Syllabus

1. 1
The syllabus …
 shows that the course has been planned, thought over
 should include information that students need to have at the
beginning of the course and information that needs to be in
writing
 is a basic document for course evaluation
 helps set the tone for your course;
 describes your beliefs about educational purposes;
 helps students to assess their readiness for your course;
 acquaints students with the logistics of the course;
 defines student responsibilities for successful course work;
 sets the course in a broader context for learning;
*based on Grunert, J (1997) The Course Syllabus: A Learning-Centered Approach, Bolton, Mass.: Anker

2. 2
Syllabus
I. Introduction
a. Locating the content of the course within the discipline
b. Locating the course within the curriculum
c. Student’s assumed knowledge basis for course participation
II. Aims and learning outcomes
a. Academic Aims, Goals
b.Learning Outcomes (Objectives)
III Course Detail
a. Lecture Synopsis - A paragraph outlining the objectives and content of
each lecture
b.Seminar/Tutorial Synopsis - A paragraph outlining the objective and
content of each seminar/tutorial.
IV Assessment
Outline of Student Assessment (format, criteria, explanations, examples)
V. Reading list
mandatory – realistic! - and recommended
VI. Teaching Methodology

3. 3
(Syllabus as a contract with the students)
1. Basic Information about the course and the lecturer (title, meeting
time and place, lecturer(s), office place, office hours, e-mail, telephone)
2. Course description
3. Course goals (aims and learning outcomes)
4. Course calendar (dates of lectures, assignments, exams, other
deadlines, field trips, seminars, etc)
5. Course requirements (what are students expected to do in the
course, attendance, class participation, homework, etc.)
6. Resources, readings (mandatory and optional, recommended,
additional)
7. Assessment, evaluation
8. (The syllabus is subject to changes)

4. 4 Evaluating the Syllabus
•Is the syllabus current/up-to-date?
•The course objectives are congruent with the department curricula.
•The course objectives are realistic, learning outcomes are clearly
stated.
•The course is an adequate prerequisite for other courses.
•The intellectual level of the course is appropriate for the enrolled
students.
•The syllabus adequately outlines the sequence of topics to be covered.
•The structure is logical.
•Time given to the various major course topics is appropriate.
•Course requirements, including attendance policies, are included in
the course syllabus.

5. 5
•The required or recommended reading list is up to date and includes
works of recognized authors.
•The reading list is relevant to course aims and it is appropriate to the
course level.
•Seminar work, if a part of the course, is integrated into the course.
•The instructor's teaching approaches (lectures, discussion, films,
fieldwork, etc) are suitable to the course objectives.
•The assignments are intellectually challenging to the students and
they supplement lectures and class discussions.
•A variety of assignments is available to meet individual needs.
•Assessment measures learning outcomes.

6. 6
The syllabus …
 shows that the course has been planned, thought over
 should include information that students need to have at the
beginning of the course and information that needs to be in
writing
 is a basic document for course evaluation
 helps set the tone for your course;
 describes your beliefs about educational purposes;
 helps students to assess their readiness for your course;
 acquaints students with the logistics of the course;
 defines student responsibilities for successful course work;
 sets the course in a broader context for learning;
*based on Grunert, J (1997) The Course Syllabus: A Learning-Centered Approach, Bolton, Mass.: Anker

7. 7
Syllabus
I. Introduction
a. Locating the content of the course within the discipline
b. Locating the course within the curriculum
c. Student’s assumed knowledge basis for course participation
II. Aims and learning outcomes
a. Academic Aims, Goals
b.Learning Outcomes (Objectives)
III Course Detail
a. Lecture Synopsis - A paragraph outlining the objectives and content of
each lecture
b.Seminar/Tutorial Synopsis - A paragraph outlining the objective and
content of each seminar/tutorial.
IV Assessment
Outline of Student Assessment (format, criteria, explanations, examples)
V. Reading list
mandatory – realistic! - and recommended
VI. Teaching Methodology

