1. Course Catalogue Description*
2. Semester Specific Comments

Due to frequent inconsistencies to the nature of the course description on a syllabus, it is recommended to include both the brief course catalogue description (required and approved by an institutional entity) and a possibly longer, more detailed, and potentially instructor-specific course description that may be identified as “Semester Specific Comments,” for instance. This illustrates to students the relationship between the course as its own entity and the individual instructor’s take on it. It supports the students’ decision-making on whether to take the course with a given instructor and further clarifies and introduces the expected learning experiences a student will have in the course.

1.2 Expected Student Learning Outcomes*

Or: “Expected Student Learning Outcomes -What will you be able to do at the end of this course?”

Learning outcomes (a.k.a. goals; objectives) describe the observable and measurable knowledge, skills, and attitudes (e.g., professional ethics) a student demonstrates at the end of a course. They build a necessary foundation for any learning effort (Wiggins & McTighe, 2005) and should remain constant, even in times of much necessary change and adjustment (Cumming & Miller, 2020). A learning outcome statement should include the proficiency or mastery level to which each outcome should be achieved, i.e., how well or to what extent a student should be able to perform knowledge and skills. These statements often begin with: “At the end of this course, students/you will be able to” and include the following components (Nilson, 2016):

• A statement of measurable performance (e.g., analyze the quality of research design)
• A statement of conditions for the performance (e.g., asked to offer feedback on a mock research grant proposal)
• Criteria and standards for assessing the performance (e.g., write a peer feedback letter, including a critical analysis of the quality of the study’s research design)

Student Learning Outcomes*

List the specific student learning outcomes for the General Education curricular category (Exploring Perspectives or Building Connections) and the Attribute(s). Include any approved student learning outcomes for the course beyond the required GE outcomes. These outcomes may be specific to the course, major/minor program, or accreditation requirements.

While the language of the GE student learning outcomes cannot be modified, elaboration and/or context can be provided to help students understand how these outcomes will be approached in the course.

Course Objectives*

List the course objectives (as they appear on the course proposal form).

Course Objectives describe how students will reach the required Student Learning Outcomes for the course through activities specific to each unique context.

1.3 Course Relevance on the Program Level

If your course is part of a certificate or degree program, list which degree/program-level learning outcomes are addressed in this course and how the course fits into the degree program. Should external accreditation bodies prescribe learning outcomes or competencies for the degree program, list here which of these the course will address.

Closely connected to the learning outcomes is the role of the course within the degree program and external accreditation criteria, if given. Uncovering the embeddedness of the course in a larger learning experience outlines the relevance of the specific learning effort and acknowledges the learner’s educational journey.

1.4 Course Curricular Category and Attribute Description

Add any descriptions of the GE curricular category (EP/BC) and Attribute(s). These can be more general descriptions or can be specific to your course (consider referencing the submitted course proposal form under “rationale” for the curricular categories and attribute(s) when creating this description and using language aimed at your student audience).

Like the embeddedness in degree programs, GE courses are connected to curricular categories and attributes, which is critical information for students to decide on their enrollment choices as much as it drives the curriculum and learning experience in a given course.

Or: “Course Assessment Plan - What are your milestones for learning?”

Learning Opportunities Throughout the Course*

List all methods of assessment that contribute to the course grade. Briefly explain the goal(s), nature, and rationale of each assessment or assessment type (i.e., formative vs. summative), and whether students will receive additional details later.

Where learning outcomes specify the observable end point of a course, the assessment plan outlines the milestones of the learning progress (Fink, 2013; Wiggins & McTighe, 2005).  A course assessment plan with its graded items may include formative assessments (i.e., often repeated types of practice paired with detailed feedback for learning) and summative assessments (i.e., assessment to measure how well students are meeting the learning outcomes of the course). It is recommended to diversify course-level assessment methods to activate different learning preferences and experiences. Combining different types of assessment also invites and challenges students to practice, retrieve, and demonstrate learning in different ways. Lastly, it helps to examine opportunities for implementing Universal Design for Learning for instance, by adding one additional option for how to demonstrate learning (Tobin, 2018). Feel free to approach UCATT for a consultation on diversifying assessments.

