Creating Your Syllabus

Your syllabus is much more than a document that outlines course goals, policies, and expectations. As Taylor, et al, argue “the syllabus sanctions and regulates all that will occur within the classroom” (142). Your syllabus also provides your students with insight into who you are, your teaching style, your personality, and whether you come across as accessible and helpful. On this page we offer practical guidance for constructing an effective syllabus. Please note: The University-wide Syllabus Policy clarifies required and recommended information to be included in all syllabi and mandates that all courses have conforming syllabi filed with the University through Simple Syllabus. The guidance provided below aligns with the required and recommended elements in the University-wide Syllabus Policy.

In addition to providing an overview of course policies and goals, a well-designed syllabus can demonstrate your teaching style, values, and commitment to helping each student in your course.

Expectations and policies should be clearly outlined on your course syllabus (a clear syllabus is the best defense in case of grade appeals or other grievances).

It’s also important that your syllabus is accessible.

Below are templates in accessible formats you can use to create your syllabus:

A helpful Syllabus FAQ has been created to accompany the syllabus policy.
Syllabus template tool with required information only (.docx)
Syllabus template tool with required and recommended information (.docx)

Below is a list of fundamental information to include in your syllabus:

Basic Course Information:

Course title, subject code and number
Course description as it appears in the KU Catalog
Number of credit hours
Year and semester of the course
Meeting days, time and place
Instructional mode/format (See Instruction Mode Help Sheet.pdf for mode/format descriptions)

Prerequisites/Preparation for the Course:

List any prerequisites if applicable.
Clarify what knowledge, skills, or experience you expect students to have, or courses they should have completed.
Suggest ways they might refresh skills if they’re uncertain about their readiness.
Give them a sense of how much preparation and work the course will take.

Instructor Information:

Instructor(s) name(s)
Office address (you can include a map if it's hard to find)
Contact information (email and/or phone)
Office hours (mention if appointments are required or if students can stop in)
Home number (if listed, specify any restrictions for its use)
Communication expectations (how and when students can expect to hear back from you)

A Credit Hour Statement:

Clarify in-person instructional time per week (e.g., “this class meets for 50 minutes three times a week”)
Clarify your expectations for out-of-class student work per credit (e.g., “For each credit hour a course is worth, you should expect to devote approximately 2 hours weekly to coursework outside of class. Our class is worth 3 credit hours so you should expect to work for about 6 hours a week outside of class.”)

Course Purpose and Learning Outcomes:

Explain the purpose(s) of your course. What is the course about and why would students want to learn the material?
List the learning outcomes and describe how the course fulfills requirements associated with the degree/major, if applicable.
For courses that count towards KU Core 34 goals, please ensure course syllabi clearly state the KU Core 34 goal they satisfy and the associated learning outcome the course is approved for (to assist with this, the Simple Syllabus tool includes this information in its template).
You may also wish to explain the logic behind why you’ve arranged topics/content in the order you have.
For more guidance on identifying and writing learning outcomes, see our Designing and Teaching a Course hub.

Course Requirements:

Describe the assignments and assessments for the course, their dates, and the nature of any exams or quizzes (e.g., essay, short answer, take-home). Explain how the assignments and assessments relate to course objectives.
Be sure to tell students whether the class involves fieldwork, research projects, lectures, and/or discussion, and indicate which activities are optional, if any.
Describe any required or recommended extra- or co-curricular activities (e.g., attend plays, field trips).

Course Materials:

List required texts and readings, and any additional materials, supplies and/or equipment students will need to succeed in your course (e.g., paintbrushes, computer, calculator, iClicker, wifi, whiteboard marker)
List the platforms students will be expected to use (e.g., Canvas, Zoom, Teams) and how to access them.
Clarify whether students should complete their reading assignments before class meetings.

