Syllabus Design

A syllabus provides key logistical information (meeting times, office hours, contact details, schedule) that students and instructional staff will rely on throughout the semester. It sets out course policies, including assignments, grading, participation, and deadlines—forming a transparent contract between you and your students. A good syllabus is more than just a list of dates and readings—it also shapes students’ first impressions and sets the tone for your course, providing a roadmap for learning. 

 

The Bok Center recommends including the following elements for clarity and transparency:

  • Course Basics: Course number, name, instructor contact info, meeting times/locations, and a brief course description.
  • Learning Objectives: State what students will know or be able to do by the end, both overall and (if possible) for each unit or module.
  • Course Schedule: Outline topics, readings, deadlines, exams, and holidays. A clearly organized schedule helps students plan.
  • Assignments and Assessment: Clearly describe assignments, projects, and exams, including grading criteria.
  • Student Responsibilities: Detail expectations for participation, homework, late/make-up work, and any required prerequisites.
  • Course Materials: List required texts and resources, including how to access them.

  • Communication and Support: Explain how students can contact you, attend office hours, and where to find additional resources.

     

Consider these questions as you review your syllabus:

  • Look for disciplinary jargon: when referring to course content, is it clear to students that these are ideas or skills that they will learn in the class, rather than things they should already be familiar with?
  • Reference opportunities for growth: is it clear to students when they will have opportunities to practice new skills in class, with their peers, and receive feedback from instructional staff?
  • Have you engaged students and set a collaborative tone by addressing them directly (rather than in the third person), and used inviting, inclusive language (“We will explore…”)?