Based on the purpose(s) of your syllabus and the type of course it is, consider the role each of the following elements plays in supporting your goals. Course policies comes next with a deeper dive into sample language and voice.

Here are some general templates to start from:

Course information

• Course Name and Number
• Course Description: from the catalog; supports transfer
• Course Goal: your goal for the course, often aspirational.
• Description: Consider what you hope students will know in 3-5 years from this class, in what ways may students transform.
• Overview: Outlines the content focus of the course the types of activities or general approach the course will take. Allows you to share your passion for the subject and areas of focus for the course.
• Required Texts/Readings
• Required materials and technology: May include access to specific software (Office, SPSS, Adobe Acrobat Reader), hardware (please be mindful that not all students may easily be able to acquire hardware)

Course Student Learning Outcomes

• The specific aspects of learning anticipated in the course. Consider the following when drafting your student learning outcomes
  • What is evidence of learning you will be looking for? How will you know?
  • What are the areas of emphasis for mastery of the topics of the course?
  • What new knowledge will students be introduced to?
  • Where do you anticipate seeing growth and/or reinforcing and deepening existing knowledge?
  • How does this course support program level outcomes
• For additional guidance, see Defining Learning Outcomes

Course administration

• Contact Info: include your name, office location, telephone, email, Zoom room, etc
  • Office Hours (include if they are virtual, physical, or both)
  • Communication Expectations – do you prefer email, phone, text, other?
• Course Location: Online, remote, hybrid, or on-campus, Classroom location, if applicable
• Grading Information: Grading scale, how the grade is calculated, key graded elements
• Schedule: weekly (recommended) description of topic, reading/videos, activities, and due dates, including any synchronous activities (in class or virtual)
• Assignment details: descriptions of key course assignments including due dates, grading expectations, and weight.

Student Success Services

• Linking to various student support services is an inclusive practice. Consider specifically calling out any that may be particularly relevant to your course (e.g., Writing Center for a Literature class). Your list could include, but is not limited to:
  • Academic Enhancement Center (https://web.uri.edu/aec/)
    • Writing Center (https://web.uri.edu/aec/writing/)
    • Tutoring (https://web.uri.edu/aec/tutoring/)
  • Advising (https://web.uri.edu/advising/)
  • Counseling (https://web.uri.edu/counseling/)
  • DSS/Accommodations (https://web.uri.edu/disability/)
  • Food Pantry (https://web.uri.edu/rhody-outpost/)
  • IT (https://its.uri.edu/)
  • Library (https://web.uri.edu/library/)
  • Psychological Consultation Center (https://web.uri.edu/pcc/)

Next: 3. Course Policies