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Developing the Syllabus

Syllabus Template

  • 罢丑别听Syllabus Template (updated May 16, 2025) provides a guide for developing an effective and learner-centered syllabus and outlines the required elements and policy statements for the 缅北强奸 course syllabus. Here's an alternative link to download the .docx file.
  • The syllabus and course schedule should be distributed to students by the first day of class and be available on Blackboard to students throughout the semester.
  • The University and Course Policies (Syllabus Statements) are available on the Provost's Office website. A link to this webpage is on the Blackboard course menu.
  • Recent syllabus updates:
    • April/May 2025: Updated Syllabus Statements section with AED information; add鈥檒 minor updates.聽
    • August 2024: Revised suggested class recording statements.
    • December 2023: A link to the Syllabus Statements (Course and University Policies) was added to Blackboard course pages starting in Spring 2024. Therefore, the Syllabus Statements section of the syllabus has been revised and shortened. See the Syllabus Template (pages 3-4). Note: this feature is not available yet in Blackboard Ultra.
    • August 2023: added recommended Safety procedures and updated links.
    • May 2023: updated links and Institutional Equity Office (Title IX and Affirmative Action) contact information
    • April 2023: added a suggested AI Tools Teaching and Academic Integrity syllabus statement.
    • The template highlights the recent changes and includes comments with guidance and links to more information.

Resources for Developing the Syllabus

  • . DePaul University Teaching Commons.
    This webpage guides you through writing outcomes and provides helpful examples.
  • . Yale Poorvu Center for Teaching and Learning.聽
    This provides guidance and examples on writing course learning outcomes.
  • . Bayraktar, B. (2021).
    Simple explanations and tips on writing outcomes: "What do students need to know and be able to do at the end of the course?" This is part of a 蝉别谤颈别蝉.听
  • . Iowa State University Center for Excellence in Learning and Teaching.
    This is a helpful guide with examples of using Bloom鈥檚 taxonomy.
  • . Student Experience Project.
    Includes a step-by-step for using syllabus development or revision as a tool for creating a course that promotes equity, belonging, and a growth mindset for all students.
  • . Gannon, K. (2019).
    This checklist guides the specific information that answers questions relevant to your students. Consider presenting some of this content as a FAQ or Q&A.
  • . Gannon, K. (2019). The Chronicle of Higher Education.
    This 3-part聽series and interactive guide take a faculty perspective on developing our course syllabus while considering how to make the syllabus an entry point and invitation to the course for our students.
  • . Bayraktar, B. (2022).
    Resources for creating an engaging and student-centered syllabus.
  • . Bayraktar, B. (2020).
    Suggestions for visually communicating your syllabus components.
  • Planning the First Day. US CETL.
  • AI Tools: Teaching Guidance. 缅北强奸 CETL.

  • Tips to build a syllabus that plans for considering student abilities and promoting student engagement and agency.
  • - A Worksheet.聽 Brantmeier, E., Broscheid, A., & Moore, C.S. (2017).
    This tool helps you examine the tone and design of your course from an inclusion perspective.
  • . Indiana University (2023).
  • . Harnish, R.J. et al. (2011). Association for Psychological Science Observer.
    This teaching tip article provides examples of transforming syllabus statements into warm and inviting communication with your students.
  • . University of Michigan (2020).聽
    This webpage provides sample language to communicate expectations to students in an inclusive manner.
  • . UDL On Campus, CAST.
    This webpage offers guidance for developing the syllabus elements while considering University Design for Learning (UDL).
  • . University of Washington.
    This website offers helpful tips for creating accessible documents from common applications.
  • . Rice University
    This tool estimates a student's out of class hours/week based on the planned reading, assignments, and assessments.