{"id":9222,"date":"2023-02-09T13:35:58","date_gmt":"2023-02-09T18:35:58","guid":{"rendered":"https:\/\/www.montclair.edu\/faculty-excellence\/?page_id=9222"},"modified":"2025-03-27T17:26:30","modified_gmt":"2025-03-27T21:26:30","slug":"warming-up-your-syllabus","status":"publish","type":"page","link":"https:\/\/www.montclair.edu\/faculty-excellence\/pedagogical-strategies-that-support-learning\/warming-up-your-syllabus\/","title":{"rendered":"&#8220;Warming Up&#8221; Your Course"},"content":{"rendered":"<p><em><strong>Warm early communications begin the process of fostering belonging and supporting student success.<\/strong><\/em><\/p>\n<p><span style=\"font-weight: 400\">Developing your course to be appealing and accessible in terms of content and assignments fosters belonging and supporting student success. In addition to the <\/span><b><a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/inclusivity-and-diversity\/incorporating-diverse-course-materials\/?\">content<\/a> <\/b><span style=\"font-weight: 400\">of your opening pages and syllabus, the <\/span><b>tone <\/b><span style=\"font-weight: 400\">can also begin to support these goals. Using a warm tone not only fosters belonging but leads to students\u2019 having a more positive view of the course (Harnish &amp; Bridges, 2011) and instructor (Waggoner Denton &amp; Veloso, 2018).\u00a0<\/span><\/p>\n<h3><span style=\"font-weight: 400\">Set the Right Tone\u00a0<\/span><\/h3>\n<p>Your first communications to students matter. What message do you want to send to them before they even meet you? As you craft your first announcements and your landing page, consider the following:<\/p>\n<ul>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><span style=\"color: #333333\"><b>How will you present yourself as a teacher?\u00a0 <\/b>Try to <\/span>express your enthusiasm for the course, the pleasure you experience from working with students, and your belief in their potential for success.\u00a0<\/span><\/li>\n<li><strong>How will you present yourself as a person?<\/strong> Students appreciate it when instructors reveal some aspects of their own educational story, their values, and what&#8217;s important to them as a person. In just a few sentences in an announcement, in your syllabus, or on your Canvas page, you can share a little bit about your values and priorities so that students can begin to know you as a person.<\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>How do you want to express your commitment to hearing all viewpoints? <\/strong>In your own words, how might you express your commitment to cultivating an atmosphere that supports all students? One strategy is to include a course overview that highlights the topics the course will cover (Fuentes, Zelaya &amp; Madsen, 2021, p. 73).<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>How can you express your strategies for supporting all learners?<\/strong>\u00a0 Some language that makes it clear that you recognize and appreciate learner variability and welcome student input on how they best learn can make clear that you are an inclusive educator.\u00a0<\/span><\/li>\n<li style=\"font-weight: 400\"><span style=\"font-weight: 400\"><strong>How can you learn about your students?<\/strong> One of the best ways is through a simple &#8220;introduce yourself&#8221; first assignment, or through a pre-term survey. See <a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/pedagogical-strategies-that-support-learning\/connect-with-your-students\/student-surveys\/\">pre-term samples and tips<\/a>.<\/span><\/li>\n<\/ul>\n<p><strong>Here are two sample \u201cWelcome Statements\u201d that users of the <a href=\"https:\/\/www.montclair.edu\/faculty-excellence\/teaching-resources\/clear-course-design\/the-montclair-syllabus\/\">麻豆传媒在线 Syllabus<\/a> put directly into the &#8220;Course Overview&#8221; section.<\/strong><\/p>\n<p style=\"padding-left: 40px\"><b>From Jeffrey Gonzalez<\/b><span style=\"font-weight: 400\"> (English 238; full syllabus shared in OFE\u2019s Canvas Community, <\/span><a href=\"https:\/\/montclair.instructure.com\/courses\/131449\"><span style=\"font-weight: 400\">MSU Teaching Resources from OFE<\/span><\/a><span style=\"font-weight: 400\"> (join by clicking <\/span><a href=\"https:\/\/montclair.instructure.com\/enroll\/H7HKC9\"><span style=\"font-weight: 400\">here<\/span><\/a><span style=\"font-weight: 400\">).<\/span><\/p>\n<p style=\"padding-left: 40px\"><span style=\"font-weight: 400\">&#8230;We will have to be sensitive to the occasional tensions that will emerge from our conversations. <\/span><b>All of your voices and feelings are relevant and welcome, provided they show respect to your classmates, to the history we\u2019re exploring, and to the goals of the course.\u00a0<\/b><\/p>\n<p style=\"padding-left: 40px\"><span style=\"font-weight: 400\">Since this is a literature course, aesthetic analysis matters. We will think about how these artistic decisions and displays interact with the time periods they emerge from and the social milieu they\u2019re responding to.