Syllabus Design

Before writing your syllabus, you should consider the impact it will have on your course culture and students' perceptions of you as an instructor, especially if you are teaching in a hybrid or asynchronous modality that allows for less face-to-face contact with your students. Below are a few resources composed by the Learning Design team that can help you think about your syllabus and how best to make it work for you and your students.

• A guide to writing an inclusive syllabus: inclusivelcsyllabusguide.pdf
• Examples of well-constructed learning goals and  outcomes: learning goals and outcomes-01.png
• How to get started writing an inclusion statement: inclusion statements-01.png

These resources are meant to help you think about your syllabus as you start writing. If you would like further resources, see the "Additional Resources" tab. If you are struggling to write your syllabus or would like some design inspiration, feel free to download and adapt the shell syllabi included on this page.

Sometimes, the blank page is your worst enemy. For those moments, we've provided a shell syllabus that outlines the general requirements so you can focus on designing the best course possible without having to worry about the nuts and bolts. For examples of learning outcomes, see the graphic in the "Getting Started" section above. If you would like to write an inclusion statement and are struggling to get started, there is a quick guide in the "Getting Started" section, and additional examples and resources are provided in "Additional Resources" at the bottom of this page.

undergradshell2024.docx

graduateshell2023.docx

weeklyschedule_sample.docx

Part 1: Required statement and links for all syllabi

Since the syllabus serves as the contract between the instructor and students enrolled in the course, it must highlight several fundamental policies, rights, and responsibilities.  In some cases, the University is legally required to ensure that students have access to this information in each syllabus.  To provide consistency amongst courses and course sections, all faculty are required to include (at minimum) the following statement, and the accompanying hyperlinks, in their syllabus: 

All courses offered at Bentley University reflect our institution’s commitment to a set of core values and practices.  The links below will take you to full explanations of our policies and procedures related to accommodations and equitable learning environments.  As a student, you are expected to review and be familiar with each of these policies: 

• Bentley’s honor code and academic integrity system 
• Equity and bias reporting forms and procedures  
• Student Disability Accommodations 
• Religious observances  
• Bentley’s core values 

If a faculty member wishes to include the full language of these policies in their syllabus, they are of course welcome to do so. 

On-Campus Courses

To ensure consistency in achieving student learning goals and outcomes across all courses, and to promote transparency for our students as learners, the following elements are required in each syllabus.  The language for each of these elements should be specific to the course.

• Course title and number 
• Faculty contact email, phone number and stated office hours 
• CIC Approved course description: When writing their syllabus, faculty are welcome to expand upon the approved course description, which can be found in the Undergraduate Catalogue.
• CIC Approved course learning goals and outcomes*: These can be found in Courseleaf. 
• Course materials (required, recommended, or provided) 
• Assignments (with specific dates and deadlines) and Grading 
• Tentative Schedule (class-to-class) 
• If the course is DI, CI, INT or Focal Area 2, language that explains how the course meets the objectives of these designators 

 *Coordinated courses typically have common learning goals and outcomes.  For other courses, the learning goals and outcomes need to be aligned with the official course description published in the course catalogue.  If adjustments are needed, faculty members should consult with the course coordinator/department chair on the appropriate next steps in their respective Department.  After completing those steps, any changes to course descriptions must be reviewed by the appropriate governance bodies, CIC for undergraduate courses and Grad Curriculum and Grad Council for masters’ courses. See your department chair if you are unsure whether your course is a coordinated one.

Grading Rubric

Course Grades - Academic performance is officially recorded on an academic term basis in letter grades and quality points. Passing grades that range from D- (0.7) to A (4.0) earn quality points; failures are recorded as F and earn no quality points. What follows is the grading rubric for undergraduate courses. The ranges in the “Numerical Equivalent” column apply to the letter grade unless specified otherwise in the course syllabus. 

