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Syllabus Essentials: Home

Scholarship of Teaching and Learning Resources

Bart, Mary. (July 29, 2015)  A Learner-Centered Syllabus Helps Set the Tone for Learning, Faculty Focus

Eberly, M. B., Newton, S. E., & Wiggins, R. A. (2001). The syllabus as a tool for student-centered learning. The Journal of General Education50(1), 56-74.

Glass, R. g., & Spiegelman, M. (2007). Incorporating Blogs into the Syllabus: Making Their Space a Learning Space. Journal of Educational Technology Systems, 36(2), 145-155.

Hess, J. L., & Whittington, M. S. (2013). Developing an Effective Course Syllabus. NACTA Journal, 57(3), 67-71.

Ludwig, M. A., Bentz, A. E., & Fynewever, H. (2011). Your syllabus should set the stage for assessment for learning. Journal of College Science Teaching, 40(4), 20-23.

Matejka, K., & Kurke, L. B. (1994). Designing a great syllabus. College Teaching42(3), 115-117.

McDonald, J., Siddall, G., Mandell, D., & Hughes, S. (2010). 19. Two Sides of the Same Coin: Student-Faculty Perspectives of the Course Syllabus. Collected Essays on Learning and Teaching3. ojs/leddy/index.php/CELT/article/viewFile/3249/2626 

Parkes, J., & Harris, M. B. (2002). The purposes of a syllabus. College Teaching50(2), 55-61. login.aspx?direct=true&db=eue&AN=507758496&site=eds-live

Riley, C. C. (2012). Learning from the Learners: a student centred syllabus in preparation for the real world. Quality Assurance Review, 4(1), 50-60.

Saville, B. K., Zinn, T. E., Brown, A. R., & Marchuk, K. A. (2010). Syllabus Detail and Students' Perceptions of Teacher Effectiveness. Teaching of Psychology, 37(3), 186-189. doi:10.1080/00986283.2010.488523

Slattery, J. M., & Carlson, J. F. (2005). Preparing an Effective Syllabus: Current Best Practices. College Teaching, (4). 159. 

Snyder, J. A. (2010). Brief history of the syllabus with examples. Dereck Bok Center for Teaching, Harvard University.

Sulik, G., & Keys, J. (2014). “Many Students Really Do Not Yet Know How to Behave!” The Syllabus as a Tool for Socialization. Teaching Sociology,  42(2):151-160.

Wedell, K. k. (2010). Evaluating the impact of the Hampshire agreed syllabus: 'Living Difference' on teaching and learning in religious education. British Journal Of Religious Education, 32(2), 147-161.

Weimer, M. (2017) First Day of Class Activities that Create a Climate for Learning‚Äč

Syllabus Essentials Handout

Welcome to New Faculty Orientation

Door Prize Books

O'Brien, J. G., Millis, B. J., & Cohen, M. W. (2009).
The course syllabus: A learning-centered approach (Vol. 135). John Wiley & Sons. (Photo courtesy of Lisa McCann.

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Title IX Required Syllabus Statement

Indiana University of Pennsylvania and its faculty are committed to assuring a safe and productive educational environment for all students. In order to meet this commitment and to comply with Title IX of the Education Amendments of 1972 and guidance from the Office for Civil Rights, the University requires faculty members to report incidents of sexual violence shared by students to the University's Title IX Coordinator. The only exceptions to the faculty member's reporting obligation are when incidents of sexual violence are communicated by a student during a classroom discussion, in a writing assignment for a class, or as part of a University-approved research project.

Faculty members are obligated to report sexual violence or any other abuse of a student who was, or is, a child (a person under 18 years of age) when the abuse allegedly occurred to the Department of Human Services (1-800-932-0313) and University Police (724-357-2141).

Information regarding the reporting of sexual violence and the resources that are available to victims of sexual violence is set forth at:

Sent to faculty 8/13/15. For more information contact Valerie Mercado,, Compliance Officer/Title IX Coordinator, Office of Social Equity.

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Functions of a Syllabus

  • Establishes an Early Point of Contact Between Student and Instructor
  • Helps Set the Tone for the Course
  • Acquaints Students with Course Logistics and defines Student Responsibilities
  • Describes the Role of Special Teaching and Learning Practices (Active Learning, Technology, etc.)
  • Helps Students Assess Their Readiness for the Course
  • Describes Available Learning Resources and Models Good Planning and Organization
  • Represents a Learning Contract Between You and the Student

Woolcock, 1997