Syllabus Policy Frequently Asked Questions

Q: What is the timeline for updating our syllabi to comply with this new policy? 

A: Instructors should use the policy to update their syllabi for the Fall 2023 semester. This fall, units (departments/schools) will develop a syllabus compliance protocol that allows them to check that syllabi are compliant, and to provide assistance to faculty who have further questions. 

By Spring 2024, an institutional repository that interfaces with the Canvas LMS will be available to all instructors. Training sessions will be provided, and instructors will be able to use the repository to continue to align their syllabi with policy requirements. In Spring 2024, units will develop protocols within the new repository system to check that all syllabi have been submitted and that all syllabi comply with policy requirements. 

By Fall 2024, instructors must submit compliant syllabi through the institutional repository. Units will work with instructors to gain compliance as necessary. 

Q: I have stopped using a stand-alone document for a syllabus, choosing instead to post all of this required information on Canvas. That way, it can be updated in real time if there are changes to the syllabus. Will I be required to develop a stand-alone syllabus document? 

A: There is nothing in the policy that would prevent an instructor from providing all of the required information on the current Canvas learning management software. However, departments (and schools) may determine that they wish to have stand-alone syllabus documents in order to check that all syllabi are compliant. In future semesters, instructors will be required to upload their syllabi into an institutional online repository. 

Q: It appears that the guidance and templates say a schedule is required on the syllabus, but a schedule is not listed among the “required elements” section of the policy. I prefer to keep my schedule on Canvas (only). Can you clarify? 

A: The policy statement notes that the syllabus will document and clarify essential information, such as course goals, learning objectives, evaluation and grading standards, key dates and assignments, and expectations for student and instructor behavior. A student should be able to determine what assignments are required and when they are required. If an instructor chooses to provide the course schedule on Canvas, the syllabus should clearly guide the student to that schedule. 

Q: Do we literally need to use Microsoft Word or a standardized Word template for our syllabi? I typically use LaTex and/or R markdown to produce my syllabi. Is this a problem? 

A: The Word template is provided only for your convenience. You may use whatever processing system you wish to create your syllabi. Please note that departments and schools may have specific formatting requirements (e.g., hard copies) in order to complete compliance monitoring protocols. In future semesters, instructors will be required to upload their syllabi into an online repository. 

Q: Does this policy apply to graduate courses? What if the graduate course does not follow a typical undergraduate grading scale like what is used in the template? 

A: Yes, the policy applies to both undergraduate and graduate courses, with the exception of dissertation, thesis, capstone, and practicum courses. 

The policy requires that the syllabus include the grading scale that you use for your class. The grading scale example in the template is just an example. Please include in your syllabus the grading scale that you will actually use in your course. 

Q: Looking at the "requiredONLY" doc, we have most (if not all) of these elements in place thanks to our accreditation requirements. However, the headings differ slightly from those listed in the doc. Must we use the precise language provided? 

A: No, the precise language of the headers is not prescribed by the policy as long as the required information is in the syllabus. However, departments and units may decide to use and require specific headings that will facilitate their assessment of compliance with the syllabus policy. 

Q: Must all syllabi within a unit (department/school) be formatted identically? 

A: Departments and schools are responsible for checking that each syllabus contains the required information. Having a template may facilitate efficient assessment that the required information in present. For example, if all syllabi contain the course learning objectives in a section called “Learning Objectives,” determining that a syllabus has learning objectives should be fairly simple. However, the policy does not require that units use the current templates. Departments and schools must consider how many variations on a theme will become laborious to check and act accordingly. 

Q: I am not sure of the best way to develop learning outcomes for my syllabus. Are there resources available? 

A: Yes. CTE has developed this guide for identifying and writing Course Level Learning Outcomes. The CTE is also available for individualized consulting on Course Level Learning Outcomes. Please contact Joshua Potter for more information. 

Q: Where can I find information about the required policies and student resources that must be included or linked in my syllabus? 

A: The Office of Academic Success has created a webpage that includes all of the University Policies and Student Resources. Although you may reference these various policies and resources within different sections of the syllabus, you may also consider providing a single link within your syllabus to the University Policies and Student Resources page (see examples on the CTE website). 

Q: The syllabus with required elements has language about quizzes, tests, and assignments being secured on Canvas. This seems to presume that everyone uses Canvas for grading, but that is not the case. Many faculty use Canvas as a repository for syllabi, communicating to the class about upcoming assignments, etc., but still have students turn in their papers and do the quizzes in class, and these are then returned with grades. Some faculty don’t post the grades for each assignment in Canvas; they give the students their grades on the hard copy of the returned assignment.

So the question here is: are faculty now being mandated to use Canvas for grading and to post all assignment grades to Canvas? Or can that language be adapted as appropriate to the teacher’s methods? 

A: The policy does not mandate the use of Canvas for quizzes, tests, or assessments or for posting grades. The example syllabus was provided as one example of how an instructor might implement the policy for their specific course. Your syllabus should accurately reflect the format and timing of the requirements for your course and the evaluation criteria with the grading scale. 

Q: Some first-year seminars and other courses (honors courses, special topics e.g.) have generic or placeholder texts in the catalog due to seasonal offering variability and multiplicity of offerings. If we include only verbatim catalog descriptions, the syllabus will convey limited/vague information to students. 

A: In addition to the catalog description for the course, we recommend that you add a more nuanced description for the specific semester. This can be done for any course where students would benefit from additional information but may be especially helpful in cases such as what is described above. 

Q: If I use the “Syllabus template tool with required information only (.docx),” must I use the example language provided? My course does not have any quizzes, but there is language in the template about quizzes on Canvas. Does this mean that I have to start using quizzes and/or Canvas? 

A: No, the policy is not prescribing specific assessment techniques or pedagogical methods. You should tailor the example language provided in the template to fit your specific course requirements. 

Q: Is there a single link that can be used for all the additional resources and University policies? Naturally, if a resource is especially useful for a particular course (e.g., writing center), then the instructor can reference that. 

A: Yes. Many instructors are using the following sentence to direct students to this link: 

In addition to the policies noted above, please visit the Student Resources Website (KU Academic Success) for additional policies and resources related to this course. 

Q: Are there required ways of including the recommended elements (if they are included), or is there flexibility in how this information is provided? 

A: The recommended elements from the policy may be incorporated into your syllabus however you feel that it will be most beneficial to your students. 

Q: Can you please provide examples for the required element "Evaluation criteria with grading scale"? There are many graded assignments, projects, exams, quizzes, etc. My grading criteria cannot be generalized - it is based on % correct. 

A: There is no need to provide a standardized evaluation criterion across all syllabi for all assignments. Rather, the policy asks for evaluation criteria with a grading scale for each course. For example, the grading scale below could be used for a course with a points-based grading scale. A similar table could be provided for a course that provides grades based on cumulative averages).

Evaluation Criteria with Grading Scale

An overall course grade will be assigned based on the following cumulative point system: 

These FAQs will be posted on the CTE websiteand updated regularly. Please contact Ric Steele if you have additional questions about realigning your syllabus to the new policy.