A syllabus provides students with guidance about how to successfully complete a course. The syllabus includes an overview of what the course is about, as well as the kinds of work students will engage in during the course. The syllabus also presents information about when and where the course will meet, how to contact the instructor, required learning materials, course policies, and the course schedule. Syllabi are typically presented as documents, but many instructors also use the Syllabus tool in Canvas to help their students stay on track.       

The syllabus is often described as a contract between the instructor and students, because it outlines what students are expected to do in the course, and—importantly—provides clarification when questions or conflicts arise. In recent years, however, conversations about the role of syllabi have broadened. Today, many instructors also use their syllabi to warmly welcome students to their courses, articulate their commitment to student success, and provide insight into who they are and what matters to them as teachers. According to research by Michael Palmer and colleagues (2016), this approach “can positively affect student motivation before students even enter the classroom, making the possibility for meaningful engagement in the course much more likely” (p. 46).  

As you develop or revise your syllabus, consider adopting these strategies to maximize its potential to support student engagement, learning, and success:       

• Subtle shifts in language can transform the overall tone of your syllabus. For example, replacing the word “students” with personal pronouns like “we” or “you” will make the tone warmer.  

• Course policies are sometimes written using formal, punishment-focused language that can come across as impersonal or even antagonistic. To shift this tone, consider including your rationale for each course policy, framed in terms that will help students understand how your policy will help support their learning or success in your course.    

• Language or norms that feel familiar to you may be new or unclear to many of your students. Replace or—where appropriate—define any jargon that shows up in your syllabus. Reflect on your expectations for student behavior and make sure you present them transparently in your syllabus so that all students know how they can be successful in your course.   

• Many students will use your course schedule to plan their semester and budget their time. Offering a more detailed schedule will support them to plan more effectively.  

• Even your most engaged, planful students may encounter situations that disrupt their intentions to attend every class, arrive on time, or submit work by the due date. Consider how your course policies might allow some flexibility for all students, while still providing a level of structure that will help them—and you—stay on track with the course.  

The Suffolk University Syllabus Templates provide CAS and SBS faculty members with a structure that includes all of the university required elements. Please check with your department and school for any additional requirements. The Inclusive Syllabus Template is an alternative to the standard template that encourages you to transform your syllabus content with more accessible and inclusive language and tone.  

Download the Suffolk University template → 

Download the Inclusive Syllabus Template → 

If you are interested in exploring additional ideas for developing your syllabus, we suggest the following resources:  

• Artze-Vega, I., Darby, F., Dewsbury, B., & Imad, Mays. (2023). The Norton guide to equity-minded teaching. W. W. Norton & Company.  Available in the CTSE Lending Library   
• Gannon, K. (2023, September 4). How to create a syllabus. The Chronicle of Higher Education. https://www.chronicle.com/article/how-to-create-a-syllabus/?sra=true  
• Palmer, M. S., Wheeler, L. B., & Aneece, I. (2016). Does the document matter? The evolving role of syllabi in higher education. Change, 48(4), 36-47.  Available online through Sawyer Library

Palmer, M. S., Wheeler, L. B., & Aneece, I. (2016). Does the document matter? The evolving role of syllabi in higher education. Change, 48(4), 36-47.  Available online through Sawyer Library