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.] [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 on how to apply styles (this works for 2013, too). 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.] Page 1 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.] Page 2 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.] Page 3 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, 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 Page 4 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 Page 5 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.” Page 6 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: Welcome to Blackboard Help for Students!; Lynda.com; Page 7 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, 21, and23, (260) 481-5740.] 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. [Beginning May 18, 2015, The Writing Center is located at Kettler Hall G21. 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. Check the Helmke Library Refresh page for news on the library renovation slated to begin at the end of Fall 2015 semester.] Technology Support Information Technology Services: IT Services provides help with accounts and passwords and technology resources and training, including Blackboard Learn. Services include Page 8 information on computing at IPFW; hardware and software support; and student e-mail 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.] 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, 2014-2015: 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 113, (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, Students with Families Movie Night, Sexual Assault Prevention Project, Safe Zone, Being First Virtual Tutoring, and Omicron-Psi National Honor Society. 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.] 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 Page 9 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 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.] African American Male Initiative: This program provides support for academic success to African American students including academic coaching and tutoring. [Find out more at the AAMI web site where students also can enroll in this initiative.] 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 Kettler Hall, 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 afterhours 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 Page 10 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 210, (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. 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) 481-685 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.] 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.] Page 11 “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. Page 12