Cfa suggested syllabus template-a starting point course Number and Title



Download 54,79 Kb.
Date conversion04.11.2017
Size54,79 Kb.
CFA SUGGESTED SYLLABUS TEMPLATE—A STARTING POINT
Course Number and Title –

Tem/Year –

Credits –
Time –

Location –

Pre-requisite – (if relevant)
Instructor –

Email –


Phone –

Preferred Method of Contact – (suggested)

Office Location & Hours – (required: “Faculty members must maintain regular office hours during which they are available for consultation with students or otherwise assure their accessibility to students.”)

Course Fee Explanation (required if any courses fees are charged)


  • State that fees are "included in tuition." Describe what the fee covers.


Course Description (required)

  • Provide the course description exactly as published in the official catalog.


Course Overview (suggested)

  • This is a more extended course description: e.g., provide more details, address the specific topics to be covered this semester, explain the overall structure/outline of the course.


Teaching and Learning Methods (required)

  • Identify which of the following will be included in the class: Lecture, discussions, exploring case studies, experiential learning, problem-based learning, studio time, screenings, performances, presentations, demonstrations, rehearsals, critiques, group work, hybrid, flipped, and/or something else.


Course Objectives (required)

  • Objectives should directly connect to course content, methods, and assignments.

At the end of this course, students will be able to:



(Some options from Bloom's Taxonomy)

  1. Remembering: define, duplicate, list, memorize, recall, repeat, reproduce, state

  2. Understanding: classify, describe, discuss, explain, identify, locate, recognize, report, select, translate, paraphrase

  3. Applying: choose, demonstrate, dramatize, employ, illustrate, interpret, operate, schedule, sketch, solve, use, write

  4. Analyzing: appraise, compare, contrast, criticize, differentiate, discriminate, distinguish, examine, experiment, question, test

  5. Evaluating: appraise, argue, defend, judge, select, support, value, evaluate

  6. Creating: assemble, construct, create, design, develop, formulate, write, perform

Required Texts/Reading (suggested)

  • Use standard bibliographic format as a model for students. Identify where students can access the material.

Examples:

Kelley, Jessen L. “The Material Efficacy of the Elizabethan Jeweled Miniature: A Gellian Experiment,” in Art’s Agency and Art History. Edited by Robin Osborne and Jeremy Tanner (Oxford and Malden, Mass.: Blackwell, 2008), 114-134.

Kyan, Winston C. “Family Space: Buddhist Materiality and Ancestral Fashioning in Mogao Cave 231,” The Art Bulletin 92, nos. 1-2 (March/June 2010): 61-82.


List of Supplies (suggested)

  • Provide a list of supplies students need to purchase, with suggestions for where to find them.


Facility and Equipment Use (suggested)

  • Describe expectations for cleanup and care of facilities and equipment. Explain any departmental policies here.


Grading Policy (Evaluation Methods & Criteria) (required)

  • List each category of activity that will be graded, along with the percentage and due dates.

  • Identify the specific types of activities: e.g., exams (multiple choice, essay, mixed?), papers, journals, artwork, films, performances, etc.

  • Provide a grading scale: e.g., A > 94%, your point scale, or whatever scale you use.


Attendance and Punctuality Policy (required)

If attendance and/or punctuality are required, the policy must be clear, rational, and well explained. Any impact on grades must be sequential and provide predictable steps. The following policy must be addressed in your syllabus:


Policy 6-100III-O: "The University expects regular attendance at all class meetings. Instructors must communicate any particular attendance requirements of the course to students in writing on or before the first class meeting. Students are responsible for acquainting themselves with and satisfying the entire range of academic objectives and requirements as defined by the instructor."
Additional Policies (suggested)

  • For example, Food & Drink, Electronic Devices, CANVAS, Late & Missed Work, and/or anything else important to the instructor.

The University has an "Accommodations Policy" (http://regulations.utah.edu/academics/6-100.php).


Here is possible language you might like to use on your syllabus:

You could quote policy 6-100: "Students are expected to take courses that will challenge them intellectually and personally. Students must understand and be able to articulate the ideas and theories that are important to the discourse within and among academic disciplines. Personal disagreement with these ideas and theories or their implications is not sufficient grounds for requesting an accommodation. Accommodations requested on such grounds will not be granted. The University recognizes that students' sincerely-held core beliefs may make it difficult for students to fulfill some requirements of some courses or majors. The University assumes no obligation to ensure that all students are able to complete any major. It is the student's obligation to determine, before the last day to drop courses without penalty, when course requirements conflict with the student's sincerely-held core beliefs. If there is such a conflict, the student should consider dropping the class. A student who finds this solution impracticable may request a content accommodation from the instructor. Though the University provides, through this policy, a process by which a student may make such a request, the policy does not oblige the instructor to grant the request, except in those cases when a denial would be arbitrary and capricious or illegal. This request must be made to the instructor in writing, and the student must deliver a copy of the request to the office of the department Chair or, in the case of a single-department college, to the office of the Dean. The student's request must articulate the burden the requirement would place on the student's beliefs."

