Syllabus Template
School for New Learning
1. Program Identifier: [e.g. MAEA, SNLonline, BADA]
2. Course #: Course Title
Term, Year
3. Instructor: name, depaul.edu email, phone, appointments
4. Course Dates: beginning-end of term; day/time of class sessions (if appropriate)
5. Course Location:
6. Course Description
This course description provides an overview and serves as the official description,
which must match the university catalogue description when available. It is a concise
description of content, outcomes, and learning experiences of the course, including
relevance and interest of the course to students. A second paragraph can be added
which indicates how the instructor is customizing the course experience. If this is a
cross-over course (taken for either graduate or undergraduate credit), different
expectations for undergraduate and graduate level are described in the second
paragraph. List pre-requisites, as appropriate.
7. Learning Outcomes, Competencies, and/or Objectives
Identify what students will know and be able to do by course end, overall and
specifically by competence and/or outcome. These will include the college or program
approved competencies or outcomes for the course. Program coordinators will
determine the order in which outcomes and competencies are listed.
8. Learning Strategies & Resources
Insert brief explanation of the variety of learning strategies to be used.
Insert list of required texts/resources.
9. Learning Deliverables
Describe all graded assignments and deliverables, their due dates, their required
components, and their link to specific course competencies/outcomes. For online
courses provide the absolute deadline for the course closure after which no additional
work will be evaluated. For cross-over courses, distinctions between graduate and
undergraduate assignments and deliverables must be identified.
Note: assignments should take into account diverse learning styles of students and
should include ‘scaffolding’ throughout the course to support students’ progress to high
standards of achievement.
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10. Assessment of Student Learning
Identify the criteria that will be used to assess student learning, each graded assignment,
and required deliverables. Make evident how these criteria are directly related to
course outcomes, competence criteria, and/or objectives. They should be specific
enough for students to evaluate their own work. When criteria are weighted within an
assessment, their respective weights should be identified. Indicate if late work will be
accepted and if so, the specific amount of deducted points and the absolute date after
which work will not be accepted.
11. Grading Criteria & Scale
Identify the weight that each course requirement carries in the total course grade,
including all graded assignments, deliverables, and if required, attendance and
participation.
Identify the percentage range of overall scores by letter designation, with minus and
plus ranges included. Indicate if fractional points/percentages will be rounded to the
higher grade. If a cross-over course, distinctions between graduate and undergraduate
level grading criteria and scale must be identified.
See additional information pertaining to the grade designations, for graduate grades
and for undergraduate grades
Identify when relevant Pass/Fail Grading Options (UGRAD only)
12. Course Schedule
Insert schedule/outline for each course session (objectives/competencies, topics,
learning strategies, assignments, readings/resources, due dates, etc.). If this
schedule/outline is subject to change during the course, state so here in the syllabus and
include a description of the process whereby changes will be made and communicated.
For online, describe the typical/general module pace (e.g., discussions due T, S; written
assignments due M; new modules initiate on M etc.)
13. Course Policies
Describe here the specific policies and procedures the instructor has for the course that
are additional to the college/university policies, for example, classroom/discussion
etiquette, late work, code of responsibility, etc. Include how changes to the syllabus will
be communicated. (Changes to the originally published course syllabus used to
select/register for a course should be communicated in the first session/week of the
course in writing; if significant assignment changes are made during the course it should
be done officially with the consensus approval of students.)
Include the statement: This course includes and adheres to the college and university
policies described in the links below:
Academic Integrity Policy (UGRAD)
Academic Integrity Policy (GRAD)
Incomplete Policy
Course Withdrawal Timelines and Grade/Fee Consequences
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Accommodations Based on the Impact of a Disability
Protection of Human Research Participants
APA citation format (GRAD)
14. Course Resources
University Center for Writing-based Learning
SNL Writing Guide
Dean of Students Office
15. Instructor Brief Bio
Insert brief overview regarding instructor qualifications and experience as it relates to
the topics, outcomes, and/or competencies of this course.
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