<Term and Year>
<Course Title>
<Enter Course Number, Number of Units and Approving
Department>
BASIC COURSE INFORMATION
Course Meeting Dates and Times: <enter dates as they appear on the website>
Course Location: <enter city, building name>
Instructor: <Instructor Name>, <Highest Degree>
Phone: (XXX) XXX-XXXX
E-mail: <email address>
Instructor Availability: <provide information as to how and when students can best contact
you>
Classroom Canvas Address: (if applicable)
Class Group Email List Address: <i.e., Yahoo Groups if applicable>
COURSE DESCRIPTION
Course Prerequisites:



<Prior courses>
<Knowledge/skills needed to succeed in this course>
<Permission of instructor needed?>
<Required Item: Check with your program director to be sure that any prerequisites have been published accurately
in the catalog and on the website. If prerequisites are published in the catalog, on the website and were included on
the master course outline, you must copy and paste them into this section.>
<Customize: If there are no prerequisites but a certain level of knowledge or skill will be expected of the students,
please customize this section and specify. Prerequisites should be limited to those essential for successful
completion of the course so that you don't diminish the potential audience unnecessarily. Keep in mind that you can
recommend certain background skills/knowledge rather than requiring it. >
Overview of Course:
<Required Item: Copy and paste the course description as it is published in the UC Berkeley Extension catalog or
on the website.>
 <What is the course about: its purpose, rationale?>
 <What are the general topics or focus?>
 <How does it fit with other courses in the department or program of study?>
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

<Who is the course’s ideal audience?>
<Why would students want to take this course and learn this material?>
Learning Objectives:



<Required Item: List the course objectives as stated in the master course outline>
<What will students be expected to know or do after this course?>
<What competencies/skills/knowledge will students be expected to demonstrate at the end of the course?>
Methods of Instruction:




<Lectures>
<Discussion>
<Group work>
<Etc.>
COURSE MATERIALS
Primary or Required Textbooks/Readings (list all):
<Primary Textbook Title>
<# edition>, <Author>, <(Publisher)>, <Year>
ISBN: <enter ISBN number>
Cost: <enter cost>
Availability in electronic or alternative formats for students with disabilities:
Learn more about purchasing textbooks.
Supplemental or Optional Books/Readings (list all):
<Supplemental Textbook Title>
<# edition>, <Author>, <(Publisher)>, <Year>
ISBN: <enter ISBN number>
Websites and Links (list all URLs):



<URL 1>
<URL 2>
<Etc.>
Other Materials:




<Lab equipment>
<Art supplies>
<Software>
Etc.
REQUIREMENTS: ASSIGNMENTS, PROJECTS, QUIZZES & EXAMINATIONS
All evaluated and graded material will be returned to students by the next class meeting.
<Customize this section to outline the course assignments, quizzes, examinations and all projects that are required
of students.>
Course Assignments (including reading assignments, in-class assignments, problem
sets and other homework):

<For each assignment:
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o
o
o
o
Provide general information on type, length and when due (detailed information can be distributed
during the term)
Clarify the relationship between the learning objectives and the assignments
Identify criteria for assessing student work
Indicate whether students submit their work online or in hard-copy format>
Course Projects, Reports, Research Papers, Portfolio Reviews and Presentations:


<For each assignment:
o Provide general information on type, length and when due (detailed information can be distributed
during the term)
o Clarify the relationship between the learning objectives and assignments
o Identify criteria for assessing student work
o Indicate whether students submit their work online or in hard-copy format>
<For research papers and projects:
o Introduce students to the steps in conducting research
o Create shorter assignments that build to the research paper (i.e., annotated bibliography of primary
sources, thesis statement, fact sheet, etc.)
o Specify the skills and knowledge students need to complete the research assignments
o Connect research assignments to course goals and student learning objectives.>
Quizzes:




<How many>
<What kind (i.e., open/closed book; essay/multiple choice)>
<What material each quiz covers or type of knowledge and abilities tested>
<The overall point value for each quiz>
Midterm and Final Examinations:





