Running head: SYLLABUS ANALYSIS

SYLLABUS ANALYSIS9

Case Study 2: Syllabus AnalysisAshley TrewarthaLoyola University Chicago

The structure of courses can have a significant effect on the amount and quality of learning that students gain. Five courses on topics relating to gender and media representation were chosen from five different institutions. The syllabi for the five courses was compared and analyzed for incorporating elements of course design and significant learning. The analysis of syllabi revealed the challenges of creating courses that integrate learning outcomes, class activities, and learning assessment and feedback that Fink (2013) suggests is crucial to creating effective learning environments.Descriptive AnalysisGender, Media, and CommunicationProfessor Sarah Banet-Weisers (2012) course at the University of Southern California examines depictions and representations of gender in the media. The syllabus includes a description of the course, expectations of students, a description of how students will be assessed for participation and written assignments, course policies, and a schedule for course topics and readings (Banet-Weister, 2012). Based on Finks (2013) suggested structure for a syllabus, the major component that Banet-Weisters (2012) syllabus is missing is course learning outcomes and goals.The syllabus does include important components about the course structure and assignments. The course begins with topics that address what gender is and why studying gender and media matters (Banet-Weiser, 2012). The course also addresses theories and application of theories, as well as a variety of types of images shown in media, such as masculinity, violence, body image, and gendered consumption (Banet-Weiser, 2012). From the syllabus alone, many of the topical areas seem to be randomly placed in the course schedule rather than flowing in a sequential and increasingly complex order. Structured into the course are graded assignments requirements including class participation, writing blog posts, a paper, and two exams. The blog posts provide students the opportunity to apply course content to movies, television shows, magazines, and music. Unlike the explanation of the blog posts, however, the syllabus does not include details on exams or the final paper.Feminist Media Theory: Feminism, Social Difference, and Media AnalysisJonathan Bellers (2013) course at Barnard College uses a feminist lens, critical race theory, and queer theory to analyze media. The syllabus includes a course description, learning outcomes, course requirements, and a schedule of topics and readings. The only suggested component (Fink, 2013) that is not included is additional course policies.Overall, Bellers (2013) syllabus clearly outlines the intended learning outcomes and the structure of the course. The student learning outcomes, include being able to (1) demonstrate an understanding (p. 1) of the influence of media; (2) explain and write about the changed situations of peoples places, and politics (p. 1); demonstrate and . . . participate in the generation of knowledge about a variety of media platforms (p. 1); and (4) analyze text, images, visual texts, and film (Beller, 2013). To meet these learning outcomes, Beller (2013) has structured in course requirements that include class participation, a presentation, weekly response papers, and two exams. However, the syllabus does not provide expectations of the course requirements, so it unclear in which forms of learning students are engaging. The schedule of the course is sequenced so that students explore 1900s and current film in relation to social identities before exploring more modern and futuristic forms of media and technology which would require application and prediction.

Gender and FilmDr. Ellen Bishops (2013) Gender and Film class at the University of Pittsburgh uses film to examine cultural and theoretical views of gender. The syllabus includes important components such as a course description, learning outcomes, a course schedule, graded course work and grade breakdown, and student learner responsibilities and policies (Bishop, 2013). This particular syllabus is the only syllabus that includes all of the suggested components that Fink (2013) outlines.The syllabus opens with a description of the course and learning outcomes for the class. According to the learning outcomes, students should be able to (1) analyze the films in relation to gender issues; (2) place films within social, political, cultural, and historical contexts (p. 1); (3) understand concepts of film theory and understand films relation to other forms of media; and (4) write clearly, coherently, and skillfully (p. 1) and deliver oral presentations about aspects of the films discussed in class (Bishop, 2013). The course schedule does not make it clear whether or not the course is structured in a sequential or increasingly complex format. However, there is a variety of course requirements that guide students through different forms of learning. Each class pairs films with critical readings. Each week, a select group of students present background material and relevant theory related to that weeks topic (Bishop, 2013). Additionally, students are required to post online responses before class, as well as write a final paper relating film and theory (Bishop, 2013). The syllabus closes with student responsibilities, which illustrates that students are active participants in the learning process.Constructions of Gender in the MediaProfessor Julie DAccis (2014) course at the University of Wisconsin-Madison explores how media and gender contribute to identity formation and how gender is inseparable from other identities. The syllabus for the course includes a description of the course, a schedules of course topics and readings, course requirements, and graded elements (DAcci, 2014). The syllabus does not, however, incorporate specific learning outcomes or course policies. In the course description, Professor DAcci (2014) writes that the course will include close readings and viewings, vigorous discussion, and analytic writing (p. 1). Students are graded on attendance, participation, weekly reading reports, weekly film and television reports, two papers, and one presentation (DAcci, 2014). The weekly reports allow students to connect films with the weekly topic and reflect on their reactions to each film (DAcci, 2014). The course topics guide students through foundational knowledge and theory, critique of films using theory, and then application to additional media forms, such as music and childrens media (DAcci, 2014). While the course does not provide learning outcomes, the structure of the course itself mirrors learning processes that include critical media viewing, class discussion, and analyzing film. Women, Race, and Gender in Mass MediaBarbara Gottfrieds (2013) course at Boston University explores how forms of media reflect societal construction of and shape understanding of gender, sexuality, race, and class. The syllabus for the course includes a course description, graded course work and descriptions of course work, and a schedule of course topics and readings. One important component of a syllabus that Gottfried is missing is the student learning outcomes.The syllabus for the course provides insight into the variety and increasingly complex course topics and assessment methods. Gottfrieds (2013) syllabus shows the widest variety of application of knowledge to real life. Required course assignments include class participation, leading class discussion, ongoing journaling collecting cultural artifacts and media, and analyses of childrens games, magazines, and television shows (Gottfried, 2013). These types of assignments provide students opportunities to apply theories and concepts to tangible and relevant everyday media. Gottfrieds (2013) course, based on the syllabus is structured in such a way that first introduces the social construction of race and gender as a foundation for how race and gender are socially constructed within the context of mass media. Together, the sequential order of course topics and the variety of assessment used exhibits how courses can be structured in ways that mirror learning and provide significant learning experiences. Comparative AnalysisThe review of each of the five syllabi revealed the difficulty in designing a course and syllabus that provides students with significant learning experiences and is intentional about harmonizing learning goals, learning activities, and assessment and feedback (Fink, 2013). Not one of the syllabi incorporated all of the recommended syllabus components outlined by Fink (2013). However, each syllabus did include some unique and thoughtful elements, such as course assignments, course topics, or learning outcomes, that could be considered as good practices in creating significant learning experiences and learner-centered courses. Given that the five syllabi chosen were for courses that were similar in topic and content, there was a variety of course requirements and syllabus layouts among the courses.Out of five courses, only two courses specified learning outcomes for students (Beller, 2013; Bishop, 2010). Both Fink (2013) and Nilsen (2010) stress the importance of creating learning outcomes first and structuring the rest of the course to align with those learning outcomes. However, the absence of learning outcomes in three of the five syllabi analyzed suggests that many courses are not designed with learning outcomes as the core of the class. In analyzing syllabi, not having learning outcomes made it difficult, if not impossible, to assess the overall effectiveness of the course. Nilsen (2010) defines a learning outcomes as as statement of exactly what . . . students should be able to do after completing [a] course (p. 18). If there is not a statement that outlines what students should be able to do at the end of a course, the other components of the course cannot be assessed for effectiveness of meeting that outcome.The presence of learning outcomes is important, and the type of learning that is intended is also important, particularly in creating the significant learning experiences for which Fink (2013) advocates. The taxonomy for significant learning includes foundational knowledge, application, integration, the human dimension, caring, and learning how to learn (Fink, 2013). The courses that did include learning outcomes only covered knowledge, application, and integration (Beller, 2013; Bishop, 2010). However, the structure of the course and course assignments also reveal some components of significant learning. For example, Banet-Weisers (2012) course includes a class section devoted to learning about why studying gender and media matters, which relates to the caring component of significant learning. Another unique example that targeted the human dimension type of learning is found in Gottfrieds (2013) course. Students are required to lead the class in discussion about the assigned material of that days class, requiring students to think about group dynamics and how to engage peers in dialogue. Despite these unique examples, the majority of assignments targeted foundational knowledge and application which reflects the traditional approach to education in general. Despite being courses related to social identities and media, the course syllabi showed relatively few opportunities for students to build interpersonal relationships, care and empathy, or creative thinking skills, which are important components of learning environments that are beneficial in creating innovative and relationship-oriented people (Wagner, 2012).

