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A Design Framework for Syllabus Generator

Article  in  Journal of Interactive Learning Research · January 2008

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Jl. of Interactive Learning Research (2008) 19(4), 541-550

A Design Framework for Syllabus Generator

M’HAMMED ABDOUS AND WU HE

Old Dominion University, USA
[email protected]
[email protected]

A well-designed syllabus provides students with a roadmap

for an engaging and successful learning experience, whereas
a poorly designed syllabus impedes communication between
faculty and students, increases student anxiety and potential
complaints, and reduces overall teaching effectiveness. In an
effort to facilitate, streamline, and improve overall syllabi
quality, this article proposes a design framework for con-
structing a learner-centered online syllabus generator system.
Based on a learner-centered syllabus template, the proposed
framework integrates the widely used system lifecycle
approach and the idea of peer review in developing a syllabus
preparation lifecycle. Guided by this framework, an online
syllabus generator system was created to demonstrate the
framework’s utility. This online tool enables faculty to easily
create, adapt, and share course syllabi, without the inefficien-
cies, inconsistencies, and time constraints associated with the
traditional ways of preparing syllabi. Early results indicate
that faculty are highly satisfied with the syllabus generator
tool. The majority of the respondents reported that the tool
helped them reduce syllabus preparation time and communi-
cate course goals and expectations.

As a learning tool and a contract between the instructor and the students,
the syllabus delineates and communicates course expectations, require-
ments, and accountability agreements (Parkes & Harris, 2002). As a record
keeping tool, the syllabus serves accreditation and administrative ends, as
well as curriculum planning and faculty evaluation purposes. The act of cre-
ating a syllabus helps instructors outline the course rational, structure, and
pace (Davis, 1993) and lay down their instructional strategies and assess-
ment preferences. The syllabus provides students with a cognitive map
(Matejka & Kurke, 1994; Altman & Cashin, 1992), while conveying instruc-
542 Abdous and He

tor enthusiasm for the subject (Habanek, 2005). It can also be used as a
classroom socialization tool (Danielson, 1995). A well-constructed syllabus
signals to students and colleagues the academic seriousness and rigor of the
course (Richardson, Newton, & Mathis, 2004) and helps to insure the suc-
cessful running of the courses.
In contrast, an incomplete or poorly-designed syllabus impedes commu-
nication between faculty and students, increases student anxiety and poten-
tial complaints (Parkes, Fix, & Harris, 2003), and could potentially reduce
overall teaching effectiveness.
While exemplary syllabi requirements have been studied, the syllabi cre-
ation process has received, to our knowledge, little or no coverage in the lit-
erature. Although it could potentially reduce not only technical challenges,
inconsistencies and inefficiencies associated with syllabi, but also ensure
overall quality and completeness of syllabi. The purpose of this article is to
share our syllabi preparation experience and a practical design framework
for constructing learner-centered online syllabus generator software. Based
on this framework, we designed a web-based, learner-centered syllabus gen-
erator system. This online tool enables faculty to easily create, adapt, and
share course syllabi, without the inefficiencies and time constraints associ-
ated with the traditional ways of creating syllabi.

SYLLABI CREATION PROCESS

Traditionally syllabi-creation process is done using desktop applications:
1. Word processing applications such as Microsoft Word, WordPer-
fect, or in some cases, LaTeX, to create course syllabi. A more
sophisticated approach uses Word templates with embedded macros
to facilitate the creation process.
2. HTML authoring applications such as DreamWeaver and FrontPage.
In both cases, the syllabi are often converted to Portable Document For-
mat (PDF) format, uploaded to Course Management Systems such as
WebCT or Blackboard, or posted on course websites as is.
3. A third approach is also provided by a few institutions to design
course syllabi online. A web interface is used to dynamically gener-
ate syllabi using XML and scripting languages such as ASP and PHP.
However, the first two conventional approaches are time-consuming and chal-
lenging for faculty who are not tech-savvy. Besides, faculty have to worry about
content and format simultaneously. On the contrary, the online option, where con-
tent is separated from format, offers more flexibility to faculty where they can
concentrate on content and leave the look and feel to the syllabus generator.
Unfortunately, our review of publicly available syllabi generators identi-
fied using Google, suggests that these tools are limited, incomplete, and
A Design Framework for Syllabus Generator 543

