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The scholarship of teaching and learning emphasizes the importance of using learning goals or outcomes to guide course planning and design. The clear, transparent communication of course plans to students in the form of a syllabus (as well as a Moodle site or website) not only supports student success in our classes, but can serve to reveal the “hidden curriculum” of academic life to those who are not already familiar with it. The following resources offer useful perspectives, strategies, and philosophies about both course design and syllabus development.

Course design

• Fink, D. (2005)  (pdf)
• Bowen, R. S.  (2017). . Vanderbilt University Center for Teaching (please note that Vanderbilt’s site includes lots of other excellent teaching guides!)
• (developed by Barbara J. Tewksbury [Hamilton College] and R. Heather Macdonald [College of William and Mary])
• (Moore, Brantmeir, & Brocheild, PhD in Faculty Focus, 2017)
• (from the Georgia Tech Center for Teaching and Learning)
• (Jeremy Murphy in the Chronicle of Higher Ed)
• Strategies to support student learning from

Syllabus development

•  (Gannon, in the Chronicle of Higher Education)
• (Newbold, 2017)
• (Johns Hopkins Bloomberg School of Public Health CTL, 2023)
• (Civic Laboratory for Environmental Action Research [CLEAR], 2019)
• Bryn Mawr Professor Chanelle Wilson on
• (Taylor et al., 2019)