WHAT AND WHY 

Consider how to draw students into not only your subject, the class, but the syllabus document itself. What is this course really about? Why is what they will learn important? Even for a course that is part of a well-defined major or minor program, we can’t always assume that students understand why a course is required. The opening section of a syllabus is one good place to start this conversation. How can you convey your enthusiasm for the course content and for student learning? Review the tone and energy of your syllabus. Consider the ratio of “students can do” to “students cannot do” statements. Are there choices that students can make about the types of assignments they complete? Choice and autonomy are highly motivating. How might you build in some flexibility to the nature or timing of projects?

The promising syllabus framework described by Ken Bain (the author of What the Best College Teachers Do) addresses(a) what students will learn (as opposed to what the instructor will teach), (b) how they will get there, and (c) shared expectations of what success looks like.

ESSENTIAL COMPONENTS OF A SYLLABUS

• Title, department, and number of the course
• Instructor information: name, office location, contact information, office hour
• Statement of course objectives 
• Prerequisites to (if any) and requirements of the course
• Required texts and/or supplies
• An explanation of the policy relative to student absences
• The basis for grading
• Date and time of final examination

How to Write Effective Student Learning Objectives

GVSU Resource and Policy Statements for Syllabus 

Syllabus Checklist to Support Student Belonging and Achievement 

An extensive resource that provides guidance on aspects of course design well beyond the syllabus itself

An Interactive Guide for Aligning Syllabus Language and Teacher Self-Perception

A tool to explore what your syllabus is communicating to students

Syllabus Shell - Customizable Download 

A sample GVSU syllabus shell faculty may use to build their syllabi. 

OTHER IMPORTANT CONSIDERATIONS 

• Communicate a growth mindset (the belief that intelligence can be developed). 

• Normalize challenges 

• Help foster students’ sense of belonging  

• Communicate care for your students  

• Show that you value diversity in the classroom  

• Share success resources  

• Design for accessibility. How accessible is your syllabus? eLearning and Emerging Technologies provides guidance on using features built in to Microsoft Word to create an accessible syllabus, one that is screen reader friendly and viewable by learners with low vision. 

Articles

Paxton, K. C., & Daniell Magruder, E. (2016). Tempering the Syllabus: From Contract to Invitation, Map, and Guide. The Scholarly Teacher.

Richmond, A. S. (2016). Constructing a Learner-Centered Syllabus: One Professor’s Journey. IDEA Anthology, 60.

Books

The Graphic Syllabus and the Outcomes Map by Linda Nilson, 2007

The Course Syllabus: A Learner-Centered Approach by Judith Grunert, 1997

Blueprint for Learning: Constructing College Courses to Facilitate, Assess, and Document Learning by Laurie Richlin, 2006

Website / Videos

Creating Accessible Course Content - GVSU's eLearning Technologies

Digital Accessibility Guide - GVSU's eLearning Technologies 

Blackboard Ally-GVSU's eLearning Technologies 

The First Days of Class - GVSU Pew FTLC Teaching Guide 

The National Council of Teachers of English Statement on Gender and Language (2018) - Guidelines for Gender-Fair Language

 Practical Pointers for a Culturally Responsive Classroom - Portland State University Library Guide for Creating Culturally Responsible Curriculum  

Sample Inclusive Syllabus Statement - GVSU's Division of Inclusion and Equity 

UDL Syllabus Guidelines - CAST Guide