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The CSM Syllabus Hub

A centralized place for syllabi-related needs

Decorative Banner CSM Syllabus HubRequired Information

The following checklist of required information to include in the syllabus is informed by the CSM Faculty Handbook. This list constitutes the minimum of information necessary for students to gain clarity about a course; please note that the organization and presentation of the required elements is at the instructor’s discretion (as long as you include all required elements, you may get creative in how you convey them to students). 

Note: Your division may have additional syllabi guidelines and expectations. Please contact your Division Assistant to make sure you are including all required information.

Include core information about the course, as approved by the Curriculum Committee in the active Course Outline of Record (COR). You can access the corresponding COR via the Curriculum Committee website. Include:

  • Course name, course record number (CRN), number of units (e.g., 3 units), and catalog description
  • Student learning outcomes (SLOs)
  • Course transferability (CSU, UC, GE area)
  • Course prerequisites, co-requisites, and/or advisories (if applicable)
  • Required and recommended texts, including any relevant terminology and access considerations (e.g., Zero Textbook Cost, Low Textbook Cost, Open Educational Resources, Inclusive access, electronic material, etc.)

You decide how much information you want to share about yourself with students in the syllabus. At the very minimum, you should provide your contact information to help students reach out throughout the duration of the course. Include:

  • Name and preferred name (if applicable) 
  • Contact information (i.e., CSM office location; CSM phone number; SMCCCD e-mail address)
  • Preferred ways of communication (e.g., email, phone) and expected response times (e.g., emails will be addressed within 24-48 hours, for example)

Include information that helps students understand the overall course structure and logistics. Include: 

  • Class meeting location (if applicable) and course modality (i.e., in-person, asynchronous, synchronous online, hybrid). Learn more about course modalities at SMCCCD.
  • Office hours’ schedule and location (physical office location at CSM or online for courses in online modalities)
    • Bonus: Consider explaining the purpose of office hours in your course. For example, how could office hours be best utilized by students? What can they expect if they attend office hours? What are some of the top reasons students attend office hours in your course? Are office hours strictly 1:1, or can students attend in small groups or pairs?
  • Tentative course calendar or plan (include key dates for assignments, evaluations, and other important due dates). 
    • If you wish to have room for flexibility, consider including a disclaimer such as: Course content and schedule are subject to reasonable change based on the needs of the class.

Include information that helps students understand how learning will be assessed and measured in the course. Include:

  • A list of course assignments (ideally, accompanied by a brief description of each assignment or assignment type)
  • Detailed grading policies, scales, criteria, and procedures
    • Description of the overall grading approach (How is learning assessed and “measured” in the course? How are grades determined?)
    • How will the final grade be determined? What grading scale will be used?
    • Is extra credit available? If so, how can students take advantage of it?
    • How and how often will feedback be provided on assignments and assessments?
    • Is revision/resubmission allowed? If so, what are the procedures and boundaries around revision opportunities?
    • Where and how can students access their grades and feedback?
  • Evaluation/assessment processes (include information about exam proctoring, if applicable)
  • Date, time, and location of the final examination (if applicable)
    • If your course does not include a final exam, include the due date for any final projects or deliverables.
  • Information about how to fulfill to-be-arranged hours, if appropriate, and the campus location (e.g., specific learning support center or lab, building, and room number) where the TBA requirement is met (Request archived syllabi samples from your Division Assistant if you need assistance with TBA language)

Include main college policies and statements. You may adapt the way you present these in your syllabus. For example, you might choose to include a summarized version of each policy (review the CSM Faculty Handbook, pp. 10-11, for sample policy statements), and link to the corresponding websites for more information. Include:

Recommended Information

This section lists information that you are not strictly required to include in your syllabi, but can help students gain a better understanding of how the course is structured and how they are expected to engage with it. You are not expected to include all the suggested information in this list. Instead, choose, adapt, and incorporate the sections that seem most relevant to your course, your teaching style, and the needs of students. Consider including:

  • Important dates and reminders: The CSM Academic Calendar is a good resource to identify key dates throughout the semester.

    • When classes begin
    • First two weeks of the semester (late registration process. All semester-length courses need to be added within this period)
    • Deadlines related to withdrawing from classes
    • Holidays and Flex Days

  • An extended introduction of yourself: Consider giving students an extended introduction of yourself, beyond the minimum requirement of your contact information. As an instructor, you bring a specific positionality, attitudes, beliefs, and an entire background that led you to the discipline you are teaching today. Sharing some more information about who you are and why you are sharing the learning space with students can help humanize the learning experience. 

  • A suggested study schedule and/or strategies for success: Based on your experience teaching the course and your knowledge of the discipline, how can students develop a study routine that allows them to succeed in the course? What strategies would you recommend in terms of learning, time management, and other relevant aspects? How does one navigate the course successfully? Consider providing a few suggestions.

    • Bonus: Want to go a step further? Explain how recommended strategies for course success relate to success strategies in the discipline. 

  • Norms and expectations for the course: How are students expected to interact with each other and with the instructor, within the context of the course? Are there any norms they should keep in mind from the beginning? How will disagreements and difficult conversations be handled? Set clear (yet compassionate) expectations.

  • Specific course policies and rationale behind them: How will you manage late work in the course? How do grace periods work, if applicable? What are the boundaries around the use of AI (i.e., Artificial Intelligence)? Consider explaining all relevant policies and why they are important for the structure of the course.

  • A personalized approach to equity: Including a summarized version of the CSM Educational Equity Statement is a good start. Consider going a step further and explain how an equity-minded approach shows up in your course design and instructional choices. 

  • Relevant graphics/pictures for visual interest: Consider including relevant graphics or pictures throughout the syllabus to increase the overall visual interest. When intentionally chosen, visual elements can help break up long chunks of text, and can enhance a particular idea or message. When choosing a graphic element to your syllabus, always ask yourself: Does this element reinforce the overall message I'm trying to convey?

    • Bonus: If creating an entire graphic syllabus does not feel manageable yet, start by adding 2-3 graphic elements to your syllabus.