Gallaudet University Syllabus Template/Checklist
Adopted by the Senate on December 13, 2010
Preamble:
An increasing number of course proposals require review by several curriculum
reviewing bodies, (e.g. 500 & 600 level courses) including CUE, CGE, PEP units and
online courses. For those departments having to prepare multiple syllabi for the same
course, the lack of consistency in Council requirements causes significant amounts of
extra work.
In order to solve this issue, a syllabus template has been designed with representatives of
all curriculum reviewing bodies present (CUE, CGE, PEP, online courses) that aims to
align the requirements of all the Councils when it comes to designing a syllabus for a new
or revised course. This jointly sponsored CUE-CGE syllabus template/checklist was
adopted by the Senate at its 12/13/2010 meeting.
Below List of GU Syllabus Elements is:
● Required for all new and revised CUE and CGE course proposals, regardless of the
course level (undergraduate, graduate, 500- and 600-level, or other) and whether the
course is onsite, online, hybrid, or whether the course is a PEP-unit course.
● Recommended for all other courses currently in the catalog.
No particular format or ordering of elements is required.
List of GU Syllabus Elements:
I. Identifying Information
_____ Course Title, Number, Dept. and/or Program Acronym, Section
_____ Semester
_____ Number of Credits
II. Instructor Information
_____ Full Name (leave blank)
_____ Office Hours (leave blank)
_____ Contact Information, VP, Voice, Email: (leave blank)
_____ Office Location (leave blank)
III. Course Information
_____ Time/Day/Location of class (leave blank)
_____ Catalog Description: (If the course description is changed in the proposal, then
copy from the proposal; otherwise copy and paste exact language from current catalog.)
_____ Pre and/or Co-requisites (If the proposal contains a proposed change in the list of
pre and/or Co-requisites, copy and paste exact language from the proposal; otherwise
copy as listed in current catalog)
IV. Instructional parameters
_____ SLO chart: see sample chart at the end. If you choose to place it at the end of the
syllabus, insert a statement like “Please see below for a complete chart of SLOs, learning
opportunities, assessment methods, and alignment with department/program objectives as
well as Specialized Professional Association objectives, and PEP unit’s Conceptual
Framework if applicable”.
_____ Required Reading: provide a complete list of textbooks, articles, and other
required readings with complete citations either here (if just one or two textbooks), in the
weekly schedule or in an alphabetical list at the end of the syllabus
_____ Course materials and how to access them: explain how materials will be
accessed and add a sentence like “All handouts, policies, and updates found on course
Blackboard site”
Blackboard
Purchase
On reserve at library or ebrary/net-library
On the Web
Other technology (e.g. art supplies or software)
_____ Writing style: (for graduate courses and professional programs only) specify the
writing style that will be used in the course, e.g., APA, MLA, Chicago
_____ Online courses: online participation protocol is required
V. Bison Letter Grade-to-Percentage Breakdown:
_____ Indicate grading practices (Letter grades or P/F)
_____ For undergraduate courses, if using letter grades, provide the official percentage
breakdown
_____ For graduate courses, if using letter grades, provide the official percentage
breakdown
_____ For 500 and 600-level courses include both breakdowns
VI. List of Major Assignments and Weight, and/or point system
_____ Example:
Reading Assignments, Blog Posts, Misc Assignments: 40%,
Presentations: 20%
Final Research Project and Paper and Associated Assignments: 30%
Class Contribution: 10%
VII. Course Schedule:
_____ Class meeting times and dates
_____ Topics, concepts covered, readings
_____ Due dates for assignments
_____ Test, quiz, final exam dates
_____ Online courses: Unit Schedule is required
VIII. Policies:
_____ Class Policies (e.g. attendance, arriving late/leaving early, use of pagers,
communication, civility)
For online courses:
- please add language like: “By registering for a Web-based course, you have
made a commitment to participate in your online class discussions and other activities as
assigned. Please plan to participate regularly. You will note in the grading scale that your
online conference participation counts towards your final grade”
- insert the following link on netiquette:
http://www.studygs.net/netiquette.htm
_____ Gallaudet University Academic Integrity Policy (add a sentence like “It is the
student’s responsibility to familiarize themselves and comply with the Gallaudet
University Undergraduate/Graduate Academic Integrity Policy, which can be found in
the Gallaudet University Undergraduate/Graduate Catalog, in the department handbook
(if there is one), or on the Gallaudet University website at:”)
For undergraduate courses:
http://catalog.gallaudet.edu/Catalog/Registration_and_Policies/Undergrad_Policies/Acad
emic_Integrity.html
For graduate courses:
http://catalog.gallaudet.edu/Catalog/Registration_and_Policies/Graduate_Policies/Acade
mic_Integrity.html
______OSWD Academic Accommodation Policy
Students have the responsibility of formally requesting accommodation through the
Office for Students With Disabilities (OSWD) at the beginning of the semester.
