phone 989.774 .3615
www.facit.cmich.edu
facit @cmich .edu
G E T T I N G S T A R T E D A T CMU: A G U I D E L I N E
FOR DEVELOPING THE CLASS SYLLABUS
culty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859
The Master Course Syllabus and the
Class Syllabus
Research indicates that outstanding
instruction and a detailed syllabus are
directly related (Grunert, 1997). At Central
Michigan University (CMU), each course has a
master course syllabus, which is approved
through the University curricular process. The
master course syllabus includes the
description of the course, prerequisites or
co-requisites, a rationale for the course level,
suggested textbooks or materials, student
learning course objectives, a suggested
course outline, suggested course evaluation
methods, and a bibliography. At CMU,
changes to the master course syllabus are
approved through curricular processes.
Although individual faculty members do
not have unilateral discretion to alter
August 2011
SUGGESTED SYLLABUS CONTENT AREAS
Course Information, Course Description, Faculty
Information, Teaching Assistant Information,
Course Prerequisites/Co-requisites
Page 2
Course Learning Objectives, Recommended
Resources, Methods of Instruction, Course
Schedule
Page 3
Couse Policies, Additional Course Requirements
Expected Hours of Preparation Outside Class,
Use of Blackboard
Page 4
Expectations for Class Participation, Student
Assessment, ADA Statement, Emergency
Procedures, Related Student Organizations
Page 5
Additional Services and Resources for Students
Page 6
substantially the scope of the course or the
goals and objectives of the learning
experience, the master course syllabus does
not limit a faculty member in planning the
sequence of topics, selecting appropriate text
CMU Resource Links, References, Online
Resource Links,
Page 7
This guideline can be used to guide your
or other instructional materials, using a
decisions as you create your class syllabus.
variety of instructional methods, or designing
Please be selective, addressing the topics that
and using specific elevation procedures in the
you and/or your department specifies must be
teaching of a course (CMU Curricular
included and any additional items that reflect
Authority Document, 2009).
your priorities and your wisdom of practice
Faculty members are also encouraged to
about what students need to know and what
develop a class syllabus based on the master
they must do to succeed. Please also refer to
course syllabus to provide students with
your Faculty Handbook. Many departmental
additional details about how a given course
handbooks offer specific, discipline-focused
will be facilitated to accomplish the intended
suggestions for class syllabus content.
learning objectives.
Page 2
Best Practices in Syllabus Design



Bulletin description
students’ most commonly asked questions

Statement of how the course relates to
(e.g., What is the purpose of the course?
other courses in the curriculum, overall
What are the grading criteria for evaluation?
program competencies, institutional or
Why does this course matter?)
program mission, student career goals,
The syllabus provides the first insight into
etc.
tone for the course. Consider the tone of
your syllabus? Is it inviting? Firm? Harsh?
The syllabus should acknowledge all of the
course learning objectives, including any
additional skills, attitudes or behaviors that
you may be trying to teach (e.g., the
importance of working collaboratively,
solving problems, or thinking critically).

Course Description
A syllabus should contain the answers to
who you are and can be used to set the

Class Syllabus
The syllabus should communicate what
student success looks like. Not only should
Faculty Information

Name

Title

Office location

Office hours

Office phone (cell, if applicable, and
appropriate times to call)

Email address

Web site, if applicable

Your credentials and/or interests
(degrees, fields of expertise, research
the syllabus list what is required, when it is
due, and how it can be accomplished, but
also why it is required. (Grunert O’Brien,
Millis & Cohen, 2008)

projects)

Your philosophy of education/teaching

Your beliefs about the role of the teacher
and the role of the learner
When posting your syllabus online or in
Blackboard, divide the syllabus into sections
and add graphics, video, or audio content.
Course Information

Course title

Course number

Credit hours

Section

Time

Course location (other logistics: labs,
clinical settings, computer classrooms, etc.)

