A well-planned syllabus can go a long way toward managing the key aspects of the course. Content, format and look are all important ingredients.
The following outline is a road map for developing and maintaining a high quality and effective syllabus. It should not be viewed as a “template”; rather, it should serve as a guide. While there are good reasons for standardizing syllabi, ultimately, the instructor’s personal approach and the unique character of the course need to be projected through the syllabus. (For a more detailed discussion, the “Course Development & Re-development” workshop is offered. Click here to register.)
With the integration of learning technologies into the teaching/learning environment, a good syllabus can assume new roles; but it also needs to be carefully crafted to adapt to a different medium.
1. Course & Instructor Data
This section comes first because it contains reference information that will be used regularly by students. It should include:
- Course title & number
- Meeting times & location
- Instructor Information:
- Name
- Contact information (phone, email)
- Office hours
- A brief description of scholarly/research interests
2. Purpose of the Course
This is the place for a short statement about the reason for the course’s existence, its topical orientation, its scope, and how and where it fits in with other or related courses.
3. Course Pre-requisites
- Prior coursework
- Specific knowledge needed (language skills, for instance)
- Any specialized skills expected (computer literacy, computation skills, etc.)
4. Course Learning Objectives
What will students know or be able to do as a result of completing this course successfully?
Example:
Students will be able to define and discuss, using supportive evidence, the pros and cons of a federal system of government.
Example:
Students will be able to disassemble and reassemble a (specific piece of equipment).
Example:
Students will be able to identify at least X reasons for global warming and suggest a solution that addresses each of the reasons.
(For a more detailed discussion, the “Writing Learning Objectives” workshop is offered. Click here to register.)
5. Unit Learning Objectives
Most curricula are made up of distinct units --- topics, concepts, writings, chapters, etc. Stating specific learning objectives for these is useful in two ways: (1) in assisting student learning, and (2) in providing the foundation for a good assessment of learning system.
Unit learning objectives may be incorporated into the course’s schedule / calendar.
6. Learning Resources
This section includes information about textbooks, handouts, electronic resources, and other materials to be used during the course.
7. Course Calendar
This would include a session-by-session outline of topics, activities, and assignments. It is good practice to build in a fair amount of flexibility that will allow the instructor to re-calibrate the course’s progress based on students’ progress. If structured too rigidly (eg. “week 1 – chapter 1, week 2 – chapter 2, etc.), there is no room left for making adjustments.
8. Course Structure & Requirements
The more information students have about the course’s structure and operating procedures, the more likely they are to engage with it and to be successful. Expectations need to be spelled out with some specifics. For instance “attendance” --- a statement should be included to indicate the reasons for the requirement and the benefits that can be expected. Similarly “participation” needs to be defined in terms of desired behaviors and activities. And so forth…
(For a more detailed discussion, various workshops are offered. Click here to register.)
Items that need to be in this section include:
- Homework assignments
- Special projects
- Classroom requirements
- A description of a typical class session
9. Evaluative Criteria
This section, missing from many syllabi, is essential in communicating to students the what the instructor values in students’ work. For example, is creative thinking valued (and rewarded)? Is accuracy in reporting valued? Are specific and measurable contributions to other students’ learning (via discussion, presentations, etc.) valued?
Such items as quality of work, format, scope, presentation, etc., are also specified in this section. (For a more detailed discussion, the “Grading” workshop is offered. Click here to register.)
10. Assessment Tools
Ideally, more than a single method of assessment is used to determine whether students are learning, what they are learning, and how well they are learning. These methods are listed here, including any assigned value each of them carries.
(For a more detailed discussion, the “Classroom Assessment Techniques” workshop is offered. Click here to register.)
11. Grading Policies
Based on the evaluative criteria listed above, a grading system is developed to represent the level of student learning. The grading system directly stems from the learning objectives for the course. (For a more detailed discussion, the “Grading” workshop is offered. Click here to register.)
12. Success Tips for Students
This segment will include information about meeting course expectations, tips for enhancing learning (study skills, work standards, etc.). Students can be directed to the TLC’s web site at http://tlc.unlv.edu/student_success.htm for links to study skills sites as well as UNLV resource organizations.