http://oswd.gallaudet.edu/Student_Affairs/Student_Support_Services/Office_for_Student
s_with_Disabilities/General_Information/Academic_Accommodations_Policy.html
For information on your rights under the ADA and Section 504 of the Rehabilitation Act
please see: (ask OSWD for link; if not available, then insert a statement informing
students of their rights under the ADA and Section 504)
_____ For Graduate Courses and 500-600-Level Courses: ADA compliance in current
catalog
Insert a link to the statement on ADA compliance on the current Graduate Catalog
website or refer students to the page numbers where they can find the statement in the
current printed version of the Graduate Catalog.
_____ Add a statement about how students will be informed of any changes to the
schedule or syllabus, such as “When items on this syllabus change, all students will be
informed in writing.”
IX. Bibliography (if used)
Complete list of readings with citations, in alphabetical order and in class-consistent
format (e.g. APA or MLA)
X. Student Learning Outcomes (SLOs) and Assessment of Learning:
Note to faculty: The idea here is to show the inter-connections among all levels and
types of Student Learning Outcomes (SLOs). The chart below is one way to accomplish
this. Most faculty have found that by listing the course SLOs in the far left column and
working to the right with the other information—this task is most manageable.
_____ Include a minimum of three course SLOs.
_____ Each course SLO has at least one critical assessment connected with it (for
undergraduate courses) and at least two (for graduate courses), e.g. analysis, synthesis,
evaluation, creation, application, authoring, essay, presentation, report, portfolio, and/or
project.
_____ For each critical assessment, there should be a matching scoring tool and/or list of
scoring criteria to be used to evaluate that assessment product, e.g., checklists, rubrics,
GU ASL Live Presentation Rubric, Graphic Design I Project Checklist, COM Internship
Checklist, etc. These critical assessment tools should be included at the end of each
Graduate School syllabi.
_____ Levels of achievement on indicated tools, e.g., at least satisfactory in each area of
the GU Writing Rubric (for undergraduate courses only).
_____ Align each course SLO with program SLOs, GU SLOs (for undergraduate courses
only), and conceptual framework (for PEP-unit courses only).
Notes for undergraduate courses:
● All GU UG courses assess GU SLOs 1 and 2, Language and Communication and
Critical Thinking
● GU GSR courses 200-300 assess all five of the GU SLOs.
Recommended SLO And Assessment Chart
International
Studies (IST)
107*
Course
Student
Learning
Outcomes
Students will
analyze the
international
Critical
Assessments
(for
undergraduat
e courses,
indicate at
least one; for
graduate
courses,
indicate at
least 2
multiple &
varied critical
assessments
for each SLO)
Paper and/or
Debate and/or
Presentation
Tools for
Assessment
and Expected
Level
(expected level
required only
for
undergraduat
e courses)
Progra
m SLOs
(IST
SLOs)
GU
SLOs
(For
Under
graduat
e
courses)
Conceptual
Framewor
k
(For PEP
courses)
At least
satisfactory
ratings on GU
1-7
1-5
Engages in
TheoryBased
interconnection
Rubrics for
Practice
s among
Writing, ASL,
history,
Critical
economics,
Thinking and
politics,
Assignment
language,
Checklist
culture.
Students will
Paper and/or
At least
1-4
1,2
Engages in
explain the
Presentation
satisfactory
Theorycomplexities of
ratings on GU
Based
living in a
Rubrics for
Practice
highly
Writing, ASL,
interconnected
Critical
world, and
Thinking,
propose
Social
solutions to
Responsibility
problems
and
explored in the
Assignment
course.
Checklist
Students will
Paper and/or
At least
1-4, 6
1,2,4
Engages in
demonstrate the Presentation
satisfactory
Theoryskills and
ratings on GU
Based
knowledge
Rubrics for
Practice
necessary to
Writing, ASL,
conduct
Critical
research in
Thinking and
international
Assignment
studies.
Checklist
*No such course, IST 107, exists
Add the link to your program SLOs here and/or list them here.
Add the link to the five GU SLOs here and/or list them here(for undergraduate courses
only).
Add the link to the Conceptual Framework here and/or list them here (for PEP-unit
courses only).