Course
+TheSyllabus
as an
Effective
Communication
Tool
Dr. Pam Brown, College of Education
Dr. Steve Damron, College of Agricultural Sciences and Natural Resources
+
7 purposes of a syllabus

Sets the tone for the course

Motivates students to set goals

Serves as a planning tool for faculty

Structures students’ work over time

Helps faculty plan and meet goals

Serves as contract between faculty and students

Is a portfolio artifact for job application, tenure, promotion
From: Slattery & Carlson, 2005
+
Examples of syllabus language:
Brown
NETIQUETTE: I expect each class member to follow these basic rules
of online conduct:
 Keep discussions professional, not personal. Disagree with ideas
(if needed), but donʼt denigrate another person.
 Avoid profanity altogether.
 Use standard English, not text-speak.
 Design your online entries to stimulate further discussion rather
than to serve as a “final word.” We are all learners.
 Before posting to a discussion board, please read all questions
and responses already posted on that topic in order to avoid
repetition.
I will take roll at each class meeting. Attendance includes not only
physical presence, but also mental engagement.
+
Examples of syllabus language:
Damron
GRADE VERIFICATION POLICY. There are no exceptions to
the following policy.

Various student groups ask students to have instructors verify
attendance and/or grades in their classes.

I will not do this. If you are asked to do this, then please show
the asker this syllabus.

Grades will always be available on D2L. Share them with
whomever you wish.
+
The syllabus as a teaching tool

It can be more than a standard contract—perhaps a compact?
A deal? A bargain? A covenant?

Think about including explanations imbedded in the
syllabus about why you include various sections—give
students a glimpse of your decision-making processes

Your syllabus could reflect principles you are teaching—for
example, an art class may have an artistic format

If you use a standardized syllabus, consider adding a
personal syllabus addendum to give the students some
information about you, their instructor
+
What to include in the syllabus: Basics

Course title, number, semester, meeting location, times

Instructor contact information—email, phone(s), office location, office hours,
other (social media, blog, etc.)

Necessary information for online course components

Rationale

Goals and objectives

Required readings

Assignments

Evaluation/grading scheme

Academic policies: for example, academic integrity, student disability
services (OSU Syllabus Attachment for current semester)

Class schedule—date(s)/assignments/readings/activities/topics
+
You could also include: Extras(?)

Instructor beliefs, philosophy, assumptions

Specific assessment information—for example, rubrics or
assessment methods

Teaching methods (life beyond the lecture)

Plans for feedback on student learning

Opportunities for students to provide course input (formative
and summative)

Accreditation information
+
Syllabus evaluation rubric
Criterion
Beginning
Emerging
Exemplary
Overall tone
Mechanical,
dictatorial
Teacheroriented
Student/learnin
g oriented (first
person)
Instructor
beliefs,
assumptions
Little or no info
regarding
teaching
philosophy,
beliefs, or
assumptions
about learning
Section
describing
instructor’s
beliefs or
assumptions
about teaching
and learning
that guide
course
Well articulated
rationale
including
values,
experiences
that guide the
instructor’s
teaching
practice
+
Syllabus evaluation rubric
Criterion
Course
outcomes
Beginning
Not articulated
Class schedule Little or no info
on weekly
topics
Emerging
Exemplary
Stated in
general, but
vague and
unmeasurable
Listed with
appropriate,
descriptive
verbs;
measurable
Course topics
broken down
by class period
Fully articulated
and logically
sequenced;
chronological
topics listed
with associated
required
readings and
necessary
preparation by
students
+
Syllabus evaluation rubric
Criterion
Beginning
Emerging
Exemplary
Assignments
required
Listed without
due dates
Listed with clear
due dates
Listed with due
dates, along with
explanation of
late policy and
other grade
implications
Academic
policies and
procedures
Little or no
information
Description of
academic
integrity policy
All pertinent
academic
policies,
including
academic
integrity,
accommodating
students with
disabilities, class
attendance
+
Syllabus evaluation rubric
Criterion
Beginning
Emerging
Exemplary
Assessment of
students’
learning
Little or no info
about how
students will be
graded;
reinforces only a
grade-focus
Each graded
assignment is
clearly described
with its relative
value towards the
overall course
grade
Each assignment
includes rationale
for inclusion in
the course and
what the students
should gain; use
of rubrics with
quality criteria
specified
Diversity of
teaching &
assessment
methods
All similar; for
example, all
lectures + all tests
Evidence for
diverse set of
teaching &
assessment
methods
Evidence
instructor has
considered
diversity of
students in
choosing
methods
+
Other considerations

How will students be able to reach you?

How will you use the Desire to Learn online platform?

How do you know students will read and use your syllabus?

Perhaps a quiz (Damron)

Perhaps a creative format (Brown)

Don’t be afraid to refer students to the syllabus as long as you
are certain it answers their questions fully and clearly
+
What questions do you have for us?