Indiana University-Purdue University Fort Wayne
College of [enter College]
Department of [enter department]
Course Number and Title
Syllabus, [enter term]
How to Use this Template
[Save this template in a separate file. As you develop your syllabus, delete the SECTIONS and
tips that are included here for you. Tips for you appear within brackets like this one and the ones
below. You also will see links to resources; delete the ones put here for your use and keep the
ones that you think are relevant for your students. The styles used in this syllabus make it “web
accessible” in compliance with Section 508 of the Rehabilitation Act. IT Services has checked
the web accessibility of this template. This template is long because of the tips provided. Your
syllabus most likely will not be this long.]
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[TIP 1. One way to use this template is to save this file as “Syllabus Template,” then
resave it with your course name, and replace the text herein with your own content.]
[TIP 2. Another way is to save this template as a Quick Style Set and apply the styles to
an existing syllabus file. To do so in Microsoft 2010, open this file, go to the Home tab >
Change Styles >Style Set > Save as Quick Style > enter Syllabus Style as the name. In
Microsoft 2013, go to Design tab> down arrow on the Style Set gallery > Save as a
New Style Set > enter Syllabus Style as the name. After saving this style set, you can
apply the styles.]
[RESOURCES: See Word 2010 Tutorial and Word 2013 Tutorial on how to apply styles.
IT Services or CELT can help with this task. Other tutorials are available through
Lynda.com.]
[IMPORTANT: Please check your department or program guidelines for the grading
scale to use and any other syllabus requirements.]
Welcome!
[The “Welcome!” is the first SECTION for your syllabus. It is included in this syllabus template
because many instructors like to add a few sentences to set the tone for the course. If you do
not want to add a “Welcome!,” simply delete this section.]
Course Description
Basic Description:
[For this SECTION, enter course description from 2015-2016 Undergraduate Bulletin (link to
Course Descriptions) or 2015-2016 Graduate Bulletin (link to Course Descriptions)]
Pre- or Co-requisite:
[For this TOPIC, list pre or co-requisites—if none, enter “None” or remove this Topic from
your syllabus.]
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Course Credits:
[For this TOPIC, in addition to credits for your course, enter any credits for Lecture, Lab, and
Clinical that may apply to your course.]
Dates, Times, and Locations:
[For this TOPIC, advise students to check the Academic Calendar for important dates. You
might remind them to select the tab for the current semester.]
[List the start and end-of-semester dates for the course, the start day and time and end day
and time for each week if work is being submitted through Blackboard Learn. Explain what
work will be done in the Blackboard Learn course site and what work to do outside of the
course site, including “homework.”]
Clinical [OR LAB] Description:
[Delete this TOPIC if it does not apply; otherwise, enter description; with schedule and
location information. You could change the TOPIC title to Service Learning or something
else that identifies a regularly occurring event outside of coursework, or a special course or
program event. If you have more such events, you can copy and paste this whole topic, and
then make title and content changes.]
Blackboard Learn:
[All courses have a Blackboard Learn site. For this TOPIC, provide this link to Blackboard
Learn and briefly describe how students are expected to use the course site. Advise
students to check with IT Services to find out more about computer requirements. You may
also want to let students know the Student Support Services section later in the syllabus
provides information about computer labs on campus, laptop loan options, and additional
information about IT Services. ]
Instructor Information
Instructor:
[For this TOPIC, enter instructor name and credentials. If available, add link to professional
web site or link to profile at Department web site.]
Course Support:
[Enter names and roles of others supporting the course. You might have a Teaching
Assistant or other support for learning such as identification of the librarian assigned to the
subject area for the course. Change the title for this topic, as appropriate.]
