The checklist below provides important guidance in constructing the course syllabus. Ideally, the syllabus not only
includes the components below, but it also communicates expectations in a vibrant, engaging, and communicative manner
for the students.
Below are the minimum required components for all course syllabi at UB. Departments/programs may have additional
requirements and/or may outline a particular format for the syllabus, so faculty should also check to make sure there are
not additional guidelines they must follow.
All course syllabi should include, but are not limited to, the following components:
Included
Not
Included
Component
☐
☐
Basic Course Info
☐
☐
Course Description
☐
☐
Student Learning Outcomes
☐
☐
Course Requirements
Notes
☐Department number (e.g., COM425LEC)
☐Title
☐Date(s)/Time(s)
☐Location/Hybrid/Online
☐Number of credits
☐Instructor(s)
☐Other relevant persons (e.g., TAs) (when applicable)
Should conform to the official description for the course; if this
description is outdated, then a new course description should be
submitted for use in all UB communications and systems. The
course description is a “statement of general course goals and the
academic topics and content covered in the course.” [UBFacSen]
Learning outcomes for the course should be linked back to the
curriculum map for the program [MSCHE]. Whether these are
called outcomes, goals, or objectives, these are specific studentfocused statements that specify what the student should be able
to do at the completion of the course. The Course should
include objectives which delineate what learning outcomes
the students should achieve from the course. These should
also be clearly linked to the expected student learning
outcomes to be attained in the program either in the syllabus
or noted with a link to a site with the details on how the
course relates to the larger program curriculum.”
[UBFacSen]. In the case of any course that can fulfill General
Education requirements, the outcomes must include SUNYspecified learning outcomes for that General Education area (and
those outcomes must be assessed & reported to CAS). [SUNYGenEd]
In order to clearly communicate expectations to students, the
syllabus should include: “The number of papers, tests, and any
other requirements, such as homework, attendance, class
participation, laboratory assignments, and clinical performance,
that will count toward the final grade. Deadlines for assignments
should also be specified. Assignments should be linked to each
of the student learning outcomes being assessed. A single
assignment may be used to assess more than one learning
outcome, and an outcome may be assessed by more than one
assignment. All requirements should relate to the course
description and the student learning outcomes.” [UBfacSen].
Additionally, it is strongly recommended that students be
provided with clear guidelines as to how their work will be
evaluated, whether in the form of rubrics, checklists, exemplars,
etc. The course-approval process includes requirements of
☐
☐
Academic Content
☐
☐
Grading Policy
☐
☐
Office Hours
☐
☐
Academic Integrity
☐
☐
Accessibility Resources
☐
☐
Course Fees
course-level assessment methods and requires that outcomes be
assessed, with the expectation that what was specified for course
approval is being implemented with each course delivery. The
UB program review process requires assessment of student
learning outcomes, and courses are the primary components of
programs. MSCHE requires program-level student learning
outcomes, expects that those outcomes be mapped to program
requirements (including courses), that those outcomes be
assessed, and that assessment data be used to constantly improve
the program (and its courses). Any and all courses that fulfill
General Education requirements must assess the SUNYspecified student learning outcomes for that particular General
Education area. [SUNY-GenEd]
The syllabus should also clearly inform students of outsideclassroom expectations. This is referred to as the academic
content of the course, namely: “What the student will be held
accountable for, including required readings, lectures, films,
field trips, etc.” [UBFacSen]
Students should be apprised of how various graded activities will
be combined to form their single, final grade for the course.
More specifically: “How results from various requirements will
be combined into a final grade: relative weightings, make-up
policy for tests, etc. Grading Policies should also include:
Specification of the level of work must be completed in order to
obtain specific letter grades (A-F) or a passing grade if the
course is graded on a Pass/Fail basis; and
Reference to the university undergraduate Incomplete Policy
(within the catalog) and any additional instructor requirements
and comments regarding the use of Incomplete grades.”
