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https://killexams.com/exam_list/EnterasysKillexams : CBSE Class 10 Syllabus 2023-24 (All Subjects) - get in PDF
CBSE Syllabus 2023-24 for Class 10: The CBSE Class 10 Syllabus for the new academic session is out on the board’s official website, cbse.gov.in. get the subject-wise PDFs of latest syllabus from this article.
CBSE Class 10 Syllabus 2023-2024: The Central Board of Secondary Education (CBSE) released the syllabus for classes 9th to 12th for the new academic session, 2023-2024. CBSE Class 10 students can check the new curriculum prescribed by the board here for all subjects taught in Class 10. The new CBSE syllabus is instrumental to students not only to perform well in board exams but also helps them excel in all spheres of academics.
We have provided below the subject-wise PDF of CBSE Class 10 Syllabus 2023-24. This syllabus includes the course structure, unit-wise marks distribution and number of periods allocated for each unit in a subject. Additionally, CBSE Class 10 Syllabus also provides information about the exam pattern, question paper design, projects, assignments and practicals to be conducted throughout the year. Therefore, students must go through the latest CBSE syllabus and plan their studies accordingly for excellent performance in exams.
Download CBSE Class 10 Syllabus 2023-2024 of All Subjects from the links mentioned below:
Also Check;
How is CBSE Cass 10 Syllabus Important?
CBSE syllabus is an all inclusive guide for the course structure and course curriculum offered in an academic session. CBSE Class 10 Syllabus 2023-24 has all elements necessary to understand the type and volume of contents prescribed by the board. With the help of CBSE syllabus, it would be easy for students to know the chapter-wise Topics to be covered throughout the year. In addition to this, the unit-wise weightage distribution prescribed in the syllabus will supply them an idea of the important parts of the syllabus that must be covered with extra attention and focus.
Fri, 02 Jun 2023 01:34:00 -0500text/htmlhttps://www.jagranjosh.com/articles/cbse-class-10-syllabus-2023-24-pdf-download-all-subjects-1680274022-1Killexams : Course Syllabus Information
In addition to the eleven required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: for some academic units, items on this list also may be required. Click here for a printer-friendly version.
Additional course information:
An expanded description of the course, its priorities, key concepts, etc.
Course schedule with due dates for assignments, exams, reading, and other activities
Disclaimer about the possibility of changes to the course schedule
Additional instructor information:
Instructor office location and office hours
Additional information about learning activities /assignments:
Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences)
Articulation of the link between course assignments/activities and stated learning outcomes, objectives, and/or competencies
Additional information about course materials:
Recommended and/or optional readings or texts
Information about accessing electronic reserves
Additional information about student support resources:
University-wide academic success and support resources
-- Insert and/or link to recommended text for the Student Success Center here
-- Insert and/or link to recommended text for University Writing Services here
-- Insert and/or link to recommended text for the University Counseling Center here.
Course-/program-specific support resources [if applicable]
Other campus resources relevant to the course (e.g., liaison librarian, residence hall coordinator for learning community courses, etc.)
Additional information about academic honesty:
Unit-level academic honesty policies and practices [if applicable]
Course-specific guidance on academic honesty
Statements of professional ethics or codes of conduct [if applicable]
Other information:
Basic needs syllabus security statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)
Course etiquette/civility policies or other expectations about interactions between and among members of the class
With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.
Information about what will happen in cases of inclement weather
Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations; active shooter response, etc.)
Distinction between “excused” and “unexcused” absences [if applicable and consistent with University attendance policy]
Statement that student work in the course may be used in course/program assessment
Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)
Thu, 25 Nov 2021 15:41:00 -0600entext/htmlhttps://www.slu.edu/provost/faculty-affairs/teaching-resources-for-faculty/course-syllabus-information/index.phpKillexams : Syllabus and Course Development
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The Teaching and Learning Center (TLC) supports Drexel University instructors in course development, including the development of course learning goals and the design of assessments and learning activities to meet those goals. This site provides links to a number of resources that can assist instructors in that process, as well as links to important policies and information that instructors at Drexel should use in the creation of their syllabi. In addition to these resources, TLC consultants are available for individual consultations at any stage of the course and syllabus development process.
Drexel University Policies and Practices
Drexel University Student Services
Strategies and Best Practices
Fri, 27 Aug 2021 17:07:00 -0500entext/htmlhttps://drexel.edu/teaching-and-learning/resources/syllabus-and-course-development/Killexams : CBSE Class 12 Syllabus 2023-2024 PDFs RELEASED: get New Curriculum of All Subjects
Class 12 CBSE Syllabus 2023-24:CBSE Class 12th curriculum for 2023-2024 session for all the subjects is available here in PDF format for all subjects. Check the subject-wise list and direct get the 12th class CBSE Syllabus PDFs from this article.
CBSE Class 12 Syllabus 2023-24:Central Board of Secondary Education (CBSE) has released the 12th class Syllabus for the senior secondary students in the 2023-24 batch. Now, students who are entering the new academic year can refer to the latest syllabus and curriculum to know the details regarding complete course structure, course contents, any addition or removal of Topics from the curriculum, question paper design, typology of questions, project work details and unit-wise weightage of marks.
Also Check;
With CBSE Board releasing the 2023-24 curriculum early on in the academic year, students and teachers will have ample amount of time to prepare themselves thoroughly for the annual board exams of the upcoming session. CBSE curriculum forms the base of education for lakhs and lakhs of Indian students. Therefore, it is created in such a way as to showcase India's shared vision of education encompassing local, national and global needs and expectations. It is designed with the vision to provide opportunities for students to achieve excellence in learning as prescribed in the NEP, also known as, National Education Policy-2020.
Also Check;
You can get the CBSE Class 12 Syllabus PDFs of all subejcts by clicking on the links in the table given below:
Also check below the syllabus for language subjects:
CBSE curriculum for class 12 encompasses 7 major learning areas: Languages, Humanities, Mathematics, Sciences, Skill Subjects, General Studies and Health and Physical Education. Based on their division, we have provided the syllabus of all subjects in the tables given above.
Related:
ALSO CHECK:
Fri, 02 Jun 2023 01:21:00 -0500text/htmlhttps://www.jagranjosh.com/articles/cbse-class-12-syllabus-2023-24-download-pdf-all-subjects-1680273573-1Killexams : The Three Most Important Parts of a Syllabus
At the beginning of every course, you are handed a syllabus. The best of them are short. The worst ones are way too long. They can include all kinds of information, from a list of materials to a long essay about your professor’s teaching philosophy. A friend of mine once got a 20-page syllabus that included poems written by the instructor—and their first assignment was to write a poem based on the syllabus. (It was not a poetry class.)