ConclusionThe comparative analysis of the five syllabi revealed that intentional course design is difficult. While the five courses together provided a variety of elements for significant learning, no one syllabus alone did so. All of the courses included learning for foundational knowledge and application, but most missed caring, the human dimension, and learning how to learn, which mirrors one of the current criticisms of higher education today. Overall, one major component that syllabi lacked was outlining learning outcomes. Fink (2013) and Nilsen (2010) argue that learning outcomes are and should be the foundation for course design, yet most of the courses did not include them, which additionally reveals some of the challenges that higher education faces today. The analysis of the five syllabi also brought to the surface some necessary questions about the contexts in which these courses function and the practicality of creating learning environments that facilitate significant learning. All of these courses were intermediate or advanced courses on gender studies, film, or communications. As more advanced courses, the class sizes are likely 50 or less students. Most of the courses required analytical papers, classroom discussion, and individual or group presentations, all of which are much easier to do with smaller class sections. Additionally, the topic of these courses is related to social identities as well as mass media that is integral to modern culture. Creating significant learning, particularly in relation to caring and the human dimension, may be easier to incorporate into a course than a hard science or mathematical course. What situational factors allow for significant learning is an area for future for exploration that could inform how higher education may need to change in order for curriculum to provide significant learning.

ReferencesBanet-Weiser, S. (2012, Spring). Gender, media, and communication [Syllabus]. Department of Gender Studies, University of Southern California, Los Angeles, CA. Retrieved from http://web-app.usc.edu/soc/syllabus/20121/20600.pdfBeller, J. (2013, Spring). Feminist media theory: Feminism, social difference, and media analysis [Syllabus]. Department of Womens, Gender and Sexuality Studies, Barnard College, New York, NY. Retrieved from http://womensstudies.barnard.edu/wgss-courses-spring2013Bishop, E. (2013, Fall). Gender and film [Syllabus]. Gender, Sexuality, and Womens Studies Program, University of Pittsburgh, Pittsburgh, PA. Retrieved from http://www.wstudies.pitt.edu/resources/curriculum-resources DAcci, J. (2014, Fall). Constructions of gender in the medial [Syllabus]. Department of Gender and Womens Studies, University of Wisconsin-Madison, Madison, WI. Retrieved from http://www.womenstudies.wisc.edu/documents/syllabi/2014-15/Fall2014Syllabi.htmlFink, L. D. (2013). Creating significant learning experiences: An integrated approach to designing college courses. San Francisco: Jossey-Bass.Gottfried, B. (2013, Spring). Women, race, and gender in mass media [Syllabus]. Womens, Gender, & Sexuality Studies Program, Boston University, Boston, MA. Retrieved from http://www.bu.edu/cgsa/resources/women-gender-and-sexuality-syllabi/Nilsen, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San Francisco, CA: Jossey-Bass.Wagner, T. (2012). Creating innovators: The making of young people who will change the world. New York, NY: Scribner.