Want to know more about what goes into a good syllabus? Scroll over the image below. You can also view the full sample syllabus file here syaklinFA20141150.001.pdf (412343)
FAQ: Syllabus
Help! There's so much information to put in the syllabus that I am not even sure where to start!
Don't panic! For a quick review of some essential syllabus elements, scroll your mouse over the sample syllabus image above. Another good source of information is to check with the chair of your program: frequently, the department maintains a syllabus template that new instructors can download and adapt as needed. This template will contain the information your program consider most important for students to know.
—————
Do I need to also have a complete course schedule along with the syllabus?
Your students will certainly benefit from having as much information as possible about your course early in the semester. Additionally, creating a course schedule gives you an outline to follow while creating projects, assigning readings and determining deadlines. However, it can be tough to figure out an entire semester ahead of time, and you do want to allow flexibility to adapt your schedule as needed. If planning the whole semester seems daunting, try to establish a schedule for the first month of the semester, at least, and add to this once you have a better sense of the students' needs.
—————
I don't want to forget anything--any additional suggestions for the syllabus?
Even experienced teachers find themselves making notes about what to include the next time for their syllabus. Some of their tips for often-overlooked points include the following:
1. Emergency situations: you cannot account for every type of emergency that may crop up during the semester. Instead, include a short statement on the syllabus indicating that extraordinary circumstances will be dealt with on a case-by-case basis, and encouraging students to see you in person as needed.
2. University resources: speaking of emergencies, use your syllabus as an opportunity to remind students about resources outside of the classroom, including tutoring, accessibility and counseling services as well as technical help, especially if your class uses a learning platform like Blackboard.
3. Expectations: this covers wide ground, but think carefully about your expectations outside of grading assignments. Do you plan to weigh participation and attendance heavily? How do you feel about students using devices during class, including cell phones or lecture capture tools? How do you prefer students contact you outside of class?
—————
