The syllabus communicates to students a clear idea of the course content, your approach to teaching it, and what they can expect to do and to learn in completing the course requirements. The syllabus should also stimulate interest in the course topic by indicating why the topic is important or intriguing. A welldesigned syllabus is an essential tool for effectively managing a course. It gives students a clear understanding of your expectations and a road map for how the course will be conducted.
When done right, a syllabus can prevent a lot of misunderstandings as the semester progresses. A syllabus is both a document about the course content, goals, and elements and a guide for students to the kind of teaching and learning they can expect in your class.
This resource can help you create a wellstructured syllabus that also invites students to take responsibility for their own learning. Although it is a syllabus for a particular occupational course, the format can be adapted to probably most any other course as well. At the right of the syllabus is a sectionbysection explanation, including comments based on use of this format over a The syllabus is a description and plan for a course and, if well written, may be a tool that improves student learning, facilitates faculty teaching, improves communications between faculty members about their courses, and assists with monitoring program quality.
1 6 Altman and Cashin state that, The primary purpose of a syllabus is to For distance education courses, the syllabus can be posted online or even better, mailed to students. Writing a Syllabus, by Howard B. Altman, University of Louisville and William E. Cashin, Kansas State University. Preparing a course syllabus. LearningCentered Syllabi Workshop, Lee Haugen.
Watch video A syllabus should clearly communicate the scope and requirements of a course to students.
It must be carefully crafted and organized, and accurately set expectations around course participation, assignments, and gradingall while meeting the specific requirements of your institution. Check online for sample syllabi of the same or similar courses from colleagues at other universities. Consider questions students may have about the course (Davis, 2009).
The following ideas are adapted from Nilson (2010, p. 3336). How to set the tone for the course. Provide course information such as course number, location and time, For example, writing, Make sure that your students have easy access to the course syllabus by handing out hard copies on the first day of class and (if applicable) posting a digital copy on the course website.
Common components included in a syllabus.