Guide to Syllabus Design

Introduction

Syllabi typically serve multiple functions in a course, such as describing what content will be covered, outlining when and where the group will meet, and communicating expectations regarding the students’ attendance and participation. SInce students usually receive the syllabus on or before the first day of class, it can also inform students’ first impression of what they can expect from the course and instructor.

Research on syllabus design suggests that:

- A syllabus written in a welcoming tone can play an important role in creating an inclusive learning environment.
- Being explicit about what students most need to know about the class will help all of your students, and especially the least privileged students, to succeed.
- A syllabus can impact student motivation, student achievement, perceptions of course difficulty, and perceptions of the instructor

A syllabus that is learner-centered can help to set a welcoming and inclusive tone for the semester to come. A learner-centered syllabus invites students to see themselves as active members of a classroom community, with agency over the skills, attitudes, and behaviors that shape their learning experience. A learner-centered syllabus articulates a clear roadmap (and rationale) for how students will meaningfully engage with your course material.

How do I write a course description?

How do I communicate my learning objectives to students?

Communicating your learning objectives — or goals for student learning — helps you to convey your expectations for students, as well as prioritizes the skills they will develop throughout the course. Furthermore, developing learning objectives for your course can invite students to engage in “deep learning” and knowledge transfer.

Typically, learning objectives consist of 4-7 statements involving active verbs that reflect the cognitive skills you want students to develop in the course. (See sample formats: Student Learning Outcomes and Graphic Display of Student Learning Objectives). Learning objectives should appear early on in syllabus, signaling their centrality to student learning. When composing learning objectives, aim for “action statements” that are student-centered, measurable, and actionable. For instance, consider this learning objective for a semester-long, face-to-face Introduction to Macroeconomics Course for non-majors:

By the end of this course, students will be able to distinguish different macroeconomic models (Keynes, Lucas, Solow, Friedman, etc.) using key concepts like GDP, inflation, AD/AS, and monetary and fiscal policy.

Here “distinguish” is a learner-centered active verb; it’s a specific cognitive skill students are exercising in relation to the course content (macroeconomics). “Distinguish” is also measurable, or easily connected to a variety of assessments (such as quizzes, reading responses, etc.) Lastly, this learning objective is actionable, in that students can reasonably meet it within a semester. Consider, also, that various situational factors (such as students’ prior knowledge and the course meeting time and length) may impact the verbs that comprise your learning objectives.

A common resource for crafting learning objectives is Bloom’s Taxonomy (1956, revised 2001). The diagram below includes a list of learner-centered, measurable, actionable verbs that help to scaffold student learning throughout the course.

*Credit: Vanderbilt University Center for Teaching*

Additional resources

Angelo, T. A. & Cross, P. K. Teaching Goals Inventory (1993)
Sample Learning Objectives (Carnegie Mellon University, Eberly Center for Teaching Excellence)
Fink, L. D. (2003). Creating Significant Learning Experiences: An Integrated Approach to Designing College Courses. San Francisco: Jossey-Bass.

What's the best way to describe assignments?

How do I create transparent and inclusive course policies?

Although not typically thought of in this light, a syllabus serves as a “vital socializing mechanism” that can “reveal assumptions (real or imagined) that instructors have about students” as well as their attitudes towards “power, social control, sanctions, and unintended consequences” (Sulik & Keys, 2014, 151, 156). Course policies are one of the most salient ways in which instructor communicate these attitudes about their students and shape an inclusive — or marginalizing — classroom climate.

Common course policies include academic integrity, classroom norms and guidelines, accommodations for individuals with disabilities, attendance and/or participation; extensions, late assignments; rescheduled/missed exams; and student use of mobile devices. Make sure to indicate exceptions for religious holidays, and clarify what an acceptable excused absence might be. Consider adding language to support students’ holistic well-being and continued development, such as by referencing on-campus resources (Behavioral Medicine, the Educational Resource Center, etc.) and including sections such as “study tips” or “how to succeed in this course.” These resources are especially important for first-year students or other students who are new to the university.

In your description of each course policy, articulate your rationale (such as by making connections to learning objectives), a clear explanation of your expectations for students, and consequences for misconduct. To avoid overly punitive language, consider framing policies–such as your late work policy–not in terms of points lost (“late homework will result in an automatic 20% grade reduction”), but in terms of points gained (“students who submit homework late will only be eligible for up to 80% of the original score.”) As research on syllabus tone suggests, the latter communicates a more approachable teacher persona (Ishiyama & Hartlaub, 2002).

BU policies and resources

Additional resources

Sample Policy Statements (Vanderbilt University, Center for Teaching)
Sample Diversity Statements (Carnegie Mellon University, Eberly Center for Teaching Excellence)
Sample Statements on Supporting Student Wellness (Carnegie Mellon University, Eberly Center for Teaching Excellence)
Sample Statement on Supporting Students with Disabilities (Carnegie Mellon University, Eberly Center for Teaching Excellence)
Learning Toolbox (Stanford University, Teaching Commons)
Sample “Time Bank” Policy: You are allotted a time bank of __ days that can be used in 24-hour units to extend the deadline of your final-draft graded assignments beyond their due dates. This eliminates the need to request extensions and allows you some flexibility in managing your workflow. After you use up your time bank, graded assignments will be penalized by one-third of a letter grade for each day they are late.
Sample “Supporting Students With Disabilities Statement”: If you are a student with a disability or believe you might have a disability that requires accommodations, please contact the Office for Disability Services (ODS) at (617) 353-3658 or access@bu.edu to coordinate any reasonable accommodation requests. ODS is located at 25 Buick Street on the 3rd floor.
Accessible Syllabus Project (Tulane University)
Universal Design of Instruction (UDI): Definition, Principles, Guidelines, and Examples (University of Washington, Disabilities, Opportunities, Internetworking, and Technology)

How do I develop a cohesive course schedule?

How do I use the syllabus with students?

Further resources

Updated November 2021