Sample Full Syllabus

Sample Full Syllabus

Instructions:

This is a suggested syllabustemplate.

You may reorganize the content tomeetyour preferredstyle. Tables are used in the document to preserveformatting.

An automatic table of contents is included. In order to update thetable:Choose the references tab in the ribbonabove. Choose “update table”, then choose “update entiretable”.

The Student Services content can be used exactly aswritten.

Many faculties have prepared templates. Please visit your home faculty’s website to download those templates as you prepare yoursyllabus preparation.

University ofManitoba Facultyof______

Departmentof______

TABLE OFCONTENTS

Course Details

Instructor Contact Information

Course Description

General Course Information

Course Goals

Intended Learning Outcomes

Using Copyrighted Material

Recording Class Lectures

Textbook, Readings, Materials

Course Technology

Class Communication

Expectations: I Expect You To

Expectations: You Can Expect Me To

Class Schedule

Laboratory Expectations

Lab Schedule

Course Evaluation Methods

Grading

ReferencingStyle

AssignmentDescriptions

Assignment GradingTimes

Assignment Extension and Late SubmissionPolicy

Policies Related to StudentDiscipline

Student Services

Course Details

Instructor Contact Information

Course Description

In this area, duplicate the content from the U of M course catalogue. It provides continuityforthe students who choose to take your course based on the description they read inthecalendar.

Add in any explicit or implicit requirements for thecourse.

Perhapsyoumightindicatetothestudentswhowouldbenefitmostfromtakingthe course (e.g., someone with interest in the field vs. someone who needs afoundational course for a particulardiscipline).

General Course Information

You might want to include some basic informationhere.

Examples: the purpose of the syllabus, the components of the syllabus, how youexpectstudents to use it, how this course fits into a broader program of studies (i.e.,particularly relevantforprofessionalprograms). Thiswouldalsobetheareatoincludeadepartmentalorfaculty perspective on teaching/learning or the value of thiscourse.

Course Goals

List the broad goals for the course. These are typically the teacher or departmentalobjectivesfor the course. These may also be those objectives related to the “process” of learning(e.g.,“This course will facilitate the development of scholarly writingskills”).

Intended Learning Outcomes

In this area, identify what the students will have learned because of the content. UseBloom’s Taxonomy or the ICE model to rank the objectives into an order of increasing depth oflearning. See the University of Manitoba Teaching Handbook section 3.4 fordetails.

Using Copyrighted Material

Please respect copyright. We will use copyrighted content in this course. I have ensuredthatI will the acknowledged content I use appropriately and that it is copied in accordance with copyrightlaws and University guidelines. Copyrighted works, including those created by me, areavailable for your private study and research, and you must not distribute them in any formatwithoutpermission. Do not upload copyrighted works to a learning management system (e.g., UM Learn),or any website, unless an exception to the Copyright Act applies or written permission hasbeenconfirmed. For more information, see the University’s Copyright Office websiteat or .

Recording Class Lectures

Giventheeaseofaudioandvideorecordingandthetendencyofsomestudentstoposttheclasslecturetotheinternet,theinstructorshouldconsiderwhethertheyarecomfortablewithbeingrecorded. Astatementaboutcopyrightshouldbeincludedhere. You hold the copyright to all of your course material that you prepare andpresent.

Example:YOUR NAME and the University of Manitoba hold copyright over the coursematerials, presentations and lectures which form part of this course. No audio or video recordingof lecturesorpresentationsisallowedinanyformat,openlyorsurreptitiously,inwholeorinpartwithout permission YOUR NAME. Course materials (both paper and digital) are fortheparticipant’s private study andresearch.

Textbook, Readings, Materials

Identifyforthestudentwhattheyneedtoreadforclassandwheretheycanfindit. Be aware of copyright laws when usingreadings.

Required textbook – author, title, date (and edition), publisher, cost and availability – itis helpfultoindicatetherationaleforthetextbookandhowitwillbeutilized.Dotheyabsolutelyhave to have a certain edition or will an older editionwork?

