Literacy, Culture, and the Teaching of Reading Syllabus

Syllabus Blueprint

past Jessica Riviere, Danielle Picard, and Richard Coblei

Print Version

Cite this guide: Riviere, J., Picard, D., & Coble, R. (2014). Syllabus Pattern. Vanderbilt University Center for Teaching. Retrieved [todaysdate] https://cft.vanderbilt.edu/guides-sub-pages/syllabus-blueprint/.

What does a syllabus contain? || How does tone affect learners? ||  What are examples of policies and resources I can use? || Where can I larn more?

A syllabus serves many functions in a class. In The Form Syllabus: A Learning Centered Arroyo (2008, 2nd Ed.) Judith Grunert O'Brien, Barbara J. Millis and Margaret W. Cohen place at least sixteen elements of a learner-centered syllabus:

• Establishes an early betoken of contact and connection between student and teacher
• Helps set the tone for the course
• Describes your beliefs near educational purposes
• Acquaints students with the logistics of the course
• Contains collected handouts
• Defines educatee responsibilities for successful coursework
• Describes active learning
• Helps students assess their readiness for your course
• Sets the course in a broader context for learning
• Provides a conceptual framework
• Describes available learning resource
• Communicates the role of technology in the course
• Can provide hard-to-obtain reading material
• Can improve the effectiveness of student annotation taking
• Can include textile that supports learning outside the classroom
• Tin can serve every bit a learning contract.

Writing a document that serves all these purposes can be a claiming! Fortunately, in that location are many resources to help you, including this teaching guide.

Outset: a good syllabus relies on thoughtful course design.

The strongest syllabi are congenital on a solid foundation of course design. In course design, the instructor first chooses learning goals that are appropriate for the level of the class and the students in information technology. These are goals that can be accomplished in ane semester, and that are rooted in the discipline. After selecting learning goals for the course, the instructor decides how to measure out whether students have achieved those goals, and and so decides what learning experiences in and outside of class will help students practice what they should learn, that can be achieved in one semester, and that are rooted in the discipline. The syllabus provides the students an introduction to this unified design and also is valuable prove of a reflective teaching practice to colleagues, including  review or search committees.

What does a syllabus incorporate?

On any given syllabus, you can find similar, standard information. Barbara Gross Davis lists 12 categories of elements that are common on what she refers to as a "comprehensive form syllabus" (Tools for Teaching p 21-36, 2009).  What follows is a condensed listing of these categories. A chart based on Gross Davis'south chapter can be constitute here, courtesy of the University of California, Berkeley.  Kickoff listed are categories that are often seen as a given, the backbone of most syllabuses:

• Basic Information: Teacher'due south proper noun, contact data, and function hours; championship of the course, location, and times

• Class Description: Prerequisites, overview of the class, educatee learning objectives

• Materials: Principal/required books and readings, including other lab equipment, software, or art supplies (Vanderbilt bookstore) (Library Reserves)

• Requirements: Exams, quizzes, assignments, problem sets, reports, etc.

• Policies: Grading procedure, omnipresence, form participation, missed exams or assignments, belatedly policies, standards for bookish honesty

• Schedule: Tentative agenda of topics, house dates for exams and assignments (terminal exam agenda), final day for withdrawing from grade or switching to laissez passer/fail status

Although bones, many of these categories can be expanded to be very detailed.  Many of the elements in this basic information volition alter for every class taught, even if but by updating the dates to reverberate a new semester's calendar.

In addition to these specifics for a particular class, in that location are elements worth including whose language might stay the same or similar for many classes you teach. These include:

• Resources: What else can students utilise, also the information higher up, to be successful in this grade? This might include tips for success, model student assignments, glossaries of technical terms, links to back up materials on the web, bookish support on campus, and fifty-fifty infinite for students to identify two or three classmates to contact if they miss class or desire to course a study group.

