The Syllabus as a Communication Document: Constructing and Presenting the Syllabus

Abstract

This interpretive study explored the communicative strategies teachers employ when constructing and presenting course syllabi to overcome challenges teachers face surrounding the syllabus. Data included 13 classroom observations, 19 teacher interviews, and document analysis of the instructors’ syllabi. Communication strategies teachers used to welcome students, balance tensions when presenting the syllabus, and focus students’ attention during the presentation emerged. The findings offer teachers suggestions on how to present and construct the syllabus more effectively.

Keywords:

• Syllabus
• Competing Tensions
• Communication Strategies
• Power
• Critical Reflection

Additional information

Notes on contributors

Blair Thompson

Blair Thompson (M.A., Minnesota State University, Mankato, 2003) is a doctoral student in the Department of Communication Studies at the University of Nebraska-Lincoln