Advanced Level Syllabus: A Comprehensive Guide

A syllabus serves as a roadmap for a course, outlining expectations and providing essential information. It's a valuable tool often underutilized by students. Think of it as a contract between professor and student. Generally, it encompasses course policies, rules, regulations, required texts, and a schedule of assignments. A well-constructed syllabus offers insights into the course structure and what is expected of you.

Finding Syllabi

Several avenues exist for locating syllabi:

Syllabus Archive: Explore a dedicated archive, often searchable by quarter and department. For past syllabi, use resources like Explore Courses to determine when a course was last offered.
Navigate Classes & Explore Courses: These platforms often provide links to syllabi within the "Additional Resources" section.
Departmental Contact: Reach out to the instructor or the Student Services Officer (SSO) in the relevant academic department/school to inquire about syllabus availability, including previous versions.
In-Class Distribution: Many instructors distribute physical copies on the first day. If joining late, inquire about missed handouts.

It's important to remember that syllabi are subject to change, especially when a different instructor teaches the course. However, even previous years' syllabi offer valuable insights for course evaluation.

Understanding the Syllabus

A syllabus is a very valuable tool, underused by many students. All professors will write and use their syllabi differently. Problem set and exam-based? Reading and discussion with papers? A variable-unit class with a variable workload should explain the difference in the syllabus.

Key Syllabus Components and Their Importance

A comprehensive syllabus should include various elements to ensure clarity and transparency. These elements serve different purposes, from outlining course logistics to setting the tone for learning.

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1. Course Basics: Setting the Foundation

This section establishes the fundamental details of the course.

Course Number and Name: Clearly identifies the course.
Instructor Contact Information: Provides ways to reach the instructor (email, office hours, etc.).
Meeting Times and Locations: Specifies when and where the class meets.
Brief Course Description: A summary of the course content, often taken directly from course listings. Provide the description exactly as it appears in the Workday course listings. In a separate location, you may also optionally provide more detailed information about the course that will help students feel “invited” into the learning experience. You might answer the following questions: How will taking the course prepare students for future learning and/or professional work? How will the learning they will engage in during this course connect to their lives outside of the course?

2. Learning Objectives: Defining Goals

This section outlines what students should achieve by completing the course.

Overall Objectives: State what students will know or be able to do by the end of the course. List multiple (typically 4-6) student-centered learning objectives. Objectives generally answer the question: What should your students learn or be able to do as a result of participating successfully in your course?
Unit/Module Objectives (if applicable): Break down objectives for specific parts of the course.
Focus on Skills: Identify modes of thinking and transferable skills when possible. The best constructed goals are specific, measurable, and attainable.

3. Course Schedule: Mapping the Semester

This provides a timeline of topics, readings, assignments, and deadlines.

Topics: Outline the subjects covered in each class meeting.
Readings: List required and recommended readings for each topic.
Deadlines: Clearly state due dates for all assignments and exams.
Holidays: Note any days when class will not be held. Many students will recognize the syllabus as a reference guide for a particular course.

4. Required Texts and Materials: Resources for Success

This section lists all necessary resources for the course.

Required Texts: Include title, author, ISBN, edition, and where to find them. List required and non-required texts including: title, author, ISBN #, edition, and where each text can be purchased, borrowed from, or found (e.g.
Other Materials: List any other required materials or equipment (e.g.
Cost Considerations: Consider an optional statement indicating free or reduced-cost options that exist for obtaining course materials.

5. Grading and Assessment: Understanding Evaluation

This section explains how student performance will be evaluated. Course requirements and information about grading must be included.

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Grading Scale: Provide the grading scale (e.g. 90-100 = A).
Assignment Weights: Break down how much each assignment contributes to the final grade.
Late Work Policy: Indicate your policy on late work, missed exams, and regrading.
Academic Integrity: Provide a statement on academic integrity (see the required academic integrity policy below as well). This might include pertinent definitions (e.g. plagiarism), information about when collaboration is authorized, information about what appropriate collaboration looks like for various activities or assignments, and expectations for where and when content from the course is to be shared or not shared.

6. Assignment Details: Expectations Explained

This section provides detailed information about each graded component. Describe each graded component in enough detail that students reading will have a general understanding of the amount of and type of work required.

Exams: There are three in-class exams that will allow you to demonstrate your learning on each of the three course units. Exam format will be short answer and essay questions and they will cover material from each respective unit. In addition, the Unit 3 exam will contain a cumulative essay portion.
Homework: Describe what students will be required to do to prepare for class and/or complete weekly homework. Include information here about “best practices” for maximizing their learning (e.g.

7. Generative Artificial Intelligence (GenAI) Policy: Navigating New Technologies

This section clarifies the instructor's stance on using AI tools. Clearly communicate your policies on the use of generative artificial intelligence (GenAI) with students through the course syllabus and to reiterate the policies, where relevant, within individual assignment guidelines. It is also advisable to explain to students why you are implementing those policies so that they can better understand how the use or avoidance of GenAI will advance their learning.

