NUTSHELL NOTES "Teaching tips in a nutshell" - The University of Colorado at Denver's One-page Newsletter for Teaching Excellence

While faculty generally appreciate the connection between the syllabus provided at the alpha (start of the course) and grading at the omega (end of the course), others learn appreciation the hard way by losing an embarrassing fight for vindication. This issue should help readers avoid the latter experience.

Nutshell Notes, v.1, n. 2, provided a checklist of items that should be included in a syllabus. At least seven of these items can involve grades.

(1) Grading scale. Whether you use an absolute numerical scale or grade on a curve (many authorities recommend against the latter), the syllabus should precisely describe the performance needed to earn reported grades such as A, B+, C-, P, etc. To explain the scale really requires us to disclose the components (class participation, homework, etc.) that are considered in grading and how we will weight these components in calculation of final grades.

(2) Pre-requisite courses or skills . Whenever possible, the prerequisites listed in the syllabus should agree with whatever is listed in the catalog. Catalog-listed courses require approval by departments and curriculum committees, and the prerequisites are a part of the course proposal reviewed by these bodies. The instructor should not make up new prerequisites that are inconsistent with the catalog. If you want to insure that students do not take your course without listed prerequisites, (i.e. if you can't afford to end up both teaching your course and tutoring the prerequisite courses), then state bluntly in the syllabus: "Only students who have met the listed prerequisites may remain enrolled in the class." Be consistent between what you say orally to students and what you write in your syllabus. Any student who later complains about being unable to keep
up as result of not having the prerequisites then has to accept full responsibility for his/her problem.

(3) Call to be made aware of students' special needs. A student with a diagnosed learning disability, such as dyslexia, or a physical problem, such as color blindness, may fear that he/she will be at an unfair disadvantage in a particular class. The syllabus should invite students who have special challenges that may affect their grade to inform you in private about their needs and to help make you aware of ways in which you can assist them. Reasonable means of accommodation can usually be found.

(4) Policy for missed tests; (5) Policy for late work; (6) Policy for absences; (7) Policy for extra credit work. Some students will miss classes and tests, will try to submit late work, or may ask for extra credit options. To deal successfully with these areas, a policy on each must be stated in the syllabus. If we don't state our policies, we will find ourselves put on the schedules of each of our students, or worse, will find ourselves one day dealing in the very dangerous business of inequitable treatment of individuals. After the class is in progress, attempts to later link grades to behavior can be seen as arbitrary; if a dispute arises from a student, we will likely lose. But if our policies are clearly stated in the syllabus as to how grades are affected by attendance, etc., we will almost certainly win any resulting dispute—even if our policies are not popular.

In summary, the simplest way to avoid disputes is to provide clear, thorough, honest, and respectfully stated rules and policies in your syllabus, and then to apply them fairly and equitably to all students.