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; and (d) identifies the specific skills and knowledge students will be able to demonstrate upon leaving the course.
Required syllabus content
Sample syllabus statements:
- Students with disabilities
Share a syllabus
Face-to-face classes
MUS 360
Blended classes
MUS 360
Online classes
MUS 400
Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker Publishing.
Nilson, Linda. (2003). "The complete syllabus." Chapter in Teaching at its best: A research-based resource for college instructors. Bolton, MA: Anker Publishing Company. (Available at the Office for Teaching, Learning and Assessment).
Wasley, Paula. "Research Yields Tips on Crafting Better Syllabi." Read article from The Chronicle of Higher Education.
Wasley, Paula. "The Syllabus Becomes a Repository of Legalese." Read article from The Chronicle of Higher Education.
- Syllabi requirements
Office for Instructional Design and Development
- Strategies for creating a syllabus online
Office for Teaching, Learning and Assessment
- Resources on effective syllabus design