Standard Grading

Online/Asynchronous Courses

When faculty begin working with the Learning Design team, they will be provided a Sharepoint site that includes shell syllabi for asynchronous courses. Online instructors are expected to follow this shell closely and consult with their assigned Instructional Designer in personalizing it for their course.

Standard Hybrid Courses

To ensure consistency in achieving student learning goals and outcomes across all courses, and to promote transparency for our students as learners, the following elements are required in each syllabus.  The language for each of these elements should be specific to the course.

• Course title and number 
• Faculty contact email, phone number and stated office hours 
• Graduate Curriculum Approved course description  When writing their syllabus, faculty are welcome to expand upon the approved course description, which can be found in the Graduate Catalogue.
• Graduate Curriculum Approved course learning goals and outcomes*: These can be found using Courseleaf.
• Course materials (required, recommended, or provided) 
• Assignments (with specific dates and deadlines) and Grading 
• Course modality protocols 
• Tentative Schedule (class-to-class) 

*Coordinated courses typically have common learning goals and outcomes.  For other courses, the learning goals and outcomes need to be aligned with the official course description published in the course catalogue.  If adjustments are needed, faculty members should consult with the course coordinator/department chair on the appropriate next steps in their respective Department.  After completing those steps, any changes to course descriptions must be reviewed by the appropriate governance bodies, CIC for undergraduate courses and Grad Curriculum and Grad Council for masters’ courses. See your department chair if you are unsure whether your course is a coordinated one.

Online/Asynchronous Courses

When faculty begin working with the Learning Design team, they will be provided a Sharepoint site that includes shell syllabi for asynchronous courses. Online instructors are expected to follow this shell closely and consult with their assigned Instructional Designer in personalizing it for their course.

The following elements are strongly recommended for inclusion in all course syllabi. Beyond being useful to students taking your course, these elements can help protect a faculty member from complaints or challenges from students because they minimize ambiguity about assignments and other requirements.  That said, in the spirit of academic freedom at our institution, we fully recognize that instructors may prefer to approach these topics in other ways.   

• Learning Centers, Labs, and Library info: This will be updated prior to the start of each semester and published on the syllabus design webpage. Feel free to copy paste information for any pertinent resources into your syllabus.
• Language about an inclusive classroom 
• Make up policy 
• Late or missing work
• Notice that if there is a serious illness, family death or other difficult circumstance, the student should contact Academic Services for support and accommodations. Academic Services will contact all faculty members on behalf of the student. 
• Attendance policy information that is specific to undergraduate and masters' courses. 

When creating a statement about late or missing work, you should first place it in a prominent location near your other course policies and procedures. Avoid burying it in lengthy paragraphs about your grading policy or other assignments so that students can reference it directly as situations arise. Putting in the effort to create a clear, concise statement about late or missing work will ease student anxiety in the event of an emergency, and will help students understand how best they can succeed in your course.

Below, we have provided sample statements about late or missing work, both from Bentley and from another institution. If you need further help crafting your statement, do not hesitate to consult with a trusted colleague or your department chair.

Examples from Bentley Syllabi:

Example 1

Late Policy: Assignments submitted after the deadline without an extension or documented excuse are subject to a penalty of 5% per day up to a maximum 40% penalty after 8 days lateness. For example, if an assignment is graded out of 20 points, you will lose 1 point per day that the assignment is late, and receive a maximum of 12 / 20 after 8 days. 

Extensions: If you want an extension, you should request it as soon as possible. Do not email me the night before an assignment is due asking for an extension unless you have a very good reason for suddenly being unable to complete it on time. The farther in advance of the deadline you request an extension, the more likely I am to grant your request. 

Example 2

All physical deliverables except exams are due through Brightspace. Late assignments will be accepted, but with a late penalty of a 10% deduction per day. You are responsible for turning your work in on time or communicating with me in advance if you need an extension.  

Example 3

Late Assignments: Without a prior excuse or an explicit extension, late work will be deducted by 15% per day late. If the assignment is more than three days late, it will automatically receive a zero. I’m fairly lenient on extensions, so long as you notify me reasonably in advance of the assignment deadline.  

