Creating a Syllabus

Park University provides a syllabus template to assist you in creating your syllabus and posting it online.

A syllabus is tangible evidence of the goals, learning objectives, instructional activities, and performance requirements of a specific course. While the syllabus is typically seen as a contract between the instructor and students concerning the nature and guidelines of a course, syllabi are also used to examine the relationship of a course within the broader curriculum. As such, in addition to facilitating communication between the instructor and student, syllabi are utilized by administrators, institutions, and accreditation agencies to document the role and effectiveness of a specific course. The purposes of a syllabus can be divided into three different functions: practical, theoretical, and institutional.

The main purpose of a syllabus is to provide information to assist students in successful completion of a course. A good, student-centered syllabus provides students with an overview of the course, outlines performance and knowledge expectations, and highlights resources that promote a quality learning experience. A well-constructed syllabus is a detailed document that allows students to understand the course as an integrated whole while recognizing the discrete activities required to achieve overall course objectives. When designing your syllabus, carefully consider what information to include. While it is recommended that you include sufficient detail, avoid overloading students with unnecessary information.

Course Information

The first items in a syllabus should give basic course information. Park University requires that each syllabus list the course number, course title, term, meeting days/times, and meeting location. In addition, instructors may want to include the number of credit hours, pre-requisite courses, and the academic campus. If the course is cross-listed or has special designation (GE/MGEor LL/MLL) be sure to include that information with the course number. Always double-check to ensure that the course number and title are accurate as listed in the Academic Catalog.

Contact Information

Following the course information, provide the information necessary to contact the instructor. All instructors should list their full name, office location, phone number, email address, and office hours. Optionally, instructors may choose to list an emergency phone number (department office, home, etc.), campus mailbox, fax number, and course website. To ensure that students are able to contact you, it is helpful to provide a range of different contact options. When there are multiple ways to contact you, specify the preferred method of contact, where to leave assignments, restrictions on calling (e.g., "No calls after 9:00pm"), and whether students need to make appointments in advance for office hours. While adjunct instructors may not have a specified office, all instructors must designate a means for students to contact them outside of regular class times.

Park University Mission and Vision Statements

In order to show emphasis the importance of Park University's mission and vision in relationship to course content, each syllabus must include the verbatim mission and vision statements from the Academic Catalog. In addition, instructors may want to provide a brief description explaining the relationship of course requirements and goals to Park University's mission and vision.

Mission statement:

"The mission of Park University, an entrepreneurial institution of learning, is to provide access to academic excellence which will prepare learners to think critically, communicate effectively and engage in lifelong learning while serving a global community."

Vision statement:

"Park University will be a renowned international leader in providing innovative educational opportunities for learners within the global society."

Course Description

Per Park University requirements, each syllabus must list the verbatim course description from the Academic Catalog. Instructors also have the option to add a separate paragraph describing an overview of the course and pre-requisite knowledge or skills expected of students enrolling in the course. This type of information may help students realistically assess their readiness for the course and provides a bridge between the concepts, skills, and knowledge from previous courses to the current course. You may also want to list suggestions for students to refresh their skills if they feel uncertain about their preparation for the course.

Course Goals or Objectives

Course objectives are general statements describing the major components or framework of the course. Generally, there is at least one course objective for each major unit of instruction. These course objectives or goals then provide instructional guidance to highlight the purpose of the course and sequencing of events. The course goals are instructor-focused as they describe the conceptual structure, logic, and interrelationships of course topics. Each course goal can then be subdivided into more specific learning objectives.

Learning Objectives

Learning objectives are specific, measurable knowledge and skills that a student is expected to demonstrate upon successful completion of the course. Learning objectives stem directly from the course goals and target various levels of the educational taxonomy. Unlike the course goals, learning objectives are student-centered and describe in detail the knowledge and skills a student should possess. Because learning objectives are much more specific than course objectives, there are generally multiple learning objectives for each course goal.

Course Arrangements

Course arrangements describe the teaching methods, techniques, and strategies to be used and their implications for students. Course arrangements may include lectures, discussions, group interactions, Internet activities, films, case studies, student presentations, electronic discussions, chatrooms, newsgroups, laboratories, research projects, fieldwork, etc. For each course arrangement, provide a brief description of the instructional format, expectations for student involvement, and implications on learning. In addition, it may be beneficial to estimate the student workload; this estimation may include the amount of time students should anticipate spending outside of class time on reading, studying, and completing assignments.

Course Requirements

The course requirement section of the syllabus provides an explanation of all assessments and methods of evaluation. While the method of evaluation will vary with the teaching style, delivery technique, subject matter of the course, and learning objectives, ALL courses must implement some assessment of student learning. The key to designing and implementing course requirements is careful reflection on learning objectives; each assessment should directly reflect meaningful learning as targeted by the learning objectives. Assessments may include exams, case studies, papers, homework, oral reports, journals, portfolios, projects, group work, presentations, laboratories, learning logs, field trips, research, website development, attendance, class participation, etc. In addition, instructors may want to highlight their use of optional assignments or extra credit.

