Faculty Guidelines for Undergraduate Course Syllabi
A.
Heading
Required content
•Azusa Pacific University
•School/College
•Department
•University or Department/School/Program Mission Statement (at least one required)
“Azusa Pacific University is an evangelical Christian community of disciples and scholars
who seek to advance the work of God in the world through academic excellence in liberal
arts and professional programs of higher education that encourage students to develop a
Christian perspective of truth and life.”
•Course number, title, and number of units
•Current year and semester, number of units
Optional content
•Additional mission statements
B.
Faculty Information
Required content
•Full name, title, department
•Office location and hours
•Contact information: phone number, e-mail address
Optional content
•An emergency phone number
•Any restrictions, e.g., “No calls between 10 p.m. and 6:30 a.m.”
C.
Course Information
Required content:
•Course description, as stated in the current university catalog
Optional content:
• Additional information beyond the course description such as course content and methods
of instruction.
D.
Credit Hour Policy
NOTE to faculty: please see Appendix 1on how to calculate the required Credit Hour
requirements. Alternatively, please contact OCS (ocs@apu.edu) for help in the calculation.
Required content
•Credit Hour Policy with acceptable accounting of in class and out of class time
“Following the APU Credit Hour policy, to meet the identified course learning outcomes of
this course, the expectations are that this x unit course, delivered over a y week term will
approximate z hours/week classroom or direct faculty instruction. In addition, out-of-class
student work will approximate zz hours/week.”
Optional content
•You may give details on how the class time and out-of-class time is structured by providing
information on the following list:
___ hours/week classroom or direct faculty instruction
___hours/week laboratory work
___hours/week internship
___hours/week practica
___hours/week studio work
___hours/week online work
___hours/week research
___hours/week guided study
___hours/week study abroad
___hours/week other academic work
E.
Student Learning Outcomes (formerly referred to as course learning outcomes or
course objectives) and Expected Competencies.
NOTE to faculty:
1. State clear student outcomes in terms that are observable and measurable (e.g.,
students will be able to synthesize, interpret, identify, demonstrate, write, etc…).
•Avoid outcomes that utilize passive verbs (e.g., students will understand, or
students will know)
•Classes are expected to include a faith integration outcome appropriate to the
scope and content of the course.
2. Each outcome should be measured during or upon completion of the class and
should be visibly linked to course assignments or other assignments in the syllabus.
3. If you wish to include the learning objectives that are on your IDEA course
evaluations, you may do so here.
Required content
A mapping of the Student Learning Outcomes to the IDEA Objective, and the Assignments
to assess them is required. Here is an example:
“By the end of this course, students should be able to demonstrate mastery of the following learning
outcomes. The classroom assignments that the instructor will use to assess mastery are identified in
the table”
Student Learning Outcome
IDEA Objective (Spring 2016)
Assignments Used to
Assess
“By the end of this course,
students should be able
to……”
Describe the major historical Gaining a basic understanding of the
Exams 1, 2 and 3
themes, events, and
subject (e.g. factual knowledge,
personalities in European
methods, principles, generalizations,
history from 1789-1914
theories).
Articulate how their faith
Developing knowledge and
Critical thinking papers
interacts with their
understanding of diverse perspectives,
understanding of psychological global awareness, or other cultures.
principles
Compare and contrast different Learning to apply course materials (to Research paper, Exam #2
methods of treating knee injury improve thinking, problem solving, and
in sport
decisions).
Write clearly and concisely,
Developing specific skills,
Literature review, survey
using the writing style of the
competencies, and points of view
paper, APA worksheets
American Psychological
needed by professionals in the field
Association
most closely related to this course
Acquiring skills in working with others as
a member of a team.
Developing creative capacities
(inventing; designing; writing;
performing in art, music, drama, etc.)
Gaining a broader understanding and
appreciation of intellectual/cultural
activity (music, science, literature, etc.)
Developing skill in expressing myself
orally or in writing.
Learning how to find, evaluate, and use
resources to explore a topic in depth.
Developing ethical reasoning and/or
ethical decision making.
Learning to analyze and critically
evaluate ideas, arguments, and points
of view.
Learning to apply knowledge and skills
to benefit others or serve the public
good.
Learning appropriate methods for
collecting, analyzing, and interpreting
numerical information.
NOTE: Not all of the IDEA Objectives will be used in each class, however they are listed on
this mapping table for the faculty’s convenience.
F.
Required Textbook(s) and Study Resources
Required content
• Cite author/editor, title, edition, publisher, and date.
• For Web sites and other media and technology sources, identify by URL or other
reference numbers.
• Provide information on source and availability; be sure the required text materials are
available in the bookstore
• List any additional required materials students must have, including equipment,
supplies, diskettes, study guides, technology, library, special calculators, etc.
The following statement may also be helpful to your students to include in the syllabus in
this section or in your course policy section:
Required content
•Copyright Responsibilities:
”Materials used in connection with this course may be subject to copyright protection.
