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Syllabus & Course Development Resources

The Center is committed to supporting faculty in their course development, especially designing goals-oriented and outcome-based syllabi. This site provides a number of resources that can assist faculty in that process. In addition to these resources, we are available for individual consultations (staff directory).

Syllabus Development

Syllabus template with some recommended best practices:

  • You can print the PDF version (.pdf) and use it as a guide, or the Word version(.doc) allows you to simply type in your course material and information without having to format everything.
  • For graduate independent study, research, and directed reading courses, you can use this syllabus template (available soon).

Learning Goals and Outcomes

Syllabus Rubric

  • Rubric for Assessing Syllabus This rubric provides an explicit scheme for understanding the various elements of a syllabus and the varying degree of development.

Related Article

Sample UC Merced Syllabi With Goals and Outcomes

Sample Learning Goals and Outcomes

  • Anthropology (Oregon State University, Anthropology Department)
  • Math (The Mathematics Association of America)
  • Organic Chemistry (Center for the Integration of Research, Teaching, and Learning)
  • Political Science (Texas State University, San Marcos)
  • Psychology (American Psychological Association)

Related Resources

  • The Cutting Edge Project at Carleton University has put together a stand-alone online tutorial, geared primarily for faculty in the sciences and engineering, that guides you through the basics of designing a new course:http://serc.carleton.edu/NAGTWorkshops/coursedesign/tutorial/
  • The Field-tested Learning Assessment Guide (FLAG), based at the University of Wisconsin-Madison, is filled with proven, innovative assessment techniques specifically designed for courses in science, mathematics, engineering and technology (SMET): http://www.flaguide.org/. FLAG also provides an Assessment Primer that offers a clear discussion about how assessment can drive student learning. There's a section that deals with how to translate course goals into measureable student outcomes that is very practical:http://www.flaguide.org/start/start.php.
  • The Center for the Integration of Research, Teaching and Learning offers an incredibly useful, one-stop resource for faculty and teaching assistants on many aspects of course development and teaching practices. In particular, CIRTL'sReaching All Students: A Resource Book for Teaching in Science, Technology, Engineering and Mathematics (STEM) addresses diversity in all aspects of developing and delivering effective, inclusive instruction. A link to the entire book in PDF and HTML formats can be found here:http://www.cirtl.net/ReachingAllStudents
  • Brigham Young University's Center for Teaching and Learning provides learning-centered syllabus design resources, including a Syllabus Designer, which walks you through each step of the syllabus design process: http://ctl.byu.edu/?page_id=6
  • University of Washington's Center for Instructional and Research offers many tools for planning your course syllabus:http://www.washington.edu/teaching/
  • Stanford's Center for Teaching and Learning has a number of resources for course design: http://ctl.stanford.edu/Faculty/course_design.html
  • Harvard University's Derek Bok Center for Teaching and Learning has some useful resources for syllabus planning, including the history of the syllabus:http://isites.harvard.edu/icb/icb.do?keyword=k1985&pageid=icb.page29695