Creating a syllabus

A well prepared course syllabus shows students that you take your courses and your teaching seriously. The syllabus is an essential communication tool between you and your students. It helps clarify course assignments and expectations. Additionally, the process of creating a course syllabus helps you organize your content and formulate the essential learning goals of the course.


Below are some general guidelines to keep in mind when developing your syllabus.

  • Students are curious individuals who want to learn, but the value of your course may need to be spelled out for them. What are the exciting questions you will explore? What ideas, perspectives, or knowledge will they gain? What valuable skills will the students learn? Think about the marketing pitch or "elevator speech" for your course and include this in your syllabus.
  • Create 3-6 general course objectives or outcomes. Think about the essential concepts, knowledge, and disciplinary ways of thinking that your students should learn by the end of the quarter (and you would be embarrassed if they did not!).
  • Use your course outcomes to structure the course. Try not to get caught up in the "coverage problem" of listing topics and trying to get through as much material as possible. Remember depth over breadth is almost always better for student learning. Rather, keep your focus on the essential course outcomes and the different ways students can achieve them.
  • Describe your assignments in detail. List the purpose and expectations of your assignments as well as the logistics of when, where, and how they are due. The more detail you provide, the less time you will spend answering these questions in class. Keep track of students' questions throughout the year and incorporate them into next year's syllabus.
  • Err on the side of too much information. Don't expect your students to guess what your expectations are or to know your preferences. Tell them and refer students to the syllabus throughout the quarter. Some faculty members even give a short syllabus quiz the first week of class to reinforce this point.
  • Set guidelines and expectations for due dates and classroom behavior, but avoid making the document too authoritative. If you want to encourage students to think creatively and freely in your course, you do not want to start off with a dictatorial and condescending syllabus.
  • Talk with other faculty members in your department about expected student workloads, sequencing of courses, faculty expectations, and students' general entry-level knowledge.
  • Post your syllabus on Blackboard. DU is a laptop university and students expect to find syllabi online. If you post your syllabus online, do not make changes once the course starts without notifying students.
  • Share your passion. Although your syllabus should be descriptive and informative, it does not have to be a dry and daunting document. Be sure to convey your enthusiasm about your field and pique students' interest in your course.

In general, a good syllabus is a multiple-page document with specific details about the course. But it is also a document in progress that changes from year to year.

 

Additional Resources

Sample statements to include in your syllabus about working with students with disabilities

Course-wide policies developed by The Writing Program at DU

Please contact the OTL if you would like support developing your syllabi or to see samples of exceptional syllabi from other DU faculty members.

The 17 functions of a course syllabus

The Promising Syllabus

Guidelines for writing a syllabus

Tips for preparing or revising a course