Creating a Syllabus
using Principles of Universal Instructional Design (UID)

Courses designed and delivered according to "Universal Instructional Design" principles are more accessible and effective for all people -- regardless of possible disability, learning style preference, or personal background.

Instructional materials and activities should
EXAMPLES FOR COURSE SYLLABUS
be accessible and fair.
  • Provide the syllabus in-class and also through a website.
  • The on-line version should be readable by text-browsers and screen-reading software.
  • Timeline the requirements and deadlines for the students, your TAs and yourself. Are they reasonable and fair?
be straightforward and consistent.
  • Consider how instructors of pre- or post-requisite courses will organize and present the material, so that there will be some continuity from one course to the next.
  • Use your word processor's "styles" to define and apply headings in a consistent manner.
  • Keep the outline up-to-date and announce when you make changes in it.
provide flexibility in use, participation and presentation.
  • Offer the on-line outline in more than one file format, for example HTML, pdf and rtf.
  • As you list the learning objectives, include options for demonstrating mastery (for example an in-class presentation, a written research paper or an audio tape).
be explicitly presented and readily perceived.
  • Define technical terms the first time they are used; avoid lingo, culture-specific language or unusual abbreviations.
  • Clearly label major sections so that students can understand the relative importance as well as sequence of topics.
provide a supportive learning environment.
  • Devote a section of the outline to items such as (1) your teaching philosophy and (2) channels for help with the course.
  • Use encouraging words and tone.
  • Plan activities that will allow students to build on and share prior knowledge and personal experiences.
minimize unnecessary physical effort or requirements.
  • If the syllabus is long, provide an index to topics at the beginning.
  • The on-line version can include hyperlinks to "named anchors" elsewhere in the file to avoid unnecessary scrolling.
ensure a learning space that accommodates both students and instructional methods.
  • Discuss with others in your college or department what they have found to "work".
  • Your own review of the syllabus can help you judge the pacing as well as the variety of activities over the semester.

Top 10 Tips

  1. Consider these principles in terms of physical space and the overall student experience.

  2. Imagine yourself being unable to see, hear, move or otherwise keep pace with others. In this case, what would YOU wish your TAs and instructors would do?

  3. Make yourself available in a variety of ways, for example face-to-face and through email.

  4. Expand your techniques. For example, if you now like to answer questions through words then consider ways to add sketches on the black(white)board to explain concepts.

  5. Ask students for ideas.

  6. Discuss UID and your role with other instructors.

  7. Tell the students what you are trying to do. Mention it explicitly, especially at the first class session.

  8. Ask other instructors what they are doing.

  9. Attend Professional Development conferences and workshops.

  10. Never stop your own learning.

For further information please see the websites linked from http://www.tss.uoguelph.ca/uid/uidresources.html

© University of Guelph • Last Rev: December, 2003
Funded by the Learning Opportunities Task Force, Ministry of Training, Colleges and Universities, Government of Ontario 2002-03.