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

Instructional materials and activities should

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.