I have attended a number of talks over the years focused on getting a liberal arts job. Because I did not attend a liberal arts school as an undergraduate, I took every available opportunity to learn about the expectations and intricacies of these jobs, from applications to faculty meetings. There are several sociological liberal artists who have a tendency to appear at these talks, among them Ed Kain from Southwestern University and Keith Roberts from Hanover College.
Because I have seen him give several such talks there have been several times that I’ve heard Roberts tell an audience of grad students that he does not consider applications from students that include syllabi less than 20 pages in length because he takes this as a sign that the applicant does not care about teaching. I remember sitting dumbfounded the first time I heard this, wondering alternately what would fill a 20 page syllabus and why I thought I cared about teaching when my longest syllabi were less than ten pages. Inevitably, Roberts disclosed in the Q&A that his syllabi include all course assignments and that students with shorter syllabi could add an appendix with their assignments and class exercises so as not to end up in the “I will not even look at your application” pile when applying for a position at Hanover.
Unfortunately for me, the sociology department at Hanover was not hiring this year. If it were, I feel confident that Roberts would have placed my application in the “to be considered further” pile based on the number of times I’ve heard him speak. For every other job application, however, one cannot be so sure what the hiring committee is looking for in a syllabus. A good way to avoid this problem is to write good syllabi in the first place and then include assignments and exercises when sending them with your application packets on the job market (just in case!).
With this in mind, Rob Wier has written a brief guide to a good syllabus on Inside Higher Ed. The most important part is this:
A good syllabus is the organizing structure of a course, an unambiguous statement of expectations, and a professor’s first line of defense in disputes over policy, procedure, and grades. Your syllabus should lay out what you expect students to do, why you want it, when you want it, and what happens if students don’t comply. Assume nothing and spell out everything. The more you put in your syllabus up front, the less you’ll have to negotiate or explain later.
Update: Amelia at the Contexts Blog has posted some resources from the University of Buffalo.
Memoirs of a SLACer 