The sections below correspond to portions of the syllabus template. If you would like additional information related to best practices and suggestions for those sections, see below.
Table of Contents
Instructor Welcome
eCampus Recommendations
Explain the purpose and importance of the syllabus
Welcome students to the course and share your vision for the course
Setting a positive and enthusiastic tone can motivate students and make it easier for students to approach you
Including a teaching philosophy makes a great first impression on students
Concisely explain your beliefs about teaching and learning and how they motivate and improve the way you teach this subject
When writing a learner-centered teaching philosophy, consider the following:
Avoid academic language when explaining how you/your teaching strategies will promote their confidence and success
Describe how you will meet them where they are at
Advocate for a meaningful learning experience versus a scary, unwelcoming, and punitive experience
Additional Considerations
If you deploy a student background and goals survey, you may find it provides openings to connect with students
Part 1: About This Course
eCampus Recommendations
Welcome students to the course and share your vision for the course
Setting a positive and enthusiastic tone at the beginning can motivate students and make it easier for them to approach you
Additional Considerations
If you deploy a student background and goals survey, you may find it provides openings to connect with students
Why This Course is Important
(Adapted from UCLA Center for Education and Innovation and Learning in the Sciences)
eCampus Recommendations
Consider including information about these topics (specifically from a student's point of view):
Which big questions will the course try to answer and how will it contribute to their development as emerging professionals?
How does the course fit into the larger curriculum?
How does the course fit in with other courses in the discipline/program?
Explain how the course will prepare students for certain types of professional work or work tasks
Be clear and give students specific information that they need to succeed in the course, emphasizing you think they are capable
Let students know you value their experiences and what they bring to the course
Additional Considerations
The goal of this section is for students to see how the course relates to their personal and professional lives, either now or in the future
What will you be able to do by the end of this course?
eCampus Recommendations
Outline what students will know/do/think by the end of the course
Course objectives are included in the syllabus and should match those listed in Canvas
Consider listing which assignments or experiences will lead them to achieve the course goals
Additional Considerations
When discussing course learning objectives, how will students meet those?
Module objectives don’t need to be listed in the syllabus; they are included in each Canvas module
Part 2: Course Essentials
Technology/Other Helpful Resources
eCampus Recommendations
If your course is utilizing synchronous sessions, including information about them in this section
Additional Considerations
Fully-online courses at Boise State are asynchronous; synchronous sessions may occur if they are optional and recorded for viewing
You may want to refer to policy #4080, Boise State Credit and Clock Hours, for more information
Part 4: How to Succeed in This Course
Our Learning Agreement
eCampus Recommendations
Writing a learning agreement demonstrates to your students that you will be a partner in their learning
This begins to break down the hierarchies that are implied in instructor-student relationships
You may also choose to co-construct expectations with your students
Include differentiated sections for:
What students can expect of you
Consider the following:
How will you participate in the course and how can you help them?
How long will it take you to grade or provide feedback on assignments or respond to emails?
In what kinds of ways will you create a personal connection?
What you expect of the students
Set expectations for how people communicate with one another, addressing things like:
Vulnerability and making mistakes
Respectfully questioning others ideas and perspectives
State your expectations and specific requirements on the following:
Attendance
Tardiness
Engagement
Participation
Respect for others
Additional Considerations
Communicate to students that they will be cared for as individual learners and significant contributors, and supported in this course?
It’s important to encourage students to be vulnerable, make mistakes, and question each other
Explain to students how to support and challenge each other’s thinking so they can authentically grapple with the course content
Questions About Coursework
eCampus Recommendations
Make sure you clearly outline if you prefer texting, email, phone, or Canvas Inbox for communicating
Be sure to consider which tool will get the quickest response from you and include that information for the students
Detail your policies on late or missed work, including exams
Explain whether students may negotiate deadlines and how
Additional Considerations
Make sure you are using positive and supportive language when writing this information
Online students need frequent reassurances that you are available to support their individual needs
Make sure to include similar information in announcements and feedback messages over the duration of the course
You may want to explore the following resources:
Part 6: Other Policies
Academic Integrity Overview
eCampus Recommendations
You are not required to include specific academic integrity expectations in the syllabus, but you should provide them in activity directions
Make sure to describe what academic integrity is and why it’s important to you and/or your discipline
Consider providing examples of specific expectations for exams, projects, and writing assignments, including:
Approved AND unapproved materials to use during exams
Expectations for group work, collaboration, or assistance from others
Reusing work previously created for any class
If you have specific expectations regarding collaboration or exams, be sure to note them
This could include information related to the use of websites for discussions, as well as assignments
Faculty Responsibilities
The Boise State Office of the Dean of Students recommends an academic integrity statement be included on all syllabi
Consequences and the procedures for academic misconduct must fall within the parameters of Policy 2020: Student Code of Conduct
Instructors must report incidents of academic misconduct following the procedures outlined on the Office of the Dean of Students For Faculty - Academic Integrity
Additional Considerations
A shorter syllabus statement on integrity (as recommended above) tends to be most effective
Specific guidelines for academic integrity prevents misconduct from occurring and ensures misconduct reports are processed fairly
For additional information to support academic integrity and prevent and respond to academic misconduct, please refer to the Office of the Dean of Students Academic Integrity website
Consider writing your expectations in a way that tell students what they should do and why these are your expectations, rather than what they should not do
Originality and Plagiarism Integrity → “Remote Proctoring and Exams”
Faculty Responsibilities
If using a proctoring service, student fees associated with those exams must be disclosed
