Course Syllabus

Syllabus

Course Number and Title: This is the title that appears in the Bulletin and on student transcripts. The abbreviated title should be abbreviated in a way that is clear to the average user (a potential employer reading a student transcript). Use Roman numerals to designate first, second and third course in a sequence.

Your Name and Contact Information:

• Office number and building
• Office telephone number
• Email address
• Virtual Office Hours (and what technology to use to have them)
• A statement about when and how quickly you respond to email

It is important to get students to contain their correspondence to Canvas when possible, but you need to include your email to contact you if they are struggling to get into Canvas and have questions for you. Here is a link: providing a brief, six step guide to proper student email etiquette that you can share with your students.

Course Description: This can be the brief description from the Bulletin, or you can write a longer description. The description should indicate course content and not outcomes of the course. The goals are not only to ensure that students know what the course is about but also to clarify its rigor and scope.

Here you want to be sure that students recognize that the course is a fully online course in addition to the traditional description.

Credit Hours: Define the number of hours of the course. Online time is flexible, so correlating this to a face to face in workload time is what is necessary here.

Course Prerequisites: Indicate whether the course has prerequisites, co-requisites (course(s) that must be taken the same semester) or prerequisites with concurrency (course(s) that may be taken before or during the same semester with the course.)

What will you do if a student has the necessary pre-reqs but hasn’t mastered, or doesn’t remember, the foundational knowledge or skills? Where can a student go to get caught up? What resources can you offer or point struggling students toward?

If mastery of pre-req skills and knowledge are vital to your course, consider implementing a Team Based Learning approach to facilitate peer-to-peer learning between students of different skills and backgrounds. Have students take a pre-req test on the first day of class (use a Canvas Quiz for immediate assessment) and make top performers team leaders. Have weak performers correct their mistakes to (re)learn baseline knowledge.

Outcomes and Objectives

Student Learning Outcomes (SLOs): These are clear statements of what you expect students to learn in your course. SLOs are often presented as a bulleted list of 4-8 comprehensive learning goals. These goals specify what students should KNOW by the end of the course and what students should be able to DO by the end of the course. An effective SLO will specify an action by the student (not the instructor) that is observable and measurable, and therefore, assessable by the instructor.

Weak SLO: Students will gain critical thinking skills (action).

Better SLO: Students will demonstrate critical thinking skills (action) by applying X knowledge from the course (observable) to Y contexts in order to solve Z problems (measurable).

For a quick guide to writing effective outcomes, check out this Tips on Writing Learning Outcomes resource from the University of Illinois.

Examples of good SLOs from different disciplines:

Chemistry – Students demonstrate understanding of fundamental concepts of chemistry by definition, explanation and use of these ideas in examinations and laboratory exercises.

Statistics – When given two events, you will be able to determine whether they are independent or whether there is a relationship between them (that is, one event affects the probability of the other). On the basis of this determination, you will be able to select and use the appropriate rules of conditional probability to determine the probability that a certain event will occur.

Art – When shown a print, students will be able to identify whether it is a woodcut, an etching or a lithograph, and students will be able to list the characteristics on which this identification was based.

Psychology – When given a case study, you will be able to identify whether it describes a case of schizophrenia, and if it does, which of the following schizophrenic reactions are involved: hybephrenic, catatonic or paranoia.

(Examples are taken from Designing and Assessing Courses and Curricula, Third Edition, 2008. Robert M. Diamon. Jossey-Bass: San Francisco, CA.)

Objectives: While outcomes describe the end-result learning that students must demonstrate and are framed from a student’s perspective, objectives focus on course content to describe the means by which students will achieve the outcomes and are framed from an instructor’s perspective. Objectives specify topics to be covered, teaching philosophy and teaching style. They use broad verbs: study, know, appreciate, enjoy, believe grasp, etc., as compared to the more specific verbs of outcomes: write, identify, calculate, compare, etc.

Still confused about the difference between Outcomes & Objectives? ASU offers here a brief, clear description of the difference between Outcomes and Objectives and why it matters.

Examples of Objectives:

In this course, students will:

• Gain an understanding of the historical origins of art history.
• Read and analyze seminal works in the 20th Century American literature.
• Participate in Team Based Learning.
• Recognize the importance of ethics in decision making.

(Examples are taken from ASU Provost’s handout on Goals, Objectives and Outcomes).

Core Curriculum SLOs

Auburn University has identified 11 Student Learning Outcomes of the Core Curriculum. These “represent the academic skills and principles we want our students to know and/or be able to do as they progress towards completing their educational goals.” Relevant SLOs and their measures must be listed on undergraduate course syllabi for all Core Curriculum classes, and the rubrics must be included in the syllabi. Find the list of SLOs and a link to their measures at the Core Curriculum page.

Example SLO’s are below.

This course satisfies SLO 1: Students will be information literate. It is assessed by the following measures:

1. Determine the nature and extent of information needed.
2. Access information effectively and efficiently.
3. Evaluate information critically.
4. Use information to accomplish a specific purpose.
5. Understand the economic, legal, and social issues associated with using information.