Providing a rationale and outline for the assessments is learner-centered; it increases motivation and guides the students’ preparation for the assessments. (Palmer, Bach, & Streifer 2014). Ideally, each item within the assessment plan includes a clear description of the learning goal(s), the nature of the task, and the criteria for success. Being transparent about these three components allows students to know why, what, and how they are going to engage (Transparency in Learning and Teaching Framework). Further, it is recommended to make clear how each assessment aligns with the course learning outcomes and what feedback and possible revision options students may expect. Such information illustrates the meaningfulness of the assessment as learning practice. While more detailed instructions, explanations, tools, and rubrics may best be provided separately from the syllabus, ensuring a clear and aligned assessment description is foundational for students, colleagues, and accreditors to understand the course design.

Signature Assignment and ePortfolio*

Clearly label the Signature Assignment(s) for your course within the syllabus. Provide syllabus language for Signature Assignments to remind students to upload their completed Signature Assignment(s) to their GE 101/301 Digication ePortfolio.

Recommended language: In the new General Education curriculum you will include signature assignments in your final ePortfolio in Digication, started in your UNIV 101 course. Please keep track of assignments and materials from this course that are meaningful, relevant, and useful to you. We highly recommend you upload them into your Digication ePortfolio to make UNIV 301 easier. For students in the Tiers General Education curriculum, you do not need to compile your assignments in Digication.

As a reminder, instructors do not need to know the ePortfolio technology but providing this information to for students helps illustrate the connection of courses across the GE curriculum and their learning journey. This does not apply to students who are in the Tiers General Education program.

Required Extracurricular Activities

If given, explain field trips, service-learning projects, etc., with the expected time commitment and accessibility options. Contact DRC to receive help with assessing accessibility and exploring accessible options.

Final Examination or Project

If applicable, add the date and time of the final exam or project, along with link to the Final Exam Regulation and Final Exam Schedule.

Honors Credit*

All Exploring Perspectives and Building Connections courses should be available for Honors credit. If the course does not have a stand-alone Honors section, the requirements to fulfill an Honors contract should be listed.

1.6 Scheduled Topics/Activities*

Create a brief overview of the content topics presented in logical units such as a weekly/daily schedule, including assignment due dates and exam dates.

A schedule outlines the learning itinerary to logically and chronologically organize themes/topics, key activities, and key dates (Palmer, Bach, & Streifer 2014). While instructors may choose to include readings or other homework, the main function of this schedule is not a checklist or reading list. Rather, the schedule outlines the logical connections and time sequence of learning. Here, curricular content and key practice (assessments and, as desired, ungraded key practice activities) are meaningfully connected to provide a learner-centered road map. Course materials, such as lectures and resources, or activities may or may not be included here.

You might consider creating a more detailed version separately from your syllabus to share with your students as weekly guide, for instance including key questions, in-class activities, readings, and resources. It may be helpful to create this as an html version in D2L with active hyperlinks to content items and activities. Furthermore, you may attach dates to any content, activities, or assignments in D2L (see Manage Dates) to connect to the D2L Calendar. Using these tools creates a consistent and always up-to-date reference system for students.

2.1 Instructor(s) and Course Sites*

Include the primary instructor’s name and, if applicable, teaching team members (TAs, preceptors, etc.) as well as office location, telephone number, e-mail address, and Student Hours or “Open Door Policy.” Include web information, the course home page, instructor home page, D2L information, and other sites/software used.

Learning environments of today may be complex. Learning in a course may encompass various locations such as physical classrooms, learning management systems such as D2L, websites, and various software. Many sites and software may be used for feedback and grading and are sometimes integrated in the learning management system. It has become essential to provide an overview of the nature, purpose, and function of the various components of a course’s learning environment and provide access to them. Keep in mind that students may use a slightly different set of digital environments and software for each of their courses.

2.2 Course Communications*

Means by which online communication will be conducted (e.g., official UA e-mail address, D2L Announcements, IT tools) and explanation of how they will be used. Expectations as to protocol, frequency, and response times to communication.

