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).
- Required elements of an undergraduate course request
- Syllabus Development
- Sample UCM syllabi
- Sample learning goals and outcomes
- Principles of a Learner-centered syllabus
- Related Resources
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
- Overview Guide of Learning Goals and Outcomes
- Bloom's Taxonomy of Educational Objectives and Verb List offer some useful ideas and words to express the level of expertise required to achieve each measurable student outcome.
- Rubric for Assessing Syllabus This rubric provides an explicit scheme for understanding the various elements of a syllabus and the varying degree of development.
Palmer, M. S., Bach, D. J, & Streifer, A. C. (2014). Measuring the promise: A learning-focused syllabus rubric. To Improve the academy: A journal of educational development, 33(1), 14-36.
Palmer, M., Wheeler L., Aneece I., (2016). Does the document matter? The evolving role of syllabi in Higher Education. Change: The Magazine of Higher Education. Change: The Magazine of Higher Learning, 48:4, 36-47, DOI: 10.1080/00091383.2016.1198186
"Preparing an Effective Syllabus: Current Best Practices" by Jeanne Slattery (Clarion University) and Janet Carlson (Texas A&M University) from College Teaching Journal
Roberts, M. (2013) Creating a Dynamic Syllabus: A Strategy for Course Assessment. College Teaching. 61:3, 109-109, DOI: 10.1080/87567555.2012.741081
Smith, G.(2008) First-Day Questions for the Learner-Centered Classroom. The National Teaching and Learning Forum. V17 (5) September.
- Weimer, M. (2016) Word Choice: What you call it matters to teaching and learning. Faculty Focus. Higher Ed teaching strategies from Magna Publications.
- 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)
- 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