The syllabus, which acts as a contract with your students, presents an overview of the course description; course goals and objectives; lists required materials; describes the schedule, assignments, and assessments; clarifies policies (including grading criteria) and expectations; and provides contact information. Although the syllabus is a contract, it should not be simply a list of prohibitions. Think of it as a communication tool in which your students can read about your expectations of them and develop their ideas about their expectations for you and your class.

The latest University Senate By-Laws (2022), page 25, stipulate that “instructors shall specify what will be taught, when and how it will be taught, when and how learning will be assessed, if, when, and how missed assignments (for which medical documentation cannot be required) will be handled, how grades will be assigned, and (for distance education courses) how student identity will be authenticated” in the syllabus. How to design that syllabus is unique to the faculty.

What to include in a syllabus?

Each course at UConn is unique and, as the syllabus is a reflection of the course and the instructor, each syllabus is unique as well.

• Contact information and office hours—List your classroom, office and office hours. Also provide all applicable contact information (phone numbers, email addresses, etc.).
• Course Description—Find a description of the course in the course catalog (undergraduate catalog; graduate catalog). The General Education Oversight Committee provides additional information on all Gen Ed courses. The description you provide in the syllabus may be a combination of these with additional information about your unique course.
• Course Goals and Objectives - A well-developed course is designed around specific course goals and student-learning objectives; these goals and objectives should be articulated for your students. CETL has developed a resource sheet on learning objectives or visit our learning objectives page.
• Required Materials - Articulate all materials (books, articles, technology, etc.) students will need to complete the course.
• Schedule – This schedule should include intended topics for each session, any pre-class requirements, and materials (texts or technology) that are necessary that class. It makes sense to identify the schedule on your syllabus as “tentative” or “subject to change” and to discuss with students how they will be notified of schedule changes.
• Assignments and Assessments - The more detail you provide in these areas, the more informed and prepared your students will be.
• Grading structure – This should include the percentage of grade contribution from each assignment or assessment, along with how letter grades are determined. Please be aware that the University prohibits grading attendance at class. CETL has provided a tip sheet on avoiding grading on attendance or participation. The University Senate Sub-committee on Scholastic Standing has provided examples of make-up policy statements from syllabi.
• Policy statement – This includes your class policies and the University’s policies. The Office of the Provost has created References for Syllabi Links to highlight specific policies and information recommended for inclusion in syllabi. The Senate By-Laws require instructors to specify how late work and missed assignments and assessments will be handled, but the instructor shall determine that policy, and describe it on the syllabus.