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CETL Faculty Pages

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The Syllabus

The Syllabus

For students and anyone else accessing your course, the syllabus serves as a map to guide learners through your course. This is what makes the syllabus so important and makes it imperative for it to be properly developed, containing all of the necessary information (DePaul).

A syllabus must be made available in an accessible electronic format and optionally a hard copy version, and shared no later than the first day of class. The following items must be included in the syllabus and cannot change once the syllabus has been distributed unless otherwise noted. This checklist is adapted by ECU’s CETL department based on the requirements presented under “F2.1.4 Syllabus” from the ECU Faculty Handbook (F2.1 Classroom Policies and Procedures) and the standards presented by our quality assurance program Quality Matters (QM) (Cal State LA).

Use the syllabus checklist linked below to help make sure your syllabus has all the items required by East Central's Faculty Handbook.

Use the syllabus template below to help you create your course syllabus. A number of the example statements on this page have been incorporated into the template. After opening the template in Google Docs, you can download a copy (File > Download) or make a copy to your Drive (File > Make a copy) if you are signed in.

Table of Contents

Syllabi, Course Maps, and Rubrics

University Policies, Resources, and Statements

Syllabus Polices

Statements for University Policies

The following statements are taken or adapted from official university policies and procedures.

72-Hour Transition Statement **ECU Required**
Should on-campus instruction be suspended for any reason, ECU’s face-to-face and blended courses will transition to online/virtual delivery within 72 hours. Online courses will continue as scheduled.
Academic Integrity *CETL recommended*
Academic integrity is founded upon and encompasses the following five values: honesty, trust, fairness, respect, and responsibility (Oklahoma State Regents for Higher Education, 2003), and is essential to the success of the university community. Each student is individually responsible for knowing and upholding academic integrity by scrupulously avoiding any conduct that would lead to violations of the academic integrity policy
Student Code of Conduct
The student code of conduct and the incorporated university policies are provided to inform the student body of the expected standards of behavior and policies fundamental to the normal activities of East Central University (ECU). The purpose of the code of conduct is to develop and maintain guidelines for a reasonable and comfortable learning environment for all ECU community members. Refer to the ECU student code of conduct for definitions, rights, responsibilities, and procedures.
Disability Services (Americans with Disabilities Act - A.D.A) **ECU Required**
ECU is committed to providing equal access to university programs and services for all students. The office of testing and accessibility services provides and coordinates mandated support services, auxiliary aids, and accommodations for students with disabilities, which allow them to gain equal access to an education. To request disability-related accommodations, please contact the office of testing and accessibility services online or by phone at (580) 559-5297.
Expressive Activity Policy
ECU is committed to providing an environment where issues can be openly discussed and explored. The freedom to exchange views is essential to the mission of the university. The expressive activity policy is in place to provide a community environment in which open discussion can occur without disrupting the academic mission or daily university functions, subject to constitutional time, place, and manner limitations and without unconstitutionally interfering with the rights of other members of the university community.
General Education Assessment Statement **ECU Gen-Ed Required**
During this course, students produce an artifact (e.g., assignment or answers to exam essay item or items), which will be assessed outside of the course based on the student learning outcome(s) listed below. Student grades for the artifact are not dependent upon the results of the outside assessment. Artifact assignments may be subject to submission to Safe Assign to identify plagiarism.

All sections of an Assessed Gen Ed course will use the same artifact assignment to assess a specific General Education Student Outcome

