Course Syllabus

COURSE ID: Course Title

College | Department

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Course Description

Insert content here.

Prerequisite: None

(Credits: 3)

Student Learning Outcomes (SLOs) and Course Objectives

Course Objectives:

Upon completion of the course, you should be able to:

  • Objective #:
  • Objective #:

Department Outcomes (For Majors and/or Non-majors)

  • Outcome #: Students will 
  • Outcome #: Students will 

University SLOS/SLOs for Majors:

  • SLO #: Students will 

  • SLO #: Students will 

Materials and Resources


  • Author. Title. This text is an electronic version of the current textbook.
  • Other (required)

This course participates in the ALL ACCESS PROGRAM which includes
access to the eBOOK beginning on the first day of class.

All Access is automatically provided for the class and is billed to your Auburn eBill.  You will get instructions for this in an email from the AU Bookstore, including how to access the book through the Canvas menu and how to opt out of the program if you choose.  

Additional Readings:

Articles pertinent to each week’s topics will be posted for students on Canvas.

Online Student Learning Expectations

All students in this course are expected to have all the equipment and software needed to be successful in the course.

All students are expected to contribute to their own learning as active and well-prepared participants. Weekly modules will provide various opportunities for reading, reflection, applied experiences, collaboration, and writing. Since these activities are woven through the entire week and generally do not require your “electronic presence” at any particular time or day, there should be no need to "miss" class. You should plan on spending the same amount of preparation and “in class” time on this course as you would if you were taking the course face-to-face.

Logging On

The learning activities for each week are carefully sequenced and offered in small chunks so you can accomplish reasonable amounts throughout the week. You should log on to the course website regularly to work through course materials and participate in course discussions.

Posting Responses

Interaction between students is an important part of this course and requires prompt postings and responses. In an attempt to be efficient with our time and considerate of everyone’s schedules—beyond the requirements of this course—we will operate under a consistent time structure for posting assignments and responses to online discussions.

Course Structure

The course will follow this general pattern:

  • At the start of each module, students will 
  • To supplement the textbook, students will 
  • Throughout each module, students will
  • At the end of each module, students will 
  • Throughout the course, students should 

The syllabus is subject to change at the discretion of the class instructor. Students will be notified in a timely manner of any syllabus changes via email.

Outline of Course

This course will be broken up into nine modules. The following outline presents the topics to be covered in each module.

Unit #: TOPIC
  • Subtopic 
  • Subtopic
Unit #: Topic
  • Subtopic
  • Subtopic

Assignments and Projects

Class Discussions

Panel Content

Graded Assignments

Panel Content

Group Project

Panel Content

Quizzes and Exams

Panel Content

A complete list of assignments and due dates is posted on the Assignment page.

You can also view assignments by accessing your Calendar.

Grading and Evaluation

Achievement in this course will be assessed through completion of the following activities:

Assignment Type Points Grade %
Discussions # %
Assignments # %
Project # %
Quizzes # %
Exams # %
Total # 100%

Grading Scale

Grades are determined on straight percentages as follows:

Letter Points Range
A - 90%+
B - 80-89%
C - 70-79%
D - 60-69%
F - 59% or less

*Grades will NOT be rounded up at semester end.

At Auburn University, a 4.0 grade scale is used. An A equals 4.0; B, 3.0; C, 2.0; D, 1.0; and F equals 0.0. Students must maintain a 2.0 average GPA in all courses in order to progress in this program. If addition, students must earn at least a D in each individual course in order to earn credit and progress to the next course.

For more detailed information about university grading standards, please refer to information on the following link: Auburn University Undergraduate Academic Policies on Grades

Posting/Appealing Exam and Assignment Grades

All exam and assignment grades will be posted to Canvas. Students will have five business days from the date that the exam/assignment scores are posted on Canvas to send an email to the instructor requesting grade adjustments on their work. To appeal a grade that you have received, please compose and send an email to your instructor writing out the exam or assignment in question, indicating the answer you submitted, and providing a written justification from the reading/class notes/etc. on why you think your answer is correct.

