These guidelines have been developed by the CTL and the Curricular Affairs Committee of the Faculty Senate to assist faculty in providing informative and complete syllabi to their students.

I. Introduction to Syllabus Development

As the initial and primary written communication between faculty and students, an effective syllabus:

The syllabus can be viewed as a contract between you and your students, conveying your expectations for them and what they can expect of you. In essence, the syllabus reflects the course design process.

Developing an effective syllabus begins with defining the overall purpose of the course and articulating the overarching course goals. Next, think about what knowledge and skills your students should attain by the end of the course. This can be articulated in a list of action statements called learning objectives. Read more about writing learning objectives

Keep in mind that each assignment and assessment should be aligned with these objectives. By providing students with a rationale for each course assignment—how it relates to the learning objectives you've outlined—you give them a meaningful context and an understanding of why the work you are asking them to do matters.

As you think through these course goals and learning objectives, and how these objectives will be achieved and measured by readings, activities, and assessments, you are creating the backbone of the course syllabus.

The syllabus also serves an organizational function. By listing all course logistical information (e.g., instructor contact information, assignments and related due dates, required readings) your students will always know where they can find answers to common questions.

Finally, the syllabus can communicate your particular ground rules for behaviors such as...

Syllabus design is an iterative process. Student feedback, new ideas, different teaching techniques and new technologies pave the way for changes in the design and delivery of the course over time. Reflect on your syllabus regularly!

II. Syllabus Elements:

A. Basic Information

Title, course number, section, credit hours
Semester/year, meeting place and time
Instructor name, contact info, office hours
Teaching Assistant name(s), contact info, office hours

B. Course Description

Course summary: why the course is important or interesting, how it fits in the context of the discipline
Learning objectives
Required texts and/or materials
Grading criteria and attendance policy
Classroom environment expectations, e.g. participation expectations, cellphone and computer use policies
Prerequisite knowledge and competencies required to take the course

C. Schedule - a table or listing:

Assignment details with due dates
Quiz and exam dates

D. Values and Policies

Inclusiveness and Universal Design

Student Learning Accommodations Statement

In keeping with University policy, any student with a documented disability interested in utilizing accommodations should contact ACCESS, the office of Disability Services on campus. ACCESS works with students to create reasonable and appropriate accommodations via an accommodation letter to their professors as early as possible each semester.
Contact ACCESS: A170 Living/Learning Center - 802-656-7753 - access@uvm.edu.
ACCESS Office: http://www.uvm.edu/~access/
Policy on disability certification and student support:
http://www.uvm.edu/~uvmppg/ppg/student/disability.pdf
Religious Holiday Policy Statement

Religious Holidays: Students have the right to practice the religion of their choice. If you need to miss class to observe a religious holiday, please submit the dates of your absence to me in writing by the end of the second full week of classes. You will be permitted to make up work within a mutually agreed-upon time.

Student Responsibilities and Rights

Academic Integrity: This policy addresses plagiarism, fabrication, collusion, and cheating. http://www.uvm.edu/~uvmppg/ppg/student/acadintegrity.pdf
Grading Policies
For information on grading and GPA calculation, go to http://www.uvm.edu/academics/catalogue and click on Policies for an A-Z listing.
Grading Appeals:
http://www.uvm.edu/~uvmppg/ppg/student/gradeappeals.pdf
FERPA Rights Disclosure:
The purpose of this policy is to communicate the rights of students regarding access to, and privacy of their student educational records as provided for in the Family Educational Rights and Privacy Act (FERPA) of 1974.
http://www.uvm.edu/~uvmppg/ppg/student/ferpa.pdf

III. Syllabus Template

IV. Other Syllabus Design Resources

From Bailey/Howe:

How librarians can support your classes [Word doc]
Library liaisons [Word doc]

From Other Institutions

Brown University
Constructing a Syllabus [PDF]
IDEA Paper #42, Dee Fink
Integrated Course Design [PDF]
University of Minnesota Center for Teaching and Learning
Syllabus Development
Dartmouth Writing Program:
Syllabus and Assignment Design
Duquesne University:
The Importance of the Course Syllabus

Resources: McKeachie, Wilbert James,2006, McKeachie's teaching tips : strategies, research, and theory for college and university teachers, 12th edition, Houghton Mifflin Company

Syllabus Guidelines

I. Introduction to Syllabus Development

II. Syllabus Elements:

III. Syllabus Template

IV. Other Syllabus Design Resources