Happy Fourth of July! It was a nice day at home. While we won’t be watching the fireworks because one child is scared of them, we did request a “story” so… tonight we will be watching a session entitled “Using the Syllabus to Foster a Supportive Campus Environment”by Naomi Jeffery Petersen Central Washington University. Peterson talked about using the syllabus to foster a supportive campus environment by encouraging faculty to support student success using the syllabus. Peterson mentioned that student success needs student engagement, curriculum, faculty, and a supportive environment. Petersen explained that the NSSE engagement indicators address in-class experiences and interactions with peers. Citing data from NSSE, several examples of rating of academic advisors and students classified by first-year and senior clases were mentioned. First-year students and seniors also rated support services highly. Interestingly, “freshmen were positive but by the time they were seniors, they were not so convinced” about how much does the institution support their interactions with people from different backgrounds. Students also rated the support services rather low, according to Petersen’s presentation. Petersen surveyed campus non-academic units and included a question about “what would be helpful to include in the syllabus to raise awareness and engagement in your service?” Petersen suggested including “making it clear that different people with different needs are expected.” Representation was also mentioned, and Petersen explained that communicating to learners that they are not alone is critical. Support services should convey the message that we are here to support students. Petersen mentioned the changing demographics and that non-traditional is the new normal. Traditionally underrepresented student groups are vulnerable to ageism, sexism, ableism, and racism. Petersen suggested that the purpose of the syllabus can also include reality and describe a realistic open door experience with faculty. A supportive syllabus can include how to contact you and when. Petersen include a “Courtesy Point” in the syllabus about how to be addressed. Email guidelines Petersen described tell students how to include a descriptive subject, to mention the assignment by name, to sign with the name they use. Participation in discussion and its importance is described by included the pedagogic logic and the university mission that focuses on a supportive environment: this is a safe place. Petersen suggests mentioning different groups by name and to acknowledge diversity and facilitate inclusion. Periodic check-ins with three questions were a fantastic suggestion:
- Has anything changed in your circumstances?
- Are you going to be able to submit the assignments due next?
- Do you know where to get help if you are struggling?
“Just asking makes a world of difference” said Petersen. That’s a great attitude I should embrace! Petersen emphasized that the syllabus can help connect and establish that you are expecting all to be actively engaged. This was a great presentation. I finished watching it when the fireworks started!
