This Syllabus Development Criteria tool is designed to assist faculty at The University of Toledo with the development of their course syllabi. Please note,
this is meant to be used as a guide and as such provides recommendations based on best practices and highlighting sections that are “REQUIRED” to meet
University, State and/or Federal guidelines. For additional information or assistance with syllabus development or training please contact the University
Teaching Center by phone at 419.530.4508 or email universityteachingcenter@utoledo.edu. Thank you. SYLLABUS DEVELOPMENT CRITERIA
Criteria
Revisions Recommended
Fair Quality
Better Quality
High Quality
Contact
Information*
Syllabus is missing one or
more of the following:
instructor name, email,
phone number, office
location, office hours.
Syllabus is missing one or
more of the following:
course name, course id,
credit hours, class time and
location (if applicable).
Syllabus does not include a
description of how class
time will be used.
Syllabus includes:
instructor name, email, phone
number, office location,
office hours.
Syllabus includes: instructor
name, email, phone number,
office location, office hours.
Syllabus includes: instructor
name, email, phone number,
office location, office hours.
Syllabus includes: course
name, course id, credit hours,
class time and location (if
applicable).
Syllabus includes: course
name, course id, credit hours,
class time and location (if
applicable).
Syllabus includes: course
name, course id, credit hours,
class time and location (if
applicable).
Syllabus includes: A
description of how class time
will be used including the
number of contact hours per
week as defined by lecture,
lab, other, etc.
Syllabus includes the course
catalog description of the
course.
Syllabus includes: A
description of how class time
will be used including the
number of contact hours per
week as defined by lecture,
lab, other, etc.
Syllabus includes the course
catalog description of the
course.
Syllabus includes: A
description of how class time
will be used including the
number of contact hours per
week as defined by lecture,
lab, other, etc.
Syllabus includes the course
catalog description of the
course.
Syllabus contains a
description explaining the
purpose of the course.
Syllabus contains a
description explaining the
purpose of the course and how
it fits within the broader
context of the degree
program(s).
Syllabus contains student
learning outcomes expressed
as specific actions/skills and
indicates what is expected of
students in observable and
measurable terms. Some
outcomes are implicitly
related to one another and
are in alignment with
assignments.
Syllabus contains student
learning outcomes expressed
as specific actions/skills and
indicates what is expected of
students in observable and
measurable terms. Outcomes
are implicitly related to one
another and are in alignment
with assignments.
Syllabus contains a
description explaining the
purpose of the course and how
it fits within the broader
context of both the degree
program(s) and the discipline.
The statement is positive,
encouraging, and compels
students to want to learn more
about the topic.
Syllabus contains student
learning outcomes expressed
as specific actions/skills
(Bloom’s Taxonomy) and
indicates what is expected of
students in observable and
measurable terms. Outcomes
are clearly connected to one
another, program outcomes
and, if applicable, clearly
related to General Education
Course
Information*
Course Format
Course Catalog
Description*
Course Overview
Student Learning
Outcomes*
Syllabus does not include
the course catalog
description or the
description does not match
the description in the
current course catalog.
Syllabus does not include a
description explaining the
purpose of the course.
Not articulated or syllabus
contains a section for
student learning outcomes
that broadly indicates what
successful students will be
able to do by the end of the
term. Outcomes may not be
observable or measurable,
clearly related to one
another, or in alignment
with assignments.
Syllabus Development Resources: Criteria/ February 19, 2015 Office of the Provost/University Teaching Center/ Office of Assessment, Accreditation, and Program Review Page 1 Teaching
Strategies
Syllabus does not describe
how the learning process
will be structured.
Pre/Corequisites*
Syllabus does not indicate
what skills and content
from previous classes will
be used in the course. It
does not list the courses
identified as
pre/corequisites from the
course catalog.
Required Text(s)
and Ancillary
Materials*
Syllabus does not contain
information about required
textbook(s) and other
course materials needed for
the course.
Necessary and optional texts
listed with full citation and
ISBN # included. Additional
course materials, with full
citations.
Technology
Requirements
No information is provided
regarding the use of
technology for course
work.
Syllabus lists the
hardware/software needed in
order to complete the
course. Indicates whether
Blackboard and/or other
online learning tools are
used (if applicable).
Syllabus lists the
hardware/software needed in
order to complete the course.
Explains how Blackboard
and/or other online learning
tools are used (if applicable).
