushover. "Please do not bring cell-phones to class (or be sure that they are turned off). If one goes off in class, I reserve the right to answer it." And then she adds, "To be fair, you can answer mine if it rings." Hussey isn't simply imposing rules on students, instead she's laying out the ground rules for the classroom environment as a whole.

Also notice that this syllabus is written in the first person. When the instructor puts themselves in the syllabus, the implied dialog makes the instructor appear more human and more approachable.

I recently read Groopman's book, How Doctors Think, and he notes research that shows that the doctors that get sued, regardless of their degree of competence, are the doctors that patients don't like. A personable doctor who listens to patients and treats patients as people is unlikely to get sued, almost regardless of the mistake he or she makes. It's reasonable to think the same is true for instructors. Listen to your students and treat them with respect, and they are more likely to forgive you your missteps.