Pedagogy Resources

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Table of ContentsGlossary

The Effective Syllabus

Engaging students and communicating content.

What is an Effective Syllabus?

An effective syllabus is one that clearly outlines a student’s path to success in any course. The syllabus is often both the introduction to a course and its backbone, returned to continuously by instructors and students for guidance. The traditional syllabus has evolved from a short page describing the schedule and grading policy to a complete framework that helps students understand how to interact with your course in the most successful way possible.

Syllabus drawing with graphics

How Can I Use This in My Course?

Requirements:

UAF’s Faculty Senate has established syllabus requirements for all courses as well as helpful checklists and examples. eLearning offers the eSyllabus, a template that includes all the Faculty Senate requirements as well as a section on “Student Effort,” which was developed for online courses.

UAF Faculty Senate requirements: A list of UAF-wide requirements, checklists, and examples

eLearning’s eSyllabus: An outline of requirements with sample text and guidelines; template for proposing new courses

Course Calendar:

UAF requires that a schedule of class topics and assignments (with due dates) be included in the syllabus. The schedule helps students navigate the course materials, assignments, and expectations. Think of it as a map and try to make it as readable as possible. Limit yourself to one page for easy reference and be specific (e.g. rather than list “labs,” give each lab a title that describes its content).

Schedule Help:

  1. Single Page Template
  2. Unit Schedule Template #1
  3. Unit Schedule Template #2
  4. Course Schedule Checklist
Student Effort (for online courses):

The UAF Faculty Senate has determined that one credit hour [of non-laboratory instruction] represents “800 minutes of lecture (plus 1600 minutes of study),” which, for the standard 14-week semester, equates to a minimum of 1 hour of lecture (instruction) + 2 hours of study per credit hour.

Because we want all student activity to be meaningful, UAF eLearning & Distance Education asks instructors to further document where student effort goes by percentage of effort into four categories that expand on the simple lecture/study ratio. These categories will demonstrate how the student will be spending their required time in the course.  The four categories are:

  1. Instruction (minimum 33%: things like lectures, readings, teacher-student conferences)
  2. Individual Research (individual research for papers, projects)
  3. Assignments (actual projects and assessments)
  4. Collaboration (discussion, groups projects, blog commenting)

Example:

  1. Instruction: Lecture/Readings 35%
  2. Individual Research: Final project 10%
  3. Assignments: Quizzes, Homework, Blog posts  35%
  4. Collaboration: Discussion Board, Blog comments 20%

You may choose not to publish this information to your students, however, it is a necessary element to think about in the course development stage.


Helpful Additions:

How to Start

Particularly for eLearning courses, it’s helpful to give students specific instructions on how to get started: where to go, what to look for, what to do first. Some students might not click around the course so giving direction up front will get them started.

Submitting Assignments

Include guidelines for submitting assignments. What types of files are acceptable? Do you have file naming conventions? Should students submit on Blackboard? Google Drive? A class blog? Be specific and be prepared to guide students through the submission process.

Pacing Expectations

Particularly for eLearning courses, let students know how you expect them to move through the course. Do you have weekly deadlines? Are there any big projects or deadlines worth highlighting?

Proctored Exams

eLearning offers proctoring for exams in eLearning courses. If your course includes a proctored exam, tell students in your syllabus and let them know how to take the exam if they are in Fairbanks or elsewhere, which involves designating a proctor.

Computer and Technical Requirements

Outline any technical specifications for required software (Windows and Mac OS) or hardware.

Syllabus drawing with graphics

Questions and Considerations

Can I create a syllabus that is effective and engaging for my students, but also fulfills the requirements my department and others set for syllabi? A syllabus is a complex document, serving multiple purposes as well as multiple audiences. One way of accommodating this complexity is to create multiple documents — one syllabus that looks like the traditional, black-and-white text document with all the headings required by Faculty Senate, and another that includes all the same information in a different format and voice for students. You might also decide to keep the traditional information, but shift your form to include more images and opportunities for interactivity.

Your syllabus is one of the first communications you’ll have with your students. You have the opportunity to set a tone — make sure it is reflective of the relationship you hope to maintain with them.

Technologies

There are a number of tools that you might use to build a dynamic syllabus, including:

In Practice

A syllabus is no good if no one’s reading it. Being specific, succinct, and organized are the first steps to readability, but design matters too. Check out the examples below for creatively designed and organized syllabi:

Northern Lit Syllabus, UAF with Madara Mason — a syllabus as infographic

Introduction to Homeland Security, UAF with Sean McGee — simple PDF that uses image and design for clear organization

PR Writing, Marquette U — a syllabus as FAQs

“The Unthinkable Mind,” UW-Madison with 
Lynda Barry — hand-illustrated syllabus


Chronicle of Higher Education list of Creative Syllabuses

Chemistry Major’s Lab, Georgia College
 with Julia Metzker — a syllabus in the form of a Prezi

Research Foundations

The Illustrated Syllabus

UAF Instructional Designers

This page has been authored collectively by the experts on the UAF Instructional Design Team. Let us know if you have suggestions or corrections!

uaf-elearning-design@alaska.edu

Instructional Design Team, UAF eLearning