Online Office:
[An Online Office is a virtual office within Blackboard Learn where students can post
questions and comments at any time of day or night. The IPFW “Course Template Full
Semester” has a prebuilt office built into the template with sample directions for students. If
you use this template, you can modify the title and directions, or delete the office. If you do
use the Online Office, enter a brief description of its purpose and use here. Usually, a
teaching assistant also can be contacted through the same Online Office, rather than having
a separate office area. This can be a convenient area for posting course updates as well as
answering questions from students.]
Campus Office:
[Omit this TOPIC if you teach remotely or do not have a campus office. But if all or many of
your students are on campus, you may want to enter information about your campus office
with full name of the building, room location, office hours or how to arrange appointments.]
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Email:
[For this TOPIC, enter electronic mail preferences. If you are using the Blackboard Learn
site for your class, you may use either the Email or Messages tool. With Messages, you
check your Inbox in the course; with Email, the messages go directly to your Outlook email.
If you choose to use Messages instead of Email, then change the title for this TOPIC to
match what you use. In the IPFW “Course Template Full Semester,” the Email tool has
been selected, but you can change it if you prefer.]
Phone Contacts:
[For this TOPIC, enter office phone number. You may want to enter department office
contact information for students to use in case of an emergency.]
Course Purpose and Goals
[For this SECTION, explain what the course is about and why students would want to learn the
material. Give course goals and how the course fits in the college or department curriculum.]
Learning Outcomes:
[For this TOPIC, make the title Learning Objectives if this is the preferred language. State
what particular knowledge, skills, and abilities the students will be expected to learn and
explain the relationship to department or program goals or outcomes. For undergraduate
courses, explain relationship to outcomes in the Baccalaureate Framework; for a Gen Ed
course, explain how course outcomes meet General Education Requirements. Even if your
course is not “Gen Ed,” the principles and categories might inspire your explanations of the
learning outcomes for your course. You might add how those learning outcomes relate to
any professional accreditation standards that apply. If you prefer Objective rather than
Outcome for the title and the designations below, simply change them. Also, it is fine to have
fewer or more in the list. This template simply shows the formatting. You can reduce of
increase the number. Check with CELT if you want guidance on this section.]
These are the expected learning outcomes for the successful student.
Outcome 1. [enter outcome or objective].
Outcome 2. [enter outcome or objective].
Outcome 3. [enter outcome or objective].
Outcome 4. [enter outcome or objective].
Outcome 5. [enter outcome or objective].
Outcome 6. [enter outcome or objective].
Outcome 7. [enter outcome or objective].
[You may already have an approved list of outcomes or objectives you must use for your
course. However, if you are involved in writing or revising them, a useful resource is Kathy
Waller’s Guide and Examples. Or you may consult with CELT.]
Topical Outline:
[For this TOPIC, list or describe major topics covered in your course.]
Assignments:
[For this TOPIC, describe the purpose and kinds of assignments. Remind students about
how to submit assignments. You might let students know that that more detail and due dates
will appear in the Schedule section later in your syllabus.]
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Methods of Instruction
[For this SECTION, describe methods of instruction you use in this course. You might also
explain why you use them as this could support student motivation.]
Course Materials
Required:
[For this TOPIC, enter required materials. Enter book titles in appropriate citation style,
adding ISBNs. If using electronic textbooks (eBooks), describe how to access them.]
[FACE-TO-FACE COURSES ON CAMPUS: OASIS lists the materials for the course.]
[ONLINE COURSES: Required materials are listed at the Online Learning site. Select term,
Subject, IPFW Internet Classes, All Classes; and then View Class Schedule. Select the
course title to view the required materials listed for the course. Clicking the CRN link gives
more course information about the course, including the course description.]
[Add information on what materials will be at the Blackboard Learn site for this course.]
[If using Library Reserve, add reserve call numbers.]
Highly Recommended:
[For this TOPIC, provide a list of materials that are not required but are highly
recommended, and describe how to access them. You might also explain why they are
highly recommended or when to use them.]
Additional, Materials, Equipment or Skills:
[For this TOPIC, list any additional materials such as lab or safety equipment, art supplies,
calculators, computers, drafting materials, MS Word, Excel, or others students will need.]
