SAMPLE SYLLABUS TEMPLATE** A good syllabus for curriculum review purposes will contain at least the asterisked items, with additional items as appropriate. Suggestions regarding certain items are in italics. . Heading and Administrative Matters *Course ID: (e.g., THTR-120a) *Course Title: *Units: Prerequisites or preparation needed to succeed (if relevant): *Semester: *Day and time: *Professor(s): How to contact Professor: Office Phone Email Office hours: Blackboard address, homepage (if relevant) TA(s), including contact information and office hours, if relevant Introduction and Purposes *Course objectives, stated in terms of learner outcomes --Describe the purposes and list the objectives of the course --Talk about what students will know and be able to do, rather than what the course will “provide” (i.e., provide learner outcomes). --Link course purposes to purpose/competencies for the degree program. --Provide an interesting and engaging reason for taking the course. --Provide a conceptual map for the course, perhaps indicating the phases of the course: the course begins with…, and then the course…. --Discuss proposed instructional strategies, and expectations about student and professor’s role in the course. --If nontraditional media or distance learning will be used, describe the purpose and procedure. Course Requirements and Grades *Required text/readings and supplementary instructional materials (Students need to know what they need to buy, if anything) *Grading breakdown (no credit for attendance per se) --Requirements should be clearly linked to the course purposes and program purposes/competencies. --Provide detailed statement of percentages of grade associated with any assignment, exam, etc. --No portion of the grade “weighting” should be for attendance per se. However, expectations regarding attendance, and any effect non-attendance might have on grading, should be stated specifically (e.g., not just “poor attendance may lower your grade”). --Credit may be granted for “participation,” but curriculum subcommittees have questioned granting more than 10% or 15% of the grade for “participation” unless it is clearly described so students know what is expected—e.g., in terms of presentations, products, performances, etc. --It is recommended that some portion of the grade be given by mid-semester so students can tell how they are doing. --If statements are made about Incompletes or other grades, be sure they are consistent with the Grading and Correction of Grades handbook, found at: http://www.usc.edu/dept/ARR/grades/gradinghandbook/index.html or http://www.usc.edu/dept/ARR/private/forms/Gradebook.pdf--Provide guidelines and expectations for assignments and exams. The expectations might be illustrated with examples of assignments from previous courses, or criteria of good work on the assignment. --Clearly indicate dates for all assignments and exams. --Undergraduate courses must have a final exam given or project due on the scheduled date of the final exam. Course Readings/Class sessions *Detailed course calendar, including dates of exams and assignments, with a weekly breakout of topics and assignments. --Provide key theme for each class, and link these themes to course purposes in some way. --Provide required reading or other assignments per class session, including pages --Provide expectations about use of reading for the class session, and role of required and any supplementary reading. Policies related to late or make-up work, if relevant. Up-to-date bibliography Statement for Students with Disabilities Any student requesting academic accommodations based on a disability is required to register with Disability Services and Programs (DSP) each semester. A letter of verification for approved accommodations can be obtained from DSP. Please be sure the letter is delivered to me (or to TA) as early in the semester as possible. DSP is located in STU 301 and is open 8:30 a.m.–5:00 p.m., Monday through Friday. The phone number for DSP is (213) 740-0776. Statement on Academic Integrity It is recommended that you make a statement about academic integrity, such as: USC seeks to maintain an optimal learning environment. General principles of academic honesty include the concept of respect for the intellectual property of others, the expectation that individual work will be submitted unless otherwise allowed by an instructor, and the obligations both to protect one’s own academic work from misuse by others as well as to avoid using another’s work as one’s own. All students are expected to understand and abide by these principles. Scampus, the Student Guidebook, contains the Student Conduct Code in Section 11.00, while the recommended sanctions are located in Appendix A: http://www.usc.edu/dept/publications/SCAMPUS/gov/ Students will be referred to the Office of Student Judicial Affairs and Community Standards for further review, should there be any suspicion of academic dishonesty. The Review process can be found at: http://www.usc.edu/student-affairs/SJACS/ If one is teaching either a hybrid, local online, or distance education course, the following additional information could also be included: • How the instructor will communicate with the students (outside of class) and how the students will communicate with each other • How online participation will be assessed and graded • How the instructor will monitor the online activities of the students • How the standards of appropriate online behavior will be maintained • The level of technical competence required of the student • The alternative procedures for submitting work in the event of technical breakdowns **Curriculum Handbook, 2006-2007, University Committee on Curriculum (comp. Edwenna Werner, Assistant Dean, Academic Records and Registrar), Attachment 13, pp. 63-65.