Eastern Michigan University Syllabus Checklist 2015
Provided by the Bruce K. Nelson Faculty Development Center
Originally developed and assembled by Debi Silverman, MS, RD, FADA
For further assistance, review, or consultation on syllabi, please contact Director Peggy Liggit; peggy.liggit@emich.edu
Updated: July, 2015
Your syllabus represents a significant point of interaction, often the first, between you and your students. When thoughtfully prepared,
your syllabus will demonstrate the interplay of your understanding of students’ needs and interests, your beliefs and assumptions about
the nature of learning and education, and your values and interests concerning course content and structure. When carefully designed,
your syllabus will provide your students with essential information and resources that can help them become effective learners by
actively shaping their own learning. It will minimize misunderstandings by providing you and your students with a common plan and set
of references. From Grunert O’Brien, J, Millis, B, and Cohen, M (2008). The Course Syllabus, 2nd edition. San Francisco, CA: Jossey-Bass.
“Every instructor has a persona, and every syllabus has a persona” – Dr. J.S. Dunn, jr., Ph.D. EMU First-Year Writing Program Director
Why a guide?
Many people at EMU have been designing and using syllabi for years. This guide is not a policy manual and it is not intended to enforce a format or
insist on certain content. Times change, however, as do styles of learning, preparation levels and expectations, not to mention media and tools. We
offer this as an opportunity to think afresh about syllabus form and function.
Table of Contents:
1.
2.
3.
4.
5.
Planning: course design first
What is a syllabus for?
Checklist for syllabus content
EMU policies and syllabus texts for your EMU syllabus
Samples, guides and templates of syllabi
Syllabus Checklist July 2015
2
1. Planning: course design first
This checklist is not intended to assist with course design, but because an effective syllabus depends on it, planning should start with thoughtful
course design.
Resources
When doing program development and curriculum planning, make use of the resources offered by the FDC, http://www.emich.edu/facdev/
The Faculty Development Center also provides selected readings and consultations for designing or re-thinking courses and programs
We find L. Dee Fink’s work particularly useful: www.deefinkandassociates.com/GuidetoCourseDesignAug05.pdf
Also consider Wiggins and McTighe’s “Backwards Design” http://www.authenticeducation.org/ubd/ubd.lasso and ADDIE http://www.learningtheories.com/addie-model.html http://www.intulogy.com/addie/
This web page offers a number of other starting points: http://carbon.ucdenver.edu/~mryder/itc/idmodels.html
In thinking about course design, consider the following queries (ideally before you begin writing the syllabus itself):
Flow and sequence of learning in a program
o What is the position of the course in programs of study (Gen Ed, Minors, Majors, etc.)?
o Have you fully conceptualized how your course fits into a student’s educational path at EMU?
o How does learning in this course develop from or augment learning in other courses?
o If this course is a prerequisite, what outcomes are expected of students enrolling in those subsequent courses?
Starting Competencies:
o What specific knowledge, skills, attitudes, or abilities are prerequisites for this course (including learning technologies)?
o How will you assess whether students signing up for your course have these starting competencies?
o What will you do if a few or a significant number of students are lacking in one or more of the competencies they will need for your course?
Learning Outcomes:
o What will students know and as a result of having successfully completed this course?
o What perspectives or ways of thinking will students be able to apply?
o What learning skills and attitudes will the students develop?
Note about learning outcomes: Learning outcomes should consist of explicit statements about the ways in which students are expected to
change as a result of your teaching and the course activities. Write learning outcomes using action verbs such as “synthesize,” “create,” “teach,”
or “solve”. If you find yourself writing “to understand,” “to learn” or “to know” ask yourself, “how will I tell that they
understand/learned/know?” and use the answer to that question as the outcome. This site from Kansas State University offers some verbs to
help prompt your thinking about how students show learning: http://www.k-state.edu/assessment/slo/
Syllabus Checklist July 2015
3
Instructional approaches
o Starting from the learning outcomes, what instructional strategies (lectures, projects, reading, homework, etc.) are most appropriate to
elicit them?
o Given the level of learning fostered in this course, are the instructional interactions mainly teacher-student, or student-student?
o Taking into consideration that students have varied preferences, skills sets, learning styles and levels of preparation, can you offer variety of
ways to challenge and elicit student learning?
o Have you taken principles of Universal Design into account?
Assessment
o Starting from the learning outcomes, what assignments, tests or other strategies are the most appropriate to assess them?
o Do assignments, tests, and other strategies elicit the level of learning students are expected to master in this course?
o How will the syllabus provide students with an understanding of this alignment between outcomes and grades?
Recommended Reading
Fink, L.D. (2003). Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass.
Dee Fink offers a taxonomy of learning: foundational knowledge, application, integration, human dimensions, caring, and learning how to
learn. This taxonomy goes beyond Bloom’s familiar focus on content knowledge by including additional features that faculty identify when
they envision students who have completed the course.
Anderson L.W., et al (eds). (2001). A Taxonomy for Learning, Teaching, and Assessing – A Revision of Bloom’s Taxonomy of Educational Objectives.
Addison Wesley Longman, Inc.
The revised Bloom’s Taxonomy is still a backbone for describing a hierarchy of cognition related to formal learning.