University
Policy:
Policy Statement
on NonDiscrimination on
the basis of
Disability (ADA)
and Academic
Syllabus is missing the
Policy Statement on NonDiscrimination on the basis
of Disability (ADA).
Syllabus includes the Policy
Statement on NonDiscrimination on the basis of
Disability (ADA) and academic
accommodations statement.
Syllabus includes the Policy
Statement on NonDiscrimination on the basis of
Disability (ADA).
outcomes and/or OTM, TAG, CTA
outcomes. Relevant skills and
knowledge are specified, and
assignments, assessments, and
key course activities are
aligned with outcomes.
Syllabus describes how the
learning process will be
structured and carried outincluding the delivery
modalities (face-to-face,
blended, online), modes of
communication, and the
learning activities that will be
used.
Lists course names and
numbers for all prerequisite
and corequisite courses.
Prerequisite and corequisite
courses listed match those in
the course catalog. Syllabus
indicates what skills and
content from previous classes
will be used in the course.
Necessary and optional texts
listed with full citation and
ISBN # included. Additional
course materials, with full
citations and ISBN also listed.
Explains why these particular
resources were selected and
how the student can use them.
Syllabus specifies the
hardware/software needed in
order to complete the course.
Explains how Blackboard
and/or other online learning
tools are used (if applicable).
Provides information for
students who need special
accommodations or who don’t
have required technology.
Syllabus includes the Policy
Statement on NonDiscrimination on the basis of
Disability (ADA).
Syllabus is also includes the
academic accommodations
statement, worded exactly as
provided by the Student
Syllabus is also includes the
academic accommodations
statement, worded exactly as
provided by the Student
Syllabus is also missing the
academic accommodations
statement, or the statement
has been modified and
Syllabus describes how the
learning process will be
structured and carried outincluding the delivery
modalities (face-to-face,
blended, online), modes of
communication, and the
learning activities that will
be used.
Lists course names and
numbers for all prerequisite
and corequisite courses.
Prerequisite and corequisite
courses listed match those in
the course catalog.
Syllabus is also includes the
academic accommodations
statement, worded exactly as
Syllabus describes how the
learning process will be
structured and carried outincluding the delivery
modalities (face-to-face,
blended, online), modes of
communication, and the
learning activities that will be
used.
Lists course names and
numbers for all prerequisite
and corequisite courses.
Prerequisite and corequisite
courses listed match those in
the course catalog. Describes
in general terms how the
course content builds on
previous courses.
Necessary and optional texts
listed with full citation and
ISBN # included. Additional
course materials, with full
citations and ISBN #s also
listed.
Syllabus Development Resources: Criteria/ February 19, 2015 Office of the Provost/University Teaching Center/ Office of Assessment, Accreditation, and Program Review Page 2 Accommodations
Statement*
differs from those provided
by the Student Disability
Service Office.
provided by the Student
Disability Service Office.
Academic
Policies:
Syllabus does not
reference the missed class
policy, academic policies for
undergraduate students or
the academic policies for
graduate students.
Syllabus does not include a
statement of other
expectations from the
instructor to which the
student will be held
accountable. Examples
include: student conduct,
academic integrity,
confidentiality in the
classroom, student
grievances, etc.
Syllabus does not include
information regarding how
midterm and final course
grades are calculated.
Syllabus references the
missed class policy, academic
policies for undergraduate
students or the academic
policies for graduate
students.
Syllabus lists coursespecific expectations that the
instructor would like to
highlight.
Syllabus references the
missed class policy, academic
policies for undergraduate
students or the academic
policies for graduate students
and provides website link(s).
Syllabus lists course-specific
expectations that the
instructor would like to
highlight.
Syllabus has a statement
that fully explains how
midterm and final course
grades are calculated,
including the points,
percentages, and weights for
each component of the course
grade. Also indicates the
instructor’s timeframe for
providing grades and
feedback on assignments.
Syllabus has a statement that
fully explains how midterm
and final course grades are
calculated, including the
points, percentages, and
weights for each component of
the course grade. Also
indicates the instructor’s
timeframe for providing grades
and feedback on assignments.
Syllabus has a statement that
fully explains how midterm
and final course grades are
calculated, including the
points, percentages, and
weights for each component of
the course grade. Also
indicates the instructor’s
timeframe for providing grades
and feedback on assignments.
Syllabus includes specific
information regarding grade
related expectations such as
late submission of
assignments, incomplete
grades, extra credit, the
proctoring of tests, etc.