Resource: Learning-focused Syllabus Rubric. This rubric provides qualitative descriptions of components that distinguish learning-focused syllabi and uses a quantitative scoring system that places syllabi on a spectrum from content-focused to learning-focused. University of Virginia, Center for Teaching Excellence.

Assignments, Grading, and Class Materials 

List of assignments and a brief overview of each:

Grading and Evaluation Procedures:

• The grading system (for example, “90-100 is an A”) and the method of determining the grade.
• The relative importance of assigned papers, quizzes, exams and class participation in determining the final grade.
• The approximate schedule for examinations (other than the final).
• The policy on unannounced quizzes.
• A reminder that students may withdraw without grade penalty until the 15th class day, and until mid-semester (although a W will appear on the student’s transcript if the student withdraws between the 16th and 36th class day).
• A reminder that students who withdraw from the course between the 6th class day and the 15th class day will pay a course drop fee of $100.

List of assigned textbooks, readings, and any other required or recommended course materials:

To avoid confusion and costly mistakes, be sure to specify all relevant information about the acquisition of materials. If there is a particular edition of a textbook you want to students to use, be sure to highlight that information, provide a link, and/or include a thumbnail image of the cover of the edition you want them to purchase.

 Classroom Policies

Include policy statements on class-related matters, such class attendance/absences and class participation. Here are some policies with examples.

• Policies on Class Attendance, Submission of Late Written Assignments, Missed In-Class Work and Missed Examinations:
  • Excused Absences: Students are granted excused absences from class for the following reasons: Illness of the student or serious illness of a member of the student’s immediate family, death of a member of the student’s immediate family, trips for student organizations sponsored by an academic unit, trips for University classes, trips for participation in intercollegiate athletic events, subpoena for a court appearance and religious holidays. Students who wish to have an excused absence from this class for any other reason must contact the instructor in advance of the absence to request permission. The instructor will weigh the merits of the request and render a decision. When feasible, the student must notify the instructor prior to the occurrence of any excused absences, but in no case shall such notification occur more than one week after the absence. Appropriate documentation for all excused absences is required.
  • Make-Up Policy: Arrangements to make up missed major examination (e.g. hour exams, mid-term exams) due to properly authorized excused absences. Except in unusual circumstances, such as continued absence of the student or the advent of University holidays, a make-up exam will take place within two weeks from the time the student initiates arrangements for it. Except in extraordinary circumstance, no make-up exams will be arranged during the last three days before the final exam period begins. The format of the make-up exam will be (as specific by the instructor).
• A statement that students are responsible for checking class emails and Canvas, if you use email or Canvas:

Notify students that they have control of the notification settings in their Canvas accounts. You might specify that they should set up their notifications to alert them when an Announcement is posted, an Assignment is due, a grade is released, etc. For students new to Canvas, save time (and emails) by sharing this link to a 7 minute “Getting Started with Canvas” video (and transcript) created by Canvas LMS.

• A statement assuring students of your willingness to comply with the provisions of the Americans with Disabilities Act:
  Students who need accommodations should submit their approved accommodations through the AIM Student Portal on AU Access and follow-up with the instructor about an appointment. It is important for the student to complete these steps as soon as possible; accommodations are not retroactive. Students who have not established accommodations through the Office of Accessibility, but need accommodations, should contact the Office of Accessibility at: ACCESSIBILITY@auburn.edu or (334) 844-2096 (V/TT). The Office of Accessibility is located in Haley Center 1228.
• A statement concerning Academic Honesty: All portions of the Auburn University Student Academic Honesty code (Title XII) found in the Student Policy eHandbook will apply to this class. All academic honesty violations or alleged violations of the SGA Code of Laws will be reported to the Office of the Provost, which will then refer the case to the Academic Honesty Committee.
• A statement concerning Classroom Behavior: The Auburn University Classroom Behavior Policy is strictly followed in the course; please refer to the Student Policy eHandbook for details of this policy.
• An Emergency Contingency statement: If normal class and/or lab activities are disrupted due to illness, emergency, or crisis situation, the syllabus and other course plans and assignments may be modified to allow completion of the course. If this occurs, an addendum to your syllabus and/or course assignments will replace the original materials.
• For Core Curriculum courses, you must also include a statement about the Early Alert Grade Requirement: Early Alert Grade: You will receive an “Early Alert Grade” one week prior to midterm (31st class day). The Early Alert Grade represents your current performance on class work graded at that point in the semester. If your Early Alert Grade is a “D,” “F,” or “FA,” you will receive an email from the AU Retention Coordinator. Early Alert Grades can be viewed by logging into AU Access, opening the “tiger i” tab, selecting “Student Records” and opening the “Midterm Grades” window from the drop down box. If the grade appears inaccurate, please contact the instructor. 

