Syllabus Template
In this document, we have boilerplate information that you
need to include (in black), examples of information
(highlighted in yellow), and comments about the
information (in purple). If you have any questions or issues
with any of the following, please call the Center of
Teaching and Learning at 805-493-3713, or email
helpdesk@callutheran.edu
Basic Course Info
Course Number and Title
Term (dates), Year
Campus & Classroom number (If your course is online give your Live Chat Session day and
time)
Drop Dates Located at: https://earth.callutheran.edu/registrar/schedules/index.php
Your name, contact information, office hours and office location
Please use your Cal Lutheran email to correspond with your students
Course Description
This information should match the catalog description. The current undergraduate catalog can be
found at: http://catalog.callutheran.edu/undergraduate/
Textbooks/Required Readings
Provide accurate, up-to-date information about the texts you want your students to read (correct
editions of textbooks, where they can find online materials, etc.).
Course Outcomes
Student Learning Outcomes (SLOs) should be specific, observable, and should be what the
students take away, not what you provide. Consider providing a list that follows “At the end of
this course, students will be able to:…” format
Your course SLOs should align with your programs’ learning outcomes as well as with CLU’s
institution-wide student learning outcomes. Further information on this is available at:
http://earth.callutheran.edu/assessment/student_learning_outcomes/syllabi.php
Class Format
Please include information about the overall format of the course, for example, if it is a blended
or fully online course.
This course is a blended course; that means that 40% of material will be online,
while 60% of the content will be presented in class, face-to-face. As a blended
course, it is no more or less challenging as traditional courses you’ve taken at
CLU, and was developed to meet Cal Lutheran’s strict requirements for
excellence.
Course Assignments/Requirements/Course Schedule
Please be as specific as possible. The more information students have about your assignments
and the course requirements, the better they can prepare. Students especially appreciate it when
there is also a weekly breakdown of course readings, assignments due, etc.
Date
6/02
Week
1
6/09
2
6/16
3
6/23
4
Topics
Introduction to Course
What Does It Mean to Be
a Leader?
Traits, Behaviors, and
Relationships;
Contingency Approaches
to Leadership
Assignment Due
Chapter 1
Chapter 2, 3
Ch. 2, Consolidated
Products, Page59
Ch. 3, Alvis Corporation,
Page 93
Complete Discussion
Question 1
The Leader as an
Chapter 4, 5
Individual; Leadership
Ch. 4, A Nice Manager,
Mind and Heart
Page 128
Ch. 5, The New Boss, Page
160
Courage and Moral
Chapters 6, 7
Leadership; Followership Ch. 6, “What Should I
Say?”, Page 189
Ch. 7, Jake’s Pet Land, Page
218
Complete Discussion
Question 2
EVERY assignment you have in your grading area should have a description in this section. For
example:
Discussion Threads
Each week there will be 2 discussion questions. Each student will respond to each
question, as well as comment on two other posts. All contributions should add to the
conversation with novel ideas and research or examples to back those ideas up. Initial
posts should be about a paragraph long (approximately 150 words), responses should be at
least two sentences (about 25 words). The initial post is due by Wednesday of the week,
with comments due by Sunday. Typically, replies are not as in depth as the original
responses, but they should be a kindly-worded, show some thought, and include your own
insight/perspectives. Partial credit will be given for partial thread posts (missing or
incomplete comments). No credit will be given for late posts.
Student Workload/Carnegie Hours:
For accreditation purposes, we need to demonstrate compliance with the Carnegie Instructional
Hours as well as the out-of-class hours (homework) on course syllabi.
The sample chart below is one way we can accomplish this. A chart like this also helps students
understand the workload for the course, which will aid them with planning. (If you do not use a
chart like this, we need you to find another way to articulate compliance with the Carnegie
Instructional Hours.)
Please include an updated version, based on number of credits, of this statement on your
syllabus:
*Below is an example from an 11-Week Term Bachelor’s Degree for Professionals Program
The expectation is that a 4-credit course will meet for 50 hours of instructional time and will
have 100 hours of out-of-class work (homework).
 As our 4-credit courses meet for about 36-37 hours in-person, the remaining 13-14 hours
of instructional time need to be handled via online instructions (flipped classes,
discussion boards, etc.).
