A syllabus is often the first point of contact between instructors and students; the way course information is presented sets the tone for the entire course and can make a lasting first impression. A well-crafted syllabus not only communicates essential policies and schedules, but also conveys the instructor’s teaching philosophy, approachability, and commitment to student success. Allon Brann, teacher support specialist from the Center for Teaching Excellence and Innovation (CTEI), shares some ideas for tweaking your syllabus to help make it more useful, easier to read, and a more accurate representation of what students can expect from your course.

1. Write to the students, not about them.
Instead of using phrases like “This course will provide…” or “This course focuses on…,” try to ground your description of the course in terms of what students will do. Use statements such as “You might enjoy taking this course if you…” or “In this course, you will learn how to…”.  Describe what “we” will do collectively as a class. When stating requirements, address students as “you” (e.g., “You will write a 3-5 page paper…”) rather than the more impersonal “students.”

2. Frame expectations, rules, and policies positively.
Many syllabi tell students what they cannot or should not do, and what the penalty will be if they do those things (e.g., “Arriving to class late more than three times will result in a reduction of ten points to your participation grade.”). Instead, tell students what they should do or what you would like them to do, and why it matters: “Please arrive to class on time so that we can…” or “It’s important to take notes on readings because…”.

Using the first person can help, too. Traditional syllabi often use a detached, formal tone: “Students are expected to…” or “The instructor will provide guidelines on…”. In contrast, first-person language like “I ask that you…” or “Please come talk to me if…” sounds more authentic and approachable.

3. Define “participation.”
If you are planning to give students a participation grade, be specific and explain how you are going to measure it, rather than saying “participate actively” or “participate in every class session.” Even if you are not grading participation, describing what “good” participation looks like will help students prepare to engage in it in the course, hopefully improving the quality of discussions and activities. Check out these example documents for some ideas.

4. Describe a typical day of class.
What methods will you use to teach? Will you lecture? Will students work in groups? Sharing what students can expect to do during class may help get them excited about the course and make sure they are not surprised by your expectations later on – especially if your teaching involves active participation, collaboration, or other interactive elements.

5. What does it mean to “prepare?”
Many syllabi advise students to “arrive prepared,” “come to class having prepared the assigned material ahead of time,” or “make sure to come prepared to discuss the readings.” It would be helpful to take this one step further and provide guidelines for how to prepare. Are there specific questions you want students to be able to answer after reading? Are there problems they should be able to solve by the time they arrive in class? Are there strategies for reading or note-taking you want them to use to get the most out of the assigned materials?

6. Avoid “extra” reading.
Be cautious about including lists of “suggested,” “recommended,” or “additional” readings on the syllabus itself. Students may get confused: does the instructor really expect me to complete these readings without actually saying they are required? If you plan to suggest supplementary materials, try to be specific as to when and why students might want to consult them (e.g., for a specific project, if they haven’t taken a certain related course before this one, if they are interested in an alternative/conflicting viewpoint, etc.). Consider providing the list as a separate page on the syllabus (not listed under or alongside the required readings for each week) or as a separate document altogether.

7. Encourage students to give you feedback.
Include a statement about why you value student feedback and how you plan to gather it throughout the semester: surveys, conversations in class, office hours, etc.. Consider including any planned mid-semester surveys in the syllabus schedule, so students know in advance that these are important to complete. You could also offer access to an anonymous feedback form that students can use at any time throughout the semester.

Allon Brann, Teacher Support Specialist
Center for Teaching Excellence and Innovation 

Do you have any other suggestions for tweaking a syllabus? Share them in the comments section.
(For assistance with syllabus design, see this Innovative Instructor article.)

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