These documents are supposed to help you prepare for and stay on top of your work in the course, but if you get too many filled with extraneous information, you may start to ignore them altogether. Don’t do that. Every syllabus contains at least three vital pieces of information you need to look for.
Assignment due dates
The first thing you should look for on your syllabus is the schedule of when assignments are due and when tests will take place. If that schedule isn’t on there, ask your professor to email it to you—and everyone else—right away, but it should be; it’s one of the key elements of any useful syllabus.
It’s a good idea to copy this schedule into your notes and add key dates to your calendar or the apps you use to plan your studying. This is really the most important information you need to know about and stick to. The syllabus will probably also include learning objectives in this section, and while these are important, your most basic goal (beyond hopefully learning something) is to get a good grade. If you stick to the schedule and get your work done, you’ll meet the learning objectives naturally, so don’t focus too hard on them at the start.
Grading structure
Most syllabi will break down the semester’s grading structure as well. For instance, a midterm might be worth 30% of your grade, while a group project might be worth 40%. These are important to keep in mind too. Teachers sometimes get a little flowery in their zeal for writing down their pedagogical philosophy, and while that sort of thing can help you complete the assignments to their liking, you’re better off focusing on the objective facts about what each assignment is worth in terms of your final grade.
If attendance counts toward your grade, that should be noted too, likely in the same section where the percentage breakdown of your final grade is listed. Pay close attention there; skipping required classes can be a grade-killer, even if you nail everything else.
Course materials
Finally, look for the list of course materials. Professors should include any necessary books, tools, software, or field assignments in the syllabus. Don’t delay in acquiring whatever it is they say you need. If your goal is to cut through the noise of the syllabus and the class at large and just get a good grade, the book or other required resources are what will help you to do that.
Everything else on the syllabus—academic integrity policies, course overviews, learning objectives, professors’ musings—is fine to read over, but don’t get too lost in the excess, and don’t toss out a too-wordy syllabus before you’ve extracted the three vital bits of information noted above.
What to do if a syllabus doesn’t include those three things
If a syllabus is vague about or doesn’t include these three key features, email your professor immediately to ask for clarification on them. Depending on how they respond, you can use your own discretion as to whether you want to escalate the issue to a dean, but consider that it is the instructor’s responsibility to provide you—and anyone who takes the class in the future—with a clear outline of what is expected of you, when it’s due, and how it will affect your final grade.
Wed, 31 May 2023 04:18:00 -0500entext/htmlhttps://lifehacker.com/the-three-most-important-parts-of-a-syllabus-1850488708Killexams : Supplemental SyllabusKillexams : Supplemental SyllabusSkip to Main ContentSkip to Main NavigationSkip to Footer
The University of North Georgia welcomes diversity, free speech, and the free exchange of ideas. Discussion should be held in an environment characterized by openness, tolerance of differences, and civility. The values of an intellectual community are trust, honesty, free inquiry, open debate, respect for diversity, and respect for others’ convictions. Further, the intellectual community always seeks to foster the virtues and characteristics of intelligence, curiosity, discipline, creativity, integrity, clear expression, and the desire to learn from others. It is these that must guide our work and exchanges in this class. These principles are delineated further in the ACE Statement on Academic Rights and Responsibilities.
If these values and principles are breached, students have the right and responsibility to discuss their concerns with the course instructor and, as needed, the department head. Usually, the concerns are addressed at this level, but sometimes the department head may refer students to another resource. In the event that either the student or the instructor is not satisfied after discussion with each other, he/she may take his/her concerns in writing to the Associate Provost for Academic Administration.
Student Code of Conduct and Honor Code
The Dean of Students has outlined a Student Code of Conduct, which includes the Honor Code. The Honor Code at the university is: A student will not lie, cheat, steal, plagiarize, evade the truth, conspire to deceive, or tolerate those who do. As described in the UNG Student Honor Code video, the Honor Code is a statement of how we act as a community. This is a philosophic ideal and helps us live out the University's core values. The Honor Code should guide individual behavior and remind each person of the expectations within the community.
Plagiarism and Turnitin.com
Students agree that by taking this course all required papers may be subject to submission for textual similarity review to Turnitin.com for the detection of plagiarism. All submitted papers will be included as source documents in the Turnitin.com reference database solely for the purpose of detecting plagiarism of such papers. Use of the Turnitin.com service is subject to the Terms and Conditions of Use posted on the Turnitin.com site.
Copyright
Both Federal and State laws forbid the unlawful duplication of copyrighted computer software or other reproductions of copyrighted material. In accordance with these policies, the University of North Georgia expressly forbids the copying of such materials supplied by or used in the university. Unlawful duplication of copyrighted materials by a user may result in disciplinary action by the university under the Student Code of Conduct (Non-Academic Infractions - Prohibitions, Theft), and/or possible criminal action by the owner of the copyright.
UNG has implemented an Academic Success Plan Program to identify and provide assistance to at-risk undergraduate students. Refer to your campus Academic Advising Center for the development of strategies that will enhance your academic success. You will be expected to take advantage of advising and other campus resources to achieve your academic goals.
Class evaluations at UNG are conducted online. Evaluation of the class is considered a component of the course and students will not be permitted to access their course grade until the evaluation has been completed. The evaluations will be accessible beginning one week prior to Final exam week.
CR – Credit (for Military experience)
I (Incomplete grades) - This grade indicates that a student was doing satisfactory work but, for non-academic reasons beyond her/his control, was unable to meet the full requirements of the course. For undergraduate programs, if an I is not satisfactorily removed after one semester (excluding summer), the symbol of I will be changed to the grade of F by the appropriate official. For graduate programs, if an I is not satisfactorily removed after two semesters (excluding summer), the symbol of I will be changed to the grade of F by the appropriate official. Under special circumstances, this period of time can be increased with the approval of the department head and the dean.
IP (In Progress) - This grade is appropriate for thesis hours, project courses, and Learning Support (LS) courses. It is not appropriate for traditional credit courses. If an IP grade isn't satisfactorily removed after 3 semesters, the symbol of IP will be changed to the grade of F by the appropriate official. Under special circumstances, this period of time can be increased with the approval of the dean. However, students who receive a grade of IP in a LS course or an ESL will retain this grade due to the nature of the course.
K - Student was given credit for the course via a credit by examination program
MW – Withdrawal for military exigencies
NR - The grade was not reported by the instructor
S - Student completed the course with satisfactory work
U - Student did not complete the course with satisfactory work
V - The student was given permission to audit the course. Students may not transfer from audit to credit status or vice versa. If an audit student withdraws from a course prior to the end of the term, a grade of W will be assigned as the course grade rather than a grade of V. Any audit student who is dropped by the instructor for excessive absences will be assigned a grade of W.
