Set Clear Expectations

• Consideration: Students need to understand what is expected of them in terms of assignments, grading, participation, attendance, and policies. 
• Points of Discussion: It reduces confusion and helps them plan ahead. 
• Instructor’s role: Explain the why behind your policies to build transparency and buy-in (Palmer et al., 2016). 

Tip: Highlight key policies and deadlines. 

Promote Equity and Access

• Consideration: Students unfamiliar with higher education criterion may not know how to interpret or navigate a syllabus. 
• Points of Discussion: Using inclusive language (Howton et al, 2020) and walking through it ensures all students receive the same information in an accessible way. 
• Instructor’s role: Clarify resources for accommodations, office hours, academic support, and student services (Strimel & Northrup, 2022). 

Tip: Highlight student support services embedded in the syllabus.

Build Classroom Community and Trust

• Consideration: The first day sets the tone. Students are deciding whether they feel welcomed, respected, and motivated to participate. A learning-focused syllabus fosters positive perceptions of the document, the course and the instructor (Palmer et al, 2016). 
• Points of Discussion: A collaborative discussion about the syllabus shows that the instructor is approachable and invested in the students’ success. The syllabus is the instructor’s first impression on the student, sets the classroom/course atmosphere towards one of an invitation to learning (Carello & Thompson, 2022).  
• Instructor’s role: Use the syllabus as a springboard to discuss their teaching style, course objectives, and what students can expect from them. 

Tip: Invite questions. Encourage students to engage with the syllabus like they would a course roadmap.

Prevent Future Conflicts and Miscommunication

• Consideration: Many student misunderstandings may be avoided through a shared understanding of course policies. 
• Points of Discussion: It provides clarity and documentation students can refer back to. 
• Instructor’s role: Make expectations explicit and discuss what flexibility (if any) exists. 

Tip: Consider having students complete a short syllabus quiz.

Save Time Throughout the Semester

• Consideration: Answering repeated questions about due dates or policies can take up valuable teaching time. 
• Points of Discussion: Students should feel more self-sufficient and confident managing course requirements. 
• Instructor’s role: Empower students to use the syllabus as a go-to resource (Howton et al, 2020). 

Tip: Share your syllabus in Brightspace and refer to it throughout the term. 

Interactive Approach: Turn it into a discussion or group activity rather than a lecture. 

• Example practice: Invite students to annotate the course syllabus collaboratively. Students can identify questions, ideas, and even highlight areas of interest in course content.  

Engaging Syllabus Formats: Share your syllabus in engaging formats to support student engagement. Consider creating a visual, liquid, or interactive syllabus.  

• Example practice: Create a copy of your syllabus in an open format. Share it with students ahead of the first week of class.  

Syllabus Scavenger Hunt: The instructor could ask students to find answers to specific questions in pairs or small groups. 

• Example practice: Invite students to complete a syllabus quiz which asks them to find information in your syllabus to respond to the quiz questions. 

Revisit Often: The instructor should not treat the syllabus as “done” after day one—return to it before major assignments or exams. 

• Example practice: Keep an open discussion forum on your course site in Brightspace for students to ask and respond to peer questions related to the syllabus. Check in on that discussion space regularly and discuss themes as they emerge with your class.  

If you have questions or would like to schedule a consultation about syllabus development or any of the example practices shared here, please reach out to the team at [email protected]. 

Reviewing and explaining the syllabus on the first day is more than a procedural step—it’s a pedagogical tool that promotes equity, clarity, and student success (Howton et al, 2020). It helps students start strong, and it helps the instructor teach more effectively. 

• Carello, J., & Thompson, P., (2022). What are we centering? Developing a trauma-informed syllabus In Trauma-Informed Pedagogies, p. 203-218.  
• Howton, A., McGrew, M., Liu, L., Staples, L., & Ray, H., (2020). The influence of syllabus tone on student engagement in a wellness course. Journal of Effective Teaching in Higher Education, 3 (1), p. 1-14. 
• Maybee, c., Carlson, J., Slebodnik, M., & Chapman, B., (2015). “It’s in the syllabus”: Identifying information literacy and data information literacy opportunities using grounded theory approach. The Journal of Academic Librarianship, Purdue University,  USA. 
• Pacansky-Brock, M., Smedshammer, M., & Vincent-Layton, K. (2023). In search of belonging online: Achieving equity through transformative professional development. Journal of Educational Research and Practice, 12(0), 39–64. https://doi.org/10.5590/JERAP.2022.12.0.04 
• Pacansky-Brock, M. (2021). The liquid syllabus: An anti-racist teaching element. Colleague 2 Colleague Magazine, 1(15). 
• Palmer, M., Wheeler, L., & Aneece, I., (2016). Does the Document Matter? The Evolving Role of Syllabi in Higher Education. Change, 48 (4), p. 36-47 
• Strimel, M., & Northrup, J., (2022), Syllabus statements: A point of visibility for disability services. Journal of Postsecondary Student Success, 2 (1), p. 54-68