Syllabi inform students about what is expected of them to meet course requirements and must be disseminated to students in all courses in an appropriate written form; e.g., hard copy, Web version. Syllabi may be among the materials used to evaluate a faculty member’s teaching effectiveness. In addition, the Southern Association of Colleges and Schools (SACS) Criteria for Accreditation require that a syllabus be placed on file in the department for each course taught and that “(s)tudents must be provided written information about the goals and requirements of each course, the nature of the course content, and the methods of evaluation to be employed.” Colleges and departments may have more specific requirements.
This template includes best practices in syllabus design, with a variety of supplemental statements. You may freely use (or adapt) both the formatting and the contents of this document:
Those wishing to have a shorter syllabus are welcome to trim off entire sections from the template. However, be aware that there are several components required to be on all syllabi at UCF (see the section below).
You may also wish to browse some discipline-specific examples of syllabi to gather other ideas:
Regardless of course type; e.g., traditional, media-enhanced, or Web, syllabi are required to include:
As suggested in O'Brien, J. G., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach. The Jossey-Bass higher and adult education series. San Francisco: Jossey-Bass. Here are additional ideas you may wish to include in your syllabus:
If you would like to turn your Syllabus document (.doc) into a syllabus webpage (.html), this tutorial will guide you in all the steps to do so. Note that you will want to first obtain a webspace via Webcourses so you have a place to post this HTML syllabus.
College of Education I have the honor and privilege to be a mathematics educator. My responsibilities are plentiful as I seek to inspire my students with a desire to learn. I find the establishment of a positive, caring learning environment, one that encourages students to "believe in yourself with dedication and pride" to be priceles...
College of Arts and Humanities At the heart of my teaching philosophy is the principle of engagement. There is much research documenting that students who are not engaged in their own learning do not learn as much. In pursuit of that goal I create a wide range of exercises which I collect and grade designed to help students analyze and apply id...
College of Education I began my career in education because of my grandmother‘s influence, who taught for fifty-six years in the public schools. Teaching—sparking an interest in learning and imparting new understandings and dispositions to students—is truly a gift. Through the years, teaching has not lost its unique...