**TIP: For continuity among courses, please…
 Do not change the font, line spacing, character spacing, sequence of the sections, or any
other visual element.
 Do not alter any BLACK or BLUE text within the template (aside from the TIP boxes).
 Once RED text has been populated with course information, change the font color to
black.
 Delete the TIP boxes upon completion.
Course Title
DEPT Xnnn.nn
# Units
Quarter 20nn
Class Meeting Information
The following information, as appropriate:
 Start date (include the time and time zone if this is an online course)
 End date (include the time and time zone if this is an online course)
 Modality (online, on-ground, hybrid)
 If your course will utilize any web-based synchronous tools (such as WebEx), list
scheduled meetings here.
Instructor Information
Name:
Full Name
Phone:
(nnn) nnn-nnnn
Email:
name@company.nnn
Website:
http://unex.uci.edu
**TIP: Be sure to include a few sentences about how/when students should contact you via
phone/email. Students should be encouraged to use your phone/email for personal
questions only (i.e. request for extensions, questions about grades, etc.). If you are
teaching online, encourage students to submit general questions about the course (be they
content-related, due date related, etc.) via the general Q&A forum on your UCI Learn
course site. This ensures that all students can benefit from the question and your response
and that all important information has been communicated to all students.
Instructor biography goes here. Students often choose specific courses because they are
attracted by the instructor’s experience, knowledge, and reputation. Hence it is important
not only to provide the instructor’s name and contact information, but also a concise yet
thorough instructor biography.
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Course Description
This section should list the official, Extension-approved course description as it appears in
the course catalog and on the Extension website. Please contact your program
representative if you do not have the most updated version of the approved course
description and/or if you wish to change this description in any way. We count on
instructors to stay “up-to-date” on their course topics, which includes letting our
academic planning staff know when changes are needed.
Prerequisites — Classes or Knowledge Required Before Taking This Course
This section lists specific courses that students must complete and/or knowledge students
must have prior to enrolling in this course. For more information, please contact your
program representative.
Course Sequencing
Your course may be part of a series of courses that students must complete in a defined
order. This section will describe how this course relates to other courses in the program
and should be defined by your program representative.
Course Objectives
At the end of this course, students will be able to:
 Learning objective no. 1 in measurable, action-oriented terms (“understand” cannot
be used as a learning objective)
 Learning objective no. 2 in measurable, action-oriented terms (“understand” cannot
be used as a learning objective)
 Add as many learning objectives as appropriate.
**TIP: Course-level learning objectives must be approved by your program representative
and describe what students should be able to do by the end of the course. In order to keep
courses targeted and make proper assessment of student performance manageable, we
recommend having no more than 4-6 overall objectives for your course. All graded
activities and assessments in the course should objectively measure the extent to which
students were able to successfully complete the listed objectives.
Course objectives should be listed in measureable, action-oriented terms. Refer to the
“Blooms Taxonomy Resource” for more information about how to develop effective and
impactful learning objectives.
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Course Material
List of textbooks, web-based resources, software, hardware (microphone/web cam), etc.
that students must acquire in order to participate in the course.
**TIP: This section should list any course materials that the student will need to use in order to pass
the course. If you course contains a required textbook, be sure to communicate this to your
program representative so that this information can be included on the registration website. Any
required textbooks must be used in the course in an explicit way. This may mean that students will
use the textbook to complete an assignment or case study or that information presented in the
textbook will be assessed in some way and not duplicated in your lectures. Materials that are
helpful but not necessarily required for the course should be listed as recommended.
Course Outline
This section should include a weekly breakdown of the learning objectives/topics
covered, the activities/assignments that will assess students’ understanding of those
objectives, and methods of instruction used to deliver content and facilitate discussions
(ex. prerecorded lectures, WebEx sessions, discussion forums, etc.). We have provided
you with a template for the first four weeks. Please add additional weeks as necessary.
Key Topics:
List the main topics that will be covered in this week’s lecture and
learning activities. Topics differ from learning objectives in that
they list what the content will cover versus what students will be
expected to do by the end of the week.
Topics/Objectives
Week 1
Learning Activities
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Learning Objectives:
Please list 3-5 measurable, action-oriented learning objectives for
the week. All weekly learning objectives should align with your
course-level learning objectives and indicate what students should
be able to do by the end of the week. Students should be able to
point to specific discussions, assignments, etc. that ask them to
demonstrate their ability to achieve these objectives. Refer to the
“Blooms Taxonomy Resource” for more information about how to
develop effective and impactful learning objectives.
Please list the types of learning activities that will occur in this
week. This can include:
 Reading assignments
 Live/pre-recorded lectures
 Synchronous/asynchronous discussions
 Small group activities
 Guest speakers
 WebEx sessions
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Assignments Due
Please list any graded assignments/assessments that are due this
week as well as the deadlines for those activities. Deadlines should
be specific and listed in Pacific Standard Time. If you are teaching
online, we recommend posting deadlines both in your syllabus on
your UCI Learn course site.
Additional information (such as assignment-specific instructions
and grading criteria/rubrics) can be included in this section and/or
the “Evaluation & Grading” section.
