A syllabus is a basic contract between the instructor and the students, laying out the responsibilities and expectations on both sides. It’s also a road map that shows the general contours of the course, important milestones, and the landmarks that let students know they’re on the right track. Furthermore, it’s a public relations tool to get students excited about the course.

A learning-centered syllabus focuses on the needs of the students and their learning processes. Before you create your syllabus, plan your overall course design (see Designing a Course). Then, either review Elements of a Learning-Centered Syllabus by CTL or go straight to BYU Learning Suite or BYU Syllabus Builder to get started.

Tips for Creating Your Learning-Centered Syllabus

• Include more information rather than less.
• Use a simple, easy-to-read layout.
• Remember the learning outcomes the course is designed to achieve.
• Outline the organizational structure of the course.
• Include descriptions of the assignments, papers, exams, etc.
• Explain how the students will be evaluated (see Sample Assessment Information to Include in Your Syllabus by CTL).
• Describe course policies.
• Provide a course schedule.
• Make it SMART (Svinicki & McKeachie, 2011).
  • Specific
  • Measurable
  • Agreed (clearly understood)
  • Related, with a clear structure and links between assignments
  • Time frame

Tips for Using Your Learning-Centered Syllabus

• Make it a living, breathing document students will want to consult often.
• Consider quizzing the students about important aspects of the syllabus the first week of class.
• Refer to it when explaining assignments, always relating them to course learning outcomes.
• Remind students to stay current on key dates and learning goals.
• Empower students to take responsibility for their own success.
• Make the syllabus available in multiple formats and locations.

Books on Syllabus Design

Grunert O’Brien, J., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach (second ed.). San Francisco: Jossey-Bass.

Huba, M. E. & Freed, J. (2000). Learner-centered assessment on college campuses:Shifting the focus from teaching to learning. Needham Heights, MA: Allyn & Bacon.

McCombs, B. L., & Whisler, J. S. (1997). The learner-centered classroom and school: Strategies for increasing student motivation and achievement. San Francisco: Jossey-Bass.

O’Banion, T. (1997). A learning college for the 21st Century. Phoenix: ACE/Oryx Press.Weimer, M. G. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.

Weimer, M. G. (2002). Learner-centered teaching: Five key changes to practice. San Francisco: Jossey-Bass.