Last Updated 11/04/2015
<Department>/Binghamton University
<Course Number & Name>
<Semester> Syllabus
<Location>
Instructor Information
Instructor: Name
Office: Location
Office hours: Times & Days (Note: if online, explain how to access)
Office Telephone:
Include any other information you would like to share about yourself to help your students get to
know you better. Consider identifying your educational history, work experience, and research
or outside interests.
Communication Policy
How do you prefer students contact you - email, office hours, by phone? How quickly will you
respond? Do you reply to emails on the weekend? Do you post announcements in Blackboard?
Course Information
Description
Thinking from the prospective students’ point of view, what general outcomes is the course
designed to achieve? How will it contribute to them professionally?
Course Objectives
List the primary learning objectives for this course. Use action verbs to describe what students
and you will accomplish through this course. A bulleted list is a good way to display these
objectives as shown below:
● Objective
● Objective
● Objective
General Education Information
Include general education information for this course, if applicable. General Education
Guidelines and Learning Outcomes are available at http://bit.ly/binggened
Prerequisite(s)
Include prerequisite information students would need, if applicable. Include not just courses but
knowledge and skills they are expected to possess to be successful in this course.
1
Last Updated 11/04/2015
Relationship to Other Courses
How does this course relate to the rest of their program of study?
Discipline/College/Department- Specific Information or Standards
Include any discipline/college/department specific information, such as accreditation standards
Format and Procedures
How is the course structured and how will classes be carried out? If the course has multiple
formats (like lecture & recitation, lab and discussion, group learning projects and/or
presentations) these should be explained clearly
Course Requirements
Required text
●
List required course textbooks. Include detail such as full name of textbook, author,
edition, ISBN, description (if desired), and where it can be purchased. If a required text is
available online, indicate where it can be accessed.
Other Requirements
●
●
Internet and Blackboard access
List other tools, resources, and materials needed by the student for success in the
course (MyLab account, i>clicker, special clothing, special calculator, etc.) and where
they can purchase these items.
Recommended Texts & Other Readings
●
●
List of readings available and how/where to access them.
Include a general statement such as - Other readings will be made available in
Blackboard (See Folder Name).
Credit Hours and Expectations
Include the text from the provost’s office document that applies to course
<http://bit.ly/1h6CTB8>
This course is a 4-credit course, which means that in addition to the scheduled
lectures/discussions, students are expected to do at least 9.5 hours of course-related work each
week during the semester. This includes things like: completing assigned readings, participating
in lab sessions, studying for tests and examinations, preparing written assignments, completing
internship or clinical placement requirements, and other tasks that must be completed to earn
credit in the course.
Assignments
Enter a list of your course assignments and descriptions. Consider including detailed directions,
including submission guidelines and rubrics. You may choose to include this information in an
2
Last Updated 11/04/2015
appendix to the syllabus or on Blackboard. This section may be combined with the subsequent
section on grading.
Grading
Include details about how the student will be evaluated - what factors will be included or not
included, how they will be weighted and how they will be translated into grades. In addition to
this explanation, the grading scale must be included. Keep in mind, the weighting of amount of
points for the different assignments and tasks you give students will have a major impact on
their effort distribution. For example, if you have many homework assignments and/or quizzes,
but not any one of them will count significantly toward the final grade, students may invest less
time and commitment to doing them.
Assignment Name
Points Possible
Percent of Total
Test 1
100
25%
etc
etc
etc
Grading Scheme
Define your grading scheme for the course (your department may have a specific grading
schema that is required.)
Grade
Points
Percent
A
900-1000
90-100%
etc
etc
etc
Accessing Grades
How will students access their grades? Will they be available on Blackboard?
Course Policies
Late Policy
Include your courses policy on submitting late work or completing make-up exams.
Attendance & Participation
How are students expected to participate in class? If a certain percentage of the students’
grades is based on class participation, what criteria will be used to make that assessment:
quantity or quality? If quality, what determines quality? Publishing your rubrics for how you
determine student performance on an assignment is advisable (though you may not want to put
rubrics for all assignments in the syllabus)
3
Last Updated 11/04/2015
Example wording:
Class attendance and participation points are given to encourage your active class participation
and discussion. You will be rewarded with a perfect score as long as you frequently come to
class and actively contribute to the class discussion during recitations and lectures.
Although it is not required, most students send their professor a brief e-mail to explain their
absence in advance. Students who repeatedly arrive late to the lecture or recitation will have
their Class Participation grade lowered. Please sign the attendance sheet when you come to
the class. Any false signatures will result in zero participation grades for all parties involved.
Class participation is a very important part of the learning process in this course. You will be
evaluated on the QUALITY of your contributions and insights. Quality comments possess one
or more of the following properties:
● Offers a different and unique, but relevant, perspective;
● Contributes to moving the discussion and analysis forward;
● Builds on other comments;
● Transcends the “I feel” syndrome. That is, it includes some evidence, argumentation, or
recognition of inherent tradeoffs. In other words, the comment demonstrates some
reflective thinking.