General Education Student Outcomes

  • Communication: Students demonstrate the ability to communicate effectively in multiple contexts.
  • Intellectual Skills: Students demonstrate the ability to comprehend and process concepts, to establish relationships within and among disciplines, and to interpret and evaluate information for knowledge-building and decision-making.
  • Information Literacy: Students demonstrate the ability to find, evaluate, and use information effectively and appropriately for any given learning situation.
  • Intercultural Knowledge: Students demonstrate the ability to recognize the complexity of culture, their own as well as others, and see themselves as members of a global community.
Online Student Expectations **ECU Online/Blended Course Required**
Students enrolled in online courses are expected to have basic operational skills in using Blackboard, internet web browsers, Microsoft Suite 365, generic computer technical skills and programs listed by the instructor in the course syllabus. Any issues running programs are expected to be taken care of promptly by the student by contacting IT (ECU, Blackboard or additional IT resources listed in your syllabus) at the linked and listed contacts in the Blackboard course shell. Students should reference the course syllabus in the first week to assess and ensure compliance with additional electronic expectations or programs such as webcam requirements, Respondus programs or other technology requirements.
Open Educational Resources (OER) Use Statement **ECU OER/Low-Cost Course Required**
This course has replaced one or more primary textbooks with a resource that is free to students.

[Include citation for the materials here.]

You can access these materials through [insert directions here].
Title IX
Title IX of the Education Amendments of 1972 (2000) states: “No person in the United States shall, on the basis of sex, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any education program or activity receiving Federal financial assistance.” ECU is committed to providing a learning, working, and living environment that promotes personal integrity, civility, and mutual respect in an environment free of sexual misconduct and discrimination. For more information, refer to Title IX Resources.
Syllabus Polices

Technology Privacy and Accessibility Polices

The following statements are to provide students with more information on the technology and programs used in your course.

Respondus® LockDown Browser Statement *CETL recommended*
If your course uses ECUs free proctoring system provided through Blackboard known as Respondus, you must let students know that they will be expected to use this program. The sample statement below can be used:

If you are using Respondus Monitor at your home or in a personal area, you agree to allow your activity and surrounding workspace area to be recorded by video and audio and then to be analyzed by the Respondus Monitor system.

The sample wording in this doc can be used in your course to explain that students must use LockDown Browser and a webcam (Respondus Monitor) for their online tests.


See more about Respondus and other examples

SafeAssign® Plagiarism Checker Statement *CETL recommended*
Depending on how you intend to use Safe Assign in your course: You can choose one of the two following sample syllabus statements:

In this course, your papers will be submitted to SafeAssign, a web-based plagiarism detection service. It is imperative that, before submitting your paper to SafeAssign, you remove your title page and other personal information (such as name and student ID number).

All papers written for this class will be submitted to SafeAssign. If you are unable to submit your paper to SafeAssign, you must submit a copy electronically via e- mail. (OPTIONAL: Any paper that is not submitted to SafeAssign will not be accepted by the instructor and will not be graded.)
External Tools Required for Course
To access privacy policies for External Tools required for your courses, please visit The Center for Excellence in Teaching and Learning (CETL) pages: Privacy Policy Links.
Accessibility Policies for Technology in Course
To access accessibility policies for technology used in this course, please visit The Center for Excellence in Teaching and Learning (CETL) pages: Technology ADA Links.
Netiqutte Guidelines
Include statements for students about your expectations for communication online via discussion board, e-mail, online chat, or other methods.

Email Etiquette for Students: https://owl.purdue.edu/owl/general_writing/academic_writing/email_etiquette_for_students.html

Netiquette for Online Discussion Boards:
  1. Ask questions. If you find something confusing or want to know more, do not hesitate to ask questions. Make sure to post your questions in the appropriate thread.
  2. Participate. Do not hide in the background; it is not fair to lurk and let others do all the work. Contribute to discussions to get as much as possible from the course and to maintain your participation grade.
  3. Do not dominate a discussion. Share your knowledge, but not to the point of excluding others. If you have something to offer, please share it, but allow everyone to contribute equally to a discussion.
  4. Be intellectually rigorous. Do not excuse sloppy or illogical thinking. Challenge yourself and one another.
  5. Be tactful. Be critical of ideas, but remember there are other people involved. Be tactful and kind. You can hurt the feelings of a person reading your post.
  6. Forgive other students’ mistakes. Do not correct others, even if you follow the rules of netiquette and use good manners. Just because you do not agree with a student’s post does not mean that he or she is wrong. Instead, offer a different perspective to encourage further discussion.
  7. Read the whole thread before posting.Read all the posts in a thread before responding so you don’t repeat what others have already said. Try to contribute clarifying information or a new idea to a discussion.
  8. Be concise.Do not waste people’s time by posting basic, repetitive information. Make your point clearly and quickly.
  9. Reread and check your posts.Practice professionalism. Be mindful of how you look online; others will likely judge the tone and quality of your writing. Reread your posts and edit for clarity and mechanics.
  10. Cite your sources.If you use a source, cite it properly. Give credit where credit is due. Include links where appropriate.
  11. Maintain confidentiality.Respect your classmates’ privacy. Do not repeat the personal information that others share.
  12. Report technical problems.If the platform is not working properly, please let your instructor know as soon as possible.
Syllabus Polices

