At its most basic level, the course syllabus is used to communicate information. Broadly this communication conveys what the course is about, why the course is taught, how it will be taught, and what will be required of students to successfully complete the course.
The course syllabus also sets the tone for the class. Creating a learning-centered syllabus versus a traditional syllabus can help foster a more engaging and shared learning environments.
Syllabus Best Practices
by Dr. Ann Marie VanDerZanden, Director of the Center for Excellence in Learning and Teaching. In this video Dr. VanDerZanden describes some best practices for creating an effective course syllabus.
Goals of a Learning-Centered Syllabus
Define instructor’s role and responsibility to students;
Provide a clear statement of intended course goals (learning outcomes);
Establish standards and procedures for evaluation;
Acquaint students with course logistics; and
Establish a pattern of communication between instructor and students
A learning-centered syllabus should include:
Semester and Year
Course title and number
Time and location of meetings (any field trips or meetings other than normal meeting times)
Your personal data (name, office number, phone number, e-mail address, office hours (face-to-face or virtual), whether appointments are needed for office hours, parameters of how to contact you)
Similar personal data for TAs.
Help students realistically assess their readiness by listing knowledge, skills, and experience expected prior to taking this class.
Course Goals / Learning Outcomes
Discuss how the course fits into the overall curriculum. Answer the question “Why is this course useful?”
List 4-5 broad-based learning outcomes that reflect what the students will learn and skills they will develop by successfully completing the course.
Orient students to the discipline if this is an introductory course.
List three to five major learning objectives.
What will students know or be able to do after completing the course?
What skills or competencies do you want them to develop?
If appropriate, be clear about what the course does not address.
Describe Course Format
Will there be fieldwork, research projects, lectures, discussions, etc.?
For online or blended courses describe what will occur online and what will occur in the classroom (if appropriate).
For online or blended courses describe required technology. Include information about : need for a reliable Internet connectivity; ability to access the ISU learning management system (Blackboard); familiarity with or ability to learn audio and video conference technology (Blackboard Collaborate, Zoom, Skype, VoiceThread, etc.)
List course components that are required versus recommended.
Textbooks and Readings
Specify textbooks and readings by author and editions. When possible, explain connections to the course goals and how the text and readings address them.
Explain whether you expect students to have completed readings before class sessions and the degree of understanding that you expect (e.g., successfully complete pop quizzes, be able to discuss concepts, or apply reading information to problem-solving scenarios).
If readings are placed on reserve in the library, discuss library policy.
Assignments (Papers, quizzes, exams)
Be as specific as possible about:
types of exams, quizzes, exercises, papers, etc.
expectations for performance
How will Students be Evaluated?
Explain how students will be evaluated and grades assigned.
Include components of the final grade, weights assigned to each component, grading on a curve or scale, etc.
Discuss your policies clearly regarding:
Cheating and plagiarism
Expected classroom behaviors
Describe students’ responsibilities in the learning process.
Address Students with Special Needs
Invite students with special needs to talk to you during office hours or before or after class. ISU has suggested disability statements developed by the Disability Resource Office that should be included in the syllabus.
Provide a course calendar that outlines topics to be covered, reading requirements, assignment due dates, etc. If necessary revise it and be sure students get an updated version.
List important dates such as last drop date, registration dates for the next semester, etc.
Identify additional equipment or materials needed and where students can obtain them.
Explain other requirements such as group assignments, individualized consultation, etc.
Estimate student workload. Give students a sense of how much preparation and work the course requires. But be realistic; they don’t believe either scare tactics or soft-pedaling. (Remember that yours is not the only class that they’re taking.) To help estimate how long different learning tasks take use the workload calculator tool website.
Optional Supplementary Information
Glossary of terms and jargon commonly used in the subject area
Hints about how to study or take notes
Information about campus resources such as tutoring, study skills help, etc.
Resources for online students on how to navigate the course, access course content, troubleshoot technology issues, etc.