Goals, Rationale, and Policy: Course syllabi are important teaching documents which detail course requirements, goals objectives, and expectations. A syllabus represents a formal agreement between an instructor and the students. A syllabus presents students with a clear delineation of course objectives and rationale. It explains grading criteria and methodology in a straightforward manner. It provides both students and instructors with a framework within which to work. Therefore, a syllabus is not a schedule of events but a contract defining how the student can successfully meet course objectives.
A complete, detailed syllabus is required. It is an official agreement, made at the start of each semester, between the faculty and the students. Without such a detailed record, misunderstandings between students and faculty can arise. Course syllabi also represent an integral component of the University’s ongoing re-accreditation efforts, as well as the foundation of articulation agreements.
From the instructor’s standpoint, the syllabus is a written confirmation of the instructor’s goals and teaching philosophy. It outlines attendance, grading, and makeup policies. It states all required course work in writing, and clarifies the instructor’s plans for the entire course. By preparing a detailed syllabus and distributing it at the start of the course, the instructor ensures that each student has received a written statement of policy. If questions regarding grading, course schedule, or requirements arise, the instructor can refer the student back to the syllabus. As questions arise regarding incomplete work and attendance policies, the syllabus provides a clear statement to which students and the instructor can refer.
From the student’s standpoint, a complete syllabus answers many important questions about the goals of the course, its focus, content, schedule, objectives and outcomes. Students should be encouraged to consult their syllabus throughout the course and to ask questions about either the course or the syllabus. A complete syllabus provides students with a clear understanding of course goals and the instructor’s expectations. By using the course syllabi, a student can plan her/his course work. The course syllabus should also help students to understand the instructor’s teaching philosophy and classroom policies.
From an administrative standpoint, the syllabus provides a basis upon which to resolve student/faculty misunderstandings as they occur. For example, when questions relating to grading criteria arise, one may refer to the course syllabus as an important source upon which to base a decision. Therefore, a syllabus which does not cover the instructor’s grading criteria—or which defines it in vague terms—would not provide the instructor with verification of his or her policy. As a result, a vague or incomplete syllabus leaves such issues open to question. To ensure that all requirements and course expectations are honored, it is the instructor’s responsibility to include them in the syllabus.
Many of the States in which we are approved to offer programs have consumer-based standards. Students in those states anticipate that both their courses and programs will have clearly articulate objectives with instructions on how those objectives can be successfully met, plus outcomes/expectations defining the skills and content they will attain at course/program completion. If you have any questions about the scope and sequence of your course or the objectives and outcomes in your syllabus, please contact your Program Director. More definitive information on the importance of a complete syllabus is found in the syllabus Guidelines which follow.
The worksheet that follows can be used as a guideline for preparation of a course syllabus. By including each of these items in as much detail as possible, the instructor provides a solid foundation upon which to build a course. Instructors are encouraged to review the syllabus with the students at the start of the course. Any changes made in the syllabus once the course has begun should be made clear to all students. When preparing a course syllabus, instructors should consider it the official document of record regarding all classroom activities and policies. It should clearly indicate the course objectives and what students need to do to successfully meet those objectives. It should also clearly indicate the course outcomes or expectations, i.e. the skills and knowledge students will master upon successful completion of the course.
The Syllabus should also provide information on how to get in touch with you outside of class.
Required Statements
The University requires that each instructor include on his/her syllabus:
The Disability Statement regarding service for students with disabilities will give students with disabilities some lead time in acquiring accessible books and materials, planning their study and time management strategies, and so forth. Please read selected portions of the syllabus to the class including the access statement below on the first day and again after the ADD/DROP period has ended. At the start of class, faculty should spend a few minutes explaining that it is the student’s responsibility to request accommodations and services in a timely manner and interested students should contact the Disability Services Office at 617.349.8572.
Additionally, the University requires that each instructor include on his/her syllabus the Equal Opportunity and Inclusion Policy, which can be found on the sample course syllabus that follows.