W or WF - The student was permitted to withdraw without penalty. Students may withdraw from courses prior to the midterm and receive a grade of W. However, instructors have the ability to change a grade of W to WF if the student is failing the course at the time of withdrawal. According to policy, the instructor must include the right to retain this ability in the course syllabus. Withdrawals without penalty will not be permitted after the midpoint of the total grading period except in cases of hardship as determined by the Vice Provost of Academic Affairs or his/her designee.
Student Enrollment
Students are considered active (eligible to register) if they enroll in both Fall and Spring semesters each year. Failure to do so requires a student to complete a re-enrollment form in Admissions. Summer semester enrollment is not required for active student status.
Course Attempts
Students may only attempt a course three times at UNG regardless of whether a “W” or a grade was assigned to the course (except for Learning Support and ESL courses).
Course Attendance
The Registrar’s Office will withdraw (W grade on transcript) students whose names are marked as non-attending by faculty during the Roll/Attendance Verification periods.
The University of North Georgia is committed to equal access to its programs, services, and activities, and welcomes otherwise qualified students with disabilities. (Disabilities include but are not limited to: learning barriers, medical concerns, or mobility concerns). Students who require accommodations and services must register with Student Accessibility Services. Student Accessibility Services provides accommodation memos for eligible students to supply to their instructors. Students are responsible for providing the “Accommodations Letter” to the instructors and must supply reasonable prior notice of the need for accommodation.
Students who exhibit behaviors that are considered to obstruct or disrupt the class or its learning activities are subject to sanctions under the Board of Regents Policy on Disruptive Behavior. Behaviors which may be considered inappropriate in the classroom include, but are not limited to, sleeping, coming in late, talking out of turn, inappropriate use of laptops or mobile devices, verbal behavior that is disrespectful of other students or the faculty member, non-compliance with the health and safety guidelines of the university, or other behaviors that may be disruptive. Students who exhibit such behavior may be temporarily dismissed from the class by the instructor and will be subject to disciplinary procedures outlined in the Student Handbook.
In the event of inclement weather that causes a campus closure or delayed opening, an announcement will be distributed first through the university’s Emergency Notification System. In the event of emergencies, closures or delayed openings, this system will provide important information regarding university operations or emergency actions. You can also find the status of each campus and more information on the UNG Emergency Information page.
Inclement weather notifications are likely to be segmented by campus location, as weather conditions may vary widely in the university’s five-campus area. Students will receive alerts for only the campus(es) where they are taking classes.
The Office of University Relations will also disseminate information through local media outlets.
If you do not have access to Banner, contact the Emergency Preparedness Coordinator at 678-717-3719 to have your information updated.
UNG Institutional Values
Excellence - Promoting standards of performance and accountability that exceed expectations
Student-focus - Facilitating success and educational goal attainment for all students and fostering a welcoming environment that values and reflects diversity and inclusion.
Integrity - Cultivating in ourselves and in others the willingness and steadfastness to act honestly and ethically
Engagement - Promoting active involvement, intellectual inquiry and creativity, collaboration, and community partnership
Service - Giving of oneself to enhance the life and richness of the university and all of its members, as well as the larger community
UNG Alert is the primary emergency messaging system that delivers text messages, voice calls, e-mails and desktop computer alerts in the event of severe weather, campus emergency, emergency evacuation, or other campus emergency.
All UNG emails are added into the system automatically. In addition, you may enter a phone number so that emergency announcements can be sent to you via voice and text message.
If you have questions, please contact Public Safety at 706-864-1500 or send an e-mail to emeralert@ung.edu.
If you do not have access to Banner, contact the Emergency Preparedness Coordinator at 678-717-3719 to have your information updated.
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Sat, 15 Aug 2020 07:21:00 -0500entext/htmlhttps://ung.edu/academic-affairs/policies-and-guidelines/supplemental-syllabus.phpKillexams : Creating a Syllabus
Creating a Syllabus
An effective syllabus brings together learning goals and objectives, learning activities, and means of assessment, presenting them to students clearly and precisely. The syllabus clarifies the instructor and student roles and has a significant impact on how students interpret the course and how they perceive their instructor (Harnish & Bridges, 2011). At its best, a syllabus presents a course as “an organized and meaningful journey” (Slattery & Carson, 2005). Most faculty and students consider the syllabus to be contractual—not legally binding, but in the sense of a “good faith” agreement. Faculty and students alike also value flexibility in the syllabus (Garavalia, et al., 1999).
Comprehensive vs. Concise Syllabus
Faculty and students may consider different aspects of the syllabus important. For instance, one study found that students considered examples of completed projects or papers significantly more important than faculty did (Garavalia, et al., 1999). This leads some teachers to utilize a comprehensive syllabus, which contains a nearly exhaustive amount of information that students might seek for the course. (See this comprehensive Syllabus Checklist.)
On the other hand, since students do not attend equally to all information on a syllabus, instructors may consider eliminating elements of the syllabus that neither students nor instructors see as particularly important. This may result in a concise syllabus, which can have a greater impact (Becker and Calhoon, 1999).
Either way, instructors should have strategies for organizing material on the syllabus and presenting it in an easy-to-read fashion. If you are creating a new syllabus for a Baylor course, you can consult this Syllabus Template (from Cornell University's Center for Teaching Innovation, revised and customized with permission) and these Sample Policy Statements for Baylor Syllabi.
The Co-Created Syllabus
A co-created syllabus (sometimes referred to, with different shades of meaning, as a student-authored syllabus, student-designed syllabus, or negotiated syllabus) can help students become personally invested in their learning. The instructor invites students to make choices about what they learn, how they learn, and how they are assessed, giving them a sense of agency and ownership. While sacrificing in-class time, the co-created syllabus can increase student motivation, participation, and problem-solving skills, and potentially yield higher student achievement.
A co-created syllabus is not a free-for-all. Instructors carefully frame student input by providing key components, such as the learning objectives, topics, and required or suggested readings. The instructor then solicits input on items such as assignments, classroom activities and behavior, and quizzes and exams. Although giving significant authority to students, instructors wishing to co-create the syllabus should guide students’ input, based on students’ abilities. For example, if students determine class assignments, instructors can guide students to think about the various dimensions of assignments: type, content, timing, diversity, quantity, and weight in grading (Hudd, 1997). Higher-level courses may invite greater input on topics, readings, etc.
