At this first session, participants read three cases and considered the syllabus in light of the Motivational Framework and the following questions:
- What is the syllabus used for?
- Who is (or should be) the audience of the syllabus?
- How do instructors help students to engage with the syllabus, to understand why and how it serves the student?
- What are some ways that instructors can be aware of protocols in place for them to create a student-friendly syllabus that provides reasonable accommodations for students who need them.
- What assumptions do teachers make about their students’ engagement and understanding of a course syllabus?
- How might a teacher confront his/her bias related to this situation?
Motivational Framework:
Competence: How might the response enhance students’ understanding that they are becoming more effective in authentic learning that they value?
Inclusion: How might the response help students feel respected by and connected to other students and the teacher?
Meaning: How might the response engage students in challenges that are so compelling that students lose their sense of time?
Attitude: How might the response offer students more meaningful choices and promote greater personal relevance?
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