Evidence-based approaches to more engaging, effective syllabi
The syllabus serves a number of purposes – communicating with students in ways that support learning, belonging and more effective decision-making, as well as fulfilling university expectations and meeting accreditation standards.
Ideally, the syllabus will help students know what they need to do to succeed in your course. This page provides a number of considerations and examples that may be useful as you create or revise your syllabus. For details on the three core components of a UW–Madison syllabus and a downloadable resource to start creating a syllabus, visit Course Syllabi at UW–Madison.
Adapting to Artificial Intelligence
Sample AI statements for course syllabi
It's critical to share your expectations about whether and how students may use generative AI (ChatGPT and other tools) in your course. Check out these examples, including some from fellow instructors at UW–Madison.
Key considerations for your syllabus
Make it easier to read
Share why this course matters
- How can students apply what they learn to their lives or future careers?
- What skills will they develop?
- What makes this course unique or interesting?
Use language that promotes belonging and success
- Emphasize behaviors students can embrace to succeed more than negative behaviors and punitive outcomes.
- Encourage communication, including students reaching out to you if they are struggling or want to achieve greater understanding of a topic/concept, and share norms and expectations.
- Share your responsibilities and commitments to students.
- Help students feel ownership by using “we” and “our” language.
- Add disciplinary and course-specific context for diversity, equity and inclusion.
- Consider adapting and incorporating these wellness-oriented statements.
Sources: L&S Instructional Design Collaborative, Madison Teaching & Learning Excellence, University Health Services
Structure your course and syllabus with learners in mind
- Share specific resources that will help students succeed in your course as well as campus academic support services.
- Review your course learning outcomes with the eyes of a student. Do they seem measurable as they are currently written?
- Provide specific details about each assessment: Will a test be take-home? Cumulative? What is the word count range for papers/discussion posts? When will essay prompts be distributed?
- Clearly explain grading policies and how grades are calculated.
- If teaching online or hybrid, communicate all expectations and deadlines as you would on the first day of a face-to-face class.
For a deeper look...
- Review this MTLE worksheet on learner-centered syllabus design.
- Consult L&S IDC’s guide to inclusive syllabi.
- Compare this Less Welcoming fictional syllabus to its More Welcoming counterpart from MTLE.
- Consider the research on equitable syllabus design. In Inclusive Teaching: Strategies for Promoting Equity in the College Classroom, Kelly A. Hogan and Viji Sathy highlight relevant literature and provide practical examples of learner-centered syllabus components. See Chapter 3: “Designing Your Course and Syllabus with an Inclusive Mind-Set.” (UW Libraries link; NetID login required)