Ohio State’s web page on Universal Design: http://ada.osu.edu/resources/fastfacts/Universal_Design.htm
For books on Universal Design, search the library catalog for “universal design” OR “inclusive education” AND higher education
More links for Student Learning Outcomes and Assessment from the Commission on English Language Program Accreditation: http://www.ceaaccredit.org/writing-student-learning-outcomes-and-assessments
Syllabus Checklist July 2015
4
2. What is a syllabus for?
Historical
Originally, a syllabus was just a list. The term was coined in the 1650s to describe a table of contents or index. "syllabus, n.". OED Online.
June 2011. Oxford University Press. http://www.oed.com/view/Entry/196148?redirectedFrom=syllabus (accessed July 27, 2011)..
In American academia, a syllabus was at first just a list of topics or subjects addressed in a course or exam. Since the advent of mass
education and particularly after the adoption of reproduction technology (mimeograph and photocopy), new elements were added: at first just the
reading list and class schedule, and then everything from grading rubrics to elaborate behavior policies.
By the 1990s a new academic genre was born, laden with official policies and classroom rules that in some cases attempted to acculturate
students to behavioral expectations right down to covering mouths when yawning (see: http://chronicle.com/article/The-Syllabus-Becomesa/17723/ The Syllabus becomes a Repository of Legalese By Paula Wasley
http://www46.homepage.villanova.edu/john.immerwahr/TP101/Prep/RulesEngage.pdf)
Syllabus as Prospectus
These days, a syllabus is a key element in any college course. It often functions as a course roadmap or model so that students may make
informed choices when selecting one course over another and be forewarned about the project they will be undertaking. Such a syllabus usually
includes a teaching philosophy, context of the course subject, key questions or problems addressed by the course, justification for the relevance of
the course, list material readings, all assignments and expected outcomes.
The prospectus syllabus is not just for students. It is also a record of the professor’s work, sometimes a basis for evaluation of a professor,
and sometimes used to represent a course for program accreditation or for inclusion in programs such as General Education or Writing Across the
Curriculum. In such cases, the teaching philosophy, outcomes and activities (readings, assignments, exams) are all necessary elements.
Syllabus as Contract
As syllabi became essential elements of every course, they became a convenient vehicle to set out rules, expectations and consequences,
including everything that students are thought to need to know about a course and all the behaviors that a professor would like students follow.
The syllabus as contract is convenient, because it is one place to document the ever-growing number of statements about everything from
immigration law to weather policies that faculty are required to supply to students. As Paula Wasley put it in an oft-quoted essay, “With its everlengthening number of contingency clauses, disclaimers, and provisos, the college syllabus can bear as much resemblance to a prenuptial
agreement as it does to an expression of intellectual enterprise.” (http://chronicle.com Section: The Faculty Volume 54, Issue 27, Page A1) In fact,
syllabus texts are not legal contracts (some professors even add a syllabus statement noting “this syllabus is not a legal contract” for example
https://www.humis.utah.edu/humis/docs/organization_269_1263307183.pdf), but they are still considered a reliable document to preclude many
student complaints and arguments.
Like the software that requires an “I agree” click before downloading, the legalese is unlikely to be read let alone absorbed by students until
the moment when they are already contesting something. Faculty sometimes complain that it’s redundant to print them, as they are almost always
Syllabus Checklist July 2015
5
part of published policies such as the Student Conduct Code. The reason these university policies stubbornly survive and multiply, however, has
little to do with whether they are read by students or desired by faculty and more to do with fears of litigation.
While the syllabus may not be a legal document, those who teach at EMU are required to follow other legal documents, primarily university
policy (http://www.emich.edu/policies/) and their labor contract, and these include statements that could relate to syllabi, such as Policy Chapter
No. 6.2.1 “Attendance and Class Schedules” and many others.
Enculturation, contracting a relationship
Many faculty turn to the contract syllabus not only as a repository for statements of university policy, but as a place to document their own
priorities and expectations both for student academic work and for acceptable behavior. There is a blurry line between “one-inch margins on all
essays” and “please wear a shirt.” The practice of spelling out rules and expectations no doubt began as instructions for assignments and rules
about grading, and became elaborated in an effort to forestall students taking shortcuts. Such policies about make-up work and class participation
easily progress to injunctions against tardiness, perceived rudeness and everything else.
Chat on blogs and sites such as the Chronicle of Higher Education (http://chronicle.com/forums/index.php/topic,79017.0.html) and Inside
Higher Ed (http://www.insidehighered.com/views/2011/07/29/bell_essay_on_changing_classroom_experience_to_meet_student_demands)
reflects frustration and dismay over classroom behavior. As the gap between student preparation and faculty expectations grow, faculty find
themselves increasingly challenged. The syllabus may seem like the only place that an educator can set the tone and lay out explanations of what is
desired and why.
While the list of rules and behavior policies grow, however, it seems clear that some students, and particularly those students for whom the
rules are meant, are not taking it seriously (https://www.facebook.com/pages/read-the-freakin-syllabus-people/263687170945). This leads us to
ask whether there might be too many rules and not enough communication and whether a syllabus can ever really be the solution to the problem
of unprepared students or students with different expectations
Are we really litigants?
