­Learning Goals & Outcomes:

  • Provide a glossary of terms, acronym key, and jargon commonly used in the subject area.
  • Learning goals encompass the full range of Dee Fink’s dimensions of significant learning (i.e. knowledge, application, integration, human dimension, caring, learning, how to learn).
  • Course level learning outcomes are clearly articulated and use specific action verbs.
  • Learning outcomes are appropriately pitched (appropriate to stated objectives in prior and future courses)

Assessment Activities:

  • Outcomes and assessments are aligned
  • Major summative assessment activities are clearly defined
  • Plans for frequent formative assessment with immediate feedback
  • Assessments are adequately placed and scaffolded
  • Grading information is included but separate from assessment; it is aligned with outcomes


  • Course schedule is fully articulated and logically sequenced

Classroom & Environment:

  • Tone is positive, respectful, inviting
  • Fosters positive motivation, describes value of course, promotes content as a vehicle for learning
  • Communicates high expectations, projects confidence of success
  • Syllabus is well organized, easy to navigate, requires interaction

Tips for Success:

  • Advice from previous students
  • Check your WCU email regularly
  • Specific notification settings in Canvas you prefer be used; suggested login frequency for Canvas
  • Examples of conversation starters for office hour visits (more appropriate for first-year courses)
  • Specific study/success strategies


From Palmer, M. S., Bach, D. J., & Streifer, A. C. (2014). Measuring the promise: A learning‐focused syllabus rubric. To improve the academy: A journal of educational development, 33 (1), 14-36.