Campus Resources

There are a number of offices and programs at ECU that offer students a range of resources and support.
General Student Resources: https://www.ecok.edu/current-students/student-resources

Linscheid Library
The Linscheid Library offers a wide range of research materials, daily research help, and reservable study spaces for both quiet and collaborative work. Additional facilities include a recording space, desktop computers, and printing services, along with check-out options for various electronic equipment. Special services like lamination, foam board mounting, binding, media transfer, and digitization are also available.
The Writing Center *CETL recommended*
Located in Admin 260, The Writing Center is a free resource that helps undergraduate students at all stages of the writing process. Consultants, who are high-achieving undergraduates, assist with generating ideas, providing feedback on drafts, and improving grammar, punctuation, and citations. Their goal is to develop better writers, not just better writing. https://bit.ly/TheECUWritingCenter
The Tutoring Zone *CETL recommended*
The Tutoring Zone is a free resource for all ECU undergraduate students, offering help in Math and Science courses, as well as study skills. Located in the Administration Building, room 259, from 8:00 AM to 5:00 PM, tutoring continues after 5:00 PM in the library's Active Learning Center classroom, across from the Circulation Desk. https://bit.ly/TutorZone
Academic Success Center
Located in room 262 of the Admin Building, The Academic Success Center (ASC) is committed to providing a student-centered environment to foster partnerships between students and faculty, furnish accurate academic information, and to promote lifelong learning.
Naive American Academic Services
Native American Academic Services: Provides academic advisement, retention efforts, scholarship assistance, referrals to resources, and cultural learning opportunities. Acts as a liaison between the University and tribal programs and offers student advocacy.

Hays Native American Study Center: Located in Horace Mann Room 322, it serves as the hub for ECU's Native Studies program and the Native American Student Association. Supported by the Chickasaw Nation, it offers courses on culture and language, internships, and opportunities to learn about Native American languages and cultures.
Student Support Services *CETL recommended*
Student Support Services at East Central University helps improve retention and graduation rates by offering academic and personal support to eligible students. To qualify, students must need academic support and be a first-generation college student, economically disadvantaged, or have a documented disability. Services include academic advisement, enrollment assistance, free tutoring, financial aid help, student advocacy, and various advisement resources. https://www.ecok.edu/student-support-services
Veterans Support Services *CETL recommended*
Veterans Student Support Services (VSSS) at East Central University, fully funded by the U.S. Department of Education, helps eligible veterans, active service members, National Guard, and Reservists increase their retention and graduation rates. Offering free services such as priority enrollment, academic tutoring, financial aid assistance, and career counseling, VSSS also provides a dedicated Veteran and Military Resource Center with computers, free printing, and a study space. https://bit.ly/VSSSatECU
Brandon Whitten Institute for Addiction and Recovery
The mission of the Brandon Whitten Institute is to foster addiction prevention and provide quality addiction and recovery services through education, collaboration, and scholarship. The ECU Campus Opioid & Stimulant Prevention Program offers services such as free naloxone, fentanyl test strips, and prescription drug lock boxes, along with educational materials and outreach events. The ECU Campus Suicide Prevention Grant Program promotes suicide prevention through training sessions like Talk Saves Lives and QPR, increasing collaboration and reducing stigma around mental health. https://bit.ly/BWIAR

Course Policy Examples

Examples of Course Polices

Course policies are descriptions of your expectations for student behavior, such as attendance, participation, late work, etc. that relate to your course.