In a backlash against policy-laden syllabi and the antagonistic relationship that they anticipate, some educators are questioning the values
and expectations such documents imply, not so much by their content as by their tone. The syllabus as contract implies that the professor fears or
even expects that students will be short-cutters and game-players if not outright cheaters. Embedded in all the rules and consequences is the
implication that the class is indeed a kind of game where students strive for points and the professor is not even a referee but a fellow contestant
(albeit one who controls more of the game’s parameters) from whom the student must wrest the points. Easily lost in this struggle is the reason we
all came to the classroom in the first place: intellectual engagement and learning.
Syllabus as a learning tool
What would happen if we took a step back from the contract syllabus and re-thought the goals of this enterprise? It’s possible that better
solutions might be found for the problems that a contract syllabus is intended to address.
Faculty sometimes complain that students are not socially prepared for college. Even if we avoid a debate about blame, class bias and the
nature of high school education, and accept this complaint at face value, this still does not reduce the educator’s responsibility. If we posit that a
lot of students are indeed unprepared socially for college, then what is the solution? A list of rules and explanations in a syllabus is one possible
Syllabus Checklist July 2015
6
solution, but obviously one that does not work well. A curious educator would be likely to explore what it is that students are expecting from their
college classes and to use that information as a basis for recognizing what is going to surprise or challenge them. In other words, If we start where
the students are, we can better explain where we are taking them.
This approach echoes back to the prospectus model, but with one difference. While the old-fashioned prospectus assumed that students
and educators shared culture and social expectations, a syllabus as learning tool offers a road map to the class that acknowledges the many
different starting places of students these days, and (without pandering or condescension) communicates receptivity to their various experiences
as legitimate starting places for learning.
Setting class ethos: this is not a game!
We would like to think that the goal of a class is indeed those outcomes that are dutifully listed, or perhaps more broadly the intellectual
development of our students, or minimally the transmission of some facts or skills. But what does the syllabus tell most students? A typical contract
syllabus tells students exactly the opposite: by foregrounding expectations and requirements, grades and deadlines, office hours, and rules and
consequences, such a syllabus screams, “I am setting the rules here, and I am using the grade as the reward.” Thinking about people who find
themselves in such a situation, some portion of them will react not with obedience but with strategy: “the rules that prof is putting in all caps don’t
seem so important to me, but the reward is, so I’m going to figure out how I can most efficiently get that reward while ignoring the rules as much
as I can, and in so doing I’ll know that I’m smarter and more efficient than my dutiful classmates.” Since the educator has already been framed as
both the rule-setter and the rule-enforcer, any chance for dialogue is reduced to negotiation of the rules and outcomes.
If the class is not a game, then what is it? Scholars such as Ken Bain, Parker Palmer, L. Dee Fink and many others have explored methods to
reset student expectations for hard, satisfying work and authentic learning. Approaches differ, but the key elements include: commitment to
fostering learning rather than solely transmitting knowledge; a “willingness to take their students seriously and to let them assume control of their
own education,” and a willingness “to let all policies and practices flow from central learning objectives and from a mutual respect and agreement
between students and teachers.” (Bain 2004 p78-79 italics in original omitted).
There are many ways to reflect an expectation for authentic learning in a class other than in a syllabus, and it’s possible that the syllabus is
not even needed in order to do so. For those who are interested, however, the syllabus as learning tool could include these elements:
o
o
o
o
In addition to the usual contact information, a brief statement of research interests to let students see how this class is part of a
larger intellectual endeavor
Learning outcomes described as something offered to students, an invitation for them to commit to the outcomes rather than
submit to them
Assignments presented as invitations or challenges, with explanation of how the assignments will lead students towards their goals
Assumptions about class ethos spelled out and the policies, timelines and rubrics presented in a tone of respect and trust. Some
educators invite students to work together to set and agree on certain behavior policies and deadlines for their class. This ensures
awareness of the rules and creates significant commitment to them.
Syllabus Checklist July 2015
7
3. Checklist for syllabus content
Begin by checking with your Program, Department/School and College for any specific policies, statements, or formatting that must be
incorporated into the syllabus. Various units on campus have specific required content, and some prefer a uniform style. Once the syllabus is
completed, be sure to provide a copy to the Department Head before the beginning of the term.
There is no single model or template that would be appropriate for every program, class and professor. Syllabi reflect the professor’s
teaching philosophy and intellectual approach to a subject, and as such they are an intellectual product that cannot be forced into a generic mold.
This checklist recommends the basic content that students expect, and offers some suggestions to enhance learning. Links to samples and
templates are available in the next section.
 Outline or Table of Contents.
Even if it is only a three lines, this alerts students to the organization of the syllabus. For an online course the elements listed in the table of
contents may be links to various tabs or other content in the course shell. Even a Word document that is sent by email or posted in electronic
course reserves can have links to resources.