Students and faculty are both authors and users of copyrighted materials. As a student you
must know the rights of both authors and users with respect to copyrighted works to ensure
compliance. It is equally important to be knowledgeable about legally permitted uses of
copyrighted materials. Information about copyright compliance, fair use and websites for
downloading information legally can be found at
http://apu.libguides.com/content.php?pid=241554&search_terms=copyright
Optional content
•List recommended books, articles, and other collateral material.
• List any additional materials recommended for students, including equipment, supplies,
diskettes, study guides, technology, library, special calculators, etc.
G.
Course Calendar/Schedule; include the following:
Required content
• Weekly schedule of topics and corresponding text chapters
•Dates of exams and finals
• Due dates for writing assignments, research papers, projects, and presentations
• Required special events, e.g., computer lab visit, library assignments, field trips, etc.
• Include disclaimer:
“Course schedule, topics, evaluation and assignments may be changed at the instructor’s
discretion”
H.
Assignments
Required content
• Description. Provide a clear explanation of each assignment. This may include a
description of the nature, method, and length of any critical reviews, research papers,
projects, and/or presentations required.
• Requirements. Clearly identify all reading, study, writing and evaluation requirements for
each assignment. Enumerate all required elements of each assignment and the criteria by
which the substantive elements of the assignment will be evaluated.
• Style standard. If applicable, state the style standard by which the writing assignments
will be evaluated (e.g., APA).
I.
Information Literacy and Use of the Library
Required content
Faculty need to state how the library will be used in this course. For example if there is a
course LibGuide, this would be the appropriate place in the syllabi to refer to this. If student
will be expected to make use of the library and its resources, this should be stated.
Example statement:
This course requires students to complete course assignments using resources available
from the University Libraries. Research assistance and subject guides for this course are
available at http://apu.libguides.com/
Required content
Faculty should select the standard(s) applicable to your course and delete other
standard(s) when placing this material in your individual course syllabus).
Information literacy is defined as “a set of abilities requiring individuals to recognize when
information is needed and have the ability to locate, evaluate, and use effectively the
needed information” (American Library Association, 1989). In this course, teaching and
learning processes will employ the following information literacy standards, as endorsed by
the American Association for Higher Education (1999), the Association of College and
Research Libraries (2000), and the Council of Independent Colleges (2004). The students in
this course will:
•
determine the nature and extent of the information needed.
(Effectively defines the scope of the research question or thesis. Effectively
determines key concepts. Types of information {sources} selected directly relate to
concepts or answer research question.)
•
access needed information effectively and efficiently.
(Accesses information using effective, well-designed search strategies and most
appropriate information sources.)
•
evaluate information and its sources critically and incorporate selected information
into their knowledge base and value system.
(Chooses a variety of information sources appropriate to the scope and discipline of
the research question. Selects sources after considering the importance {to the
researched topic} of the multiple criteria, such as relevance to the research question,
currency, authority, audience, and bias or point of view.)
•
individually or as a member of a group, use information effectively to accomplish a
specific purpose.
(Communicates, organizes and synthesizes information from sources to fully achieve
a specific purpose, with clarity and depth.)
•
J.
understand many of the economic, legal, and social issues surrounding the use of
information and access and use information ethically and legally.
(Students use correctly all of the following information use strategies {use of citations
and references; choice of paraphrasing, summary, or quoting; using information in
ways that are true to original context; distinguishing between common knowledge
and ideas requiring attribution} and demonstrate a full understanding of the ethical
and legal restrictions on the use of published, confidential, and/or proprietary
information.)
Evaluation/Assessment Rationale for Grade Determination
Syllabi should clearly communicate to students how their grade will be determined
Required content
•Provide a short statement and/or chart listing the factors that will contribute to the final
grade for the course. Below are some examples:
Example:
Readings
Assignment #1
Assignment #2
Presentation
Final Paper
Total
10%
20%
20%
25%
25%
100%
Required content
•The criteria used to calculate assignment and final grades.
Example #1 of grading criteria for assignments and final grade:
A
B
C
D
F
Superior knowledge regarding details, assumptions, implications,
history; superior thinking with information relevant to application,
critique, and relationship to other information.
More than adequate knowledge regarding technical terms,
distinctions, and possesses an ability to use information.
Basic knowledge needed to function and carry on learning
regarding major principles, central terms, major figures, also
possesses an awareness of field or discipline.
Serious gaps in knowledge, confusion of concepts and categories,
inability to recall basic information.
Absence of knowledge, incapable of carrying on a conversation
about the subject, misunderstands most concepts, confuses all
categories.
Required content
•Grade scale
Example:
95-100=A
92-94=A-
K.
89-91=B+
84-88=B
81-83=B-
78-80=C+
73-77=C
70-72=C-
65-69=D
0-64=F
Course Policies
Required content
•Clearly state course policy regarding the following:
 Class attendance
 Assignment Completion Deadlines (any penalties for late work)
 Allowance of make-up work
 Requests for Incompletes and re-taking the course
 Other relevant policies for your course
Required content
•Academic Integrity Policy
”The mission of Azusa Pacific University includes cultivating in each student not only the
academic skills that are required for a university degree, but also the characteristics of
academic integrity that are integral to a sound Christian education. It is therefore part of
the mission of the university to nurture in each student a sense of moral responsibility
consistent with the biblical teachings of honesty and accountability. Furthermore, a
breach of academic integrity is viewed not merely as a private matter between the
student and an instructor but rather as an act which is fundamentally inconsistent with
the purpose and mission of the entire university. A complete copy of the Academic
Integrity Policy is available in the Office of Student Life, the Office of the Vice Provost for
Undergraduate Programs, and online.”