Permitted Uses: Describe situations where AI use is permitted and instructed. with an aim to deepen understanding of subject matter.
Prohibited Uses: Outline uses that are not allowed, such as submitting AI-generated content as one's own work. to assignments that do not acknowledge the use of generative AI tools.
Attribution Requirements: Explain how to properly cite AI-generated content. for attribution if/as needed.
Rationale: Explain the reasoning behind the AI policy, connecting it to learning outcomes. outcomes or goals associated with assignments. you are conducting through coursework).

8. Classroom Policies: Expectations for Participation

This section outlines expectations for student behavior and engagement.

Attendance Policy: Describe your attendance policy.
Participation Expectations: Describe the function of classroom participation within the context of your course as well as your expectations for how students should participate, considering your expectations in relationship to the stated learning goals. Discussion and participation are a major emphasis in this course. This means that it is your responsibility to come to class ready and willing to take part in group knowledge building. Your in-class participation grade for this class will be primarily based upon the small group work and activities that we do in class. This grade will also reflect your level of investment in classroom discussion and how often you bring required materials to class.
Online Discussion & Netiquette: What rules will you establish for appropriate participation in Zoom discussion?

9. Technical Requirements and Support: Ensuring Access

This section details technology needs and resources. Technical Requirements and Support Available: What kinds of technology and technology access will students need to participate successfully in your course? What additional EdTech tools will they need to learn?

Required Technology: List necessary hardware, software, and internet access.
Technical Support: Provide information on where to get help with technical issues. Microsoft Office 365 is available free to all students. latest versions of Word, Excel, PowerPoint, OneNote, and much more. Office 365 on up to five compatible devices, including tablets. online in OneDrive so it can be accessed no matter which device is being used. of South Carolina. All computers connected to the university network must have up-to-date antivirus software. Microsoft Windows includes antivirus software, but Macs do not.

10. University Policies: Required Statements

This section includes mandatory statements regarding university policies. The following is the minimum set of policies that should be included verbatim in each syllabus. After the required policy and resource statement, please feel free to add links to resources or provide explanations that you think are appropriate to students in your course.

Academic Integrity: In all academic work, the ideas and contributions of others (including generative artificial intelligence) must be appropriately acknowledged and work that is presented as original must be, in fact, original. Please provide a statement with examples of acceptable/unacceptable instances of collaboration in this course, the acceptable/unacceptable uses of Generative AI in this course, and whether you will utilize TurnItIn functionality.
Recording of Class Activities: The following applies to all students in my class: “Except as otherwise expressly authorized by the instructor or the university, students may not record, stream, reproduce, display, publish or further distribute any classroom activities or course materials. This includes lectures, class discussions, advising meetings, office hours, assessments, problems, answers, presentations, slides, screenshots or other materials presented as part of the course. If a student with a disability wishes to request the use of assistive technology as a reasonable accommodation, the student must first contact the Office of Disability Resources to seek approval.
Disability Resources: WashU supports the right of all enrolled students to an equitable educational opportunity and strives to create an inclusive learning environment. In the event the physical or online environment results in barriers to your inclusion due to a disability, please contact WashU’s Disability Resources (DR) as soon as possible and engage in a process for determining and communicating reasonable accommodations. As soon as possible after receiving an accommodation from DR, send me your WashU Accommodation Letter. Remember that accommodations cannot be applied retroactively.
Title IX: If you are a victim of sexual discrimination, harassment or violence, we encourage you to speak with someone as soon as possible. Understand that if you choose to speak to me as an instructor, I must report your disclosure to my department chair, dean, or the Gender Equity and Title IX Compliance Officer, which may trigger an investigation into the incident. You may also reach out to the Relationship & Sexual Violence Prevention (RSVP) Center to discuss your rights and your options with individuals who are not mandatory reporters.
Religious Observances: To ensure that accommodations may be made for students who miss class, assignments, or exams to observe a religious holiday, you must inform me in writing before the end of the third week of class, or as soon as possible if the holiday occurs during the first three weeks of the semester.

11. Additional Resources: Support for Students

This section provides information on campus resources that can help students succeed. Academic success is built on a foundation of proactive habits and skills. their full potential. during their academic journey.

Counseling and Mental Health: Counseling & Psychology Services (CAPS) offers individual and group counseling, as well as psychiatric services.
Academic Support: excelled in their courses. Peer Tutoring: Schedule a one-on-one appointment with a Peer Tutor. Drop-in and Online Tutoring may also be available for this course. focused on the most challenging course content.
Writing Center: This course has many writing assignments. The University Writing Center is an important resource you should use! assistance with a writing project at any stage of development.

Deadlines & Policies: Staying on Track

A syllabus provides important information about what is expected from students taking the course. It details the course requirements, your assignments and their deadlines, participation and attendance expectations, and how your grade is calculated. When are the exams and major assignments due? Are assignments due in class or electronically by a certain time? What is the late policy? Be sure to check all the deadlines for all your courses to see whether you are committing yourself to four midterms in the same week or two problem sets on the same day every week (and reconsider, if you are).

Your decision to take the course implies that you have read and understood the syllabus, and that you will accept the requirements and the grading policies spelled out there. So be sure to read the syllabus carefully before making your enrollment decision!