inflexible, even hindering faculty flexibility and academic freedom. The

user is typically asked to linearly fill-in form fields, without any options to
customize, adapt, share, or bookmark syllabi. For example, course schedule
information such as dates, topics, and assignments, are manually and
tediously entered.
A flexible syllabus generator tool should be an incentive to faculty to use
it by (a) making the creation process flexible, efficient, and less time-con-
suming, (b) enabling faculty to tailor or rename categories and subcate-
gories, thus preventing any interference with their independence and auton-
omy, and (c) prefilling generic information such schedule dates, student help
resources and University policies.
Furthermore, an effective syllabus generator tool should provide space
for sharing and peer-reviewing. In this regard, Johnson and Johnson (2004),
suggested that to enhance learning, technology must promote cooperation
among users and create a shared experience. Peer-to-peer interaction among
faculty is crucial not only for knowledge construction and mutual support,
but also for curriculum mapping and knowledge sharing within and between
departments.
Finally, we believe that an exemplary syllabus generator should enable
users to quickly locate and retrieve personal or public syllabi. For this rea-
son, including a browsing and a bookmaking functions is essential. Accord-
ing to Abrams, Baecker, and Chignell (1998), the bookmaking function
reduces the cognitive and seeking work required to remember items and pro-
vides faster access to previously visited items.
Guided by these design considerations and a thorough review of the litera-
ture, we came up with a practical design framework for constructing learner-
centered online syllabus generator software (Figure 1). Based on a learner-
centered syllabus approach (Grunert, 1997; Eberly, Newton, & Wiggins,
2001), the syllabus generator design framework provides faculty with a life-
cycle approach to syllabus creation, starting from planning and review of syl-
labus requirement, to the creation, sharing, and reusability of the syllabus.
The framework has the following benefits:
• guide and facilitate the syllabi preparation process conducted by faculty;
• support faculty to custom syllabus to implement their belief; and
• offer better way to collaborate on syllabus development among faculty.
It is worth noting that the methodology and ideas we used behind the
design framework are not limited to syllabus preparation. They can be
applied to other instructional activities such as lesson planning, assessment
materials development, and so forth. Guided by this framework, we devel-
oped a web-based syllabus generator. The main goals of this step-by-step
tool was to (a) improve the overall quality of syllabi at the institutional level,
(b) help faculty create flexible, informative, and detailed syllabi, (c) share
544 Abdous and He

Figure 1. Syllabus preparation lifecycle

syllabi effectively and efficiently, and (d) decrease faculty workload by

reducing preparation time and fostering reusability.

SYLLABUS GENERATOR SYSTEM

The project adopted a rapid application development approach (Robin-
son, 1995) to develop the syllabus generator. The Syllabus generator
(http://www.clt.odu.edu/sgen/) in its present form has been through at least
three iterations of “molding” and “tweaking” based on feedback collected
from usability tests and faculty reviews during hands-on workshops at the
Center for Learning Technologies at Old Dominion University.
The following is a brief overview of the key features currently available
in the system:
1. Create a new syllabus using a step-by-step approach.
Based on a learner-centered syllabus template, the tool provides faculty
with an intuitive step-by-step approach to quickly build their syllabus (Figure
2). Faculty can easily customize, delete, and rename the syllabus categories
and subcategories, based on their preferences, needs, and requirements. The
categories include course and instructor information (contact information and
A Design Framework for Syllabus Generator 545

Figure 2. Create a new syllabus

policy, teaching philosophy), student help resources (online orientation, study

guides, technical help, information and citation styles), course readings,
description, objectives and expectations, teaching and learning methods,
course schedule, grading criteria, student responsibilities, course policies
(attendance, tests and make-ups, and course disclaimer), and university poli-
cies (college classroom conduct, cultural diversity, honor pledge, special
needs, university email policy, withdrawal, and student acknowledgment).
After logging into the system, faculty can either proceed linearly or move
from one section to the other .
Some of the categories such as student help and university policies are
prefilled automatically, reducing faculty time finding such resources. The
categories are intended to supplement the syllabus with useful and informa-
tive resources to aid learning and help the students to be more successful
(links to online orientation, study guides, and citation styles).
2. Update, adapt, and delete personal syllabi.
The syllabus generator allows faculty to update and delete their personal
syllabi (Figure 3). In addition, faculty can adapt or create a new syllabus based
on an existing syllabus structure and content. This option is intended to foster
reusability and consistency between courses and reduce faculty workload .
546 Abdous and He

