Key points:
- A liquid syllabus is to provide students with an equitable intro to the course
- See article: Reimagining oral assessment in the age of AI
- See article: The case for equity-centered design
- For more news on course construction, visit eCN’s Teaching & Learning page
As instructors work to build more equitable and humanizing online learning environments for students, one concept gaining traction in higher education is the liquid syllabus. A liquid syllabus can be defined as a humanizing element that ensures students start a course feeling supported by their instructor. It should be a compelling motivator for students to effectively engage with the course materials before the course even begins.
Some feel it is the natural evolution of the traditional syllabus, which has long been identified as the key contractual document between instructors and students in higher education. The goal of a liquid syllabus is to provide students with an open, equitable, and humanizing introduction to the course.
Historically, many instructors proactively send their syllabus out to students ahead of time, so they can prepare. Development of a liquid syllabus takes that process further. Primarily, a liquid syllabus should humanize the instructor for the students. Michelle Pansky-Brock speaks to the need to make sure it helps to create trust between the student and instructor and make sure students know that the instructor is there to support them throughout the course.
Primary items to include in a liquid syllabus include basic course information, instructor contact information, and office hours or the best ways and times to contact the instructor. Because online students often work or live remotely, traditional office hours are sometimes difficult for students. Inclusion of the materials found on a traditional syllabus should be included as well. Assignments and grading criteria, required texts and other instructional materials, a class calendar, and course polices should all be easy to find. The policies should be written in a humanizing and welcoming tone. The Center for Urban Education at USC has an excellent booklet on how to humanize syllabus language in alignment of equity-minded practices.
Beyond the materials included in a traditional syllabus, one key inclusion should be an instructor video welcoming the students to the course and clearly establishing that the instructor is there to support student success. Make sure the video helps to show the instructor in three dimensions and doesn’t focus exclusively on academics. Share whether you are a cat or a dog person, a favorite song or movie, etc. You might want to consider a video from a recent student who successfully completed the course and can share their perspective on how students can prepare for success. Outline a clear set of expectations of what the instructor expects from the students and what the student can expect from the instructor.
Include links to student support programs within the university. Make sure students know where to go for additional tutoring, accessibility support or accommodations, and other support programs the college or university has. Include links for technical support and to the library and other resource centers on campus.
The more engaging a liquid syllabus, the better. Instructors should consider encouraging student interaction by including elements like a FAQ section or a discussion forum where students can ask questions and engage with each other and the instructor. Consider ways for students to give feedback on the syllabus itself, allowing for continuous improvement. Something as simple as an open comment widget could be an effective method for allowing student feedback.
Some key technical aspects of a liquid syllabus must be considered to be the most effective. The site should be accessible without the need for a student ID or password. This generally requires that it be set up outside of the LMS. It should be completely digitally accessible as outlined by the W3C Web Accessibility Initiative. It should be built on a responsive platform so it is mobile friendly. This will allow students to access it from their phones. According to a 2021 Wiley study about 21 percent of college students accessed course materials from their phone or other mobile device. However, 51 percent of the students said they would like to access materials from a mobile device. Statistica reported that 40 percent of undergraduates completed online coursework via a mobile device in 2023; potentially 64 percent completed at least some of their online course activities via mobile devices.
Some sample liquid syllabi are available from California’s Virtual Campus. North Carolina State University and the University of Rhode Island both provide examples of liquid syllabi and more detailed information about how to develop them. ProfKelley’s YouTube channel provides a video overview as well as some sample video course introductions.
Baule’s scholarly interests focus on online student engagement, educational technology-- particularly the impact of 1:1 implementations, social-emotional learning, and the history of education. Baule led several efforts to improve student emotional health and reduce discipline issues prior to moving into higher education. He also writes on aspects of early American history.
Baule has held memberships in the American Association of School Administrators, the American Library Association, the American Association of School Librarians, the Association for Supervision and Curriculum Development, the Consortium for School Networking, the International Association of School Librarians, the National Association of Secondary School Principals, the National Staff Development Council, and many of their state affiliates. He has served as a consultant in the areas of educational technology, facilities design, library program development, team building, and communications.
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