syllabus design

The hidden curriculum: Engaging students on another level

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

NickelBernhard Nickel, Professor of Philosophy, engages students in his introductory College courses about the “hidden curriculum”—defined here as the social and disciplinary norms often invisible to both students and the teaching staff, including expectations about class preparation, in-session focus, respectful discussion behavior, and the role of feedback.

Communicating course culture: Beyond the syllabus

This post is republished from Into Practice, a biweekly communication of Harvard’s Office of the Vice Provost for Advances in Learning

Karen Brennan

Karen Brennan, Assistant Professor at the Harvard Graduate School of Education, designs her syllabus for T550: Designing for Learning by Creating to not only communicate the plan for the course, but to introduce students to the course culture.

The benefits: Her use of quotations, images, and color appeals to the various ways that we engage with text, and gives students (many of them future instructors themselves) a glimpse of their upcoming course experience. Drawing on other forms of expression expands the possibilities for communicating the aspirations and intentions for the course.