Syllabus Template

Create a learner-centered syllabus

Clear and regular communication is important in any teaching context, but in remote and online teaching contexts it is crucial. A well-organized, complete, and learner-centered syllabus is a critical tool for communicating with your students about the course. The syllabus serves a variety of functions. At its most basic, the syllabus communicates the general organization and content of the course. Other functions include:

  • articulating the learning outcomes of the course;

  • presenting the course schedule;

  • outlining how student learning will be assessed in the course;

  • communicating expectations for student engagement in the course;

  • setting the tone for the course by highlighting the instructor's enthusiasm for the subject matter and explaining why the subject matter is important both within and beyond the discipline;

  • opening a conversation about academic integrity; and

  • highlighting course and campus policies and important student resources.

This guide provides an overview of the major components of the syllabus with some emphasis on the remote hybrid or fully online course where needed.

Access an editable syllabus template here.

course information

  • Briefly describe the subject of your course.

  • Explain the general format (in-person, online, hybrid). Include how you will deliver the course (synchronous, asynchronous, or a mix).

  • In this section, and in your entire syllabus, use learner-centered language that is simple, encouraging, and inviting.

  • Include a link to your Canvas course.

instructor information

Provide your name and contact information. Consider adding a short bio that relates to your interest in and experience with the subject.

course learning outcomes

Clarify what students will learn by taking the course. What will they be able to do as a result of the coursework? How will their perspective of the subject, the world, and themselves change?

  • List 4-5 broad-based learning outcomes that reflect what the students will learn and skills they will develop by successfully completing the course.

  • This guide provides an overview of the concept of learning outcomes, from developing goals to using them in the classroom. It includes helpful sample learning outcomes as models.


List any required/expected prior knowledge, or coursework.

required materials, textbooks, & technology

List any required equipment, materials and/or textbooks. Include ISBNs and/or direct links to sources.


Add instructor and/or TA, office hours, days and times. Explain how you would like students to contact you and any other pertinent details about your communication expectations.


List course assignments and/or exams and grade point values for individual items and/or categories.

  • Connect multiple means of assessment (exams, quizzes, exercises, projects, papers, etc.) directly to learning outcomes.

  • Explain clearly how students will be evaluated, and grades assigned. Include components of final grade, weights assigned to each component, grading on a curve or scale, etc.

  • Use both summative and formative assessment (e.g., oral presentations, group work, self-evaluation, peer evaluation).

  • Provide ways that students can easily calculate or find their grades at any point in the course.

grading policy

Describe your late/missing assignment policy and your approximate turnaround time for returning major assignments. Consider requiring prior authorization for all late work.

instructor feedback

Describe how students will receive feedback from you and/or TAs or readers on their submitted work. If you use Speedgrader in Canvas, include the language below to inform students of where to view your comments.

I will provide direct comments and feedback on your assignments. Please click here to learn how to access my comments in Canvas. For major assignments, I will include a grading rubric that will be available to you prior to submitting your work. Please click here to learn how to access grading rubrics for assignments.

student feedback

Describe the opportunities that students will have to provide feedback (formal or informal). If you solicit informal feedback include information about the purpose. For end-of-quarter Student Experience of Teaching surveys, explain their importance and impact such as by using the sample text below.

At the end of the quarter you will be asked to complete a Student Experience of Teaching survey for this course. SETs provide an opportunity for you to give valuable feedback on your learning that is honest and constructive. This anonymous feedback will help me consider modifications to the course that will help future students learn more effectively.

course schedule

Create a table that outlines readings, activities, and deliverables for each week of the course.

final exam information

Include any information that students need to know about the final exam in your course. If you use ProctorU for online exam proctoring, you are required to make a statement about it on your syllabus. Include a link to the Keep Learning website, which has more information about ProctorU (e.g., “This course uses ProctorU for online exam proctoring. Learn more about ProctorU at Keep Learning at UC Santa Cruz.”). Similarly, if there are other technological tools that will be required to take exams, include information about what they are.

Faculty may choose to incorporate the statements below and/or find more information on academic integrity here and equity, inclusion, and accessibility here.

recommended syllabus statements

Faculty may choose to incorporate the statements below and/or find more information on academic integrity here and equity, inclusion, and accessibility here.

academic integrity

All members of the UCSC community benefit from an environment of trust, honesty, fairness, respect, and responsibility. You are expected to present your own work and acknowledge the work of others in order to preserve the integrity of scholarship.

Academic integrity includes:

  • Following exam rules

  • Using only permitted materials during an exam

  • Viewing exam materials only when permitted by your instructor

  • Keeping what you know about an exam to yourself

  • Incorporating proper citation of all sources of information

  • Submitting your own original work

Academic misconduct includes, but is not limited to, the following:

  • Disclosing exam content during or after you have taken an exam

  • Accessing exam materials without permission

  • Copying/purchasing any material from another student, or from another source, that is submitted for grading as your own

  • Plagiarism, including use of Internet material without proper citation

  • Using cell phones or other electronics to obtain outside information during an exam without explicit permission from the instructor

  • Submitting your own work in one class that was completed for another class (self-plagiarism) without prior permission from the instructor.

Violations of the Academic Integrity policy can result in dismissal from the university and a permanent notation on a student’s transcript. For the full policy and disciplinary procedures on academic dishonesty, students and instructors should refer to the Academic Misconduct page at the Division of Undergraduate Education.