Accessing Media:
[For this TOPIC, describe how to access the media you are using in the course. If using
YouTube videos, you could point out the option to select the small CC icon on the YouTube
video menu to activate or turn off closed captioning.]
Grades
[For this SECTION, describe grades and grading (grading scale, percents, points). You might
add an overview of rubrics used for assignments and explain that those rubrics will be provided
in detail together with the assignments. Explain if any grades will be dropped; how participation
counts. You can see IPFW grading scale information at Academic Regulations Grades. Some
departments use pluses and minuses, while others do not. Explain rounding procedures. Use
the style shown below to maintain web-accessibility of your syllabus. Omit points if you do not
use them. If you use both percents and points, you could put points in parentheses next to the
percentage ranges. IMPORTANT: Check with your department or program about what grading
scale to use.]
Grading Scale:
A = 90 to 100%
B = 80 to 89%
C = 70 to 79%
D = 65 to 69%
F = Below 65%
A = 450 to 500 points
B = 400 to 449 points
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C = 350 to 399 points
D = 325 to 349 points
F = less than 325 points
[If you are using both percents and points, you might show them together as follows.]
A = 90 to 100% (450 to 500 points)
B = 80 to 89% (400 to 449 points)
C = 70 to 79% (350 to 399 points)
D = 65 to 69% (325 to 349 points)
F = Below 65% (less than 325 points)
[If you use pluses and minuses, you might group the letter grades together as shown below.]
A+ = xxx; A = xxx; A- = xxx.
B+ = xxx; B = xxx; B- = xxx.
C+ = xxx; C = xxx; C- = xxx.
Licensure Requirement:
[For this TOPIC, describe any licensure or certification requirement. Omit this topic if not
applicable to your course.]
Course Policies
[For this SECTION, state policies for the course. Several topics are listed below. Change them
as appropriate for your particular course, or for expectations of your department or program. If
your course policies are quite detailed, you might give an overview here and create a separate
Course Guide to go with your course. Such a guide, as well as your syllabus, could be posted
at the Blackboard Learn for your course whether your course is on campus or online. If you
have a department or program Handbook, you might add the link here, and give an overview of
the contents rather than repeat all the policies. You might consider creating a quiz over this
syllabus which would include the policy issues and other important information.]
Attendance and Timely Submissions:
[For this TOPIC, describe expectations for attendance in your course, whether all classes
meet on-campus, if at least half of the time is online (hybrid), or if it is completely online. For
an online course, explain that students must complete ALL activities in order to be credited
with attendance in the course. Explain policies for late work, missing homework, missed
deadlines, make-up opportunities, how to request extensions for assignments or report
illnesses that cause delays, delayed grades, and any issues related to timely completion of
course activities.]
Expectations for Submitting Required Work:
[For this TOPIC, describe expectations for submitting required work; explain types of
instructions that will be provided. If assignments will be posted online, explain how to name,
save, and submit files with the Assignment tool in Blackboard Learn by due dates. The
IPFW “Course Template Full Semester” provides an example.]
Academic Honesty:
[For this TOPIC, explain expectations for academic honesty, reasons for those expectations
related to learning in your course. Give students resources for more guidance, such as how
to analyze and research and unpack its content in “your own words.” Add any honor code
statement specific to this course. Add consequences for cheating or plagiarism (make sure
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these reflect department or program expectations).The librarian assigned to your discipline
could provide additional support, such as tutorials for your course (see Find Your Librarian).
Also, consult with CELT for additional guidance in addressing this topic.]
Special Needs:
[For this TOPIC, include the statement regarding students who require accommodation due
to disabilities, even if you also include information related to this topic at the Blackboard
Learn site for your course. Use the language below. You also may want to add a personal
statement about this issue.]
IPFW is committed to providing reasonable accommodation and access to programs and
services to persons with disabilities.
