Committee on Academic Affairs - Guidelines for Syllabus Construction. University of Medicine and Dentistry - School of Health Related Professions. The foundation for a good course is a good syllabus. To help faculty improve the quality and consistency of their course syllabi, the School of Health Related Professions Committee on Academic Affairs (CAA) has developed a simple Word template that steps you through syllabus construction. In addition to helping you meet course approval requirements, this template should also assist you in formally communicating your plans and expectations to your students.

Constructing a Syllabus. Brown University - Sheridan Center for Teaching and Learning. Covers the fundamentals of syllabus construction: course objectives; course content and sequencing; student assessment and course evaluation; administration and syllabus presentation; and teaching strategies and the syllabus. Used in conjunction with the online Master Syllabus Form generator.

Constructing the course syllabus: Faculty and student perceptions of important syllabus components. Garavalia, L.S., Hummel, J.H., Wiley, L.P., Huitt, W.G.. A survey of faculty members and undergraduate students examined perceived importance of syllabus components. Significant differences were found between faculty and student responses, with students more concerned than faculty with information on test format, length and format of required papers and projects, course withdrawal policy, and specific goals/objectives. Both groups preferred comprehensive and flexible syllabi. (Journal on Excellence in College Teaching v10 n1 p5-21 1999)

Creating a Syllabus. Florida State University. Chapter 3 in Instruction at FSU: A Guide to Teaching & Learning Practices. Outlines the use of a syllabus as a course plan; provide suggestions, checklists and examples for constructing an organized and complete syllabus.

Creating Your Syllabus. University of Michigan - Center for Research on Learning and Teaching. Covers the nuts and bolts of syllabus creating, including key content and features. Provides a useful checklist for assessing completeness.

Designing a Learning-Centered Syllabus. University of Delaware - Center for Teaching Effectiveness. Designed to help faculty develop syllabi that promote active, purposeful, effective learning. Includes sections on planning your syllabus; principles for designing a course that foster critical thinking; syllabus functions; components of a learning-centered syllabus (with checklist); and how to integrate students' learning objectives into the syllabus design. Based, in part, on Grunert, Judith (1997) The Course Syllabus: A Learning-Centered Approach. Bolton, MA, Anker Publishing.

Preparing a Course Syllabus. University of Illinois Urbana-Champaign - Center for Teaching Excellence. Addresses the following major questions: What are the purposes of a course syllabus? How does one get started? What should one include in a course syllabus? Once class begins, what is the best use for a syllabus?

Syllabus Checklist. Cornell University - Center for Learning and Teaching. A checklist of items useful in constructing a syllabus that helps students understand a teacher's expectations. Includes 'nuts-and-bolts information' and basic course design criteria. To be used as a guide for what might be included in a course syllabus. PDF file.

Syllabus Construction. University of Tennessee at Chattanooga - Teaching Resource Center. A concise and well-referenced tip sheet on syllabus construction. Section includes: What is the Purpose of the Syllabus?, What Should Be in the Syllabus?, More Tips for Writing and Using Syllabi and References and Resources.

Syllabus Construction Guide. University of South Carolina - Institutional Planning and Assessment. The syllabus is the cornerstone of your course, serving three major purposes: It shapes your expectations for students; it lays out and prioritizes your organization in terms of substance and style; and It lays out for students the rules, regulations, and operating procedures of your class. The purpose of this article is to explain these three assertions and their importance in running an effective class.

Syllabus Tutorial. University of Minnesota - Center for Teaching and Learning. Comprised of 8 sections arranged in a typical sequence that might appear on a syllabus: basic information, description & goals, expectations, texts & materials, technology-enhanced learning, grading, resources, calendar.

Teaching Tips - Learning-Centered Syllabi Workshop. Iowa State University - Center for Teaching Excellence. An online 'workshop' designed to assist faculty in constructing learning-centered syllabi. According to the authors, a learning-centered syllabus requires that you shift from what you, the instructor, are going to cover in your course to a concern for what information and tools you can provide for your students to promote learning and intellectual development. Includes a good set of references.

Teaching Tips - What Did You Put in Your Syllabus?. University of Nebraska - Office of Graduate Studies. Provides a simple 15-point checklist to test the adequacy of your class syllabus, including course policies, requirements, tests, and assignments

The syllabus re-evaluated: Creating a tool for effective learning. Greene, J., Therrien, K.. Current research suggests that a well-constructed syllabus actually helps students be more efficient learners and allows both instructors and students to interact more effectively. Describes three essential areas that need to be covered in order to produce a truly effective syllabus: Basic Information, Course Description and Policies and the Course Schedule. Also provides a basic checklist for effective syllabus construction . From About Teaching, No. 44 (April 1993)

Tools for Teaching - Creating a Syllabus. Davis. BG. From Tools for Teaching by Barbara Gross Davis; Jossey-Bass Publishers: San Francisco, 1993. A comprehensive listing and description of the key elements you need to address in constructing your syllabus. Includes selected references.

Writing a Syllabus. Altman, H.B., Cashin, W.E.. The primary purpose of a syllabus is to communicate to one's students what the course is about, why the course is taught, where it is going, and what will be required of the students for them to pass the course. Based on this premise, the authors describe what should be included in a course syllabus. At a minimum, this should include all information that students need to have at the beginning of the course and all information that students need to have in writing. Includes a comprehensive list of references.