The Graphic Syllabus and Outcomes Map
Students can often feel overwhelmed by the amount of text included in a syllabus. They may also fail to see logical connections between topics. Some argue that a graphic syllabus, a one-page “flowchart or diagram that displays the sequencing and organization of major course topics” can mitigate these problems and help the instructor sequence Topics more logically (Nilson, 2007).
Relatedly, students may have difficulty grasping connections between course objectives, assignments, and assessment as they are presented in a text-based syllabus. Nilson suggests providing students with an outcomes map that shows the order and development of student learning outcomes (Nilson, 2007).
Becker, A. H., & Calhoon, S. K. (1999). What introductory psychology students attend to on a course syllabus. Teaching of Psychology, 26(1), 6-11.
Garavalia, L. S., Hummel, J. H., Wiley, L. P., & Huitt, W.G. (1999). Constructing the course syllabus: Faculty and student perceptions of important syllabus components. Journal on Excellence in College Teaching, 10(1), 5-21.
Grunert, J., Millis, B. J., & Cohen, M. W. (2008). The course syllabus: A learning-centered approach (2nd ed.). San Francisco, CA: Jossey-Bass.
Harnish, R. J., & Bridges, K. R. (2011). Effect of syllabus tone: Students’ perceptions of instructor and course. Social Psychology of Education,14(3), 319-330.
Many of the decisions affecting the success of a course take place well before the first day of class. Careful planning at the syllabus design stage not only makes teaching easier and more enjoyable, it also facilitates student learning. Once your syllabus is complete, teaching involves implementing your course design on a day-to-day level.
Follow a few basic steps to help ensure your syllabus is more accessible by individuals with disabilities:
Use a sanserif font (e.g. Arial).
Create headings and subheadings using the built-in heading features of the authoring tool. This enables screen reader users to understand how the page is organized and to navigate effectively.
Try to present data in bulleted or numbered lists, rather than tables.
Try not to convey information solely through color. Colors that are used should have sufficient contrast.
If you add an image to your document, provide alternative text for the image that describes it. Users unable to see images depend on authors to supplement images with alternative text.
If you provide a hyperlink in your document to a website, provide text that describes what the user will see when they click on the link.
Syllabi communicate the design of the course, its goals, organization, expectations, and requirements to students. Key components of the syllabus are listed and explained below.
Course number, title, term, year, meeting times, and location. You may want to include a course description, whether from the General Bulletin or a more developed version of your own. supply a brief explanation of how the course fits into the larger curriculum: Is this course for majors? Does it meet Global Miami Plan requirements (and which one[s])? Is it part of a Thematic Sequence?
Specify any prerequisites or co-requisites.
Clarify the relevance, purpose, and scope of the course.
Faculty are advised to include this information on the syllabus:
Course materials provided to you, including presentations, tests, outlines, and similar materials, are copyright protected by the faculty member(s) teaching this course. You may make copies of course materials solely for your own use. You may not copy, reproduce, or electronically transmit any course materials to any person or company for commercial or other purposes without the faculty member’s express permission. Violation of this prohibition may subject the student to discipline/suspension/dismissal under Miami’s Code of Student Conduct or Academic Integrity Policy.
Books, course packets, calculators, art supplies, etc. Let students know what materials are required and where they can purchase or access them.
Please note: Books purchased via iTunes are not refundable.
Course outcomes should be tied to the SLOs of the major or degree program and, if applicable, those of Liberal Education. If you know that assignments for your course may be used for program assessment, please notify students that their work may be used for this purpose. The following language is suggested:
In addition to being evaluated by your course instructor, this academic work may be:
Viewed by designated Miami University personnel to gauge broader program achievement within Miami University.
Included in assessment reports, such as short quotations from your work that do not identify you.
Any work that can be connected with you will not be shared with a public audience nor will it be used for other purposes, such as published research, without your explicit written consent.
Assessment data are used by the university to determine how effective we are at cultivating successful students and achieving learning goals, not to evaluate your work as an individual student.
If you have expectations for how the students will conduct themselves in class, articulate them in the syllabus. This is the place to include information about your expectations for attendance, tardiness, personal use of technology, safety procedures in laboratories, class participation as well as return of student work, make-up examinations, and late work.
You may also wish to explain your expectations relating to an inclusive classroom by referring to the Code of Love and Honor.
Instructors are obliged to follow the class attendance policy in the Student Handbook (MUPIM 5.2).
Provide guidance to students about what they should do in class rather than what they should not do.
When possible, provide a reason related to the learning environment. Examples:
It's everyone's responsibility to support learning in this class. Be respectful of your classmates during discussion, as we will be discussing sensitive topics.
Consume food or drink outside the chemistry lab for your safety.
Attendance is vital to your learning, as this is a once-a-week seminar discussion class.
Clarify your expectations regarding attendance, along with citing Miami’s class attendance policy (Student Handbook 1.9). Be sure to supply short assignments during the first few weeks of the course to ensure that students are actively participating in the course and also enable you to supply meaningful midterm grades to your first and second-year students. Make sure that you use the photo roster to indicate students who have not attended or actively participated in the course.
Include a note in the syllabus informing students that they need to notify you within the first two weeks of class for a full-semester (full-term) course or in the first week of class for a sprint or part-term course if they will be unable to attend class due to a religious holiday. The following is an example of language that can be used:
Miami University recognizes that students may have religious observances that conflict with class sessions.Studentsneed to provide written notification of class session(s) that will be missed due to these observances.Notification must bewithin the first two weeks of class(two weeks for full semester classes, one week for sprint/partial term classes). Please see theUniversity Class Attendance policy websitefor the detailed policy and the currentlist of major religious holidays and celebrations. Additional information may be found on theStudent Life website.
The following language is taken from the website of the Office of Academic Integrity:
As a scholarly community, we must be clear about expectations for academic integrity in the classes we teach. Based on research of best practices for syllabi language, Miami recommends inclusion of the following in a syllabus:
A personal statement on the meaning and significance of honesty in the classroom. Such a statement might refer to students' future work in a job in the respective discipline, personal observations on the importance of integrity, etc.
Depending on the discipline, a general statement of academic guidelines (e.g., APA, Chicago Manual of Style) that students must use in their academic work.
A statement on if, when, and how students may collaborate with one another on assignments, projects, examination preparation, or examinations.
A referral to this website as well as other resources students may use in a particular class.
A reference to the definitions and penalties for academic dishonesty, located in Chapter 5 of the Student Handbook and on the undergraduate and graduate student pages of this website [MiamiOH.edu/integrity].
The Office of Disability Resources suggests that faculty include a statement like this on their syllabus:
If you are a student with a physical, learning, medical, and/or psychiatric disability and feel that you may need a reasonable accommodation to fulfill the essential functions of the course that are listed in this syllabus, you are encouraged to contact the Miller Center for Student Disability Services at 529-1541 (V/TTY), located in the Shriver Center, Room 304.