Figure 3. Manage a syllabus

3. Bookmark favorite syllabus and quick access to your bookmarks.

Faculty can bookmark and retrieve any public syllabus available system
wide. The bookmarking function provides an efficient way and quick access
for previously visited syllabi.
4. Generate syllabi schedules and dates.
The syllabus generator provides an automated scheduling tool that helps
faculty generate a complete schedule, excluding holidays (Figure 4). Facul-
ty can add topics, multiple assignments, and due dates to clarify course
expectations and requirements. It provides students with weekly topics,
assignments, and due dates. The scheduling tool was also designed with
flexibility in mind. Faculty can make changes to all the text on the schedule
table as needed to create a flexible course schedule. To accommodate
unforeseen circumstances, a flexibility statement is added to inform students
that the schedule is subject to change, depending on overall course progress
and students needs.
5. Generate Word, PDF, and HTML versions of your syllabi.
Using dynamic data from the database, the syllabus generator provides
faculty with three saving options, Microsoft Word (RTF format), PDF, and
HTML. To facilitate students’ spotting of important information, certain syl-
labus components are automatically highlighted (contact information,
required material, due dates).
6. Share existing syllabi with colleagues and provide feedback on
shared syllabi.
A Design Framework for Syllabus Generator 547

Figure 4. A syllabus schedule with topics, assignments and due dates

Faculty can decide to share their syllabi with their colleagues. Moreover,
a discussion board is provided to add comments, share thoughts or ask ques-
tions on any shared syllabus (Figure 5).

Syllabus Generator Technical Architecture

The Syllabus Generator is a database-driven tool that helps automate the
syllabi creation process. To deploy the system on the Web, Microsoft
MSSQL server was used as the backend database environment because of its
rich capabilities in supporting the required functionalities. PHP was used as
a scripting language to create dynamic web content by querying the data-
base. CSS was used to ensure the overall consistency of the system’s look
and feel.

Syllabus Generator Evaluation

To capture first-hand feedback about faculty experience using the syl-
labus generator, we conducted a series of hands-on workshops where facul-
ty were asked to create a syllabus without any help or instructions from the
workshop facilitator. This approach provided us with intuitive feedback and
valuable suggestions. For example, some faculty suggested integrating spell

Figure 5. A discussion board on shared syllabus

548 Abdous and He

checking function ability into the syllabus generator to avoid embarrassing

spelling mistakes in syllabus creation. Other faculty suggested several other
features such as adding holidays and breaks into the semester schedule and
calendar. We took those suggestions seriously and implemented them in a
later revision of the syllabus generator. After going through several itera-
tions of modification of the interface and including suggestions from facul-
ty and CLT staff, an email was sent to all inviting them to use the syllabus
generator system. So far, over 130 faculty at Old Dominion University have
been using the syllabus generator tool since January 2006.
After running and monitoring the syllabus generator for a year, a web-
based survey was administered to faculty using the system, to explore their
overall satisfaction and usability of the system. In addition to this, the intent
of the survey was threefold: (a) understand how faculty are using the system,
(b) examine the impact of the system on reducing faculty workload, and (c)
survey how the system was contributing to communicate course goals and
expectations. The collected data is also expected to inform future develop-
ment and research on syllabus generator or similar tools.
A quick analysis of the data indicates that 29 faculty completed the sur-
vey, representing various disciplines and colleges. The majority of the
respondents (51.9%) created their syllabi from scratch, 22.2% used a syl-
labus template, while 18.5% of the faculty adapted other instructors’ syllabi.
The data also shows that only 3.6% of the participants used paper and pen-
cil to create their syllabi, where 67.9% of the faculty used Word processing
applications. In addition to this, 10.7% of the participants used HTML
authoring applications such as Dreamweaver and FrontPage, but only 10.7%
of the participants used unique software such as online syllabus creation
tools on the Internet.
Using a 5-point scale, the participants rated their perceptions about the
ease of use, functionality of the syllabus generator as well as the impact of
this tool on their workload in syllabus creation. Overall approximately 68%
of the participating faculty indicated that they were satisfied with the syl-
labus generator. Their feedback indicates that the syllabus generator is easy
to use (68.18 %) and reduced their time in preparing syllabi (40.91%). The
syllabus generator also helped them to communicate course goals and
expectations (54.54%). As a result, it reduced students’ questions about
course logistics (45.45%). Most participating faculty members (59.09 %)
expressed their willingness to recommend the tool to their colleagues. For
example, some faculty indicated that the system enabled them to “put more
thoughts” into their courses: “Great tool! Easy to use, and the sections
caused me to put more thoughts into my course preparation, which was a
good thing!”, and “It would be a great service to the teaching community in
the surrounding cities if the same or a similar program were offered to pub-
lic school teachers.”
A Design Framework for Syllabus Generator 549

