Developing the Vital Contact: The Course Syllabus

• A contract between student and instructors
• An orientation to the entire operation of the course
• A written guidance relative to assignments, requirements and grading
• A written documentation of the instructor's policies relative to the course

Checklist for the syllabus content:

• Heading: To include course number, name, semester, year, and name of instructor.
  
• Office locations, office hours, email, and phone contact information.
  
• Course description.  Can be the catalog description or a more detailed description.
  
• Required textbook(s): Listing to include title, author(s), publisher, and edition. The latter is important for students who may be using used texts. If an older edition is acceptable, it could be stated here.
• Required materials or equipment: The statement should include precise descriptions and sources.
• Recommended text(s), materials, and equipment: List those things which you do not necessarily require, but you feel would assist the students.


• Course objectives and content: This section explains easily what you expect your students to be able to do by the end of the course and orients the students to the content of the course. The outline may be general or quite specific according to the judgement of the instructor. If this is a general education course, the instructor must state what section of G.E. the course fulfills and how the goals of the course meet the G.E. goals.


• Course requirements: In this important section of the syllabus the instructor lists and explains all of the performance or written assignments of the course. The more inclusive and precise these explanations are, the more confident and assured the students will be and the more closely their performance and written assignments tend to match the expectations of the instructor. As instructors we can be grateful that students cannot read our minds. However, that fact requires us to detail course requirements to the ultimate degree. The cost in time and effort of this detailing is more than offset by the assurance of the students, the quality of the students' efforts, and the saving of instructional time which is often consumed by students with multiple questions concerning the details of the course requirements. In addition, the written syllabus clearly documents exactly what the instructor requires. This prevents debate and, in some cases, students' grievances concerning grades.


• Evaluation of student performance/grading: This section, like the preceding one, is of significant interest to the students and to the instructor when faced with the challenge of grading. The same rationale for specificity applies here where, in essence, the instructor states what performance(s) or assignment(s) are counted toward the final grade. It is important to include all criteria for the grade. One method that orients the student well is to list the course requirements (by name only) and then list the points to be earned of the percentage assigned to this requirement. For example:

1. Class attendance and knowledge; Participation in class, and group discussion -- 15%
2. Three hour-long tests -- 45%
3. Reference paper -- 20%
4. Final Exam -- 20%
This mode allows the student to know exactly how the final grade is computed. It is important to list every criterion. For example, if the instructor in the above instance wants to use grades from a ten-minute oral presentation, that must be listed in this section.

Some faculty have the same General Guidelines and Expectations for every course they teach, and post or distribute these as an addition to a specific course syllabus.   For an excellent example of these, see the posted Guidelines by Professor Ellis Godard, Sociology.  See also Professor Godard's Teaching Innovations for other suggestions.


• Course Calendar: One format that could be used is to have columns of these topics: Class Date, Readings, Assignment Due Dates. Another format is to list dates next to sections of the course content outline. The above format, however, includes assignment due dates which must be included somewhere in the syllabus to avoid class confusion and dissension.


• Requirements for Written Assignments: For example, all written assignments will be typed on 8 1/2 X 11 paper, with standard fonts (e.g., 12 point) and margins (e.g., 1"). Correct spelling, grammar, and punctuation are expected. Specify a style manual if you wish.


• Policy on Assignment Due Dates: A statement of your policy concerning assignment due dates is vital to orient students and to prevent "open warfare" concerning the acceptance and grading of assignments passed in late. Of late, some professors have found it expedient to include a warning that a computer crash or printer failure is not an acceptable excuse for a late assignment.


• Test and Exam Policy: A statement regarding your policy in the case of a student missing a test or exam can prevent major trauma by both parties to the syllabus agreement.


• A specific statement relative to academic dishonesty:   The following is a sample:   "Cheating and plagiarism will not be tolerated. If you are caught cheating or plagiarizing in any form, you will receive a failing grade for the course and be reported to the university for appropriate disciplinary action."   You can also direct students to the University Catalog and/or the Schedule of Classes for definitions and examples of, and penalties for academic dishonesty. The CSUN Faculty Policy on Academic Dishonesty details procedures for handling offenses.


• Other Guidance: Include any other guidance concerning any aspect of the course which you feel should be understood by all. Such guidance might include:
  • Specific assignment guidelines. The University Library not only assists students in completing assignments, but is an excellent resource for faculty as we develop research assignments. See Guidelines for Designing & Implementing Effective Library Research Assignments for invaluable advice and a listing of what the library has to offer.
• Policies and procedures for the use of specialized lab materials, equipment facilities.
• Information about materials placed on reserve in the library.
• Information about any practicum or off-campus activities that will be integral parts of the course.
• A specific statement about turning off cell phones and electronic devices.
• Indication of anything which is tentative and may be changed at the instructor's direction.
• The Caveat Emptor Clause: It is the responsibility of each student to know and follow all the written guidance given by the instructor in this syllabus.

Faculty Development (formerly CELT)

For questions about New Faculty, contact

Kiren Dosanjh Zucker, Director of Faculty Development
Page maintained by Kelly Kroeker

Last update:  August 27, 2006