Running head: CASE STUDY #1

ELPS 430
Case Study #1: Course Syllabi in Higher Education
Adessa Kiryakos
Loyola University of Chicago

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Part I. Describe

In analyzing five syllabi I chose, Introduction to Nursing as the discipline and used
syllabi from five different universities. West Kentucky Universitys syllabus for their
Introduction to Professional Nursing
(http://www.wku.edu/senate/archives/archives_2013/9j_revised_proposal_nurs_102_rev_apr_16
_2013_syllabus.pdf) includes learning objectives, description of the class, university
requirements, an assessment component, an incorporation of critical thinking activities, a group
presentation, a syllabus that is broken down week to week by what objective the topic for any
specific week will be meeting. Additionally, each class has a lecture, discussion, and activity
component. A line that stands from the syllabus is, Students are expected to be self-directed and
responsible for their own learning (p. 4).
Michigan State Universitys, Introduction to Professional Nursing course syllabus
(http://nursing.msu.edu/Images_Docs/Syllabi/Spring2016/BSN/NUR%20205%20Syllabus
%20Spring%202016.pdf) includes a course description as well, course objectives, university
requirements, and requires a clinical component to the class. A section that stands out in the
syllabus is, As you enter this professional school of nursing, you will have to study diligently
and build upon the knowledge from your other courses. You will be actively seeking solutions to
patient problems through critical thinking rather than passively assimilating or memorizing
knowledge (pp. 1-2).
University of Floridas, Introduction to Professional Nursing course syllabus
(http://nursing.ufl.edu/students/course-outlines/) includes a course description, course objectives,
university requirements, how the class will be taught; specifically broken down in teaching and
learning style, and a list of topics each week. The breakdown of teaching methods, the professor

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states, Guided small group discussions, assigned readings, assigned written papers and
presentations and for learning activities, Participation in small group discussions, completion
of modules and e-learning assignments, beginning development of e-portfolio, required written
paper, and required oral presentation (p. 3).
Oaktown Community Colleges, Introduction to Professional Nursing Practice syllabus
(https://www.oakton.edu/academics/academic_departments/nur/syllabi/nur103.php) includes
both lecture and lab components, course description and learning objectives, university
requirements, teaching method, which demonstrates a variety of teaching approaches, and
sequences of topics. There is not a week to week breakdown of topic and assignments due. There
is a possibility that the information could have been handed out to students in person. Lastly,
Palm Beach State Colleges, Introduction to Professional Nursing syllabus
(https://www.palmbeachstate.edu/programs/nursing/documents/NUR2000LHY_June2012.pdf)
is 68 pages long and includes a table of contents, is a hybrid class, meaning some classes are in
person and some are virtual. The table of contents is detailed and thorough and covers everything
from learning objectives, how distance learning is different than in person, and a break down
what will be covered every week in regards to objectives, content, and learning activities.
Part II. Compare and Contrast
Through analyzing the fives syllabi the main themes that stand out are the learning
objectives inputted in each, two of the syllabi specifically addressed critical thinking and how
students will develop their critical thinking, almost all of the courses wrote about their different
approaches to learning (and it did not include one way), and three of the syllabi had a breakdown
of the topic for every week and which learning objective would be met as a result. All of the
syllabi included literature that I assume is mandated by the university in regards to

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accommodations, plagiarism, etc. Some of the professors who wrote their syllabi went in depth
in regards to how the topics will be addressed each week and I can see how that would be helpful
for students to better prepare for class. Lastly, a theme I saw in almost all of the syllabi: students
are responsible for their own learning.
Part III. Integrate
In thinking about the course readings of Fink, Nelson, and Bransford, the themes of the
syllabi fall in line with much of what the authors wrote about. Fink (2003) quoted Arum & Roksa
(2011) in regards to creative thinking in that, raised many eyebrows with the conclusion that
45% of the 2,300 students assessed in 24 institutions showed no statistically significant
improvement in their critical thinking skills during the first year and a half of college (p. 2). I
then wonder if it is a new wave of professors being more cognizant in regards to approach of
how students are developing to be critical thinkers in order for them to have incorporated critical
thinking in their syllabi or if it is a push from the universities in regards to meeting specific
learning objectives. Regardless, it is evident that at least two of the syllabi have written about
critical thinking and how it will be incorporated into the class. From analyzing the syllabi, I saw
more of Benjamin Blooms Taxonomy over Taxonomy of Significant Learning. What is difficult
to tell is because the breakdown of each weak for majority of the syllabi are vague, it may be
difficult to assess whether there is the caring component of the Taxonomy of Significant
Learning implemented in the course, for example. Lastly, many of the classes included a lab of
activity of some sort that would require them to apply theories or knowledge in class to practice.
In all three readings the authors discussed how students are able to grasp knowledge if they are
able to connect is to real life.

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Additionally, Bransford, Brown, & Cocking (2003) wrote about the differences between
learner-centered and knowledge-centered and how too much of one doesnt help students out.
Rather, If teaching is conceived as constructing a bridge between the subject matter and the
student, learner-centered teachers keep a constant eye on both ends of the bridge (p. 137).
Shifting into a learning-centered paradigm helps students grasp knowledge and the application of
that is seen in majority of the syllabi.

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References

Arum, R., & Roksa, J. 2011. Academically adrift: Limited learning on college campuses.
Chicago: University of Chicago Press.
Fink, L.D. (2003). Creating significant learning experiences: An integrated approach to
developing college courses. San Francisco: Jossey-Bass.
Nilson, L.B. (201) Teaching at its best: A research-based resource for college instructors. San
Francisco, CA: Jossey-Bass. (Ch. 1-3)
Bransford, J. D., Brown, A.L., & Cocking, R. R. (Eds.) (1999). How people learn: Brain, mind,
experience, and school. Washington DC: National Academy Press.