Here are tools for formatting your syllabus, including:

SDSU Syllabus Template: to help you write a syllabus that is legible by screen readers and other learning software. (Because the university updates the template from time to time, download the latest version each semester.)
SDSU Syllabus Checklist: to help you make sure your syllabus includes everything that required by SDSU Senate policy

About the SDSU Syllabus Template
This syllabus template includes all required syllabus components, including campus policies and information about student resources. It is formatted to be read by adaptive technology (screen readers and other software used by our visually-impaired students and some students with learning disabilities).

Use this syllabus for your courses by filling in your contact information, student learning outcomes, and assignment/assessment and grading criteria. Text in yellow is optional, and can be deleted, rearranged, or altered. If you make significant changes to the syllabus format, check accessibility by placing your syllabus in a Canvas or Blackboard course. The Ally accessibility software within these systems will provide you feedback and guidance on accessibility.

You are not required to use this template. However, University Senate policy requires every SDSU syllabus to include all items on the SDSU Syllabus Checklist (above). If you design your own syllabus, please use the checklist, and format your syllabus for accessibility.

Additional Recommendations
To support student success as you design and schedule assignments:

Schedule an initial assignment or assessment during the first month of the semester. Research suggests that early and frequent “low-stakes” assessments promote student learning and engagement.
Incorporate “active learning” assignments. Research also shows that hands-on, applied, collaborative, problem-based, and context-relevant assignments support student engagement and success.

To support student success with your grading policies:

Explain your grading criteria clearly both for individual assignments and for semester grades. Research shows that students are more successful when they have explicit assignment instructions and understand grading criteria.
If class size permits, make attendance part of students' semester grades. Research shows that a. students who attend class do better, and b. students are more likely to attend class when attendance counts toward their grades.