Teaching Commons > Teaching Guides > Course Design > The Syllabus

The Syllabus

​​​​​​​​​​​​​​​​​​​ This guide begins with tools and recommendations for creating inclusive and effective syllabuses: 

The rest of the guide contains examples and templates: 

A syllabus is a map.

Twenty years ago, many instructors would have described the syllabus as a “table of contents” or, alternatively, a “contract.” Today’s books on college teaching and course design are likely to draw on different metaphors: the syllabus is a map or travelogue, as it both describes the intended destination and explains why one might want to go in the first place (Nilson, 27).

The most effective syllabus goes beyond listing the logistics and the topics covered in the course – it (a) articulates the conceptual framework for the course; (b) introduces students to the key questions or problems facing experts in the field; (c) suggests the ways in which an understanding of the course subject matters; (d) establishes an inclusive learning environment; (e) identifies the specific skills and knowledge students will be able to demonstrate upon completion of the course.

Typical elements of a syllabus include:

  • Course information (course title, quarter, your name)
  • Contact information including your office location, phone number, and email address (some instructors also choose to include their pronouns) 
  • Course description and prerequisites
  • Student learning outcomes
  • Required materials
  • Assigned work
  • A calendar or events including lecture topics, assigned work, and special announcements (due dates should include the timezone to prevent confusion)
  • Participation guidelines 
  • Grading policies and rubrics when appropriate
  • Course policies and student/teacher expectations (attendance, participation, tardiness, academic integrity, missing homework, missed exams)
  • Campus resources 
  • Advice to students

Required Information for DePaul Syllabuses

According to the DePaul Faculty Handbook (Faculty Rights and Responsibilities, p. 6) all syllabuses should contain the following information at a minimum:

  1. A rationale for the course stated in the context of the aims of the department and/or division;
  2. A statement on the types of instruction (i.e., lecture; lecture-discussion; lab, etc.);
  3. Specific materials required for the course (books, pamphlets, library materials, etc.);
  4. Proposed major and minor topics to be covered in the course;
  5. Specific required readings, and written and oral assignments (inclusion of tentative dates for such assignments is desirable);
  6. Specific descriptions of the criteria and methods (i.e., nature of quizzes and examinations) to be used by the instructor in evaluating students’ academic performance;
  7. Statement on academic integrity;
  8. Instructor’s office number and office hours for the term in which the course is being offered.

Inclusive Syllabus Tools 

Moore, Brantmeir, and Brocheild developed the Inclusion By Design: Survey Your Syllabus and Course Design tool to help educators examine inclusion in their syllabus and course design. As they describe, the tool is “rooted in theory and research on inclusion, multicultural education, universal design, implicit/unconscious bias, and the hidden curriculum.” The following reflection questions are taken from the tool: 

  • What is the course content? Whose voice is heard? What perspective dominates? What is omitted?
  • How is the content relevant in the “real” world and for the learners in your class? How can it be made relevant for those who may not recognize its relevance?
  • What are the implicit rules and messages of your course and are they stated in your syllabus?
  • What are the hidden/implicit/unconscious biases and stereotypes?

Duke University, as part of an accessible syllabus project, also has a set of resources for designing accessible syllabi.

Conceptual Framework and Value of Course

In its review of literature on cognition and learning, the National Resource Council found that "organizing information into a conceptual framework allows for greater 'transfer'; that is, it allows the student to apply what was learned in new situations and to learn related information more quickly" (17).

One way you can do this in your syllabus is by explicitly stating the specific skills and knowledge students will possess upon completing the course. Articulating clear and specific learning outcomes for students helps students grasp what is expected of them, measure their progress, and seek help in the areas that continue to elude them.

Consider  explaining to students how they might use what they learn in your course in their other classes or, better yet, in their everyday lives. Informing your students of where the course fits in with their degree program and DePaul career as a whole helps create a sense of continuity and purpose. For some suggested approaches, see The First Day of Class.

Course Policy Framing 

Use your course policies to help establish a supportive learning environment. By using student-centered language that emphasizes achievements and goals rather than punitive measures, you can help signal your commitment to students’ learning, growth, and development. 

The following revision suggestions are adapted inclusive syllabus design resources available from University of Massachusetts at Amherst.

Emphasizes Punitive Measures
 Emphasizes Achievements & Goals
Students must...
 I encourage you to...
I only accept….
 You have the opportunity to...
Late work will be penalized by….
 Late work is eligible for partial credit of...
Unexcused absences will result in... Attendance is important because….
Students will face consequences if….
 The following course policies will help you to learn because….

Accessible Document Design

These principles and features can help ensure you create a syllabus that is accessible:

  • Use headings
  • Use lists
  • Use meaningful hyperlinks
  • Add alternate text to images
  • Use tables wisely

The University of Washington has short and focused resources for creating accessible documents. See “Checking Microsoft Office for Accessibility" and “Checking PDFs for Accessibility.” Finally, the National Center on Disability and Access to Education has guides for making documents in many programs (including Word, Excel, and PowerPoint) more accessible. See Document Accessibility Cheatsheets for the guides and Accessibility for more information and suggestions.

Syllabus Template

A syllabus template can help make the process of drafting a new syllabus easier. A number of the example statements on this page have been incorporated into the template. After opening the template in Google Docs, you can download a copy (File > Download) or make a copy to your Drive (File > Make a copy) if you are signed in.

Example Syllabus Statements

University Policies

The following statements are taken or adapted from official university policies and procedures, including DePaul’s COVID-19 Updates and Guidance.

Course Policies

Course policies are descriptions of your expectations for student behavior, such as attendance, participation, late work, etc. that relate to your course.

Campus Resources

There are a number of offices and programs at DePaul that offer students a range of resources and support.

Grading Scale and Policies

One of the requirements of a DePaul syllabus is "specific descriptions of the criteria and methods... to be used by the instructor in evaluating students’ academic performance." A common method employed by instructors is a grading scale.

The grading scale below is used by many faculty in a variety of disciplines at DePaul. However, some departments may use grading scales that differ somewhat from the one shown here. Consult with your chair if you have any concerns about whether your grading scale is consistent with the one used by other instructors in your department.

A: 93-100

A-: 90-92

B+: 87-89

B: 83-86

B-: 80-82

C+: 77-79

C: 73-76

C-: 70-72

D+: 67-69

D: 63-66​

F: 0-62
​

In addition to a common grading scale, offer multiple opportunities for learning and assessment and describe the ways students can demonstrate their learning and understanding. Provide clear criteria for how students will be assessed and what feedback they can expect from you. Include a grading response time (e.g., I will grade and provide feedback on your work within one week of submission).

For more guidance on feedback and assessment, see Feedback and Grading.

Further Reading

Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker Publishing.

Lockwood, A. (2020). “A ‘How to Write’ Craft Syllabus From Non-White, Non-Cis Writers.” Literary Hub.

Nilson, Linda. (2003). “The complete syllabus”. Teaching at its best: A research-based resource for college instructors. Bolton, MA: Anker Publishing Company.

Wasley, Paula. (2008). “Research Yields Tips on Crafting Better Syllabi.” The Chronicle of Higher Education, 54(27), A11.

Wasley, Paula. (2008). “The Syllabus Becomes a Repository of Legalese.” The Chronicle of Higher Education, 54(27), A1.

Write the Syllabus from Carnegie Mellon includes practical information on when to write a syllabus, general advice, and writing creative syllabi.



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