 General Course Information
 Course number, title, section (CRN), semester, year, credit hours, pre- and/or co-requisite requirements, and any required permissions
 Classroom / laboratory location and meeting times and days
 Format of the course (use approved University Web-Based Instruction Classification: fully online, hybrid/blended, or web-enhanced)
 Location of school or department office, web-page, and office phone number
 Course description as stated in current issue of the University Catalog http://catalog.emich.edu/
 Course objectives, such as providing an overview of the field, introducing a theoretical position, developing student awareness (not learning
outcomes)
 Expanded course description
o Problem, question or idea the course addresses
o How this course may fit within an established Program/Major/Minor or classification within General Education Program
o Overview of sequence or structure of course, questions or topics addressed, projects engaged
 Instructor Information
 Full name and title, office location, emich email address, office hours, web page (if available), how to contact (preferred method(s)/times).
The official email address for communications between students, faculty, and staff at EMU is @emich.edu. Some instructors choose to
include an alternate email address as backup.
 Graduate Assistant(s) name(s) but usually not contact information unless necessary
 Short introduction to your teaching philosophy, disciplinary or research interests, or publications.
 Optional - Message to the student. This element is recommended by Grunert and other experts to evoke a personal commitment to
learning in students. It can incorporate other elements such as teaching philosophy or learning outcomes. This element is highly effective in
online courses and generally a good way to set the desired tone in any course. Even a short welcome message with a sign-off signals
students how they are to address you (“cheers! –Chris” versus “Sincerely, Professor Smith”).
Syllabus Checklist July 2015
8
Sample Message to the student: Welcome to FACD 101 As your professor, I’d like to welcome you to this class, which has been designed to introduce you to… and develop your
skills in…..(purpose and outcomes). I myself do research in the area of Grumples and have a personal interest in strangs as well. In this class you’ll face some significant challenges,
and it is my hope that you will meet them eagerly, applying the necessary attention and time not only to learn information but to develop and practice skills and to expand your
perspective on our topic. (prompting appropriate expectations for learning). Because we only meet once a week and outdoors at that, not to mention that some of us are meeting
over skype, you will need to pay special attention to this syllabus, your email, and the online course shell. You can best study or prepare for assignments/exams by …. (prompt for
appropriate study skills) …In this class you will meet people from a variety of backgrounds, which sometimes can result in new relationships but also sometimes clashing
expectations. I will do my best to make my expectations clear, starting from a basis of mutual respect, and I hope you will do the same…(setting the classroom tone). See you in class!
–Professor Green.

Optional - Teaching ethics statement. Such a statement demonstrates to students your commitment to ethical teaching practices, but is less
personal.
Sample teaching ethics statement: I affirm to my students that: I will give students impartial and dignified treatment; There will be reasonable opportunities to ask questions and to
express ideas; I will respect students’ rights of privacy; I will provide a clear statement of standards for work in advance of grading and other assignments; Students will have a
knowledge of the grading system and are assured of the absence of unfair, capricious, or discriminatory grading; There will be timely return of examinations and other assignments
with verbal and / or written explanations of deficiencies; There will be an explicit description of the policy for penalties regarding failure to participate in class; I will be provide, when
possible, advanced knowledge of cancellation of class or office hours; Anonymity will be maintained during course evaluation sessions.
 Learning Outcomes – course and assignments
Include the specific learning outcomes that students are expected to take away from the course, such as distinguishing among kinds of things,
applying a theory to a problem, correctly and consistently using discipline-based terminology in written work, etc.
 Optional - invite students to “vote” for course outcomes that they will claim as their own for the term, or invite students to write and add
one outcome of their own. This encourages students to treat learning outcomes seriously and to commit themselves to learning
 Optional – “Student’s Responsibilities in Learning” statement. This statement might include a description of skills or knowledge that you
expect students to bring to the course (including computer skills, math or writing skills, note-taking, library familiarity, etc.), the specific
kinds of learning expected to take place during the course (mastery of concepts, collaboration skills, writing skills, number of hours/week to
commit etc.), and a reminder that their progress will depend on their commitment to such actions as clarifying their own learning goals,
taking notes, planning ahead, asking questions, collaborating, reflecting and assessing their own progress, seeking help or guidance, etc.
 Major assignments with due dates and description of how they align with learning outcomes
 Course logistical requirements
 Detailed instructions for access to the online components and phone numbers for help with technical problems
 Books and materials to be purchased, with comment whether older editions are acceptable, and whether using library copies or sharing
with a classmate is appropriate
 Participation in asynchronous or “real time” online chats or other activities or other “out of seat” time required for the course
 List of recommended sources of help. Students should be encouraged to think that seeking help is an expected activity in the course. Listing
resources with the requirements sends the message that this is a valuable option to be taken up by successful students. Resource
statements could include: the Academic Projects Center, the University Writing Center, the University Library, Holman Learning Center, the
Math Lab and International Student Resource Center. Suggested syllabus texts are available on this Word document
http://www.emich.edu/library/help/syllabustext.doc or from this page: http://www.emich.edu/facdev/teach-resources/design.php
 Any other activities that might require planning ahead or have an additional cost
Syllabus Checklist July 2015
 Course schedule/calendar
 Critical dates for enrollment and payment: (drop/add period, withdrawal deadlines, found here
http://www.emich.edu/registrar/calendars/datesanddeadlines.php)
 Weather/emergency/schedule change contingencies, with link to EMU weather policy
http://www.emich.edu/univcomm/weatherpolicy.php
 Sequence in which topics or problems will be addressed, with dates if appropriate
 Dates for outside speakers, field trips, labs or other variations from the routine clearly noted
 All due dates and milestone dates marked, exams, quizzes, dates when particular items will be handed out, review sessions, etc.