For more information, visit lesley.edu/students/policies/equal-opportunity-and-inclusion-policy or contact
Dr. Nathaniel Mays, Dean of Student Life and Interim Title IX Coordinator
617 349-8539 or dsa@lesley.edu
Associate VP for Human Resources
617-349-8785 or hr@lesley.edu
Please use the required language for each statement that follows:
Learning Community Statement:
Faculty, staff and students are all responsible for advancing a campus and classroom climate that creates and values a diversity of ideas, perspectives, experiences and identities. As such, we aspire to engage together in a community where each person is respected and empowered to express themselves and be heard.
We commit to creating an environment and developing course content that recognizes the learning experience of every student with dignity and respect, regardless of differences that include, but are not limited to: race, socio-economic status, ethnicity, indigenous background, immigration status, nationality, gender identity/expression, language, abilities and accommodations, religion/spirituality, sexual orientation, veteran status or membership in uniformed services, political views, age and physical appearance.
Lesley University's Mission Statement (lesley.edu/about/mission-history) states that “…Lesley prepares socially responsible graduates with the knowledge, skills, understanding and ethical judgment to be catalysts shaping a more just, humane, and sustainable world.” Among many experts in the field, Diane Goodman has described the following competencies: (1) Building self-awareness, (2) Understanding and valuing others, (3) Knowledge of societal inequities, (4) Interacting effectively with a diversity of people in different contexts, and (5) Fostering equity and inclusion. Our mission and these competencies are embedded in our curricula and our classrooms. They provide a foundation for transformative teaching and learning, and approaches to social justice.
Disability Statement:
Lesley University is committed to ensuring that all qualified students with disabilities are afforded an equal opportunity to participate in and to benefit from its programs and services. To receive accommodations, a student must have a documented disability as defined by Section 504 of the Rehabilitation Act of 1973 and the ADA Amendments Act of 2008, and must provide documentation of the disability. Eligibility for reasonable accommodations will be based on the documentation provided.
If you are a student with a documented disability, or feel that you may have a disability, please contact the appropriate disability administrator.
For On-Campus Students with Learning Disabilities, Attention Disorders and Asperger Syndrome:
Kimberly J. Johnson, Director LD/ADD Academic Support Program
Doble Hall, 2nd floor
Phone: 617.349.8462 • Fax: 617.349.8324
kjohnso7@lesley.edu
For On-Campus Students with Physical, Sensory, and Psychiatric Disabilities:
Daniel Newman, Lesley University ADA/504 Coordinator
Doble Hall, 2nd Floor
Phone: 617.349.8572 • Fax: 617.349.8324 • TTY: 617.349.8544, 617-349-8198
dnewman@lesley.edu
For All Off-Campus Students:
Daniel Newman, Lesley University ADA/504 Coordinator
Doble Hall, 2nd Floor
Phone: 617.349.8572 • Fax: 617.349.8324
dnewman@lesley.edu
The contact persons play the role of facilitator between the student's needs, faculty requirements, and administrative guidelines of the University. Disability-related information is not shared without the permission of the student.
Equal Opportunity and Inclusion Policy:
Lesley University remains committed to a policy of equal opportunity, affirmative action, and inclusion for all current and prospective faculty, students, and staff and to eliminating discrimination when it occurs. Lesley University does not discriminate on the basis of race, color, religion, sex, national origin, age, veteran status, disability, or sexual orientation in admission to, access to, treatment in, or employment in its programs and activities. Lesley will not ignore any form of discrimination, harassment, or sexual harassment by any member of the Lesley community. Moreover, Lesley does not condone any form of retaliation against any person who brings a complaint of discrimination, harassment or sexual harassment or against anyone who cooperates in a complaint investigation.
For more information, visit lesley.edu/students/policies/equal-opportunity-and-inclusion-policy or contact:
Dr. Nathaniel Mays, Dean of Student Life and Interim Title IX Coordinator
617.349.8539 or dsa@lesley.edu
Associate VP for Human Resources
617.349.8785 or hr@lesley.edu