1d: Preparing an Effective Syllabus
In this module, faculty learn how to design a syllabus that both communicates essential information and facilitates student success. The module includes a checklist and guiding questions instructors can use to identify essential items and important resources. Instructors learn how to design calendars to assist students in meeting key deliverables and build a graphic or big ideas syllabus to support students in visualizing the organization of the course.
To satisfy the module requirements, practicing faculty must apply at least one technique, such as using a checklist and guiding questions to revise their syllabus or creating their own graphic or big ideas syllabus.
This module is one of five modules under ACUE’s unit on Designing an Effective Course and Class.
Advising Subject Matter Expert(s)
Featured Faculty
Module References
Appleby, D. C. (1994). How to improve your teaching with the course syllabus. Observer, 7(3). Retrieved from https://www.psychologicalscience.org/observer/how-to-improve-your-teaching-with-the-course-syllabus
Barkley, E. F., Cross, K. P., & Major, C. H. (2005). Collaborative learning techniques: A handbook for college faculty. San Francisco, CA: Jossey-Bass.
Boettcher, J. V., & Conrad, R.-M. (2016). The online teaching survival guide: Simple and practical pedagogical tips (2nd ed.). San Francisco, CA: Jossey-Bass.
Chapman, S. (n.d.). Getting students to read the class syllabus. Retrieved from https://tilt.colostate.edu/teachingResources/tips/tip.cfm?tipid=50
Chase, B., Germundsen, R., Cady Brownstein, J., & Schaak Distad, L. (2001). Making the connection between increased student learning and reflective practice. Educational Horizons, 79, 143–147.
Clark, C. (2014, August 26). Turn your syllabus into an infographic [Blog post]. Retrieved from https://ltlatnd.wordpress.com/2014/08/26/turn-your-syllabus-into-an-infographic/
Davis, B. G. (2009). Tools for teaching (2nd ed.). San Francisco, CA: Jossey-Bass.
Grunert O’Brien, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker.
Grunert O’Brien, J. G., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach (2nd ed.). San Francisco, CA: Jossey-Bass.
Guertin, L. (2014, August 27). Getting students to read the syllabus with a syllabus quiz [Blog post]. Retrieved from the American Geophysical Union website at http://blogs.agu.org/geoedtrek/2014/08/27/syllabus-quiz/
Harnish, R. J., McElwee, R. O., Slattery, J. M., Frantz, S., Haney, M. R., Shore, C. M., & Penley, J. (2011). Creating the Foundation for a Warm Classroom Climate. APS Observer, 24(1).
Kaufmann, K. (2003). Building a learner centered syllabus. Retrieved from http://www.4faculty.org/Demo/read2_main.htm
Moryl, R., & Foy, S. (n.d.). A graphic is worth a thousand words: Develop a graphic syllabus for your course [PowerPoint slides]. Retrieved from http://graphicsyllabus.blogs.emmanuel.edu/wp-content/uploads/sites/13/2013/05/graphicSyllabus_PPT_PDF.pdf
Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2010). Teaching at its best: A research-based resource for college instructors (3rd ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (in press). Teaching at its best: A research-based resource for college instructors (4th ed.). San Francisco, CA: Jossey-Bass.
Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50, 55–61.
Polk State College, Faculty Central. (n.d.). Creating a syllabus. Retrieved from http://polkfacultycentral.com/syllabus-resources/
Riviere, J. (2014). Syllabus construction. Retrieved from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-design
Rutgers University, Center for Teaching Advancement and Assessment Research. (n.d.). Syllabus design. Retrieved from https://ctaar.rutgers.edu/teaching/syllabus/
Sample, M. (2011, May 31). Planning a class with backward design [Blog post]. The Chronicle of Higher Education. Retrieved from http://chronicle.com/blogs/profhacker/planning-a-class-with-backward-design/33625
Sinor, J., & Kaplan, M. Creating your syllabus. Retrieved from http://www.crlt.umich.edu/gsis/p2_1
Smith, R. (2014). Conquering the Content: A Blueprint for Online Course Design and Development San Francisco, CA: Jossey-Bass
Twigg, C. A. (2003). Improving learning and reducing costs: New models for online learning. EDUCAUSE Review, 38(5), 28–38.
Wallace, D. F. (2014, November 10). David Foster Wallace’s mind-blowing creative nonfiction syllabus: “This does not mean an essayist’s goal is to ‘share’ or ‘express herself’ or whatever feel-good term you got taught in high school.” Retrieved from https://www.salon.com/2014/11/10/david_foster_wallaces_mind_blowing_creative_nonfiction_syllabus_this_does_not_mean_an_essayist’s_goal_is_to_share_or_express_herself_or_whatever_feel_good_term_you_got_taught_in_h/
Wieman, C. (2014). First day of class – recommendations for instructors. Retrieved from the Carl Wieman Science Education Initiative at the University of British Columbia website: http://www.cwsei.ubc.ca/resources/files/First_Day_of_Class.pdf
Wilson, S. (2006, April 21). Classroom realities. Insider Higher Ed. Retrieved from https://www.insidehighered.com/views/2006/04/21/classroom-realities