To help students to receive mental health support, faculty may wish to include a statement such as:
If you are a student who may be experiencing mental or emotional distress, you are encouraged to call Student Counseling Service(513-529-4634). For emergencies outside of business hours, the Community and Counseling and Crisis Center (844-427-4747) has a 24-hour hotline.
Look up the academic calendar on the Office of the University Registrar’s website so that you are aware of when your class will be meeting. The University Registrar assigns final exam dates. You should find the final exam schedule on the Office of the University Registrar’s website and include the date and time of your final exam on your syllabus.
Identify the key topics, assignments, and exams. supply as much information as you have about the work the students will be doing. You may want to tie the listing of the course activities back to the student learning outcomes for the course. You may want to include rubrics for major assignments here, or you may want to note here that more detailed information about assignments will come later.
You may wish to note that any of the course activities listed in the syllabus may be subject to change under certain circumstances, such as to enhance student learning.
Provide a list of readings (with full information) and where students might be able to acquire or access them.
Include a list of assignments, and specify which are graded and how they will be evaluated. Consult the Comprehensive Course Assessment Review and Improvement Tool or CCARIT developed by the CTE and HWCE to help you consider, analyze, and Strengthen the features of assessment practices and materials in your course.
Build in opportunities for formative feedback, and scaffold assignments carefully. Be clear about how you will calculate the final grade. Is there a set number of points for the semester, or are you using weighted grades? Be sure that what students are graded on, and therefore their course grades, will be tied to the course learning outcomes, activities, assignments, and assessments.
Include a list of resources (including locations and hours) for academic support that can help students to succeed in the course, such as the Rinella Learning Center and Howe Center for Writing Excellence.
Sat, 25 Nov 2017 00:17:00 -0600en-UStext/htmlhttps://miamioh.edu/academic-affairs/teaching/syllabus/index.htmlKillexams : The best dragon games on PC 2023
Looking for a list of the best dragon games on PC? Since long before the days of Dungeons and Dragons, and before Tolkein became the poster boy of fantasy, dragons have been the most fearsome and majestic creatures of myth. Usually, they breathe fire and hoard gold, other times they become companions and deign to be ridden, and more often than not they get mistaken for wyverns.
PC games, and the best RPGs in particular, are naturally swarming with dragons and dragon-like creatures, both as friends and foes. We’ve collected some of the best dragon games on PC like The Elder Scrolls V: Skyrim where you can encounter, battle, or befriend a dragon including entries from multiplayer games or MMORPGs. Given that dragons can’t often be taken down by a single adventurer (looking at you, Dragonborn) it makes sense that plenty of games that look to tackle dragons do so at the epic proportions of hundreds of players joining together to defeat them. Here are the best dragon games you’ll want to try if you want to take on these mythical monsters. We’re kicking off with some free-to-play before we get stuck into AAA titles.
Here are the best dragon games on PC:
Hero Wars
Though not the puzzle game that the adverts make it out to be, Hero Wars is a simple clicker game that’ll be just what you’re after if you’re looking for a game that’s good at filling those brief windows of time that pop up. The Secrets of the Dragon Mountains event has been released in Hero Wars.
It’s filled with daily challenges that start easy and slowly become more and more difficult as you play. There are so many heroes to unlock, and doing so will be a big part of the appeal for many players because they all fight in unique ways and some of them have interesting and unusual designs. Naturally, it tries to squeeze microtransactions out of you as you get further and further into it, but it’s definitely less predatory than some of the others out there.
Raid: Shadow Legends is a game that, we’re sure, requires no introduction. Anyone who watches YouTube will have probably seen countless promos for it – but you may not know the specifics. This is a game that’s all about building a team of champions and then taking them through dungeons made up of multiple turn-based RPG battles. Of course, some of these skirmishes will bring you up against dragons too.
Each champion has slightly different abilities, and they range from cool magical users like the Abbess, to more comedic characters, like the bumbling skeleton, Ultimate Deathknight. As you grow your collection through its gacha mechanics, you’ll have fun finding the right team for the specific challenges or even finding the ultimate group of fighters to dominate against other players online.
Since its release in 2020, many have remarked on the similarities between Genshin Impact and The Legend of Zelda: Breath of the Wild, as both games supply you a beautiful, expansive, open world to explore, full of things to do and resources to gather. Unlike Breath of the Wild, though, Genshin Impact is one of the best free PC games – but both games do contain dragons.
Indeed, dragons actually play a large role in the game’s lore, with them being the dominant species in the long-distant past. Genshin Impact includes quite a variety of dragons too, in that you’ll find both land and sea varieties and even dragons who are capable of talking. You’re going to have to take down some of the main dragons during the main quest, so you should keep an eye on our Genshin Impact tier list to pick the best characters available. If you’re after a free dragon game then this could be a great choice. Even if you’ve played Breath of the Wild, this is a similar, but decidedly distinct experience, rather than a lazy clone.
You might not have thought that the intricately woven political threads of Game of Thrones would have lent themselves well to a free-to-play game, but you’d have been wrong. In Game of Thrones: Winter is Coming, you play as a lord or lady vying for power following the death of Eddard Stark. The game is an MMORTS and essentially creates a digital Westeros in which players can live out their fantasies about being a person of influence within the iconic fantasy world.
But what about the dragons? Well, much as they are in the TV and novel series, dragons are crucial. It turns out Daenerys isn’t the only one who had some dragon eggs, because in this game, every player gets them. Once they eventually hatch, it’s up to you to nurture them as they grow bigger and stronger – eventually, they’ll be one of your most valuable units in battle.
You’d expect some good dragons from a game set in Dungeons & Dragons’ Forgotten Realms, and Neverwinter certainly delivers in that respect. There are campaigns that are entirely focused on dragons, weekly dragon-slaying quests, mighty dragon bosses, and all kinds of good Dragon loot to enjoy in this free-to-play RPG. Developer Cryptic Studios does an excellent job drawing on Dungeons & Dragons’ wealth of lore to create some of the toughest dragons in games.
Elvenar is a game that lets you build your own fantasy kingdom. In it, you choose between humans or elves, with each of them developing very different civilizations. As you build your cities and watch your empire grow, you must decide how you progress. Maybe you want to be a warlord who dominates the planet? Or maybe you want to be a respectful citizen of the world, who trades well and builds good relationships?
