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Although the course syllabus is often overlooked or undervalued as the first form of communication between students and their instructors, it plays an important role for both. For students, the syllabus communicates information about the course that they require throughout the semester. For instructors, it assists with planning and demonstrates to students the instructor’s concerns for the course and for them (Hammons & Shock, 1994). Importantly, the syllabus creates a first impression about the instructor and his or her attitudes toward teaching (Grunert, 1997). In this column, we identify six characteristics that contribute to a warm syllabus tone, whereby instructors create a classroom environment in which they are seen as approachable and in which students become engaged. We also provide concrete examples of syllabi sections using “cold” language and improved versions using a “warm” tone.

Much has been written about how to create an effective syllabus. There appears to be widespread agreement about what the requisite components are. A good syllabus communicates to students: 1) basic information about the course and contact information; 2) course purpose including goals and objectives; 3) instructor’s teaching philosophy and beliefs; 4) assignments and course calendar; 5) required and optional materials including textbooks and supplemental readings such as journal articles; 6) methods of instruction and course delivery; 7) grading procedures; and 8) learning resources for students (see Altman, 1989; Appleby, 1999; Davis, 1993; Matejka & Kurke, 1994; McKeachie, 2002; Slattery & Carlson, 2005; Suddreth & Galloway, 2006 …