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Course Materials—Syllabus and Textbooks

Article in Journal of Teaching in Travel & Tourism · January 2004

DOI: 10.1300/J172v04n04_05

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Course Materials—Syllabus and

Textbooks
a
Kara Wolfe
a
Department of Apparel Design, Facility and
Hospitality Management , North Dakota State
University , Fargo, ND, USA
Published online: 22 Sep 2008.

To cite this article: Kara Wolfe (2005) Course Materials—Syllabus and Textbooks,
Journal of Teaching in Travel & Tourism, 4:4, 55-60, DOI: 10.1300/J172v04n04_05

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 TIPS FOR TEACHING ASSISTANTS
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AND NEW INSTRUCTORS

Course Materials–
Syllabus and Textbooks
Kara Wolfe

ABSTRACT. Course materials such as the syllabus and textbook set the
tone for a course. Therefore, careful planning must go into developing a
syllabus and choosing a textbook. An effective syllabus can increase the
number of successful students and decrease the number of problems that
arise throughout a course by communicating the instructor’s expectations
for students in the course. A syllabus usually includes standard informa-
tion like the logistics of when, where, and who; a well-written syllabus
also answers questions like what and why. Student learning correlates
more with the textbook than the instructor; consequently, choosing a text-
book is an important aspect of teaching a course. The most critical compo-
nent to consider is whether or not the textbook supports the course
objectives. This paper covers these aspects, as well as provides guidelines
to assist in developing a syllabus and choosing a textbook. [Article copies
available for a fee from The Haworth Document Delivery Service: 1-800-
HAWORTH. E-mail address: <docdelivery@haworthpress.com> Website: <http://
www.HaworthPress.com> © 2004 by The Haworth Press, Inc. All rights reserved.]

Kara Wolfe is Assistant Professor, Department of Apparel Design, Facility and

Hospitality Management, North Dakota State University, Fargo, ND USA (E-mail:
Kara.Wolfe@ndsu.nodak.edu).
Journal of Teaching in Travel & Tourism, Vol. 4(4) 2004
Available online at http://www.haworthpress.com/web/JTTT
 2004 by The Haworth Press, Inc. All rights reserved.
doi:10.1300/J172v04n04_05 55
 56 JOURNAL OF TEACHING IN TRAVEL & TOURISM

KEYWORDS. Course materials, syllabus, textbook

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DEVELOPING A SYLLABUS

Davidson and Ambrose (1994) suggest that a syllabus is similar to a

research proposal, in that they are both written after much thought and
planning. Well written materials, whether it is a syllabus, research pro-
posal, or another course document such as an assignment or worksheet,
demonstrates that the author is organized, committed, and enthusiastic
about the topic. It is important that a syllabus convey these attributes to
the students, because the syllabus serves as a means to introduce the in-
structor and course to the students. The syllabus sets the tone for the
course and lets students know the standards and expectations set for
them. A well-written syllabus can also make the instructor’s job easier.
Once the students understand what is expected of them, it is easier for
the instructor and students to communicate with one another. An effec-
tive syllabus can improve the student success rate by delineating the in-
structor’s philosophy and expectations (University of Minnesota Center
for Teaching and Learning Services, N.D.).
The syllabus acts as the table of contents for the course. It informs
students about the purpose and objectives of the course (i.e., the final
destination). The syllabus also indicates how the objectives will be ob-
tained (i.e., the directions on how to get there), such as what materials
will be covered, classroom procedures, assignments and processes, as
well as policies. It presents a plan of topics to be covered based on the
time frame for the course and serves as a contract between the instructor
and students. The syllabus could also describe the role of the course
within the curriculum and how the course content relates to other
courses or workforce applications. Another important aspect of the syl-
labus is that it requires the instructor to ponder the time limitations for
the course and be realistic in what materials will be covered (Davis,
2002).
Items usually included in a syllabus are (gross Davis, 1993):

