Model Syllabus

Each of the items in the following list has a place in the syllabus and is part of the message the student is receiving. Each should be briefly addressed. For an example of how to construct your syllabus visit Tools for Teaching.

  • Determine the essential elements of the course in light of the expectations of the field and the larger community of practice the student is entering
  • Communicate the expectations clearly for both you and your students
  • Provide constructive feedback on assignments and assessments; ask for feedback on instruction
  • Apply scaffolds to support learning, including technology to enhance learning for all; these are the class products
  • Retire scaffolds to indicate mastery
  • Apply teaching methods (pedagogy) that accommodate multiple learning styles and abilities, experience and student background (this falls under the class presentation)
  • Provide multiple paths to all course goals and methods
  • Promote interaction among students and instructor consistent with the principle of bringing the student into the field’s community of practice. Provide multiple ways for students to contact you such as email, face-to-face, instant messaging, and phone calls. Doing this means all students will have a method they are comfortable with to work with you.