You could write your own statements, for example:


  • I may provide schedule accommodations for those who have a conflict that involves religious/spiritual observances, documented and University-sanctioned activities (e.g., athletics, debate tournaments, etc.), and short-term family or medical-related emergencies. With the exception of medical or family emergencies the student must alert the instructor prior to missing class. All make-up assignments should be completed prior to class being missed.

  • Some of the lecture, discussion, readings, or other materials in this course may include information, ideas, and/or theories that conflicts with the core-beliefs of some students. For example, some of the material we screen/view may be rated "mature" and/or deal with issues such as sexuality and violence. These are appropriate topics for a class in [Department Name], and they are necessary for a full understanding of [course topic]. Please review the syllabus carefully to be sure this is a course you are committed to taking.


Faculty and Student Responsibilities (required: here are some suggestions)

All students are expected to maintain professional behavior in the classroom setting, according to the Student Code (Policy 6-400), spelled out in the Student Handbook. Students have specific rights in the classroom as detailed in Article III of the Code. The Code also specifies proscribed conduct (Article XI) that involves cheating on tests, plagiarism, and/or collusion, as well as fraud, theft, etc. Students should read the Code carefully and know they are responsible for the content. According to Faculty Rules and Regulations (Policy 6-316), it is the faculty responsibility to enforce responsible classroom behaviors, beginning with verbal warnings and progressing to dismissal from class and a failing grade. Students have the right to appeal such action to the Student Behavior Committee.

"Faculty...must strive in the classroom to maintain a climate conducive to thinking and learning." (6-316)

Defining Plagiarism: "Plagiarism means the intentional unacknowledged use or incorporation of any other person's work in, or as a basis for, one's own work offered for academic consideration or credit or for public presentation. Plagiarism includes, but is not limited to, representing as one's own, without attribution, any other individual's words, phrasing, ideas, sequence of ideas, information or any other mode or content of expression." (Policy 6-400, Student Code)


Resources (some required; some suggested)

(Include as many of these as you'd like in whatever order you'd like. Federal law requires that we include the ADA statement.)
Americans with Disabilities Act (ADA) Statement (required)

The University of Utah seeks to provide equal access to its programs, services and activities for people with disabilities. If you will need accommodations in the class, reasonable prior notice needs to be given to the Center for Disability Services, 162 Olpin Union Building, 581-5020 (V/TDD). CDS will work with you and the instructor to make arrangements for accommodations. All information in this course can be made available in alternative format with prior notification to the Center for Disability Services.


Addressing Sexual Misconduct (required, at minimum instructors must include the contact information of the Title IX Coordinator)

Title IX makes it clear that violence and harassment based on sex and gender (which Includes sexual orientation and gender identity/expression) is a civil rights offense subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, color, religion, age, status as a person with a disability, veteran’s status or genetic information.  If you or someone you know has been harassed or assaulted, you are encouraged to report it to the Title IX Coordinator in the Office of Equal Opportunity and Affirmative Action, 135 Park Building, 801-581-8365, or the Office of the Dean of Students, 270 Union Building, 801-581-7066.  For support and confidential consultation, contact the Center for Student Wellness, 426 SSB, 801-581-7776.  To report to the police, contact the Department of Public Safety, 801-585-2677(COPS).



American Indian Resource Center (suggested)
The mission of the American Indian Resource Center (AIRC) is to provide academic support, career counseling, mentoring, and program activities for the University of Utah's American Indian community and campus community as a whole. The AIRC provides an inclusive, supportive, and nurturing environment to assist American Indian students in their journey towards academic, professional, and personal success. In addition, the AIRC aims to provide academic and cultural programs that promote American Indian sovereignty, self-determination, history, arts, ontology, and epistemology. http://diversity.utah.edu/students/airc/airc-mission

ASUU Tutoring Center (suggested)

The ASUU Tutoring Center provides individual tutoring ($7 per hour) and group tutoring sessions ($4 per hour) for currently enrolled University of Utah students.  Students can receive assistance for a wide range of subjects at a reasonable rate, thanks to the Associated Students of the University of Utah who help defray the cost of tutoring.  Tutoring is very flexible.  Depending on the availability of the tutor you select, appointments may be set for any time including evenings and weekends, and always at a location that is convenient for the tutor and student.  For additional information call 801-581-5153 or visit the ASUU Tutoring Center in Rm. 330 SSB. http://tutoringcenter.utah.edu.



