The Teaching and Learning Center (TLC) supports Drexel University instructors in course development, including the development of course learning goals and the design of assessments and learning activities to meet those goals. This site provides links to a number of resources that can assist instructors in that process, as well as links to important policies and information that instructors at Drexel should use in the creation of their syllabi. In addition to these resources, TLC consultants are available for individual consultations at any stage of the course and syllabus development process.
Constructing a syllabus is an important component of the course design process. The following materials reflect a research-supported framework to help create a pathway to success in your course. Each semester, Innovative Learning reviews the syllabus framework, identifying needed updates and resources.
The Word files linked below outline Required and Recommended components for your syllabus. Many of these components are already in your Brightspace shell. They just need updates specific to your course. The files below include language that comes directly from University policies or is suggested by the University Senate or specific units. Other trial language reflects an autonomy-supportive classroom that can influence student perception and performance (Young-Jones, Levesque, Fursa & McCain 2019). Italicized text indicates notes to instructors. Plain text provides examples of language.
Tips for creating your syllabus:
- Don’t revise what you don’t have to. Resources listed under University Policies and Statements and the Student Services widget in the Brightspace shell are updated each semester and automatically populated. You may call these resources to your students’ attention.
- Instructors cannot see the Student Services widget in Brightspace, but you can see the most recent version of it here.
- Feel free to add additional resources that might help your students to your syllabus.
Once your syllabus is complete, please also upload it to Purdue’s Course Insights syllabus archiving system. For questions related to the syllabus framework, email innovativelearningteam@purdue.edu.
Note: The Purdue syllabus guidelines are influenced by Instruction Matters: Purdue Academic Course Transformation (IMPACT) and the resources available through Purdue’s Brightspace learning management system (LMS). It also addresses criteria of the valid and reliable syllabus rubric published by the University of Virginia Center for Teaching Excellence (Palmer, Bach & Streifer 2017). Components fall under five categories: 1) Essential course information, instructor contact information, and course description, 2) Specific, student-centered learning outcomes and objectives that are clear, articulated and measurable (Bristol et al 2019), 3) Assessment strategies for all graded assignments that make explicit connections between learning outcomes, activities, and content, 4) Pedagogical approaches and activities that help students achieve the course outcomes and objectives, and 5) Policies and approaches that foster engaging, student-centered learning environments.
References
Adena Young-Jones, Chantal Levesque, Sophie Fursa & Jason McCain (2019): Autonomy-supportive language in the syllabus: supporting students from the first day. Teaching in Higher Education. DOI: 10.1080/13562517.2019.1661375.
Levesque-Bristol, C., Flierl, M., Zywicki, C., Parker, L.C., Connor, C., Guberman, D., Nelson, D., Maybee, C., Bonem, E., FitzSimmons, J., & Lott, E. (2019). Creating Student-Centered Learning Environments and Changing Teaching Culture: Purdue University’s IMPACT Program. National Institute for Learning Outcomes Assessment (NILOA).
Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To Excellerate the Academy: A Journal of Educational Development, 33 (1), 14-36.
Establishing Connection...
Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.
Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more.
Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include.
Required Syllabus Components
The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus. Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.
1. Course Information
a. Course number/section
b. Course meeting time(s) [if applicable]
c. Location [if applicable]
d. Pre-requisites/Co-requisites [if applicable]
e. Catalog Course Description
2. Instructor Information
a. Instructor name (including TA and peer instructors, if applicable)
b. Where, when, and how to contact the instructor
3. Learning
a. List course learning outcomes, objectives, and/or competencies
4. Required Materials and/or Equipment
a. Textbooks and/or course texts
b. 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.)
5. Evaluation and Grading
a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)
b. Grading scale(s) governing the course
c. Policy on late or missing work/exams
d. Penalties on missed classes and/or tardiness [if applicable]
e. Catalog Course Description
8. Disability Accommodations
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.
9. Title IX
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 Madrid 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.
Recommended Syllabus Components
In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.
Other Course Information
- 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
Information about Learning Activities/Assignments
- 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
Additional Information about Academic Honesty
- 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]
Other Course-Specific Information
- 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 University attendance policy]
- 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.)
Other Considerations for Course Syllabi
Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.
Consider Adding a Graphic Syllabus
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 here.
Share your Teaching Philosophy
Sharing a brief description of your philosophy of teaching can provide students a way of understanding what they will experience in your course and why.
