Running head: SYLLABUS ANALYSIS

Case Study 2: Syllabus Analysis

Ashley Trewartha
Loyola University Chicago

SYLLABUS ANALYSIS

The structure of courses can have a significant effect on the amount and quality of
learning that students gain. Five courses on topics relating to gender and media representation
were chosen from five different institutions. The syllabi for the five courses was compared and
analyzed for incorporating elements of course design and significant learning. The analysis of
syllabi revealed the challenges of creating courses that integrate learning outcomes, class
activities, and learning assessment and feedback that Fink (2013) suggests is crucial to creating
effective learning environments.
Descriptive Analysis
Gender, Media, and Communication
Professor Sarah Banet-Weisers (2012) course at the University of Southern California
examines depictions and representations of gender in the media. The syllabus includes a
description of the course, expectations of students, a description of how students will be assessed
for participation and written assignments, course policies, and a schedule for course topics and
readings (Banet-Weister, 2012). Based on Finks (2013) suggested structure for a syllabus, the
major component that Banet-Weisters (2012) syllabus is missing is course learning outcomes
and goals.
The syllabus does include important components about the course structure and
assignments. The course begins with topics that address what gender is and why studying gender
and media matters (Banet-Weiser, 2012). The course also addresses theories and application of
theories, as well as a variety of types of images shown in media, such as masculinity, violence,
body image, and gendered consumption (Banet-Weiser, 2012). From the syllabus alone, many of
the topical areas seem to be randomly placed in the course schedule rather than flowing in a
sequential and increasingly complex order. Structured into the course are graded assignments

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requirements including class participation, writing blog posts, a paper, and two exams. The blog
posts provide students the opportunity to apply course content to movies, television shows,
magazines, and music. Unlike the explanation of the blog posts, however, the syllabus does not
include details on exams or the final paper.
Feminist Media Theory: Feminism, Social Difference, and Media Analysis
Jonathan Bellers (2013) course at Barnard College uses a feminist lens, critical race
theory, and queer theory to analyze media. The syllabus includes a course description, learning
outcomes, course requirements, and a schedule of topics and readings. The only suggested
component (Fink, 2013) that is not included is additional course policies.
Overall, Bellers (2013) syllabus clearly outlines the intended learning outcomes and the
structure of the course. The student learning outcomes, include being able to (1) demonstrate an
understanding (p. 1) of the influence of media; (2) explain and write about the changed
situations of peoples places, and politics (p. 1); demonstrate and . . . participate in the
generation of knowledge about a variety of media platforms (p. 1); and (4) analyze text, images,
visual texts, and film (Beller, 2013). To meet these learning outcomes, Beller (2013) has
structured in course requirements that include class participation, a presentation, weekly
response papers, and two exams. However, the syllabus does not provide expectations of the
course requirements, so it unclear in which forms of learning students are engaging. The
schedule of the course is sequenced so that students explore 1900s and current film in relation to
social identities before exploring more modern and futuristic forms of media and technology
which would require application and prediction.

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Gender and Film

Dr. Ellen Bishops (2013) Gender and Film class at the University of Pittsburgh uses film
to examine cultural and theoretical views of gender. The syllabus includes important
components such as a course description, learning outcomes, a course schedule, graded course
work and grade breakdown, and student learner responsibilities and policies (Bishop, 2013).
This particular syllabus is the only syllabus that includes all of the suggested components that
Fink (2013) outlines.
The syllabus opens with a description of the course and learning outcomes for the class.
According to the learning outcomes, students should be able to (1) analyze the films in relation
to gender issues; (2) place films within social, political, cultural, and historical contexts (p. 1);
(3) understand concepts of film theory and understand films relation to other forms of media;
and (4) write clearly, coherently, and skillfully (p. 1) and deliver oral presentations about
aspects of the films discussed in class (Bishop, 2013). The course schedule does not make it
clear whether or not the course is structured in a sequential or increasingly complex format.
However, there is a variety of course requirements that guide students through different forms of
learning. Each class pairs films with critical readings. Each week, a select group of students
present background material and relevant theory related to that weeks topic (Bishop, 2013).
Additionally, students are required to post online responses before class, as well as write a final
paper relating film and theory (Bishop, 2013). The syllabus closes with student responsibilities,
which illustrates that students are active participants in the learning process.
Constructions of Gender in the Media
Professor Julie DAccis (2014) course at the University of Wisconsin-Madison explores
how media and gender contribute to identity formation and how gender is inseparable from other