[UBFacSen]
A critical aspect of student engagement involves the student’s
access to individual interaction with faculty. Therefore, the
syllabus should specify “when and where the instructor is
available for consultation each week.” [UBFacSen]
In furtherance of the University’s commitment to academic
integrity, the syllabus should make “Reference to the University
Undergraduate Academic Integrity policy (within this catalog)
and any additional instructor requirements and comments
regarding academic dishonesty.” [UBFacSen]
The syllabus must provide: “information about the university’s
Accessibility Resources Office and the requirement to register
with that office in order to receive accommodation for physical
and learning disabilities.” [UBFacSen]
The dollar amount of any course-specific fees above and beyond
UB tuition and fees, as well as the reason such fees are being
assessed.
Key:
UBFacSen = Requirements as passed by the UB Faculty Senate. Available online at: http://undergradcatalog.buffalo.edu/policies/course/syllabi.shtml and http://facultysenate.buffalo.edu/resolutions/res5.htm#IVe
MSCHE = Middle States Commission on Higher Education. See: http://www.provost.buffalo.edu/Accreditation-andAssessment/Syllabus_Guidelines_MSCHE.pdf
SUNYGenEd = SUNY System Administration policy on system-wide General Education learning outcomes and
assessment. More information available at: http://www.suny.edu/provost/academic_affairs/assessment.cfm. General
Education learning outcomes, specifically, can be seen at:
http://www.suny.edu/provost/academic_affairs/files/assessment/GenedCourseGuidelines_20120406_20120416112121_12
0052.pdf
Controlled Enrollment Course:
☐No
☐Yes (if yes, syllabi for controlled enrollment courses [CEC] should include:)
Enrollment in a controlled enrollment course [CEC] is restricted by the available student positions, and self-registration
for a CEC in any Fall or Spring semester is available only to students taking that course for the first time. Repeat
enrollment may be difficult or impossible in a Fall or Spring semester; a student seeking to repeat a CEC should plan to
register for and do this in a UB summer session. Repeat enrollment is enrollment by a student who previously enrolled in
the course at UB or transferred an equivalent course to UB and for which course the student has a grade of 'A', 'B', 'C', or
'F' or qualified value thereof [e.g., 'A-', 'D+'’ or a grade of ‘P’, 'S', 'U', 'I', 'J'. 'N', or 'R'. A student may self-register to
repeat a CEC in a Fall or Spring term only if the student's grade of record for the previous enrollment is 'W', i.e.,
administrative withdrawal. Students may petition for enrollment in such a designated spring course by the third week of
the preceding fall semester, and in a fall course by the third week of the preceding spring semester.
Optional Components:
Included
Not
Included
Component
☐
☐
Course Materials
☐
☐
Course Prerequisites
☐
☐
Course Organization/
Schedule
☐
☐
Attendance Policy
☐
☐
Course Cancellation/
Emergency Planning
☐
☐
Work Product Integrity
☐
☐
☐
☐
Instructor and Course
Support Staff Information
Lab Safety
☐
☐
Classroom Decorum
☐
☐
University Support
Services
Notes
Required and recommended materials and resources citations.
Availability of course materials or resources can be specified (e.g.,
items on reserve through the library; use of UBLearns Blackboard
site)
Clear description of prerequisite coursework or knowledge
expected prior to the start of the course.
Schedule of topics, might also reference corresponding learning
outcomes, due dates for assignments, and/or teaching and learning
methods.
May include reference to attendance issues related to religious
observances, University sanctioned events, athletic commitments
For course continuity, may reference university website for
cancellations/delays due to weather or other unforeseen events
(http://emergency.buffalo.edu/campus-weather-alerts.html)
To ensure that students do not lose their assignments, all students
will have access to server space backed-up nightly by the
university. Students may be encouraged to “back-up” all
coursework on their UB provided “U” drive to prevent loss of
work due to technology issues.
Relevant professional information and/or teaching philosophy.
Roles and responsibilities of course support staff (i.e., TAs/Gas).
Guidelines for lab safety, including policies and procedures.
Discussion of classroom expectations, for example tardiness,
and/or use of cell phones and laptops.
