In a memo dated November 3, 2005, from Senior Vice Chancellor Barbara Couture, faculty are to provide students with a written syllabus at the beginning of each semester. The CYAF Department had already adopted required components for department syllabi (see September 21, 2001 Department Faculty meeting minutes). In addition, CEHS identified guidelines for components to be included in course syllabi.
The following checklist indicates the components agreed upon by the Department or included in the guidelines of the College, University, or Board of Regents. Those with an asterisk are required by the Department or Board of Regents.
If you have questions/concerns about the syllabi checklist, please see the Department Chair. As always, each semester an electronic version of the syllabus should be given to the Office Supervisor for the Department file.
___________ Instructor Name*
___________ Office Location(s)*
___________ Office Hours*
___________ E-mail Address*
___________ Phone Number*
___________ Teaching Assistant (if applicable)*
___________ Course Title* (The official title as indicated in the College bulletin)
___________ Course Description or Overview* (This is the official description as indicated in the College bulletin.)
___________ Rationale Statement*
___________ Relationship/Contribution of this course to the option/program*
___________ Student or Learner Outcomes/Objectives* (can show the tie to accreditation or overall learner outcomes for the program)
___________ ACE Student Learning Outcome if applicable*
___________ Required Text/Readings*
___________ Teaching/Learning Methods*
___________ Description of Proposed Projects/Assignments
Projects, papers, and speeches scheduled for completion during the last week (15th week) of classes must have been assigned in writing by the end of the 8th week and must be completed no later than Wednesday of the 15th week.
___________ Technology/Material/Equipment requirements (e.g., E-mail account, calculator, access to Blackboard, video or digital camera)
___________ Evaluation Criteria*
___________ Grading Policy/Scale*
- _____Students should be able to determine their standing in the course throughout the semester. This section should identify what activities will be graded, the potential points that can be earned for each activity, and the number of points or percentage points for the final letter grade.
- _____ If grades are adjusted, describe how the adjustment of grades is determined and administered.
- _____ Indicate if there is an opportunity for extra credit. If so, it must be provided to all students not just those who are failing the course.
___________ Specific grading requirement – Does the student have to earn a specific grade or better in order to have the class count toward graduation?
___________ Grade Review – Statement indicating opportunities for students to discuss grades/evaluations. For example: Office hours can be utilized to discuss and clarify concerns regarding grades or evaluations.
___________ Exam Scheduling Policy*
According to Academic Senate policy: “Final examinations are to be given ONLY during the regularly scheduled time as published in the Official Schedule of Classes or at another time DURING FINALS WEEK mutually agreeable to all concerned.” The only examinations that may be given during the last week (15th week) of classes are: laboratory practical examinations, make-up or repeat examinations, and self-paced examinations. (See rules regarding anonymous method for obtaining agreement.)
If the instructor is replacing the final exam with a project, paper, or speech, the due date for the assignment can be anytime during the 15th week or during finals week, providing the assignment has been given by the 8th week. Students should also be given a policy for what happens if a student can’t take an exam at the scheduled time.
___________ Class Attendance Policy – If class attendance is monitored, describe how this will be accomplished and any consequences related to class attendance.
___________ Grade of “I” – If more rigorous standards regarding completion of course work to remove an “I” than the student handbook, this should be stated in the syllabus.
___________ Pass/No Pass Policy – Can the class be taken P/N? What grade is required to earn a P?
___________ Course Outline*
- _____ Sequence of course lectures/laboratory topics
- _____ Schedule of reading assignments
- _____ Proposed project due dates
- _____ Proposed examination dates
___________ Statement of Academic Integrity*
“Academic honesty is essential to the existence and integrity of an academic institution. The responsibility for maintaining that integrity is shared by all members of the academic community. To further serve this end, the University supports a Student Code of Conduct which addresses the issue of academic dishonesty.”
___________ Diversity Statement*
"The University strives to make all learning experiences as accessible as possible. If you anticipate or experience barriers based on your disability (including mental health, chronic or temporary medical conditions), please let me know immediately so that we can discuss options privately. To establish reasonable accommodations, I may request that you register with Services for Students with Disabilities (SSD). If you are eligible for services and register with their office, make arrangements with me as soon as possible to discuss your accommodations so they can be implemented in a timely manner. SSD contact information: 232 Canfield Admin Bldg.; 402-472-3787"
___________ Statement indicating cell phones and beepers must be turned off.
Additional Suggestions for consideration (if applicable to the course) – not required
___________ Academic Freedom (example of wording)
Over the course of this semester we will address a variety of controversial topics, including matters of race, gender, culture, religion, morality, sexuality, and violence. I will provide you with a variety of perspectives on each topic covered in this class. You have a right to believe whatever you believe about such matters and are encouraged to express your views on all matters relevant to the course, even if others in the class may be offended or upset by those views. You also have a right to express your disagreement with whatever views I or others in the class express. Finally, you have the right to decide whether or not to modify your views. Your grade in the class will be based on your understanding and reasoning of the theory and concepts in the course, not on your opinion, or the opinion of others.