Tentative 15-week Schedule:

• Due dates for reading assignments with a reminder that readings should be completed before the class discussion or lecture about them.
• Due dates for written work, including exams, papers, projects, and other assignments. Exams should not be scheduled during the final three class days of the semester, nor should major papers be due so late in the semester that they cannot be returned to students by the last day of class.
• The University-established date and time for the final examination. Do not schedule final exams on the last day of the semester or on Study Days (Dead Days). Be sure to follow all University policies about rescheduling final exams, if rescheduling is necessary.

Generative Artificial Intelligence Tools

The Biggio Center suggests one of four syllabus statements depending on the instructor's desired level of use of generative AI tools. All technology must be vetted through the Auburn University vetting process prior to use. Please contact your IT professional for more guidance.

(Option 1) Open Use Guidelines: Embrace and encourage AI use in assignments, with the requirement that students disclose any AI assistance.

AI Policy: Permitted in this Course with Attribution

In this course, students are encouraged to use Generative AI Tools like ChatGPT or Copilot to support their work. To maintain academic integrity, students must disclose any AI-generated material they use and properly attribute it, including in-text citations, quotations, and references. Students should exercise caution and avoid sharing any sensitive or private information when using these tools. Examples of such information include personally identifiable information (PII), protected health information (PHI), financial data, intellectual property (IP), and any other data that might be legally protected.

A student should include the following statement in assignments to indicate use of a Generative AI Tool: “The author(s) would like to acknowledge the use of [Generative AI Tool Name], a language model developed by [Generative AI Tool Provider], in the preparation of this assignment. The [Generative AI Tool Name] was used in the following way(s) in this assignment [e.g., brainstorming, grammatical correction, citation, which portion of the assignment].”

(Option 2) Moderate Use Guidelines: Encourage AI use in specific assignments, but not all. Students must disclose any AI assistance.

AI Policy: Permitted when Assigned in this Course with Attribution

In this course, students are permitted to use Generative AI Tools such as ChatGPT or Copilot for specific assignments, as designated by the instructor. To maintain academic integrity, students must disclose any use of AI-generated material. As always, students must properly use attributions, including in-text citations, quotations, and references. Students should exercise caution and avoid sharing any sensitive or private information when using these tools. Examples of such information include personally identifiable information (PII), protected health information (PHI), financial data, intellectual property (IP), and any other data that might be legally protected.

A student should include the following statement in assignments to indicate use of a Generative AI Tool: “The author(s) would like to acknowledge the use of [Generative AI Tool Name], a language model developed by [Generative AI Tool Provider], in the preparation of this assignment. The [Generative AI Tool Name] was used in the following way(s) in this assignment [e.g., brainstorming, grammatical correction, citation, which portion of the assignment].”

(Option 3A) Strict Use Guidelines: Discourage AI use in this particular course.

AI Policy: Not Permitted in this Course

In this course, it is expected that all submitted work is produced by the students themselves, whether individually or collaboratively. Students must not seek the assistance of Generative AI Tools like ChatGPT or Copilot. Use of a Generative AI Tool to complete an assignment constitutes academic dishonesty.

(Option 3B) Strict Use Guidelines: Discourage AI use in this particular course for assignments, but okay as a study tool.

AI Policy: Not Permitted in this Course for Assignments

In this course, it is expected that all submitted work is produced by the students themselves, whether individually or collaboratively. Students must not seek the assistance of Generative AI Tools like ChatGPT or Copilot for graded assignments. Use of a Generative AI Tool to complete an assignment constitutes academic dishonesty. Students may use Generative AI tools as a study tool, but be forewarned that AI tools are not trustworthy.

Mental Health 

If you or someone you know needs support, you are encouraged to contact Auburn Cares at 334-844-1305 or auburn.edu/auburncares. Auburn Cares will help you navigate any difficult circumstances you may be facing by connecting you with the appropriate resources or services.

Student Counseling & Psychological Services provides confidential, no-cost mental health counseling and psychiatric services to Auburn Students. You can speak with a counselor 24/7/365 by calling 334-844-5123.  Learn more about mental health information on campus at auburn.edu/scps.

Basic Needs

Any student experiencing food insecurity or an unexpected financial crisis is encouraged to contact Auburn Cares at 334-844-1305 or auburn.edu/auburncares for resources and support.

Sexual Misconduct Resources Statement 

Auburn University faculty are committed to supporting our students and upholding gender equity laws as outlined by Title IX. Please be aware that if you choose to confide in a faculty member regarding an issue of sexual misconduct, dating violence, or stalking, we are obligated to inform the Title IX Office, who can assist you with filing a formal complaint, No-Contact Directives, and obtaining supportive measures. Find more information at auburn.edu/titleix. 

If you would like to speak with someone confidentially, Safe Harbor (334-844-7233) and Student Counseling & Psychological Services (334-844-5123) are both confidential resources. Safe Harbor provides support to students who have experienced sexual or relationship violence by connecting them with academic, medical, mental health, and safety resources. For additional information, visit auburn.edu/safeharbor.