• Statement on Accommodation: Many schools have standard language to describe adaptation for physical, medical, or learning disabilities. Boosted options to consider: reasonable accommodations for religious beliefs and observations, conflicts due to participation in athletics or upcoming interviews.

• Evaluation of the grade and cess of student learning: It tin be valuable to inform students about how you will be gathering feedback during the semester, in addition to end-of-semester evaluation procedures. Some examples are in the table below. (CfT resources on Assessment and Reflection)

• Rights and Responsibilities: Provide details on students' and instructors' rights to bookish freedom too as principles of community. (Vanderbilt Customs Creed)

• Safety and Emergency Preparedness: What to do in instance of fire, tornado, accident or injury, or other emergency, procedures for inclement weather condition, evacuation procedures, lab safety precautions. (VU Emergency Guides)

• Disclaimer: In a guide from Hamilton College's Center for Education Excellence on writing a legally sound syllabus, the full general counsel recommends including a disclaimer almost possible changes to the grade. Her example is: "This syllabus is intended to requite the pupil guidance in what may be covered during the semester and will be followed as closely equally possible. However, the professor reserves the right to alter, supplement and make changes as the form needs arise."

While some of these elements have been decried as "legalese" contributing to "syllabus bloat," proponents of the "comprehensive syllabus" fence that greater and more than detailed resources being available to students saves the teacher time when questions arise. (Paula Wasley, "The Syllabus Becomes a Repository of Legalese" March 14, 2008, http://chronicle.com/commodity/The-Syllabus-Becomes-a/17723/) A study of syllabus components in 350 syllabuses from 7 different Carnegie categories revealed that mostly, faculty include very petty in terms of policy information for students (Doolittle and Lusk 2007). They recommend kinesthesia include policies as appropriate, and so that students are aware of resources bachelor to them. More detailed examples can be found beneath.

How can the tone of the syllabus affect learners?

This give-and-take leads us to the consideration of tone in a syllabus. The syllabus is the offset introduction students receive to yous every bit an teacher and to the content of the form. Researchers at James Madison University surveyed student responses to detailed and brief versions of the same syllabus, and concluded that students associated the detailed syllabus with qualities of a principal teacher (Saville et al 2010). Researchers have explored the effect of "warm" and "cold" linguistic communication in a syllabus on student perceptions of the instructor. An example of "warm" linguistic communication in a syllabus is "I hope you actively participate in this grade. I say this considering I found it is the best way to appoint you in learning the textile (and it makes lectures more fun.)" "Cold" language, on the other paw, expresses the aforementioned idea using unlike words: "Come up prepared to actively participate in this form. This is the all-time manner to engage you in learning the cloth (and it makes the lectures more than interesting.)" Students who read the syllabus with the "warm" language rated the hypothetical instructor both more than approachable and more motivated to teach the class (Harnish and Bridges 2011). Banana Director Nancy Chick has written previously nearly the disconnect between what is written in the syllabus and what she wants her classroom to be like: (http://cft.vanderbilt.edu/2014/01/whats-in-your-syllabus/).

What are examples of policies and resources I can use?

As mentioned above, syllabi can contain a variety of information that helps orient students to the class or to resources the university offers to help students. The following areas are often considered:

Ability and Disability

Ability and Disability

Students of all abilities and backgrounds want classrooms that are inclusive and convey respect. For those students with disabilities, the classroom setting may present certain challenges that demand accommodation and consideration. A statement in your syllabus inviting students with disabilities to meet with you privately is a good step in starting a conversation with those students who need accommodations and experience comfortable approaching you virtually their needs. Please as well see our teaching guide on Teaching Students with Disabilities.

You may want to include the following components:

• Let students know times they can encounter you to talk over the accommodations and how soon they should exercise then.
• Contact data for the Inability Services Role, or your university'due south equivalent.
• How does ability diversity play a role in how the class is conducted or the content discussed?
• How might students come up talk to you near accommodations or brand y'all aware of situations they want (or need) to disclose? (See our education guide on Teaching Students with Disabilities for more than information on disclosure and educatee privacy).

