Under the Standards of Professional Responsibility policy in the Academic Freedom,
Professional Responsibility and Tenure document, section 5.1.5 states:
At the beginning of a course a faculty member provides in writing, the course
objectives, syllabus, course outlines, and the criteria upon which student
performance will be evaluated. These criteria should relate clearly to the
legitimate academic purposes of the course. Evaluations should be performed
promptly, conscientiously, without prejudice or favoritism, and be consistent
with the criteria stated at the beginning of the course.
SLCC requires faculty to have a syllabus for their courses. As content and style varies greatly
(as it should) the Senate Curriculum Committee generated this list of items to be required.
The purpose of this requirement is to insure transfer and articulation agreements, to guarantee
legal responsibilities are fulfilled, and to promote teaching, learning and student
success. To guide the preparation of syllabi, the following is a checklist of the recommended
necessary items.
SYLLABUS “CHECKLIST”
The following information is recommended on the syllabus:
SALT LAKE COMMUNITY COLLEGE
NAME OF DEPARTMENT
PREFIX AND NUMBER OF COURSE
NAME OF COURSE
SEMESTER / TERM
PREREQUISITES
INSTRUCTOR’S NAME
CONTACT INFORMATION (there needs to be some way for a student to contact the instructor outside
of class)
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OFFICE [if applicable]
OFFICE PHONE [if applicable]
E-MAIL ADDRESS
MAILBOX LOCATION
CONSULTATION HOURS [if applicable]
(Full time faculty are required to post # hours of consultation)
TEXTBOOKS (Title, Edition; Author; Publisher, date)
LINK OR INSTRUCTIONS FOR ACCESSING ONLINE COURSE MATERIALS [if applicable]
REQUIRED EQUIPMENT, ANCILLARY READINGS, PACKETS, ETC. [if applicable]
COURSE DESCRIPTION (Copy Course Description from current College Catalog)
EMERGENCY EVACUATION PROCEDURE
COURSE REQUIREMENTS [add or delete headings as required for each course]
 EXAMS (Clearly describe the policies for assessment in your class. Include frequency, make up
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policies, point system, etc.)
MAJOR ASSIGNMENTS (If you have any out of class assignments that are scored on a par with
tests include the description here)
PREPARATION (This category includes both Homework and in-class assignments—in other
words, this is everything the student does to prepare for a test)
LAB REQUIREMENT, TUTORING CENTER, WRITING CENTER [if applicable]
SERVICE LEARNING, OTHER OUT-OF-CLASS REQUIREMENTS [if applicable]
ATTENDANCE AND PARTICIPATION (This section should describe your policies for Attendance
and Participation. There is a Departmental Attendance policy in this document—this section
shows how you plan to implement that policy)
EXTRA CREDIT (use the departmental policy if there is one)
INSTRUCTOR POLICY ON LATE WORK, MISSED EXAMS/QUIZZES, AND UNEXCUSED ABSENCES (use the
departmental policy if there is one)
GRADING SCALE AND POLICY (use the departmental policy if there is one If there is a minimum
grade for progress to the next course, or other departmental policy about grading, include it
here)
SEMESTER CALENDAR THAT INCLUDES AT LEAST THE FOLLOWING DATES / DEADLINES, EITHER IN A COURSE
SCHEDULE OR AS “IMPORTANT DATES TO REMEMBER”:
 Date classes begin
 Projected schedules of class activities, assignments, due dates, exams, etc.
 All holidays / breaks when classes are not held
 Last day of classes
 Final exam dates
SLCC’S COLLEGE-WIDE STUDENT LEARNING OUTCOMES AND HOW THEY MATCH WITH THE COURSE’S
LEARNING OUTCOMES (Faculty should describe the course learning outcomes in the context of the
College-Wide learning outcomes. There is no expectation that each course will address all of the
College-Wide learning outcomes)
SLCC IS COMMITTED TO FOSTERING AND ASSESSING THE FOLLOWING STUDENT LEARNING
OUTCOMES IN ITS PROGRAMS AND COURSES:
 SUBSTANTIVE KNOWLEDGE IN THE DISCIPLINE OF STUDENTS’ CHOICE
 EFFECTIVE COMMUNICATION
 QUANTITATIVE LITERACY
 CRITICAL THINKING
 KNOWLEDGE AND SKILLS TO BE CIVICALLY ENGAGED AND/OR WORK PROFESSIONALLY AND
CONSTRUCTIVELY WITH OTHERS.
