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TL;DR: This page explains how a course syllabus guides students and provides links to syllabi from courses taught at six institutions. It also includes a SYLLABUS acrostic describing course objectives, assignments, resources, assessments, schedules, policies, and responsibilities.
“Let my teaching fall like rain and my words descend like dew, like showers on new grass, like abundant rain on tender plants.”
— Deuteronomy 32:2, 2011 NIV
Some dictionaries define a syllabus as a “brief statement.” In practice, many course syllabi, including mine, are multi-page documents. A good syllabus is a valuable source of information about assignments, due dates, course policies, and grading standards.
In their 1996 article “Structural Issues in Distance Education,” published in the Journal of Education for Business, Greg Kearsley and William Lynch described the syllabus as the primary instrument for structuring a course. They wrote:
“The single most important instrument of structure in a course is the SYLLABUS, [a document] which outlines the goals and objectives of a course, prerequisites, the grading/evaluation scheme, materials to be used (textbooks, software), topics to be covered, a schedule, and a bibliography. Each of these components defines the nature of the learning experience:
— Greg Kearsley and William Lynch, “Structural Issues in Distance Education,” Journal of Education for Business 71, no. 4 (1996): 191–195.
- Goals and objectives identify the expected outcomes and scope of the course as determined by the instructor or course designer.
- Prerequisites limit the student population to those with certain kinds of learning experiences, usually other courses.
- The grading or evaluation scheme tells students what kind of learning activities are to be valued (e.g., assignments, tests, papers, projects), that is, the currency of learning in this particular course.
- Topics to be covered specify the content that the instructor feels is important.
- The schedule provides a timetable for learning, usually with milestones in the form of due dates or tests.”
S – Summary of course objectives and expectations.
Y – Your guide to assignments, deadlines, and policies.
L – List of required readings and materials.
L – Learning outcomes clearly defined.
A – Assessment methods and grading criteria.
B – Breakdown of topics and weekly schedule.
U – Useful reference for course procedures.
S – Student responsibilities and instructor contact details.
Like acrostics? Explore more educational and Christian acrostics.
Note: “Syllabi” and “syllabuses” are both accepted plural forms of “syllabus.”
Browse downloadable course syllabi in theology, biblical studies, Christian missions, cultural anthropology, church leadership, pastoral care, preaching, and world religions.
Common disruptive behaviors in online courses — caricatures of challenging student behavior in online classes.
— Howard Culbertson, hculbert@snu.edu
The word “syllabus” has an unusual history. It entered English through Latin, apparently as the result of a Renaissance-era misreading of the Greek word sittybos or sittyba, which referred to a parchment label or table of contents. Over time, “syllabus” came to mean an outline of the subjects, requirements, and activities included in a course.
The accepted plurals of “syllabus” are “syllabi” and “syllabuses.”
Today, a syllabus typically outlines course objectives, topics, assignments, readings, projects, due dates, grading standards, policies, and other important information.