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.

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 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. 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.

HPE6-A47 study guide with correct answers and brain dumps

HPE6-A47 exam syllabus - Designing Aruba Solutions Updated: 2023

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Specs

Day one

Design

Display and audio

Keyboard

Performance and battery life

Conclusion