Articulate What Constitutes Engagement in Your Course
Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for 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.
Share Tips for Success
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 memorizing 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.
For a better experience, click the 
Abstract
Training in the medical specialty of sport and exercise medicine is now available in many, but not all countries. Lack of resources may be a barrier to the development of this important specialty field and the International Syllabus in Sport and Exercise Medicine Group was convened to reduce one potential barrier, the need to develop a syllabus. The group is composed of 17 sport and exercise medicine certified residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA). This paper presents the first phase of this project covering the domains and general learning areas of a specialist training syllabus in sport and exercise medicine.
- Education
- Sports And Exercise Medicine
Introduction
Sport and exercise medicine (SEM) has become a recognised field of medical specialisation in countries on six continents. The specialty of SEM includes the:
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promotion and implementation of regular physical activity in the prevention, treatment and rehabilitation of chronic diseases of lifestyle (termed ‘noncommunicable diseases’ by the WHO).
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prevention, diagnosis, treatment and rehabilitation of injuries that occur during physical activity.
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the prevention, diagnosis and management of medical conditions that occur during or after physical activity.1
In many countries SEM specialist training is not available. Physical inactivity poses significant health related risks throughout the world. Given the skill set that SEM physicians can bring in a variety of areas, including to any overarching governmental process to encourage and maintain physical activity, training of SEM physicians in these countries is highly desirable.
The development of a medical specialist training programme is a significant undertaking and requires considerable resources, both intellectual and physical. In 2016 a group of medical practitioners with experience in the development of training and assessment programmes in SEM were invited to join a Delphi group. The group was tasked with creating a ‘basic syllabus in the specialty of SEM’ with the intention that the syllabus be made available for use by any country wishing to develop a specialist training programme in SEM. It is hoped that by reducing the resource barrier more people, organisations and governments will have access to the expertise of specialist SEM physicians. The syllabus presented here is not intended for countries where specialty training is currently in place; excellent programmes already exist in these countries.
Background
This project arose out of a series of discussions which occurred at SEM conferences in Australia, New Zealand and Europe in 2014 and 2015. The SEM specialist physicians involved in these discussions recognised that SEM is now practised at the specialist level in a substantial number of countries internationally, but that each country undertaking SEM specialist training had essentially ‘re-invented the wheel’. It was recognised that this was an inefficient use of scarce resources, and that the effort required to create a specialist training programme may form a barrier to the specialty being developed in more countries. The project is an attempt to provide an advanced starting point for those countries who do not have a SEM specialist training programme.
Internationally the existing postgraduate training path to specialty status for doctors in the field varies considerably. It ranges from undertaking an additional year or more of training postprimary specialty (eg, USA) through to stand-alone 4-year primary specialty training programmes (eg, Australia). Specialist SEM training is a lengthy process; in many countries training would not be complete before postgraduate year 7.
The group is offering a syllabus rather than a curriculum as it was felt that the specialty will best evolve in individual countries on the back of pre-existing educational and medical infrastructure. The syllabus presented here is flexible enough to be used in a variety of specialist training scenarios. With an understanding of local resources, a national medical organisation could take this basic syllabus, and determine how they will train and assess in the specialty of SEM.
The authors recognise there are many upskilling short courses designed to Excellerate a doctor’s knowledge of various branches of SEM, however these do not produce SEM specialists.
No funding or organisational support has been sought for this project. The group has no affiliated organisations, although the individual group members have affiliations to various national SEM organisations.
Methods
The Delphi group, which has come to be known as the International Syllabus in Sport and Exercise Medicine Group (ISSEMG) was formed by inviting approximately 20 SEM certified from 12 countries where specialist SEM training is already established. The invitees were told of the nature of the project and asked to inform their national SEM organisation of the invitation, with the understanding that the national SEM organisations were not being asked to ratify the project, but could offer an alternate participant if the primary invitee could not participate for some reason, or if someone in the organisation had a greater interest in the project. Ultimately the group came to be composed of 17 SEM certified residing in 12 countries (Australia, Canada, India, Ireland, Malaysia, the Netherlands, Qatar, South Africa, Sweden, Switzerland, the UK and USA).