(See page 4 and 5 for examples of combining Course Learning Outcomes with College-Wide Learning
Outcomes)
The following language needs to be incorporated word for word:
STUDENT CODE OF CONDUCT
The student is expected to follow the SLCC Student Code of Conduct found at
http://www.slcc.edu/policies/docs/stdtcode.pdf
ADA STATEMENT
http://www.slcc.edu/drc/
http://www.slcc.edu/drc/faculty/index.aspx
Students with medical, psychological, learning or other disabilities desiring accommodations or services
under ADA should contact the Disability Resource Center (DRC). The DRC determines eligibility for and
authorizes the provision of these accommodations and services for the college. Please contact the DRC
at the Student Center, Suite 244, Redwood Campus, 4600 So. Redwood Rd, 84123. Phone: (801) 9574659, TTY: 957-4646, Fax: 957- 4947 or by drc@slcc.edu.
GENERAL EDUCATION STATEMENT [if applicable]
This course fulfills the [category] requirement for the General Education Program at Salt Lake
Community College. It is designed not only to teach the information and skills required by the
discipline, but also to develop vital workplace skills and to teach strategies and skills that can be
used for life-long learning. General Education courses teach basic skills as well as broaden a
student’s knowledge of a wide range of subjects. Education is much more than the acquisition of
facts; it is being able to use information in meaningful ways in order to enrich one’s life.
While the subject of each course is important and useful, we become truly educated through
making connections of such varied information with the different methods of organizing human
experience that are practiced by different disciplines. Therefore, this course, when combined with
other General Education courses, will enable you to develop broader perspectives and deeper
understandings of your community and the world, as well as challenge previously held
assumptions about the world and its inhabitants.
The following could be included as desired:
COURSE INTRODUCTION (Add more introductory material beyond the Course Description from the
catalog)
STUDENT CONTRIBUTION ( Include in this section any other advice regarding how the student can
achieve success in your class. Include study tips, personal motivation ideas, etc.)
OTHER CLASSROOM OR CONDUCT POLICIES YOU REQUIRE.
ARTICULATION INFORMATION
DEPARTMENT MISSION STATEMENT
DEPARTMENTAL DIVERSITY STATEMENT
DEPARTMENTAL ATTENDANCE POLICY
All faculty should submit a copy of their syllabus to their department/division office for reference with
issues and questions regarding the course.
The following are examples of structuring College-Wide and Course Student Learning
Outcomes:
EXAMPLE #1
SLCC’S COLLEGE-WIDE STUDENT LEARNING OUTCOMES AND HOW THEY MATCH WITH THIS COURSE’S
LEARNING OUTCOMES.
SLCC IS COMMITTED TO FOSTERING AND ASSESSING THE FOLLOWING STUDENT LEARNING OUTCOMES IN
ITS PROGRAMS AND COURSES:
 SUBSTANTIVE KNOWLEDGE IN THE DISCIPLINE OF STUDENTS’ CHOICE—BY THE END OF THIS
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COURSE YOU WILL BE ABLE TO ....ETC.
EFFECTIVE COMMUNICATION—THIS COURSE WILL IMPROVE YOUR COMMUNICATION SKILLS BY
ASKING THAT YOU....ETC.
QUANTITATIVE LITERACY—THIS COURSE IS NOT SPECIFICALLY DESIGNED TO IMPROVE YOUR
QUANTITATIVE LITERACY SKILLS.
CRITICAL THINKING—THIS COURSE WILL IMPROVE YOUR CRITICAL THINKING SKILLS BY ASKING
THAT YOU USE THE SCIENTIFIC METHOD TO...ETC.
KNOWLEDGE AND SKILLS TO BE CIVICALLY ENGAGED AND/OR WORK PROFESSIONALLY AND
CONSTRUCTIVELY WITH OTHERS—THROUGH SEVERAL GROUP PROJECTS, THIS COURSE WILL HELP
YOU LEARN TO WORK PRODUCTIVELY TO MEET PROJECT DEADLINES...ETC.”
EXAMPLE #2
Following is an excerpt from Melodee Lambert’s syllabus for BUS 1040/Ethics at Work:
SLCC AND COURSE GOALS/LEARNING OUTCOMES- SLCC HAS IDENTIFIED FIVE COLLEGE-WIDE LEARNING
OUTCOMES FOR EVERY COURSE ACROSS THE CURRICULUM:
 ACQUIRE SUBSTANTIVE KNOWLEDGE IN THE FIELD OF EACH STUDENT’S CHOICE
 COMMUNICATE EFFECTIVELY
 DEVELOP QUANTITATIVE LITERACY
 THINK CRITICALLY
 BE CIVICALLY ENGAGED
BUS 1040 HAS SEVERAL COURSE-SPECIFIC LEARNING OUTCOMES AND THEY CORRELATE WITH FOUR OF THE
GENERAL COLLEGE-WIDE LEARNING OUTCOMES AS ARTICULATED BELOW; THE COURSE IS DESIGNED TO ENABLE
YOU TO ACHIEVE ALL OF THE FOLLOWING:
SLCC COLLEGE-WIDE AND BUS 1040 LEARNING OUTCOMES
SLCC LEARNING OUTCOME 1: SUBSTANTIVE KNOWLEDGE
UPON SUCCESSFUL COMPLETION OF ANY PROGRAM, STUDENTS SHOULD HAVE ACQUIRED SUBSTANTIVE
KNOWLEDGE AND DEMONSTRATE COMPETENCIES REQUIRED BY EMPLOYERS TO BE HIRED & SUCCEED IN THE
WORKPLACE.