University Program subgroup, if applicable

Cross-listing statement, if applicable, (e.g.,
“This course is cross-listed with _____. No
Teaching Assistant Information

Name

Office location

Office hours

Office phone (cell, if applicable, and
appropriate times to call)
Course Prerequisites/Co-requisites
While this information is included in the
Master Course Syllabus, it may be helpful to
provide a statement about where this course
fits into the broader the program goals.
credit will be granted in this course if you
have already taken _____.”)

Course web site address, if applicable
Faculty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859
Page 3
Class Syllabus
Course Learning Objectives
Course Schedule
The Master Course Syllabus outlines the student
A Course Outline is included in the Master
learning objectives. Be sure to continually
Course Syllabus. Please note that according to
communicate to students how the course
the CMU Code of Student Rights,
objectives align with the class assessments and
Responsibilities and Disciplinary Procedures:
activities. Also, please note that according to the
Student Rights (2.1.9), students have the right
CMU Code of Student Rights, Responsibilities
to be informed by the faculty near the
and Disciplinary Procedures: Student Rights
beginning of each course about course
(2.1.8), students have the right to educational
requirements, evaluation procedures, and
programs that meet the objectives of the master
evaluation criteria to be used, and the right to
syllabus, to teaching consistent with those
expect that those criteria be employed. Faculty
objectives, and to a learning environment that
have the authority to change a course syllabus
encourages the students' engagement with their
after the beginning of the semester and are
education.
expected to inform students of these changes
Recommended Resources
(The Master Course Syllabus identifies
significant course materials.)

Style guides

List of relevant Internet sites

Subscriptions/newspapers

Lab manuals

Lab equipment

Notebooks

Supplies

Calculators
in a timely manner.

Due dates of readings, assignments,
papers, projects, tests, exams, etc.

Description of what topics will be covered
at each course meeting

Dates of holidays or special events (e.g.,
field trips, guest lecturers)

Dates and times for any out of class time
experiences

Description and due dates of major
assignments

Methods of Instruction
“General Methodology Used in Conducting the
Course” is included in the Master Course
Syllabus. However, it is helpful to students when
you “unpack” the rationale for using specific
teaching methodologies, especially as it related
to the thinking of the discipline and/or the
development of professional career skills,
behaviors, or attitudes. You might also consider
expanding upon the rationale for integrating
unique course procedures that require more
detail (e.g., cooperative learning, case study
method, journals).
Prior student samples of
assignments/papers/projects

Explain how modifications to the course
schedule/syllabus will be handled (Ex.
“Changes may be made in the schedule,
but they will be announced ahead of time”
or “The schedule is tentative and subject to
change.”
To learn more about the importance
of course objectives and instructional
design, visit FaCIT’s webpage:
http://facit.cmich.edu/instructionaldesign/
Faculty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859
Page 4
Course Policies

Expectations for success

Attendance, if applicable (see Academic
Bulletins: Missed Class Policy)


Additional Course Requirements

Ex. “Visit to Instructor Office Hours at least
once during the semester”

Ex. “Assigned readings are due on the date
Academic Integrity (See Academic Bulletins:
listed in the course calendar. You are
Academic Dishonesty and Policy on
expected to come to class prepared. Please
Academic Integrity)
read, and review the material, take notes
Absences (definitions of excused/unexcused
on it and be ready to discuss it.”
absences and the procedure for students to

Class Syllabus

Ex. “You are required to respond to two
contact your in case of an emergency)
out of the three discussion questions
Tardiness (What should the student do when
posted on Blackboard each week.”
walking into the class late?)

Requirements for submitting assignments
Expected Hours of Preparation
(e.g., cover letter with name, course, date,
Outside Class per Week
citation/style requirements)

Late/missing assignments/make-ups

Correspondence (e.g., email with course
name or number in the subject line)

Lab safety/use

Return of student work and/or posting of
Estimate the total based on the following:
reading/studying, assigned papers/projects,
group work, study groups, attendance at
events, seeing movies/tapes, service,
Blackboard discussions, labs, field trips.
grades (How soon can students expect
Use of Blackboard (Bb)
feedback?)
Blackboard™ is a content and/or website

Exam administration
management system that faculty can use to

Guidelines for class behavior/civility (e.g.,
present course material, track grades, create
respectful consideration of one another’s
chat sessions, and display videos and other
perspectives, open-mindedness, and
presentations online. All faculty members are
creative risk-taking) Ex. “Please be courteous
invited to use this system.
and respectful to others.”