The following are examples of what the policies for different topics you could include could look like and comes from DePaul University

AI Use

Students are allowed to use generative AI tools, such as ChatGPT or Dall-E 2, on specific assignments in this course. Each assignment sheet will indicate if AI use is permitted. When permitted, students must document and credit the AI tool. For example, paraphrased text generated using ChatGPT should include a citation according to APA, MLA, or Chicago Style generative AI citation guidelines.

Material generated using other AI tools should follow a similar citation convention.

For more examples of AI statements, see Artificial Intelligence Teaching Recommendations.

Attendance, Participation, and Late Work
View a detailed discussion of attendance, participation, and late work policies from DePaul University
Camera Use - Zoom

While you are not required to have your camera on at all times, I strongly encourage you to do so, especially when you are speaking, working in small groups, and participating in discussions.

For more camera use guidelines and example statements, see Zoom Camera Guidelines.

Content Warnings

If you have concerns about encountering anything specific in the course material that I have not already identified and would like me to provide warnings, please come see me or send me an email. I will do my best to flag any requested types of content for you in advance.

This statement is taken from University of Wisconsin-Madison University Health Services by DePaul University. For more examples of content warnings, see Content Warnings.

In-Class Technology Requirements
Please bring an internet-enabled device such as a laptop, tablet, or smartphone to class. You will use your device to easily access our class materials and/or engage with your peers. Please use your device for our learning activities and avoid any distractions during class. If you don’t have a device, please pair up with another student.
Religious Accommodations
Students are encouraged to speak with professors in advance of religious events to discuss accommodations around assignments, tests, and class attendance. As a best practice for this class and to encourage you to plan ahead, please request religious accommodations within the first two weeks of the class so that appropriate arrangements can be made.
Synchronous Sessions

The purpose of our synchronous class sessions is to engage you in activities and exercises that will help you apply what you're learning with your peers. Synchronous sessions are most successful when everyone has prepared by watching the assigned lectures, reading the assigned texts, and completing any assignments or activities beforehand.

For students joining remotely, please observe the following guidelines:

  • Use your given or preferred name as your display name.
  • Don’t use distracting or inappropriate profile photos or virtual backgrounds.
  • Don’t share meeting links, passwords, screenshots, recordings, or other meeting information with people outside the class.
  • Mute your microphone when you’re not speaking to minimize background noise.
  • Be fully present by refraining from engaging in other activities during our sessions (e.g, driving, cooking, cleaning, etc.)

Contact East Central's Technology Support Center/Help Desk at (580) 559-5884 or email at helpdesk@ecok.edu if you need technical assistance during a video call.

Works Cited

 

​​​​The ​​​Syllabus LibGuide Page Sources

DePaul University - Center for Teaching and Learning. (n.d.). The Syllabus. The Syllabus | Course Design | Teaching Guides | Teaching Commons | DePaul University, Chicago. https://resources.depaul.edu/teaching-commons/teaching-guides/course-design/Pages/syllabuses.aspx

ECU faculty handbook. East Central University. (2023, August 22). https://www.ecok.edu/policies-and-handbooks/ecu-faculty-handbook

 

Syllabus Checklist Sources

Cal State LA Center for Effective Teaching and Learning. (7/2021). CETL Syllabus Checklist. Retrieved and adapted from: https://www.calstatela.edu/cetl/syllabus  

Quality Matters. (2023). Higher Education (HE) Rubric Workbook: Standards for Course Design.

 

Syllabus Template Sources

Cal State LA Center for Effective Teaching and Learning. (2024). Syllabus Template. Retrieved and adapted from: https://www.calstatela.edu/cetl/syllabus 

Oklahoma State Regents for Higher Education. (2003). Academic integrity handbook for faculty and other instructional personnel. Retrieved from https://academicintegrity.okstate.edu/sites/default/files/homepage/OSUAIHandbook.pdf

Title IX of the Education Amendments of 1972. 20 U.S.C. §§ 1681–1688. (2000). 

Quality Matters. (2023). Higher Education (HE) Rubric Workbook: Standards for Course Design.