Teaching Resources

Constructing a Syllabus: A Template

Resource Overview

What is the purpose of a syllabus? What is included in it?

What’s the Purpose of a Syllabus?

Many students will recognize the syllabus as a reference guide for a particular course. It provides them with a compendium of information that they will consult throughout the course, including: logistical information, prerequisites, the instructor’s contact information, course policies, due dates and requirements, a list of resources, and grading criteria. It outlines clearly what a student must do to be successful in the course.

The most effective syllabi not only act as a reference guide for students, but also function as an invitation to learning (Bain, What The Best College Teachers Do, 2004, p. 75). They set the tone for the course as they communicate with students about what they can expect from you, why they should take a course, and what they’ll have the opportunity to learn and learn to do while engaging in it. In this way, the syllabus acts as a “promise” as much as it is a contract.

Constructing a Syllabus

The syllabus checklist below outlines the important sections of effective, learner-centered syllabi. This template includes elements of effective syllabi, as well as required language related to University policies and resources for students. Content should be customized to fit the course, but instructors are welcome to copy any language from this document.

Download the Danforth Campus Syllabus Template as a Word Document

 

WashU Danforth Campus Syllabus Template: Fall 2026

This template contains the elements of an effective syllabus, as well as required elements and language related to WashU policies and resources. Content should be customized to fit the course, but instructors are welcome to copy any language from this document.

You may also wish to refer to the Course Syllabus Checklist provided by the Office of the Provost which likewise lists required elements and language.

[REQUIRED] indicates sections or items required by WashU policy, regulations, or accreditation obligations.

The Center for Teaching and Learning provides confidential one-on-one consultations on creating your syllabi: ctl@wustl.edu

Basic Course Information [REQUIRED]

  • Course Title, Department, Course Number, and Sections(s)
  • Number of credits awarded
  • Term (Fall, Spring, Summer or other) and Year
  • Course Mode (In-person, Online or Hybrid)
  • Assigned Classroom or Lab Location/s
  • Assigned Meeting Days and Times
  • Course pre- and co-requisites
  • Course Instructor(s)
  • Instructor/s Contact Information

Course Description [REQUIRED]

  • Provide the description exactly as it appears in the Workday course listings. If a course description needs to be changed, please follow your school’s policies and procedures for approving the description change.
  • In a separate location, you may also optionally provide more detailed information about the course that will help students feel “invited” into the learning experience. You might answer the following questions: How will taking the course prepare students for future learning and/or professional work? How will the learning they will engage in during this course connect to their lives outside of the course? How will the course prepare students to be engaged citizens of the world and their local communities?

Learning Objectives [REQUIRED]

  • List multiple (typically 4-6) student-centered learning objectives. Objectives generally answer the question: What should your students learn or be able to do as a result of participating successfully in your course? Identify modes of thinking and transferrable skills when possible. The best constructed goals are specific, measurable, and attainable. Refer to the CTL’s resource Writing Effective Learning Goals for further information.

Texts, Materials, and Supplies [REQUIRED]

  • List required and non-required texts including: title, author, ISBN #, edition, and where each text can be purchased, borrowed from, or found (e.g. Canvas course page).
  • List all required materials or equipment (e.g. lab notebooks, specific calculators, safety equipment, supplies) and where to find these items.
  • Note how students should plan to access any digital course content.
  • Consider an optional statement indicating free or reduced-cost options that exist for obtaining course materials. Further, encourage students to speak with you if they experience logistical challenges in obtaining materials or participating in required experiences such as field trips or off-campus meetings.
  • If the course has any field trips, please include:
    • Any additional costs for the trip. If there are mandatory costs, note whether students carry the cost or if university funds are available.
    • Logistics, such as precise dates (if available), duration of the trip and whether it extends beyond regular class time, travel information and whether travel is provided by the student or the university.
    • Whether or not the trip is required. If required, explain how absent students or those with scheduling conflicts for another class can complete an alternate assignment.

Course Requirements & Grading [REQUIRED]

  • Course requirements and information about grading must be included. See relevant sections below for advice on how to construct this material effectively.
  • The described amount of work generally expected of students outside of class must be consistent with the university statement on credit and federal guidance (typically, 2 hrs of work outside of class for every one hour of instruction).

Grading

  • Provide a grading scale (e.g. 90-100 A) and a breakdown of how much each individual assignment or group of assignments is worth in terms of the overall grade. Make it clear to students if you are using a points system, percentages, or an alternative grading system. A sample percentage grading scale and assignment breakdown are provided below as an illustration of what this might look like in practice.

