While the content of the syllabus varies by course and even by instructor, the reviewers for the Higher Learning Commission look for several specific elements. We created a syllabus template to speed up your work and to offer suggestions on content. It is a Word file, so feel free to plug in your information and make a document that tells your student about your course.
- Page 1 contains required information that describes your course.
- Page 2 contains recommended information about policies and procedures for your course.
- Pages 3-6 contain university policies that are relevant to teaching and learning. There is no expectation that you include this on your syllabus, but you and your students should know about them.
- Page 7 contains a weekly schedule template. Considering using a schedule like this to help students prepare for class meetings.
- Page 8-10 contain concept maps that illustrate the course-level and module-level objectives for three of my courses. I began experimenting with concept maps in the spring to help students visualize connections within the course content. If you want to learn more, Carrie Miller and I will be presenting a seminar about concept maps and graphical syllabi later this semester.
We often think of the syllabus as a contract, but the danger in that kind of thinking is that the syllabus ends up sounding like a Terms of Service Agreement. When was the last time *you* read an entire TOS?
As far as I can tell, there are no requirements on layout or page design. But as you experiment with fun typefaces, page layouts, and graphics, remember that all students must be able to locate and read your document. For help with creating an accessible syllabus, visit http://www.colorado.edu/accessibility/resources/universally-designed-syllabus-materials
In addition to the official course description, consider adding your own version in layperson’s terms to help students see how the course fits into the rest of their studies. What is the relationship of this course to other courses in your program, in other majors, or in the general education/diversity curriculum? What is the “core message” of the course? In other words, what are the one or two elements of “enduring knowledge” that you want them to remember when the semester ends? Why is it important for them to know that? How will they use it later, either in other courses or in their careers?
Finally, consider adding a section that introduces you to your students. What is your area of expertise? Why did you choose to study that? What do you enjoy about teaching? What are your preferred methods of teaching? What is your favorite part of the course and why?
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