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.
3X0-103 syllabus - Linux Networking (Level 1) Updated: 2023
Sair Networking syllabus
Other Sair exams
3X0-101 Linux Installation and Configuration (Level 1)3X0-102 Linux System Administration (Level 1)
3X0-103 Linux Networking (Level 1)
3X0-104 Linux Security, Privacy and Ethics (Level 1)
3X0-201 Core Concepts and Practices (Level 2)
3X0-202 Apache Webserver
3X0-203 Samba Resource Sharing
3X0-204 Sendmail Mail Systems
3X0-103
Linux Networking (Level 1)
https://killexams.com/pass4sure/exam-detail/3X0-103
Question: 152
Which of the following is FALSE about IMAP?
A. IMAP manipulates the mail on the server without creating a local mailbox.
B. IMAP alters the messages after storing them in a local mailbox.
C. Messages can be deleted directly on the server.
D. IMAP requires continuous access to the Internet while users access their e-mail
accounts.
Answer: B
Question: 153
POP3 allows a client computer to retrieve e-mail from a POP3 server through TCP/IP.
A. TRUE
B. FALSE
Answer: A
Question: 154
INNis an implementation of which of the following protocols?
A. ftp
B. http
C. nntp
D. smtp
E. None of the above.
Answer: C
Question: 155
Which of the following Web browsers can be used with Linux?
53
A. Amaya
B. Arena
C. Netscape Communicator
D. Lynx
E. Xmosaic
F. All of the above.
Answer: F
Question: 156
Which of the following is a text-based Web browser?
A. Netscape
B. Mozilla
C. Lynx
D. Arena
E. Textix
F. All of the above.
Answer: C
Question: 157
Small programs that allow Web browsers to play audio and view video are known as:
(Select the best answer.)
A. Plugins
B. Cookies
C. Proxies
D. Modules
E. All of the above
Answer: A
Question: 158
54
In order to share a directory with a Windows machine, the _____ file must be edited to
include data on the path of the directory, the permissions of the directory, the name of the
share, the name of the computer, etc.
A. smb.conf
B. smbpasswd
C. win.conf
D. samba.win
E. netconfig.samba
Answer: A
Question: 159
What is Kibitz?
A. A benchmarking tool that allows a user to test the performance of networking
applications.
B. A configuration tool that allows a user to manipulate network settings.
C. A system administration tool that allows the superuser to recompile the kernel
remotely.
D. A networking tool that allows users to communicate.
E. All of the above
Answer: D
Question: 160
For which of the following is WvDial primarily used? (Select the best answer.)
A. It configures a Linux system to utilize a direct connection to the Internet.
B. It configures a Linux system to utilize a dial-up connection to the Internet.
C. It configures a Linux system for ISDN support.
D. It configures a Linux system for IP telephony.
Answer: B
55
Question: 161
Sid attempts to ping a remote host by name. Ping does not produce any output and Sid can
only recover from it by pressing CONTROL-C. Which of the following are reasons for
this? (Choose two.)
A. Sid forgot to append the " -F" (force) option to the command.
B. The target host is refusing to accept ICMP packets.
C. Sid's name server(s) is not functioning properly.
D. The gateway or router is dropping packets due to buffer overruns.
Answer: B, C
Question: 162
Will wants to display an xterm on the remote host, trombone, from his local client, star.
He issues the following command: "[will@star]$ xterm -display trombone:0" and
receives the errors below. Which of the following will more than likely correct BOTH of
these errors AND allow Will to accomplish his goal?
Xlib: Client is not authorized to connect to Server xterm Xt error: Can't open display:
trombone:0
A. On star, run the command "xterm -display trombone:1".
B. On trombone, run the command "xterm -display star:1".
C. On trombone, run the command "xhost +star."
D. On star, run the command "xhost +trombone."
Answer: C
Question: 163
Katie can only connect to remote hosts from her workstation by using IP addresses.
Which of the following are possible reasons for this? (Choose two.)
A. The named daemon on Katie's machine is not running.
B. The network cable is bad.
C. The "/etc/hosts" file may have some errors.
D. The "/etc/resolve.conf" file has the following file permissions: -rw-r--r--.
56
E. The name server is not responding.
Answer: C, E
57
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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.)