The development process was a modified Delphi process, with questionnaires around syllabu inclusion being sent out at a rate of approximately one every 3 weeks, the comments of the group collated and circulated, with iterative questionnaires developed as needed. A cut-off point of 80% agreement was the general standard for syllabu inclusion. One member of the group (DH) created the questionnaires with multiple members offering initial lists of syllabu inclusions. Surveys were distributed via a link embedded in an email with a reminder email circulated approximately 2 weeks later. Response rates to the surveys varied from 60% to 100%. Each questionnaire posed a series of questions around syllabu areas, with members agreeing or disagreeing on a topic’s inclusion, with the option of commenting on the syllabu area and a final option of suggesting other syllabu areas for inclusion. The commentary and additional suggestions were then collated and circulated to the group with the option of further comment available. It was generally not possible for the collator to identify who had completed a survey or who had provided particular comments. Where appropriate, follow-up questions on the syllabu areas were posed in the next questionnaire.
The agreed syllabus is hierarchical, the top level contains the ‘Domains’, that is to say the overarching areas of learning. In the second level, the domains have been divided into ‘General Learning Areas’ (GLA) and each GLA will be divided into ‘Specific Learning Areas’ (SLA).
This paper presents the domains and GLAs; the SLAs are still in development and will be presented in a later publication.
It has been assumed that the doctors undertaking specialist training in SEM have prior high-level training in anatomy and exercise physiology. If this is not the case then these areas need to be included in the learning domains.
Results
Domains
The following have been agreed as the key domains of SEM specialist training
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Physical activity and human health
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Medical issues related to exercise
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Injuries related to sport and exercise
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Nutrition
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Pharmacology
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Antidoping
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Sports team care and sports event medical management
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Physical activity in challenging environments
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Specific groups undertaking sport and exercise
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Intrinsic skills of an SEM physician
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Extrinsic skills of an SEM physician
General learning areas
For each domain, the following have been agreed as the GLAs:
Physical activity and human health GLAs
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The role of physical activity in the prevention and treatment of disease: population health perspectives
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Applied exercise physiology: types of exercise, effects of exercise and maximising adaptations to exercise
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Physical activity guidelines and recommendations
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Barriers to physical activity: environmental, social, physical and psychological
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Considerations before prescribing exercise
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Exercise prescription in healthy individuals
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Exercise prescription in individuals with disease
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Exercise prescription in special circumstances
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Communicating the physical activity message beyond the individual
Medical issues related to exercise GLAs
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Neurological issues related to physical activity
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Respiratory issues related to physical activity
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Cardiovascular issues related to physical activity
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Gastrointestinal issues related to physical activity
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Renal and urogenital issues related to physical activity
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Metabolic issues related to physical activity
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Ear, nose and throat issues related to physical activity
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Immunological and haematological issues related to physical activity
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Dermatological issues related to physical activity
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Psychological and mental health issues related to physical activity
Injuries related to sport and exercise GLAs
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Principles of tissue injury and repair in the musculoskeletal system
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Principles of injury prevention
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General pathology of the musculoskeletal system
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Head and neck injuries
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Upper limb injuries
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Trunk, abdominal and thoracic spine injuries
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Lumbar spine and pelvic injuries
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Lower limb injuries
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Interpretation of radiological and other investigations
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Principles of injury rehabilitation
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Return to sport decision making
Nutrition GLAs
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Sports nutrition for health and performance
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Hydration
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Carbohydrates
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Fats
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Protein
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Micronutrients and vitamins
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Energy requirements and relative energy deficiency
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Nutritional supplements
Pharmacology GLAs
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Medication abuse in elite athletes
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The influence of medications used in the treatment of disease on exercise capacity
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Medication and exercise interactions which may cause or worsen disease
Antidoping GLAs
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The World Anti-Doping Authority (WADA) list
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The WADA therapeutic use exemption process
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Other prohibited medications in specific sports
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The consequences of doping: health risks, sanctions and responsibilities
Sports team care and sports event medical management GLAs
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Roles of the SEM physician in the team environment
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The Olympic movement medical code on the ethical treatment of athletes
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Medical screening of athletes and event participants
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Preseason/pre event medical organisation
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Equipment, medical supplies and facilities for team and event care
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Match/event day medical issues
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Emergency sports medicine: on-field assessment and management of sports injuries and medical conditions
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Postseason and postevent review of medical care
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Team travel
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Common general practice problems encountered when travelling with teams
Specific environments and sport GLAs
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SEM as it relates to physical activity at altitude
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SEM as it relates to physical activity in cold environments
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SEM as it relates to physical activity in hot environments
Specific groups in sport GLAs
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Sports medicine as it relates to paediatric athletes
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Sports medicine as it relates to female athletes
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Sports medicine as it relates to ageing athletes
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Sports medicine as it relates to athletes with a disability
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Sports medicine as it relates to extreme and adventure sport athletes
Intrinsic skills of an SEM physician GLAs
Intrinsic skills are core skills which all physicians should learn during basic training, but which also have particular applications within SEM practice.