<How many>
<What kind (i.e., open/closed book; essay/multiple choice)>
<What material each quiz covers or type of knowledge and abilities tested>
<The overall point value for each exam>
<Place, time and date of midterm and final exams>
Class Participation:
<If classroom participation is included as part of the grade breakdown, customize the participation policy to outline
your expectations regarding classroom discussion and participation and make the connection that good attendance
is a prerequisite to meeting classroom discussion and participation expectations.>
Sample participation rubric:
Your discussion and team participation will be assessed according to these categories:
Exemplary
 Participates regularly and actively contributes in ways that help build
community

Uses specific examples to support response and invite further discussion

Contributions are relevant and demonstrate a thorough understanding and
reflection regarding the question or concept being presented

Helps the class come to consensus and facilitates the process for submitting
representative final responses
Accomplished

Participates regularly and actively
(80-90%)

Uses specific examples to support response

Contributions are relevant and demonstrate a thorough understanding
regarding the question or concept being presented

Helps the class come to consensus

Participates regularly but not as active in contributing
(90-100%)
Competent
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
Communicates ideas, opinions and conclusions clearly and completely

Uses specific examples to support response

Does not hinder the class from coming to consensus and submitting a final
and representative response
Developing

Does not participate regularly or actively contribute
(60-70%)

Communicates ideas but fails to provide examples to support response

Contribution does not demonstrate an understanding of the question or
concept being presented

Indifferent or hinders the discussion and limits the ability to submit a final
and representative response
(70-80%)
Does not
participate
(<60%)
Extra Credit Opportunities:

Please list any extra credit opportunities
SAFETY AND EMERGENCY PREPAREDNESS
(Classroom-based courses only)
Emergency Numbers: <Please include emergency phone numbers on the syllabus for the appropriate facility
where you will be teaching.>
 Emergency from Landline: 9-1-1
 Emergency From Cell Phone:
Non-Emergency Number:
 <Include non-emergency number for the appropriate location.>
Security Desk (if applicable):
 <Include security desk number for the appropriate location.>
Evacuation Procedures:

Please refer to map posted in the classroom.
Lab Safety Precautions (if applicable):

<List if applicable>
GENERAL POLICIES
Attendance and Tardiness Policy:
If students miss class for any reason, the burden is on the students to make up the work and to make a decision
whether they can continue in the course:
 Refund policy
 Withdrawal and Incomplete Policies
For students who feel that they can make up the work, instructors will provide any materials that were handed out in
class (handouts, slides, notes, etc.) and remind the students of the assignments that are due. It is not the
instructor's responsibility to make up the instructional time with the student in the form of a personal tutorial or
personal lecture. Students who missed class should obtain lecture notes from the other students who were present
that day; it is recommended that students exchange contact information with a few other students for this purpose
on the first day of class.
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<Customize the attendance and tardiness policy to provide a clear definition of what constitutes and counts as
attendance>
 <Class participation/discussion is included as part of the grade. Good attendance is a prerequisite to
meeting classroom discussion and participation expectations.>
 <If the student is late, does that count as an “absence” or as a “late?”>
 <How many classes, if any, can a student miss and what effect does it have on their grade?>
 <What types of absences are acceptable (i.e., are family vacations an acceptable excuse to miss class)?>
 <How do you wish students to report illness or family emergencies?>
 <What is the policy for missed/make-up exams, missed assignments or late assignments/extensions?
(check with your Program Director regarding policy for exam proctoring for missed exams)>
Classroom Decorum:





<No eating>
<Turn off cell phones>
<No laptops>
<Ground rules for discussion – can establish with class on the first day>
<Etc.>
Interrupted exams (i.e., fire alarms):

