In litteris proficere volo malo deligere Jesum
Course Syllabus Template – What to Include (updated for Fall 2015)
Your course syllabus is the cognitive map or blueprint for the course you are teaching. It is to include the learning
goals objectives (or learning outcomes) for the course, the means by which the objectives/outcomes are to be
achieved, and the assessment procedures for measuring the achievement of the objectives/outcomes. The syllabus
should include the topics taught during the course and use the following format in order to provide a consistent
template for students, accreditors, etc.
Please retain the Roman numerals, skip sections that are not required and/or are not pertinent to your course, and use
a Times New Roman, 12-point font. The first page should be a title page and include the first five sections.
CHOOSE ONE:
College of Business and Organizational Leadership, College of Arts and Letters,
College of Education and Science
Course Syllabus
I.
The Mission of the University:
The mission of Concordia University, a university of The Lutheran ChurchMissouri Synod, is to prepare students for thoughtful and informed living, for
dedicated service to God and humanity, and for enlightened care of God's creation,
all within the context of the Christian Gospel.
II.
Course Number, Section Number, Course Title, Date of Course, CRN
WAT 101-01: Introduction to Water
Fall Semester, 2015; Course Registration Number (CRN)
III.
Credit Hours: Three semester hours
IV.
Prerequisites and/or Co-requisites
V.
Instructor’s Name, Office Location and Contact Information (telephone numbers, email
address, etc.)
Dr. Jane Doe
Poehler Administration Building, 4th floor, Office 400
Office Telephone: (651) 222-2222; Fax (651) 222-2222
email: doe@csp.edu
END OF TITLE PAGE / PAGE ONE
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VI.
Instructor Availability
Include “office hours”, times you are available for telephone calls or chat
sessions, etc. Include a statement about typical response time to emails, etc.
VII.
University Catalog Course Description
Insert the official course description from the university catalog
VIII.
Instructor’s Course Description
A brief summary of the course from the instructor’s perspective; perhaps more
specific and “personalized” than the university catalog course description which
typically is brief
(To be added to the above information if your course is a General Education course):
Liberal Arts Tradition and General Education: Concordia University’s General Education
curriculum is an intentional plan to provide a broad, “liberal arts” education. This course
is a critical component of that curriculum and will emphasize two of Concordia’s 11
University Outcomes, which are skills and values that reflect Concordia’s mission and
purpose. These outcomes include Critical Thinking, Information Literacy, Oral
Communication, Quantitative Reasoning, Writing, Aesthetic Values, Civic Values,
Global Values, Interpersonal Values, Physical Values, and Spiritual Values. They are part
of Concordia University’s overall Framework for Learning, which is described in the
Academic Catalog (http:// www.csp.edu/academiccatalog/). Experiences at Concordia –
General Education courses, major courses, electives, and co-curricular activities – are
rooted in the Framework for Learning. This particular course, (insert course name and
number), is designed to teach and assess the following two University Outcomes:
(insert two department approved University Outcomes).
IX.
Engaged Hours (number of class periods, laboratory experiences, individualized
instruction, conferences, field placements, and clinicals)
This section of the course syllabus must include the estimated number of “learning
hours” for the course. For each credit, the course syllabus must account for at least 35
hours of “learning time.”
Two-credit course = at least 70 hours of learning time
Three-credit course = at least 105 hours of learning time
Four-credit course = at least 140 hours of learning time
Here are two examples:
IX. Contact Hours/Time and Place of Meetings
This is a four semester credit undergraduate course and it meets on Mondays, Tuesdays,
Wednesdays, and Fridays from 10:00 to 10:50 am in Meyer Hall 218. It is designed to
have learning opportunities and activities totaling approximately 146 hours over the 15
weeks of the course (including finals week) – 50 hours in class (50 minutes/class x 4
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times/week x 15 weeks) and 96 hours outside of class. This estimate is for the typical
undergraduate student. The designed activities may take one person longer to complete
and another person may complete the activities in less time. We are all individuals. Here
are some further estimates:
In-class activities (50 minutes/class x 4 times/week x 14 weeks)
Required Readings and Reflection Exercises
(14 chapter readings x 3 hours each)
Final Paper and Oral Presentation
Five Reflection “Papers” (5 x 5 hours each)
Preparation for Final Activity
TOTAL
50 hours
42 hours
24 hours
25 hours
5 hours
146 hours
IX. Contact Hours/Time and Place of Meetings
This is a three semester credit graduate course and it meets “online.” Most of the course
meets “asynchronously” but one 45-minute “synchronous” chat is scheduled for Mondays
from 7:00 to 7:45 pm Central Standard time. The course is designed to have learning
opportunities and activities totaling approximately 105 hours over the 7 weeks of the
course. This estimate is for the typical graduate student. The designed activities may take
one person longer to complete and another person may complete the activities in less
time. We are all individuals. Here are some further estimates:
Reading of textbook and other materials (4 hours weekly x 7 weeks)
Discussion Board activities (4 hours weekly x 7 weeks)
Preparation/Participation for Chat activity (2 hours weekly)
Written Activity (3 hours weekly x 6 weeks)
Writing of Final Paper
TOTAL
28 hours
28 hours
14 hours
18 hours
20 hours
108 hours
X.
Student Learning Outcomes
What are students expected to know and be able to do as a result of this course?
XI.
Learning Goals Established by Student (optional)
Include this activity or simply note: Not Applicable
XII.
Instructor’s Educational Philosophy, Teaching Procedures, and Expectations for
Respectfulness
What do you hold as important in your efforts to educate students for “thoughtful
and informed living….?”