 Optional – in courses with an online component, the syllabus may contain the bare minimum schedule and direct students to the online
calendar for details. Similarly, some kinds of assignment details (specific instructions) may be left out of the syllabus and provided on
separate documents.
 Standards and procedures for evaluation
Students who are unhealthily focused on grades will jump to this section first, so it is important to be explicit in the link between assessment
and learning.
 Expected student activities or assignments tied to learning outcomes
 Dates when any study guides or study sessions will be offered
 Attendance and participation note: University policies prohibit the use of attendance as the sole criterion for evaluation of student
participation/performance. An effective policy on attendance or participation should focus on the experiences in the class sessions that are
necessary to support the learning experience. Teaching and grading strategies at the participation level should promote the use or
application of content, not simply being there.
 Explanation or rubric for the evaluation process and a scale for the grades.
 Number and type of exams, whether in-class, take-home, online. Point value of each exam and proportion of each exam reflected in the
final grade. Content of the course be covered on each exam. Will there be a comprehensive final exam? Will there be unannounced
quizzes?
 Overall course grading scale. Any conditions that will be applied, e.g., dropping the lowest quiz grade
 Policies for make-up and extra-credit assignments; all policies for late or missed work and extra credit should be considered carefully so
they do not advantage one student over another
 Group work – explain how group work produces the learning outcomes you are working towards. Describe how group work (in class, out of
class, or online) will be managed and assessed
 Refer students to the office of Records and Registration (http://www.emich.edu/registrar/) for information on grading procedures,
withdrawal and exam schedules.
 Provide students with options or steps if they are unhappy with their grade. For example, suggest that their first step must be to talk with
you in office hours (or send email, if that is preferred), and only then if they are still not satisfied could they talk to the Department Head or
the Ombudsman (provide contact information: http://www.emich.edu/ombuds/)
9
Syllabus Checklist July 2015
10
 Standards for behavior
The tone of this section will depend on whether the syllabus is following a contract model or more of a learning tool. Keep in mind that the tone
of this section will color your relationships with students. It is best to avoid implying that you expect bad behavior and to avoid scolding or
sarcasm.
 Refer students to the Student Conduct office http://www.emich.edu/studentconduct/ and Ombudsman http://www.emich.edu/ombuds/
for University-wide policies on behavior
 Optional – message to students about what is expected (emphasize what they should be doing, not so much what you don’t want)
 Any specific rules about classroom behavior (phones/ipads, open laptops, side conversations, eating/drinking, tardiness, foul language,
etc.), spelled out with possible consequences
 Academic standards about responsibility for doing individual work may be explained here. It is important to distinguish rules about cheating
and copying (which students know) from academic standards in writing that you are teaching (failure in the latter context is like the wrong
answer on an exam, but is not an ethical lapse). This is a topic that is best discussed in class or addressed with an assignment. See
http://guides.emich.edu/content.php?pid=166423
 Policy statements
As much as possible embed your policy statements into the appropriate category. Appending them to the end of the syllabus signals to
students that they are pro forma and not integral to the course. Nonetheless, some policy statements don’t fit well in any other category, and
sometimes it is useful to reiterate all policies in a single list, including those that are embedded in the syllabus elsewhere.
University policies or statements that should be integrated into your syllabus or included in a policy section (see section 4 below):







Attendance and Participation in determination of course grade
Religious Holidays
Laboratory Safety / Health Issues
Student and Exchange Visitor Statement (SEVIS)
Accommodations for Students with Disabilities
Family Educational Rights and Privacy Act (FERPA)
Academic Dishonesty and Classroom Conduct
4. EMU policies and syllabus texts for your EMU syllabus
 Attendance
University policies prohibit the use of attendance as the sole criterion for evaluation of student participation/ performance. An effective policy
on attendance or participation should focus on the experiences in the class sessions that are necessary to support the learning experience.
Refer to Board of Regents Policies 6.2.1, 6.2.2, and 6.2.5 for specific policies regarding Attendance and Participation. The document “Policies
Affecting You Guide” for students may be downloaded from this web page http://www.emich.edu/ombuds/ Keep options open for dealing with
illness, personal problems, etc., by requiring students to be responsible for their learning (not merely for being present).
Syllabus Checklist July 2015
11
 Weather
The EMU weather policy may be found here http://www.emich.edu/univcomm/weatherpolicy.php. Some faculty choose to put this link or a
short statement on their syllabus regarding weather-related absences and closures. This is especially helpful for commuter students and for
transfers who may be used to different policies.
Sample Syllabus Statement: If class session or laboratory is canceled due to bad weather or instructor absence, students are still responsible for all the readings and
assignments listed on the syllabus.
 Religious Holidays
Eastern Michigan University recognizes the right of students to observe religious holidays without penalty to the student. You must make
accommodations for students who miss class or exams due to religious holidays (see Board of Regents Policy 6.2.5). It is a good idea to look up
the major religious holidays in advance so as to anticipate such request.
Sample Syllabus Statement: Students must provide advance notice by in writing to their instructors in order to be allowed to make up work, including examinations that
they miss as a result of absence from class due to observance of religious holidays.
