The conceptual framework for the course.
In its review of recent 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).

The specific skills and knowledge students will possess upon leaving the course.
Articulating clear and specific learning outcomes for students will help them develop control over their own learning; they'll be able to grasp what is expected of them, measure their progress with respect to the outcomes; and seek help in the areas that continue to elude them.

The value of the course 
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.

Requirements that your course satisfies.
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.

Avoid ambiguous grading criteria
“Evaluating student work is hard enough as it is, and students will challenge grades. Make sure you can calculate grades objectively. It’s probably a bad idea to give a lot of weight to a subjective factor such as class participation, unless you’re teaching a small symposium and can clearly justify how you assess each student’s achievement” (Weir, 2009).

Develop a cast-in-stone policy on excuses
“The less wiggle room, the better. My own policy — stated in the syllabus — is that the only accepted excuses for late work or missed exams are documented medical emergencies or requests from an academic dean. No exceptions. All others receive a half letter-grade deduction for every 24 hours (or portion thereof) an assignment is late. Sound unreasonable? I get fewer complaints than when I made case-by-case decisions. Everyone thinks his or her excuse is legit. Do you want to judge? Not I” (Weir, 2009).

Additional Resources

Committee on Developments in the Science of Learning. (2000). How People Learn: Brain, Mind, Experience, and School: Expanded Edition (2nd ed.). Washington, DC: National Academies Press.

Weir, R. (2009). Instant Mentor Dancing With Kate Smith. Inside Higher Ed., from http://www.insidehighered.com/advice/instant_mentor/weir

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

Creating a Syllabus. from Teach Philosophy 101 provides a syllabus content checklist, ideas for creating a policy on respectful language, and tips for creating an effective grade policy.

Send a teaching and learning question to the Teaching Commons

Share a resource with the Teaching Commons