a. Heading–This section includes the course number and title, cred-

its, semester, time and location of the class, the instructor’s name
and contact information, as well as office hours and information
regarding teaching assistants, if applicable to the course.
 Tips for Teaching Assistants and New Instructors 57

b. Course description–The description in the University catalog can

be used if it accurately depicts what will be covered throughout
the course.
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c. Prerequisites–This sets some expectations of knowledge and

skills needed for the course. This section can also include sugges-
tions on how students can prepare for the course by reviewing pre-
vious class materials.
d. Course goals or objectives–These describe what the students will
know by the end of the semester. Try to list three to five objectives
identifying the competencies students will gain by successfully
completing the course.
e. Text and reading materials–Title, author, edition, and publisher of
the textbook should be provided. If other reading materials will be
used, details such as where to obtain the materials (e.g., course
packet) and how much it will cost, or how to acquire library re-
serves, should be included in the syllabus.
f. Course format and assignments–Tell students the methods that
will be used to cover the topics (e.g., lecture or discussion). Also,
describe assignments and activities that will be used throughout
the course (e.g., worksheets, fam tours/field trips, and research
projects).
g. Grading or evaluation procedures–Describe what students will be
graded on (e.g., participation, worksheet) and how (e.g., 5 points
for answering a question during class when called upon). List how
many assignments, tests, and activities will be used and the points
for each, as well as the total number of points possible in the
course. Also, include grading procedures, such as whether or not
tests will be graded on a curve or if extra credit is allowed.
h. Course policies–Include a statement regarding attendance (e.g., is
it required), tardiness, and make-up exams (e.g., whether the
make-up exam will be the same test or an alternate format).
i. University policies–Include any policies that the department and/or
university mandates, such as Academic Honesty (i.e., cheating and
plagiarism policies) and accommodation policy (i.e., students who
meet the Americans with Disabilities Act (ADA) requirements can
request appropriate accommodations or assistance).
j. Course schedule–Provide students with a calendar of events for
the semester, such as topics to be covered each day, assignment
due dates, test days, and drop/withdraw deadlines.
k. Caveat–It is recommended that a sentence be included to state that
modifications may be made throughout the semester. For exam-
 58 JOURNAL OF TEACHING IN TRAVEL & TOURISM

ple, “this syllabus outlines a tentative course schedule, however

the instructor reserves the right to make changes as needed.”
l. Other considerations–With the emergence of professional note-tak-
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ers and students selling notes to companies, many instructors in-

clude copyright statements, such as “the instructor reserves all
copyrights to the content of this course. Reproduction of class
notes for monetary gain or commercial purposes is prohibited”
(Davis, 2002). Also, remember to be creative (e.g., use color and
pictures) and try to motivate the students by using exciting, active
language. Students have diverse learning preferences, so by in-
cluding visuals such as pictures and charts (Clegg, 2000), the syl-
labus may appeal to more students and actively engage them in the
learning process.

It is up to the instructor to choose what s/he wants to include. However,

by including more information, it is likely to have less questions by stu-
dents. This can be important in more populated classes or classes with
multiple sections where consistency is important, or in online classes
where there might be limited communication between the students and
instructor. When developing a course syllabus, instructors can get ideas
from the department, peers, and sources like the International Council on
Hotel, Restaurant, and Institutional Education (iCHRIE) Special Interest
Groups (SIGs). For example, at the 58th Annual iCHRIE conference
(Palm Springs, CA) the Lodging SIG handed out a booklet with com-
piled syllabi from several hospitality academics. For more examples of
what to include in each section, see the Florida State University “Online
Learning” website at http://online.fsu.edu/learningresources/handbook/
instructionatfsu/.

CHOOSING A TEXTBOOK

Why does an instructor use a textbook? It provides a reference for

students and an outline of the material that will be covered throughout
the course. Research has indicated that a major influence on student
learning is the text; research also suggests that the text has a greater im-
pact than the instructor (McKeachie, 2002). Therefore, choosing a text-
book or reading materials can be a critical component of teaching a
course.
Before choosing a textbook, check with the department chair or other
faculty members. Some departments may have a policy that dictates the
 Tips for Teaching Assistants and New Instructors 59

textbook to be used, especially when multiple sections are taught by

various faculty members. If a textbook has not been pre-determined, the
following guidelines can assist with choosing a textbook or reading ma-
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terials for a course.