Instructions how to access Blackboard (Bb)

Guidelines for large-class etiquette

Frequently Asked Questions – post on Bb

Expectations for informal or formal

Student expectations or requirements for
cooperative/collaborative learning
activities/assignments

Guidelines for the use of electronic devices

Guidelines on the commercialization of


Netiquette and communication
expectations)

How to access announcements, grades,
course notes and materials
access quizzes, or post assignments, if
Guidelines for food/beverages in the
applicable
classroom

use of Bb
Policy if a student has to leave the class early

Instructions for technical assistance: Help
Desk: helpdesk@cmich.edu or 989-7743662.
Faculty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859
Page 5
Class Syllabus
Expectations for Class Participation

Explain expectations (if related to grade
elements, be specific about desired
behavior(s) and develop a grading rubric to
avoid subjectivity)

Consider cultural aspects related to
participation for international students
Student Assessment/ Evaluation/
While the Master course Syllabus includes a
segment on evaluation. You may want to
consider providing specific grading criteria for
major assignments and/or a copy of your
grading rubric for major assignments. Please
also be sure to review the CMU Code of Student
Rights, Responsibilities and Disciplinary
Procedures (Student Rights: 2.1.10 – 2.1.13).
Please also see CMU’s Final Exam Policy.
mich.edu/Policies%20regulations%20rules.htm.
Additional considerations include:
Grading scale and its translation to the
university’s A – E format

Explain how students earn points for class
participation, if applicable

Explain how team-based projects will be
evaluated

Accommodation Statement
CMU provides individuals with disabilities
reasonable accommodations to participate in
educational programs, activities and services.
Students with disabilities requiring
accommodations to participate in class
activities or meet course requirements should
contact Susie Rood, Director of Student
Disability Services at (800) 950-1144,
Grading Plan

Americans with Disabilities Act
Include policies/practices (e.g., drop lowest
quiz grade, revisions, extra credit/bonus
points)
 Policies for testing (e.g., “Students may
bring in a 4” x 6” card with notes” or
“Students should take every other seat.”
extension 3018 or email her at
sds@cmich.edu, at least 4 weeks prior to
registering for class. Students may find
additional ADA information and forms at
http://www.cmich.edu/student_disability_ser
vices.htm. Note: CMU Administration will
notify you if applicable; otherwise, the
student will provide a “Notification Letter to
the Instructor” outlining the accommodations
the student is approved to receive.
Emergency Procedures
Notices will be posted on the CMU home
page and on the CMU Information Line 989774-7500. In addition, interested students,
faculty and staff can register to receive
emergency news alerts via phone, an
alternate email address, or text message. To
register, visit https://MyAccount.cmich.edu >
"Emergency Notification".

