The discussions made me think of the syllabus as students’ first encounter with the course – it’s posted on Blackboard before the course begins and before they meet me – and its very formal (“the syllabus is a contract,” as we are told). But then I think of the disconnect between what I have written as policies (strict, sound inflexible) vs. what I actually do when someone comes to see me and I am very flexible. The tone of the syllabus may prevent some students coming and speaking to me because they think there’s no point. I would like to modify the tone, with the view that it is more welcoming to students and encourages them to come and see if they are having difficulties, so the wording of the syllabus better reflects me, my personality, and my style in practice.  

Professor Damien Fair from the Universty of Minnesota is one scholar whose work is relevant to my classes. Prof. Fair’s research investigates factors affecting brain development, and he has a special focus on children with ASD and ADHD.

Damien Fair, PhD: https://icd.umn.edu/people/faird/

Professor, Institute of Child Development
Professor, Department of Pediatrics

University of Minnesota Medical School
Redleaf Endowed Director, Masonic Institute for the Developing Brain