Years ago, I got to work late and had to grab the last parking spot, right in front of the university print shop. Technically, this was legal, but it was frowned upon; the person who ran the shop had a habit of hanging signs with strategically situated caps outside the main entrance: “Do NOT leave engines idling.” “NO smoking.” “Receipts ABSOLUTELY required.”
Sitting in my car that morning—the engine most definitely NOT idling—I found myself staring at all this signage: “Please be sure door is closed when you enter”; “No returns on rush orders”; “No orders received less than FIVE MINUTES prior to closing.”
They reminded me of something. But what?
And then I knew: they were just like my syllabus.
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The syllabus and our first class meetings with students are about setting the tone and expectations (my goal in teaching philosophy–largely an elective–is to have students think “this class is going to be so great, it’s worth taking it even though I don’t have to!”). What do we think will happen to student engagement if our syllabi communicate that we think they’re all cheats and slackers?
Exactly. Well said.