SYLLABUS CRITIQUE 1
Syllabus Critique: A Review of Assignment Design and Alignment in a Graduate Finance
Course
Vanesa Richmond
School of Education, Liberty University
Summary
The reviewed syllabus for a graduate course in international financial markets offers
foundational components expected in higher education course design, including learning
outcomes, required materials, and a structured list of assignments. However, to effectively serve
the academic needs of diverse college learners, especially adult learners in graduate programs,
the syllabus requires enhancements in assignment diversity, clarity, practical integration, and
alignment with the course’s learning outcomes. The existing format leans heavily on traditional
academic assignments, with limited evidence of scaffolding or accommodations for different
learning styles. While the rigor is appropriate for a graduate-level course, the design does not
SYLLABUS CRITIQUE 2
fully reflect current best practices in curriculum development, student engagement, and
learnercentered pedagogy. Thus, the syllabus is functional but falls short in providing a holistic,
accessible, and applied learning experience for a diverse student population.
Analysis
Assignment Diversity
The syllabus includes four types of assignments: discussion board forums, an annotated
bibliography, a faith and learning group essay, and a literature review. While these cover
research, writing, and collaboration, the variety could be expanded. There are no assignments
that include multimedia, presentation-based, experiential, or case-based formats that cater to
different learning preferences (Fleming & Baume, 2006). Incorporating assignments such as case
studies, financial modeling simulations, or oral presentations would promote active engagement
and practical skill development.
Assignment Difficulty
The course appropriately challenges students with tasks like the literature review (16
pages with 12 references) and annotated bibliography. However, the assignment sequence lacks
scaffolding. Literature review, for example, could be better supported by smaller formative
assignments to build research and synthesis skills (Ambrose et al., 2010).
Clarity of Assignment Parameters
Instructions for the assignments are relatively clear, though details are inconsistent. For
example, the syllabus mentions that each discussion board thread must cite five scholarly
sources but lacks clarity on the grading rubric. Providing assignment rubrics and sample work
would clarify expectations (Stevens & Levi, 2013).
Point Distribution
The point distribution aligns with assignment length and complexity, but the discussion
forums (60% of the grade) outweigh all other components. This may not reflect the true depth
SYLLABUS CRITIQUE 3
of learning intended. A rebalancing to give more weight to the literature review or integrative
assignments would better reflect their cognitive demands (Bloom, 1956).
Cohesiveness of Assignments
The assignments appear disconnected. While all relate to course content, there is no
apparent progression or integration strategy. For example, the annotated bibliography is not
clearly linked to the literature review process. Connecting assignments thematically and
sequentially enhances learner development (Wiggins & McTighe, 2005).
Assignment Relevancy to Stated Outcomes
The assignments do address the course outcomes broadly, especially regarding research
and evaluation. However, the lack of specific mapping between assignments and outcomes
leaves the alignment ambiguous. An assignment matrix would help visualize alignment and
reveal gaps (Nilson, 2016).
Assignment Relevancy to Course Description
The course description emphasizes global financial systems and capital strategies, but
assignments largely reflect academic writing rather than business application. For example, no
assignment simulates raising capital or evaluating a financial market strategy. More applied
tasks would make the syllabus more authentic and industry relevant.
Practical Application Components
Practical application is minimal. The literature review is research-oriented, and while the
faith and learning assessment attempts to apply biblical integration, it does not explicitly
simulate real-world financial decision-making. Introducing a final project where students build a
financial strategy for a global market entry would offer meaningful application.
Research-Driven Strategies to Improve the Syllabus
1. Incorporate assignment scaffolding by adding mini assignments that build toward the
literature review to support knowledge construction and reduce cognitive overload
(Ambrose et al., 2010).
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2. Increase assignment variety through oral presentations, case studies, or financial
modeling software to support diverse learning preferences (Fleming & Baume, 2006).
3. Align assignments with outcomes using an assignment-outcome matrix to ensure that
each task directly supports one or more measurable learning outcomes (Nilson, 2016).
4. Revise grading weight distribution to balance formative and summative assessments
and emphasize high order thinking tasks such as the literature review (Bloom, 1956).
5. Integrate real-world simulations or project-based learning such as drafting an
international finance strategy plan to align with course objectives and enhance practical
application (Wiggins & McTighe, 2005).
Personal and Practical Application
The process of criticizing this syllabus underscores the necessity of intentional and
strategic course design, particularly in graduate programs that serve a diverse student body with
varying levels of expertise, motivation, and learning preferences. Rather than viewing a syllabus
as a mere contract or list of assignments, higher education leaders must approach it as a
dynamic learning roadmap that fosters clarity, coherence, and alignment between content,
skills, and desired outcomes. Applying backward design principles and universal design for
learning (UDL) strategies can significantly enhance the inclusivity and effectiveness of course
materials, ensuring they meet the complex needs of today’s learners.
Future instructional design efforts should prioritize the explicit alignment between
measurable learning outcomes and corresponding assessments. Additionally, it is essential to
diversify assignment formats, thereby offering students multiple avenues to demonstrate
mastery based on their individual strengths and learning styles. In faith-based institutions, the
integration of biblical perspectives into course content should be approached with academic
rigor and relevance, ensuring that spiritual elements enhance, rather than merely supplement,
scholarly inquiry.
SYLLABUS CRITIQUE 5
This syllabus critique also highlights the importance of understanding motivational
theories in course design. When students perceive direct connections between their academic
assignments and real-world applications such as professional advancement, ethical
decisionmaking, and personal growth they are more likely to engage deeply with the material.
This consideration is particularly crucial for adult learners and non-traditional students who
benefit from curriculum that acknowledges and leverages their prior experiences.
An additional insight gained from this exercise is the critical role of feedback loops in
curriculum development. Continuous evaluation and revision of syllabi, informed by student
performance data and course feedback, ensures that instructional strategies remain relevant
and effective. Leaders in higher education should cultivate a culture of iterative improvement,
where faculty are encouraged and supported in refining their course designs to better meet
evolving student needs.
Finally, this analysis reinforces the need for proactive inclusivity in syllabus design.
Anticipating and addressing the diverse needs of students including those with learning
differences, cultural variances, or unique scheduling challenges reflects a commitment to
academic equity. Thoughtful syllabus design must ensure that all students, regardless of
background or ability, are provided with equitable opportunities for success.
In conclusion, syllabus critique is an ongoing, reflective practice essential to fostering
academic excellence and holistic student development. By consistently applying scholarly
research, institutional feedback, and biblical principles, educational leaders can create learning
environments that are both intellectually rigorous and spiritually enriching. This assignment has
provided actionable strategies and a heightened awareness of the multifaceted considerations
that inform effective syllabus development.
References
Ambrose, S. A., Bridges, M. W., DiPietro, M., Lovett, M. C., & Norman, M. K. (2010). How
learning works: Seven research-based principles for smart teaching. Jossey-Bass.
SYLLABUS CRITIQUE 6
Bloom, B. S. (1956). Taxonomy of educational objectives: The classification of educational goals.
Longman.
Fleming, N. D., & Baume, D. (2006). Learning styles again: VARKing up the right tree!
Educational Developments, 7(4), 4–7.
Nilson, L. B. (2016). Teaching at its best: A research-based resource for college instructors (4th
ed.). Jossey-Bass.
Stevens, D. D., & Levi, A. J. (2013). Introduction to rubrics: An assessment tool to save grading
time, convey effective feedback, and promote student learning (2nd ed.). Stylus
Publishing.
Wiggins, G., & McTighe, J. (2005). Understanding by design (Expanded 2nd ed.). ASCD.
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