We will use our assessment of your participation to manage borderline grades. While your
participation grade is subjective, it will not be random or arbitrary. And, clearly, more frequent
quality comments are better than less frequent quality comments.
Use of Mobile Devices
Example wording: As research on learning shows, unexpected noises and movement
automatically divert and capture people's attention, which means you are affecting everyone’s
learning experience if your cell phone, tablet, laptop, etc. makes noise or is visually distracting
during class.
For this reason, I [insert the language that aligns with your sentiments]
● ask you to turn off your mobile devices and close your laptops during class.
● allow you to take notes on your laptop, but you must turn the sound off so that you do
not disrupt other students' learning. If you are doing anything other than taking notes on
your laptop, please sit in the back row so that other students are not distracted by your
screen.
Understand When You May Drop This Course
-
Incomplete Policy
Academic Integrity
Sample statement: Binghamton University provides explicit guidelines in the Student Academic
Honesty Code (see the University Bulletin - Academic Policies and Procedures for All Students).
Unless specified otherwise in the syllabus, I expect the work you submit for grading to be yours
4
Last Updated 11/04/2015
and yours alone. Not acknowledging another's work with proper references, taking credit for
someone else's work, letting your work appear in another student's paper, or fabricating
"results" are grounds for failing the assignment and/or the course. If you have any questions
about what constitutes plagiarism or cheating, please ask me.
Disability-Related Equal Access Accommodations Statement
In-person course statement:
Students wishing to request academic accommodations to insure their equitable access and
participation in this course should notify the instructor as soon as they are aware of their need
for such arrangements. Authorizations from Services for Students with Disabilities (SSD) are
generally required. We encourage you to contact SSD at (607) 777-2686 to schedule an
appointment with the Director or Learning Disabilities Specialist. The SSD website
(www.binghamton.edu/ssd/) includes information regarding their Disability Documentation
Guidelines. The office is located in UU – 119.
Distance-learning course statement:
Students wishing to request academic accommodations to insure equitable access and
participation in this course should contact Binghamton University’s Services for Students with
Disabilities (SSD) office. Please visit the SSD website (www.binghamton.edu/ssd/) for contact
information, Disability Documentation Guidelines, services, policies and procedures.
Campus Help for Students
(Refer students to any campus resources or online resources that you feel will be helpful for
them in completing your course successfully. Examples follow.)
University Tutoring Services
UTS offers free tutoring for undergraduate students at Binghamton University. All UTS tutoring
appointments must be scheduled online through TutorTrac at tutortrac.binghamton.edu.
Students log in using their PODS username and password. Walk-in tutoring is also available for
select courses. If you have any questions about UTS, call 607-777-9235, email
uts@binghamton.edu, or visit the website: http://www.binghamton.edu/tutoring.
ITS Helpdesk
Walk-in: Located in the Computer Center first floor lobby.
Call: 607-777-6420; E-mail: helpdesk@binghamton.edu.
https://www.binghamton.edu/its/
Blackboard Support
E-mail: blackboard@binghamton. edu
Call Tami Regulski: 607-777-6145, Andrea Witteman: 607-777-6457, Carol Bell: 607-777-6362
http://www.binghamton.edu/uctd/
5
Last Updated 11/04/2015
Libraries
The Libraries offer a wide variety and range of services including research assistance,
instruction, user-friendly interfaces, digital preservation, digital scanners, and resource sharing.
Text: 607-205-8173; Call: 607-777-2345; Email: refquest@binghamton.edu
http://www.binghamton.edu/libraries
Dean of Students
If you are experiencing undue personal or academic stress at any time during the semester or
need to talk with someone about a personal problem or situation, I encourage you to seek
support as soon as possible. I am available to talk with you about stresses related to your work
in my class. Additionally, I can assist you in reaching out to any one of a wide range of campus
resources, including:
1. Dean of Students Office: 607-777-2804
2. Decker Student Health Services Center: 607-777-2221
3. University Police: On campus emergency, 911
4. University Counseling Center: 607-777-2772
5. Interpersonal Violence Prevention: 607-777-3062
6. Harpur Advising: 607-777-6305
7. Office of International Student & Scholar Services: 607-777-2510
University Counseling Center
At some point during their college experience, students may encounter personal, social, or
developmental issues that call for assistance beyond the advice provided by friends and family.
That’s where the University Counseling Center (UCC) can help. The UCC provides a variety of
free and confidential counseling services delivered by professional counselors. All currently
enrolled Binghamton University undergraduate students, graduate students and affiliated
entities are eligible to receive these services free of charge. Services and programs available
through the center include individual and group counseling, consultation, referral, and
psychoeducational programs. For more information or to make an appointment, visit
https://www.binghamton.edu/counseling
Topic Outline/Schedule
Week (Dates)
Topic
Readings
Activities
Due This Week
1
2
3
6
Last Updated 11/04/2015
7