Resources Technology Workshops Services

Collaborative Research Model

First Time Teaching

Teaching FAQ's

Effective Assessment

Inclusive Classrooms

Large Class Teaching

Library and Links

Beginnings

Resource Exchange

Campus Spotlight

GTF Teaching Award

Faculty Showcase Podcasts

Search TEP site

 

 

 

  Home > Resources > Teaching FAQ's > Preparing to Teach > Building a State-of-the-Art Syllabus

How do I build a "state of the art" syllabus?

The more information that you can give the student the better. Do not be afraid of generating a long syllabus. However, if it does become more than a few pages, consider attaching a table of contents. Below is a list of information that students would love to see on their first day of class:

• Basic Information:
  Course title, course number, number of credits, current year and term, meeting time and location, your name, location of your office and office phone number, e-mail address, office hours and whether appointments are taken, names, offices and phone numbers of any teaching assistants or GTF's.
  
  
• Prerequisites:
  Required classes or knowledge for this course.
  
  
• Course's Purpose:
  What this course is about and why it is interesting to you.
  
  
• Learning Goals:
  What competencies/skills/knowledge the students are expected to demonstrate at the end of the course.
  
  
• Textbooks & Readings:
  Titles, authors, editions and local booksellers who carry the titles.
  
  
• Additional Required Materials and Equipment:
  Do the students need to buy a calculator, computer, computer software, art supplies, drafting materials, etc.? If yes, be specific about what brands or models.
  
  
• Assignments, Term Paper, and Exams:
  Be specific. Give nature and format of assignments. What format are the tests: short answer, essay, multiple-choice? What are the topics, expected lengths, and due dates of the term papers? Try to anticipate their questions, and the confusions that may arise later.
  
  
• Grades:
  Describe how you will calculate grades. Include here your policy regarding the marks "I", "Y", and "W".
  
  
• Course polices:
  How do you deal with tardies, absences, late homework, requests for extensions, make-up tests or assignments, cheating and plagiarism? Be very explicit and firm. Is the date for the final exam set in stone?
  
  
• Course schedule:
  Provide a schedule of events which gives topic of discussion or lecture for each day and what assignments or readings should be completed for each day. Topics and activities may be tentative, but exam dates and required reading should be reasonably fixed. Students are attempting to manage their workloads for the term at the beginning and major last-minute changes in the syllabus can be very upsetting.

• Affirmation of Community Standards (http://policies.uoregon.edu/ch1affirmation.html):
  The University of Oregon community is dedicated to the advancement of knowledge and the development of integrity. In order to thrive and excel, this community must preserve the freedom of thought and expression of all its members. The University of Oregon has a long and illustrious history in the area of academic freedom and freedom of speech. A culture of respect that honors the rights, safety, dignity and worth of every individual is essential to preserve such freedom. We affirm our respect for the rights and well-being of all members.

• Disability Resources:
  Students with disabilities: The University of Oregon is working to create inclusive learning environments. If there are aspects of the instruction or design of this course that result in barriers to your participation, please notify me as soon as possible. You are also welcome to contact Disability Services in 164 Oregon Hall at 346-1155 or disabsrv@uoregon.edu

• Academic Honesty:
  "All work submitted in this course must be your own and produced exclusively for this course. The use of sources (ideas, quotations, paraphrases) must be properly acknowledged and documented. For the consequences of academic dishonesty, refer to the Schedule of Classes published quarterly. Violations will be taken seriously and are noted on student disciplinary records. Additionally, the following specific requirements will be expected in this class: (enter specific requirements). If you are in doubt regarding the requirements, please consult with the instructor before you complete any requirement of the course."
  This policy is found on the larger policy page: http://www.uoregon.edu/~stl/programs/student_judi_affairs/academic-dishonesty.htm
  

• Other things you might consider:
  Give your students tips/advice on how to approach studying for this course. Recommend that they take a look at old exams if these accurately reflect your testing style for this course.Talk about how you feel about extra credit. Make suggestions on how students can make the most of an office visit.

If you wish,make your syllabus informal and friendly. Be encouraging and enthusiastic about the coming experience. Encourage students to visit you in your office and say hello. Assure them that you want to help them all succeed with the coming material.

 

---