Grading Scale:

  • A+ 97-100
  • A 93-96.9
  • A- 90-92.9
  • B+ 87-89.9
  • B 83-86.9
  • B- 80-82.9
  • C+ 77-79.9
  • C 73-76.9
  • C- 70-72.9
  • D+ 67-69.9
  • D 63-66.9
  • D- 60-62.9
  • F <60

Final Grade Breakdown:

  • Exam 1: x% of final grade OR # of points
  • Exam 2: x% of final grade OR # of points
  • Homework: x% of final grade OR # of points
  • Participation: x% of final grade OR # of points
  • Final Paper: x% of final grade OR # of points

In addition:

  • If the course can be taken Pass/No Pass, please use the language of No Pass instead of Fail and indicate the exact minimum grade required to achieve a Pass. Although the Pass mark is generally a C- in most schools, instructors have the discretion to set the Pass mark higher in their individual courses. Please refer to the academic regulations of your school and program for more information.
  • Indicate your policy on late work, missed exams, and regrading. Regrading is especially important to clarify if you have AIs or TAs that will be grading in the course.
  • Provide a statement on academic integrity (see the required academic integrity policy under Required Policies and the section on Generative AI, as well). This might include pertinent definitions (e.g. plagiarism), information about when collaboration is authorized (including the use of generative AI), information about what appropriate collaboration looks like for various activities or assignments, and expectations for where and when content from the course is to be shared or not shared. Also consider including information about the consequences for an academic integrity infraction and links to further information about school academic integrity policies.
  • You may wish to provide a statement of your grading approach or philosophy that explains why you grade the way you do and offers some detail about how you will assess student work.

Assignments and Homework

  • Describe each graded component in enough detail that students reading will have a general understanding of the amount of and type of work required. [REQUIRED, consistent with university credit statement]. Include information about the assignment’s purpose and consider the assignment’s relationship to the stated learning goals. For example:
    • Exams: There are three in-class exams that will allow you to demonstrate your learning on each of the three course units. Exam format will be short answer and essay questions and they will cover material from each respective unit. In addition, the Unit 3 exam will contain a cumulative essay portion. I will provide you with a study guide before each exam, but students who do well do not wait until getting the guide to begin studying.
  • Describe what students will be required to do to prepare for class and/or complete weekly homework. Include information here about “best practices” for maximizing their learning (e.g. attending study sessions, taking good notes).

Generative AI

  • Clearly communicate your policies on the use of generative artificial intelligence (GenAI) and reiterate these policies, where relevant, within individual assignment guidelines and during class discussions. Include information on specific tools students should use or avoid as well as whether and how students should declare or cite their GenAI use in coursework.
  • You might decide to allow or restrict the use of GenAI for some course components and not others. See the Office of the Provost’s resource on Navigating Artificial Intelligence and the CTL’s Language for Course Policies on Artificial Intelligence (AI) page for example policies covering a range of potential use options that you can adapt to your course.
  • It is also advisable to explain to students why you are implementing these policies so that they can better understand how the use or avoidance of GenAI will advance their learning. For example, “The use of GenAI is not permitted on the weekly homework assignments because the learning benefit of the assignment comes through working on the problem sets by yourself without any outside assistance.”

Attendance, Participation, and Classroom Climate

  • Describe your attendance policy. Particular attention should be paid to describing how illness/quarantine will be handled.
  • Describe the function of classroom participation within the context of your course as well as your expectations for how students should participate, considering your expectations in relationship to the stated learning goals. Explain whether participation is required and how it will be assessed.

For example:

Discussion and participation are a major emphasis in this course. This means that it is your responsibility to come to class ready and willing to take part in group knowledge building. Your in-class participation grade for this class will be primarily based upon the small group work and activities that we do in class. This grade will also reflect your level of investment in classroom discussion and how often you bring required materials to class. I will provide you with a provisional participation grade at three checkpoints during the semester.

  • Consider describing what students should do if they or their loved ones get sick and they are unable to fully participate in the class.
  • Explain your policy for students using technology in the classroom.
  • Consider including ground rules for appropriate classroom interactions, as well as a clear statement of expectations that classroom interactions will remain civil, respectful, and supportive.
  • Encourage students to speak with you, the department chair, or their advisors about any concerns they have about classroom dynamics and/or classroom climate.

Other Syllabus Considerations

  • If applicable: Ground Rules for Online Discussion & Zoom/Canvas Netiquette: What rules will you establish for appropriate participation in online discussions? What elements of netiquette should students follow in synchronous online settings such as on Zoom?
  • Technical Requirements and Support Available: What kinds of technology and technology access will students need to participate successfully in your course? What additional educational technology tools will they need to learn? Where should the students go for tech support?
  • Course Website/Canvas Usage Description: How will students use your course website or Canvas course shell? What will students do on your website or in your Canvas course? Where should they expect to find readings, assignment descriptions, discussion threads, grades, etc.
  • For Remote Students: Description of Successful Online Learners: What are the characteristics of successful remote learners? What steps can students take to ensure that they make the most out of their courses if they are participating remotely?