 There should be approximately 9 hours of homework per week (of course this may vary
depending on the week)
Carnegie Hours Chart
Activity
Instructor-Led
Hours
Weekly Course
Readings of required
text
Weekly Classes
3 hr.
20 min.
Flipped Class (recorded
lecture)
Case Study
Final Paper
Course
5
55
Remarks
Over 11 weeks, uneven
distribution
Includes final exam
10
2 hrs.
20 min.
Mid-term Prep
Discussion Board I
Weekly
36 hrs.
40 min.
Article Assignment
Blog Post
Homework Hours
Average, varies by student
Average, varies by student
10
4
Average, varies by student
Average, varies by student
4
4
Average, varies by student
15
Average, varies by student
Final Exam Prep
10
Total
50
Average, varies by student
100
Grading
(Teacher discretion)
Clearly explain how you will calculate the assignments and the final grade. Be very clear about
how you will handle late work (some instructors accept it outright, some grade down, some do
not accept it…). Whatever you preference is, students need to understand your policy in advance.
The grading in the syllabus should match what they see in Blackboard, and should be consistent
(e.g. if you use weighted totals, always use percentages, not points).
One other important note tied to grades, if you do not return exams or papers to your students,
you MUST hold onto those items for one calendar year. A student has the right to see the graded
paper/exam even if he/she is not allowed to keep it. This is an external mandate.
More and more students are challenging their grades. Clear grading policies are KEY!
CRITERION
PORTION
1. Class Activities (ThinkPair-Share,
Group Exercises, etc.)
25%
2. Midterm Exam
3. Research Summary &
Presentation
4. Term Paper & Presentation
5. Final Exam
20%
10%
25%
20%
GRADING SALE
GRADE PERCENTAGE
A 93-100
A- 90-92.9
B+ 86-89.9
B 83-85.9
B- 80-82.9
C+ 76-79.9
C 73-75.9
C- 70-72.9
D+ 67-69.9
D 55-66.9
F 0-54.9
Attendance Policy
(Teacher discretion)
We HIGHLY recommend you develop a meaningful attendance policy. This may mean laying
out how lack of attendance/participation will impact a course grade (for example deducting
significant points per missed class after two class meetings have been missed), explanation
about making up missed classes (if they can be made up), etc.
Cal Lutheran Online or Hybrid Course Technology Requirements
(Not required for traditionally taught classes, but if you use Bb, you might want to include parts
of the following statements)
Online Courses:
1. If you have a Windows operating system
a. Browser: Firefox or Chrome
b. Java 7 or Java 8
2. If you have a Mac OS or Ubuntu
a. Only use Firefox
b. Oracle Java 7
3. Linux
a. Only use Firefox
b. Java 7 or Java 8
4. Blackboard Collaborate Launcher (can download when you first attempt join a
Collaborate room in your Blackboard course)
5. 256 MB RAM
6. 20 MB free disk space
7. Internet Access - 28.8 kbps speed or above (Broadband connection highly
recommended)
8. Soundcard
9. A headset with microphone/headphones
10. Program(s) that can open .doc, .ppt, and .pdf documents
11. Optional:
a. Webcam (recommended)
b. Blackboard Learn App
i. Download from your devices’ app store, select California Lutheran
University as the school and sign in via myCLU
Check your OS and internet browser at: www.thismachine.info
Blended Courses:
1. Computer
2. If you need or want portable hardware, you can check out a laptop or iPad at the library
for the entire semester.
a. A first-generation iPad is sufficient for participating in this course.