The importance of assessment is indisputable; assessments are utilized to determine student learning, course grades, effectiveness of instruction, instructor/institution accountability, accreditation, etc. Because of the importance of assessment in the course mix, instructors should ensure that all course requirements are explicitly stated in the syllabus. In addition to listing the course requirements, each requirement should include a brief description of the purpose of the assignment, relationship to learning objectives, expectations, and general guidelines. Specifically, state the format of each assignment, the expected length of papers/projects, and the nature of the tests (multiple-choice, essay, short-answer, take-home, closed book, etc.). If class participation is being assessed, expectations and grading procedures for participation need to be directly addressed.

Textbook

List all textbooks that will be utilized for the course. Park University requires the instructors provide the title of the text, author, edition, and publication date. In addition, it is helpful to include the publisher, ISBN, and textbook website (if one is available through the publisher). For each textbook listed, indicate whether the text is required or optional.

Supplemental Resource Materials

Supplemental resources include any additional readings, materials, or supplies that students need to successfully complete the course. Supplemental materials may include library reserves, manuals, articles, lab equipment, art supplies, calculators, software, workbooks, drafting materials, etc. For each supplemental resource, instructors should indicate whether it is required or optional as well as providing guidance for locating the relevant materials. If supplemental materials are optional, it is useful to explain the benefits and utility for students.

References

Course Schedule

Class Policies

Academic Honesty:

"Academic honesty is required of all members of a learning community. Hence, Park University will not tolerate cheating or plagiarism on tests, examinations, papers or other course assignments. Students who engage in such dishonesty may be given failing grades or expelled from Park University."

Instructors may want to expand on this statement to include their own course-specific policies regarding academic honesty, cheating, and plagiarism. Many students do not know what constitutes plagiarism; thus it is important to provide plagiarism guidelines. As indicated in the Academic Catalog, "Plagiarism- the appropriation or imitation of the language or ideas of another person and presenting them as one's original work- sometimes occurs through carelessness or ignorance. Students who are uncertain about proper documentation of sources should consult their instructors."

Disability Statement:

"Park University is committed to meeting the needs of all students that meet the criteria for special assistance. These guidelines are designed to supply directions to students concerning the information necessary to accomplish this goal. It is Park University's policy to comply fully with federal and state law, including Section 504 of the Rehabilitation Act of 1973 and the American with Disabilities Act of 1990, regarding students with disabilities and, to the extent of any inconsistency between these guidelines and federal and/or state law, the provisions of the law will apply."

It is especially useful to invite students with special needs to set up a time to discuss these needs with you. Since there are a range of potential disabilities, instructors need to be receptive and accommodating to a priori disability arrangements. If the instructor has concerns or questions about student disabilities, they are encouraged to contact Park University's Academic Support Center.

In addition to the required academic honesty and disability statements, instructors should include their own policies regarding class attendance, tardiness, submitting late work, missing homework, tests or exams, make-up assignments, requesting extensions, and reporting illness or absence. It is also helpful to highlight unacceptable classroom behavior and important institutional drop/withdrawal dates.

Grading Policy

The grading policy should give specific instructions on how students will be evaluated and how final course grades will be assigned. In describing the grading procedures, include a listing of all assessable work and the weights assigned to each component. Typically, the relative weight of each course requirement is indicated by either percentage (e.g., exams = 25%, homework = 25%, paper = 25%, participation = 25%) or points (exams = 200 points, homework = 100 points, paper = 100 points, participation = 50 points). A point system is generally preferable to a percentage system as it allows students to monitor their own progress more effectively. Regardless of which grading system is utilized, specify how final course grades (A, B, C, D, F) will be calculated.

Instructor Profile

Instructors may choose to include a personal profile to highlight their academic background, qualifications, research interests, relevant work experience, etc. An instructor profile is especially useful for sharing unique experiences or interests that emphasize qualifications for instructing a specific course.

Teaching Philosophy

The teaching philosophy provides students insight on the selection and rationale for instructional strategies and assessment. Generally, the teaching philosophy will be a brief paragraph that highlights pedagogical preferences, theoretical orientation, and/or educational standards.

Study Tips or Learning Resources

Instructors may choose to include study tips or learning resources to assist students in being successful in the course. Many students lack the metacognitive skills to select or create effective study strategies, thus providing a list of tips and resources may help guide student preparation for the course. Learning resources may include term lists, practice questions, online quizzes (often available on the textbook website provided by the publisher), study guides, lecture notes, tips on studying, guidelines for taking notes, keys for budgeting time, etc. In addition, you may want to organize study groups, provide a list of peer tutors, and highlight institutional resources (Academic Support Center, Tutoring Services, Writing Center, computer labs, etc.).

Support Services

Park University has a range of support services available to assist students. These services include McAfee Library, Academic Support Center, Tutoring, Computer Services, and the Writing Center. Your syllabus may want to briefly highlight and provide contact information for relevant services.

Review Checklist:

Resource Links:

• Park University's SEL Operations Manual
• Developing a Course Syllabus (Honolulu Community College)
• Course Planning and Teaching (University of North Carolina at Chapel Hill)
• Writing a Syllabus (Howard B. Altman, University of Louisville and William E. Cashin, Kansas State University)
• Syllabus Checklist (Cornell University)
• Creating a Syllabus (Tools for Teaching)
• Designing a Learner-Centered Syllabus (University of Delaware)

References:

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Reference citation:

Mandernach, B. J. (2003). insert appropriate page title. Retrieved insert date, from Park University Faculty Development Quick Tips.

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