Example 4

Please let me know way in advance if you will need to miss a quiz, if you need extra time, or have other special considerations. I will permit make-up exams by prior arrangement and in the most extreme of circumstances. 

[...]

Please complete the course work to the best of your ability during the semester. If the pressures of the semester cause you to fall behind, please reach out to me so we can make suitable arrangements. 

Examples from the Virginia Tech Center for Excellence in Teaching and Learning:

Example 1
from Designing a Motivational Syllabus by Harrington and Thomas (2018, p. 158)

It is important to stay on track with your assignments; not only will this help you feel less stressed, but it is also an important skill you will need in your career. Being able to meet deadlines and juggle many tasks are important life and career skills. Thus, you will need to complete all quizzes, exams, and assignments according to the schedule. However, I recognize that personal circumstances may at times make it difficult or impossible to complete a learning task on schedule. If you have a personal situation that prevents you from completing a task on time, you will need to discuss this with me prior to the due date if possible, or as soon as it becomes possible, so that we can come up with a plan. Reading assignments can be submitted PRIOR to class in the learning management system if you will be absent. Extensions are at my discretion. If an extension is provided, it is important to know that the format of the exam or the assignment may be modified.

Example 2
If you find that you need an extension, please contact me to discuss your concerns. Extensions may be granted in the case of illness, family emergency, or other substantial need. Please contact me prior to the due date, if possible, to request an extension. Submitting assignments late, without a granted extension from the instructor, may result in a reduced grade (x points per day late).

Example 3
The due dates for each assignment are listed on the course syllabus and posted in Canvas. However, I know that sometimes life happens and you have competing responsibilities. In light of this, I have allotted two flex opportunities that you can use to extend two assignments up to two days each. You can use these flex opportunities for any assignment for any reason. You do not need to share with me the reason why. Just email me that you'd like to use them.

Example 4
All assignments are due on the date assigned at the listed time. No late assignments will be accepted. Make up quizzes and tests will not be offered. Exceptions are made for extreme circumstances. Contact the instructor as soon as possible to make arrangements. Documentation of the circumstance may be required.

Below you will find information about websites, hours, and services for on-campus learning resources available to Bentley students. These will be updated each semester, and the information displayed below is valid for the Summer 2023 and Fall 2023 semesters. Feel free to copy and paste information from this section into your syllabus as needed.

Center for Language and International Cultures (CLIC):

The goal of the Center for Languages and International Collaboration (CLIC) is to provide support services for both faculty and students in exploring pedagogical innovation in the fields of language learning. CLIC strives to become a state-of-the-art technology and culture hub at Bentley University where students, faculty, and staff connect, experiment, create, learn, and discover through multilingual interactions. CLIC provides a social space and develop communities of practice where intercultural exchanges can flourish, and multilingual communication can thrive.

Location: Adamian 162

CIS Sandbox

Bentley's Computer Information Systems (CIS) Sandbox provides a collaborative and inviting space for students to learn and innovate with technology. We support students’ learning requests for CIS courses and create industry connections for experiential learning and career development. As a campus destination for student-centered technology education, undergraduate and graduate students take advantage of our peer-led tutoring services, play with our high-tech devices and attend our informal learning events.  We have Quest VR headsets, Smart monitors and augmented reality glasses to improve your productivity, Android tablets, streaming devices, and collaboration stations where you can work on group projects.  Our Topics in Tech speaker series welcomes Bentley alumni and industry leaders who share insights on careers and trends in technology.

CIS Sandbox tutors help with students with HTML and JavaScript, Excel, Access, SQL, Tableau Python, Java, app and web development, and more. You can meet with them at in-person drop-in hours during the day in Smith 234, or online on nights and weekends, or arrange a one-on-one appointment. The CIS Sandbox provides more than 120 hours per week of tutoring and review sessions to support students’ academics and prepare them to become future technology leaders. Visit the CIS Sandbox website at cissandbox.com to learn about our tutors and their available hours, watch instructional videos created by our tutors, listen to recent Topics in Tech presentations, or join us on Zoom.

