Begin your syllabus with a few sentences that help students understand where they are and what kind of space they’re entering.

Strategies to try:

• A short note welcoming students into the course
• A brief description of how the course connects to bigger questions or contexts (e.g., a field of study, a program, community, lived experiences)
• Guidance on how students can address you and reach you
• A plain-language introduction to what students will explore in the course (written for someone new to the subject)
• A short note on what draws you to the course’s content or how you hope to approach learning together

Students are managing multiple classes with different structures, norms, and languages. When your syllabus is easy to read and expectations are explained, it helps students stay organized and ask questions earlier. 

Strategies to try:

• A weekly or unit-based course schedule with key dates and topics
• A breakdown of how grades are calculated, with explanations of categories and how final grades are determined
• Plain, accessible language throughout (think short sentences, minimal jargon)
• Descriptions of assignments in terms students will recognize or understand
• Clear guidance on how flexibility works: what students can adapt, when they should reach out, and how to request changes when needed
• A brief note about how changes (to the schedule or content) will be communicated during the term.

Students appreciate it when a syllabus includes guidance for navigating the challenges that come with real life. This support can take on different forms depending on your teaching style, course format, and course size.

Strategies to try:

• A clear process for what to do if a student misses class, falls behind, or needs help
• Your approach to academic accommodations
• Information about how students can reach out with questions about grading, group dynamics, or participation
• A note about university or program-level resources (such as academic support, counseling, advising)
• A “catch-up” day built into the schedule, or language about how you might adapt timing if needed.  (This creates flexibility for you as an instructor - that's important too!)

The syllabus doesn’t need to be a one-time document shared only on the first day. When you revisit it during the semester, it can serve as a shared reference point that supports student learning.

Here are a few ways to help students engage with the syllabus more actively: 

• Assign it as a Day 1 homework and create a short quiz to highlight sections that matter most
• Invite students to discuss the syllabus in small groups during the first week and surface any questions
• Share an editable version (using Word online, via your class Team's files) and ask students to annotate it, such as highlighting what stands out, what they’re curious about, what they would like clarified. (If you already plan on using the collaborative annotation tool, Perusall, in your course, you could introduce students to it with this assignment.)
• Refer back to the syllabus before major assignments to reconnect the work to course goals or grading policies
• Use it mid-semester as a touchpoint: ask students what’s been most useful or what they might revise for future versions of the course

Before finalizing your syllabus, you might find it helpful to reflect on a few broad questions raised by inclusive teaching scholars (Addy et al., 2023): 

• Does the syllabus demonstrate to students that everyone has a place in the field of study?
• Does the syllabus encourage everyone to play a role in the learning process?
• Does the syllabus promote the conditions for every student to succeed in the course?

Up until now, we’ve offered advice about how to frame a syllabus for a course you’ve already designed, and we’ve emphasized explaining policies and approaches that you’ve likely already decided upon. Over time, however, you may find yourself considering redesigning a course syllabus to reflect major changes in content or policies. The strategies in this section can help with that. 

Consider What You’re Learning About Students in Your Course 

It’s the nature of higher education that we design syllabi before we meet the actual students in our courses - and while every class and every semester will be different, you’ll build knowledge about the range of students you’re likely to encounter over time. You’ll find yourself adapting your course as you get to know students in your program.

Strategies to try:

• Evaluate how your grading scheme works to motivate and communicate with students.  You may want to experiment with different grading schemes or weights.
• Consider which course policies are working well for you and your students - and which require tweaks (or what policies you need to create)

Reflect a Range of Voices and Viewpoints

From your readings and examples to the way you interact with policies, these elements impact how students experience the discipline and their role within it. 

Strategies to try:

• A review of whose voices and experiences are represented in your course materials
• Intentionally including work from scholars or creators from underrepresented groups in your field
• Seeking out new additional resources to a standard textbook that create more space for various perspectives

If you’d like to talk through your syllabus, brainstorm ideas, or get feedback, the CTL is here to help. We offer 1:1 consultations and lead workshops (see events page) on syllabus design and inclusive teaching throughout the year.

Reach out to us anytime at ctl@uvm.edu

Addy, T. M., Dube, D., Mitchell, K. A., & SoRelle, M. (2023). What inclusive instructors do: Principles and practices for excellence in college teaching. Taylor & Francis. - particularly Ch. 3 (pp. 47 – 72)

Berdahl, L. (2021, August 27). How to get students to read your syllabus. University Affairs.

Boise State University CTL: Creating a Supportive Syllabus

Taylor, S. D., Veri, M. J., Eliason, M., Hermoso, J. C. R., Bolter, N. D., & Van Olphen, J. E. (2019). The Social Justice Syllabus Design Tool: A First Step in Doing Social Justice Pedagogy. JCSCORE, 5(2), 132–166. https://doi.org/10.15763/issn.2642-2387.2019.5.2.132-166