Making a Syllabus
SIUE Syllabus Template
The university provides a regularly updated syllabus template that faculty may choose to use for their courses. View the IDLT Teaching Toolkit to download the Accessible Syllabus Template which includes directions about how to customize it. The template follows recommendations for Universal Design for Learning.
If you would like to craft your own syllabus , see the University Policies and Guidance to Include in Course Syllabus.
AI Course/Assignment Policy
Consider communicating your policy for AI use for your course and/or specific assignments.
The following sample syllabus statements were drafted to encourage faculty to clearly communicate their expectations around student use of GenAI for coursework.
Zero Tolerance Approach to Generative AI
In this course, the use of generative artificial intelligence (GenAI) tools is not permitted for coursework. The purpose of this policy is to ensure that all submitted work reflects your own thinking, skill development, and academic voice. You are expected to engage directly with course materials and complete all assignments independently, without assistance from AI tools for generating, revising, or editing content.
Using GenAI to produce, modify, or meaningfully contribute to submitted work—whether for writing, problem solving, or analysis—violates the SIUE academic integrity expectations of this course. If you are uncertain whether a tool or practice counts as GenAI use, you should assume it is not allowed and seek clarification before submitting your work.
Limited and Instructor-Directed Use of Generative AI
This course allows selective use of generative artificial intelligence (GenAI) tools when explicitly permitted by the instructor. GenAI may be appropriate for certain tasks—such as brainstorming, outlining, editing, or feedback—depending on the goals of a specific assignment. While GenAI may contribute to your work, you remain responsible for the accuracy, quality, and integrity of everything you submit. However, GenAI use is not automatically allowed for all coursework.
Assignment instructions will clearly state whether GenAI use is permitted, what types of use are allowed, and whether disclosure is required. Unless permission is explicitly granted, you should assume that GenAI use is not allowed. All submitted work must ultimately demonstrate your own understanding, learning, and decision-making. The use of GenAI when not allowed violates the SIUE academic integrity expectations of this course.
Required and Intentional Use of Generative AI
In this course, the use of generative artificial intelligence (GenAI) is required and is considered an essential part of the learning process. You will be expected to use GenAI tools to support tasks such as ideation, drafting, analysis, revision, and problem solving. Learning how to use these tools critically, ethically, and effectively is a core objective of the course.
While GenAI may contribute to your work, you remain responsible for the accuracy, quality, and integrity of everything you submit. You may be expected to document or explain how GenAI was used, reflect on its strengths and limitations, and make informed decisions about when and how to rely on these tools. Using GenAI thoughtfully is part of the skill set you are developing in this course.
See Looking for Ideas and Examples for Your Syllabus and Assignment Policies? found on our Generative AI resource page.
But Will They Read It?
Creating opportunities to engage with the syllabus provides structure and expectations for how students should think about and use the document. Some ways to encourage student to read your syllabus include:
- Make it available early: Provide students with a copy of the syllabus before the first class in a welcome message, or post it in Blackboard a few days before.
- Incorporate it into class: Engage students with the syllabus during the first class, or first week for online classes. You can also use the syllabus as part of an icebreaker activity, such as asking them to annotate the document together or individually. The notes the students provide can help you see where your syllabus may be less clear for students. Other activities could be assigning students to become experts on different parts of the syllabus and then sharing what they've learned with their classmates or giving a low-stakes syllabus quiz.
- Refer back to it: Regularly refer back to the syllabus throughout the term.
- Make it visually appealing: Use infographics or video tours to make the syllabus more visually appealing.
- Use accessible language: Use plain language, define terms, spell out acronyms, and explain jargon. You can also use headings, bulleted lists, paragraph breaks, and white space to help students read large amounts of text. Dr. Cate Denial from Knox College provides examples of an original syllabus, then a revised syllabus with plain language, white space and graphics.
- Learn from others: Ask other faculty about their tips for essential items they include in their syllabi. For example, one SIUE faculty member includes statement about grade disputes that indicates that "Students have one week from the day the grade or assignment is returned to request a reconsideration of the grade. All requests must be made in writing (email) and must indicate how you believe you met the objectives for the assignment. No changes will be possible after one week."
Sample Syllabi
Dr. Cate Denial (Knox College) provides examples of an original syllabus, then a revised syllabus with plain language, white space and graphics.
