A Selective Review of Rehabilitation Services and Disabilities Studies Syllabi

Abstract

Background:This investigation examined what information is typically included in an undergraduate rehabilitation syllabus and how this information is presented in written form to students.Method:Syllabi (n= 117) from six undergraduate programs, each of which reflected a different program emphasis, were reviewed in terms of their framework (traditional, instructor-centered, student-centered, and enhanced) as well as categorical information contained in their narratives.Findings:An analysis of stylistic features indicate that undergraduate faculty tend to produce syllabi that are instructor-centered and support a pedagogical rather than an andragogical way of learning. The “typical” undergraduate course is a 3-credit offering with an enrollment of about 30 students that meets once or twice per week and is more likely taught by an adjunct faculty (nontenure track) member. While most faculty post information regarding instructor contact information, course description, learning objectives, grading system, and support services, greater variation was noted regarding posting office hours, expected student behavior (e.g., attendance, missing class, and participation), class policies (e.g., late/missing assignments and extra credit), and a description of teaching methods.Conclusion:Given the importance of how syllabi serve as an outline of course content and class policies, it is recommended that rehabilitation educators develop syllabi that are more student-centered and support adult learners.