SYLLABUS ANALYSIS

identities. The syllabus for the course includes a description of the course, a schedules of course
topics and readings, course requirements, and graded elements (DAcci, 2014). The syllabus
does not, however, incorporate specific learning outcomes or course policies.
In the course description, Professor DAcci (2014) writes that the course will include
close readings and viewings, vigorous discussion, and analytic writing (p. 1). Students are
graded on attendance, participation, weekly reading reports, weekly film and television reports,
two papers, and one presentation (DAcci, 2014). The weekly reports allow students to connect
films with the weekly topic and reflect on their reactions to each film (DAcci, 2014). The
course topics guide students through foundational knowledge and theory, critique of films using
theory, and then application to additional media forms, such as music and childrens media
(DAcci, 2014). While the course does not provide learning outcomes, the structure of the
course itself mirrors learning processes that include critical media viewing, class discussion, and
analyzing film.
Women, Race, and Gender in Mass Media
Barbara Gottfrieds (2013) course at Boston University explores how forms of media
reflect societal construction of and shape understanding of gender, sexuality, race, and class. The
syllabus for the course includes a course description, graded course work and descriptions of
course work, and a schedule of course topics and readings. One important component of a
syllabus that Gottfried is missing is the student learning outcomes.
The syllabus for the course provides insight into the variety and increasingly complex
course topics and assessment methods. Gottfrieds (2013) syllabus shows the widest variety of
application of knowledge to real life. Required course assignments include class participation,
leading class discussion, ongoing journaling collecting cultural artifacts and media, and analyses

SYLLABUS ANALYSIS

of childrens games, magazines, and television shows (Gottfried, 2013). These types of
assignments provide students opportunities to apply theories and concepts to tangible and
relevant everyday media. Gottfrieds (2013) course, based on the syllabus is structured in such a
way that first introduces the social construction of race and gender as a foundation for how race
and gender are socially constructed within the context of mass media. Together, the sequential
order of course topics and the variety of assessment used exhibits how courses can be structured
in ways that mirror learning and provide significant learning experiences.
Comparative Analysis
The review of each of the five syllabi revealed the difficulty in designing a course and
syllabus that provides students with significant learning experiences and is intentional about
harmonizing learning goals, learning activities, and assessment and feedback (Fink, 2013). Not
one of the syllabi incorporated all of the recommended syllabus components outlined by Fink
(2013). However, each syllabus did include some unique and thoughtful elements, such as
course assignments, course topics, or learning outcomes, that could be considered as good
practices in creating significant learning experiences and learner-centered courses.
Given that the five syllabi chosen were for courses that were similar in topic and content,
there was a variety of course requirements and syllabus layouts among the courses.
Out of five courses, only two courses specified learning outcomes for students (Beller, 2013;
Bishop, 2010). Both Fink (2013) and Nilsen (2010) stress the importance of creating learning
outcomes first and structuring the rest of the course to align with those learning outcomes.
However, the absence of learning outcomes in three of the five syllabi analyzed suggests that
many courses are not designed with learning outcomes as the core of the class. In analyzing
syllabi, not having learning outcomes made it difficult, if not impossible, to assess the overall