In Person: Smith 234 
Online:   http://cissandbox.com
Instagram:  http://instagram.com/cissandbox
LinkedIn: https://www.linkedin.com/company/cissandbox/

ESOL Center

The ESOL Center offers writing and speaking support to students who are English Speakers of Other Languages (ESOL). Our faculty tutors specialize in working with multilingual writers and offer feedback on writing for all courses at any stage from brainstorming and drafting to the final editing point. In addition, students can receive help and practice with grammar, source documentation, Power Point slides, oral presentations, pronunciation, and speaking fluency.     

The ESOL Center is located on the lower level of the Bentley Library, room 026. Appointments can be scheduled through https://bentleyesol.mywconline.net or by dropping by the ESOL Center to see if a faculty tutor is available. 

The Howard A. Winer ‘58 Lab for Economics, Accounting and Finance (LEAF) 

The LEAF provides a welcoming and inclusive learning environment where students are encouraged to seek academic support for their Economics, Accounting and Finance courses. Students utilizing the LEAF will find knowledgeable peer tutors ready to help their colleagues to thrive in the Bentley business curriculum. The LEAF opens on Monday, September 18th for the semester. The LEAF’s hours of operation will be Sundays from 5:00pm – 9:00pm and Mondays through Thursdays from 12:30pm – 9:00pm. LEAF tutoring takes place in-person at Lindsay 21. No booking is needed, and you may view an updated schedule of available tutors online at https://teamup.com/ksdfy3b4j4jy5wzghp.  For additional information and queries, please visit https://www.bentley.edu/centers/leaf.
 

Library

The Bentley Library supports the research and learning needs of the Bentley community through our spaces, technology, collections, teaching, and expertise. Open 99 hours per week during the semester, the Library provides spaces for quiet study and group collaboration, as well as computers, printers and other equipment. Research assistance is available until 9:00 p.m. most nights in-person at the Reference Desk and via email (refdesk@bentley.edu), phone (781.891.2300), text (781.728.0511), and live chat (https://www.bentley.edu/library/research/help). Reference Librarians can help you develop research questions and topics, select databases and other resources, evaluate information, and properly cite sources. Research consultations for individuals and small groups are available in-person and via Zoom by appointment. For more information about the Library’s hours, services, and resources visit our website library.bentley.edu. 

Mathematics Learning Center

For more information on the Mathematics Learning Center, including hours and how to book a personal tutor, visit the link below: 

https://www.bentley.edu/offices/academic-services/mathematics-learning-center 

Service Learning and Civic Engagement Center

If you plan to offer the Service-Learning 4th-Credit Option in your Spring 2024 course(s), please consider inviting a BSLCE student representative to speak to your class. Our students do a fantastic job explaining the application process, attendance and performance tracking, mandatory meetings, program offerings, and much more. 

Please ensure that students' signed 4th-Credit applications—including a 4th-Credit syllabus addendum provided by you—are received in a timely fashion. Unfortunately, applications submitted past the deadline cannot be accepted. 

For each student applicant, we will ask you to complete a brief form sent via email from Bentley Service-Learning and Civic Engagement (GivePulse) with the subject line of Survey Response Requested – Spring 2024 Service-Learning 4th-Credit Option Faculty Agreement and Signature to indicate that you agree to support the student in the 4th-Credit Option. You must fill out the short form for each individual student you agree to sponsor in the 4th-Credit Option. 

ACADEMIC EXPECTATIONS:

All applications for the 4th-Credit Option must include a syllabus addendum that clearly defines the academic learning objectives. There should be a connection between the objectives of the community based opportunity and those of the sponsoring course, but it is up to you to determine what kind of "bridge" best connects the two. To support student learning, BSLCE Program Managers and community partners will utilize the objectives you identify. In the absence of a syllabus addendum, applications will not be considered. Please feel free to reach out to Samantha Eddy seddy@bentley.edu or me jmwhite@bentley.edu if you would like help with thinking toward and/or creating the academic connection pieces.