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Communication
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Collaboration
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Leadership and management
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Health advocacy
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Research, teaching and learning
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Professionalism
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Ethics
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Cultural, religious and LGBTQ awareness and safety
Extrinsic skills of an SEM physician GLAs:
The ISSEMG have defined extrinsic skills primarily as the ‘doing’ skills, that is to say skills that require hands-on ability as opposed to the primarily cognition skills defined in the intrinsic skills.
Please note that in this domain the ISSEMG has chosen to define some skills as core, that is to say required of all certified in SEM, and some skills as advanced, that is to say skills which could reasonably be expected to be acquired postspecialty training, but which could be acquired during specialty training.
Core skills
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Perform a comprehensive examination of the musculoskeletal and neurological systems and interpret the findings at an advanced level.
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Perform a sport-specific medical and musculoskeletal screening examination.
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Perform advanced life support in non-hospital environments.
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Provide effective immediate medical care for on-field injuries and medical events.
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Perform concussion screening examinations, baseline and postinjury, and interpret the results.
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Interpret radiological and other investigations relating to SEM at an advanced level.
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Interpret ECG findings in an athlete with reference to current guidelines.
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Inject a variety of joints and soft tissues without radiological guidance.
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Prescribe advanced protective braces.
Advanced skills
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Tape joints, tendons and muscle for injury prevention and treatment.
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Interpret simple video analysis of a variety of sporting skills including running gait.
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Perform a targeted ultrasound examination of a peripheral musculoskeletal problem.
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Inject a variety of joints and soft tissues with radiological guidance.
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Perform and interpret the findings of a resting and exercise lung function test.
Conclusion
ISSEMG has developed a baseline syllabus SEM medical specialist training programme and offers the first two layers of the syllabus in this document. The members of ISSEMG hope that this project is of value to those national medical organisations seeking to create a specialist training programme in SEM. ISSEMG intends to provide the SLA component of the syllabus within the next 3 years.
Acknowledgments
The authors thank the ISSEMG team members for their contribution.
In keeping with The New School's policy of providing equal access to individuals with disabilities, instructors are strongly encouraged to include a statement on their syllabus informing students that academic accommodations can be provided on the basis of disability if the student follows the protocol described. The following statement contains all of the elements that should be present. Instructors may want to make changes based on style preference or particular course content. Instructors who need consultation in further developing this statement can contact the director for Disability Services. It is strongly recommended that you also read this statement to the students at the start of each semester when reviewing course policies. Early intervention can make all the difference in helping students achieve academic success. It also shows that the instructor has made a good-faith effort to inform students of their rights and responsibilities in this area and that this effort was made in a timely manner.
Students Disability Services (SDS) assists students with permanent or temporary disabilities in need of academic and programmatic accommodations as required by the Americans with Disabilities Act of 1990 (ADA) and Section 504 of the Federal Rehabilitation Act of 1973.
Students with a disability who may need academic accommodations must contact SDS. To register with SDS and begin the request for accommodations, please complete the Disability Self-Identification Form or contact SDS by email at [email protected].
Please note that faculty do not work unilaterally with students to provide accommodations. Accommodation information for instructors must be provided before any arrangements are made through an SDS Accommodation Letter. Students with attendance and/or deadline flexibility needs must contact me to discuss this in advance, so that we can establish guidelines (and include SDS as needed).
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The California departments of Public Health and Health Care Services will review the application and determine next steps.
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Diversity & Inclusion
Websites with examples of DEI and antiracist statements:
Counseling and Psychological Services (CAPS)
Students may experience stressors that can impact both their academic experience and their personal well-being. These may include academic pressures, relationship challenges, alcohol or other drugs, financial concerns, identity development, body image, etc.
If you are experiencing similar concerns, we encourage you to seek support. Hope College Counseling and Psychological Services (CAPS) is a free and confidential resource. Call 616.395.7945, or visit the top floor of the Bultman Student Center to find the right form of support for you
If the source of your stressors is academic, please contact us or academic advising so we can find solutions together.
