Key Elements of a Syllabus
A syllabus is a fundamental document in higher education that outlines the structure,
content, and expectations of a course. It serves as a contract between instructors and
students, providing clarity on learning objectives, course materials, assessments, and
policies. The following sections describe the key elements of a syllabus.
1. Course Information
This section typically includes the course title, code, credits, semester, schedule, and
classroom location. It also provides the instructor’s name, office hours, email, and other
relevant contact information. Including these details ensures that students can easily
access logistical information about the course (Parkes & Harris, 2002).
2. Course Description and Objectives
The course description offers a concise summary of the content and scope of the class,
often reflecting catalog language. Course objectives, on the other hand, articulate what
students are expected to achieve by the end of the course. Clearly stated objectives
guide both teaching strategies and student learning outcomes (Grunert O’Brien, Millis, &
Cohen, 2008).
3. Learning Outcomes
Learning outcomes specify measurable skills and knowledge that students will develop.
They are typically written using action verbs aligned with Bloom’s Taxonomy (Anderson
& Krathwohl, 2001). Outcomes help align instructional activities and assessments with
the intended competencies.
4. Course Materials and Resources
This section lists required and recommended textbooks, articles, digital tools, and other
resources. Providing this information helps students prepare for learning and supports
academic success.
5. Assessment and Evaluation
Assessment details inform students of the grading criteria, including the weight of
assignments, exams, projects, participation, and other activities. Transparent
assessment policies help ensure fairness and promote accountability (Fink, 2013).
6. Course Schedule
A syllabus usually includes a tentative schedule that outlines weekly topics, readings,
and deadlines. The schedule helps students manage their workload and anticipate
upcoming activities.
7. Course Policies
Policies may address attendance, participation, late work, academic integrity, classroom
behavior, and use of technology. Clear policies prevent misunderstandings and establish
expectations for both students and instructors (Parkes & Harris, 2002).
8. Support Services and Additional Information
Many syllabi include information about student support services such as libraries, writing
centers, counseling, and disability accommodations. These resources promote inclusive
teaching and learning environments (Nilson & Goodson, 2017).
References
Anderson, L. W., & Krathwohl, D. R. (Eds.). (2001). A taxonomy for learning, teaching,
and assessing: A revision of Bloom's taxonomy of educational objectives. New York:
Longman.
Fink, L. D. (2013). Creating significant learning experiences: An integrated approach to
designing college courses (2nd ed.). San Francisco, CA: Jossey-Bass.
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., & Goodson, L. A. (2017). Online teaching at its best: Merging instructional
design with teaching and learning research. San Francisco, CA: Jossey-Bass.
Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching, 50(2),
55–61. https://doi.org/10.1080/87567550209595875