Of course, while building your kingdom in Elvenar, you will encounter dragons. Eventually, you’ll have the option to open the doors of your cities to the Sorcerers & Dragons group. Not only will this supply you access to powerful, magic buildings, but it lets you have dragons living in your city. How cool is that? Those fiery reptiles boast quite a list of benefits. Who’d want to invade a city full of dragons?
Ah, Final Fantasy. There’s a series that has been giving us virtual dragons to fight since 1987, and Final Fantasy XIV is no exception. Not only is this fantastic MMO packed to the brim with content to enjoy, with a deep and rewarding storyline, plus countless expansions, but did you know that you can play it for free too? Square allow you to play without paying all the way up to Level 60, which is actually a huge number of hours.
If you’re after an MMO that you can lose yourself in, with a thriving world that lets you pass your time in countless different ways. Whether you’re someone who likes to spend your time in games just peacefully sitting around in your FFXIV Island Sanctuary, or someone who wants to embark on an epic quest, both of these options will be available to you, with the story in the base game lasting a good 120 hours, and then four massive expansions with storylines that could be games of their own… and then, of course, there are dragons too (and the ones in this game have a fascinating backstory).
Tower of Fantasy
Following in the footsteps of Genshin Impact, Tower of Fantasy is an anime-style open-world MMO action RPG. Set in the distant future, this game sees you taking control of humans on the planet Aida, with gacha mechanics that allow you to unlock more characters, weapons, and vehicles as you progress through the story. Speaking of gacha mechanics, keep your account topped up with in-game goodies by memorizing our Tower of Fantasy codes guide.
So what does that have to do with dragons? Well, one of the bosses is called the Interdimensional Frostfire Dragon. This is an unusual, robotic rendition of a dragon, and while it may not be your traditional scaly beasty, you can’t deny that it looks really cool, and it makes for a heck of a battle too.
Archeage
For most of this MMO’s illustrious lifespan, dragons have represented the pinnacle of combat challenges. These winged reptiles are often world bosses capable of tearing your character limb from limb, however, thanks to the 4.5 update you can now raise your own dragons in Archeage and use them as mounts.
Skyrim
Skyrim’s dragons have defined a generation of scaled beasts the same way its horses have defined a generation of mountain climbing. Alduin and his ilk are the final fight for many a Dragonborn in the snowy peaks of the Nord homeland. Though the main story arc leading up to the stoic and storied dragons of Tamriel is a great finale to the story, dragons are just as likely to pop up while you’re picking flowers as when you’re actively seeking them out.
One of the best and worst feelings in Skyrim is hearing the giant wing flap directly overhead while you’re slowly trudging back to town over-encumbered with looted goods and thinking “oh dear”. You can drastically increase the number of dragons in Skyrim by checking out our best Skyrim mods page.
Rift
You won’t stumble upon dragons very often in this free MMO, instead, dragons are presented exactly as they should be: fearsome endgame bosses that will wipe your raid group of 20 countless times before you finally get the best of them. You’ll need to do your homework and bring plenty of resources to take on the several gods of the Blood Storm.
Elsewhere Rift feels remarkably similar to Classic WoW, from the selection of classes and the two alliances to the talent tree. There are hundreds of hours to grind through, but Rift does a great job of opening up new mounts, abilities, weapons, and loot to feed the power fantasy.
Elder Scrolls Online
Not to be outdone by Skyrim, The Elder Scrolls Online has finally added dragons to its list of enemies. Although not present in the base game of ESO, the Elsweyr expansion that brought players to the Khajiit homeland also adds the giant winged beasts, setting all those desert sands on fire. Dragon fights in ESO are open-world encounters meant to be tackled by dozens of players all coming together on the same map. Dragons can be spotted flying overhead before they eventually land in a space big enough for a fight where players can join together to take them down. Dragons are no joke in ESO, spewing out fire and other nasty AOE effects that can easily kill any player that isn’t on their toes.
Dark Souls series
It’s no surprise that a series lauded for its difficulty would pit players up against some of the biggest and baddest creatures of fantasy. For all that dragons feature in the lore of Dark Souls, it’s rare to come across the genuine article. Most of the dragonkin in the Dark Souls series are cousins of the big beasts: drakes and wyverns and other dragon-like creatures- but that doesn’t make them less formidable. From the true dragons like the thoroughly repulsive Gaping Dragon and Seath the Scaleless of Dark Souls to the less dragon but no less large Ancient Wyvern of Dark Souls 3, each are formidable foes in keeping with the Dark Souls tradition of epic boss fights.
Dragon Age: Inquisition
Dragons do appear in the first two Dragon Age games, heck the final boss fight of Dragon Age: Origins is with the giant Archdemon in the form of a dragon. Dragon Age: Inquisition has the best of the brood by far, though. After killing your first dragon anywhere out in Inquisition’s huge explorable zones, you’ll unlock a new quest asking you to kill the rest of the nine High Dragons. Each one dwarfs your party with a giant wingspan and equally giant list of special resistances and abilities. Dragon fights can rage on for quite a while since the Inquisitor and company only come as a party of four.
Dragon’s Dogma: Dark Arisen
Although the original Dragon’s Dogma never made it to PC, the later port Dark Arisen brought us the Monster Hunter-style beast slaying that we originally missed out on. Dragon’s Dogma is packed with other gnarly big baddies from fantasy to slay, but with their name in the title, you’ll not be surprised to hear that dragons are kind of a big deal in Dark Arisen. The game starts out with one such monster eating your very heart out and in the true RPG hero style of “what doesn’t kill you makes you stronger,” you go on to slay beasts of all manner despite your new chest cavity, including heaps of draconic critters.
Ark: Survival Evolved
In Ark: Survival Evolved, a game ostensibly about taming giant creatures and cleaning up their poop, dragons are not for fighting. Or, they are for fighting, but usually with the end-goal of taming and then riding them. It’s the How To Train Your Pet Dragon game that we definitely needed on PC. Ark originally only had one dragon: the purple and orange beast that can only be visited by generating a Dragon Portal to the Dragon Arena. Unfortunately, in the base game you’re only able to fight and kill the dragon and can only tame it with the use of console commands. In the Scorched Earth DLC, however, there are numerous additional dragons (wyverns, actually) from poison to lightning to fire that can be battled, tamed, and flown all over the map. Don’t forget to take your adventures to the next level with our best Ark mods guide to drastically alter the gameplay.
Monster Hunter World: Iceborne
Monster Hunter World: Iceborne is stuffed full of elder dragons of many different types. Though it isn’t the first time that dragons have shown up in the series, there’s no doubt that they’re most impressive in MHW. Monster Hunter World’s dragon fights make for some of the biggest and toughest encounters you’ll face in this open-world game, culminating in the final fight of the story against the elder dragon Xeno’jiiva. That isn’t the final dragon though. Plus, not enough dragon games let you turn your fiery foes into a fetching set of armor. Take a look at our Monster Hunter World Iceborne review to see how this expansion improves the game’s base content.