How will you conduct “instruction” in order to accomplish the outcomes you have
set forth for this course?
What are your expectations for students and perhaps what are the consequences
for poor behavior, etc. (review university student policies)
“This course may be touching on sensitive topics… topics may be
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uncomfortable”…. “Respectful of everyone’s opinion….”
XIII.
Student Attendance, Punctuality, and Participation
Explain your “attendance policy” including your expectations and the
consequences for missing “class” (whether it be a face-to-face class, a chat
time, etc.)
XIV. Academic Integrity
EXAMPLE:
Excerpts from the Student Policies Handbook:
A. Academic integrity is essential to any academic institution and is in keeping
with the mission of Concordia University. In order to protect the rights of
students, the disciplinary procedure for dealing with cases of academic
dishonesty follows these broad guidelines. Violations of academic
integrity include “cheating” and “plagiarism” as defined by the Student
Code of Conduct.
B. The term “cheating” includes, but is not limited to: (1) use of any
unauthorized assistance in taking quizzes, tests, or examinations; (2)
dependence upon the aid of sources beyond those authorized by the
instructor in writing papers, preparing reports, solving problems, or
carrying out other assignments; or (3) the acquisition, without permission,
of tests or other academic material belonging to a member of the
University faculty or staff.
C. The term “plagiarism” includes, but is not limited to, the use, by paraphrase or
direct quotation, of the published or unpublished work of another person
without full and clear acknowledgement. It also includes the
unacknowledged use of materials prepared by another person or agency
engaged in the selling of term papers or other academic materials.
Implementation of Academic Integrity Policies – Assignments that have examples
of plagiarized material will receive a failing grade. Instances of cheating will be
treated the same.
XV.
Required Course Materials
include bibliographic citations and ISBN number, if possible
XVI. Supplementary Resources
perhaps a “recommended” reading list
XVII. Grading
Basis or Criteria for Student Grading
Grading Criteria/Rubrics
Grading Scale
Explanation of Assignments
Policies on late assignments, make-ups, work for extra credit
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XVIII. Support Services
EXAMPLE:
Academic Support – The instructor strongly encourages students to make arrangements
to discuss course progress or concerns. Also, students are assigned an academic advisor
who can also provide support throughout the student’s academic career. Information
about academic advising can be found on CSP Connect, the university “portal.”
Support services at the University include such things as library resources, the writing
center, tutoring, student accessibility services, career services, health services, personal
counseling, and campus ministry. Further information may be found at CSP Connect.
Library Resources – The library provides access to information in multiple formats –
traditional and digital. A reference librarian is available during regular library hours. The
library is part of a consortium of eight schools in the Twin Cities metro area that share
resources. The library also provides students access to database research and reference
needs. http://concordia.csp.edu/library/
Writing Support and Tutoring Services – There are several opportunities for free writing
support and/or tutoring at the University – through the on-campus Writing Center, the
Student Success Center, and through the online service called Brainfuse. Further
information may be found at CSP Connect.
Student Accessibility Services – Students seeking adaptations to any course based on
disability, significant medical conditions, or illnesses that are outside of the scope of
course policies should schedule a time to meet with Student Accessibility Services at
SAS@csp.edu or at www.csp.edu/student-life/student-services-offices/disabilityservices. Telephone (non–texting): 651-641-8272 or 651-641-8207. TTY users:
Minnesota Relay (711).
CSP Ministry – Concordia University is a Lutheran Christian university, where faith is
lived out, and so offers a variety of ministry opportunities and services to address
spiritual needs including worship services, prayer requests, outreach, or talking with the
University Pastor or a CSPMinistry staff member. Contact CSP Ministry at
CSPministry@csp.edu, http://concordia.csp.edu/CSPministry, or at 651-641-8213.
XIX. Course Outline
Day/Week Date
1
2
3
Class Theme,
Topics and/or Activities
Prepared Readings,
Preparation for Class
2/15
5
Assignments Due
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XX.
Class Cancellation Contingency Plan
If classes have to be cancelled for any reason or cannot meet as scheduled ….
XXI. A Note on Sexual Misconduct
Our school is committed to fostering a safe, productive learning environment. Title IX and our
school policy prohibits discrimination on the basis of sex.
Sexual misconduct — including harassment, domestic and dating violence, sexual assault, and
stalking — is also prohibited at our school.
Our school encourages anyone experiencing sexual misconduct to talk to someone about what
happened, so they can get the support they need and our school can respond appropriately.
If you wish to speak confidentially about an incident of sexual misconduct, please contact Rev.
Tom Gundermann, Chaplain at gundermann@csp.edu or at 651/641-8213.
If you wish to report sexual misconduct or have questions about school policies and procedures
regarding sexual misconduct, please contact our school’s Title IX coordinator, Dr. Cheryl
Chatman, at chatman@csp.edu or at 651/603-6151.
Our school is legally obligated to investigate reports of sexual misconduct, and therefore it
cannot guarantee the confidentiality of a report, but it will consider a request for confidentiality
and respect it to the extent possible.
As a teacher, I am also required by our school to report incidents of sexual misconduct and thus
cannot guarantee confidentiality. I must provide our Title IX coordinator with relevant details
such as the names of those involved in the incident.
For more information regarding student rights, policies, guidelines, campus and community
resources, reporting information and contacts, please refer to www.csp.edu/reporting.
Copyright Information: This course guide is published for sole use of students at Concordia
University. Any other use is prohibited.
Concordia University
1282 Concordia Avenue
Saint Paul, MN 55104
© copyright 2015
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