Supplementary readings – where they are located, costs, method of access if they areelectronic Recommended or required materials (e.g. lab equipment, art supplies, computers, etc.) –whythey are needed, cost and where they can bepurchased.

There are many options to make readings available to students: e-reserves, libraryreserves,bookstore course pack, copy centre course pack, web links on your webpage or a linkto Refworks which contains the UML links to thearticles.

Note: This list should conform to the citation format (e.g., APA, MLA, Chicago, IEEE, etc.)which you expect your students to use in their assignments/papersetc.

Course Technology

You should make a statement about use of technology or non-use of technology intheclassroom (e.g., cellphones, laptops,etc.).

Examples: It is the general University of Manitoba policy that all technology resources are tobeused in a responsible, efficient, ethical, and legal manner. The student can use all technologyin classroomsettingonlyforeducationalpurposesapprovedbyinstructorand/ortheUniversityof Manitoba Disability Services. The instructor will monitor the use of technology in class. Thestudent should not participate in personal direct electronic messaging/posting activities(e-mail, texting, video or voice chat, wikis, blogs, social networking [e.g., Facebook] onlineand offline “gaming”) during scheduled class time. If a student is seen using the technology inclass withoutinstructorpermissionthestudentwillbeaskedtoleavetheclassroomandwillreceive5% deduction of his/her final grade. If a student is on call (emergency) the student shouldswitch his/her cell phone on vibrate mode and leave the classroom before using it. It is helpful to provide instructions about electronic reserves and library databases. Youwould include a statement about requirements for a course usingtechnology.

If you are using a wiki or a LMS (e.g., UM Learn) then explain how to get access andnavigatein these technologies (see The Centre For The Advancement of Teaching & Learning fordetails on UM Learn and onlineresources).

You may link to the Centre‘s instructional videos on accessing and contributing to wikisand blogs at for the AdvancementofTeaching &Learning/resources/wikis_blogs.html.

Class Communication

The University requires all students to activate an official University email account. Forfull details of the Electronic Communication with Students, pleasevisit:

Please note that all communication between myself and you as a student must comply withtheelectronic communication with studentpolicy( You are required to obtain and use your u of m emailaccountfor all communication between yourself and theuniversity.

Expectations: I Expect You To

It is helpful to communicate in a narrative or bullet point format what you expect of students. This is the place where you can indicate your expectations about their involvement in the class–do you expect everyone to participate in the discussion? Do you expect regular attendance? Can they use their computers? What about attendance? Use of cell phones? Participation?Interruptingothers?

Example: I will be in class for 10 minutes prior to and after the class time. I will treat youwith respect and would appreciate the same courtesy in return. See Respectful Work andLearningEnvironmentPolicy.

Expectations: You Can Expect Me To

Inthissection,itwouldbehelpfultoindicatetostudentshowyouplantoconductyourclasses. You may think that classroom instruction follows generally the same pattern but eachteacherbrings certain expectations and patterns of behaviour to the classroom environment. Ithelps studentstoparticipatemorefullywhentheyunderstandyourteachingphilosophy.

Example: Youmightindicatethatyouwillbeaskingquestionsandexpectstudentstorespond but you do not expect perfection. The more concrete examples you can give students onthecourse syllabus, thebetter.

Class Schedule

It is helpful for students and teachers alike to begin a course with a well-articulated schedule.Itallowsthestudentstoorganizetheirworkload. Itallowstheteachertobeginthecoursewitha very clear plan. Sometimes, there is a concern that a structured schedule will preventtheopportunity to engage in “the teachable moment”. In order to address this concern: 1) keepthecontent of each class limited to 90% of the class time, giving yourself some flexibility and2) beginthissectionwithadisclaimer(e.g.,Thisscheduleissubjecttochangeatthediscretionof theinstructorand/orbasedonthelearningneedsofthestudents). Thescheduleshouldincludedates and times of classes, including missed classes due to holidays or other commitmentsof the teacher. It should include special events such as guest speakers. It should include thecoursecontent of each class including expectations of student’s preparation for class. It shouldalso include dates of assignments/quizzes/exams and alternate forms of assessments. Itshould include dates when students can expect to receive theirmarks.