Guild Wars 2
Guild Wars 2 is regarded as one of the best MMOs around for its single-player storyline, deep lore, and achingly pretty open-world. Every new area you come across is brimming with interesting stories, quests, and rewards, and they all feel genuinely alive in a way that very few MMOs are ever capable of delivering.
That originality and attention to detail bleed over to its enemy design, especially when it comes to its dragons. Whether it’s wyverns, drakes, or the Elder Dragons, all of Guild Wars 2’s winged reptiles feel like a part of the world, with storylines and histories of their own. Their status is imprinted on the land of Cantha, so when you eventually face them on the battlefield it feels like a momentous occasion.
The elder dragons of Tyria are so monstrous that even some of Guild Wars 2’s giant world bosses are just the minions of the apex predators. In the base game of Guild Wars 2, three of the colossal world bosses that players on a map all join together to fight are the lieutenants of the true elder dragons.
Throughout the game’s history, some of these fights have changed to grow in complexity, Teqatl the Sunless being one of the larger adaptations. While Teqatl was somewhat formidable at launch, players adapted to killing it quickly and the giant Lieutenant of Zhaitan the elder dragon morphed into a much tougher fight requiring greater coordination between players. Now, each new story arc and expansion of the Guild Wars 2 story seems to introduce a new dragon to fight (or sometimes befriend). Now that Guild Wars 2 has mounts for players to ride on, you can even fly a draconic Skyscale around Tyria as well, though it’s nowhere near as scary as an elder dragon. supply our Guild Wars 2: End of Dragons review a read to discover what the latest expansion has brought to the game.
Gothic series
The Gothic series, like some other sword-swinging fantasy RPGs on this list, have a history with dragons. If you’re looking for an option from the old games category then Gothic 2 features a number of dragon fights throughout its campaign. Although they aren’t nearly as big and epic as the other dragons on the list, Gothic 2’s many dragon fights can still be a challenge. Gothic 3’s dragons are considerably more impressive, or at least more dragon-y in their movements, even if they still aren’t quite the house-sized creatures of other games.
World of Warcraft
World of Warcraft’s third expansion Cataclysm from 2010 (not quite classic) brought with it sweeping changes when the dragon Deathwing wrought havoc across all of Azeroth. Whole areas of the map and environment were left affected by The Shattering, the world-changing event of Deathwing’s return. Naturally, Deathwing also serves as the final boss encounter for the Cataclysm expansion in an epic faceoff with players. Years later, you can now degrade Deathwing by riding a dragon mount in his image just so he remembers who bested him. Read all about the latest dragon-filled expansion in our WoW Dragonflight review.
There you have it, the best dragon games on PC. Dragons have long been the face of fantasy monsters and for good reason. These epic-sized creatures make for equally epic encounters in just about every one of the games you can find them in. Whether you’re facing them toe to claw or strapping a saddle on your fire-breathing friend, dragons make just about every fantasy game just a bit grander.
The course syllabus serves as a contract between the student and professor regarding course expectations and policies. The course syllabus should clearly communicate what the instructor expects of students and what students can expect from the instructor.
Required Sections
The course syllabus must be finalized and distributed to the class during the first week of classes. All course syllabi should include the following components:
Basic Information
Course Subject Code (i.e., ANA)
Course Number (i.e., 599)
Type of Instruction (i.e., LEC, SEM, TUT, etc.)
Course Title
Class Number (i.e., 12345)
Semester (i.e., fall 2018)
Course Information
Date(s)/time(s)
Delivery mode (e.g., hybrid, online, traditional)
Number of credits (include ranges where applicable)
Instructor name(s) and contact information (including office hour information, where applicable)
Other relevant persons (e.g., TAs) where applicable and contact information (including office hour information, where applicable)
Course Description
Should conform to the official description for the course; if this description is outdated, a new course description should be submitted via your department scheduler to the university scheduling system for use in all UB communications and systems.
Course prerequisites (if applicable); clear description of prerequisite coursework or knowledge expected prior to start the course.
Course Materials
The course materials section may include the following:
Required and recommended memorizing materials, resources, textbooks and resources citations.
Location/availability of course materials, where applicable (e.g., items on reserve through library, use of Brightspace, etc.).
Student Learning Outcomes
Learning outcomes for the course should be linked back to the curriculum map for the program. Whether these are called outcomes, goals or objectives, these are specific student-focused statements that specify what the student should be able to do or know at that the completion of the course. Student Learning outcomes should:
Include objectives which delineate what the students should achieve from the course.
Be clearly linked to the more expansive student learning outcomes of the degree program, either in the syllabus or noted with a link to a site with the details on how the course relates to the larger program-level goals.
Course Learning Outcome
Program Outcomes/Competencies
Instructional Method(s)
Assessment Method(s)
Course Requirements
Please include the following:
Number of papers, tests and any other requirements, such as homework, attendance, class participation, laboratory assignments and clinical performance, that will count toward the final grade.
Deadlines for assignments. Assignments should be linked to each of the student learning outcomes being assessed. A single assignment may be used to assess more than one learning outcome and an outcome may be assessed by more than one assignment.
Grading Policy
Students should be apprised of how various graded activities will be combined to form their final grade for the course, including:
How results from various requirements will be combined into a final grade*.
Relative weightings.
A make-up policy for tests.
Specification of the level of work that must be completed in order to obtain specific letter grades (A through F) or a passing grade if the course is graded on a pass/fail basis.
Reference to the university’s Graduate Incomplete Policy and any additional instructor requirements and comments regarding the use of incomplete grades.
*The course syllabus should include a statement that reminds students of their responsibility to participate in the course evaluation process.
To clearly articulate the weight of each assignment, consider using a chart (see trial below).