For the vast majority of us, Gigabit Ethernet is more than enough for daily tasks. The occasional big network file transfer might drag a little, but it’s rare to fall short of bandwidth when you’re hooked up over Cat 6. [Brian] has a thirst for saturating network links, however, and decided only 10 Gigabit Ethernet would do.
Already being the owner of a Gigabit Ethernet network at home, [Brian] found that he was now regularly able to saturate the links with his existing hardware. With a desire to run intensive virtual machines on his existing NAS without causing bandwidth issues, it was time for an upgrade. Unfortunately, the cost of rewiring the existing home network to Cat 6 and procuring hardware that could run 10 Gigabit Ethernet over copper twisted pair was prohibitively expensive.
Instead, [Brian] decided to reduce the scope to connecting just 3 machines. Switches were prohibitively expensive, so each computer was fitted with twin 10 Gigabit interfaces, such that it could talk to the two other computers. Rather than rely on twisted pair, the interfaces chosen use the SFP+ standard, in which the network cable accepts electrical signals from the interface, and contains a fiber optic transciever.
[Brian] was able to get the 3 computers networked for just $120, with parts sourced from eBay. It’s an approach that doesn’t scale well; larger setups would be much better served by using a switch and a less zany network topology. But for [Brian], it works just fine, and allows his NAS to outperform a 15,000 RPM server hard disk as far as read rates go.
If you’re curious about improving your own network performance, it might pay to look at your cables first – things are not always as they seem.
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. give 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.
State your plans for communication and interaction with students. To help your devise your communication plan, access this resource curated and adapted by the CTE.
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 give 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 give 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. Students need to provide written notification of class session(s) that will be missed due to these observances. Notification must be within the first two weeks of class (two weeks for full semester classes, one week for sprint/partial term classes). Please see the University Class Attendance policy website for the detailed policy and the current list of major religious holidays and celebrations. Additional information may be found on the Student Life website.
For additional support, refer to Instructor Considerations for Attendance and Participation: Guidelines to Support and Increase Student Learning from the CTE.
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 test dates. You should find the final test schedule on the Office of the University Registrar’s website and include the date and time of your final test on your syllabus.
Identify the key topics, assignments, and exams. give 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 Boost 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.
Networking has become an increasingly popular buzzword in the professional world. It is a skill that young adults are encouraged to have, as they navigate job platforms like LinkedIn, send cold emails, attend professional development events, and hope to secure post-graduate offers.
The question of how to network successfully, though, is top of mind as college graduates of the class of 2023 prepare to enter the real-world workforce.
It is a course that Byron Slosar, career expert and CEO of the HelloHive career platform, is passionate about. The former director of an alumni career networking program, Career Wave Programs, at Tulane University, Slosar founded HelloHive with the intention of connecting a diverse group of next-generation talent to hiring companies. He spoke with CNBC Make It, offering his perspective on the importance of networking – and the ways to do it effectively.
"Networking [should be thought of as] a verb, not a noun," Slosar says. "Networking is not 'I need to know someone to get a job.' Instead, in the capacity that I am able, I need to look around me, not just above me, for resources that can be helpful."
Having spent his career working with college students and young professionals, Slosar understands the pressure Generation Z feels as they try to secure their first jobs and make strides in professional development.
He encourages students to think in the short-term, rather than stressing about their long-term career plans.
"Who thinks it's reasonable to ask students about a five-year plan?" Slosar asks. "I am 42 and I just figured out my career. Embracing uncontrollable variables is possible by focusing only on what's next. When graduating college, think about that first job, not your whole career. Mitigate that pressure of feeling like you need to know everything and really just focus on what is most important."
"Let's focus on steps one and two because steps three, four, and five are bound to change," Slosar adds.
He shares four tips for the Class of 2023 as they aim to take those first career steps and effectively network to advance their career goals.
Networking is about quality, not quantity
In the act of networking, more does not equal better, Slosar underscores.
"Networking is about quality, not quantity," he says. "Focus on meaningful conversations and connections that can truly help you move forward to the next step."
He urges the Class of 2023 to follow up on these meaningful conversations with only relevant updates.
