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Running head: CASE STUDY TWO

Case Study Two: Syllabi Review

Katherine M. Knight
Loyola University Chicago

CASE STUDY TWO

Case Study Two
My passions and previous work experiences in orientation and the first year student
experience inspired the five college transition themed courses I chose to analyze for this case

study. Though the titles of the courses range from First Year Experience, First Year Florida,
College Success Strategies, Freshman Seminar, and LEAD Transition, the content of the
courses all point to aiding first year students in their transition to life in college.
Descriptive Analysis
The first syllabus analyzed is the First Year Experience course at Minnesota State
University, Mankato (First Year Experience, n.d.). This class is designed to help students gain
skills in reading, speaking, and writing, feel more confident intellectually, and transition
successfully to university life. Five student learning outcomes are outlined next. Students who
complete this course will be able to define and give examples of critical thinking, interact with
other students regarding academic materials, and make a comfortable transition to college life.
Assignments on the syllabus are defined by specific grading requirements and address the
specific student learning outcomes that apply to each assignment. Students earn points out of
550 for the course, and the letter grade distribution associated with the amount of points earned
is displayed. Finally, the schedule of the course is outlined, complete with topics and
assignments for each week.
The University of Florida has a First Year Florida seminar that aids in developing a
students academic and personal skills while pointing out the valuable campus resources
available to first year students (First Year Florida, n.d.). The syllabus begins by outlining the
mission of this course, stating that the student should be able to actively participate in the college
experience and achieve awareness of the diverse world around them after successfully

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completing this course. Point distribution and a course calendar with assignment due dates are
outlined in two separate tables. Each assignment is detailed to explain how students can earn full
points, with the final assignment requiring students to demonstrate how they have achieved the
learning outcomes and mission of the course outlined earlier in the syllabus.
The Freshman Seminar I at Fayetteville State University is a required course for all
incoming first year students (Freshman Seminar I, n.d.). With lectures on money management
skills, academic and career planning, and university history, students may also be asked to
complete additional assignments in the accompanying Study Skills Lab component of the course.
The syllabus outlines five very detailed learning outcomes including developing interpersonal
skills, setting goals, and knowing the rules of the institution all with complementary details on
how students will achieve these outcomes. Conceptual frameworks from the universitys School
of Education are outlined as well. Point distributions and a course schedule of assignments is
outlined in table format, and each assignment is linked to a specific learning outcome previously
discussed. Lastly, the variety of teaching strategies used most often throughout the course is
listed.
Western Carolina University offers a LEAD Transition Course that provides an
introduction to university life while simultaneously examining principles of leadership through a
thematic lens chosen by the instructor (LEAD Transition Course, n.d.). Examples of past
themes are Going Green, Women Leaders, and A Healthier U. Four purposes of the class
are listed with a common theme of connection to various concepts and university resources.
Transition, leadership, thematic, and university learning objectives are itemized, all tying to core
behaviors students who take this course will walk away with including the ability to solve
complex problems, communicate effectively and practice civic engagement. Grade percentage,

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evaluation criteria, and methods or strategies of assignments appropriate to the instructorselected theme are depicted.
The last syllabus examined is for Kilgore Colleges College Success Strategies
transition course designed to prepare students for the college experience (College Success
Strategies, n.d.). Instructional methods including lectures, small group discussions, and reading
assignments are listed followed by student learning outcomes. According to the syllabus,
students who do well in this course will be able to identify their personal learning goals, personal
expectations, motivations, and areas for improvement. Grading criteria and extra credit
assignments are spelled out with a course schedule to follow. The syllabus concludes with a
form for students to complete dictating that they have read and understood the syllabus, agreeing
to its requirements.
Synthesis through Analysis
Aside from the teaching methods, types of assignments, and assessments, there were
several components included in all five syllabi were not mentioned in the descriptive analysis
above. Academic integrity or honesty, attendance policies, accommodations for students with
disabilities, a list of required course texts, and instructor contact information were all vital parts
of each course syllabus construction. In addition, each of the five syllabi began by stating the
purpose of the course followed by some version of learning outcomes students could gain if they
completed the course successfully.
How learning outcomes are listed, described, or integrated throughout the syllabus is very
different between the five courses. For example, the classes at Fayetteville State University and
Minnesota State University link each of the assignments listed to a specific learning outcome that
was set for the course. The University of Florida course is unique in assigning a final project

