Checklist for Creating a Syllabus
Functions of a Syllabus
In many ways, the syllabus can be described as a contract between instructor and student with three main purposes: to provide complete course information, to share details about the instructors and teaching staff, and to clarify how the student will be evaluated. Administrators often look to syllabi to document the learning and assessments that occur in successive courses and to evaluate department and institutional goals. Similarly, the syllabus is used in equivalency transfer situations, accreditation procedures, and program articulation.
Make sure your syllabus is clear about what you will deliver and what students are responsible for. The items below describe the basic components of a course syllabus that set students up for success and keep administrators informed about the course and its requirements.
Course Information
| Item to Include | Context |
|---|---|
| Basic Course Information | Include the course rubric, section, title, semester, meeting times, location, and delivery format, all of which are important for recordkeeping and organization. |
| Course goals and objectives | Helpful for evaluation of course and program goals and for students to see how this course fulfills program and career requirements. Include descriptions for: Introduction to the Course
Overall course goals or objectives
(Optional) Inclusive Statement
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| Required Texts | Provides a record of the text and other materials used and ensures that students purchase the text and edition. |
| Pre-requisites and co-requisites | Ensure that students know what knowledge or skills are needed to succeed in the course, and keep them on track for graduation. |
Instructor Information
| Item to Include | Context |
|---|---|
| Instructor contact information | Let students know when and how to contact you by providing Email, Phone, and Office Hours. Telling students the best ways and times to reach you, and about what issues, can help reduce stress over concerns or questions. |
| Estimate of turnaround time for grades. | Waiting for feedback can be stressful, especially waiting for grades. Let students know how long it will take you to complete grading, where grades will be posted. It is also important to outline penalties for late work, and what the process is for resubmitting work that needs improvement. |
| Instructor’s philosophy about the course content, teaching, and learning | Students appreciate having insight into your expectations and how they can best interact with course materials. Share what you value about teaching and what makes this course useful. Instructors often frame these ideas in a Teaching Philosophy Statement. |
| Teaching Assistant Information | Provide Names, Contact, Office Hours for TAs to gives students contact info for course-related questions. |
Time and Responsibilities
| Items to Include | Context |
|---|---|
| Topics, Readings, and other required materials in sequence with the course schedule | Students need a clear schedule of learning activities, when they should be working on them, and when they are due. Include any required materials and equipment needed.
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| Criteria for grading | Provide students with a clear picture of what to expect when it comes to grading. What is expected for homework, exams, and classroom participation, as well any other behaviors or activities that will be graded. |
| Final Grade Breakdown | Let students know what will count towards their final grade and how the letter grade will be determined. |
| Assignment Policies | Clearly state how you handle assignments that are late, incomplete, or in need of revision. This help students understand how best to manage their time when it comes to course work and to make decisions about how hard they will work for a grade. |
| Expectations for Classroom Interaction | Set boundaries and expectations for why active learning or group collaboration are important. Define expectations for respect, confidentiality, and classroom discourse, especially if controversial topics will be addressed. |