If you have a disability and need assistance, special arrangements can be made to
accommodate most needs. Contact the Director of Services for Students with Disabilities
(Walb Union, Room 113, telephone number 481-6658) as soon as possible to work out the
details. Once the Director has provided you with a letter attesting to your needs for
modification, bring the letter to me. For more information, please visit the web site for
Services for Students with Disabilities (SSD) and refer to the SSD Student Handbook.
Civility and Ground Rules:
[Explain expectations for civility and ground rules in your course, whether related to
participation in an on-campus classroom or participation in online discussions or
assignments. Several IPFW documents state the expectations and rules. But students may
not read them, and for this reason, it is useful to point out what applies in your syllabus. For
interactions online, the term “netiquette” frequently is used, a coined term that stands for
“network etiquette.”]
[The text below from IPFW documents has been provided to help with your development of
this section, but a personal introduction and personal touch would be useful because you
can emphasize what is especially relevant for your course. You might also check to see if
your department or program has an additional student handbook to address these and
related issues that could be posted in this syllabus. A couple of short on-point articles may
be of interest to you in deciding what to put in your syllabus: Netiquette: Make it Part of Your
Syllabus and Essay on Teaching Excellence. And, you are welcome to use the following text
“as is,” if you like.]
“Common sense and courtesy” are the underlying principles for civility and ground rules in
our course. If not followed according to the rules and expectations of IPFW policies, student
codes, and ethical requirements for use of computer technology, disciplinary actions can be
taken which may include removal from class.
IPFW Policies include the following statement on civility:
“Each individual may possess different ideas, as well as different ways of communicating
those ideas, particularly in a community as varied and diverse as a university. Because of
these differences, respect and civility are integral to maintaining the quality of the academic
environment and free inquiry....all members of the academic community are called upon to
promote and value this ethic of common respect and civility.”
The IPFW Student Handbook 2015-2016 describes related rights and responsibilities:
“…values include freedom of inquiry, intellectual honesty, freedom for the open expression
of ideas and opinions within limits that protect the rights of others, and respect for the views
and the dignity of other persons…No right should be construed as enabling students to
infringe upon the individual rights of another member of the academic community.”
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The IPFW Code of Student Rights, Responsibilities, and Conduct elaborates further:
“In the classroom, students have the freedom to raise relevant issues pertaining to
classroom discussion, to offer reasonable doubts about data presented, and to express
alternative opinions to those being discussed. However, in exercising this freedom, students
shall not interfere with the academic process of the class.”
The Ethical Guidelines for IPFW Information Technology Users include:
“University computer resources are designed to be used in connection with legitimate,
university-related purposes. The use of university computing resources to disseminate
obscene, pornographic, or libelous materials; to threaten or harass others; or otherwise to
engage in activities forbidden by the Code is subject to disciplinary action as specified in the
Code….The University strives to maintain a quiet environment in its computer labs in order
that lab users can use their time productively and with minimal distractions. Proper use of
computer resources follows the same standards of common sense and courtesy that govern
the use of other public facilities. Improper use violates those standards by infringing upon
others' ability to fulfill their responsibilities.”
Diversity and Nondiscrimination:
[For this TOPIC, add statements below; add a personal statement as appropriate.]
Related to civility, IPFW Policies include the following statements:
“Respect and civility should therefore be afforded to all individuals regardless of race,
ethnicity, gender, age, sexual orientation, disability, religion, family status, socioeconomic
level, educational background, veteran status, or position at the university….IPFW prohibits
discrimination against any member of the university community on the basis of race, religion,
color, sex, age, national origin or ancestry, genetic information, marital status, parental
status, sexual orientation, gender identity and expression, disability, or status as a
veteran…”
The IPFW Code of Student Rights, Responsibilities, and Conduct further states:
“The university believes that diversity among its many members strengthens the institution,
stimulates creativity, promotes the exchanges of ideas, and enriches campus life…IPFW
prohibits discrimination against any member of the university community on the basis of
race, religion, color, sex, age, national origin or ancestry, marital status, parental status,
sexual orientation, disability, or status as a veteran.”