Instructions for Handling Emergency
Situations

Plans for conducting class if Flu outbreak
(e.g., Please check the Bb course shell …)
Related Student Organizations or
Clubs, if Applicable
To search for student organizations, visit
http://cmich.orgsync.com/home.
.
Faculty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859
Page 6
Class Syllabus
Additional Services and Resources for Students
Counseling Services
http://www.cmich.edu/x15383.xml
English Language Institute
http://www.cmich.edu/English_Language_Institute.htm
Libraries
http://www.cmich.edu/Student_Support_Services/Libraries.ht
m
Mathematics Assistance Center
http://www.cst.cmich.edu/mathematics/support_services/mat
hematics_assistance_center/default.shtml
Minority Student Services
http://diversity.cmich.edu/mss/
Office of Information Technology
http://www.cmich.edu/Information_Technology/Getting_Help
Help Desk
/Help_Desk.htm
Student Disability Services
http://www.cmich.edu/Student_Support_Services/Academic_S
ervices/Student_Disability_Services.htm
Student Ombuds Office
http://www.cmich.edu/ombuds.htm
Supplemental Instruction
http://www.cmich.edu/Student_Support_Services/Academic_S
ervices/Supplemental_Instruction.htm
The Writing Center
http://www.cmich.edu/chsbs/x23007.xml
Undergraduate Tutoring Services
http://www.cmich.edu/Academic_Advising_and_Assistance/Ac
ademic_Assistance/Undergraduate_Tutoring_Services.htm
University Health Services
http://cmich.edu/University_Health_Services.htm
Veterans’ Resource Center
http://www.cel.cmich.edu/veterans/
Designing the Learning-Centered Syllabus
Your syllabus is an important point of interaction between you and your students in and out of
class, face-to-face, and online. The traditional syllabus is primarily a source of information,
something distributed and, too often, filed after the first day of class. While the learning-centered
syllabus does include basic information, in can be an important learning tool to help you convey to
your students what matters to you about learning, set a tone for learning and how to learn that
students will accept, and send a message about what students can expect form you and the
campus community to support their learning during the term. (Grunert O’Brien, Millis, Cohen,
2008, p. 11)
Faculty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859
Page 7
Class Syllabus
CMU Resource Links

CMU Code of Student Rights, Responsibilities and Disciplinary Procedures: Student Rights:
http://www.cmich.edu/Policies_and_Procedures/Code_of_Student_Rights_Home/Student_Rights.ht
m

CMU’s Diversity Unit Scheduled Events and Holy Days for Summer 2011 – Summer 2012:
http://www.cmich.edu/documents/Institutional_Diversity/Multicultural_Education_Center/oid%20ev
ent%20list%2011-12.pdf.

CMU Bulletins, Undergraduate, General Academic Information:
https://bulletins.cmich.edu/2011/ug/gen-acad/default.asp

CMU Academic Calendar: http://cmich.edu/Office_of_the_Registrar/Calendars.htm

Blackboard at CMU: Faculty Tutorials: http://www.cmich.edu/Bb__CMU/Faculty_Tutorials.htm

Faculty Guide: Considering Blackboard?: http://www.it.cmich.edu/quickguides/qg_blackboard.asp

Blackboard at CMU: Student Tutorials: http://www.cmich.edu/Bb__CMU/Student_Tutorials.htm
References
Chickering, A. W. & Gamson, Z. F. (1987, March). Seven principles for good practice in undergraduate
education. 3(7), AAHE Bulletin, 3-7.
DeZure, D. (1998, April). Constructing syllabi that integrate new approaches to instruction: A balancing
act. Whys and Ways of Teaching. 8(2), 1 – 9. Ann Arbor, MI: Eastern Michigan University
Grunert, J. (1997). The course syllabus: A learning-centered approach. Bolton, MA: Anker Publishing Co.,
Inc.
Grunert O’Brien, J., Millis, B. J., & Cohen, M.W. (2008). The course syllabus: A learning-centered
approach. (2nd Ed.). San Francisco, CA: Jossey-Bass.
Nilson, L. B. (2003). Teaching at its best: A research-based resource for college instructors (2nd Ed.).
Bolton, MA: Anker Publishing Company, Inc.
Nilson, L. B. (2007). The graphic syllabus and the outcomes map: Communicating your course. San
Francisco: John Wiley & Sons, Inc.
Online Resource Links

Chapman, S. (n.d.). Teaching tip: Getting students to read the course syllabus. Retrieved July 24,
2009, from http://tilt.colostate.edu/tips/tip.cfm?tipid=50

Cornell University, Center for Teaching Excellence: Syllabus Rubric:
http://www.cte.cornell.edu/faculty/course_design.html

Davis, B.G. (2009). Tools for teaching (2nd Ed.). San Francisco, CA: Jossey-Bass. Retrieved from
http://teaching.berkeley.edu/bgd/syllabus.html

FaCIT: Syllabus Design: http://facit.cmich.edu/syllabus-design/

Syllabus Examples: http://www.teachphilosophy101.org/Default.aspx?tabid=91
Faculty Center for Innovative Teaching, Central Michigan University, 413 Park Library, Mt. Pleasant, MI 48859