Career Services (suggested)

The University provides a variety of career services that you can access throughout your time at the University. 201 S. 1460 E, Room 350. http://careers.utah.edu, 801-581-6186.



Center for Ethnic Student Affairs (suggested)
The living mission of the Center for Ethnic Student Affairs (CESA) is to provide support to students of color at the University of Utah. While primarily serving the needs of African American, American Indian, Asian American, Latina-Latino, and Pacific Islander students, CESA promotes an environment of acceptance that honors all forms of diversity. The center is committed to providing programming that assists students in navigating cultural, economic, social, and institutional barriers in order to achieve academic excellence. http://diversity.utah.edu/students/cesa.

Center for Wellness & University Counseling Center (suggested)

Personal concerns such as stress, anxiety, relationship difficulties, depression, cross-cultural differences, etc., can interfere with a student’s ability to succeed and thrive at the University of Utah. For helpful resources contact the Center for Student Wellness - www.wellness.utah.edu; 801-581-7776; and the University Counseling Center: http://counselingcenter.utah.edu, 801-581-6826.



Learners of English as an Additional/Second Language (suggested)
If you are an English language learner, please be aware of several resources on campus that will support you with your language development and writing. These resources include: the Department of Linguistics ESL Program (http://linguistics.utah.edu/esl-program/); the Writing Center (http://writingcenter.utah.edu/); the Writing Program (http://writing-program.utah.edu/); the English Language Institute (http://continue.utah.edu/eli/). Please let me know if there is any additional support you would like to discuss for this class.

LGBT Resource Center (suggested)
If you are a member of the LGBTQ community, I want you to know that my classroom is a safe zone.* Additionally, please know that the U of Utah has an LGBT Resource Center on campus. They are located in Room 409 in the Olpin Union Building. Hours: M-F 8-5pm. You can visit their website to find more information about the support they can offer, a list of events through the center and links to additional resources: http://lgbt.utah.edu/. Please also let me know if there is any additional support you need in this class.

*What is a Safe Zone? The LBGT Resource Center offers Safe Zone trainings for faculty, staff and instructors at the U. The aim of the training is to promote inclusive teaching and foster a respectful, safe environment for lesbian, gay, bisexual, transgender, queer and questioning individuals in our classrooms. In order to define your classroom as a Safe Zone, you need to participate in this training.



Office of Equity and Diversity (suggested)
The University of Utah is deeply committed to enhancing the success of diverse faculty, students, and staff, as part of our broader goal to enrich the educational experiences and success of all members of our University community. We recognize that a diverse and inclusive University enriches the educational experiences of all students, and enhances our excellence as a world-class institution for 21st Century learners. The Office for Equity and Diversity is proud to lead the University’s efforts to support the success and achievement of faculty, students, and staff who self-identify as African American, Latina/o or Chicana/o, Asian American, Pacific Islander, American Indian, members of the Lesbian, Gay, Bisexual, Transgender and Questioning community, and women in underrepresented fields. http://diversity.utah.edu, 801-581-7569.

Veterans Center (suggested)
If you are a student veteran, I want you to know that the U of Utah has a Veterans Support Center on campus. They are located in Room 161 in the Olpin Union Building. Hours: M-F 8-5pm. Please visit their website for more information about what support they offer, a list of ongoing events and links to outside resources: http://veteranscenter.utah.edu/. Please also let me know if you need any additional support in this class for any reason.

Women's Resource Center (suggested)
The Women's Resource Center (WRC) at the University of Utah serves as the central resource for educational and support services for women.  Honoring the complexities of women’s identities, the WRC facilitates choices and changes through programs, counseling, and training grounded in a commitment to advance social justice and equality. http://womenscenter.utah.edu//

The Writing Center (suggested)
If writing is difficult for you, if you're new to college and don't yet feel quite able to meet college writing expectations, or if you simply would like to improve your writing, I encourage you to visit the Writing Center: www.writingcenter.utah.edu. 587-9122.

Assignments (suggested)

  • You can provide entire summary/details of assignments here or provide a brief overview and elaborate in class, on handouts, or in CANVAS. Provide grading percentages and due dates.

  • If you grade Participation, include an explanation of what you expect here: e.g., in class, on-line, questions, critiques, etc.


Tentative Schedule (required: here is a sample template for representing content and due dates)

Week/Date

Topic

Read/View/Produce Assignment

(complete by date)


Assignment Due

(due on this date)



















































































Non-Contract Statement (suggested)

This syllabus is meant to serve as an outline and guide for the course. Please note that the instructor may modify it at any time with reasonable notice to students. The instructor may also modify the Schedule at any time to accommodate the needs of the class. Should you have any questions or concerns about the syllabus, it is your responsibility to contact the instructor for clarification.


Copyright 20XX, Your Name (suggested)




The database is protected by copyright ©sckool.org 2016
send message

    Main page