I have had the opportunity to develop curricula and corresponding syllabi for multiple classes at Cornell. You can see two examples of syllabi below that I have created for classes in which I am the lead instructor. When designing a course, I like to begin by identifying learning objectives that serve as pillars of organization. I typically try to include five to eight learning objectives that build towards higher levels of learning (sensu Bloom’s taxonomy). During early stages of course development, I try to envision the role that the course I am teaching plays in the students’ curricula. I determine how will my course build or rely upon previous experience or knowledge and help prepare students for future coursework and their careers beyond college or graduate school. Once the framework has been set, I start to populate the syllabus with the largest formal student assessments, such as exams or essays. I then work backward from the end of the semester with my learning objectives in mind, to coordinate how readings, class discussions, and other activities will build towards accomplishing our goals.