Proposal/syllabus preparation

Goals, Rationale, and Policy

Course syllabi are important teaching documents. They detail course requirements, goals, objectives, and expectations. A syllabus represents a formal agreement between an instructor and the students. A good syllabus presents students with a clear delineation of course objectives and rationale. It explains grading criteria and methodology in a straightforward manner.  It provides both students and instructors with a framework within which to work.

From the instructor's standpoint, the syllabus is a written confirmation of the instructor's goals and teaching philosophy.  It outlines attendance, grading, and makeup policies. It states all required course work in writing, and clarifies the instructor's plans for the entire course. By preparing a detailed syllabus and distributing it at the start of the course, the instructor ensures that each and every student has received a written statement of policy. If questions regarding grading, course schedule, or requirements arise, the instructor can refer the student back to the syllabus. As questions arise regarding incomplete work and attendance policies, the syllabus provides a clear statement to which students and the instructor can refer.

From the student's standpoint, a complete syllabus answers many important questions about the goals of the course, its focus, content, schedule and objectives. Students should be encouraged to consult their syllabus throughout the semester and to ask questions about either the course or the syllabus. A good syllabus provides students with a clear understanding of course goals and the instructor's expectations. By using the course syllabi, a student can plan her/his course work. The course syllabus should also help the student to understand her instructor's teaching philosophy and classroom policies.

From an administrative standpoint, the syllabus provides a basis upon which to resolve student/faculty misunderstandings as they occur. For example, when questions relating to grading criteria arise, one may refer to the course syllabus as an important source upon which to base a decision. Therefore, a syllabus which does not cover the instructor's grading criteria-or which defines it in vague terms-would not provide the instructor with verification of his or her policy. As a result, a vague or incomplete syllabus leaves such issues open to question. To ensure that all requirements and course expectations are honored, it is the instructor's responsibility to include them in the syllabus.

It is important to prepare a complete, detailed syllabus. It is an official agreement, made at the start of each course, between the faculty and their students. Without such a detailed record, misunderstandings between students and faculty can arise.

By responding to each of the topic items in as much detail as possible, the instructor provides a solid foundation upon which to build a course. Instructors are encouraged to review the syllabus at the start of the course. Any changes to be made in the syllabus once the course has begun should be made clear to all students. When preparing a course syllabus, instructors should consider it the official document of record regarding all classroom activities and policies.

LESLEY ACADEMIC STANDARD GUIDELINES