Checklist for the syllabus content:
Heading: To include course number, name, semester,
year, and name of instructor.
Office locations, office hours, email, and phone
contact information.
Course description. Can be the catalog
description or a more detailed description, or at least a general
statement of the purpose of the course.
Required textbook(s): Listing to include title,
author(s), publisher, and edition. The latter is important
for students who may be using used texts. If an older edition
is
acceptable, it could be stated here.
Required materials or equipment: The statement should
include precise descriptions and sources. For useful language
about requirements for computers, email, and
so forth, please check out this Teaching
Tip.
Recommended text(s), materials, and equipment: List
those things which you do not necessarily require, but you feel
would assist the students.
Extra credit: most experts recommend against "extra
credit" assignments, but if you do use them, you must make them
available to ALL students, and they should be part of your syllabus.
Course objectives and content: This section explains
easily what you expect your students to be able to do by the
end of the course and orients the students to the content of
the course. The outline may be general or quite specific according
to the judgment of the instructor. If this is a general education
course, the instructor must state what section of GE the course
fulfills and how the goals of the course meet the GE goals.
For GE objectives, please see the University Policy Statement
(UPS) 411.201 that lists the learning goals for each GE
category. (If
you are not sure which GE category applies to your course,
ask your department chair, or consult the Class Schedule, pp.
30-34
for Fall, 2003, which lists all GE courses.)
Course requirements: In this important section of
the syllabus the instructor lists and explains all of the performance
or written assignments of the course. The more inclusive and
precise these explanations are, the
more confident and assured the students will be and the more
closely their performance and written assignments tend to match
the expectations of the instructor. As instructors we can be
grateful that students cannot read our minds. However, that fact
requires us to detail course requirements to the ultimate degree.
The cost in time and effort of this detailing is more than offset
by the assurance of the students, the quality of the students'
efforts, and the saving of instructional time which is often
consumed by students with multiple questions concerning the details
of the course requirements. In addition, the written syllabus clearly
documents exactly what the instructor requires. This prevents
debate and, in some cases, students' grievances concerning grades.
Evaluation of student performance/grading: This
section, like the preceding one, is of significant interest to
the students and to the instructor when faced with the challenge
of grading. The same rationale for specificity applies here where,
in essence, the instructor states what performance(s) or assignment(s)
are counted toward the final grade. It is important to include
all criteria for the grade. One method that orients the student
well is to list the course requirements (by name only) and
then list the points to be earned of the percentage assigned
to this requirement. For example:
Course Requirements by Percentage of
the Total Grade
This mode allows the student to know exactly how the final grade
is computed. It is important to list every criterion. For example,
if the instructor in the above instance wants to use grades from
a ten-minute oral presentation, that must be listed in this section.
Course Calendar: One format that could be used is
to have columns of these topics: Class Date, Readings, Assignment Due
Dates. Another format is to list dates next to sections
of the course content outline. The above format, however, includes assignment due dates which must be included somewhere
in the syllabus to avoid class confusion and dissension.
Requirements for Written Assignments: For example,
all written assignments will be typed on 8 1/2 X 11 paper, with standard fonts (e.g., 12 point) and margins (e.g.,
1"). Correct spelling, grammar, and punctuation are expected.
Specify a style manual (APA, Chicago, for example) if you wish.
Policy on Assignment Due Dates: A statement of your
policy concerning assignment due dates is vital to orient students
and to prevent "open warfare" concerning the acceptance
and grading of assignments passed in late. Of late, some professors
have found it expedient to include a warning that a computer
crash or printer failure is not an acceptable excuse for a late
assignment.
Test and Exam Policy: A statement regarding your
policy in the case of a student missing a test or exam can prevent
major trauma by both parties to the syllabus agreement.
A specific statement relative to academic dishonesty. The
following is a sample: "Cheating and plagiarism will not
be tolerated. If you are caught cheating or plagiarizing in any
form, you will receive a failing grade for the course and be
reported to the university for appropriate
disciplinary action." You can also direct students
to the University Catalog and/or the Schedule of Classes
for definitions and examples of, and penalties for academic dishonesty.
Sandra Rhotan, our Judicial Affairs officer, has developed very
helpful guidelines
for students and faculty, posted on the FDC web site.
Other Guidance: Include any other guidance
concerning any aspect of the course which you feel should be
understood by all. Such guidance might include:
Specific assignment guidelines: The University
Library not only assists students in completing assignments,
but is an excellent
resource for faculty as we develop research assignments.
See "Ask a librarian" on
the Pollak Library web site for
resources available to students (and faculty!):