"After your first meeting, stay in touch but don't smother. Remind them that you listened to what they said," Slosar explains.
Avoid "going way too high way too early"
As the Class of 2023 seeks to connect with those in their target industries, Slosar maintains that networking with accurate graduates is often the most helpful. Connecting with university alumni from 1-2 years prior, he adds, will allow for timely job insight. What's more, he believes that accurate graduates and young employees are often the most excited to help.
"Reach out to a peer rather than going way too high way too early," Slosar says. "You are increasing the likelihood of leveraging someone who has just been through the interview process and was successful in the eyes of the company."
Slosar shares that accurate hires will not only be able to share relevant information about the hiring process but might also be able to connect the Class of 2023 to current recruiters. With more relevant entry-level insight, young professionals may be the most able to speak to the current hiring climate.
"Say I'm looking at investment banking for the first time. Under no rhyme or reason should I be reaching out to a managing director at an investment bank. I want to make sure that when I get to that person, I know exactly what is expected of me so that it is a meaningful transaction," Slosar says.
Expand your definition of relevant experience
When establishing a network, accurate college graduates should aim to present themselves in a more holistic manner.
"Take a close look at all of your life experiences, not just your professional ones," he says. "When you reach out to schedule a networking meeting and sit down for a conversation, focus on what experiences have been most meaningful to your professional development."
College graduates are more than their academic coursework and internship experiences, Slosar emphasizes. A networking conversation does not need to be a recitation of one's resumé, but rather, can be a more candid conversation about life experiences.
"[These experiences] can range from 'grit and hustle' jobs like driving for Uber Eats or working part-time in a restaurant to being a first-generation college student or student-athlete, whose diverse lived experiences are as resilient and relevant as anything else," he says.
Every interaction is a potential networking opportunity
The idea of networking extends further than professional events or online job platforms. In fact, Slosar shares, networking can happen anywhere.
"Not every networking opportunity will present itself as a career opportunity," he adds.
Slosar emphasizes that building personal connections and networks, especially in the post-graduate years, can only help young professionals as they aim to establish a footing in the professional world. Both personal and professional connections, he adds, are important to maintain.
"A connection can happen anywhere, so build networking into your everyday routine," Slosar suggests. "You can network while volunteering, working part-time at a restaurant or walking a dog. All of those interactions develop relationship-building skills and help build your personal network."
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Networking Definition:
Developing and using contacts made in business for purposes beyond the reason for the initial contact. For example, a sales representative may ask a customer for names of others who may be interested in his product.
The ability to network is one of the most crucial skills any entrepreneur can have. How else will you meet the clients and contacts necessary to grow your business? But many people are put off by the idea of networking, thinking it requires a phony, glad-handing personality that oozes insincerity. Nothing could be farther from the truth.
Think a moment. What does a good networker do? How does he or she act? What is his or her basic attitude? You'll probably be surprised at how much you instinctively know about the subject.
You may decide, for example, that a good networker should be outgoing, sincere, friendly, supportive, a good listener or someone who follows up and stays in touch. To determine other skills an effective networker needs, simply ask yourself "How do I like to be treated? What kinds of people do I trust and consider good friends?"
Now that you have an idea of what attributes a good networker must have, take an objective look at your own interactive abilities. Do you consider yourself shy and regard networking groups as threatening? Do you tend to do all the talking in a conversation? Do you give other people referrals and ideas without a thought to your own personal gain? Can people count on your word?
Many people go to networking events, but very few know how to network effectively. Networking is more than just getting out and meeting people. Networking is a structured plan to get to know people who will do business with you or introduce you to those who will.
The best way to succeed at networking is to make a plan, commit to it, learn networking skills and execute your plan. To make the best plan, ask yourself: What do I want to achieve? How many leads (prospects) do I want per month? Where do my customers and prospects go to network? What business organizations would benefit my business? How can I build my image and my business's image? What would I like to volunteer to do in the community?
Make a five-year networking plan listing your five best customers, five targeted prime prospects and five targeted organizations. Next, set goals for involvement in each organization, determine how much time you will need to commit to each organization and prospect, and decide what kinds of results you expect.
Now that you have a plan, get committed. Tell yourself that you will devote enough time and effort to make it work. Half the battle of networking is getting out there and in the swim.