Laboratory Expectations

Identify your expectations for student’s behaviour in the laboratory, with the equipment in thelaboratory,their communications with the lab TA, etc. You might also want to indicate if students are required to completeany safety training before they use the laboratory (e.g., WHMIS) and where they can receivethetraining.

Lab Schedule

Course Evaluation Methods

It is helpful to make a general statement about how you will assess the students learning in the course (i.e., a variety of methods to give all types of learners an opportunity to excel;essayformatbecausepartofthelargergoalforthecourseistodevelopwritingskills,etc.).

Refer students to the Assignment Description on the following page of the syllabus forDetails.

Grading

It is often a huge surprise to students that a mark does not have an equivalent grade in each class they take at university. It is most helpful to indicate your grading scale. A sample isgivenbelow; adjust to your courseexpectations.

ReferencingStyle

Beveryexplicitaboutthereferencingstyleyourequire. Providestudentswithresourcesto learn the style (e.g., Refworks-easy to learn; library has workshops; library hasprintresources with examples,Zotero).

Example: Assignments should use the APA reference style as outlined in thetext

American Psychological Association. (2009). Publication manual of the AmericanPsychological Association (6th ed.). Washington, DC:Author.

AssignmentDescriptions

Clearly describe the nature of the assignment or assessment strategy (e.g., paper,group project, critique, précis). Let this syllabus be the resource for understanding whatyou expect out of the assignment from the students. This also includes tests and exams (e.g., willtheexam cover the entire semester? Do you focus on major concepts? Does it include allmaterials covered in class including videos and guest speakers?). A suggestion is to organizetheassignment description asfollows:

TITLE-e.g., mid-term scholarlypaper

GOAL-how is this assignment going to evaluate the learning objectives for thiscourse?

PROCEDURE-Whatareacceptablesourcesandhowtofindthem?Howshouldtheassignmentbe organized? Formatting of the assignment – APA, MLA, otherstyles?

SUBMISSION GUIDELINES – do you want the paper emailed, print copy, etc. How, when, and where??

EVALUATION CRITERIA- Include your marking rubric (see section 4.4 of U of MTeachingHandbook fordetails)

ItdefinitivelywillnotensurethatallstudentsgetanAbutitwillclearlycommunicateyourexpectations, whichwillreducelearneranxietyandreducetheamountofinquiriesyouwill need to respondto.

Assignment GradingTimes

Indicate to the students when they can expect to receive their graded assignments. Theyshould receive their assignments in advance of the next assignment so they can learn fromtheirmistakes. It is recommended that students receive a sufficient percentage of their finalgradeprior to the VW date, which will allow students to make a decision about completingorwithdrawing from thecourse.

Assignment Extension and Late SubmissionPolicy

Clearly describe your policies. How strict is your assignment submission date and time?Is today’s date up until midnight? If there is a time, how is it monitored? – e.g., studentsubmits assignments to support staff who date stamp them, UM Learn submission which automaticallydatestampsthem. Cantheybelatewiththeirassignments? Ifso,howlateistoolate? Istherealatepenalty? Isitenforceable? Doallassignmentsneedtobesubmittedtopassthecourse?

Policies Related to StudentDiscipline

Academic Dishonesty: Plagiarism, Cheating and ExaminationImpersonation

You should acquaint yourself with the University’s policy on plagiarism, cheating,and examination impersonation as detailed in the General Academic Regulations and Policysection of the University of Manitoba Undergraduate Calendar. Visit the Academic Integrity Siteformoreinformation.

Faculty of Science Statement on AcademicDishonesty

The Faculty of Science and The University of Manitoba regard acts of academic dishonestyin quizzes, tests, examinations, laboratory reports or assignments as serious offences andmayassess a variety of penalties depending on the nature of theoffence.

Acts of academic dishonesty include, but are not limited to bringing unauthorized materialsinto a test or exam, copying from another individual, using answers provided by tutors,plagiarism,and examinationpersonation.

Note: cell phones, pagers, PDAs, MP3 units or electronic translators are explicitly listedas unauthorized materials, and must not be present during tests orexaminations.