Syllabus includes specific
information regarding grade
related expectations such as
late submission of
assignments, incomplete
grades, extra credit, the
proctoring of tests, etc.
Course
Expectations (if
applicable):
Grading*
Disability Service Office.
Disability Service Office.
Includes information on
resources at UT.
Includes information on
resources at UT. Gives
students an understanding of
the kinds of class activities
that may require
accommodations (exams, visual
presentations, etc.)
Syllabus references the
missed class policy, academic
policies for undergraduate
students or the academic
policies for graduate students
and provides website link(s).
Syllabus lists course-specific
expectations that the
instructor would like to
highlight and explains how the
expectation benefits the
students and their learning
environment.
Syllabus explains the purpose
of midterm grade reporting and
explains that the instructor
will also be reporting failure
to attend class.
Syllabus Development Resources: Criteria/ February 19, 2015 Office of the Provost/University Teaching Center/ Office of Assessment, Accreditation, and Program Review Page 3 Assignments/
Assessment
Descriptions
Course assignments listed,
but with no due dates.
Course assignments listed
with clear due dates.
No clear connection
between stated course
outcomes and assessment
schema.
The connections between
some assignments and stated
course outcomes are
apparent.
Course assignments listed with
full descriptions of
expectations and clear due
dates.
The connections between
assignments and stated course
outcomes are apparent.
Communication
Guidelines
Syllabus does not include a
statement regarding the use
of personal electronic
devises in class.
Simple statement of
acceptance or prohibition of
personal electronic devices
in class.
Defines when certain personal
electronic devices are
acceptable in class. Identifies
consequences for using
electronic devices
inappropriately.
Student Support
Services
Syllabus does not include
references to academic
support services and
resources.
Syllabus provides a general
statement about academic
and/or student support
services for students.
Syllabus provides specific
information regarding
academic and student support
services and resources to
assist them succeed in the
course.
Course
Schedule*
Syllabus does not have a
class schedule, or the
schedule includes little or
no information on what
course topics will be
covered each week.
Class schedule includes
course topics broken down by
class period. Identifies
related required readings
and assignments due.
Class schedule includes
course topics broken down by
class period. Identifies related
required readings, in-class
activities, and assignments due.
Overall Tone
Difficult to follow, minimal
use of sections and headers,
errors in spelling or
grammar.
Uses identifiable sections
and headers, proper spelling
and grammar.
Clearly laid out identifiable
sections and headers, proper
spelling and grammar.
Teacher-oriented, focused on
instructor’s expectations of
students.
Student/Learner-oriented,
includes expectations for both
the instructor and students.
A few elements of the
syllabus have been expanded,
but most sections present
only basic information.
Students still have many
No obvious deficiencies exist in
the syllabus.
Mechanical, dictatorial,
written in negative terms,
over-use of bold/capital
lettering.
A basic, “no-frills”
document. The limited
content answers only the
Assignments listed with full
descriptions of expectations,
clear due dates, and with
explanation of any
requirements that may affect
grading.
All assignments are linked
with specific course outcomes
and are likely to provide
sufficient evidence to
adequately assess each
outcome.
Explains how particular
personal devices will be used
during in-class and out-ofclass activities. Details what is
considered inappropriate usage
and subsequent consequences
for misuse.
Syllabus provides specific
information regarding
academic and student support
services and resources to
assist them succeed in the
course and how students may
access these services. Provides
web links to office
information.
Fully articulated and
logically sequenced class
schedule with chronological
topics listed for each class,
along with related required
readings, in class activities,
assignments due, and any other
preparation necessary from
students.
Clearly laid out identifiable
sections and headers, proper
spelling and grammar. Visually
appealing. Draws students’
attention to key areas of the
syllabus.
Student/Learner-oriented,
represents a sound “contract”
between the instructor and
the students.
Students, colleagues, and peer
Syllabus Development Resources: Criteria/ February 19, 2015 Office of the Provost/University Teaching Center/ Office of Assessment, Accreditation, and Program Review Page 4 most fundamental questions
about the course. The
syllabus represents an
“insurance policy” for the
instructor.
questions about the course.
What are the expectations of
the instructor? What is the
pace of the course?
reviewers can characterize
whether or not the course
material is appropriate for the
level of the class.
*Item is required to meet University, State and/or Federal guidelines.
Criteria adapted from University of Cincinnati and Cornell University.
Syllabus Development Resources: Criteria/ February 19, 2015 Office of the Provost/University Teaching Center/ Office of Assessment, Accreditation, and Program Review Page 5