Per guidelines in the Faculty Handbook, your syllabus must include these 10 items:

1. Name of the course, course rubric and number, and term  

2. Meeting times and places  

3. Course goals and objectives  

4. Dates for major tests and assignments and what the penalty will be for late work/makeups 

5. Class Attendance Policy/Statement. Students are individually responsible for class attendance, but instructors may impose attendance requirements appropriate to any course. Instructors shall explain to students at the beginning of each course their expectations and grading policies with regard to attendance at class meetings.  

• Instructors are required by the College to track an accurate record of each student’s attendance.  

• Instructors are also asked to report to the Assistant Dean the names of those students who are absent from class excessively, including those who are absent the equivalent of a full week of classes (three consecutive meetings for MWF or two consecutive meetings for T,TH class times). Use the Student Notice report via either Navigate or Report of Concern (via CentreNet). 

6. Grading Policies—students should know their status in a course at any time after an assignment is returned. Explicit information on how grades will be determined should be provided, including use of + and – grading.  You should let students know what the cut-offs are for earning each grade.  

7. Office hours. Faculty members are required to announce and post their office hours.  

8. Expectations about any required activities outside normal class period. 

9. Statement on providing accommodations for students with disabilities.  See the many resources compiled on the CTL website here: Syllabi Statements Webpage 

10. Information about the resources available at the Writing Center.  

A well-designed syllabus is characterized by a welcoming and inviting tone, is accessible for all students, has good visual design, promotes transparency, is accompanied by an activity to ensure that students read and understand it, and reflects your commitment to equity.  Equity-minded pedagogy practices support this approach to syllabus development.  

See here for some additional links and resources to support your syllabus development. 

• Design a learner-centered syllabus.  A learner-centered syllabus is associated with better rapport between students and teachers and increased student motivation, achievement, and empowerment (DiClementi & Handelsman, 2005).   

• Evaluate the effectiveness of your syllabus.  This Rubric for an Inclusive Course Syllabus from Colorado State provides several good dimensions of inclusivity and engagement to assess your syllabus 

• Would you like to add an inclusivity statement to your syllabus?  This Diversity and Inclusion Syllabus Statements reference from Clemson provides some useful ideas.  

• Provide a visual map of the course, including the alignment of objectives to assessments