A learning-centered syllabus should include:
Basic Information Semester and Year
Course title and number
Credits
Time and location of meetings (any field trips or
meetings other than normal meeting times)
Your personal data (name, office number, phone
number, e-mail address, office hours, whether
appointments are needed for office hours,
parameters of how to contact you)
Similar personal data for TAs.
Describe Help students realistically assess their readiness by
Prerequisites listing knowledge, skills, and experience expected
prior to taking this class.
Course Goals / Discuss how the course fits into the overall
Learning curriculum. Answer the question “Why is this course
Outcomes useful?”
List 4-5 broad-based learning outcomes that reflect
what the students will learn and skills they will
develop by successfully completing the course.
Orient students to the discipline if this is an
introductory course.
Learning List three to five major learning objectives.
Objectives
For example:
What will students know or be able to do after completing
the course?
What skills or competencies do you want them to
develop?
If appropriate, be clear about what the course does
not address.
Describe Course Will there be fieldwork, research projects, lectures,
Format discussions, etc.?
List what is required versus recommended.
Textbooks and Specify textbooks and readings by author and
Readings editions. When possible, explain connections to the
course goals and how the text and readings address
them.
Explain whether you expect students to have
completed readings before class sessions and the
degree of understanding that you expect (e.g.,
successfully complete pop quizzes, be able to
discuss concepts, or apply reading information to
problem-solving scenarios).
If readings are placed on reserve in the library,
discuss library policy.
Assignments Be as specific as possible about:
(Papers, quizzes,
exams) o dates
o types of exams, quizzes, exercises, papers,
etc.
o expectations for performance
How will Students Explain how students will be evaluated and grades
be Evaluated? assigned.
Include components of the final grade, weights
assigned to each component, grading on a curve or
scale, etc.
Course Policies Discuss your policies clearly regarding:
o Attendance
o Late assignments
o Make-up options
o Extra credit
o Deadline extensions
o Reporting illness
o Cheating and plagiarism
o Expected classroom behaviors
Describe students’ responsibilities in the learning
process.
Address Students Invite students with special needs to talk to you
with Special Needs during office hours or before or after class. ISU has
suggested disability statements developed by the
Disability Resource Office that should be included in
the syllabus.
Course Calendar Provide a course calendar that outlines topics to be
covered, reading requirements, assignment due
dates, etc. If necessary revise it and be sure
students get an updated version.
Important Dates List important dates such as last drop date,
registration dates for the next semester, etc.
Miscellaneous Identify additional equipment or materials needed
and where students can obtain them.
Explain other requirements such as group
assignments, individualized consultation, etc.
Estimate student workload. Give students a sense of
how much preparation and work the course
requires. But be realistic; they don’t believe either
scare tactics or soft-pedaling. (Remember that yours
is not the only class that they’re taking.)
Optional Glossary of terms and jargon commonly used in the
Supplementary subject area
Information
Hints about how to study or take notes
Information about campus resources such as
tutoring, study skills help, etc.
