Writing a Good Syllabus

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Writing a Good Course Syllabus

Baron Perlman & Lee McCann
Faculty College - May, 1998

Outline

o Introduction

Discussion is Encouraged
A Word of Advice. Use What Fits Your Needs, Not Everything!

I. Purposes of the First Day

A. Instructor Related
1. Communicates the Nature and Content of Your Course to Students

B. Student Related

1. Introduces You to Students
2. Explains Why Students Should Take Your Course

3. Outlines Course Content, Structure, and Organization

4. Explains How Students Profit From Successfully Completing Your Course

II. General Strategies In Writing and Using a Good Syllabus

A. Attend a Workshop Such as This One
B. Examine the Syllabi of Your Colleagues

C. Anticipate Students' General Questions

1. Content (What is the Subject Matter/Content of This Course?)
2. Difficulty (Can I Do the Work?)

3. Teaching Style, Types of Instruction, and Evaluation (What Kind of Course is it, e.g., Lecture and Exam?)

4. Requirements (How Much Work is There?)

5. Prerequisites (What Preparation Do I Need?)

6. Place in Curriculum (Why Should I Take This Course (General Education, Major Requirement?)

7. Study Aids (Will Practice Exam Questions, Outlines, etc. be provided?)

D. Keep the Syllabus Flexible

1. Tell Students How Any Changes Will Be Communicated
2. Describe Content With a High Probability of Being Changed (e.g., Exam Dates) as Tentative

E. Include More Rather Than Less Material

1. If the Syllabus is Long, Consider a Table of Contents

F. Reaching Students With Your Syllabi

1. Distribute and Review Your Syllabus the First Day of Class
2. Bring Extra Copies to Class the First Few Weeks of the Semester

III. Components of the Course Syllabus

A. Basic Identifying Information
1. Course Title and Section, Number of Credits
2. Room and Time(s) Where Class Meets

3. Semester and Year

4. Prerequisites

Courses or Class Standing

5. Include Important Drop Dates

B. Instructor's Personal Information

1. Instructor Name and Title
2. Instructor Office Hours, E-Mail Address, Phone, and Web Page Address (if applicable)

3. Office Location (and directions to it if difficult to locate)

4. Home Phone Number and Times to Call (if you wish)

5. How You Would Like Students To Address You (e.g., Dr. Smith, Professor, Smith, Ms. Smith, the Grand Guru Smith)

C. Texts and Other Materials

1. Text Title, Edition, Author, Publisher, Date
2. Clearly State Which are Texts are Required or Recommended

3. Location(s) for Obtaining Other Assigned Materials (e.g., Reserved Reading Desk at Library)

4. Conditions for Obtaining Them (Purchase, Two-Day Reserve at Library, etc.)

5. If on Reserve, Number of Copies

6. If Using Electronic Materials (e.g., WEB sites), How and When You Will Assist Students in Accessing if They Never Have Before

D. Course Description

1. Can Repeat Institutional Catalogue Description
2. Typically Includes Major Themes and Topics, Knowledge and Skills

3. Include Any Out-Of-Class Opportunities (e. g., Field Trips), Whether Required, and Cost

4. Extra Costs (e.g., Laboratory Fees)

E. Course Objectives

1. Important Because of Emphasis on Assessment
2. Cognitive (Student Understands "X" Material)

3. Affective (Student Appreciates "X")

4. Behavior (Student Can Do "X")

F. Course Requirements

1. Explain Exactly What a Student is Expected To Do
2. Reading Assignments

3. Is Attendance Required?

4. Number and Type of Tests or Laboratory Exercises

5. Number and Type of Papers

6. Class Participation (e.g., In-Class, E-Mail Bulletin Board Set Up For Course)

7. Oral Presentations

8. Group Work

9. Estimate the Student Work Load (How Much Time and Preparation the Course Will Require)

10. Consider a Summary Page With All Assignments (e.g., Exams, Papers) Listed and Their Due Dates

G. Course Calendar

1. Dates of Specific Lecture Topics
2. Reading Assignments

3. Exams

4. Deadlines for Papers and Other Projects

5. Dates for Writing Assignments, Guest Speakers, Videos/Films, etc.

6. Dates of Course Evaluation (if Known) at Middle and/or End of the Semester

H. Grading Procedures and Scales - Course Policies

1. What Grades Will Be Used, List Them (e.g., A/B, B/C, C/D may/may not be used)?
2. % Each Exam Counts Toward Final Grade