Grading Policies:

Describe for students how they will be graded/assessed. Describe your grading procedures, including the components of the final grade and weights for each component. For example:
- Essay #1 - 15%
- Essay #2 - 15%
- Essay #3 - 20%
- Final Project - 20%
- Class Facilitator - 10%
- Reading Quizzes - 20%
Explain whether you will grade on a curve or an absolute scale
Explain whether you will use the +/- grading scale and provide a breakdown of the points/grade required to achieve a specific grade.
Clarify whether you will offer extra credit opportunities
Be clear about whether you drop any grades

Course Calendar and Schedule:

Provide students with a course schedule that includes the sequence of course topics, readings, assignments, and deadlines. (Exam dates should be firmly fixed, while dates for topics and activities may be tentative.)
List on the course schedule the last day students can withdraw without penalty.
Consider including other drop dates and key university-wide deadlines listed on the registrar's site.
Be sure to include a caveat somewhere on your course schedule that permits you to make changes as necessary. For example, “I reserve the right to make changes to this schedule that will benefit student learning and success. If I make a change, I will announce it in class and on Canvas and will provide an updated course schedule on Canvas.”

Course Policies:

Clearly state your policies regarding class attendance and participation, illness and make-up work, student academic success and personal needs, and academic misconduct. You might also list acceptable and unacceptable classroom behavior.
Keep in mind, using a warm and welcoming tone, and framing your course policies so that they are supportive and empathetic, can help students understand your expectations and feel more motivated in your class. Try to explain the rationale behind your policies and expectations—clearly state what you hope students will gain, and why your policies and assignments will help them. Communicate to your students that you want them to succeed and that you are there to support them if they are struggling in or outside of class.

Student Survey of Teaching:

Explain that a course evaluation will be made available to students at the end of the semester in the form of the Student Survey of Teaching.
Stress to your students that you take the feedback you receive from student surveys seriously and use it to make improvements to future iterations of the course.

University Policies and Student Resources

The KU Syllabus Policy requires that specific University Policies and Student Resources are provided or referenced in all course syllabi.

Instructors may reference the KU Academic Success Student Resources website for a complete listing of the required student-facing policies and resources. You may either list all these policies directly in your syllabus OR provide a link from your syllabus to this Academic Success webpage. If you choose to provide a link to the webpage with these policies and resources, the following language may be helpful:

"In addition to any polices and resources noted above, the KU Academic Success Student Resources website provides links to KU Policies and Resources pertaining to academic misconduct, grading polices, harassment and discrimination, diversity and inclusion, mandatory reporting, equal opportunity and affirmative action, and student rights and responsibilities, and to key student resources. Please visit the site to familiarize yourself with these policies and resources. If you have questions or concerns about any of these policies, statements, or resources, please let me know, or contact Student Affairs directly."

You might also choose to highlight specific policies and student resources directly in your syllabus. Below is a list of policies and some suggested syllabus language that might inform what you decide to highlight in your syllabus.

Finally, consider using your syllabus to highlight the many resources available to support and assist your students academically and beyond. Alternatively, you could provide this information to your students through your class Canvas site.

Think about including this list of student support resources on your syllabus and/or Canvas site.

Recommended Syllabus Statement by the Student Access Center (SAC):

"The Student Access Center (SAC) coordinates academic accommodations and services for all eligible KU students with disabilities. If you have a disability for which you wish to request accommodations and have not contacted SAC, please do so as soon as possible. They are located in 22 Strong Hall and can be reached at 785-864-4064 (V/TTY). Information about their services can be found at access.ku.edu. Please contact me privately in regard to your needs in this course."

Suggested Language for Syllabus Policies for Academic Misconduct and Disruptive Behavior:

Academic Misconduct: Academic misconduct will not be tolerated in this class. An instructor may, with due notice to the student, treat as unsatisfactory any student work which is a product of academic misconduct. Cases of academic misconduct may result in any or all of the following penalties: reduction of grade, admonition, warning, censure, transcript citation, suspension, or expulsion.

The following information about Academic Misconduct is discussed in Article II, Section 7 of the rules and regulations of the University Senate. “Academic misconduct by a student shall include, but not be limited to, disruption of classes; threatening an instructor or fellow student in an academic setting; giving or receiving of unauthorized aid on examinations or in the preparation of notebooks, themes, reports or other assignments; knowingly misrepresenting the source of any academic work; unauthorized changing of grades; unauthorized use of University approvals or forging of signatures; falsification of research results; plagiarizing of another's work; violation of regulations or ethical codes for the treatment of human and animal subjects; or otherwise acting dishonestly in research.”