Once received, the instructor may or may not communicate with you regarding your appeal. Ultimately, the instructor will render a decision. If no appeal is sent to the instructor after five business days, the assignment score is final. Failure to monitor your progress as the semester progresses does not warrant a re-grade on assignments evaluated earlier in the semester. Once the 5-day appeal period has passed, students forfeit their right to have the graded material reassessed at a later date.

Course Policies

Late Assignment Policy

It is very important that students submit work on time, or they will find it very difficult to catch up. All work in the course (e.g., assignments, discussions, exams, quizzes, etc.) will be due by 11:59 pm CT on the date noted on the class calendar. Any assignment that is submitted after the due date will have one letter grade deducted from it per day late. Students should reach out to their instructor immediately to discuss any concerns. In situations where you are experiencing technical difficulties submitting your assignment near the deadline, please consult the Canvas help desk resources available in left navigation. Please work to avoid encountering technical difficulties near the assignment due dates by completing your work ahead of deadlines.

Make-Up Policy

Students who miss the normal exams will need to contact the instructor and turn in the valid excuse within 48 hours from the time that the exams were given. The makeup exam schedule is determined by the instructor and will need to be done within ONE week (5 work days) from the time that the exams were given. Students will need to check the class email for the makeup details. Students who miss the makeup without valid excuses will get zero on the exam.

The format, questions and difficulty-level of make-up exams are not guaranteed to be same as the normal exam, which are at the discretion of the instructors. Students are not allowed to choose the make-up dates, formats on their own.

Valid excuses include: 1). illness documented by a physician. 2) evidence of personal or family emergency. 3) official university excuses.

Excuses are only accepted for the exams. No excuses need for general lectures or any bonus credits.

Faculty Communication and Feedback

At the beginning of each course, make sure that you understand the instructor’s preferred mode of communication and any specific communication protocol. One of the best ways to be effective as a student is to understand the instructor’s expectations and operate within those boundaries. Students should give the instructor 48 hours to get back to them on any communication, and one week for grading turnaround time  on major assignments. The instructor reserves the right to alter these feedback parameters due to contingencies such as holidays, course progress, campus emergencies, weather, holidays, professional activities, etc. with notice provided. If students have concerns about communication or feedback, they should always go to the professor first. Students should explain their concern as clearly as possible without judgment or emotion. Effective communication is an important skill, and every interaction in their program is an opportunity to develop this skill.

Your Auburn University email address is the university-approved form of communication between instructors and students. Follow the steps in the video linked here to set your notifications preferences and specify that all course alerts are routed to your Auburn University email address ( You can contact Auburn University's OIT Help Desk for assistance forwarding mail sent to your Auburn email address to a different email address that you regularly check. Additionally, it is your responsibility to read course announcements sent by your instructor. These are posted in Canvas, and you can configure your notification preferences to receive an email each time a new announcement is posted.

This course will be supported by Auburn University’s Canvas platform. The syllabus, class assignments, occasional lectures, test grades, final grades, and important announcements will be posted to the Canvas site for this course. Check the Canvas site for this course frequently.

Instructor Assistance with Course Performance

If you are struggling academically with this class, do NOT wait until the end of the semester to ask for help. Your instructor is here to help you, but cannot provide help unless you communicate the problem. In announcements to the class, your instructor may specify a preferred method of communication. You are strongly encouraged to reach out to your instructor early in the course and follow-up whenever you encounter challenges with the material.

Diversity Statement

Please consider using the diversity statements below as a starting point for your own syllabus statement. We welcome you to modify the example to reflect your personal instructional goals and values. Click on the text for further guidance on crafting your statement of diversity. 

Diversity Statement resource

  • Tell your story. If you have overcome obstacles to get to where you are, point those out. If, in contrast, you are privileged, acknowledge that. If you grew up walking uphill to school carrying two 20-pound sacks of rice on your back, by all means, tell that story. If you were raised with a silver spoon in your mouth, acknowledge your privilege. Either way, use your story to explain how you can empathize with students who confront challenges on their way to achieving their educational goals.