 Laboratory Safety / Health Issues
The syllabus should describe all necessary safety procedures that are to be adhered to in any laboratory or practice environment. Any
regulations that are mandated should also be included, such as protective garments, eye wear, hazard procedures, or confidentiality of
information, including compliance with the Health Insurance Portability and Accountability Act (HIPAA).
 Student and Exchange Visitor Statement (SEVIS)
International students must pay special attention to enrollment and academic status, because some changes if not reported can result in loss of
visa status and deportation. Do not give visa advice to international students! Please refer them only to the Office of International Students
(OIS) 240 EMU Student Center 734.487.3116
The Office of International Students suggested syllabus language:
The Student Exchange Visitor Information System (SEVIS) requires F and J students to report the following to the Office of International Students (OIS) 244 EMU Student
Center within ten (10) days of the event of changes in:
Name or residential address
Academic status
Academic major or program of study
Source of funding (including employment or graduate assistant position)
Degree completion date
Degree level (ex: Bachelors to Masters)
SEVIS further requires F and J students to report the following to the Office of International Students (OIS) 240 EMU Student Center within ten (10) days:
Intent to transfer to another school
Probation or disciplinary action due to a criminal conviction
Prior permission from OIS is required for:
Carrying or dropping below minimum credit hours or dropping all courses;
Employment on or off-campus; including volunteer and observation positions.
Registering for more than one online course per term (F and J visa)
Endorsing I-20 or DS-2019 for re-entry into the USA.
Failure to report may result in the termination of your SEVIS record and even loss of status. If you have questions or concerns, contact the Office of International Students at
734.487.3116.
Syllabus Checklist July 2015
12
 Accessibility for all
Federal law and good pedagogical practices require instructors to provide reasonable accommodations to students who have provided
documentation of a disability. The Disabilities Resource Center (DRC) 246 EMU Student Center (734) 487-2470 can provide you with detailed
guidance. You should emphasize to your students that:
 Students with disabilities have a right to attend classes and to expect that appropriate adjustments will be made to accommodate their
disabilities. They must not be excluded from activities simply because they are disabled
 If your assigned classroom is not accessible to students with disabilities enrolled in your course, you should make arrangements with the
appropriate office to have the classroom changed. If you change the room the course is meeting in, you should be careful that you have not
inadvertently excluded students with disabilities from the new location
 Students with certain kinds of learning disabilities may need tutors and other forms of assistance. In addition, special accommodations for
test taking and similar academic requirements may be necessary. While you are not expected to compromise legitimate academic
standards, EMU is required by law to provide accommodations for those aspects of the course that are not central to mastery of the
material. You are encouraged to be flexible and creative.
 Please do not call special attention to students with disabilities. As the instructor, you may be informed of a student’s disability because you
have a need to know this information, but it should never be shared by you with others. It is up to the student to choose how and when to
share.
The Disability Resource Center offers the following suggested syllabus language:
It is my goal that this class be an accessible and welcoming experience for all students, including those with disabilities that may affect their learning in this class. If you
believe you may have trouble participating or effectively demonstrating learning in this course, please meet with me (with or without an accommodation letter from the
Disability Resource Center) to discuss reasonable options or adjustments. During our discussion, I may suggest the possibility/necessity of your contacting the DRC (246
Student Center; (734) 487-2470; swd_office@emich.edu) to talk about academic accommodations. You are welcome to talk to me at any point in the semester about such
issues, but it is best if we can talk at least one week prior to the need for any modifications.
In addition, you could include: EMU Board of Regents Policy 8.3 requires that anyone wishing accommodation for a disability first registers with the Disabilities Resource
Center (DRC) in 240 EMU Student Center, telephone: (734) 487-2470. Students with disabilities are encouraged to register with the DRC promptly as you will only be
accommodated from the date you register. No retroactive accommodations are possible.
Syllabus Checklist July 2015
13
 Family Educational Rights and Privacy Act (FERPA)
The Family Educational Rights and Privacy Act is federal legislation enacted in 1974 that controls student records. It grants students the right to
access their own educational records as well as limiting, for privacy reasons, the release of those same records to anyone other than the
student or the student’s designee. FERPA applies to all current and former students of the University. Information that is FERPA protected
includes: grades, test scores, ID numbers and social security numbers, financial records, disciplinary records, class schedules, and academic
work.
FERPA may be violated if students are asked to submit their work to a public Internet site as a condition of course enrollment. Posting lists of ID
numbers, names or grades online, by email or in any public way is a violation. If you must post or email lists of grades, use a pin number that
only you and the student knows. There are several U.S. Department of Education opinions stating that student numbers should not be used to
post grades. See: FERPA at a Glance or FERPA Guidelines from the Office of Records and Registration
Sample Syllabus Statement: The Family Educational Rights and Privacy Act (FERPA) is a federal law designated to protect the privacy of a student’s education records and
academic work. The law applies to all schools and universities which receive funds under an applicable program of the U.S. Department of Education and is applicable to
students at EMU. All files, records, and academic work completed within this course are considered educational records and are protected under FERPA. It is your right as a
student in this course to expect that any materials you submit in this course as well as your name and other identifying information will not be viewable by guests or other
individuals permitted access to the course. The exception will be only when you have given explicit, written, signed consent. Verbal consent or email is insufficient.