Students are often unaware of university support services. For
example, the Writing Center provides support for written work,
and several tutoring centers on campus provide academic success
support and resources.
Format
Overall Content
Alignment
Learning Outcomes
Overall Tone
Instructor Beliefs and
Assumptions
Diversity of Teaching
and Assessment
Methods
Continuity of
Feedback to Students
on Their Learning &
Opportunities for
Students to Provide
Evaluative Course
Input
Exceptional
Syllabus is carefully crafted to provide sufficient
information and guidance yet clearly links to
additional resources and examples avoiding a
text heavy document. Offered and posted in
multiple ways (hardcopy/electronic) so students
can access information easily and repeatedly.
Key items are periodically reviewed.
Describes course’s major areas of inquiry.
Outlines key concepts, topics, and/or skills to be
covered. Provides context for learning and
rationale for course. Indicates course’s role in
department/degree curriculum. Clearly and
thoroughly outlines requirements for success in
course. Specifically and concretely describes all
expectations for academic and social behavior.
All assignments are linked with a specific course
goal/outcome and are likely to provide sufficient
evidence to adequately assess each goal/outcome.
Are measurable and/or observable. Progress
toward more ambitious and rigorous higher order
thinking skills. Are anchored by verbs describing
what the student will do to provide evidence of
mastery. Are grounded in departmental and/or
school-wide competencies.
Student/learning oriented.
Well-articulated and thought out rationale that
includes the values and/or experiences that guide
the instructor's teaching practice.
Diverse teaching and assessment methods and
evidence that the instructor has taken into
account the diversity of students in choosing
methods.
All course requirements have sufficient means by
which the instructor can keep students
adequately appraised of their relative progress in
the course. Students are encouraged to provide
the instructor with regular input on how they are
experiencing the course throughout the semester.
Developing
Syllabus contains all course information,
guidance, and examples, but may be
cumbersome for some to navigate.
Syllabus is offered in multiple ways
(hardcopy/electronic) so students can
access information as needed throughout
the course.
Provides context for learning and
rationale for course. Outlines key
concepts, topics, and/or skills to be
covered. Indicates course’s role in
department/degree curriculum. Clearly
outlines expectations related to class
participation, group work, assignments,
etc.
The connections between some
assignments and stated course
goals/outcomes are apparent.
Are measurable and/or observable.
Describe desired behaviors that students
will perform to demonstrate
skill/concept mastery in the course.
Involve cognitive challenge and higherorder thinking skills.
Teacher-oriented.
Section describing the instructor's
beliefs or assumptions about teaching
and learning that guide the course.
Evidence the instructor has employed a
diverse set of teaching and assessment
methods.
Basic
Syllabus provides basic information in a
few pages. Syllabus is offered in
hardcopy form on the first day of class.
Adequate opportunities for students to
get feedback on their progress in the
course. Instructor has developed and
scheduled a mid-semester course
evaluation opportunity for the students.
Little or very infrequent venues for
giving students feedback on their
progress in the course. Students' only
opportunity to provide input on their
experiences in the course to the
instructor is at the end of the course.
Describes topics to be covered. Does not
describe major skills or concepts. Does
not link course to competencies or
overarching goals. Describes
expectations in general terms (e.g., “You
should come to class prepared”).
No clear connection between stated
course goals/outcomes and assessment
schema.
Are not measurable or observable. Do
not describe behaviors that students will
perform in order to demonstrate higher
order thinking. May describe content to
be covered rather than student learning
outcomes.
Mechanical, dictatorial.
Little or no accounting of the instructor's
teaching philosophy, beliefs or
assumptions about learning.
Course teaching and assessment
methods are similar; e.g.: all lectures; all
tests.
Adapted from Cornell Center for Teaching Excellence Syllabus Evaluation Rubric (http://www.cte.cornell.edu/documents/Syllabus%20Rubric.pdf) and Savi, C.
(2010) QEP Course Syllabus Rubric. (2010). Rubrics. Paper 4. http://digitalcommons.hsc.unt.edu/rubric/4.