UC Santa Cruz is committed to creating an academic environment that supports its diverse student body. If you are a student with a disability who requires accommodations to achieve equal access in this course, please submit your Accommodation Authorization Letter from the Disability Resource Center (DRC) to me privately during my office hours or by appointment, preferably within the first two weeks of the quarter. At this time, I would also like us to discuss ways we can ensure your full participation in the course. I encourage all students who may benefit from learning more about DRC services to contact the DRC by phone at 831-459-2089 or by email at

religious accommodation

UC Santa Cruz welcomes diversity of religious beliefs and practices, recognizing the contributions differing experiences and viewpoints can bring to the community. There may be times when an academic requirement conflicts with religious observances and practices. If that happens, students may request the reasonable accommodation for religious practices. The instructor will review the situation in an effort to provide a reasonable accommodation without penalty. You should first discuss the conflict and your requested accommodation with your instructor early in the term. You or your instructor may also seek assistance from the Dean of Students office.

principles of community

Instructors may want to involve students in the preparation of principles of community for your course. This allows students to be partners in deciding what guidelines you will collectively follow to ensure free, open, and respectful discussions. A sample of such principles appears below:

The University of California, Santa Cruz expressly prohibits students from engaging in conduct constituting unlawful discrimination, harassment or bias (see more here). I am committed to providing an atmosphere for learning that respects diversity and supports inclusivity. We need to work together to build this community of learning. I ask all members of this class to:

  • be open to and interested in the views of others

  • consider the possibility that your views may change over the course of the term

  • be aware that this course asks you to reconsider some “common sense” notions you may hold

  • honor the unique life experiences of your colleagues

  • appreciate the opportunity that we have to learn from each other

  • listen to each other’s opinions and communicate in a respectful manner

  • keep confidential discussions that the community has of a personal (or professional) nature

  • ground your comments in the texts we are studying. Refer frequently to the texts and make them the focus of your questions, comments, and arguments. This is the single most effective way to ensure respectful discussion and to create a space where we are all learning together.

title ix / care advisory

The Title IX Office is committed to fostering a campus climate in which members of our community are protected from all forms of sex discrimination, including sexual harassment, sexual violence, and gender-based harassment and discrimination. Title IX is a neutral office committed to safety, fairness, trauma-informed practices, and due process.

Title IX prohibits gender discrimination, including sexual harassment, domestic and dating violence, sexual assault, and stalking. If you have experienced sexual harassment or sexual violence, you can receive confidential support and advocacy at the Campus Advocacy Resources & Education (CARE) Office by calling (831) 502-2273. In addition, Counseling & Psychological Services (CAPS) can provide confidential, counseling support, (831) 459-2628. You can also report gender discrimination directly to the University’s Title IX Office, (831) 459-2462. Reports to law enforcement can be made to UCPD, (831) 459-2231 ext. 1. For emergencies call 911.

content advisory

Adapted from the University of Michigan’s LSA Inclusive Teaching Initiative

Consider including a content advisory if your course includes highly charged content. Content advisories give people the forewarning necessary for them to make use of the strategies that will decrease the harmfulness of encountering triggering material. They are not intended to censure instructors nor invite students to avoid material that challenges them. On the contrary, warning students of challenging material can help their engagement by giving them the ability to take charge of their own health and learning. Consider including a Trigger warning for content that may cause intense physiological and psychological symptoms.

Difficult conversations

In our in-class and online discussions and dialogues, we will have the opportunity to explore challenging, high-stakes issues and increase our understanding of different perspectives. Our conversations may not always be easy. We sometimes will make mistakes in our speaking and our listening. Sometimes we will need patience or courage or imagination or any number of qualities in combination to engage our texts, our classmates, and our own ideas and experiences. We will always need respect for others. Thus, an important aim of our classroom interactions will be for us to increase our facility with difficult conversations that arise inside issues of social justice, politics, economics, morality, religion, and other issues where reasonable people often hold diverse perspectives. This effort will ultimately deepen our understanding and allow us to make the most of being in a community with people of many backgrounds, experiences, and positions.

student services

Many students at UCSC face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation.

The Division of Student Success provides campus-wide coordination and leadership for student success programs and activities across departments, divisions, the colleges, and administrative units.

Tutoring and Learning Support

At Learning Support Services (LSS), undergraduate students build a strong foundation for success and cultivate a sense of belonging in our Community of Learners. LSS partners with faculty and staff to advance educational equity by designing inclusive learning environments in Modified Supplemental Instruction, Small Group Tutoring, and Writing Support. When students fully engage in our programs, they gain transformative experiences that empower them at the university and beyond.

College can be a challenging time for students and during times of stress it is not always easy to find the help you need. Slug Support can give help with everything from basic needs (housing, food, or financial insecurity) to getting the technology you need during remote instruction.

To get started with SLUG Support, please contact the Dean of Students Office at 831-459-4446 or you may send us an email at

Slug Help/Technology

The ITS Support Center is your single point of contact for all issues, problems or questions related to technology services and computing at UC Santa Cruz. To get technological help, simply email

On-Campus Emergency Contacts

Slug Help/Emergency Services. For all other help and support, including the health center and emergency services, start here. Always dial 9-1-1 in the case of an emergency.

Access an editable syllabus template here.