A course outline, or syllabus, is an integral component of course design that provides a concise summary of what students will learn and how their progress will be assessed throughout the term. Research shows that students most often refer to the sections of course outlines that relate to assessment such as deadlines, reading material covered by each exam or test, grading procedures and policies, and types of assessment (Becker & Calhoon, 1999). While these details are important, a thoughtfully designed course outline can offer much more: it can set the tone for the course, clarify expectations, foster a sense of purpose and belonging, and help students make meaningful connections with the material from the outset (Harnisch & Bridges, 2011).
A course outline of 3 to 5 pages is typically sufficient to provide students with both the logistical details they need and the broader context that helps them understand the course’s purpose and relevance.
Based on the Office of the Associate Vice-President, Academic (AVPA) webpage at the University of Waterloo, the following contents are required elements of a course outline:
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Administrative information – Course number and title, pre-requisite course(s) (if applicable), mode (face-to-face, online, or blended), term and year of offering, class days, times, building, and room number(s), instructional team information (names, office hours, contact info for any instructors and TAs, if applicable).
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Course description – While official course descriptions are available in the UWaterloo academic calendar, consider expanding it to better engage students. What is this course really about? From the students’ perspective, how will the course relate to their overall program? How will it benefit their future careers? What kinds of questions will they learn to explore and answer?
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Required texts, readings, or materials – Clearly identify all required course materials that students must obtain. If any materials incur a cost, you must specify the amount according to Ontario Bill 166 and ensure it is communicated transparently to students.
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Grading structure(s) and deadlines – Present assessment and/or activity deadlines in a clear, table format for easy reference. Include a detailed breakdown of how each assessment and/or activity contributes to the final grade and outline any flexible grading schemes that may apply.
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Course policies – Clearly articulate all course-specific policies to ensure transparency and consistency. Be sure to address the following:
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How late or missed content (e.g., assignments, exams, and other graded activities) will be handled,
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Expectations regarding the use of Generative Artificial Intelligence (GenAI),
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Guidelines for acceptable collaboration and group work (if applicable),
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Attendance and participation requirements (if applicable),
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Information about assignment screening procedures (if applicable).
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Any program/department/faculty-required statements – Some programs, departments, or faculties may require instructors to include standardized statements in their course outlines, for example, regarding academic integrity, classroom conduct, or accreditation requirements. Consult your department to determine if any such statements apply to your course.
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Institutional-required statements – If you use the UWaterloo Course Outline Tool, pre-populated statements pertaining to the following areas are included in your outline. Note that use of the Course Outline Tool may or may not be mandatory in your faculty – be sure to check with your department for clarity.
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Academic Integrity
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Grievance
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Discipline
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Appeals
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TurnItIn.com
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Mental Health Supports
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Accessibility Services
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It’s highly recommended to also include the following elements, which can support student learning and/or contribute to the students’ overall experience of the course:
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Intended learning outcomes (ILOs) – Describe what students should be able to know, do, or feel by the end of the course. Consider not only the content they will learn, but also the skills they will develop and the perspectives they may gain. It’s also helpful to show how the ILOs align with course assessments and learning activities to ensure coherence and transparency.
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Sequence of class topics and activities – Like the grading structure, present this information in a clear, table format for easy reference. Outline the topics to be covered, along with corresponding dates and assigned readings in a week-by-week structure.
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Instructional Style or Teaching Philosophy – Briefly explain your instructional methods and the rationale behind them, especially if they differ from what students might typically expect.
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Recommended texts, readings, or materials – Highlight any other optional materials that carry no additional costs.
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Assignment submission/retrieval process – Specify where and how assignments should be submitted, as well as how students will access them after grading.
Remember that while you may have reviewed your outline with your students on the first day of class, they may refer to the outline less frequently as the term progresses (Calhoon & Becker, 2008). Be sure to reiterate critical information such as deadlines and course policies that you wish to highlight via platforms like LEARN announcements, or e-mail. Many instructors find it effective to upload their course outline into LEARN, as the first module of their course.
References
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Becker, A.H. & Calhoon, S.K. (1999) “What introductory psychology students attend to on a course syllabus.” Teaching of Psychology, 26, 1, 6-11)
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Calhoon, S., & Becker, A. (2008). How students use the course syllabus. International Journal for the Scholarship of Teaching and Learning, 2(1). https://doi.org/10.20429/ijsotl.2008.020106
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Harnisch, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education, 14(3), 319-330. doi:10.1007/s11218-011-9152-4
Resources
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Waterloo Outline – the University of Waterloo’s Course Outline Tool and repository
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University of Waterloo course outline contents (Office of the Associate Vice-President, Academic)
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Information for Instructors. Resources for instructors from the AVPA, including guidelines for specific course activities (e.g., field trips)
This Creative Commons license lets others remix, tweak, and build upon our work non-commercially, as long as they credit us and indicate if changes were made. Use this citation format: Creating Course Outlines. Centre for Teaching Excellence, University of Waterloo.