Goals, Rationale, and Policy: Course syllabi are important teaching documents which detail course requirements, goals objectives, and expectations. A syllabus represents a formal agreement between an instructor and the students. A 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. Therefore, a syllabus is not a schedule of events but a contract defining how the student can successfully meet course objectives.
A complete, detailed syllabus is required. It is an official agreement, made at the start of each semester, between the faculty and the students. Without such a detailed record, misunderstandings between students and faculty can arise. Course syllabi also represent an integral component of the University’s ongoing re-accreditation efforts, as well as the foundation of articulation agreements.
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 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, objectives and outcomes. Students should be encouraged to consult their syllabus throughout the course and to ask questions about either the course or the syllabus. A complete 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 students to understand the 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.
Many of the States in which we are approved to offer programs have consumer-based standards. Students in those states anticipate that both their courses and programs will have clearly articulate objectives with instructions on how those objectives can be successfully met, plus outcomes/expectations defining the skills and content they will attain at course/program completion. If you have any questions about the scope and sequence of your course or the objectives and outcomes in your syllabus, please contact your Program Director. More definitive information on the importance of a complete syllabus is found in the syllabus Guidelines which follow.
This section includes a sample syllabus for LA+D, and one for GSOE/CLAS Education courses. Use these as a guideline for preparation of a course syllabus, and include the required syllabus statements on the next page. By including each of these 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 with the students at the start of the course. Any changes 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. It should clearly indicate the course objectives and what students need to do to successfully meet those objectives. It should also clearly indicate the course outcomes or expectations, i.e. the skills and knowledge students will master upon successful completion of the course.
The Syllabus should also provide information on how to get in touch with you outside of class.
Required Statements
The University requires that each instructor include on his/her syllabus:
- Learning Community Statement
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Disability Statement
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Equal Opportunity and Inclusion Policy
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Lesley University Libraries
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Academic Integrity Statement
Please use the required language for each statement in "Syllabus Statements" below for text that can be copied into your syllabus.
The Disability Statement regarding service for students with disabilities will give students with disabilities some lead time in acquiring accessible books and materials, planning their study and time management strategies, and so forth. Please read selected portions of the syllabus to the class including the access statement on the first day and again after the ADD/DROP period has ended. At the start of class, faculty should spend a few minutes explaining that it is the student’s responsibility to request accommodations and services in a timely manner and interested students should contact the Disability Services Office at 617.349.8572.