The Collaborative Syllabus:
Unmuting Students by Inviting them into Course Design
In collaborative syllabus-building the term begins with an
unfinished syllabus in which students are invited to contribute. This practice
can be challenging because it requires the instructor to cede some control, yet
it provides an opportunity for students to co-create the course. This
presentation provides a case study of the instructor’s first implementation of
this practice, including lessons learned and future directions. In a 10-week
quarter, collaborative syllabus-building is challenging to implement. Yet, it incorporates
active learning into the overall structure of a course, thus setting
expectations for student involvement for the entire term.
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Dr. Hether uses mixed methods to study innovative pedagogy that supports student learning and
professional success. Her primary research interests are collaboration and
creative problem solving in strategic communication contexts. Prior to returning to academia, Dr. Hether worked for more than a
decade in the private sector in marketing and public relations positions. She
has held previous academic and research positions at the University of the
Pacific in Stockton, CA and the Center for Healthcare Policy and Research (UC,
Davis) in Sacramento, CA.
