SAMPLE SYLLABUS
A typical syllabus has the elements described below. Issues of formatting and appearance are
strictly a matter of personal preference.
Descriptive Information
1. Number and Title of Course
2. Semester and Year
3. Faculty Name
4. Contact Information
5. Office Hours
Texts, Readings, and Materials
List all required texts, other required readings, internet websites, electronic media, videos,
movies, recordings, and other materials.
List of Course Topics
A list of the topics to be covered in the course is the fundamental (definitional) element of a
“syllabus.” In addition to 1) the topic(s), content, and/or skills to be learned, syllabi typically also
include 2) reading and other assignments, and 3) dates of examinations or other scheduled
exercises and events.
Student Learning Outcomes
There is unavoidable overlap between the list of topics to be covered in the course and the
student learning outcomes. However, student learning outcomes are stated from the student’s
perspective. Some faculty see them as goals or “promises” that allow the student to visualize
what they will be able to know and do upon completion of the course. The learning outcomes
often emphasize skills, abilities, and applications, where the list of topics tends to weight content.
For example,
 upon successful completion of this course, the student will apply quantitative and
qualitative approaches to study scientific concepts.
 upon successful completion of this course, the student will solve problems using the
logical approach of science, while demonstrating an understanding of the nature of
scientific evidence, how it is obtained, and how it is used in the scientific process.
Assessing the Student Learning Outcomes
In addition to providing the methods for evaluating the students (i.e., calculating grades), a
syllabus indicates how each of the student learning outcomes are assessed within the course (e.g.,
applying validated rubric to e-Portfolio artifacts; creating table of specifications/content analysis
for quizzes and exams; identifying validated rubric for papers, projects; administering
standardized instrument).
Optional Policy Statements
Faculty may wish to include various policy statements in the syllabus. The following examples
provide language that is in accordance with University policies and documents:
Provost Office
2/5/2016
Codes of Conduct and Academic Honesty Policy: The instructor and students in this
course will adhere to the University’s general Codes of Conduct defined in the BGSU Student
Handbook. The Code of Academic Conduct (Academic Honesty Policy) requires that students do
not engage in academic dishonesty. For details, refer to:
 BGSU Student Handbook (http://bgsu.edu/downloads/sa/file15768.pdf)
 The Academic Charter, B.II.H (http://www.bgsu.edu/offices/facsenate/page471.html)
 Student Discipline Programs (http://bgsu.edu/offices/sa/studentdiscipline/index.html)
Disability Policy: In accordance with the University policy, if the student has a
documented disability and requires accommodations to obtain equal access in this course, he or
she should contact the instructor at the beginning of the semester and make this need known.
Students with disabilities must verify their eligibility through the Office of Disability Services
for Students, 413 South Hall, 419-372-8495. (http://www.bgsu.edu/offices/sa/disability/)
Religious Holidays: It is the policy of the University to make every reasonable effort
allowing students to observe their religious holidays without academic penalty. In such cases, it
is the obligation of the student to provide the instructor with reasonable notice of the dates of
religious holidays on which he or she will be absent. Absence from classes or examinations for
religious reasons does not relieve the student of responsibility for completing required work
missed. Following the necessary notification, the student should consult with the instructor to
determine what appropriate alternative opportunity will be provided, allowing the student to fully
complete his or her academic responsibilities. (As stated in The Academic Charter, B-II.G-4.b at:
http://www.bgsu.edu/downloads/bgsu/file919.pdf).
Student veteran-friendly campus: BGSU educators recognize student veterans’ rights
when entering and exiting the university system. If you are a student veteran, please
communicate with your instructor so reasonable accommodations can be made for absence when
drilling or being called to active duty (See http://www.bgsu.edu/veteran/ for more information).
University Closure: In most cases, the University will not close for winter conditions
unless the Wood County Sheriff’s Department declares a Level 3 emergency. 1 Information
about University wide closures is communicated by the Office of Marketing and
Communications, which will notify the University Fact Line, local FM & AM radio stations and
the four Toledo television stations (see Weather Policy for lists). For changes in individual class
meetings, please refer to the class Blackboard site for postings by the instructor.
Tape Recording Policy: Students are not authorized to make recordings during class
without permission from the instructor.
Cell Phones, Pagers, and Personal Digital Assistants: The use of cell phones, pagers,
and personal digital assistants (PDAs) is not allowed in class. Cell phones, pagers and PDAs
must be turned off and put out of sight during class.
1
A Handbook of Commonly Shared Employment Policies for BGSU Faculty, Administrative and Classified Staff, “Severe
Weather Closing Policy and Procedures,” http://www.bgsu.edu/downloads/execvp/file8135.pdf
Provost Office
2/5/2016
References

James M. Lang, “The Promising Syllabus,” The Chronicle of Higher Education, Aug 28,
2006.

Western Washington University’s Center for Instructional Innovation.
http://pandora.cii.wwu.edu/cii/resources/teaching_tips/syllabus_guidelines.asp

Indiana University-Purdue University Fort Wayne, School of Visual & Performing Arts.
http://www.ipfw.edu/vpa/handbook/syllabus.html

George Mason University, New Century College.
http://www.ncc.gmu.edu/syllabusguide.html

Foothill-De Anza Community College (Distance Education).

Lovell, L. and Eickmann, T.P. (1992). Course Design for College Teachers. Educational
Technology Publications, NJ.

Grunert, Judith. (1997). The Course Syllabus: A Learning-Centered Approach. Anker
Publishing, Bolton, Ma.

Lyons, R., Kysilka, M., Pawlas, G. (1999). "Planning Your Course." The Adjunct
Professor's Guide to Success: Surviving and Thriving in the College Classroom. Allyn and
Bacon, Boston (pp 46-62).

Miller, W. R.and Miller, M. (1997). "Planning and Getting Started." Handbook for College
Teaching. Pine Crest Publications, Sautee-Nacoochee, GA (pp 19-34).

Davis, B. G. (1993). "Getting Under Way." Tools for Teaching. Jossey-Bass Publishers, San
Francisco (pp 3-14).

Greive, D. 2001). "Planning for Instruction." A Handbook for Adjunct & Part-Time Faculty
& Teachers of Adults. Infor-Tech, OH (pp 56-68).
Provost Office
2/5/2016