Academic requirements for 4th-Credit syllabus addenda: 

• Date for mid-semester reflection meeting with faculty 
• Date for end of semester reflection meeting with faculty 
• Clearly identified ongoing academic deliverables 
• Final deliverable 

COURSE-SPECIFIC SERVICE-LEARNING 4TH-CREDIT OFFERINGS:

Faculty who have designed course-specific 4th-Credit projects (such as sustainability projects or gender-related research), must notify Samantha Eddy seddy@bentley.edu in order to ensure that your course and projects are appropriately listed on the Service-Learning 4th-Credit Student Application.

MANDATORY TRAININGS AND MEETINGS FACILITATED BY THE BENTLEY SERVICE-LEARNING AND CIVIC ENGAGEMENT CENTER:
Preparation plays a crucial role in the success of a service-learning experience. In courses without course-specific projects, students will be required to participate in two mandatory academic pre-service trainings and reflections conducted by BSLCE staff, as well as the mandatory end-of-semester closing reflection. It is essential that you emphasize to your students the importance of the training and reflection process, as students who fail to attend the mandatory trainings will not be able to participate in the Service-Learning 4th-Credit Option. More details will be sent in a campus email from the BSLCE at the beginning of the semester. Dates are as follows:

• Tuesday, February 6, 2024, 2:00pm-3:20pm Academic Session
• Wednesday, February 7, 2024, 2:00pm-3:20pm Program Specific Training
• Wednesday, April 17, 2024, 2:00pm-3:20pm Closing Reflection

Failure to attend Academic Session or Program Specific Training will result in students being disqualified from enrollment in the Service-Learning 4th-Credit Option. As well, the attendance and performance portions of the final grade will be significantly reduced for students who do not attend the Closing Reflection. Our first day of service will be Monday, February 12, and our last day of service will be Friday, April 26. 

Please help us by reminding your students of the importance of: 

• Including the syllabus addendum you have created outlining the learning objectives, academic deliverables, and grading criteria, and 
• Their mandatory attendance at the Academic Session and Reflection, the Program Specific Pre-Service Training and Reflection, and the Closing Reflection.  

Writing Center

The Writing Center offers one-on-one tutoring—for writing and presentations—to students of all years and skill levels. Located on the lower level of the Bentley library (room 023) and online at  bentley.mywconline.net, the Writing Center provides a welcoming and supportive environment in which students can work on writing or presentations from any class or discipline. Students are encouraged to visit at all stages of the process; they can come with a draft or an outline. They can come to get feedback on their presentation delivery or slides. Or they can come in with just some initial thoughts and questions.

Fall/Spring Hours: Staffed by highly skilled student tutors, the Writing Center is open six days a week. Conferences will be available in-person and online. Walk-in sessions are available, but appointments are encouraged and can be made at bentley.mywconline.net. For specific hours and additional information, please visit the Writing Center SharePoint site.

Summer/Winter Hours: Appointments can be made at bentley.mywconline.net. For specific hours and additional information, please visit the Writing Center SharePoint site.

NOTE: The following information was written in student-friendly language. Please copy and paste the following resources as appropriate.  

Mental and emotional health challenges happen to everyone. For a college student, they can create additional challenges for learning and can hurt academic performance – According to the Fall 2023 Healthy Minds Study, 74% of Bentley students reported that mental health struggles hurt their academic performance at least once over the last month. Additional research suggests that anxiety and depression are predictors of lower GPA and higher dropout rates.  

Chronic stress can cause poor sleep and low energy, which impacts concentration, memory, critical thinking, and other skills essential for learning. Some students experiencing mental health concerns may also self-isolate from classmates and faculty members in an attempt to cope, reducing access to course content, materials, and support. If you’re experiencing mental health concerns, Bentley has the resources to support you in balancing academics and managing emotional wellbeing. Please see below for more information. 