8. 8
(Syllabus as a contract with the students)
1. Basic Information about the course and the lecturer (title, meeting
time and place, lecturer(s), office place, office hours, e-mail, telephone)
2. Course description
3. Course goals (aims and learning outcomes)
4. Course calendar (dates of lectures, assignments, exams, other
deadlines, field trips, seminars, etc)
5. Course requirements (what are students expected to do in the
course, attendance, class participation, homework, etc.)
6. Resources, readings (mandatory and optional, recommended,
additional)
7. Assessment, evaluation
8. (The syllabus is subject to changes)

9. 9 Evaluating the Syllabus
•Is the syllabus current/up-to-date?
•The course objectives are congruent with the department curricula.
•The course objectives are realistic, learning outcomes are clearly
stated.
•The course is an adequate prerequisite for other courses.
•The intellectual level of the course is appropriate for the enrolled
students.
•The syllabus adequately outlines the sequence of topics to be covered.
•The structure is logical.
•Time given to the various major course topics is appropriate.
•Course requirements, including attendance policies, are included in
the course syllabus.

10. 10
•The required or recommended reading list is up to date and includes
works of recognized authors.
•The reading list is relevant to course aims and it is appropriate to the
course level.
•Seminar work, if a part of the course, is integrated into the course.
•The instructor's teaching approaches (lectures, discussion, films,
fieldwork, etc) are suitable to the course objectives.
•The assignments are intellectually challenging to the students and
they supplement lectures and class discussions.
•A variety of assignments is available to meet individual needs.
•Assessment measures learning outcomes.

11. 11
The syllabus …
 shows that the course has been planned, thought over
 should include information that students need to have at the
beginning of the course and information that needs to be in
writing
 is a basic document for course evaluation
 helps set the tone for your course;
 describes your beliefs about educational purposes;
 helps students to assess their readiness for your course;
 acquaints students with the logistics of the course;
 defines student responsibilities for successful course work;
 sets the course in a broader context for learning;
*based on Grunert, J (1997) The Course Syllabus: A Learning-Centered Approach, Bolton, Mass.: Anker

12. 12
Syllabus
I. Introduction
a. Locating the content of the course within the discipline
b. Locating the course within the curriculum
c. Student’s assumed knowledge basis for course participation
II. Aims and learning outcomes
a. Academic Aims, Goals
b.Learning Outcomes (Objectives)
III Course Detail
a. Lecture Synopsis - A paragraph outlining the objectives and content of
each lecture
b.Seminar/Tutorial Synopsis - A paragraph outlining the objective and
content of each seminar/tutorial.
IV Assessment
Outline of Student Assessment (format, criteria, explanations, examples)
V. Reading list
mandatory – realistic! - and recommended
VI. Teaching Methodology

13. 13
(Syllabus as a contract with the students)
1. Basic Information about the course and the lecturer (title, meeting
time and place, lecturer(s), office place, office hours, e-mail, telephone)
2. Course description
3. Course goals (aims and learning outcomes)
4. Course calendar (dates of lectures, assignments, exams, other
deadlines, field trips, seminars, etc)
5. Course requirements (what are students expected to do in the
course, attendance, class participation, homework, etc.)
6. Resources, readings (mandatory and optional, recommended,
additional)
7. Assessment, evaluation
8. (The syllabus is subject to changes)

14. 14 Evaluating the Syllabus
•Is the syllabus current/up-to-date?
•The course objectives are congruent with the department curricula.
•The course objectives are realistic, learning outcomes are clearly
stated.
•The course is an adequate prerequisite for other courses.
•The intellectual level of the course is appropriate for the enrolled
students.
•The syllabus adequately outlines the sequence of topics to be covered.
•The structure is logical.
•Time given to the various major course topics is appropriate.
•Course requirements, including attendance policies, are included in
the course syllabus.

15. 15
•The required or recommended reading list is up to date and includes
works of recognized authors.
•The reading list is relevant to course aims and it is appropriate to the
course level.
•Seminar work, if a part of the course, is integrated into the course.
•The instructor's teaching approaches (lectures, discussion, films,
fieldwork, etc) are suitable to the course objectives.
•The assignments are intellectually challenging to the students and
they supplement lectures and class discussions.
•A variety of assignments is available to meet individual needs.
•Assessment measures learning outcomes.