<What is the policy if an exam gets unexpectedly interrupted?>
Disabled Student Services:
If you require an academic accommodations for this course, you must follow the intake and accommodation
procedure to obtain a Letter of Accommodation.
Please contact Extension Disabled Student Services (EXDSS) at extension-dss@berkeley.edu or (510) 643-5732.
If you already have a Letter of Accommodation from Extension Disabled Student Services for this course, please
make an appointment with me to have a confidential discussion of what you will require for this course.
Honor Code and Student Conduct:

All members of the UC Berkeley Extension community are expected to act with honesty, integrity and respect
for others. For further information, please refer to:
o Tips for Maintaining My Academic Integrity
o UC Berkeley Extension Code of Student Conduct
Turnitin (if applicable):
This class will be using Turnitin. Turnitin is an online plagiarism detection service that matches submitted papers to
a text-matching database comprising traditional publications, internet publications, and other UC Berkeley and UC
Berkeley Extension student papers. It is a useful tool for learning proper summary, paraphrase and quotation skills
in addition to identifying overt instances of plagiarism. Further information and instructions can be found at
Turnitin.com.
Reasonable Accommodation for Students’ Religious Beliefs, Observations and Practices:
In compliance with Education code, Section 92640(a), it is the official policy of the University of California at
Berkeley to permit any student to undergo a test or examination, without penalty, at a time when that activity would
not violate the student's religious creed, unless administering the examination at an alternative time would impose
an undue hardship which could not reasonably have been avoided. Please contact the Extension program office for
more information.
Other Extension Policies:
Including Privacy, Nondiscrimination, Sexual Harassment, Safety and Security
Classroom Recording
GRADING AND EVALUATION PROCEDURES
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Grade Breakdown and Weighting by Category:
<Customize this section to explain how grades are computed and awarded. Explain how each assignment, exam or
quizzes are weighted and how final grades are calculated. For example:>
Example:
Discussions and Participation
Midterm
Final
Quizzes
Case Study Report
Total
10%
20%
20%
20%
30%
100%
Grading Scale for Final Course Grade:
<Customize this section to list the grading scale you will use to award the final course grade. For example,
Extension recommends the following grading scale.
 <Will students be graded on a curve or an absolute scale?>
GRADE
GRADE
POINTS PER
UNIT
RECOMMENDED DESCRIPTION
PERCENTAGE
BREAKDOWN
A+
A
A-
4.0
4.0
3.7
94 – 100%
94 – 100%
90 – 93%
Excellent: The grade of “A+,” when awarded at the instructor’s discretion,
represents extraordinary achievement, but does not receive grade point
credit beyond that received for the grade of A.
B+
B
B-
3.3
3.0
2.7
86 – 89%
83 – 85%
80 – 82%
Good
C+
C
C-
2.3
2.0
1.7
76 – 79%
73 – 75%
70 – 72%
Fair: Each course in a certificate program must be completed with a
grade of C or better, although some programs have higher requirements.
D+
D
D-
1.3
1.0
.7
66 – 69%
63 – 65%
60 – 62%
Barely passed
F
0.0
< 60%
Failed
P
Passed at a minimum level of C-minus or 70%
NP
Not Passed – anything below a C-minus or below 70%
Grading Options & Deadlines for Choosing Grading Options (required):
<Required Item: Please list the student grading options available for the course. Please refer to the Instructor
Handbook to find out what grading options are available for your course type and copy and paste them to this
section.>
<Example: Below is an example of grading policies for the course type X400–499.To customize policies for
your course type, please refer to the Instructor Handbook.
The grading options for these courses are as follows:

Credit Letter Grade (CLG): Credit letter grade is the default grading option for all courses offered for credit
letter grade.