Mental Health Resources: 

• The Bentley Counseling Center is a FREE service for all students, with both in-person and remote sessions available. Your counselor will work with you during an initial consultation to determine the best course of action and connect you to resources that support your needs. To make an appointment, call (781) 891 2274. The Counseling Center is located in the Callahan Building (above University Police) and is open M-F from 8:30 – 11:45 and 12:45 – 4:30 pm. 
   
• The office of Community Wellbeing and Health Promotion provides workshops and free educational resources for students on health and mental health topics. For additional support with skill-building around stress management, safer substance use, coping strategies, and more, reach out to thrive@bentley.edu or follow them on Instagram @bentley_health. 
   
• Kognito is an online platform designed to help students, faculty, and staff recognize signs that students are in distress, talk with students about mental health, and connect them with appropriate campus resources and support. This interactive platform allows you to practice mental health discussions through role play simulations and offers personalized feedback to help you feel more confident providing support in real-life conversations. To try it out, head to bentley.kognito.com and log in with your Bentley ID.  
   
• CARE Referrals can be made on the behalf of any Bentley student who may be struggling and in need of additional support for any reason, including academic or mental-health related concerns.  The Care team will follow up to connect students with the resources and services they may need. For more information and details on how to submit a non-urgent concern, please visit www.bentley.edu/bentleycares The Care Team does not share the identity of the referrer with the student of concern. 
   
• Students use various coping strategies to manage the stress of college. Frequent and heavier use of alcohol and marijuana are shown to negatively impact grades and mental health. If you would like to learn more about managing your substance use, Bentley’s BASICS program pairs students with a 1:1 coach to help work towards a healthier relationship with alcohol and other substances.   
   
• If you have experienced sexual assault, relationship violence, and/or stalking, it's not your fault. Feeling safe and respected both in and out of the classroom is essential. For more information on confidential resources and reporting options, please visit www.bentley.edu/offices/student-affairs/title-ix-resources.  

Below are some resources you can use to help guide you as you write your syllabus:

Articles:

Brame, Cynthia J (2019). "Considerations for Syllabus Writing." Science Teaching Essentials: Short guides to good practice: pp. 49-53. Academic Press. https://www.sciencedirect.com/science/article/pii/B9780128147023000263?via%3Dihub

Carrasco, Maria (2022). "Creating a Friendlier Syllabus." Inside HigherEd. https://www.insidehighered.com/news/2022/04/21/instructors-revise-syllabi-add-supportive-language

Gannon, Kevin (2018). "How to Create a Syllabus." Chronicle of Higher Education. https://tinyurl.com/ynhxt7b8

Howton, Amy, et al. (2020). "The Influence of Syllabus Tone on Student Engagement in a Wellness Course." Journal of Effective Teaching in Higher Education, 3.1: pp.1-14.

Richmond, Aaron S., Morgan, Robin K., et al. (2019). "Project Syllabus: An Exploratory Study of Learner-Centered Syllabi." Society and the Teaching of Psychology, 46.1: pp. 6-15. https://journals.sagepub.com/doi/epub/10.1177/0098628318816129

Richmond, Aaron S., Slattery, Jeanne M., et al. (2016). "Can a Learner-Centered Syllabus Change Students’ Perceptions of Student–Professor Rapport and Master Teacher Behaviors?" Scholarship of Teaching and Learning in Psychology, 2.3: pp.159-168. richmondetal_learnercenteredsyllabi.pdf

Websites: 

Project Syllabus

Checklist for Writing Diversity Statements (Carnegie Mellon)

Columbia University: Inclusive Syllabus Design

GRAD Guide to Diversity Statements (University of Chicago)

Your Syllabus as a Tool to Promote Promote Student Equity, Belonging, and Growth: A course created by the Student Experience Project

Center for Urban Education (CUE): Syllabus Review Guide for Equity-Minded Practice