Title: Creating a Syllabus
Headings: Teaching & Learning
Teaching & Learning
Creating a Syllabus
Purposes and content of a syllabus
The syllabus as a contract
The syllabus as a permanent record
The syllabus as a learning tool
Links
Resources
Readings

Content: It also shows students that you take teaching seriously (Davis, 1993). Finally, remember that your syllabus may be some students' first exposure to your course, and its contents may determine whether or not they take the course. The process of developing a syllabus can be a reflective exercise, leading the instructor to carefully consider his or her philosophy of teaching, why the course is important, how the course fits in the discipline, as well as what topics will be covered, when assignments will be due, and so on (Eberly, Newton, & Wiggins, 2001; Grunert, 1997). This can be an enlightening experience that results in an improved course. The syllabus is, thus, both a professional document and a personal document. When a syllabus reflects the instructor's feelings, attitudes, and beliefs about the subject matter, teaching, learning, and students—as well as setting out the “nuts and bolts” of the course—the syllabus can serve as a guide to the instructor as much as a guide to the class (Parkes & Harris, 2002). Note: All instructors of courses at the University of Illinois are expected to provide a syllabus to their students clearly stating expectations for student learning outcomes. Purposes and content of a syllabus
The purpose of the syllabus should drive the decision as to what content to include.