  • Focus on commonly accepted understandings of diversity and equity. Concentrate on issues such as race, gender, social class and sexual orientation. Don’t try to tone down your statement by writing about how it is hard to be a Kansan in Missouri, for example. Instead, write about racial oppression, sexism, homophobia, transphobia, ableism or some other commonly recognized form of oppression.
  • Avoid false parallels. By that I mean do not equate the exclusion you faced due to being a Kansan in Missouri with the exclusion an African-American faces at a primarily white institution. You do not have to be an African-American to have insight into the challenges they face, but if you do not have experiential knowledge of racism, then do not claim it. Instead, focus on writing about what you do know. If you feel comfortable getting personal, you can write about your own experiences of privilege or oppression. But you don’t have to get personal; you can cite statistics or studies to make your points.
  • Write about specific things you have done to help students from underrepresented backgrounds succeed. If you have never done anything to help anyone, then go out and do something. Sign up to be a tutor at an underperforming school, build a house with Habitat for Humanity or incorporate antiracist pedagogy into your teaching. In addition to having a rewarding experience, you can write about it in your diversity statement.
  • Highlight any programs for underrepresented students you’ve participated in. If you have had any involvement with such programs (e.g., McNair Scholars Program), describe that involvement in your statement. This involvement can either be as a former participant or as a mentor or adviser to someone who has participated. These kinds of specific examples show that you understand what effective programs look like and how they work.
  • Write about your commitment to working toward achieving equity and enhancing diversity. Describe specific ways you are willing to contribute. You can mention your willingness to contribute to pre-existing programs on the campus or you can express interest in creating new programs based on models at other campuses.
  • Modify your statement based on where you are sending it. Your statement for a land-grant institution in the rural South should not be the exact same one you send to an elite institution in urban California. Look up the demographics of the institution to which you are applying and mention those demographics in your statement. For example, if the university you are applying to is a Hispanic-serving institution, you should be aware of that. Or if it has a well-known scholarship program for underrepresented minorities, you should mention that program.

Part of information from Higher Ed. The full article can be located at The Effective Diversity Statement.

  • "All people have the right to be addressed and referred to in accordance with their personal identity. In this class, we will have the chance to indicate the name that we prefer to be called and, if we choose, to identify pronouns with which we would like to be addressed...I will do my best to address and refer to all students accordingly and support classmates in doing so as well."

    *Source: University of Michigan, Center for Research on Learning and Teaching

  • Names and Pronouns: Many people might go by a name in daily life that is different from their legal name. In this classroom, we will refer to people by the names that they go by. Pronouns are a way to affirm someone's identity. They are simply a public way in which people are referred to in place of their name (e.g. "he" or "she" or "they" or "ze" or something else). In this classroom, you are invited to share what pronouns you go by, and we will refer to people using the pronouns that they share.

        *Source: Auburn University College of Education, Critical Studies Working Group

Program Policies

Face Coverings

The university permits individual faculty members to require face coverings in their classrooms and instructional laboratories. All students enrolled in this course are required to properly wear a face covering that covers the nose and mouth while inside the classroom, laboratory, studio, or office. Failure to comply with this requirement represents a potential Code of Student Conduct violation and may be reported as a non-academic violation. Please consult the Classroom Behavior Policy for additional details.

Academic Integrity

Auburn University has adopted an Honor System proposed by its students and faculty to promote academic integrity and has enacted the following code:

“We, the faculty, instructors, and students of the (University course here) pledge to fulfill our mutual responsibilities to each other and the academic community at large with honor and integrity in order to build and maintain a climate of respect and trust that will enhance our research, teaching, and learning. We will support the Honor System of the School, and will not tolerate activities that undermine academic integrity.”

Academic dishonesty is an offense that will be reported to the Academic Honesty Committee. Please refer to the following document for further information regarding academic honesty: Auburn University Student Academic Honesty Code


Students who need accommodations are asked to electronically submit their approved accommodations through AU Access and to arrange a meeting during office hours the first week of classes, or as soon as possible if accommodations are immediately needed. If you need accommodations but have not established them, make an appointment with the Office of Accessibility, 1228 Haley Center, 334-844-2096.


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Course Summary:

Date Details Due