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that allows students to self assess which learning outcomes they feel they have accomplished
throughout the semester. The other two courses at Western Carolina University and Kilgore
College do not integrate learning outcome throughout the syllabus, they simply list the outcomes
once towards the beginning of the syllabus.
The five syllabi vary the most in the types of assignments and in class activities used to
help students achieve the purpose and learning outcomes of the course. Courses at The
University of Florida and Minnesota State University use journal entries to aid in reflection on
how the student is transitioning to college life. Fayetteville State University and Kilgore College
use quizzes and tests to assess a students progress throughout the semester. Almost all five
courses incorporate some sort of out of class activity or experience, but how these activities are
brought back to the classroom vary with some courses requiring reflection papers and others
simply requiring attendance at the event and follow up in class discussions. The requirements
for submission on written assignments range from strict to very lenient formatting. Finally, the
amount of group work assigned in and out of class differs. For example, Minnesota State
University and Kilgore College require no group work throughout the course, where The
University of Florida requires several of the larger assignments to be completed in groups.
Integration and Reflection
While there are many similarities in the type of content that is presented in each of the
five syllabi selected, the differences in the actual content of assignments and how the learning
outcomes are presented and integrated throughout the course highlight a lot of key concepts
about creating significant learning experiences from Fink (2003), Nilson (2010), and Wagner
(2012). A positive similarity between the five syllabi is that they all appear to be outcomes
centered courses, with the course descriptions depicting what students will be able to accomplish

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after the course is done rather than detailing specific course material. According to Nilson
(2010), outcomes centered courses are effective in engaging students because they steer
instructors to student-active teaching strategies that drive students towards accomplishing
those outcomes (p. 18). Although all five course syllabi are centered on learning outcomes, those
outcomes only appear later in the activities, assignments, and assessments sections in three of the
five courses selected. Nilson (2010) also states that for a course to foster significant learning
activities, the learning outcomes should suggest foci, themes, or formats for your final exam,
final paper assignment, or capstone student project (p. 29). The University of Florida and
Minnesota State University include reflection on the learning outcomes specifically in the final
project for the course. However, Fayetteville State University and Kilgore College do not
mention the learning outcomes of the courses anywhere but the initial listing in the syllabi.
Formulating significant learning outcomes and then translating those outcomes into
holistic active learning activities are both important steps to designing syllabi that foster
significant learning experiences (Fink, 2003). Using the taxonomy for significant learning
(foundational knowledge, application, integration, human dimension, caring, and learning how to
learn), Fink (2003) suggests that any course had potential to support multiple kinds of
significant learning (p 83). Fayetteville State University does an excellent job of integrating
multiple kinds of significant learning outcomes including application, integration, and caring
indicated by the specific verbs presented in the syllabus. However, the learning outcomes in
Kilgore Colleges syllabi only touch on foundational knowledge goals, putting an emphasis on
long term memorizing and not other facets of significant learning available.
Fink (2003) also suggestions different activities that promote the holistic active learning
proven to be effective in creating significant learning experiences. Getting information and

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ideas, doing experiences, and observing experiences are categories of active learning activities
that enhance the quality of learning. All five institutions do a great job with the getting
information activities, as they all involve reading assignments and some lecture components.
The courses that present a more holistic learning approach, like Minnesota State University and
The University of Florida, include doing and observing experiences in the syllabus by assigning
out of class activities including participating in service events and attending student organization
fairs. These doing and observing activities will help students in those courses achieve a more
significant learning experience than courses without those components.
In summary, a majority of the syllabi chosen for this analysis include various components
of significant learning including effectively designed learning outcomes and holistic active
learning activities and assignments. However, there were some courses that are focused mainly
on foundational knowledge goals, getting information only assignments, and lecture teaching
styles. According to Wagner (2012), teamwork, interdisciplinary problem solving, intrinsic
drives, and a kind of empowerment that gives individuals the confidence they need to take risks
are all qualities of a culture that fosters innovation (p. 58). Courses can be designed and taught
in a way to encompass this culture of innovation through the process of creating significant
learning experiences.

CASE STUDY TWO

References
College Success Strategies. (n.d.). Retrieved January 27, 2015, from
https://mykc.kilgore.edu/hb2504/syllabi/607/COLS0100-JQuine.pdf
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
First Year Experience. (n.d.). Retrieved January 27, 2015, from
http://www.mnsu.edu/newstudent/seminar/recommended_syllabus_fyex_100.pdf
First Year Florida. (n.d.). Retrieved January 27, 2015, from
https://www.dso.ufl.edu/documents/nsfp/Section_101G_-_Hernandez-Gonzalez.pdf
Freshman Seminar I. (n.d.). Retrieved January 27, 2015, from http://www.google.com/url?

sa=t&rct=j&q=&esrc=s&source=web&cd=2&ved=0CCQQFjAB&url=http://www.uncfs
u.edu/documents/freshmancenter/fyi/univ101syll12fa.pdf&ei=RVXGVISJOpCSyATRoYCwDg&usg=AFQjCNHl1
4CPYG4cWRkmlypkb-gJtAXC5g&sig2=Vkmv13h36yz6rVwqW5IiQ&bvm=bv.84349003,d.aWw
LEAD Transition Course. (n.d.). Retrieved January 27, 2015, from
http://www.wcu.edu/WebFiles/PDFs/LEAD_Transition_Syllabus_Template_-_2011.pdf
Nilson, L.B. (2010). Teaching at Its Best: A Research-Based Resource for College Instructors.
San Francisco, CA: Jossey-Bass. (Ch. 1 3)
Wagner, T., & Compton, R. A. (2012). Creating innovators: The making of young people who
will change the world. New York: Scribner.

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