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Instructions for editing the standardized syllabus
 Each section that is headlined by “Click here to enter text” or in grey font must be
updated before the syllabus can be distributed.
 Information that is highlighted in yellow can be edited at the discretion on the
professor. The professor can also choose to keep the default text that has been preapproved by the School of Public Health and Health Professions.
 Under section IV entitled “Grading”, the grade determination table needs to be
updated by changing “xx” to a numerical figure that will indicate an approximate
cut-point for each letter grade.
 All information that is not highlighted in yellow under section IX entitled “Policy
Regarding Absences, Attendance, Assignments, Exams, and University Policy on
Incompletes in Courses” must remain unedited as per University policy.
 This document provides resources under each subheading that may be useful in
compiling an appropriate syllabus for each course.
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University at Buffalo
The State University of New York
School of Public Health and Health Professions
Department Name
Program Name
Semester, Year
Day (s), Time
Course No.:
Course Number, Course Section
Class Day/Time:
Course Title:
Course Title
Class Location:
Building, Room #
Format:
LEC, SEM, LAB, TUT, REC
Instructor(s):
Primary Instructor, Additional Instructors.
Office:
Building, Room #
Telephone(s):
Office #, Additional #’s
Email:
University email address, additional email addresses.
Office Hours:
Days, Time
Teaching Assistant:
Name, Contact information
Prerequisite(s):
Prerequisite Courses
I.
(a)
Course Description:
Resources:
The learning-centered course description will give guidance to students about the
learning to be completed in the course. It provides elements of context about the
course content for students as they are able to see where the course fits in with
other courses. A description also states how the course will enrich their
academic/professional degree. Course description would be directly aligned with
the University catalog. As per http://undergradcatalog.buffalo.edu/policies/course/syllabi.shtm “Course description. Statement of
general course goals and the academic topics and content covered in the course.”
Links
to course description of: PT 508, RSC 610, 0T 371 Additional/supporting information
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( required) may be viewed in the course rationale/relationship to curriculum design
of the following: OT 371, PT 508, RCS 610. Faculty Senate ( Griener et al –Items ;
a,- c )
(b) Course Rationale/Relationship to Curriculum Design:
Resource:
This section links the course to any pre requisites to explain how the current course
will expand on previous concepts. It also links the course to future courses for which
this course provides foundational information.
II.
Course Objectives / Competency / Instructional Method(s) / Assessment Method(s)
Examples for the above tables can be found at the below course links
PT 508
OT 371
RSC 610
Resources:
Required ( as per University )
Learning Objectives should:
•
Focus on the learner (student); and
•
Specify what the learner should be able to do at the end of the course.
Instructional Method(s):
“For each learning objective listed, indicate the type of instructional method(s) used
to advance the objective. (These include methods such as lecture, lab, seminar,
fieldwork/practicum, tutorial…, cooperative learning experience and/or presentation
by student(s).”
Assessment Method(s):
“For each learning objective listed, indicate the assessment used to measure student
achievement relative to the objective. (These include written exam, oral
examination, practical exam, paper, presentation, portfolio, student self and peer
evaluation…”
LINKS
Dale Fish memo December 15, 2008: ____________________________
Greiner memo: ____________________________
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CAPTE
ACOTE
CEPH
____________________________
____________________________
____________________________
Objectives development
Tutzauer: Writing Behavioral Learning Objectives.
http://www.tutzauer.com/sylguides/BehavioralLearningOutcomes.doc
Tutzauer: Assessment Methods
http://www.tutzauer.com/sylguides/AssessingStudentAchievement.doc
Tutzauer: Classroom Assessment Techniques
http://www.tutzauer.com/sylguides/CATsHandout.doc
III. Textbooks /Equipment
IV. Course Requirements and Assignments
Resource:
UB Faculty Senate Resolution on “Assessments of Instructional Effectiveness”:
http://faculty-senate.buffalo.edu/resolutions/res5.htm#IVj
V.
Course Evaluation
A. Background
Dale Fish memo July 21, 2010
Faculty in charge of each course are responsible for their CoursEval response
rates. Chairs are responsible for reviewing CoursEval reports at the end of each
semester, discussing results with faculty, and developing action plans to address
any apparent deficiencies. The Associate Dean for Academic and Student Affairs
is responsible for monitoring all SPHHP CoursEval reports and working with
Chairs to encourage actions that strengthen curriculum and teaching quality.
Achieving the highest possible response rates typically requires a multifaceted
approach. All teaching faculty should:
1. Include language in the course syllabus that encourages participation in
the CoursEval survey
2. Make concerted efforts to personally urge students to participate in the
CoursEval survey.
These first two steps are appropriate, but have proven to be insufficient in
eliciting the required 70% response rate. Therefore, faculty are also urged to:
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3. Consider using an incentive for student participation, e.g.:
a. Providing a small % increase in each student’s class average if the
collective response rate for all students in the class is, e.g., 70%,
80%, 90%, or higher. OR
b. Providing a small % increase in class average specifically to those
students who participate in the CoursEval survey. At the
conclusion of the CoursEval data collection ‘window’, the
CoursEval administrator (Cassandra Walker-Whiteside) can
provide to the course coordinator a list of students who have [or
have not] submitted the CoursEval survey. This does not violate
confidentiality because only participation in the process is
revealed (it is nevertheless good to explain this to students in
class).
B. Example of text that can be used in a syllabus:
Each student who submits a completed online evaluation as reported to the
Course Coordinator by the SPHHP CoursEval Administrator will be awarded a 1%
increase in his/her overall course average. CourseEval procedures protect the
anonymity of student respondents – the Course Coordinator will receive a list of
names of students who have submitted evaluations, but no faculty member
receives evaluation reports (ratings and comments) before grades are submitted,
and student names are not included on evaluation reports.
VI. Grading
Resource:
UB Faculty Senate resolution on “Assessment of Instructional Effectiveness”:
http://faculty-senate.buffalo.edu/resolutions/res5.htm#IVj
[ Items h. and d. ]
VII. Other course related information
This optional section can be used to insert other course specific material (e.g., information
about expectations for behavior/conduct at field training or clinical placement locations,
etc.
VIII. Communication
If you have multiple email accounts, please be sure that you access (or forward) your UB
email. Your UB email is the account I will use to send course-related materials.
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IX.
Policy Regarding Absences, Attendance, Assignments, Exams, and
University Policy on Incompletes in Courses
•
Class Attendance and Absences
As many in-class activities will be completed throughout the semester, class
attendance is expected. In the case of exceptional circumstances that result in you
being late or absent, you must contact me prior to the start of class (either by email
or by leaving a telephone message). Please be aware that an absence from class
under these circumstances does not excuse you from any required assignments.
•
Late Assignments
All assignments are due in the Digital Dropbox at the designated time and due date.
Failure to submit the assignment when due will result in a loss of 5 points per day that
the assignment is late. Assignments that are more than 3 days late will not be
accepted. If there are circumstances that will preclude you from turning in
assignments on the due date, it is imperative that you discuss the situation with the
instructor prior to the due date.
•
Exams and Final Exam
There will be no exams in this course.
•
Policy on Incomplete Grades for the Course
Incomplete grades will be given only if there are extenuating circumstances (i.e.
severe illness) that preclude the student from completing the course. The student
must have satisfactorily completed all course work and successfully passed all exams
(B or better) up until the time an incomplete is requested.
•
University Policy on Incomplete Grades
A grade of incomplete (“I”) indicate that additional course work is required to fulfill
the requirements of a given course. Students may only be given an “I” grade if they
have a passing average in coursework that has been completed and have well-defined
parameters to complete the course requirements that could result in a grade better
than the default grade. An “I” grade may not be assigned to a student who did not
attend the course. Prior to the end of the semester, students mu8st initiate the
request for an “I” grade and receive the instructor’s approval. Assignment of an “I”
grade is at the discretion of the instructor.
The instructor must specify a default letter at the time the “I” grade is submitted. A
default grade is the letter grade the student will receive if no additional coursework is
completed and/or a grade change form is not filed by the instructor. “I” grades must
be completed within 12 months. Individual instructors may set shorter time limits for
removing an incomplete than the 12-month time limit. Upon assigning an “I” grade,
the instructor shall provide the student specification, in writing or by electronic mail,
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of the requirements to be fulfilled, and shall file a copy with the appropriate
departmental office.
Students must not re-register for courses for which they have received an “I” grade.
Applicable dates regarding the 12-month provision:
Courses taken in (semester):
Will default in 12 months on:
Fall
December 31
Spring
May 31
Summer
August 31
The “I” must be changed to a grade before the degree conferral date if the students
plans to graduate in that semester. At any time prior to the default date, students
may elect to change the “I” grade to the default grade using the Grade Retrieval
Form.
A default grade an be “A-,” “B+,” “B-,” “C+,” “C-,” “D+,” “D,” or “F.” (If a student
selected an S/U grading option, it will replace the default letter grade when the grade
defaults.)
Disability Policy
If you have any disability which requires reasonable accommodations to enable you to
participate in this course, please contact the Office of Disability Services (ODS),
25 Capen Hall, 645-2608, and also the instructor of this course during the first week of
class. ODS will provide you with information and review appropriate arrangements for
reasonable accommodations.
Academic Integrity
Students who are suspected of academic dishonesty will be dealt with severely in
accordance with the Department and University Policy. This may include a grade of 0 for
an assignment and/or failure in a course.
Academic Dishonesty: Actions that compromise academic integrity include, but are not
limited to the following examples:

Previously submitted work: Submitting academically required material that has been
previously submitted – in whole or in substantial part – in another course, without
prior and expressed consent of the instructor.

Plagiarism. Copying or receiving material from any source and submitting that
material as one’s own, without acknowledging and citing the particular debts to the
source (quotations, paraphrases, basic ideas), or in any other manner representing
the work of another as one’s own.

Cheating. Soliciting and/or receiving information from, or providing information to,
another student or any other unauthorized source (including electronic sources such
as cellular phones and PDAs), with the intent to deceive while completing an
examination or individual assignment.
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




Falsification of academic materials. Fabricating laboratory materials, notes, reports,
or any forms of computer data; forging an instructor’s name or initials; resubmitting
an examination or assignment for reevaluation which has been altered without the
instructor’s authorization; or submitting a report, paper, materials, computer data,
or examination (or any considerable part thereof) prepared by any person other
than the student responsible for the assignment.
Misrepresentation of documents. Forgery, alteration, or misuse of any University or
Official document, record, or instrument of identification.
Confidential academic materials. Procurement, distribution or acceptance of
examinations or laboratory results without prior and expressed consent of the
instructor.
Selling academic assignments. No person shall sell or offer for sale to any person
enrolled at the University at Buffalo any academic assignments, or any inappropriate
assistance in the preparation, research, or writing of any assignment, which the
sellers knows, or has reason to believe, is intended for submission in fulfillment of
any course or academic program requirement.
Purchasing academic assignments. No person shall purchase an academic
assignment intended for submission in fulfillment of any course or academic
program requirement.
COURSE SCHEDULE
This course schedule is subject to revision due to unforeseen events. Any course schedule
changes or additional readings will be posted on UB Learns and will be announced in class as
time permits.
Note: Additional required readings may be assigned and will be assigned at least one week prior
to the class for which they are assigned.