Create a student-centered syllabus

Creating an effective syllabus is more than a bureaucratic necessity; it’s a foundational practice that shapes the learning experience. The effective syllabus is a dynamic document that communicates course expectations, fosters student engagement, and reflects inclusive teaching practices. This guide offers research-backed strategies and practical examples to help faculty design syllabi that are clear, accessible, and student-centered.

Your syllabus is one of the first classroom impressions you will give students. Therefore, it’s critical that you design it intentionally. Intentional design requires attention to both language practices and document structuring as well as carefully considering and including the right information.

Your syllabus is more than a course outline; it’s a chance to welcome students, foster belonging, and set a collaborative tone for the term. The words you choose can communicate warmth, trust, and respect, helping students see themselves as capable partners in the learning process. Inclusive, growth-oriented, and student-centered language signals care and creates the foundation for engagement and success.

• Use inclusive language (I, you, we, us) to invite students into a shared learning experience. These choices foster a sense of community and let students know they are seen as collaborators in their learning, not just recipients of information.
• Emphasize a growth mindset: frame learning as a process and mistakes as valuable opportunities. Phrases that emphasize learning as a process, such as “This course is designed to help you build skills over time” or “Mistakes are a valuable part of learning,” help students see challenges as expected and surmountable.
• Avoid deficit framing (e.g., “students often fail because they don’t keep up”) and instead use language that assumes students are capable and motivated. These subtle shifts can significantly influence how students view themselves and their ability to succeed in your class.
• Help foster belonging, especially for students new to college, with simple welcomes and affirmations, for example, “If this is your first class at PSU, welcome! I’m glad you’re here.” When instructors take the time to make their syllabi welcoming and student-centered, it signals care and builds the kind of trust that supports engagement and success all term long.

When designing your syllabus, applying best practices for accessibility and readability ensures that all students can engage with the content equitably. 

• Use structured headings (such as styles in Word or headings in Google Docs) rather than simply adjusting font size or bolding. This helps screen readers navigate the document more effectively. 
• Avoid using color alone to convey meaning, as it can create barriers for students with color vision deficiencies. 
• Similarly, avoid writing in all caps, which can be difficult to read and is often interpreted as shouting. If you notice students repeatedly missing key details, take a step back and consider whether the syllabus includes too much information in one place. It may help to streamline content or move some items into modules or resources within your course site. 
• Use tables sparingly, and only when necessary; if you do use them, make sure they are formatted accessibly by clearly identifying header rows and columns. 

As you plan your syllabus, ensure that you include the right information and organize that information clearly and intentionally. At the start of a term, students receive syllabi for each of their classes. Not only is this a lot of information to take in at once, but each syllabus is likely organized differently and instructors may have wide variation in how they communicate expectations. 

Consider including only the most critical elements that students need to know early in the term. This helps make your syllabus accessible and reliable. The following items are common syllabus elements

• Instructor information: Basics about you and any co-teachers and teaching assistants: contact information, expected response times
• Course offering details: Course name, code, meeting times, and/or modality
• Course information: High-level overview of the course and your approach to teaching; Course learning outcomes, objectives, or goals
• Required materials: Textbooks, software, or other learning materials. If students need to use any tech or platform outside of Canvas, share appropriate support resources
• Assignment information: Overview of major course assignments, grading, and major due dates; community standards or participation expectations
• Anticipated course schedule: If your course schedule is super detailed, consider a separate document with specific accurate dates. 
• Student resources: To reduce the length of your syllabus, consider adding a link to the How to Find Help at PSU page.

Creating your syllabus in Google Docs and sharing it with students as a view-only link ensures that any updates are immediately visible without needing to resend files. If you prefer a static version, you can also download the syllabus from Google Docs as a Word document and post it in Canvas. 

Creating accessible PDFs can require specialized knowledge and software. Therefore, we do not recommend PDF syllabi.

Help students engage with your syllabus by making it easy to find and actively integrating it into your course experience. A well-organized, easy-to-locate syllabus sets the tone for a supportive and transparent learning environment.

• Post your syllabus in a prominent, consistent location in Canvas, ideally both in the syllabus section and in the first module or weekly overview.
  • Use the Canvas Syllabus tool
  • Add a file or add a link to a Canvas Module
• Make sure the file name is clear and accessible (e.g., “BIO101 Syllabus Fall 2025”).

Also consider experimenting with strategies to help students internalize key course policies and expectations while signaling that the syllabus is a living resource, not a static document.

• Incorporate an activity that encourages students to engage with the syllabus, like a short quiz, syllabus scavenger hunt, or small-group discussion.

Try a “liquid syllabus” (a mobile-friendly, web-based version with welcoming visuals and tone) or a short video introduction to walk through highlights. These formats can increase accessibility and connection, especially for students who are new to college or navigating your course asynchronously.

Your syllabus can reflect student perspectives by incorporating feedback from past classes and adjusting content to better support current learners. Consider inviting students to co-create aspects of the syllabus, such as discussion norms, assignment topics, or participation policies—an approach sometimes called a “negotiated syllabus.” Even small revisions based on student input can build trust and increase engagement. Including a short FAQ section that addresses common student questions (e.g., “What happens if I miss a class?” or “How can I succeed in this course?”) can also show students that their needs and concerns are anticipated and valued.