Supporting Diverse Learning Styles: A Case Study in Student Led Syllabus Design

Abstract

Abstract This paper presents a case study in student led syllabus design, geared to support diverse learning styles and to enhance student engagement. In this case, students in an Honors American Government Course participated in designing their own syllabus for the semester. This was done through a written survey in which students were able to select their preferred learning method, combination of assignments and activities, accountability mechanisms, testing structure and level of active learning. The tabulation of student responses resulted in a student designed syllabus that reflected a diversity of learning styles and a combination of passive and active learning mechanisms including traditional lecture, readings and research-based writing assignments, as well as debate, simulation and small group discussion, tailored to the preferences of the class. Student evaluations showed a high level of satisfaction with the student led syllabus design as well as with the course overall. Student participation in syllabus design allowed for differences in learning styles to be reflected in the structure of teaching mechanisms, assignments and activities, resulting in enhanced student “buy in.” This sense of ownership contributed to satisfaction, even with aspects of the course that students did not personally select, and increased levels of motivation and participation in assignments and activities. This paper will analyze the process, the outcomes, and the pros and cons of student led syllabus design as applied in this case, and evaluate its impact on learning style diversity and student engagement.