Clear, accessible, and inclusive communication is a key contributor to building intentional learning relationships. Offering multiple avenues for students to reach out to their instructors increases accessibility and instructor presence. Each instructor has their own strategies and associated expectations that they need to make transparent to the students as active participants in course communication.

2.3 Course Format and Session Structure

State course modality, credit hour expectations, and format (lecture only, lecture and lab combination, seminar, studio, small-group activities or group projects, experiential or service-learning, in-class discussion, web-delivered content or assessment, etc.). Explain the weekly cadence and types of student engagement during sessions, outlining the pedagogical approach to the course.

In addition to clarity on the purpose, nature, and process of course assessments, students try to envision their weekly engagement and how it may be like to be in a class/lab/studio session. Therefore, a learner-centered approach includes some description of the typical or average course week and sessions. An understanding of workload and cadence in a particular course allows students to select courses that fit into their overall schedule and to consider their own abilities and preferences, e.g., not scheduling two lecture-heavy courses back-to-back. Moreover, students may like to know in advance if there is a strong group-work component. Here, instructors can achieve much by transparency and tone regarding students’ perceptions of the learning- and learner-centeredness of course design and teaching practices (Wheeler, Palmer, & Aneece, 2019).

2.4 Required Resources and Equipment*

List any texts, supplies, tools/devices, and technologies students need to acquire or loan to engage with the course.

• Optional: List materials, tools, and supplies that will be made available by the instructor and university, e.g., resources shared via D2L or the UA Libraries.
• Optional: List any recommended texts, tools, and supplies and indicate whether the university can provide for them or not.
• Optional: List minimum technical skills required for the course, outline what technical support may be integrated into the course and provide campus resources for technical support.

This section combines listing needed equipment, whether physical or digital, and associated skillsets for the course. Here, students can see all they have to buy, loan, or access in some other way for the course in one place. They can determine whether they may select to use technical support resources to meet minimum technologies and skills as needed for the course.

2.5 Student Success Resources

Please make your students aware of resources and support services. At a minimum, you may include:

• UA Academic policies and procedures
• Student Assistance and Advocacy information
• Counseling and Psych Services (CAPS)
• Other student support resources

Do not hesitate to reach out to the University Center for Assessment, Teaching & Technology and Student Success & Retention Innovation to find out about numerous other resources to include on a syllabus, course site, or elsewhere.

3.1 Progress and Completion

Late Enrollment

Statement on whether students who register after the first class meeting may make up missed assignments/quizzes and the deadline for doing so.

Absence and Class Participation*

The university provides required language, but instructors may include information related to their own pedagogical approach, philosophy of participation/absence, and other pertinent information. Please be sure to define “participation” in the context of your course and modality.

Policy language: The UA’s policy concerning Class Attendance, Participation, and Administrative Drops is available at https://catalog.arizona.edu/policy/class-attendance-and-participation . The UA policy regarding absences for any sincerely held religious belief, observance or practice will be accommodated where reasonable: https://policy.arizona.edu/human-resources/religious-accommodation-policy. Absences preapproved by the UA Dean of Students (or dean’s designee) will be honored. See http://policy.arizona.edu/employmenthuman-resources/attendance.

Participation is an elusive and vague term. Please define for your students what participation looks like in your course and how it will be observed or recorded. For instance, it could include joining live sessions punctually and prepared to speak up and ask questions; posting in a timely manner in online tools designed for interaction; being an active member during group work in person or breakout rooms; providing substantial feedback to peers when prompted; taking responsibility and contributing to collaborative projects, etc. The following sample language statements are taken from current UA undergraduate course syllabus templates.

Attendance sample language (in-person): [This may be edited to fit a particular course. Note, however, that faculty may not require students to provide documentation of health-related issues to have an absence excused.] Participating in the course and attending lectures and other course events are vital to the learning process. As such, attendance is required at all lectures and discussion section meetings. Absences may affect your final course grade. If you anticipate being absent, are unexpectedly absent, or are unable to participate in class online activities, please contact me as soon as possible.