Course Communication:
[For this TOPIC, if not already addressed earlier in the syllabus, add information on use of
Blackboard Learn Email or Messages tool, phone communication, or other methods such as
Lync, or Skype. You might begin with “In addition to expectations for civility and
nondiscrimination in our course…” and follow with what you want to emphasize about
procedures for course communication that can be helpful for you and all your students.]
Blackboard Learn Support
[For this TOPIC, explain to students how to access the course site and give them support
resources such as the following. Omit resources that you feel you do not need for this course.]
Blackboard and Computer Training:
Blackboard Help for Students;
Lynda.com;
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Help and Troubleshooting:
Information Technology Services;
IT Services Help Desk (Web Site);
Email IT Services Help Desk.
IPFW Services for Students
[For this SECTION, inform students of campus-wide services. If you make the list available in
the Blackboard Learn site for your course, you may prefer to direct students to look for these
support services at the course site rather than provide the full list in your syllabus. Another
alternative is to make this section a separate attachment to your syllabus. A third option is to list
the services in the syllabus and refer students to the Blackboard Learn course site for details.
As always, check requirements expected in your department or program. You may want to
personalize the first paragraph below.]
IPFW is committed to your academic and personal success. In addition to working with your
academic advisor, take advantage of the many support systems the University offers to help
IPFW students succeed. These include the following Academic Services, Technology Services,
Student Support, Health and Wellness, and Support from Administrative Offices.
Academic Services
Academic Advising: Visit the Academic Advising web site for information on finding an
academic advisor, academic calendar and schedule of classes, registration, programs for
success, and academic support services.
Mastodon Advising Center (MAC): Advisors help students explore and make informed
decisions about majors and careers. Check “myIPFW” for your advisor’s name. Find out
more at the MAC web site. [MAC is located at Kettler Hall, 109, 481-6595.]
Centers for Academic Support & Achievement (CASA): CASA provides study skills
development, tutoring, supplemental instruction, math testing, and English as a Second
Language (ESL). Find out more at the CASA web site. [CASA is located at Kettler Hall, G18,
19, 21, and 23, (260) 481-5740.]
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The Writing Center (CASA): This Center provides peer consultations for all phases of the
writing process for all IPFW classes. Consultations are available face-to-face and
through e-mail. The web site provides more information on specific services and
includes useful Links & Handouts to support the writing process. [The Writing Center is
located at Kettler Hall G19. Call 260-481-5740 or e-mail writingcenter@ipfw.edu for
more information.]
Helmke Library: The library web site offers 24/7 access to research tools, databases, ebooks and journal articles. To identify the librarian for the subject you are studying, use the
Find Your Librarian link—your librarian can provide assistance with research and specialty
guides to support your studies. Assistance also is available online at Ask-A-Librarian
service. [For more services and information, go to the Helmke Library web site. The library is
located on campus near Walb Student Union. Phone contact: (260) 481-6505. During the
renovation year, January-December 2016, stop by the Library Services Center at first floor
entrance of Library for all services. Check the Helmke Library Refresh page for updates on
the 2016 library renovation.]
Technology Support
Information Technology Services: IT Services provides help with accounts and passwords
and technology resources and training, including Blackboard Learn. Services include
information on computing at IPFW; hardware and software support; and student e-mail
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accounts. Particularly useful for most courses are the Microsoft Office tutorials, document
viewing tools, and access to lynda.com tutorials. [Find out more at the IT Services web site.
IT Services is located at Kettler Hall, 206, (260) 481-6030. E-Mail: helpdesk@ipfw.edu.]