<\/span><\/p>\n<p style=\"padding-left: 40px\"><b>From Claremont Colleges Center for Teaching and Learning<\/b><span style=\"font-weight: 400\">:<\/span><\/p>\n<p style=\"padding-left: 40px\"><span style=\"font-weight: 400\">My goal is to welcome everyone to [[your discipline]]. As your professor, I hold the fundamental belief that everyone in the class is fully capable of engaging and mastering the material. My goal is to meet everyone at least halfway in the learning process. Our classroom should be an inclusive space, where ideas, questions, and misconceptions can be discussed with respect. There is usually more than one way to see and solve a problem and we will all be richer if we can be open to multiple paths to knowledge. I look forward to getting to know you all, as individuals and as a learning community.<\/span><\/p>\n<h3><span style=\"font-weight: 400\">Warm Up Your Syllabus<\/span><\/h3>\n<h4><span style=\"font-weight: 400\">1. Emphasize Positive over Punishing Language<\/span><\/h4>\n<p><span style=\"font-weight: 400\">Course policies are often written as a response to problems in the classroom and promote an antagonistic tone. Overly punitive rules never actually guarantee that unwanted behavior disappears, and they might even create resistance in students.<\/span><\/p>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Sample Phrases from Cold Syllabus\u00a0<\/b><\/td>\n<td><b>Sample Phrases from Warm Syllabus<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">\u201cCome prepared to actively participate in this course. This is the best way to engage you in learning\u201d<\/span><\/td>\n<td><span style=\"font-weight: 400\">\u201cI hope you actively participate in this course . . . because I have found it is the best way to engage you in learning.\u201d<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">\u201ctraumatic events . . . are no excuse for not contacting me within 24 h\u201d<\/span><\/td>\n<td><span style=\"font-weight: 400\">\u201ctraumatic events . . . are unwelcome and because I understand how difficult these times are, if you contact me within 24 h of the event and provide documentation, I will be happy to give you a make-up exam.\u201d<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4><span style=\"font-weight: 400\">2. Create Invitations over Commands<\/span><\/h4>\n<p><span style=\"font-weight: 400\">To highlight students\u2019 agency in a course, instructors can create invitations instead of commands. They could phrase policies as logical consequences of student actions instead of retributive punishments. The chart below describes how to use language to highlight collaboration rather than top-down authority.<\/span><\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Commands<\/b><\/td>\n<td><b>Invitations<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">\u201cYou must complete makeup work to receive credit.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cYou are allowed to\u2026\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cI only accept\u2026\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cLate work receives a 40% reduction.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cIf you need to contact me outside of class or office hours, email ______\u201d<\/span><\/td>\n<td><span style=\"font-weight: 400\">\u201cFeel free to complete makeup work to earn credit.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cYou are welcome to\u2026\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cI encourage you to\u2026\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cLate work is eligible for 60% of\u00a0 original points.\u201d<\/span><\/p>\n<p><span style=\"font-weight: 400\">\u201cI invite you to contact me outside of office hours by emailing ___________.\u201d<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h4><span style=\"font-weight: 400\">3. Shift from passive to active voice, and from third person to first or second.<\/span><\/h4>\n<p>&nbsp;<\/p>\n<table>\n<tbody>\n<tr>\n<td><b>Sample Phrases from Cold Syllabus<\/b><\/td>\n<td><b>Sample Phrases from Warm Syllabus<\/b><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">This course covers . . .\u00a0<\/span><\/td>\n<td><span style=\"font-weight: 400\">This semester we will explore . . .\u00a0<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Students are required to . . .<\/span><\/td>\n<td><span style=\"font-weight: 400\">You will . . .\u00a0<\/span><\/td>\n<\/tr>\n<tr>\n<td><span style=\"font-weight: 400\">Students will . . .<\/span><\/td>\n<td><span style=\"font-weight: 400\">We will [or you will]<\/span><\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n<h3><span style=\"font-weight: 400\">\u00a0<\/span><\/h3>\n<p><span style=\"font-weight: 400\"><div class=\"prpl-drawer\"><div class=\"prpl-drawer-header\">Resources and References<\/div><div class=\"prpl-drawer-content\">\n<p><span style=\"font-weight: 400\">Claremont Colleges Teaching and Learning Center. (2016.) Sample Syllabus Language. <\/span><a href=\"https:\/\/teaching.claremont.edu\/sample-syllabus-language\/\"><span style=\"font-weight: 400\">https:\/\/teaching.claremont.edu\/sample-syllabus-language\/<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Denial, Cate. What Do Our Syllabi Really Say? <\/span><a href=\"https:\/\/catherinedenial.org\/blog\/uncategorized\/what-do-our-syllabi-really-say\/\"><span style=\"font-weight: 400\">https:\/\/catherinedenial.org\/blog\/uncategorized\/what-do-our-syllabi-really-say\/<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Fuentes, M. A., Zelaya, D. G., &amp; Madsen, J. W. (2021). <\/span><a href=\"https:\/\/ezproxy.montclair.edu\/login?url=https:\/\/search.ebscohost.com\/login.aspx?direct=true&amp;db=eric&amp;AN=EJ1278022&amp;site=eds-live&amp;scope=site\"><b>Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion<\/b><\/a><span style=\"font-weight: 400\">. <\/span><i><span style=\"font-weight: 400\">Teaching of Psychology<\/span><\/i><span style=\"font-weight: 400\">,<\/span><i><span style=\"font-weight: 400\"> 48<\/span><\/i><span style=\"font-weight: 400\">(1), 69\u201379.