Weight (percent of overall grade)
Assignment
xx%
xx%
xx%
100%
Graduate Grade Options:
Grade
Quality Points
A
4.000-3.671
A-
3.670-3.331
B+
3.330-3.001
B
3.000-2.671
B-
2.670-2.331
C+
2.330-2.001
C
2.000-1.671
C-
1.670-1.331
D+
1.330-1.001
D
1.000-0.001
F1 (for a student who participated beyond the 60% point of the class)
0.000-0.000
F2 (for a student who started participating, but stopped prior to the 60% point of the class)
0.000-0.000
F3 (for a student who did not participate in the class)
0.000-0.000
S
n/a
U
n/a
Incomplete Grade Options:
Grade
Quality Points
I/A-
3.670-3.331
I/B+
3.330-3.001
I/B
3.000-2.671
I/B-
2.670-2.331
I/C+
2.330-2.001
I/C
2.000-1.671
I/C-
1.670-1.331
I/D+
1.330-1.001
I/D
1.000-0.001
I/F1 (Incomplete/Failure for a student who participated beyond the 60% point of the class)
0.000-0.000
I/F2 (Incomplete/Failure for a student who started participating, but stopped prior to the 60% point of the class)
0.000-0.000
I/S
n/a
I/U
n/a
Academic Integrity
The following text must be included on the syllabus:
Academic integrity is critical to the learning process. It is your responsibility as a student to complete your work in an honest fashion, upholding the expectations your individual instructors have for you in this regard. The ultimate goal is to ensure that you learn the content in your courses in accordance with UB’s academic integrity principles, regardless of whether instruction is in-person or remote. Thank you for upholding your own personal integrity and ensuring UB’s tradition of academic excellence.
Please also include any additional instructor, programmatic, departmental or decanal level requirements regarding academic dishonesty, as applicable.
Accessibility Resources
The following text must be included on the syllabus:
If you have any disability which requires reasonable accommodations to enable you to participate in this course, please contact the Office of Accessibility Resources in 60 Capen Hall, 716-645-2608 and also the instructor of this course during the first week of class. The office will provide you with information and review appropriate arrangements for reasonable accommodations, which can be found on the web at: http://www.buffalo.edu/studentlife/who-we-are/departments/accessibility.html.
Optional Sections
Weekly Course Schedule
Week Number and/or Date
Topic
Required Reading(s)/Assignment(s)
Due Date
Attendance Policy
Your attendance policy might include reference to:
While your attendance and participation are essential components of this course, it is critical that you follow public health guidelines. As such, any student exhibiting COVID-19 symptoms should not come to campus to participate in coursework. If you need to miss class due to illness, isolation or quarantine must notify the instructor by email as soon as possible and no later than 24-hours after missing class. At that time, you are also expected to make arrangements to complete missed work.
Protecting Course Materials Disclaimer
Your graduate course syllabus should include the following language, (if you desire to protect your course materials from use outside of your class):
"All materials prepared and/or assigned by me for this course are for the students’ educational benefit. Other than for permitted collaborative work, students may not photograph, record, reproduce, transmit, distribute, upload, sell or exchange course materials, without my prior written permission. “Course materials” include, but are not limited to, all instructor-prepared and assigned materials, such as lectures; lecture notes; discussion prompts; study aids; tests and assignments; and presentation materials such as PowerPoint slides, or transparencies; and course packets or handouts. Public distribution of such materials may also constitute copyright infringement in violation of federal or state law. Students who violate this policy will be required to complete an educational sanction about the value of intellectual property. More serious and/or repeat violations of this policy may be treated as acts of “academic dishonesty” and/or subject a student to disciplinary charges under the Student Code of Conduct."
Instructor and Course Support Staff Information
The following could be included in this section:
Relevant professional information and/or teaching philosophy.
Roles and responsibilities of course support staff (e.g., TAs/GAs)
Lab Safety
This section could include guidelines for lab safety, including policies and procedures.
Classroom Decorum
Discussion of classroom expectations, including tardiness and/or use of cell phones and laptops, may be included in this section.
University Support Services
Students are often unaware of university support services available to them. For example, the Center for Excellence in Writing provides support for written work, and several tutoring centers on campus provide academic success, support and resources.
Other vital support for graduate students include counseling services and sexual violence resources. A support service section of your syllabus might include information about those. Feel free to add the following text in your syllabus as you see fit.
Counseling Service
As a student you may experience a range of issues that can cause barriers to learning or reduce your ability to participate in daily activities. These might include strained relationships, anxiety, high levels of stress, alcohol/drug problems, feeling down, health concerns, or unwanted sexual experiences. Counseling, Health Services and Health Promotion are here to help with these or other issues you may experience. You learn can more about these programs and services by contacting:
Counseling Services 120 Richmond Quad (North Campus), 716-645-2720 202 Michael Hall (South Campus), 716-829-5800
Health Services 4350 Maple Rd, Amherst, NY 14226, 716-829-3316
UB is committed to providing a safe learning environment free of all forms of discrimination and sexual harassment, including sexual assault, domestic and dating violence and stalking. If you have experienced gender-based violence (intimate partner violence, attempted or completed sexual assault, harassment, coercion, stalking, etc.), UB has resources to help. This includes academic accommodations, health and counseling services, housing accommodations, helping with legal protective orders, and assistance with reporting the incident to police or other UB officials if you so choose. Please contact UB’s Title IX Coordinator at 716-645-2266 for more information. For confidential assistance, you may also contact a Crisis Services Campus Advocate at 716-796-4399.
Please be aware UB faculty are mandated to report violence or harassment on the basis of sex or gender. This means that if you tell me about a situation, I will need to report it to the Office of Equity, Diversity and Inclusion. You will still have options about how the situation will be handled, including whether or not you wish to pursue a formal complaint. Please know that if you do not wish to have UB proceed with an investigation, your request will be honored unless UB's failure to act does not adequately mitigate the risk of harm to you or other members of the university community. You also have the option of speaking with trained counselors who can maintain complete confidentiality. UB’s Options for Confidentially Disclosing Sexual Violence provides a full explanation of the resources available, as well as contact information. You may call UB’s Office of Equity, Diversity and Inclusion at 716-645-2266 for more information, and you have the option of calling that office anonymously if you would prefer not to disclose your identity.
Technology Recommendations
To effectively participate in this course, regardless of mode of instruction, the university recommends you have access to a Windows or Mac computer with webcam and broadband. Your best opportunity for success in the blended UB course delivery environment (in-person, hybrid and remote) will require these minimum capabilities.
Additional Optional Text: For this class, you should have access to (insert specific requirement here). Access is available (insert where on campus/how) or (recommended) students can purchase the (repeat specific requirement here) (insert where to purchase).
Public Health Compliance in Classroom setting
While UB no longer requires masking in the classroom setting, as a student there are still requirements that you need to follow if you are not fully vaccinated or use UB transportation. Please refer to UB's Coronavirus Student Compliance Policy for the most up-to-date guidelines.
Additional Notes
Departments/programs may have additional requirements and/or may outline a particular format for the syllabus. Faculty should check to make sure there are no additional departmental guidelines they must follow when creating/revising course syllabi.
Wed, 19 May 2021 11:16:00 -0500entext/htmlhttps://www.buffalo.edu/grad/intranet/curriculum/course-creation/syllabus-guidelines.html
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