Attendance sample language (online: live-online, fully asynchronous, etc.): [This may be edited to fit a particular course. Note, however, that faculty may not require students to provide documentation of health-related issues to have an absence excused.] Participating in the course by engaging in discussion posts and live sessions (if applicable), and other course activities is vital to the learning process. As such, participation is required for all live-sessions, discussion posts, and group activities. Lack of participation may affect your final course grade. If you anticipate being unable to engage with a course activity or event by the due date, or are unexpectedly absent, contact me as soon as possible.

Additional recommended language: To request a disability-related accommodation to this attendance and participation policy, please contact the Disability Resource Center at (520) 621-3268 or drc-info@email.arizona.edu. If you are experiencing unexpected barriers to your success in your courses, the Dean of Students Office is a central support resource for all students and may be helpful. The Dean of Students Office is located in the Robert L. Nugent Building, room 100, or call 520-621-7057.

Late Submissions and Revisions

Policy on grace periods and late submission guidelines. Policy on revision and resubmission of assessments, with appropriate deadlines. Explain grading implications.

Grading*

Provide a detailed explanation of the methods of evaluation and how the final grade will be calculated, including components/assignments, weightings, evaluation criteria, explanation of how late work will be graded, and description of extra-credit opportunities.

• Specify the grade distribution for the course (university policy regarding grades and grading systems)
• Explain that requests for incomplete (I) or withdrawal (W) must be made in accordance with University policies
• Dispute of Grade Policy (recommended): Provide the acceptable time period for disputing a grade on a paper, project, or exam.

At their core, grades are a communication tool about student performance in the education system, not a measure of or motivation for learning. While student justifiably care about their course grades, placing the grading policy separately from the descriptions of the assessments stresses the purpose of assessments as a largely formative (developmental) practice of learning toward stated outcomes (Nilsen, 2016). By demystifying how grades are calculated and providing rationale for what is inherently valued for official academic performance in the course, you can clarify expectations and clearly lay out pathways to success for your students (when viewed within the context of the full syllabus). Feel free to approach UCATT for a consultation on different grading practices.

3.2 Classroom Climate and Community Engagement

UA Policies and Student Resources*

Provide a central link to all UA Policies: https://catalog.arizona.edu/policies

Recommended language: All UA courses adhere to the general UA Policies as stated on the institutional websites: https://catalog.arizona.edu/policies. Please make yourself familiar with the Student Code of Academic Integrity and the protocol ensuring non-discriminatory, anti-harassment, non-threatening learning experiences.

Please note the Safety on Campus and in the Classroom update for courses with in-person instruction added Spring 2023.

College or Departmental Policies

If given, provide (or refer to) any relevant policies on the department or college level.

Sample language: The [insert college or department] has outlined policies to frame the learning experiences in this course. Please review the policies at [insert URL].

Accessibility and Accommodations

Include the statement for reasonable accommodations provided by the Disability Resources Center.

This is also a great place and opportunity to explain how your learning environments and teaching strategies will enact Universal Design for Learning. Adding your own comments regarding accommodation signals to students that you have thought about accessibility, inclusion, and equity and that you are acting on these considerations.

Course Climate and Inclusion Statement

Each course climate or culture is a little different. This statement is an opportunity to make the instructor’s values and principles transparent and to outline how they will contribute to an inclusive, equitable learning environment.

Sample language for a general statement: To foster a positive learning environment, students and instructors have a shared responsibility. We want a safe, welcoming, and inclusive environment where all of us feel comfortable with each other and where we can challenge ourselves to succeed. We also want to create an open-minded environment where opinions can be expressed without resorting to bullying or discrimination of others. Our classroom is a place where everyone is encouraged to express well-formed opinions and their reasons for those opinions. To encourage and respect participation, lets focus on the tasks at hand and not on extraneous activities (e.g., texting, chatting, etc.).

(Adapted from UA undergraduate course syllabus template)

Here are some suggestions for specific aspects you might choose to address: name and pronoun use; value of and support for student mental and physical wellbeing; values and principles around diversity, equity, and inclusion in teaching this course; land acknowledgement, borderlands location, land-grant status, and/or Hispanic Serving Institution and American Indian and Alaskan Native Serving Institution designations; nature and role of perspective-taking, empathy, and civil discourse; or handling of triggering/objectionable materials. In addition to including statements in the syllabus, consider engaging your students with these in an activity to respond to or co-create such statements or commitments.

