• Establishes the agreed-upon learning objectives and core expectations for the course. 
• Reflects compliance with University Senate By-Laws, Rules, and Regulations. 
• Provides a foundation upon which individual instructors (faculty, adjuncts, graduate assistants) create their Instructor Syllabus, tailoring content and pedagogy while retaining the consensus components. 

The Model Course Syllabus must include: 

1. Course Information 
   • Course title, number, credits, prerequisites/corequisites, and restrictions. 
   • Catalog description that accurately reflects course content and rigor. 

2. Course Learning Objectives 
   • Clearly stated, measurable objectives that define what students should know or be able to do by the end of the course. 
   • Alignment with program learning outcomes and, if applicable, General Education Competencies (e.g., Common Curriculum: W, Q, CA1–CA4 designations). 
   • Notice about limits to the number of additional learning objectives that a course instruction may add to tailor their section of the course.  

3. Content Overview 
   • Core topics and themes that reflect disciplinary consensus. 
   • Minimum content expectations that must be addressed in every offering. 

4. Instructional Format and Contact Hours 
   • Compliance with UConn’s definition of the credit hour and expectations for student engagement. 
   • Delivery mode (in-person, hybrid, online) and associated instructional practices. 

5. Assessment of Learning 
   • General methods for evaluating whether students meet learning objectives (e.g., exams, projects, papers, presentation), such as percentage ranges for each type of assessment approach.  
   • Recommended assessment strategies that align with course objectives and comply with program assessment or accreditation standards (if appropriate). Explicitly state if instructors must use certain assignments or assessments, such as a common final exam, to support programmatic assessment or accreditation requirements 

6. Policies and Standards 
   • Required university policies (e.g., academic integrity, accommodations, grading, and attendance). 
   • Any discipline-specific policies approved by faculty. 

7. General Education Requirements (if applicable) 
   • Explicit articulation of how the course meets the criteria for relevant Common Curriculum categories. 
   • Evidence that required competencies (e.g., Topic of Inquiry (TOI), W-course writing requirements) are embedded. 

1. The Model Course Syllabus is the authoritative version reviewed and approved through governance. It sets the baseline requirements. The model course syllabus will be available to all instructors (faculty, adjuncts, or graduate teaching assistants) assigned to teach sections of the approved course. 
2. The Instructor Syllabus incorporates these consensus components but allows flexibility in: 
   • Pedagogical approach. 
   • Specific readings, assignments, and assessments. 
   • Course policies not otherwise mandated by the university or department. 

Guidance for developing a syllabus tailored to your assigned course section is available through the Center for Excellence in Teaching and Learning on their Creating Your Syllabus page.   

• Use student-centered language for learning objectives (“Students will be able to…”). 
• Ensure objectives are measurable and assessable. 
• Collaborate with colleagues to achieve consensus on scope, rigor, and expectations. 
• Review General Education Guidelines to ensure compliance where relevant. 
• Confirm that all components align with University Senate By-Laws and accreditation requirements.