BUS 1040 STUDENTS WILL:
 DEVELOP AWARENESS OF MAJOR ETHICAL ISSUES IN THE WORKPLACE.
 DEVELOP THEIR ABILITY TO MAKE ETHICAL CHOICES.
 READ AND RESPOND TO WORKPLACE ETHICS READINGS AND CASE STUDIES.
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CONSIDER ETHICAL ISSUES IN THE WORKPLACE FROM MULTIPLE PERSPECTIVES
CRITICALLY RESEARCH WORKPLACE ETHICS.
IDENTIFY AND CHALLENGE THEIR OWN ASSUMPTIONS ABOUT WORKPLACE ETHICS.
CONDUCT PRIMARY AND SECONDARY RESEARCH.
SLCC LEARNING OUTCOME 2: EFFECTIVE COMMUNICATION
UPON SUCCESSFUL COMPLETION OF ANY PROGRAM, STUDENTS SHOULD BE ABLE TO
COMMUNICATE EFFECTIVELY.
BUS 1040 STUDENTS WILL:
 PARTICIPATE IN CLASS AND SMALL GROUP DISCUSSIONS.
 FUNCTION WELL IN GROUP WORK.
 PRESENT INFORMATION BOTH FORMALLY AND INFORMALLY.
 READ AND RESPOND TO ETHICAL SITUATIONS AT WORK.
 USE INTERPERSONAL ORAL COMMUNICATION.
 RECOGNIZE THE ETHICAL POWER OF WRITTEN AND ORAL COMMUNICATION AT WORK.
SLCC LEARNING OUTCOME 3: QUANTITATIVE LITERACY
UPON SUCCESSFUL COMPLETION OF ANY PROGRAM, STUDENTS SHOULD DEVELOP QUANTITATIVE LITERACIES
NECESSARY FOR THEIR CHOSEN FIELD OF STUDY.
BUS 1040 IS NOT DESIGNED GENERALLY OR SPECIFICALLY TO DEVELOP QUANTITATIVE LITERACIES. HOWEVER, AS
YOU READ AND RESEARCH CRITICALLY, YOU WILL LEARN ABOUT THE STANDARDS OF FAIR-MINDED
PRESENTATION OF QUANTITATIVE DATA.
SLCC LEARNING OUTCOME 4: CRITICAL THINKING
UPON SUCCESSFUL COMPLETION OF ANY PROGRAM, STUDENTS SHOULD BE ABLE TO THINK
CRITICALLY.
BUS 1040 STUDENTS WILL:
 DEVELOP A CRITICAL APPROACH TO WHAT THEY READ, WRITE, THINK AND SPEAK.
 UNDERSTAND THE ETHICAL RESPONSIBILITIES OF POSITIONAL POWER.
 CRITICALLY RESEARCH WORKPLACE ETHICS.
 IDENTIFY AND CHALLENGE THEIR OWN ASSUMPTIONS ABOUT WORKPLACE ETHICS AND THEIR
IMPORTANCE.
 DISTINGUISH BETWEEN CLAIMS AND EVIDENCE.
 SUPPORT ALL CLAIMS WITH CREDIBLE EVIDENCE.
 CONDUCT AND EMPLOY PRIMARY AND SECONDARY RESEARCH.
SLCC LEARNING OUTCOME 5: CIVIC ENGAGEMENT
UPON SUCCESSFUL COMPLETION OF ANY PROGRAM, STUDENTS SHOULD DEVELOP THE KNOWLEDGE AND SKILLS
TO BE CIVICALLY ENGAGED, AND/OR TO WORK WITH OTHERS PROFESSIONALLY AND CONSTRUCTIVELY.
BUS 1040 STUDENTS WILL:
 HAVE THE OPTION OF COMPLETING A SERVICE-LEARNING PROJECT FOR THEIR TERM PROJECT.
 CONNECT WITH LOCAL BUSINESSES AND/OR NON-PROFIT ORGANIZATIONS AS THEY CONDUCT
RESEARCH AND/OR SERVICE–LEARNING TERM PROJECTS.