The Syllabus as a Tool, Not a List

From Inside Higher Ed, 2005

The Syllabus as a Tool, Not a List

When he started teaching, said Todd Estes, he was a minimalist about his syllabus, seeing it as a place to list assignments, schedules, etc. But Estes, a professor of history at Oakland University, in Michigan, said that his thinking - and his syllabuses - have evolved. Currently, he has an 11-page syllabus for his introductory American history course.

In a paper for a panel at the AHA meeting, Estes said that his primary goal for his students is to have them act and think like historians, not like students in a history class. In a class of 55 - many of them "skeptical or even hostile to the notion that history has value" - how can you do this? Estes argued that one way is through the syllabus, which isn't just a list, but provides context about the course, so that students are confronted with ideas, not just information, every time they look at the document.

Many students are uncomfortable with the idea that there is not a "single definitive answer" for some historical question. So Estes drives home a point about history, using the syllabus. A section of the syllabus is called "Why Historians Argue All the Time - And Why YOU Will Be, Too, This Semester." In that section, Estes said, students are told why this is the case, and also that they will be required in papers to identify conflicting arguments in historians' writings.

Each book that is read isn't just listed on the syllabus, but is annotated - again with the idea of showing students that there is a broader context to history and to the work of historians, not just a list of correct answers and assignments.

The syllabus also contains the usual information about assignments, work expectations, and plagiarism. Together with the context, Estes said, it tells students not only what they will do, but the kind of thinking they will be asked to try.