Course Schedule [REQUIRED]

Include dates you plan to cover specific topics (with reading assignments), the due dates for major assignments, and the due date for the final exam. Consult relevant academic calendars and keep in mind religious holidays and significant campus events.

For synchronous courses in which the instructor has a planned absence or cancellation (e.g., conference conflict), ensure the schedule includes an explanation of how the contact time will be made up. Examples include: inviting a guest instructor to meet with students during class time, pre-recording a lecture for students to watch asynchronously coupled with a short assignment, or scheduling a learning activity outside of scheduled class times.

DateTopics/Assigned ReadingsMajor Assignments and Deadlines
x/xTopic 1. Please read XXX.
x/xTopic 2. Please read XXX. Homework 1 due.

Required Policies [REQUIRED]

INSTRUCTIONS FOR REQUIRED POLICIES

The following is the minimum set of policies that should be included verbatim in each syllabus. After the required policy and resource statement, please feel free to add links to resources or provide explanations that you think are appropriate to students in your course. Programs with specialized accreditation may have additional policy statements.

ACADEMIC INTEGRITY

In all academic work, the ideas and contributions of others (including generative artificial intelligence) must be appropriately acknowledged and work that is presented as original must be, in fact, original. You should familiarize yourself with the appropriate academic integrity policies of your academic program(s).

Please provide a statement with examples of acceptable/unacceptable instances of collaboration in this course, the acceptable/unacceptable uses of Generative AI in this course, and whether you will utilize TurnItIn functionality. Please see the Navigating Artificial Intelligence Resource webpage for examples.

UNAUTHORIZED RECORDING AND DISTRIBUTION OF CLASSROOM ACTIVITIES & MATERIALS

The following applies to all students in my class: “Except as otherwise expressly authorized by the instructor or the university, students may not record, stream, reproduce, display, publish or further distribute any classroom activities or course materials. This includes lectures, class discussions, advising meetings, office hours, assessments, problems, answers, presentations, slides, screenshots or other materials presented as part of the course. If a student with a disability wishes to request the use of assistive technology as a reasonable accommodation, the student must first contact the Office of Disability Resources to seek approval. If recording is permitted, unauthorized use or distribution of recordings is also prohibited.”

DISABILITY RESOURCES (DR)

WashU supports the right of all enrolled students to an equitable educational opportunity and strives to create an inclusive learning environment. In the event a physical or online environment, learning activity, or learning interaction results in barriers to your inclusion due to a disability, please contact WashU’s Disability Resources (DR) to engage in a process for determining and communicating approved accommodations. As soon as possible after receiving an accommodation from DR, send me your WashU Accommodation Letter.  Because accommodations are not applied retroactively, initiate your request to DR prior to, or at the beginning of, the academic term to avoid delays in accessing accommodations once classes begin. https://disability.washu.edu/ 

Please feel free to describe how common accommodations might be regularly met or instruct students to meet with you to identify the approach for accommodations.  For example, “Students should sign up for proctored exams with DR.” or, “I will schedule a separate proctored exam.”

SEXUAL HARASSMENT AND ASSAULT

If you are a victim of sexual discrimination, harassment or violence, we encourage you to speak with someone as soon as possible. Understand that if you choose to speak to me as an instructor, I must report your disclosure to my department chair, dean, or the Gender Equity and Title IX Compliance Officer, which may trigger an investigation into the incident.  You may also reach out to the Relationship & Sexual Violence Prevention (RSVP) Center to discuss your rights and your options with individuals who are not mandatory reporters.  https://titleix.wustl.edu/students/confidentiality-resources-support/

RELIGIOUS HOLIDAYS

To ensure that accommodations may be made for students who miss class, assignments, or exams to observe a religious holiday, you must inform me in writing before the end of the third week of class, or as soon as possible if the holiday occurs during the first three weeks of the semester. For more information, please see the university’s Religious Holiday Class Absence Policy.

Provide details to students regarding how you would like them to notify you of any religious accommodations needed.

EMERGENCY PREPAREDNESS

Classroom and student safety will always come first. Students are reminded to review emergency preparedness and response actions at emergency.washu.edu and to familiarize yourself with the building(s) that you frequent. Know the layout, including exits, stairwells and the Emergency Assembly Point (EAP). If an emergency occurs during class, we will stop instruction, assess the situation, and respond accordingly, including following any instructions provided in a WashU Alert message or noted on emergency.washu.edu .  Additionally, to ensure receipt of all WashU Alerts, students should ensure contact information in Workday Student is current and download the WashU Safe App.

To report an emergency:

Danforth Campus – (314) 935-5555

School of Medicine Campus – (314) 362-4357

North/West/South and Off Campus – 911 then (314) 935-5555

RESOURCES FOR STUDENTS

WashU provides a wealth of support services that address academic, personal, and professional needs.  To start exploring resources that can help you along the way, please visit: Resources for Students.

 

This page was revised July 21, 2026.

Back to All Resources