Essential Components of a Course Syllabus
Now that learning objectives have been outlined, content has been selected, and formative/summative assessments have been determined, and UDL principles have been considered, designing the syllabus can begin. As discussed at the beginning of this module, what goes into a syllabus can vary, with some components being required and others recommended depending on your institution. It is highly likely that your institution has syllabus templates available to get you started with this process. Table 3 presents the components most commonly found in a course syllabus. Click on each of the components for examples.
Table 3. Typical Components of a Course Syllabus
Table 3. Typical Components of a Course Syllabus
General Course Information
This section orients students to the basic components of the course.
- Course Name, Number, and Title
- Location and Times
- Prerequisites
- Web Information: LMS
Instructor Information
This section informs students about the various faculty members involved in the course and helps them know who to reach for answers to questions they may have.
Instructor Name and Contact information Office Hours and Location | ➡ In large programs with multi-section courses, the names and contact information of the level coordinators and LPD, as well as who should be contacted for what, are also provided. |
|---|
Instructional and Pedagogical Information
This section outlines what students will be able to know and do upon successful completion of the course.
| Course Description | ➡ Short and concise statements that give enough details to be useful. |
|---|---|
| Course Objectives | ➡ Describe in detail what will be covered in the course. |
| Expected Learning Outcomes | ➡ Describe what a student should know or be able to do upon completing the course |
| Course Format and Teaching Approach | ➡ Describe the types of learning activities that will be used to facilitate student learning in the course. |
| Required Texts | ➡ If a textbook is not required, clearly state it |
| Required Materials Recommended Texts and Materials | ➡ Describe special tools, software and/or supplies other than the textbook that might be needed |
| Grading Scale | ➡ Describe the grade distribution for the course; explain the methods of evaluation and how the final grade will be calculated, including components, weights, and evaluation criteria; explain how late work will be graded and describe extra-credit opportunities, if any |
Calendar Information
This section establishes what students may expect at a particular time in the course. It helps students balance their study schedule with the other courses in which they are concurrently enrolled.
Scheduled Topics Date, Place and Time of Final Exam or Project | ➡ Provide a course calendar, including what materials are covered and when |
|---|---|
| Important Academic Dates and Deadlines | ➡ Deadline to add a class; deadline to switch for pass/fail grade; deadline to withdraw or drop a class without or with penalty. Include also dates that are holidays or days during which classes are not being held |
Assessment of Learning
This section describes the methods used to assess students. Students should be made aware of both formative and summative assessments. Ideally the assessment tools should be those most appropriate for the type of assessment and each learning outcome should be typically aligned with one or more assessment methods.
| Assessment Plan | ➡ List and describe all assessments in the course including atypical assessments such as “pop quizzes” and explain the ways in which they help ensure that students have met the learning objectives |
|---|---|
| Grading Scale | ➡ Include grading scale adopted by your institution (e.g., A, B, C, D, F, etc.) and state how grades will be calculated. Indicate whether extra credit will or will not be offered |
| Late Work and Missed Assessments | ➡ Explain the consequences for missing or being late for a homework or assessment, including any late work and make-up exam policies, impact on students’ grades, and student responsibilities in the process, including communicating with their instructor. Will the score be dropped or will students be allowed to turn in late work or make up an exam. What notification will students need to give the instructor? Are students responsible to follow up? What are the results to the course grade if students do not follow the instructions outlined in the syllabus |
Policies
This section clarifies expectations in the learning environment and facilitates communication between instructors and students.
| Absence and Class Participation | ➡ In addition to the program’s policy regarding absences and class participation, policy regarding absences for university sanctioned religious observance or practice would be listed here |
|---|---|
| Classroom Behavior | ➡ Inform students whether cell phones, laptops and other technology tools can be used in the classroom and what the consequences are for not complying with the policy |
| Subject to Change Statement | ➡ Explain how information included in the syllabus, with the exception of the grade and absence policy, can be changed with advanced notice |
| Dispute Resolution | ➡ Include in your syllabus the procedures students need to follow if they have a complaint about the course or their instructor |
| Threatening Behavior Policy Accessibility and Accommodations Code of Academic Integrity Nondiscriminatory and Anti-Harassment Policy | ➡ If your institution provides syllabus templates, it is likely that suggested wording and stipulations will be included for each of these policies |
Other Information
| Additional Resources for Students Grading Rubrics Tips for Success | ➡ Include for example we page links and phone numbers of your campus health center, counseling and psych services, Dean of Students office, campus pantry, etc. |
|---|
Most instructors agree that syllabi are too long and that most students do not read them. We will come back to this later. However, syllabi that are too brief may not include all important and relevant information. Table 3 can help guide your decision-making about the various sections that may be included in a course syllabus.
Reflective Questions:
- Which component(s) from Table 3 (see list below) appear in the syllabi currently in use in your language program?
- Which components from Table 3 should be added to, deleted from, or modified on your syllabi and why?
- Which of these components is required by your institution? What might be the reasons behind this mandate?