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1. Course number/section
2. Course meeting time(s) [if applicable]
3. Location [if applicable]
4. Pre-requisites/Co-requisites [if applicable]
5. Catalog Course Description

1. Instructor name (including TA and peer instructors, if applicable)
2. Where, when, and how to contact the instructor

a. List course learning outcomes, objectives, and/or competencies

1. Textbooks and/or course texts
2.  Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

1. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
2. Grading scale(s) governing the course
3. Policy on late or missing work/exams
4. Penalties on missed classes and/or tardiness [if applicable]
5. Catalog Course Description

1. Expectations for student attendance/presence in the course (Note: .)

1. Insert and/or link to the required Academic Integrity Syllabus Statement
2. You may also link to the University Academic Integrity Policy

Insert and/or link to the required Disability Accommodations Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU-Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Insert and/or link to the required Title IX Syllabus Statement
Note: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU鈥擬adrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Provide written information to make explicit whether or not GAI use is acceptable in the course and, if so, in what ways and in which circumstances. 

If/how students are permitted to use GAI (in a course, in a specific assignment, etc.) is determined by each individual instructor, unless otherwise directed by their academic leadership (e.g., chair, director, dean). There is no single, University-level syllabus statement about GAI use. 

Note: The Reinert Center offers sample templates for syllabus statements (with a range of possible positions) that can be customized for instructors who choose to use them.

• An expanded description of the course, its priorities, key concepts, etc.
• Course schedule with due dates for assignments, exams, reading, and other activities
• Disclaimer about the possibility of changes to the course schedule

• Instructor office location and office hours
• Instructor Zoom link and virtual office hours

• Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)
• Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies

• Recommended and/or optional readings or texts
• Information about accessing electronic reserves

• Insert and/or link to the recommended Student Success Center Syllabus Statement
• Insert and/or link to the recommended University Writing Services Syllabus Statement
• Provide information about course-/program-specific support resources [if applicable]
• Share other campus resources relevant to the course (e.g., liaison librarian, residence hall coordinator for learning community courses, etc.)

• Insert and/or link to the recommended University Counseling Center Syllabus Statement
• Insert and/or link to the recommended Wellness Syllabus Statement
• Insert and/or link to the recommended Basic Needs Security Syllabus Statement

• Unit-level academic honesty policies and practices [if applicable]
• Course-specific guidance on academic honesty
• Statements of professional ethics or codes of conduct [if applicable]

• Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
• Course etiquette/civility policies or other expectations about interactions between and among members of the class
  • With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
• Information about what will happen in cases of inclement weather
• Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)
• Distinction between "excused" and "unexcused" absences [if applicable and consistent with ]
• Statement that student work in the course may be used in course/program assessment
• Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

You can use to ensure syllabi are accessible for all students. The Reinert Center also provides programming and resources to support the adoption of universal design standards.

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus .

Sometimes called "trigger" warnings, a content warning may be appropriate if your course includes content that may inadvertently trigger students who have experienced trauma. The Reinert Center provides some information on creating inclusive content statements.

Sharing a brief description of your philosophy of teaching can give students a way of understanding what they will experience in your course and why.

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible to all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or reading strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.