Drafting Your Syllabus and Sample Policy Statements

Once you’ve finished designing your course, the final step is to develop the syllabus. The syllabus is the basic document that describes your plans and provides information about it to students. Regents Bylaw 4.1 requires instructors to “inform students concerning the requirements, standards, objectives, and evaluation procedures at the beginning of each course.” UNL’s Faculty Senate requires that this information be provided in the form of a syllabus either in writing or electronically at the beginning of each course. Click here for UNL's syllabus policy as well as a fillable syllabus template.

Tips for Planning a Syllabus

Here are a few tips to help get you started with planning your syllabus:

Get copies of syllabi from other instructors, particularly those known to be successful teachers. Your department may also have copies of syllabi on hand. Discuss what has/has not worked with colleagues.
Check the university academic calendar as you plan your syllabus. Schedule around dates such as spring break and the 15th week. Also, check for religious holidays not on the calendar or not honored by the campus. These may be days when students are absent.
Plan your layout carefully. Students should be able to find information easily. For examples, project due dates should be clear.
Include university policies and deadlines regarding attendance, academic integrity, services for students with disabilities, and course withdrawal so that students can make informed choices.
Check for "tone" to ensure that your language is clear, direct, and inclusive.
Ask a colleague, peer, or your instructional designer to review your syllabus before you distribute it to students. Sometimes a fresh pair of eyes can see things that you might miss.

Syllabus Checklist

You can use the below Syllabus Checklist to ensure that you are including all necessary information. Check with your department or program to see if it requires any additional information.

Instructor and Course Information

Name and title
Course name and number
Course meeting days, times and locations (room and building)
Office address, phone numbers, email address, any restrictions on calls or messages
Office Hours - students have indicated that the term "Office Hours" is a bit distancing. You might consider alternative names such as "Student Hours" or "Help Hours"

Course Details

Support Services and Policy Statements

The Faculty Senate requires that all syllabi include the following university-wide information, either by including these policies directly or by including a link to the Course Policies website.

University-wide Attendance Policy
Academic Honesty Policy
Accommodations for Students with Disabilities Policy
Resources for students seeking mental health help
Final Exam Week Schedule
Emergency Procedures
Diversity and Inclusiveness
Title IX Policy

Depending on the nature of your course and your student population, you may also choose to include brief statements about your expectations regarding various topics (discussions of controversial topics, video or audio recording, cell phone use, etc.). We've included sample syllabus statements that you can easily integrate into your syllabi to support your students' learning:

(Policies preceded by an asterisk (*) are required to be included in every syllabus by the faculty senate)

*ACE Course Outcome Language (Required for ACE Courses Only)

If you are teaching an ACE course, you are required to include the following in your syllabus: 1) the specific ACE outcome(s) that will be satisfied by the course; 2) a brief description of opportunities the course will provide to achieve the ACE outcome(s); and 3) a brief description of the graded assignments that you will use to assess student achievement of the outcome(s).

Example: This course is certified to meet ACE student learning outcome #9: “Exhibit global awareness or knowledge of human diversity through analysis of an issue.” Students will be exposed to current issues in the global marketplace and will discuss their implications for advertisers (awareness). We will study different models that help explain how culture influences communication (understanding). We will also evaluate how cultural differences affect the degree of standardization/differentiation of a cross-cultural advertising campaign and develop an integrated marketing communications campaign for a consumer product in a different country (application). Several assignments will be used to assess student achievement of ACE student learning outcome 9, including the agency profile, ad analysis, and the international ad campaign. See assignments details in the syllabus.

*Attendance Policy

There is no specific language that you are required to use for an attendance policy, but we highly recommend including one in your syllabus. The Faculty Senate Policy on Class Attendance, updated for Spring of 2022.

Writing Center

The Writing Center can provide you with meaningful support as you write for this class as well as every course in which you enroll. Trained undergraduate and graduate peer consultants are available to talk with you about all forms of communication. You are welcome to bring in everything from lab reports, presentations, and research papers to cover letters, application essays, and graduate theses and dissertations. Writing Center Consultants can work with you at any stage of the writing process, from brainstorming and organizing your ideas to polishing a final draft.

There are three ways you can connect with a Consultant: Online (a real-time, video conversation), eTutoring (email feedback), and in person. To learn more about online options and view video tutorials, visit https://www.unl.edu/writing/online-writing-center-services.

Sign up for an appointment any time by visiting unl.mywconline.com. For other information about the Writing Center, please visit unl.edu/writing.

Academic Support Services

The mission of the Center for Academic Success and Transition (CAST) is to engage, empower, and support in and out of the classroom. CAST offers free, personalized academic success coaching to help students navigate academic issues such as developing time management strategies and study skills, setting and achieving goals, and preparing for tests. Additionally, CAST coaches offer support with well-being concerns like managing stress and motivation issues. Students can schedule appointments through the Student Success Hub or visit CAST at Love Library South 110. Visit success.unl.edu for more information and scheduling details.

Classroom Climate

Because the topics in this course may be emotionally charged or challenging for class members, I hope we can create an environment that is both intellectually productive and supportive for all. I realize there might be days when class members may choose to be silent. Beyond verbal participation, your active and supportive listening is also an important and valuable form of participation. I hope that we will continuously reflect upon our class processes so that we can build an inclusive intellectual community where all feel valued and supported in their learning.

Video or Audiotaping Class Sessions

Due to the sensitive and controversial nature of some of the topics that will be discussed over the duration of the semester, all classes are closed to the Press/Media. No video or audio taping of class sessions is allowed unless you obtain my permission to do so.

Trespass Policy (Regents' Policy 6.4.7)

The areas of University academic, research, public service, and administrative buildings of the University used for classrooms, laboratories, faculty and staff offices, and the areas of University student residence buildings used for student living quarters are not open to the general public. Any person not authorized to be or remain in any such building area will be deemed to be trespassing on University property and may be cited and subject to prosecution for criminal trespass in violation of Neb. Rev. Stat., § 28-520 or § 28-521.

Inclusive Access

Inclusive Access

This Course utilizes one of two Inclusive Access Programs in order to save you money on textbooks. For more information on how to access materials, visit the appropriate link below:

Follett Discover Tool instructions https://pressbooks.nebraska.edu/affordablecontent/chapter/follett-discover-tool

Unizin Engage https://pressbooks.nebraska.edu/affordablecontent/chapter/unizin-engage

If you encounter any problems when trying to access your textbook, first try the following:

Check with your instructor to make sure you are accessing the content correctly in Canvas.
If you are using a publisher tool, check with the publisher’s help center.
Try another browser, and make sure your browser is up to date.

If you still are experiencing problems, you can find contacts for the Follett Campus Bookstore and Unizin Inclusive Access programs here: https://www.bkstr.com/nebraska-lincolnstore/help-faq/access