Penalties that may apply, as provided for under the University of Manitoba'sStudentDisciplineBy‐Law,rangefromagradeofzerofortheassignmentorexamination,failureinthecourse, to expulsion from theUniversity.

Faculty of Arts Statement on Penalties for AcademicDishonesty

The common penalty in Arts for plagiarism on a written assignment is F on the paper andF (CW) (forCompulsory Withdrawal) for the course. For the most serious acts of plagiarism,such as the purchase of an essay and repeat violations, this penalty can also include suspension fora periodofuptofiveyearsfromregistrationincoursestaughtinaparticulardepartmentinArts orfromallcoursestaughtinthisFaculty. TheFacultyalsoreservestherighttosubmitstudentwork that is suspected of being plagiarized to Internet sites designed to detectplagiarism.

The common penalty in Arts for academic dishonesty on a test or examination is F forthepaper, F (CW) for the course, and a one-year suspension from courses acceptable for creditin the Faculty. For more serious acts of academic dishonesty on a test or examination (e.g., suchas repeat violations), this penalty can also include suspension for a period of up to five yearsfromregistration in courses taught in a particular department in Arts or from all courses taught inoraccepted for credit by this Faculty. The Faculty is considering adopting a zerotoleranceapproach for “cheating” on either a term test or a final examination. Under thisapproach, students for whom allegations of cheating has been upheld will receive a final course grade ofF (CW) and a minimum two yearsuspension.

Policy on Respectful Work and LearningEnvironment

Inappropriate and Disruptive StudentBehaviour

Accessibility Policy for Student withDisabilities

Withdrawal fromclass

Student Services

You may copy and paste all of the information in this section into your syllabus. Theunit names are hyperlinked to theirwebsites.

Writing and Study SkillsSupport

TheAcademicLearningCentre(ALC)offersservicesthatmaybehelpfultoyouasyoufulfilltherequirements for this course. Through the ALC, you may meet with a study skills specialistto discuss concerns such as time management, reading and note-taking strategies, andtest-takingstrategies. You may also meet one-on-one with a writing tutor who can give you feedbackatany stage of the writing process, whether you are just beginning to work on awrittenassignment or already have a draft. Writing tutors can also give you feedback if you submita draft of your paper online. (Please note that the online tutors require 48 hours, fromMondaysto Fridays, to return your paper withcomments.)

AllAcademicLearningCentreservicesarefreeforUofMstudents.Formoreinformation,pleasevisit the Academic Learning Centre website atumanitoba.ca/student/academiclearning/

You can also talk to a member of the Academic Learning staff by calling 480-1481 orbydropping in at 201 TierBuilding.

Student AccessibilityServices

Student Accessibility Services (SAS) provides support and advocacy for students withdisabilities of all kinds: hearing, learning, injury-related, mental health, medical, physical or visual.Students with temporary disabilities such as sprains and breaks are also eligible to use our services.SASacts as a liaison between students and the faculty and staff of the University of Manitobaas well as support agencies within the province of Manitoba. Please phone: 474-6213 (voice)or474-9690 (TTY) forservice.

Student CounsellingCentre

StudentCounsellingCentre(SCC)offersindividual,coupleorfamilycounsellinginindividualand groups formats. Please phone: 474-8592 or visit SCC at 474 UniversityCentre.

University of Manitoba Libraries(UML)

As the primary contact for all research needs, your liaison librarian can play a vital rolewhencompleting academic papers and assignments. Liaisons can answer questions aboutmanagingcitations, or locating appropriate resources, and will address any other concerns you mayhave,regarding the research process. Liaisons can be contacted by email or phone, and arealso available to meet with you in-person. A complete list of liaison librarians can be foundbysubject: or name: In addition, generallibraryassistance is provided in person at 19 University Libraries, located on both the Fort Garryand Bannatyne campuses, as well as in many Winnipeg hospitals. For a listing of all libraries,pleaseconsult the following: When working remotely, students can alsoreceivehelp online, via the Ask-a-Librarian chat found on theLibraries’ homepage:

The English LanguageCentrehas workshop and programs in advanced academic and health-sciences English (located at 520, University Centre).