By Aaron S. Richmond, Ph.D.
Metropolitan State University of Denver

This blog may be like no other in Improve with Metacognition (IwM). I am asking you, the readers to actively participate. Yes, I mean YOU, YOU, and YOU☺. But let me clarify—I do not ask rhetorical questions. As such, please respond using the comment function in IwM or Tweet your answer to the three questions in this blog.

Question #1: How can we use the syllabus as a metacognitive tool?
As delineated by scores of researchers and teachers, the syllabus can be many things. The syllabus can be a contract (Slattery & Carlson, 2005). These elements of the syllabus typically include policies on attendance, late work, ethics, grading, etc. The syllabus can also be a permanent record (Parkes & Harris, 2002). Permanent record elements of a syllabus include course objectives, assessment procedures, course description, and course content. The syllabus is also a communication device that can set the tone for your class and is an opportunity to gain your students trust and respect by modeling your pedagogical beliefs (Bain, 2004) .

As the syllabus can be many things, the syllabus, it is very possible that the syllabus can serve as a metacognitive tool. Several researchers suggest that the syllabus is also a cognitive map (Parkes & Harris, 2002) and a learning tool (Matejka & Kurke, 1994). These elements typically include a description of how to succeed in the course, common pitfalls and misconceptions that occur in the course, campus resources that can assist the students in learning (e.g., writing center), a teaching philosophy, and embedded explanations of class assignments, structure, and student learning. If we consider the syllabus in this context, I believe that we can easily incorporate metacognitive elements. For instance, in my personal teaching philosophy, I specifically mention my focus on improving metacognition. Another example is that I have at least one student learning objective that is megacogntively based with assignments designed to assess this objective. For example, Students will understand what metacognition is and how it improves their own learning (assessed by experiential learning assignment 1 and comprehensive exam). Or Students will understand what it means to develop a culture of metacognition in the classroom (assessed by classroom observation and mid-term exam). Finally, I actively incorporate course content on learning strategies and the metacognitive explanations for those strategies which sets the tone for the importance of metacognition in the class.

Question #2: How are you using the syllabus as a metacognitive tool?
I really want to hear from you on how you may be using the syllabus as a metacognitive tool. For example, what specific statements do you include related to metacognition goals? What assignments do you mention that link to metacognitive development?

Question #3: If the syllabus can be used as a metacognitive tool, how do we know it is effective?
What is your answer to this question? My answer centers on the Scholarship of Teaching and Learning. That is, we don’t have empirical evidence yet to say that the syllabus is a metacognitive tool. That doesn’t mean that it can’t be or isn’t already in practice. But I think you(we) should take up this challenge and investigate this issue. The syllabus can have profound impact on how student learning, instruction, and student ratings of instruction (Richmond, Becknell, Slattery, Morgan, & Mitchell, 2015; Saville, Zinn, Brown, & Marchuk, 2010). so let’s investigate how to improve the syllabus through metacognition.

UsCourse syllabi can be a metacognitive tool. Share on X

References
Bain, K. (2004). What the best college teachers do. Cambridge, MA: Harvard University Press.
Matejka, K., & Kurke, L. B. (1994). Designing a great syllabus. College Teaching, 42(3), 115-117. doi:10.1080/87567555.1994.9926838
Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50(2), 55-61. doi:10.1080/87567550209595875
Richmond, A. S., Becknell, J., Slattery, J., Morgan, R., & Mitchell, N. (2015, August). Students’ perceptions of a student-centered syllabus: An experimental analysis. Poster presented the annual meeting of the American Psychological Association, Toronto, Canada.
Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus detail and students’ perceptions of teacher effectiveness. Teaching of Psychology, 37, 186-189. doi:10.1080/00986283.2010.488523
Slattery, J. M., & Carlson, J. F. (2005). Preparing an effective syllabus: Current best practices. College Teaching, 53, 159-164. doi:10.3200/CTCH.53.4.159-164