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Studio M: IT Services resources include Studio M. This studio is a curriculum-based
multimedia lab for students who are working on projects or presentations for their
courses. Students have access to equipment, software, and receive assistance in
developing their presentations and materials to help meet course requirements. [Find out
more at the Studio M web site. Studio M is located at Walb Student Union, 220, (260)
481-0114.]
Student Support
IPFW Student Handbook, 2015-2016: This handbook provides a list of campus services A to
Z, including academic ceremonies, internships and service learning, athletics, CATV 5, child
care, clinics, the bookstore, study abroad, as well as other services including the ones that
follow.[The Student Handbook is available online and at various locations on campus,
including the Information Desk on the first floor of Kettler Hall.]
Services for Students with Disabilities: SSD provides support in accommodating needs
related to disabilities, including temporary disabilities. Students who want to request
accommodations in their courses need to contact this office to complete the documentation
needed to make any course accommodations. The SSD Student Handbook provides more
information, including commonly asked questions and their answers. [Find out more at the
SSD web site. The office is located at Walb Student Union, Room 113B, (260) 481-6658.]
Career Services: Provides assistance with identifying job interests and career skills,
selecting related majors, activities to develop professional skills and job search strategies,
and on and off-campus job placement and internships. [Find out more at the Career
Services web site. The office is at Kettler Hall 109, (260) 481-0689.]
Center for Women and Returning Adults: For both men and women, age 23 or older, this
Center offers workshops, support groups, counseling, and other programs to support
academic success. [Find out more at the CWRA web site. See also Being First, Students
with Families, Sexual Assault Prevention Project, Safe Zone, and Being First Virtual
Tutoring. The office is located at Walb Student Union, Room 120, (260) 481-6029.]
Office of Diversity and Multicultural Affairs, This office provides “a support system for African
American, Hispanic, Native American, International, Asian American, and first generation
non-traditional college students” at IPFW. Support includes skills workshops, support
groups, diversity training, counseling, mentoring, cultural heritage programs; ASAP program.
ODMA includes a variety of resources, programs, and departments including those in the
following list. [Find out more at the ODMA web site. The office is located at Walb Student
Union, Room 118, (260) 481-6921.]
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TRiO Student Support Services: TRiO assists first generation students, students who
meet federal income guidelines, and those who have a documented disability registered
with the SSD office. [Find out more at the TRiO web site, TRiO Facebook page, or on
Twitter. The office is located at Kettler G25, (260) 481-0220.]
Military Student Services: IPFW is recognized as a military friendly school because of
the support it provides to service members and veterans. [Find out more through the
Military Student Services Team.]
Resource Center: This Center provides support for for LGBTQ+ (Lesbian, Gay, Bisexual,
Transgender, Questioning/Queer) students, including efforts to “reduce heterosexism,
genderism, homophobia, and transphobia.” [Find out more at the Resource Center web
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site. The office is located at the ODMA suite in the Walb Student Union. Safe Zone sites
are posted around campus. Also see the diversity library at the Northeast Indiana
Diversity Library (NIDL) Digital Archive.]
Office of International Education: This office oversees international student services and
study abroad programs. [For more information go to the ISS web site. The office is located
at Walb Student Union, Room 145, (260) 481-6034.]
Health and Wellness
IPFW Center for Healthy Living Campus Clinic and Wellness Program: This center provides
health and wellness services such as physical exams, acute illness care, chronic illness
care, immunizations, lab work, medication prescriptions and management. Accepts most
health insurance plans. [Find information on services, hours, how to schedule appointments,
and fees at the IPFW Center for Healthy Living Campus Clinic web site. Also see Health
History Form to complete before first visit. The clinic is located at the Walb Student Union,
Room 234.]
IPFW Dental Hygiene Clinic: This clinic provides preventive dental care from September
through April for appointments scheduled in advance. [Find out more at the IPFW Dental
Hygiene Clinic web site. The clinic is located at Neff, Room 109.]
