Instructors: this template is provided as a guide and starting point, and this 'Syllabus Template' topic box is hidden by default and will not be seen by your students unless you change the permission settings. To publish your syllabus, you can:

 [Course Number & Title]
[Term & Year offered]
[Class location & meeting time]

 

Instructor(s):
Office Hours:
Course website, course email list:
Prerequisites: [if applicable]

Instructional Staff
Contact info, photos, office hours and brief description of duties of instructors, preceptors, Head TF, TFs & TAs, technical staff.

Course description
Brief description of the major topics, analytic themes, and/or methodological approaches used in the course.

Course Aims and Objectives
Short and longer term pedagogical goals.  At the end of this course, what should students be able to know and/or do?  What skills and/or knowledge will be the basis of evaluating student performance in the course?

Syllabi for Gen Ed courses should include a clear statement on how the course addresses the pedagogical goals of the Program in General Education as a whole, as well as how the course meets the goals of the specific category (or categories) in which it resides.

Course Policies and Expectations
Make explicit any expectations you have of the students (work produced, behavior in class, etc.) and what students can expect from you. You should be explicit about policies for attendance/participation, late assignments, makeup exams, senior thesis writers, section changes, classroom conduct (respect for others, laptop use in class, etc.), enrollment issues (adding, pass/fail etc), regrade policies, etc.

Materials and Access
Required or recommended texts and readings.  Where and how materials are available.  Information on study groups, departmental question centers, the Bureau of Study Counsel, the Writing Center, Library, the Art or Natural History museums, etc., if relevant.

Assignments and Grading Procedures
Overview of homework and major assignments, including details about the percentage break-down, how and whether grades are curved, etc.

Academic Integrity
You should be explicit with students about your expectations for citation of outside sources in written work, bearing in mind that different disciplines follow different conventions for scholarly citation.  For additional information you may wish to review the Plagiarism and Collaboration sections of the Information for Faculty's Papers and Other Written Assignments page before composing this section.

It is also important that you clarify for your students the course policies on collaboration, particularly if it differs from the default policy established by the FAS.  The recently revised FAS policy on collaboration states that if the syllabus or website for a course does not include a policy on collaboration, students may assume that collaboration in the completion of assignments (but not exams) is permitted.  If collaboration is allowed, be specific about how it should be acknowledged and how the individual work involved in group projects will be evaluated.

Accommodations for students with disabilities (mandatory on all syllabi)
Students needing academic adjustments or accommodations because of a documented disability must present their Faculty Letter from the Accessible Education Office (AEO) and speak with the professor by the end of the second week of the term, (fill in specific date). Failure to do so may result in the Course Head's inability to respond in a timely manner. All discussions will remain confidential, although Faculty are invited to contact AEO to discuss appropriate implementation.

Course Schedule
Topic-by-topic or class-by-class overview. Include dates for midterm exams and major assignments. Consider how holidays, add/drop and withdrawal deadlines, Reading Period, and instructor absences/guest lectures will be handled.  Tentative aspects should be labeled as such.

Other useful information for students