Sample language for wellbeing: The semester ahead may come with ups and downs, but there are lots of ways to support yourself, like self-care, talking with friends and family, or getting a fresh perspective from a supportive group.  Stress is a normal part of life and may even motivate you sometimes, but chronic or overwhelming stress can affect your mental health and wellbeing. Pay attention to your personal signs that you’re overly stressed, like changes in your mood, appetite, sleep, behavior, or new physical symptoms (aches, pains, etc.) that interfere with school and daily life. If you notice these signs or have questions about helpful resources, I welcome you to talk with me. You can also visit caps.arizona.edu/mental-health for mental health tools and resources.

• Campus Health provides quality medical, mental health, and wellness services for students. Visit health.arizona.edu or call 520-621-9202 (520-570-7898 for help after hours).
• Campus Health’s Counseling & Psych Services offers a range of mental health support tools and services like self-care strategies, peer support, groups and workshops, and professional mental health services. Visit caps.arizona.edu/mental-health or call CAPS 24/7 at 520-621-3334 to learn more.

(Source: https://grad.arizona.edu/policies/academic-policies/graduate-college-syllabus-policy)

Sample language for name and pronoun use: This course affirms people of all gender expressions and gender identities. If you prefer to be called a different name than what is on the class roster, please let me know. Feel free to correct instructors on your gender pronouns. If you have any questions or concerns, please do not hesitate to contact me directly in class or via email (instructor email). If you wish to change your name or pronouns in the UAccess system, please review the information on the Office of the Registrar site at https://www.registrar.arizona.edu/records-enrollment/personal-information/updating-personal-information.

(Adapted UA Syllabus Policies)

Sample language for land acknowledgment: We respectfully acknowledge the University of Arizona is on the land and territories of Indigenous peoples. Today, Arizona is home to 22 federally recognized tribes, with Tucson being home to the O'odham and the Yaqui. Committed to diversity and inclusion, the University strives to build sustainable relationships with sovereign Native Nations and Indigenous communities through education offerings, partnerships, and community service. (Source: https://naair.arizona.edu/land-acknowledgement)

Sample language for objectionable materials: This course will contain material of a mature nature, which may include explicit language, depictions of nudity, sexual situations, and/or violence. The instructor will provide advance notice when such materials will be used. Students are not automatically excused from interacting with such materials, but they are encouraged to speak with the instructor to voice concerns and to provide feedback.

(Source: https://policy.arizona.edu/faculty-affairs-and-academics/course-syllabus-policy-undergraduate-template)

Community Engagement

Expectations of instructor(s) from students, of students from instructor(s), and of students from each other. Guidelines and resources for team/group work. Encouragement and restrictions of group-based learning and practice (a.k.a. when students can work together and when not).

Depending on the subject matter, students may engage in dialogue, discussion, and/or debate. Defining the nature and purpose of such communication situations helps students manage their behaviors and expectations for this interaction. It may be helpful to determine, what principles or guidelines should govern interaction, especially disagreement. This could include offering students a list of effective and respectful communication elements (e.g., listening, talking, pausing, humility, confidentiality, constructive feedback) and asking them to develop agreements about the communication elements they would like to see within the classroom community. Moreover, students may be expected or invited to work in teams or groups but may carry with them prior experiences that may impede a constructive approach to collaborative learning. A learner-centered approach acknowledges this and outlines how groups may be formed, prepared, and supported in their work (Johnson, Johnson, & Smith, 2014).

Use of Devices for Learning

Outline the expected and permitted use of electronics.

Sample language: Some learning [preferences] are best served by using personal electronics, such as laptops and iPads. These devices can be distracting to other learners. Therefore, students who prefer to use electronic devices for note-taking should use one side of the classroom.

(Source: https://policy.arizona.edu/faculty-affairs-and-academics/course-syllabus-policy-undergraduate-template)

Confidentiality of Student Records

Explain that student records are kept confidential as per the FERPA policy.

Subject to Change Statement*

Include a statement indicating that the information contained in the course syllabus, other than the grade and absence policies, may be subject to change with reasonable advance notice, as deemed appropriate by the instructor.