The other half of the battle is learning to network effectively. Typically, ineffective networkers attend several networking groups but visit with the same friends each time. Obviously, this behavior defeats the entire purpose of networking. If you stick with familiar faces, you never meet anyone new. And since most people stay within their circle of friends, newcomers view the organization as a group of cliques. This is one reason people fear going to new organizations by themselves--they're afraid no one will notice them.
The trick with networking is to become proactive. This means taking control of the situation instead of just reacting to it. Networking requires going beyond your comfort zone and challenging yourself. Try these tips:
- Set a goal to meet five or more new people at each event. Whenever you attend a group, whether a party, a mixer or an industry luncheon, make a point of heading straight for people you don't know. Greet the newcomers (they will love you for it!). If you don't make this goal a habit, you'll naturally gravitate toward the same old acquaintances.
- Try one or two new groups per month. You can attend almost any organization's meetings a few times before you must join. This is another way to stretch yourself and make a new set of contacts. Determine what business organizations and activities you would best fit into. It may be the chamber of commerce, the arts council, a museum society, a civic organization, a baseball league, a computer club or the PTA. Attend every function you can that synergizes your goals and customer/prospect interaction.
- Carry your business cards with you everywhere. After all, you never know when you might meet a key contact, and if you don't have your cards with you, you lose out. Take your cards to church, the gym, parties, the grocery store--even on walks with the dog.
- Don't make a beeline for your seat. Frequently, you'll see people at networking groups sitting at the dinner table staring into space--half an hour before the meal is due to start. Why are they sitting alone? Take full advantage of the valuable networking time before you have to sit down. Once the meeting starts, you won't be able to mingle.
- Don't sit by people you know. Mealtime is a prime time for meeting new people. You may be in that seat for several hours, so don't limit your opportunities by sitting with your friends. This is a wonderful chance to get to know new people on either side of you. Sure, it's more comfortable to hobnob with familiar faces. But remember, you are spending precious time and money to attend this event. Get your money's worth; you can talk to your friends some other time.
- Get active. People remember and do business with leaders. Don't just warm a chair--get involved and join a committee or become a board member. If you don't have time, volunteer to help with hospitality at the door or checking people in. This gives you a reason to talk to others, gets you involved in the inner workings of the group, and provides more visibility.
- Be friendly and approachable. Pretend you are hosting the event. Make people feel welcome. Find out what brought them there, and see if there's any way you can help them. Introduce them to others, make business suggestions or give them a referral. Not only will you probably make a friend, but putting others at ease eliminates self-consciousness. A side benefit: What goes around comes around. If you make the effort to help others, you'll soon find people helping you.
- Set a goal for what you expect from each meeting. Your goals can vary from meeting to meeting. Some examples might be: learning from the speaker's topic, discovering industry trends, looking for new prospects or connecting with peers. If you work out of your home, you may find your purpose is simply to get out and talk to people face to face. Focusing your mind on your goal before you even walk into the event keeps you on target.
- Be willing to give to receive. Networking is a two-way street. Don't expect new contacts to shower you with referrals and business unless you are equally generous. Follow up on your contacts; keep in touch; always share information or leads that might benefit them. You'll be paid back tenfold for your thoughtfulness.
The Syllabus area of the myCourses course template is organized into the following sections:
- Course Information and Expectations
- Instructor Contact Information
- Course Requirements and Resources
- Activities and Assignments
- Assessment and Grading
- Course Policies
- Course Schedule
Much of the information needed for the Course Information and Expectations section—particularly the all-important learning outcomes and assessment methods—should be taken directly from the official Course Outline Form for your assigned course(s). Your department chair or program head can provide you with the form(s) and guidance on what is and is not modifiable in the transition to a course syllabus. If you are designing a new course, however, you will need to successfully complete the RIT course proposal process.
Before completing the Course Policies section, we encourage you to first consult our companion webpage, RIT Policies for Your Syllabus. The External Resources section (below) provides helpful information, advice, and examples for developing the remaining sections of your syllabus.
Regardless of where you are in the syllabus-design process, you can always request one-on-one consultations with an Instructional Design Researcher and Consultant.
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