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effectiveness of the course. Nilsen (2010) defines a learning outcomes as as statement of

exactly what . . . students should be able to do after completing [a] course (p. 18). If there is not
a statement that outlines what students should be able to do at the end of a course, the other
components of the course cannot be assessed for effectiveness of meeting that outcome.
The presence of learning outcomes is important, and the type of learning that is intended
is also important, particularly in creating the significant learning experiences for which Fink
(2013) advocates. The taxonomy for significant learning includes foundational knowledge,
application, integration, the human dimension, caring, and learning how to learn (Fink, 2013).
The courses that did include learning outcomes only covered knowledge, application, and
integration (Beller, 2013; Bishop, 2010). However, the structure of the course and course
assignments also reveal some components of significant learning. For example, Banet-Weisers
(2012) course includes a class section devoted to learning about why studying gender and media
matters, which relates to the caring component of significant learning. Another unique example
that targeted the human dimension type of learning is found in Gottfrieds (2013) course.
Students are required to lead the class in discussion about the assigned material of that days
class, requiring students to think about group dynamics and how to engage peers in dialogue.
Despite these unique examples, the majority of assignments targeted foundational knowledge
and application which reflects the traditional approach to education in general. Despite being
courses related to social identities and media, the course syllabi showed relatively few
opportunities for students to build interpersonal relationships, care and empathy, or creative
thinking skills, which are important components of learning environments that are beneficial in
creating innovative and relationship-oriented people (Wagner, 2012).

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Conclusion
The comparative analysis of the five syllabi revealed that intentional course design is
difficult. While the five courses together provided a variety of elements for significant learning,
no one syllabus alone did so. All of the courses included learning for foundational knowledge
and application, but most missed caring, the human dimension, and learning how to learn, which
mirrors one of the current criticisms of higher education today. Overall, one major component
that syllabi lacked was outlining learning outcomes. Fink (2013) and Nilsen (2010) argue that
learning outcomes are and should be the foundation for course design, yet most of the courses
did not include them, which additionally reveals some of the challenges that higher education
faces today.
The analysis of the five syllabi also brought to the surface some necessary questions
about the contexts in which these courses function and the practicality of creating learning
environments that facilitate significant learning. All of these courses were intermediate or
advanced courses on gender studies, film, or communications. As more advanced courses, the
class sizes are likely 50 or less students. Most of the courses required analytical papers,
classroom discussion, and individual or group presentations, all of which are much easier to do
with smaller class sections. Additionally, the topic of these courses is related to social identities
as well as mass media that is integral to modern culture. Creating significant learning,
particularly in relation to caring and the human dimension, may be easier to incorporate into a
course than a hard science or mathematical course. What situational factors allow for significant
learning is an area for future for exploration that could inform how higher education may need to
change in order for curriculum to provide significant learning.

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References
Banet-Weiser, S. (2012, Spring). Gender, media, and communication [Syllabus]. Department of
Gender Studies, University of Southern California, Los Angeles, CA. Retrieved from
http://web-app.usc.edu/soc/syllabus/20121/20600.pdf
Beller, J. (2013, Spring). Feminist media theory: Feminism, social difference, and media analysis
[Syllabus]. Department of Womens, Gender and Sexuality Studies, Barnard College,
New York, NY. Retrieved from http://womensstudies.barnard.edu/wgss-coursesspring2013
Bishop, E. (2013, Fall). Gender and film [Syllabus]. Gender, Sexuality, and Womens Studies
Program, University of Pittsburgh, Pittsburgh, PA. Retrieved from
http://www.wstudies.pitt.edu/resources/curriculum-resources
DAcci, J. (2014, Fall). Constructions of gender in the medial [Syllabus]. Department of Gender
and Womens Studies, University of Wisconsin-Madison, Madison, WI. Retrieved from
http://www.womenstudies.wisc.edu/documents/syllabi/2014-15/Fall2014Syllabi.html
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to
designing college courses. San Francisco: Jossey-Bass.
Gottfried, B. (2013, Spring). Women, race, and gender in mass media [Syllabus]. Womens,
Gender, & Sexuality Studies Program, Boston University, Boston, MA. Retrieved from
http://www.bu.edu/cgsa/resources/women-gender-and-sexuality-syllabi/
Nilsen, L. B. (2010). Teaching at its best: A research-based resource for college instructors. San
Francisco, CA: Jossey-Bass.
Wagner, T. (2012). Creating innovators: The making of young people who will change the world.
New York, NY: Scribner.