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Harnish, R., &amp; Bridges, K. (2011). Effect of syllabus tone: students\u2019 perceptions of instructor and course. <\/span><i><span style=\"font-weight: 400\">Social Psychology of Education<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">14<\/span><\/i><span style=\"font-weight: 400\">(3), 319\u2013330. <\/span><a href=\"https:\/\/doi.org\/10.1007\/s11218-011-9152-4\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.1007\/s11218-011-9152-4<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Rhetoric. (2015). Accessible Syllabus.<\/span><a href=\"https:\/\/www.accessiblesyllabus.com\/rhetoric\/\"><span style=\"font-weight: 400\"> https:\/\/www.accessiblesyllabus.com\/rhetoric\/<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Slattery, J. M., &amp; Carlson, J. F. (2005). Preparing an Effective Syllabus. <\/span><i><span style=\"font-weight: 400\">College Teaching<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">53<\/span><\/i><span style=\"font-weight: 400\">(4), 159\u2013164. <\/span><a href=\"https:\/\/doi.org\/10.3200\/CTCH.53.4.159-164\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.3200\/CTCH.53.4.159-164<\/span><\/a><\/p>\n<p><span style=\"font-weight: 400\">Waggoner Denton, A., &amp; Veloso, J. (2018). Changes in syllabus tone affect warmth (but not competence) ratings of both male and female instructors. <\/span><i><span style=\"font-weight: 400\">Social Psychology of Education<\/span><\/i><span style=\"font-weight: 400\">, <\/span><i><span style=\"font-weight: 400\">21<\/span><\/i><span style=\"font-weight: 400\">(1), 173\u2013187. <\/span><a href=\"https:\/\/doi.org\/10.1007\/s11218-017-9409-7\"><span style=\"font-weight: 400\">https:\/\/doi.org\/10.1007\/s11218-017-9409-7<\/span><\/a><\/p>\n<\/div><\/div>\n<p style=\"text-align: right\"><p><em>Last Modified: Thursday, March 27, 2025 5:26 pm<\/em><\/p> EJI<\/p>\n<hr \/>\n<p>For more information or help, please <a href=\"mailto:faculty@montclair.edu\">email<\/a> the Office for Faculty Excellence or <a href=\"https:\/\/montclair-faculty-excellence.libcal.com\/appointments\/\">make an appointment<\/a> with a consultant.<\/p>\n<p><a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\"><img loading=\"lazy\" decoding=\"async\" src=\"http:\/\/www.montclair.edu\/faculty-excellence\/wp-content\/uploads\/sites\/195\/2022\/08\/CC.png\" alt=\"Creative Commons License\" width=\"80\" height=\"15\" \/><\/a><br \/>\nTeaching Resources by <a rel=\"cc:attributionURL\" href=\"https:\/\/www.montclair.edu\/faculty-excellence\/\">麻豆传媒在线 Office for Faculty Excellence<\/a> is licensed under a <a rel=\"license\" href=\"http:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons Attribution-NonCommercial 4.0 International License<\/a><\/p>\n<p><span style=\"font-weight: 400\">Third-party content is not covered under the Creative Commons license and may be subject to additional intellectual property notices, information, or restrictions. You are solely responsible for obtaining permission to use third party content or determining whether your use is fair use and for responding to any claims that may arise.<\/span><\/p>\n<p><a href=\"https:\/\/creativecommons.org\/licenses\/by-nc\/4.0\/\">Creative Commons CC BY-NC-4.0<\/a><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Warm early communications begin the process of fostering belonging and supporting student success. Developing your course to be appealing and accessible in terms of content and assignments fosters belonging and supporting student success. In addition to the content of your opening pages and syllabus, the tone can also begin to support these goals. Using a [&hellip;]<\/p>\n","protected":false},"author":328,"featured_media":9226,"parent":7671,"menu_order":8,"comment_status":"closed","ping_status":"closed","template":"","meta":{"inline_featured_image":false,"footnotes":""},"class_list":["post-9222","page","type-page","status-publish","has-post-thumbnail","hentry"],"_links":{"self":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9222","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/users\/328"}],"replies":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/comments?post=9222"}],"version-history":[{"count":11,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9222\/revisions"}],"predecessor-version":[{"id":13546,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/9222\/revisions\/13546"}],"up":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/pages\/7671"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media\/9226"}],"wp:attachment":[{"href":"https:\/\/www.montclair.edu\/faculty-excellence\/wp-json\/wp\/v2\/media?parent=9222"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}