Syllabus Design

 

Syllabus Design

Purpose of the Syllabus

The syllabus is known to have many purposes. At the most basic level, a syllabus serves to provide a road map for a course - both for the instructor and the students. It lays out the trajectory of topics, readings, assignments, activities and assessments for meeting the course objectives. In addition, it sets the tone for the semester, establishes class policies and procedures, and begins the process of establishing a learning community.

Below, we have provided steps for syllabus design that take you one step beyond simple content organization and encourage reflection and investment in the tone you wish to set for your course.

Steps in Syllabus Design

  1. Content: First, consider your course learning objectives and carefully map those objectives to your course assessments. Then, bridge these elements by considering which topics, activities and assignments will best help your students succeed in attaining those objectives (see, Course Design for a full view of this process).
  2. Student Input: Next, consider the amount of Power Sharing you'd like to embrace in your course. At the conservative end of the scale, you will design the entire course and syllabus prior to day one and present them to the students at the start of the semester. At the other end of the spectrum, you might bring a skeleton of your syllabus to class and work with your students to develop the course and finalize the syllabus (see, Sharing Power in the Classroom for more information on this continuum).
  3. Policies: If you are sharing a lot of power, you might want to leave the policies blank for day one and discuss the options with your students - negotiating a fair policy for issues ranging from attendance and punctuality to food and technology in the classroom. Of course, if you teach a large introductory course for Freshman, you will likely want to come prepared with a set of policies in place - informed by your prior experiences with similar groups of students.
  4. Schedule: Provide a clear schedule to help students set their expectations for the course. You can label it 'tentative' and attach a phrase like this: 
  • Note:  This syllabus is meant to serve as an outline and guide for the course. Please note that the instructor may modify it at any time so long as reasonable notice of the modification is provided to students. The instructor may also modify the General Course Outline at any time to accommodate the needs of a particular class. Should you have any questions or concerns about the syllabus, it is your responsibility to contact the instructor for clarification.
  1. Setting the Tone: Once the basics of your syllabus are in place, consider the tone you are setting with your students. You may wish to use 1st person plural (the inclusive 'we') when outlining policies and assignments. Alternatively, you might want to write it 'to the students' using 2nd person singular (familiar 'you'). Consider your audience and how they will read your syllabus. Also, borrowing from rules of 'netiquette' in online classes, keep in mind that ALL CAPS IS LIKE SHOUTING. To emphasize policies or deadlines, use italics, bold or underlining to draw student attention.'
  2. Student Support: There are some groups on campus that will likely benefit from a mention on your syllabus about the support centers available to them on campus. Below are some suggested additional clauses you might consider for your syllabus. *Note: there are other resources not detailed here that you may wish to address in this way on your syllabus, depending on your discipline (e.g., Women's Resource Center, Muslim Student Association, International Center, etc.). These are suggestions grounded in discussions with members of the following communities during trainings and workshops:
    1. If you are a student veteran, I want you to know that the U of Utah has a Veterans Support Center on campus. They are located in Room 161 in the Olpin Union Building. Hours: M-F 8-5pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/ Links to an external site.. Please also let me know if you need any additional support in this class for any reason.
    2. If you are a member of the LGBTQ community, I want you to know that my classroom is a safe zone*. Additionally, please know that the U of Utah has an LGBT Resource Center on campus. They are located in Room 409 in the Oplin Union Building. Hours: M-F 8-5pm. You can visit their website to find more information about the support they can offer, a list of events through the center and links to additional resources: http://lgbt.utah.edu Links to an external site./. Please also let me know if there is any additional support you need in this class.
    3. If English is your second language, please be aware of several resources on campus that will support you with your language development and writing. These resources include: the Department of Linguistics ESL Program (http://linguistics.utah.edu/esl-program/ Links to an external site.); the Writing Center (http://writingcenter.utah.edu/ Links to an external site.); the Writing Program (http://writing-program.utah.edu/ Links to an external site.); the English Language Institute (http://continue.utah.edu/eli/ Links to an external site.). Please let me know if there is any additional support you would like to discuss for this class.

*What is a Safe Zone? The LGBT Resource Center offers Safe Zone trainings for faculty, staff and instructors at the U. You can also schedule one for your office or Department. The aim of the training is to promote inclusive teaching and foster a respectful, safe environment for lesbian, gay, bisexual, transgender, queer and questioning individuals in our classrooms. Please follow this link Links to an external site. to read more. If you plan to indicate that your classroom is a safe zone, please attend one of these trainings.

Syllabus Design Tools

We have crafted a Download syllabus design rubric

for evaluating your syllabus based on guidelines for useful and recommended content. The elements in the rubric are not required but will give you a sense of what comprises a comprehensive syllabus. In addition, we have a Download syllabus template into which you can insert your relevant content. Of course, a syllabus is a personal thing and we all want to add our own stamp - so adapt away! It is the 'first impression' on your students for your course, so start off on the right foot! Keep in mind - some Departments have discipline specific requirements for their syllabi, so be sure to consult your Department and find out if they have a template or set of guidelines you should use.

Required Syllabus Content

There are some elements of the syllabus that are required by either University of Federal policy. You can view the complete set of Academic Policies here Links to an external site.to guide you as you draft your syllabus. These policies address many important points related to grading, attendance, academic integrity and rigor, accommodations based on beliefs and much more! it's a lot to take it, but it can add to your understanding of what your rights and responsibilities Links to an external site. are as an instructor and as well as those of the students Links to an external site.. The following are required and should be part of your syllabus:

Required by University

  • Address this policy in your syllabus: "The University expects regular attendance at all class meetings. Instructors must communicate any particular attendance requirements of the course to students in writing on or before the first class meeting. Students are responsible for acquainting themselves with and satisfying the entire range of academic objectives and requirements as defined by the instructor." PPM, Policy 6-100III-O)

Required by Federal Law

  • Include this statement verbatim (Copy & paste. Double check here Links to an external site.for updated versions of this statement): Americans with Disabilities Act (ADA) Statement: The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification to the Center for Disability Services. 

Suggested Syllabus Content

There are some elements of the syllabus that are strongly suggested by University policy.

  • Addressing Sexual Misconduct

    Title IX makes it clear that violence and harassment based on sex and gender (which includes sexual orientation and gender identity/expression) is a Civil Rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran¹s status or genetic information. If you or someone you know has been harassed or assaulted on the basis of your sex, including sexual orientation or gender identity/expression, you are encouraged to report it to the University’s Title IX Coordinator; Director, Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or to the Office of the Dean of Students, 270 Union Building, 801-581-7066.  For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776.  To report to police, contact the Department of Public Safety, 801-585-2677(COPS). Additional information regarding reporting and victim supportive resources are available at the offices listed above.

Final Note on Syllabus Design

There have been numerous articles and studies published about course syllabi and their impact on courses, students and instructors. Some op-ed style articles cry out: Death to the Syllabus! Links to an external site. This article echoes the sentiments of education scholars (e.g, Maryellen Weimer, 2002) who advocate for sharing the power in the classroom and involving students in the course design process (to the extent possible given situational factors). The author problemetizes the syllabus that is delivered like a binding contract laced with punitive language and hard 'rules' on attendance, participation, grading, formatting of submitted assignments, etc. Opponents to the 'controlling' syllabus proclaim that it may stifle student motivation to learn. This is just something to keep in mind as we craft the syllabus - our launching pad for each semester!

CTLE Support

We are happy to help! Supporting U instructors on syllabus construction and course design are among the CTLE Consultation Services Links to an external site. we offer, so be in touch (info@ctle.utah.edu)!