The Syllabus

Purposes of a Syllabus

The syllabus serves many purposes. For the institution, it includes elements necessary to meet university policies and accreditation standards. For an academic department or program, it conveys the connection of a particular course with other courses in a program sequence, and what is considered legitimate content of the discipline. For faculty, the syllabus is used as a communication tool for learners about what to expect, topics that will be addressed, how grades will be determined, and the sorts of learning activities that will take place.

For students the syllabus is a contract and a learning tool. As a contract, it represents an agreement between the instructor and the student. In a potential grade appeal, the determination of whether a grade was unreasonable, unjust or capricious is typically based on the content of the syllabus.

The tone of the syllabus influences their first impressions of the course and its instructor. When students see themselves and their cultural assets in this document, when messages are encouraging and clear, and when the instructor communicates the belief that students can succeed, students believe it, too.

Requirements

Every college has an approved Master Course Outline (MCO) from which the course syllabus derives. The MCO has been approved by faculty governance bodies. Therefore, maintaining the integrity of the course is essential. The MCO includes the official course description, student learning outcomes/course objectives, major topics to be covered, the approved assignments and assessments. It also consists of approved university policies in regard to the American with Disabilities Act (ADA), the institution’s Academic Integrity Policy, Campus Safety, etc. If you have not seen the MCO for your course, check with your Department Chair. An instructor may add to the MCO, but not eliminate any of these approved elements and requirements. The MCOs for each college are located at the end of this page.

Furthermore, it is strongly recommend that faculty make explicit the following components in their course syllabi:

• Office hours: When students can expect to meet with the instructor online and how will this be accomplished (e.g., Google meet).

• How students can contact the instructor if they have questions about the course or course material (email, phone number, etc.) and the best time(s) to connect.

• When students can expect a reply to their inquiry (e.g., “Please allow up to 24 hours for a response from me Monday-Saturday. However, I do not check my email on Sunday.”)

• Expectations for conducting respectful (and not offensive) online discussions.

• The length of time students should expect to spend each week on course activities. Please see the Center for Teaching and Learning (CTL) Guidance Document for Determining Instructional Time Equivalency.

Beyond compliance

The traditional syllabus is insufficient for creating a learning environment that makes students feel like they belong in the course and that they can succeed. Therefore, we recommend that faculty refer to the Center For Urban Education's Syllabus Review that supports faculty inquiry around the syllabus and provide guidance for addressing six equity-minded practices. Equity-minded syllabus practices include:

• Welcoming students and creating a classroom culture in which they feel cared for

• Demystifying college policies and practices

• Creating a partnership in which faculty and students work together to ensure success

• Validating students’ ability to be successful

• Representing a range of racial/ethnic experiences and backgrounds in assignments, readings and other materials

• Deconstructing and countering the presentation of “whiteness” as the norm

In order to ensure accessibility, when posting your syllabus on the learning management system (LMS), upload your syllabus in word document form or use a template provided by the CTL. These formats are accessible to students with visual impairment and those who require the use of screen readers. Students who use screen readers cannot access a syllabus in pdf format.

Want to make sure your students actually read the syllabus? Create an online Syllabus Scavenger Hunt. The D2L/LMS quiz feature can be used to create this activity.

Additional Resources

Center for Urban Education. (2018). Equity-minded inquiry series: Syllabus Review. Los Angeles, CA: Rossier School of Education. University of Southern California.

Fisher, G. R., & Keenan, S. M. (2020, February 3). Tips for creating a more inclusive syllabus. The Teaching Professor. https://www.teachingprofessor.com/topics/preparing-to-teach/syllabus/tips-for-creating-a-more-inclusive-syllabus/

Grunert O.Brien, J., Millis, B.J., & Diamond, R.M. (2008). The course syllabus: A learning-centered approach. San Francisco: Jossey-Bass.

Laist, R. (2019, August 19). Prevent student errors with a self-paced syllabus quiz. The Teaching Professor. https://www.teachingprofessor.com/topics/online-learning/prevent-student-errors-with-a-self-paced-syllabus-quiz/

Richmond, A. S. (2016). Constructing a learner-centered syllabus: One professors' journey (IDEA Paper 60). Manhattan, KS: IDEA Center.

Taylor, S. D., et al. (2019). The social justice syllabus design tool: A first step in doing social justice pedagogy. Journal Committed to Social Change on Race and Ethnicity, 5(2).

Woolcock, M. J. V. (2006). Constructing a syllabus.Providence, RI: Brown University, Harriet W. Sheridan Center for Teaching and Learning

Master Course Outlines (MCOs) for Each College