last modified:2008-05-06 16:41:51
Writing a Syllabus
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Due to the fact that students often spend the first week of class shopping around for the "right" course for their individual needs, the syllabus becomes an important indicator for about prerequisites, the course requirements, your teaching style, your tentative homework schedule, your attendance policy and several other course characteristics. For this reason, it is important to give as much information as possible. The following is a checklist of information that is either necessary or recommended in a syllabus. Note: If you are lucky enough to inherit someone else's syllabus for your course, make sure to check that all of these components are included and that the information is updated.
Course and instructor specifics ("musts")
--Course name and number
--Number of credits
--Class times and location
--Instructor name, office location, phone, email address
--Office hoursPurposes/Objectives
--General course description
--Specific behavioral objectives (things you would like your students to "do" by the end of the course
--Specific/concrete objectives
--Assignment expectations
--Expectations of their interaction in class
--Measurement/ evaluation criteria
--Prerequisites, if applicableRequired/Recommended materials list
--Text(s) with complete citation and edition number
--Packet information, including where to purchase it
--Reserved reading information along with procedures of obtaining it
--Tape, video, studio use, and other procedures
--Supplementary materials, optional reading, other items students may need to buyUniversity information
--Website of Withdrawal Information
--Website of Add/drop Information
--ADA Statement
--Classroom rights and responsibilitiesGeneral policies
List your policies regarding:
--Due dates (What are the dates? Is there a time of day things are due? What are the exceptions?)
--Late work (When is an assignment considered late? What is the penalty?)
--Participation (What is considered participation and what are the consequences of not fulfilling the expectations?)
--Extra credit (If available, how is it obtained?)
--Attendance (What effect do absences have? What should a student do if s/he is absent?)
--Tardiness (What, if any, consequences come from tardiness? What should a student do if s/he is tardy?)
--When a student can expect feedback
--Student grievances (How should they be presented? How will they be handled?)
--Incompletes (It is best to discourage incompletes as a teaching assistant since you might not be as easy to track down as regular faculty, but if you do offer it, be sure to follow U of U policy in the Faculty Policy & Procedures Manual 9-7: Section 8).
--Any other personal or departmental policyGrading
--Clarify your grading policy from the start (dropping quiz grades, late work, etc.)
--List weights of each assignment and/or percent of the final grade
--List percentage categories for grades (A = 94%+, A- + 90-93.9%...)
--Explain your expectations for each assignment
--Spell out your penalty system: % of grade deducted for each day late, inability to make up certain assignments, etc…
--Illustrate any degree of flexibility you might have in your system
Assignments
--Prepare a tentative schedule which includes specific dates for
--Activities
--Readings
--Exams
--Presentations
--Provide descriptions for all types of assignments in the syllabus
--Provide important questions to study if your course follows the case study approach