3. To watch Pre-recorded lectures
a. Windows or Mac operating systems
b. Applications Microsoft Silverlight or Windows Media Player
c. Bandwidth
i. 50Kbps: Audio-only recording
ii. 300Kbps: Recording consisting of screen capture, audio, and video
iii. 500Kbps: Recordings with multiple video streams
d. Speakers or headphones
4. To access the course site
a. Firefox browser (usually the best, do NOT use Internet Explorer)
b. Java 7 (Mac OS) or Java 8 (Windows or Linux)
5. Optional: Blackboard Learn App
a. Download from your devices’ app store, select California Lutheran University as
the school and sign in via myCLU
Course Evaluations Statement
All course evaluations are conducted online. Your feedback is important to us. You will receive an email
message reminding you when the website is open for your feedback. The link is:
http://courseval.callutheran.edu
Disability Statement
California Lutheran University is committed to providing reasonable accommodations in compliance with
ADA of 1990 and Section 504 of the Rehabilitation Act of 1973 to students with documented
disabilities. If you are a student requesting accommodations for this course, please contact your professor
at the beginning of the semester and register with the Disability Support Services Coordinator, Wendy
Jimenez, for the facilitation and verification of need. The Disability Support Services Coordinator is
located at 3259 Pioneer Street, and can be contacted by calling 805.493.3878 or emailing
wjimene@callutheran.edu
Statement on Academic Honesty
The educational programs of California Lutheran University are designed and dedicated to achieve
academic excellence, honesty and integrity at every level of student life. Part of CLU’s dedication to
academic excellence is our commitment to academic honesty. Students, faculty, staff and administration
share the responsibility for maintaining high levels of scholarship on campus. Any behavior or act which
might be defined as “deceitful” or “dishonest” will meet with appropriate disciplinary sanctions, including
dismissal from the University, suspension, grade F in a course or various forms of academic probation.
Policies and procedures regarding academic honesty are contained in the faculty and student handbooks.
Plagiarism, cheating, unethical computer use and facilitation of academic dishonest are examples of
behavior which will result in disciplinary sanctions. Plagiarism includes, but is not limited to:
 Word for word copying without using quotation marks or presenting the work as yours
 Using the ideas or work of others without acknowledgement
 Not citing quoted material. Students must cite sources for any information that is not either
the result of original research or common knowledge.
Standards of Student Conduct Statements:
 Student Life Handbook
 Academic Honesty Statement
University Harassment Policy
Be civil to each other, both on- and offline. For information on the University’s student
harassment policy and rights, please go to the following link:
Student Life Handbook
Sexual Misconduct
California Lutheran University does not tolerate any degree of sexual misconduct on or offcampus. We encourage you to report if you know of, or have been the victim of, sexual
harassment, misconduct, and/or assault. If you report this to a faculty member, she or he must
notify Cal Lutheran’s Title IX Coordinator about the basic facts of the incident. More
information about your options for reporting can be found at: http://www.callutheran.edu/title-ix/
Pearson Library
Pearson Library provides access to scholarly books, journals, ebooks, and databases of full text
articles from scholarly journals. To begin using these materials, visit the library web page
http://www.callutheran.edu/library/research/
 To contact a librarian:
o Chat on the Library’s help page
o Email: CLUlibrary@callutheran.edu
o Phone: (805) 493-3250
CLU Writing Center
The Writing Center provides one on one writing consultations, in-person and online, with trained
undergraduate and graduate writing consultants. We welcome all writing-related projects at any
stage of the writing process across the diverse disciplines of study at CLU. The Writing Center
also hosts writing workshops, provides in-class visits, facilitates writing groups, and offers a
writer’s studio option for longer, sustained projects. Services suit writers of all levels, including
traditional undergraduates, graduate students from all fields, all English language learners, and
accomplished scholars alike. All members of the CLU community with an @callutheran.edu
email address are welcome to make use of our services. For more information, please visit at
www.callutheran.edu/writing_center or call 805-493-3257. Please schedule appointments online
through MyCLU Blackboard with the yellow “The Writing Center” icon in “Tools,” or stop by
The Writing Center itself, located in the Darling Collaboration Suite of Pearson Library.
Veterans Resources
If you are a veteran, military member, or a family member of a veteran or military member,
please refer to Cal Lutheran’s Veterans Resources webpage for important information:
http://www.callutheran.edu/veterans/
Also, if you are a veteran receiving benefits and you are struggling in a class, you most likely
qualify for free tutoring. Please contact the Veterans Coordinator, Jenn Zimmerman,
veterans@callutheran.edu or 805.493.3648, for more information.
Help Desk
Students may contact the Help Desk about telephone, network, wireless network, software
questions password problems, hardware problems, and general consultation (i.e. you cannot log
into your MyCLU portal, or you are having problems with Blackboard). Please email specific
details about your problems to helpdesk@callutheran.edu, click on the following link for more
information http://www.callutheran.edu/iss/technology_services/helpdesk.php or call:
805.493.3698
Final Note
This syllabus is subject to change. Every effort will be made to alert students to changes that
occur in a timely manner.