Key Topics:
1. Key topic #1
2. Key topic #2
3. Add as needed
Topics/Objectives
Learning Objectives:
By the end of this lesson, students will be able to :
 Weekly learning objective #1
 Weekly learning objective #2
 Weekly learning objective #3
 Add as needed
Week 2
Learning Activities
Assignments Due
Key Topics:
1. Key topic #1
2. Key topic #2
3. Add as needed
Topics/Objectives
Learning Objectives:
By the end of this lesson, students will be able to :
 Weekly learning objective #1
 Weekly learning objective #2
 Weekly learning objective #3
 Add as needed
Week 3
Learning Activities
Assignments Due
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Key Topics:
1. Key topic #1
2. Key topic #2
3. Add as needed
Topics/Objectives
Learning Objectives:
By the end of this lesson, students will be able to :
 Weekly learning objective #1
 Weekly learning objective #2
 Weekly learning objective #3
 Add as needed
Week 4
Learning Activities
Assignments Due
Evaluation and Grading
**TIP: The upper part of this section lists tasks on which you intend to evaluate student
performance. It is generally better to list categories of items rather than individual
assignments in order to keep the table uncluttered, although we do encourage you to
include the number of assignments that fall into a category in parentheses. On the right
side, you can list the relative weighting that each item contributes toward the total grade.
Please express this as a percentage, not as points.
Example: Case Study Reflections (2) - 20%.
Some instructors like to assign points for participation, such as speaking up in class with
meaningful comments or participating in an online discussion forum. Please note that
Extension policy places the following limits on “participation” credit:


Classroom-based course: Maximum of 15% of the total grade
Online course: Maximum of 30% of the total grade
The maximum value is greater for online courses because online discussion forums are
more visible and it is easier for instructors to track and evaluate participation.
Evaluation of Student Performance Weighted as Percentages of the Total Grade
First graded item
nn%
Second graded item
nn%
Third graded item
nn%
Fourth graded item
nn%
…add as many graded items as needed
100%
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**TIP: Choose one of the two grading scales below and delete the other. The grading
scale is fixed. Please note that you must choose one scale, show the appropriate table in
your course syllabus, and then assign letter grades at the end of the course according to
the scale you chose. If you tell students that you will not be assigning plusses and minuses,
then you must not do so when submitting final grades.
UNEX courses are not graded on any type of “curve” so the course letter grade you
assign must be determined by using one of the tables below. It is important to use
numerical scales for evaluating all gradable assignments and learning activities, and to
assign a final letter grade only at the end of a course.
Grading Scale
A = 90% – 100%
B = 80% – 89%
C = 70% – 79%
D = 60% – 69%
F = 59% or less
Grading Scale
A = 93% – 100%
A- = 90% – 92%
B+ = 87% – 89%
B = 83% – 86%
B- = 80% – 82%
C+ = 77% – 79%
C = 73% – 76%
C- = 70% – 72%
D+ = 67% – 69%
D = 63% – 66%
D- = 60% – 62%
F = 59% or less
**TIP: The final portion of this “Evaluation and Grading” section should contain additional
information about expectations and grading criteria for each category listed in the student
performance table. If, for example, you will be awarding participation points for students’
contributions to online discussion forum, you should provide students with some basic
participation guidelines. This can be as simple as:
“Each week will contain an opportunity for you to engage your classmates in discussion.
Participation in these discussion forums is required and counts as 25% of your final grade.
To receive full participation points, you will need to post a substantive response to the
prompt by 11:55pm PST on the Thursday of each week and provide critical feedback to at
least 2 of your peers by 11:55pm PST on the Sunday of each week. Although I am not
looking for you to meet a specific word count, I am looking for well thought-out and
interesting contributions to the conversation. Simply posting a link to a resource or letting
your classmate know that he/she did a “Great job!” will not result in full participation
points.”
Some instructors will even provide rubrics and/or samples of student work for large
assignments, such as an electronic portfolio, case study write up, or group presentation.
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Code of Conduct
All participants in the course are bound by the University of California Code of Conduct,
found at http://www.ucop.edu/ethics-compliance-audit-services/_files/stmt-stds-ethics.pdf
Netiquette
**TIP: This section should appear in your course syllabus if you are teaching a fully online
course, hybrid course, or classroom-based course that utilizes the UCI Learn site. If your
course does not contain any online components, please remove this section from your
syllabus.
In an online course, the majority of our communication takes place in the course forums.
However, when we have a need for communication that is private, whether personal,
interpersonal, or professional, we will use individual email or telephone. Our primary means
of communication is written. The written language has many advantages: more opportunity
for reasoned thought, more ability to go in-depth, and more time to think through an issue
before posting a comment. However, written communication also has certain
disadvantages, such a lack of the face-to-face signaling that occurs through body language,
intonation, pausing, facial expressions, and gestures. As a result, please be aware of the
possibility of miscommunication and compose your comments in a positive, supportive, and
constructive manner.
Academic Honesty Policy
The University is an institution of learning, research, and scholarship predicated on the
existence of an environment of honesty and integrity. As members of the academic
community, faculty, students, and administrative officials share responsibility for
maintaining this environment. It is essential that all members of the academic community
subscribe to the ideal of academic honesty and integrity and accept individual responsibility
for their work. Academic dishonesty is unacceptable and will not be tolerated at the
University of California, Irvine. Cheating, forgery, dishonest conduct, plagiarism, and
collusion in dishonest activities erode the University's educational, research, and social
roles.
Students who knowingly or intentionally conduct or help another student engage in
dishonest conduct, acts of cheating, or plagiarism will be subject to disciplinary action at the
discretion of UC Irvine Extension.
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Disability Services
If you need support or assistance because of a disability, you may be eligible for
accommodations or services through the Disability Service Center at UC Irvine. Please
contact the DSC directly at (949) 824-7494 or TDD (949) 824-6272. You can also visit the
DSC’s website: http://www.disability.uci.edu/. The DSC will work with your instructor to
make any necessary accommodations. Please note that it is your responsibility to initiate
this process with the DSC.
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