IPFW Lafayette Street Family Health Clinic: This clinic provides family planning and related
exams, counseling, and education services to women and men. The clinic has a translator
on site at no cost for Hispanic clients. Hablamos Español! [Find out more at the Lafayette
Clinic web site. For appointments call (260) 481-0400, or stop by the reception desk at the
clinic, located at 2700 S. Lafayette Street, 2nd floor, suite 200.]
IPFW/Parkview Student Assistance Program: This program provides short-term personal
counseling free of charge for students, and when appropriate, for their family members and
significant others. [Find out more at the Student Assistance Program web site. The office is
located at the Walb Student Union, Room 113, and the program has off-campus locations in
Fort Wayne, Huntington, Columbia City, Kendallville, and LaGrange. IMPORTANT: For
after-hours crisis assistance, call (260) 373-7500 or (800) 284-8439.]
Personal Insurance: IPFW does not have a student insurance plan, but students can receive
assistance in obtaining information about insurance. [Find out more at the Personal
Insurance link or email trustedbenefits@gmail.com.]
Support from Administrative Offices
Office of the Dean of Students: This office serves as an advocate for students at IPFW,
implements the IPFW Code of Student Rights, Responsibilities, and Conduct, manages
policies on appeals, responds to inquiries about student history, manages policy on student
records, late withdrawals, conflict resolution, academic honesty, and provides support
information for families. This office also coordinates the CARE team for which there is a
referral form for any enrolled IPFW student who may be in need of assistance.
IMPORTANT: Use of 911 for emergencies. [Find out more at the Dean of Students web site.
The Dean’s office is located at the Walb Student Union, Room 111, (260) 481-6601.]
Office of the Registrar: This office manages student academic records, including transcript
requests, staff contacts, voter registration, military students and veterans, Family Education
Rights and Privacy Act (FERPA), financial issues, graduation rates, and other student
information. The web site includes related information on graduation rates, campus security,
financial matters and protection of student information.
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Access: Online[Find out more at the Registrar web site, which includes Student Consumer
Information. The office is located at Kettler Hall, Room 107, (260) 481-6815
NOTE: Other offices of possible interest include: Office of Admissions, Office of the Bursar
(paying for college), Office of Financial Aid, Office of Student Affairs and Enrollment
Management.
Course Schedule
[For this SECTION, add course schedule. To be web-accessible, use a narrative format such as
the following example; change titles to fit your course. Many instructors have found this
narrative style easy to use. If using a table instead, you will need to code every cell with a
separate Style name in order to meet the federal Section 508 requirement. IT Services or CELT
can help with this task.]
Week 1: [Insert beginning and ending dates.] Topic: [Insert topic.]
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
List required reading or other preparation to do during the week.
List activities and assignments for the week– add DUE dates.
Week 2: [Insert beginning and ending dates.] Topic: [Insert topic.]


List required reading or other preparation to do during the week.
List activities and assignments for the week– add DUE dates.
Week 3, etc.: [Insert beginning and ending dates.] Topic: [Insert topic.]


List required reading or other preparation to do during the week.
List activities and assignments for the week–add DUE dates.
Tips for Success
[For this SECTION, share strategies for students to be successful in this course.]
Student Expectations of the Instructor
[For this SECTION, let students know what they can expect of you.]
Students Called for Military Duty

[For this SECTION, add the following statement.]
“If you are a student in the military with the potential of being called to military service and/or
training during the course of the semester, you are encouraged to contact your advisor
immediately.”
Syllabus Updates
[For this SECTION, add a note on updates, such as the statement below.]
This syllabus, with its course schedule, is based on the most recent information about the
course content and schedule planned for this course. Its content is subject to revision as
needed to adapt to new knowledge or unanticipated events. Updates will remain focused on
achieving the course objectives and students will receive notification of such changes. Students
will be notified of changes and are responsible for attending to such changes or modifications
posted on the Blackboard Learn site for this course.
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