ABSTRACT
The opening paragraphs of many course syllabi tend to contain a set of good intentions that advertise why students should enroll in this course. The goals provided tend to be general, emphasizing the importance of the course content. They are followed by other, more mundane descriptions of course procedures and weekly topics that have no visible connection with the opening goals. Consequently, students pay little attention and would be hard-pressed to recall any course goals when asked to do so at any time in the semester. After all, instructional designers, state curriculum committees, and regional accreditation bodies have done their best over the years to confuse faculty with ever-changing terminology—from goals to objectives, competencies, behavioral objectives, and learning outcomes —that have practitioners wondering what purpose they actually serve.