Reduction of grade for the Course: Reduction of grade may include the assignment of an F in the course. If the charged student dropped or withdrew from the course prior to the outcome of the adjudication, the course will be reinstated and assigned the grade as determined by the outcome of the hearing. No student is allowed to change their grade to credit/no credit if found responsible of academic misconduct with the sanction of a reduction of grade for the course.

Plagiarism: The website of the KU Writing Center provides some excellent information and resources on how to avoid plagiarism. We will be asking you to familiarize yourself with these materials this semester.

It is your responsibility as a KU student to make sure you understand the policy on academic honesty and misconduct.

Artificial Intelligence: Use of an AI text generator when an assignment does not explicitly call or allow for it without proper attribution and authorization is plagiarism.

Disruptive Behavior: The scope and content of the material included in this course are defined by the instructor in consultation with the responsible academic unit. While the orderly exchange of ideas, including questions and discussions prompted by lectures, discussion sessions and laboratories, is viewed as a normal part of the educational environment, the instructor has the right to limit the scope and duration of these interactions. Students who engage in disruptive behavior, including persistent refusal to observe boundaries defined by the instructor regarding inappropriate talking, discussions, and questions in the classroom or laboratory may be subject to discipline for non-academic misconduct for disruption of teaching or academic misconduct, as defined in the Code of Student Rights and Responsibilities (CSRR), Section VI, and the University Senate Rules and Regulations, Section 2.7.1. Section VII of the CSRR and section 2.7.5 of the University Senate Rules and Regulations defines potential sanctions for these types of infractions.

Sample Syllabus Statement about Diversity, Inclusivity, and Class Climate:

The instructor considers this classroom to be a place where you will be treated with respect as a human being – regardless of gender, race, ethnicity, national origin, religious affiliation, sexual orientation, gender identity, political beliefs, age, or ability. Additionally, diversity of thought is appreciated and encouraged, provided you can agree to disagree. It is the instructor’s expectation that ALL students experience this classroom as an environment that supports their learning.

The University of Kansas supports an inclusive learning environment in which diversity and individual differences are understood, respected, and appreciated. We believe that all students benefit from training and experiences that will help them to learn, lead, and serve in an increasingly diverse society. All members of our campus community must accept the responsibility to demonstrate respect for the dignity of others. Expressions or actions that disparage a person’s or group’s race, ethnicity, nationality, culture, gender, gender identity / expression, religion, sexual orientation, age, veteran status, or disability are contrary to the mission of the University. We expect that KU students, faculty, and staff will promote an atmosphere of respect for all members of our KU community.

It is likely you may not agree with everything that is said or discussed in the classroom. Courteous behavior and responses are expected at all times. When you disagree with someone, be sure that you make a distinction between criticizing an idea and criticizing the person. Expressions or actions that disparage a person’s or race, ethnicity, nationality, culture, gender, gender identity/expression, religion, sexual orientation, age, disability, or marital, parental, or veteran status are contrary to the mission of this course and will not be tolerated.

For more resources about creating inclusivity in the classroom, visit our teaching resource page on Creating Inclusivity.

Suggested Syllabus Statements from the Provost's Office:

The suggested syllabus language on concealed carry from Provost's Office can help address concerns faculty may have about types of courses and course activities and how they intersect with the state’s concealed carry law and KU weapons policy. The wording, which covers a handful of academic scenarios, has been reviewed and revised by a small number of faculty, administrators, university governance leaders, and general counsel.

Common preamble for ALL course-specific wording

Individuals who choose to carry concealed handguns are solely responsible to do so in a safe and secure manner in strict conformity with state and federal laws and KU weapons policy. Safety measures outlined in the KU weapons policy specify that a concealed handgun:

Must be under the constant control of the carrier.
Must be out of view, concealed either on the body of the carrier, or backpack, purse, or bag that remains under the constant control of the carrier.
Must be in a holster that covers the trigger area and secures any external hammer in an un-cocked position
Must have the safety on, and have no round in the chamber.

(Add the appropriate suggested language, below, that pertains to the course type or situation)

Course-specific wording

Lab classes

This course takes place in spaces that will require students to leave belongings such as backpacks and purses away and unattended for the duration of class time. Students who choose to carry a concealed handgun in a purse, backpack, or bag must review and plan each day accordingly, and are responsible for making alternate arrangements as necessary. The university does not provide appropriate secured storage for concealed handguns.