3. % Each Paper and Other Projects Count Toward Final Grade

What Contributes to a Paper's Grade (e.g., Intellectual Level, Quality of Writing, Level of Referenced Material Read

If You Use a Scoring Grid for Papers, Distribute it To Students

4. Use of Letter Grade for Each Exam or Total Points

5. Type of Exam

Multiple Choice, Short Answer, Matching, Essay

Can Students Drop an Item?

Can Students Contest Items? If so, Distribute the Contest an Item Form

6. Rules for Exams

No radios, tape players or headsets

In Pit classes, a picture ID?

Other Rules as Applicable

7. Use of Quizzes, Surprise or Scheduled (Can they be made up?

8. How Group Work is Graded

9. If Attendance is Required, % of Final Grade

10. Use of Absolute Grading Standards, Curves, etc.

11. Explicit and Detailed Penalties for Late Work (e.g., "All Assignments Are Due at the Beginning of the Class on the Listed Date and the Grade Will Be Lowered One Letter Grade For Each Day the Assignment is Late").

12. Extra Credit Policy (If Any Is Allowed)

13. Policy on Incomplete Grades (e.g., "No Incomplete Grades Will Be Given Except Due to Extreme Circumstances")

14. Policy on Missing Exams (e.g., Fail the Course, Pass the Course But Receive an F on that Assignment)

15. Policy on Makeup Exams (e.g., "No Makeup Exams Will be Given Unless the Student Has Talked with the Instructor. It is the Student's Responsibility to Initiate This Meeting" Or "All Makeup Exams are Given in Room ____,on Tuesday, May ____ from 3:00 - 5:00 PM.

16. Policy on Grades on Makeup Exams (e.g., The Instructor Reserves the Right to Deduct Up To 10 Points From a Makeup Exam Depending on Reason it was Missed Originally.

I. Academic Honesty Policy

Cheating on an exam, plagiarizing, or any other form of academic dishonesty will be dealt with in accordance with the current UWO Student Discipline Code. The instructor reserves the right to assign a grade of "F" for the course should circumstances warrant.

J. Tips For How Students Can Do Well

1. Most Learning Takes Place Out Of Class
2. How Many Times Students Should Read Each Chapter

3. How to Prepare for Each Class Meeting

4. Come To Class, Good Lecture Notes Taken

5. Ask Questions, Discussion Encouraged

6. Obtain a Tutor (Does Your Honor Society or Club Have a List?)

7. Study With Peers

8. Expected Time Devoted To Class (Rule of Thumb is 2 or 3 Hours Out of Class For Each Class Hour)

9. Copy Overhead Material (or Don't Copy [Covers Big Picture Already in Text, or Copy to Be Given To Student])

10. Invite Students With Special Needs (Project Success, Older Student Returning to School, Foreign Student) to Meet With You Early In the Semester

11. Address of Text Web Page

12. List of Important and Relevant Campus Resources (Counseling Center [test anxiety]), Reading Study Center, Writing Center)

13. Provide Space for Names, Telephone Numbers and E-Mail Addresses of 2 or 3 Classmates.

K. Course Rules

1. May Students Audio Record Lectures?
2. Food in Class

3. Class Decorum

4. Special Considerations (No student will be given an opportunity to improve a grade that is not made available to all class members. This policy is not intended to exclude reasonable consideration of verified student disability or justified absence.)

IV. Improving One of Your Syllabi

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