Pass/Not Pass (P/NP)
Not for Credit (NC)
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The deadline for students to request a grading option change is prior to the course end date and final exam
or project due date. To request a grade option other than a letter grade, submit a Petition for Grade Option
Change before the final class meeting. The change from “not for credit” to “credit” may be made only if the
instructor has recorded the student's academic progress throughout the course. If a student doesn’t inform
the instructor of their grading option, they will automatically be assigned a letter grade. If the student stops
attending class, has not officially withdrawn and has not informed the instructor of his or her grade option,
the student will be assigned an “F” as a final grade for the course.>
View Other Grading Policies
SCHEDULE
<Customize this section to create a road map for each class meeting so students know what is expected of them
and what to prepare:>
Tentative Calendar of Topics and Readings



<Can list by week rather than by session or leave some sessions empty for flexibility.>
<List firm dates for exams and written assignments.>
<List dates of special events:
o Field Trips
o Performances
o Exhibits
o Etc.
o Please note that all special events held outside the classroom require students to complete an
Elective/Voluntary Activities Waiver Form.
<Example:
Week 1 (Date of class)  Introduction
 Course overview and syllabus review
 Brief history of the study of financial planning
 Learning Objective and Lecture: Why study financial planning?
 In-Class Assignment: Create a financial plan
 Homework Assignment: Read chapter one, “Financial Planning in a Changing World”>
<Week 2 (Date of class)
 Chapter 1 Quiz
 Etc.>
<continue for all sessions>
RESOURCES
UC Berkeley Library Information:
http://extension.berkeley.edu/info/geninfo.html#library
Guidelines for Written Assignments:
<Customize this section to provide clear expectations for written assignments.>
 <In what format would you like students to turn in papers or assignments?
o MS Word or other?
o What style guide?>
 Resource for Style Guides and Citing Sources
Tips for Success:


<How students might approach the material>
<How students can manage their time>
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

<Tips for studying, taking notes, preparing for exams>
<Common student mistakes or misconceptions>
Glossary of Technical Terms:



<Term 1: Definition>
<Term 2: Definition>
<Etc.>
Other Supportive Website Links (i.e., past student projects, web-based resources, lecture webcasts, etc.):



<URL1>
<URL2>
<Etc.>
Other Resources:



<DVD or Video Resources>
<Provide students with copies of past exams or model student papers>
<Etc>
EVALUATION OF COURSE AND INSTRUCTOR
Student Feedback Strategies:

<List any additional student feedback strategies that you will conduct during class aside from quizzes,
exams or assignments. For example, plus / delta at the end of each class of what worked for the students
and what they would like to change.>
End of Course Evaluation Process:
It is UC Berkeley Extension policy that all courses be evaluated as part of an overall campus mandate to evaluate
and improve the quality of teaching. Evaluation responses are reviewed by Extension representatives and program
directors, shared with instructors after the course ends and after final grades are turned into Extension (if
applicable), and filed in the academic department. The student evaluations are not designed to measure learning,
but they do provide feedback in a variety of areas that affect the learning process. UC Berkeley Extension retains
evaluations for a period of three years.
<For paper-based evaluations only:
Toward the end of the course, instructors will receive a packet of paper evaluations. Instructors must
appoint a student to administer the evaluations and give the evaluation instructions to him or her.
Instructors must leave the room during the time that students are filling out the forms. In order to preserve
the integrity of the system, instructors and teaching assistants must not handle, read or otherwise review
the contents of completed forms. The appointed student will collect all completed forms, seal them in the
postage-paid envelope, and either mail the evaluations or drop them off at the front desk if the class is
located at a regional center.>
RIGHTS
Civility and Respect in an Atmosphere of Academic Freedom
UC Berkeley Extension Code of Student Conduct
Course Copyright and Classroom Recording Policies
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DISCLAIMER
The syllabus and schedule is subject to change.
Acknowledgements:



<This syllabus and/or assignments were based upon, developed by or developed in consultation with
(name of instructor/faculty)>
Example: This syllabus template is based upon the following syllabi templates:
o Checklist: Components of a Comprehensive Course Syllabus
o A syllabus template developed by Keith Gatto, Program Director, UC Berkeley Extension.
o A syllabus template developed by UC Berkeley Extension’s Online Department.
<A reminder to submit a current course syllabus to your Extension representative at the beginning of each
term.>
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