- Syllabus Purpose
- Syllabus Requirements
- Avoiding Grade Appeals
- Frequently Asked Questions
- Information for Specific Types of Courses
- Syllabus Template
- Inclusive Syllabus Resources
- Additional Resources
Check back often for updates. This page will evolve as we continue to address/reflect on best/recommended practices and campus policy.
As noted on the MERLOT website: "A syllabus is a contract with the student on what knowledge will be gained, what content will be covered, the manner in which content will be covered and measured and an outline for accomplishing all of that." For more on syllabi and learning contracts see Pedagogy Community Portal.
Syllabi inform students about what is expected of them to meet course requirements. Senate resolution 2/AS/14/UEPC establishes that all courses shall have a syllabus and the syllabus shall be made available to students at or near the start date of the course. The syllabus shall include, but not be limited to the following:
- Student learning outcomes* or learning goals;
*The campus now uses the term "course learning outcomes".
- The instructor's grading policy;
- Attendance information;
- Policy on assignments, due dates, and make-up work;
- Required texts and other materials;
- Faculty contact information
In addition to the required components, additional information that should be included on the course syllabus include statements on:
- Academic Integrity - see Student Code of Conduct
- Americans with Disabilities Act - see Disability Resource Services
- Library Resources - see the Stanislaus State University Library
The majority of grade appeals result from problems with a course syllabus and most grade appeals involve new instructors.
- To avoid a grade appeal (see the faculty handbook,) be clear and consistent with regard to how grades will be assigned.
- Make sure that your outcomes and assessment activities are all clearly articulated.
- If changes to the course are required, make an effort to explain to students why the changes were made. Connect the change to how their learning will be improved. Let students know how changes will be publicized.
- It is not a good idea to make "out of class" activities mandatory. If you can not deliver the course without student participation in activities that are outside of class time, make sure students are well aware of this requirement on the first day of class.
The most common student questions can be addressed by a syllabus that includes the eight components listed below.
|Course Goals, Objectives (Outcomes), and Requirements||
|Policy on Due Dates and Make-Up Work||
|Required Texts and Other Materials||
|Policy on Assignments||
|Instructor Availability and Contact Information||
General Education Courses
General Education Course syllabi will include the General Education Learning Goals/Outcomes. It is important to explain to students the value of taking GE courses. These courses expand their knowledge base to make them informed citizens and increase their understanding of the world and their role in it.
- General Education Goals and Outcomes -approved GE Area Outcomes Alignment
- Procedure for General Education course approval
Writing Proficiency Courses
Dr. Debra Bukko provided an Inclusive Syllabus workshop in spring 2019 as part of the Certificate in Inclusive Teaching program. Her Google presentation and resource documents are provided below.
The syllabus template includes components discussed on this page as well as a variety of supplemental statements. Please feel free to use or adapt both the formatting and the content. The template includes information relevant to both traditional and online courses.
- Syllabus template. doc