___________ Civility (example of wording)
Individuals are expected to be cognizant of what a constructive educational experience is and respectful of those leading and participating in a learning environment. Failure to do so can result in disciplinary action.
___________ Copies of Work
It is recommended that students make a copy of any submitted assignments they turn into the instructor as a record and a back-up of their work.
___________ ACE and Student Work
Samples of student work will be collected to assess student learning in the course and program. The purpose of this assessment is to help faculty improve student learning opportunities, not to evaluate individual student work. Any students in ACE courses who are not willing to participate in this process should notify their instructor.
(Information adapted from http://owl.english.purdue.edu/owl/resource/560/01)
Retrieved July 2011.
We strongly encourage temporary faculty to become familiar with the OWL website.
Students in Child, Youth and Family Studies are expected to write papers using the APA (American Psychological Association) format. APA is not only a way to cite resources but is also a writing format. Encourage students to utilize the Writing Assistance Center (472-8803 – Andrews Hall 115).
General APA Guidelines:
- Typed, double spaced
- 1” margins
Includes a running head for publication, title, and byline and affiliation
Page numbers and running head:
Include a 1- 2 word version of the title in the upper right hand corner of each page, enter five spaces, then the page number.
If required by instructor, write a 75 – 100 word overview of essay, including main idea and major points, and possibly the implications of the research. The abstract follows the title page and is on its own page. The word abstract is centered at the top of the page followed by the paragraph.
Not necessary, but can be helpful. For undergraduate papers, only one level of heading is necessary. Major headings are centered. Capitalize every word in the heading except articles, short prepositions, and coordinating conjunctions.
References: References will be listed on its own page following the last page of text. Center the word references one inch from the top of the page. Double space. Alphabetize the references by author’s last name. If the work has no author or editor, alphabetize by the first letter of the title (excluding A, An, or The).
In – Text Citations: APA Basics: APA style requires authors to use the past tense or present past tense when using signal phrases to describe earlier researchFollow the author-date method of in-text citation:
Author’s last name and source’s publication year should appear in the text, E.g., (Jones, 1998), and the complete reference should appear in the reference list at the end of the paper.
Reference List: Basic Rules:
- Author’s are listed with last name first and are inverted. Give the last name and initials for all authors of a particular work.
- Alphabetize by the last name of the first author of each work.
- If more than one article by the same author, listed in order of publication year, starting with the earliest.
- When referring to any work that is NOT a journal (book, article, Web page) capitalize only the first letter of the first word of a title and subtitle, the first word after a colon or a dash in the title, and proper nouns.
- Capitalize all major words in journal titles
- Italicize titles of longer works such as books and journals
- Do not italicize, underline, or put quotes around the titles of shorter works such as journal articles or essays in edited collections.
For additional information regarding APA format and specific reference guidelines check out http://owl.english.purdue.edu/owl/resource/560/01Reference Examples:
Beck, C. A. J., & Sales, B. D. (2001). Family mediation: Facts, myths, and future prospects.
Washington, DC: American Psychological Association.
Journal article, one author:
Mellers, B. A. (2000). Choice and the relative pleasure of consequences. Psychological Bulletin,
Journal article, multiple authors:
Saywitz, K. J., Mannarino, A. P., Berliner, L., & Cohen, J. A. (2000). Treatment for sexually
abused children and adolescents. American Psychologist, 55, 1040-1049.
Chapter in edited book:
Bjork, R. A. (1989). Retrieval inhibition as an adaptive mechanism in human memory. In H.L.
Roediger III & F. I. M. Craik (Eds), Varieties of memory & consciousnesss (pp. 309-330).
Hillsdale, NJ: Erlbaum.
Brown, L. S. (1993, Spring). Antidomination training as a central component of diversity in clinical psychology education. The Clinical Psychologist, 46, 83-87.
Kandel, E. R., & Squire, L. R. (2000, November 10). Neuroscience: Breaking down scientific
barriers to the study of brain and mind. Science, 290, 1113-1120.
Author, A. A., & Author, B. B. (Date of publication). Title of document. Retrieved month date,
year, from http://Web address.
Please ask students to pay close attention to when words are capitalized and when punctuation is needed in their citation.