Continued Guidance: Using the Syllabus Throughout the Course

During the quarter, the syllabus continues to guide you. The syllabus reflects the way the class is organized. The titles for each class meeting will often identify the main themes of that class, and may help you focus your reading for that day in order to prepare for class, as well as guide your studying for exams.

The Syllabus as a Contract, Record, and Learning Tool

The purpose of the syllabus should drive the decision as to what content to include. Three major purposes that a syllabus should serve are as a contract, a permanent record, and a learning tool (Parkes & Harris, 2002). In many cases, items are essentially required-especially for General Education courses, according to the Provost's Office guidelines for General Education courses.

The Syllabus as a Contract

A syllabus should make the rules for the course clear. It should set forth what is expected to happen during the semester, delineate the responsibilities of students and of the instructor, and describe appropriate procedures and course policies. For example, you may point out that you will be incorporating active learning strategies throughout the semester in the form of group work, in-class writing assignments, etc. Or if you address controversial topics, you may want to lay out some guidelines for discussion.

The Syllabus as a Permanent Record

A syllabus should serve accountability and documentation functions. It should document what was covered in a course, at what level, and for what kind of credit. Such a syllabus contains information useful for evaluation of instructors, courses, and programs, and can thus be useful in course equivalency transfer situations, accreditation procedures, and articulation. You may also want to note where else texts will be available (e.g., the library, online, electronic reserves)Pre- and co-requisites for the course (not just courses; what skills are expected also)Names and contact information for teaching assistants

The Syllabus as a Learning Tool

A syllabus should help students become more effective learners in the course. While many of these items are not required for syllabi at Illinois, adding them can greatly improve students' ability to learn the material.

First-Year Alert

In high school, the daily schedule typically listed the homework that you would do after each class. A syllabus provides key logistical information (meeting times, office hours, contact details, schedule) that students and instructional staff will rely on throughout the semester. It sets out course policies, including assignments, grading, participation, and deadlines-forming a transparent contract between you and your students. A good syllabus is more than just a list of dates and readings-it also shapes students’ first impressions and sets the tone for your course, providing a roadmap for learning. The Bok Center recommends including the following elements for clarity and transparency:

Crafting an Effective Syllabus: Benefits for Instructors

The quality of the syllabus is a fairly reliable indicator of the quality of teaching and learning that will take place in a course (Woolcock, 2003). Therefore, it behooves instructors to make the effort to construct a high-quality syllabus. The results of that effort can benefit the instructor as well as his or her students.

A syllabus lets students know what the course is about, why the course is taught, where it is going, and what will be required for them to be successful in the course (Altman & Cashin, 2003). By clearly communicating expectations, instructors can circumvent a whole host of student grievances and misunderstandings during the semester. It also shows students that you take teaching seriously (Davis, 1993). Finally, remember that your syllabus may be some students' first exposure to your course, and its contents may determine whether or not they take the course.

The process of developing a syllabus can be a reflective exercise, leading the instructor to carefully consider his or her philosophy of teaching, why the course is important, how the course fits in the discipline, as well as what topics will be covered, when assignments will be due, and so on (Eberly, Newton, & Wiggins, 2001; Grunert, 1997). This can be an enlightening experience that results in an improved course. The syllabus is, thus, both a professional document and a personal document. When a syllabus reflects the instructor's feelings, attitudes, and beliefs about the subject matter, teaching, learning, and students-as well as setting out the “nuts and bolts” of the course-the syllabus can serve as a guide to the instructor as much as a guide to the class (Parkes & Harris, 2002).

Note: All instructors of courses at the University of Illinois are expected to provide a syllabus to their students clearly stating expectations for student learning outcomes.

Navigating A-Levels

What are A-Levels?

The General Certificate of Education Advanced Level Examinations originated in the United Kingdom and are known as the "A-Level Exams." Many countries have developed similar exams, and different examining boards might use the same exam name even if they are not part of the United Kingdom. Cambridge International is one examining board that administers A-Level exams. The A-Levels are usually taken after two years of studying the subject. There are six passing grades: A+ is the highest, and E is the lowest. Illinois awards credit for grades of C and higher. Please note that the the Advanced Subsidiary Level Examinations (i.e., the "AS-Levels") are not the same as the Advanced Level examinations (i.e., the "A-Levels"). The syllabus content for an AS-Level course is typically the first half of the content taught in an A-Level course (e.g., a one-year course instead of a two-year course). Illinois does not accept AS-Level test scores for either course placement or course proficiency.

FOR NEW STUDENTS ENROLLING IN THE 2025-2026 ACADEMIC YEARPolicies get reviewed every year and may change. The course placement and academic credit policies that apply to you can be seen here.

FOR CURRENTLY ENROLLED STUDENTS (SOPHOMORES, JUNIORS, AND SENIORS) WHO WISH TO SUBMIT 'A LEVEL' SCORES NOWPolicies get reviewed every year and may change. The course placement and academic credit policies that were in effect when you first enrolled at Illinois are the ones that apply to you. Please check the archives for your academic year to see whether you will get any credit for your exam.Questions? All 'A-Level' credit is processed through the Office of Undergraduate Admissions.

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