The survey results also revealed some usability difficulties for faculty in
using the system as well as opportunities for us to improve the system.
Approximately 27% of the participating faculty members indicated that
more functions and capabilities are needed for syllabus creation. Some sys-
tem features recommended by faculty include:
• tips on HTML coding for enhancements (bolding, bullets, etc.);
• needs for professional standards (NCATE, CACREP, etc.);
• needs for customized look of the printed syllabus version; and
• needs for specific templates of particular programs.
As a result of this survey, immediate usability improvements were made
in the programming techniques to accommodate faculty needs. We also plan
to collect more sample syllabi across different disciplines as templates in
this system. To help syllabus generator run smoothly, our CLT staff main-
tains and updates the university policies, semester schedule and calendar
including holidays and breaks on a regular basis.

CONCLUSION AND FUTURE WORK

In this article, we came up with a design framework for constructing
learner-centered online syllabus generator software and shared our experi-
ence in developing a web-based syllabus generator. Faculty are now able to
create, adapt, and share course syllabi, without the inefficiencies and time
constraints associated with the traditional ways of preparing syllabi.
Besides, the potential for future use of the design framework is open and are
not limited to syllabus generator. They can be adapted for other needs. For
example, educational system developers can use this framework to guide
their development of other similar systems such as lesson plan generator.
The Syllabus Generator system is still evolving. A few universities have
already contacted us and expressed strong interest in purchasing this system.
We are currently working to commercialize the software so that other uni-
versities and schools can take advantage of this innovative tool without rein-
venting the wheel. We also plan to make the software support open source
MySQL database in the near future.

References
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web space construction and organization. Proceedings of the ACM CHI '98 Conference on
Human Factors in Computing Systems (pp. 41-48), New York.
Altman, B., & Cashin, E. (1992). Writing a syllabus. Idea Paper 27. Manhattan, KS: Center for
Faculty Evaluation and Development, Kansas State University.
Danielson, M. (1995, April). The role of syllabi in classroom socialization. Paper presented at the
Annual Meeting of the Central States Communication Association, Indianapolis, IN. (ERIC
Document Reproduction Service No. ED387845)
 550 Abdous and He

Davis, G. (1993). Tools for teaching. San Francisco: Jossey-Bass.

Eberly, B., Newton, E., & Wiggins, R. (2001). The syllabus as a tool for student-centered learning.
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research on educational communications and technology (2nd ed.; pp. 785-811). Mahwah,
NJ: Lawrence Erlbaum.
Matejka, K., & Kurke, B. (1994). Designing a great syllabus. College Teaching, 42(3), 115-117.
Parkes, J., & Harris, B. (2002). The purposes of a syllabus. College Teaching, 50(2), 55-61.
Parkes, J., Fix, K., & Harris, B. (2003). What syllabi communicate about assessment in college
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Acknowledgments
We want to thank the staff in the Center for Learning Technologies, par-
ticularly Dexter Marcelino for his help in designing the interface. We also
wish to thank the faculty at Old Dominion University for their assistance in
the design and development of the syllabus generator.

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