Alternative Syllabus Statement: The Family Educational Rights and Privacy Act (FERPA) is a federal law designed to protect the privacy of student education records and is
enforced by the U.S. Department of Education. In essence, the act states that 1) students must be permitted to inspect their own “education records” and 2) “school
officials” may not disclose personally identifiable information about a student without written permission from the student. For further information on FERPA, contact the
Ombudsman.
 Academic Dishonesty and Classroom Conduct
The Office of Student Conduct and Community Standards (OSCCS – used to be SJS) offers standards on plagiarism and classroom conduct. It is
the instructor’s responsibility to determine at what level an instance of academic dishonesty will be dealt with:
 As an academic matter (for remediation or reduction of grade). This is the best approach when you understand the problem to reflect a
failure to learn. In that case, treat the misconduct as you would any other failure to learn (such as a wrong answer on an exam or an
error in an assignment) with a grade that reflects the failure and guidance to the student towards mastery of the standard for the next
time. OSCCS staff appreciate receiving reports of academic dishonesty even when you treat it wholly as an academic matter.
 OR as a Student Conduct matter (referral to the OSCCS for investigation as a possible conduct violation). This is the best approach if you
understand the problem to be a willful, deliberate act. Once you have contacted the OSCCS and provided details they will carry the
investigation forward while the student continues to attend class (except in the rare case of Involuntary Withdrawal http://www.emich.edu/studentconduct/involuntarywd.php).
 OR Both. It is a good idea to contact OSCCS staff to discuss the situation.
NOTE: students have a right to attend class; instructional personnel may not forbid a student from attending class in general (but you may ask
them to leave a particular session if they cannot change their behavior). Contact the OSCCS for guidance.
Sample Syllabus Statement on Classroom Conduct: Any successful learning experience requires mutual respect. Neither instructor nor student should be subject to behavior that is
rude, disruptive, intimidating, or demeaning. Views may differ on what counts as rudeness or courtesy. If you are not sure what constitutes good conduct in this classroom, ask the
instructor. The instructor has primary responsibility for and control over classroom behavior and maintenance of academic integrity.
Adapted from: http://teaching.ucsc.edu/tips/tips-civility.html#sample
Syllabus Checklist July 2015
14
Sample Syllabus Statement on Plagiarism: Plagiarism occurs when a writer deliberately passes off another's words or ideas without acknowledging their source. For
example, turning another's work as your own is plagiarism. If you plagiarize in this class, you will likely fail the assignment on which you are working and your case may be
passed to the university for additional disciplinary action. Because of the design and nature of this course, it will take as much (or more) work for you to plagiarize in it than
it will to actually complete the work of the class.
Plagiarism is different from misuse of sources, occasions when a writer does not properly cite a source, misuses quotations, includes too much of an original source in a
paraphrase or summary, or commits similar unintentional violations of academic protocol. If you misuse sources, we will work together on appropriately incorporating
and/or citing the sources. Note that some audiences/instructors will consider misuse of sources to be plagiarism; for this reason, it is extreme important for you to identify
the conventions associated with source use and citations in any class (or writing situation).
Resources: Office of Student Conduct and Community Standards (OSCCS): http://www.emich.edu/studentconduct/facultylinks.php in particular the Faculty Liability
Checklist on that page.
College of Business Ethos Statement
http://ctlclassmgmt.project.mnscu.edu/index.asp?Type=B_BASIC&SEC={C0469830-953B-4603-9D44-91EF353C2134}
For plagiarism, see: http://www.emich.edu/facdev/teach-resources/plagiarism.php
 Enhancing student skills
Sample Syllabus Statement on EMU Writing Support
The University Writing Center (115 Halle Library) offers one-to-one writing consulting for both undergraduate and graduate students. Students can make appointments or
drop in between the hours of 9 a.m. and 6 p.m. Mondays through Thursdays and from 11 a.m. to 4 p.m. on Fridays. Students should bring a draft of what they’re working
on and their assignment. The UWC will re-open for the Fall 2015 semester.
The UWC also offers small group workshops on various topics related to writing (e.g., Reading in College: Tips and Strategies; Incorporating Evidence; Revising Your Writing).
Workshops are offered at various times Monday through Friday in the UWC. To register for a workshop, click the "Register" link from the UWC page at
http://www.emich.edu/uwc/.
The UWC also has several satellite sites across campus—in Sill Hall for COT students; in Marshall for CHHS students; in Pray-Harrold for CAS students; in Porter for CHHS and
COE students; and in Owen for COB students. The locations of these sites and their hours will be posted on the UWC web site http://www.emich.edu/uwc/.
The Academic Projects Center (116 Halle Library) offers one-to-one consulting for students on writing, research, or technology-related issues. No appointment is required –
students can just drop in. The APC is open 11-5 Monday-Thursday. Additional information about the APC can be found at http://www.emich.edu/apc. Students visiting the
Academic Projects Center should also bring with them a draft of what they’re working on and their assignment sheet.
