Teachers often craft student engagement techniques after the syllabus has been created but what would happen if we let students be involved earlier in the process? How could student involvement be enhanced if they have control over the types of assignments, the weighting of assignments, and the content of the course? What if we started the first day of class by handing out a syllabus with course objectives and said, okay how do we get here together? This brief Pecha Kucha will describe the instructors' process and experience of creating a student generated syllabus for a senior capstone course. The primary objective of the course is for students to conduct a self-designed research project, write a report, and give a professional presentation.
