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Tip of the Week
Warm up the syllabus
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The syllabus is usually the first official document students see about the class. What impression does it give about the teacher and the class? Does it read like a cold legal contract? Is their a way to better engage students with it?

A study by Harnish and Bridges (2011) found that the tone of the language of the syllabus sends a message, and not usually a very favorable one. So they tested whether a more friendly, warm tone would incline students to perceive the instructor as more approachable and motivated to teach the course.

Warming up the tone of language on the syllabus involves subtle but significant changes. For instance, “office hours” become “student hours” and "Come prepared to actively participate in this course" becomes "I hope you actively participate in this course."

Which attendance policy makes you a more approachable teacher?
I expect you to attend every class. If you cannot attend a class, please let me know. If circumstances make you miss more than 3 classes during the semester, I will drop you from the class roster in accordance with the University attendance policy.
You should attend every class but extenuating circumstances arise that can make this difficult. If you cannot attend a class, please let me know. If circumstances make you miss more than 3 classes during the semester, you may be overextended and should drop the class per the University attendance policy.
The second version enforces the same policy while acknowledging that life happens and the teacher cares enough to understand this. For their study, Harnish and Bridges "warmed" the tone of the most common elements of the syllabus such as course description, goals and objectives, class participation, missed work, grading, and other resources. Results suggest these small changes help students see their teachers as warmer and more approachable, which can translate into a better learning environment for all.
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Harnish, R., & Bridges, K. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education : An International Journal, 14 , 319–330. doi.org/10.1007/s11218-011-9152-4