International Student Resource Center (316 King Hall) http://www.emich.edu/esl/isrc/ is a service of the World Languages Department for EMU students who need help
with their non-native English language for academic assignments. Help is provided for reading and comprehension, listening and note-taking, improvement of grammatical
accuracy, compositions, study skills, and conversation. Note, this is not the Office of International Students.
Specific tutoring may be available for your subject area (math, music, etc.) – check with your department or Holman Success Center http://www.emich.edu/hsc/tutoring/index.php
Syllabus Checklist July 2015
15
5. Samples, guides and templates for syllabi
Examples from the wild (note, these syllabi are the intellectual property of their creators).
1. Syllabi using the people.emich web page have the advantage of being easy to update if you have the web editing skills; but students can
misplace the url or information on how to locate the webpage.
a. http://people.emich.edu/acoykenda/315/w11.htm
b.
c.
d.
e.
http://people.emich.edu/aross15/math110/sample-syllabus.html
http://people.emich.edu/gcross1/Lit207Syllabus.htm
http://people.emich.edu/rbalkam/Syllabus/Syllabus.html
http://people.emich.edu/kconley/305syl.html
2. Syllabi on the web as pdf or Word documents have the advantage of being easy to print, but the disadvantage that they are more difficult to
edit on the fly. Unless they are embedded in a course shell or web page, students risk losing or deleting them.
a.
b.
c.
http://people.emich.edu/acardina/examples/handouts/syllabus.pdf
http://www.emich.edu/cot/phd/forms/COT705%28Fields%29.pdf
MS Word document: http://www.emich.edu/worldlanguages/Syl/TSLN520Syllabus.doc
3. No matter what the format, tables of contents alert students to the fact that the syllabus contains diverse information, and aid in
navigation.
a.
b.
c.
d.
http://www.itc.csmd.edu/fin/ronb/1012/SYL1012.HTM
http://faculty.washington.edu/smcohen/120/syllabus.htm
MS Word example: uncw.edu/phy/documents/Syllabi/PHY105.doc
Another MS Word example: faculty.tamu-commerce.edu/crrobinson/517/200608%20Syllabus.doc
4. More examples may be found at syllabus repositories such as
a.
b.
c.
Clemson syllabus repository: https://syllabus.app.clemson.edu/PublicAccess.aspx
Chaminade University repository: http://www.chaminade.edu/syllabus_repository/
University of Maryland University College Europe: http://www.ed.umuc.edu/schedule/display_generic_list.php
5. Templates and Guides for Syllabi
a.
b.
c.
d.
e.
Utah State University Online Syllabus Template Tool. http://fact.usu.edu/?faculty-resources click on link for “Online Syllabus Template Tool” or
http://fact.usu.edu/files/uploads/OSTT5.pdf You may download a Word version of the template.
Guide for learning-centered syllabus: http://www.celt.iastate.edu/teaching/syllabi.html
Brown University and M.J.V. Woolcock’s “Constructing a Syllabus: a handbook for faculty, teaching assistants and teaching fellows (revised 2006)”
http://www.brown.edu/Administration/Sheridan_Center/docs/construct_syllabus.pdf
Annotated samples: http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/syllab-4.htm and
http://www2.honolulu.hawaii.edu/facdev/guidebk/teachtip/syllab-5.htm
Center for Teaching and Learning, St John’s University. Conversations on Teaching: “Developing the Syllabus”
http://www.stjohns.edu/academics/centers/teach/conversations/planning/syllabus.stj
6. Sources for statements on classroom civility
a.
b.
http://teaching.ucsc.edu/tips/tips-civility.html
http://ctlincivility.project.mnscu.edu/ (in particular, see Readings section)
Syllabus Checklist July 2015
7. Sources for statements on plagiarism
a.
b.
c.
d.
See the section “Discouraging Plagiarism” http://guides.emich.edu/content.php?pid=166423&sid=1403938
http://widstudio.wordpress.com/2008/02/01/plagiarism-statements-for-syllabus/
http://wpacouncil.org/files/WPAplagiarism.pdf
http://owl.english.purdue.edu/owl/resource/589/05/
Further Reading
Afros E. and C. F. Schryer. (2009). The genre of syllabus in higher education Journal of English for Academic Purposes 8(3): 224-233
doi:10.1016/j.jeap.2009.01.004
Anderson L.W., et al (eds). (2001). A Taxonomy for Learning, Teaching, and Assessing – A Revision of Bloom’s Taxonomy of Educational Objectives.
Addison Wesley Longman, Inc.
Collins, T. (1997). For openers: an inclusive course syllabus. In: W.E. Campbell and K.A. Smith, Editors, New paradigms for college teaching. Edina,
MN: Interaction Book Company, pp. 79–102.
Fink, L.D. (2003). Creating Significant Learning Experiences: An integrated approach to designing college courses. San Francisco: Jossey Bass.
Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker Publishing Company
Ko, S. and S. Rossen. (2004). Teaching online : a practical guide. Boston: Houghton Mifflin.
See in particular Ch. 4 “creating an effective online syllabus”
http://college.hmco.com/instructors/catalog/walkthroughs/pdf/walk_0618000429_4.pdf
Wingfield S. S. and Black, G. S. (2005) Active versus passive course designs: the impact on student outcomes. Journal of Education for Business
81(2): 119-125.
16