The Syllabus

As the central communication, planning, and scheduling document for a course, a carefully structured syllabus ensures that instructors can manage their students' - and their own - time and effort throughout the semester. Over time, the syllabus has shifted from an instructor-centered, rules-based document to one that supports students in self-directed learning.

Please feel free to download and modify the WMU Sample Syllabus Template below to meet your needs.

This CTLD WMU Sample Syllabus Template includes both Faculty Senate-required and recommended syllabus language, is UDL (Universal Design for Learning)-informed, and meets digital accessibility standards. This template is recommended by the Faculty Senate Syllabus Statement in collaboration with the Office of Faculty Development. Have questions, concerns, or need assistance using the template? Reach out to the Center for Teaching, Learning, and Development (CTLD) via email at @email.

Watch this short video on ways the syllabus can be used to create a positive experience for both instructors and students.

Quick Tips

1. Bring your syllabus into alignment with universal design practices by addressing the three essential components of Universal Design for Learning (UDL).
   1. Provide multiple means of engagement by outlining course goals and objectives, calling attention to the "why" of the content of the course, and providing opportunities for student choice and autonomy within the course.
   2. Provide multiple means of representation by establishing routines, expectations and timelines, clearly articulating assessment formats, and defining or avoiding "jargon" so that all learners, no matter their level of comfort with the subject matter can understand and engage with the course.
   3. Provide multiple means of action and expression by explicitly directing students on how to access the course content, where additional information can be found, and giving variety in examples and ways to access the information. Ensure access to tools, support, and assistive technologies are easy to find and located near the beginning of any provided information.
2. Follow the dictum, "less is more." Use links to break up information and create separate assignment sheets to keep syllabus length down and to guide students throughout the course.
3. Consult the national calendar, the university calendar, as well as the athletic schedule, to avoid having due dates that coincide with breaks, religious observances, or key campus events such as Homecoming.
4. As a part of the work/life balance equation, take your own schedule into account as you plan the course. Are you attending a conference or are you teaching multiple courses? Stagger your feedback and assessment responsibilities.
5. Consider having your students work with you to develop certain aspects of the syllabus.
6. Employ strategies to ensure that your students have read the syllabus and understand that they should consult it first when they have questions. Try a scavenger hunt or a group activity surrounding application of syllabus content or create a knowledge check and have students find the information you value most. The questions you ask and the activities you create will show students what you value most about the learning experience.

Resources

• For more information on developing a syllabus including Universal Design for Learning considerations, visit CAST's UDL Syllabus website.
• For assistance with making your syllabus and other documents accessible, visit WMU's Instructional Accessibility Resources
• For a list of university policies that can be copied into your syllabus, consult the Faculty Senate website.