OR
“The practice of academic integrity to ensure the quality of education is the responsibility
of each member of the educational community at Azusa Pacific University. It is the
policy of the university that academic work should represent the independent thought
and activity of the individual student, and work that is borrowed from another source
without attribution or used in an unauthorized way in an academic exercise is considered
to be academic dishonesty that defrauds the work of others and the educational system.
Engaging in academic dishonesty in fulfillment of the requirements of an academic
program is a serious offense for which a student may be disciplined or dismissed from
the program.”
Required content
•Faculty should communicate expectations and sanctions for violations of academic
integrity. Some examples are indicated below.
o Expectations are consistent with those outlined in the academic integrity policy
o Expectations are consistent with those outlined in the academic integrity policy
with the following exceptions . . .
o Collaboration is permitted on project #2 but not on project #3
o Information regarding appropriate citation styles can be found on the following
website . . .
Optional content
• It is highly suggested that faculty document in their syllabus the sanctions they will
impose for both first and second Academic Integrity violations.
Example
Consequences for violations of academic integrity in this class
o Consequences are consistent with those outlined in the academic integrity policy
o Any type of plagiarism will result in an “F” in the class (a more stringent
consequence than that suggested in the policy)
L.
University or Department Policies
Required content
•University Policies
“All university and department policies affecting student work, appeals, and grievances, as
outlined in the Undergraduate Catalog and/or Department Handbook will apply, unless
otherwise indicated in this syllabus”.
Required content
•Support Services
Students in this course who have a disability that might prevent them from fully
demonstrating their abilities should meet with an advisor in the Learning Enrichment Center
as soon as possible to initiate disability verification and discuss reasonable accommodations
that will allow the opportunity for full participation and for successful completion of course
requirements. For more information, please visit www.apu.edu/lec, or contact the LEC by
phone at 626-815-3849, or email at lec@apu.edu.”
Required content (for classes held on APU sites)
•Emergency Policy
“It is highly recommended that you leave the class title, room and building location, and the
APU campus phone number (626) 969-3434 with family and/or other contacts if you wish to
be notified in case of an emergency.”
Optional content
State any policies that are specific to your program, especially those that are contrary to the
university standard policy.
M.
Bibliography
Required content
•Provide reading lists, supportive references, and integrative works that will contribute to the
overall quality of the syllabus and the course.
•It is recommended that the course bibliography be relevant, current, and reflect the high
quality of the available literature on the course topics.
•A commitment to inclusiveness (for example, ethnic, cultural, and gender issues) should be
reflected in the bibliography
N.
Acknowledgement of Receipt by Student
Optional content
Faculty may want to include a separate page for students to sign, acknowledging receipt
and comprehension of the syllabus.
Example
“I have received a copy of the syllabus for ___________ (course name). I have read the
syllabus and have been offered an opportunity to ask questions about it. I understand and
agree to the requirements of this syllabus.
Signature:__________________________________________________________
Date:______________________________________________________________”
Appendix 1: Credit Hour Calculation
APU Credit Hour Policy Approved February 2012
A credit hour represents the amount of work governed by intended and clearly identified student
learning outcomes and verified by evidence of student achievement that approximates one hour (or
50 to 55 minutes) of classroom or direct faculty instruction and a minimum of two hours (for
undergraduate) or three hours (for graduate) of out-of-class student work each week for a fifteenweek term, or the equivalent amount of work over a term of a different length.
Classroom or direct faculty instruction and out-of-class student work leading to the award of credit
hours may vary for courses that require laboratory work, internships, practica, studio work, online
work, research, guided study, study abroad, and other academic work to achieve the identified
student learning outcomes. In addition, student workload may vary based upon program
expectations established by national or regional accrediting bodies.
Assignment of credit hours for courses will occur during program/course approval processes and
be monitored through faculty, curriculum, and program reviews established by the university.
Worksheet, determining classroom or direct faculty instruction hours:
1. Multiple the number of course units x 15
2. Divide #1 by the number of weeks in the term
______
______
The answer in #2 is the number of hours/week of direct faculty instruction for your term.
Please note that if you calculate using a 50 or 55 minute hour, then you need to adjust the
calculations in this manner:
1.
2.
3.
4.
Multiple the number of course units by 60
Divide #1 by 60
Multiple #2 by 15
Divide #3 by the number of weeks in the term
______
______
______
______
The answer in #4 is the number of hours/week of direct faculty instruction for your term.
Worksheet, determining out-of-class instruction hours:
1. Multiple the number of course units by 2 (for UG courses) or 3 (for GR courses)
2. Multiple #1 by 15
3. Divide #2 by the number of weeks in the term
The answer in #3 is the number of hours/week of out-of-class requirement.
______
______
______