Many publishing companies (e.g., Wiley & Sons and Prentice Hall)
send free sample textbooks (i.e., desk copies) for an instructor to re-
view. These companies can be contacted through sales representatives
who are often available at conferences or through their respective
websites. After reviewing sample textbooks, check with peers within
the department to get their input and recommendations.
When choosing a textbook (or reading material), the most critical
question to consider is whether or not it fits with the course objectives
(McKeachie, 2002). An instructor should also evaluate a textbook
based on the readability, organization, cost (Wright, 1987), visual ap-
peal, relevancy, and currency. If the reading level is too easy, it will not
maintain the students’ attention; yet if it is too difficult, it will frustrate
students. It has been recommended that introductory textbooks be
equivalent to a ninth or tenth grade reading level (McGinty & Cope, in
Wright, 1987). This is the level of reading of most magazines and news-
papers. Along with readability is the organization of the book. A well
organized book allows students to see how the information is outlined,
and they can easily identify the major concepts. If the students have to
spend a lot of time understanding the format or outline, they will have
less time for applications. As tuition increases, students are more
price-conscious. If a textbook is too costly, some students may elect to
not purchase it or try to share with other classmates, which could hinder
their ability to complete assignments. Textbooks that are visually ap-
pealing with color charts and pictures can motivate and stimulate stu-
dents to learn more about the topic. Relevant and up-to-date information
is also important in stimulating students’ desire to learn more. If the
textbook offers examples that students are likely to face in the work-
place and information that is current, they are more likely to be inter-
ested in the subject.
Based on the difficulty of finding one textbook that meets all these
criteria, course packets and customized textbooks are becoming more
common. Course packets can provide more timely information and sev-
eral view points (McKeachie, 2002), which can motivate students to
think about topics in different ways. Customized textbooks allow an in-
structor to choose chapters from different books and have them bound
together as one book. The advantage of this option is that students will
 60 JOURNAL OF TEACHING IN TRAVEL & TOURISM

get information from various sources without having to purchase sev-

eral books.
The availability of so many textbooks makes choosing one arduous.
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However, by consulting peers and using trial-and-error methods, choos-

ing a textbook will hopefully become easier with experience. An in-
structor who desires to improve will continuously make changes to
his/her syllabus and always seek out the textbook that best fits his/her
course. This drive for professional development is what makes success-
ful instructors.

REFERENCES
Clegg, V.L. (2000). Principles of college teaching: Lecturing. [Class handouts]. Man-
hattan, KS: Author.
Davidson, C.I., & Ambrose, S.A. (1994). The new professor’s handbook: A guide to
teaching and research in engineering and science. Boston: Anker Publishing Com-
pany, Inc.
Davis, M. (2002). Designing a course syllabus [On-line]. Retrieved August 4, 2003
from http://www.ksu.edu/catl/edcip943/designsyllab.htm.
Gross Davis, B. (1993). Tools for Teaching. San Francisco, CA: Jossey-Bass Publish-
ers.
McKeachie, W.J. (2002). McKeachie’s teaching tips. (11th ed.). Boston: Houghton
Mifflin Company.
University of Minnesota Center for Teaching and Learning Services. (n.d.) Syllabus tu-
torial: What is an effective syllabus? [On-line] Retrieved October 23, 2003 from
http://www1.umn.edu/ohr/teachlearn/syllabus/index.html.
Wright, D.L. (1987). Getting the most out of your textbook. From newsletter for the
University of Nebraska-Lincoln Teaching and Learning Center. Teaching at UNL,
8(3), 1-3.

SUBMITTED: October 29, 2003

ACCEPTED: January 7, 2003

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