Sample Statements:

• This class respects and welcomes students of all backgrounds, identities, and abilities. If there are circumstances that brand our learning environs and activities difficult, if you have medical information that y'all need to share with me, or if yous need specific arrangements in example the building needs to exist evacuated, please permit me know. I am committed to creating an effective learning environment for all students, merely I can just do then if you talk over your needs with me as early every bit possible. I hope to maintain the confidentiality of these discussions. If appropriate, too contact Student Admission Services to go more data virtually specific accommodations.
• The Department of Spanish and Portuguese is committed to making educational opportunities available to all students. In gild for its kinesthesia members to properly address the needs of students who have disabilities, it is necessary that those students approach their instructors every bit before long as the semester starts, preferably on the commencement day of form. They should bring an official letter from the Student Access Services explaining their specific needs so that their instructors are aware of them early and can make the appropriate arrangements.
• If you have a learning or physical disability, or if you acquire best utilizing a particular method, please hash out with me how I tin best conform your learning needs. I am committed to creating an effective learning surroundings for all learning styles. However, I can but practise this successfully if yous discuss your needs with me in advance of the quizzes, papers, and notebooks. I volition maintain the confidentiality of your learning needs. If appropriate, you should contact Vanderbilt's Student Access Services to get more information on accommodating disabilities.

Academic Integrity

Academic Integrity

As the Eye for Pedagogy Guide on Cheating and Plagiarism states, "Although students tin can be expected to know about cheating and plagiarism in the abstract, they're not always clear on what they can and tin't practise in particular courses and on particular assignments. It'southward a good idea to spell that out for your students in your syllabus." In other words, your students are already subject to the guidelines of the honor code in enrolling in your class. Providing an outline and a reminder of what this means for your grade tin can aid students in fulfilling these obligations.

You may want to include the post-obit components:

1. A link or url to the university's honor code along with a summary or quotation from it.
2. An outline or description of what constitutes plagiarism or a violation of the honor code, likewise as a cursory description of the penalty for violating it.
3. Descriptions of the writing center, library resources, and the honor system for students to access campus resources that will help them avert violating the honor lawmaking.

Sample Statements:

Vanderbilt University provides the following Faculty Checklist of Recommended Practices:

• Put a statement of the application of the Honor Code on your syllabus.
• Sample syllabus statements:
  • "Vanderbilt's Laurels Lawmaking governs all work in this course (e.g., tests, papers, and homework assignments)."
  • "All academic work at Vanderbilt is washed under the Laurels Organisation."
  • Also provide helpful details for your course, such every bit permissible and impermissible behaviors:
    • Students may collaborate on homework, but not . . .
    • Rough drafts must include proper citations . . .
    • Y'all are permitted and encouraged to discuss the answers to the suggested problems with other students, TAs, and kinesthesia

Providing a more than descriptive case, Derek Bruff, Director of the Centre for Teaching and Senior Lecturer in Mathematics, cites the accolade policy and outlines resources to avoid plagiarism in a concise statement on academic integrity in his syllabus on cryptography:

Bookish Integrity

Please familiarize yourself with Vanderbilt's undergraduate honor policy. I'g encouraging a lot of sharing and collaboration in this course, merely your piece of work on your essay assignments should be your own. Please be careful not to plagiarize. The Undergraduate Honor Quango has a very helpful guide to understanding plagiarism, and the Writing Studio has a not bad ready of resources on working with sources in bookish writing. We'll spend some class time exploring plagiarism and academic integrity more than by and large.

If your life is falling autonomously and yous are tempted to plagiarize to save fourth dimension or get a good grade, please see me instead. I would rather grant you lot an extension than transport you lot earlier the Honor Council for plagiarism—but I will ship you to the Honor Council if it comes to that.

Andy Van Schaack, assistant professor in Vanderbilt's Section of Human Organization and Development, provides a much more detailed case in his syllabus on "Systemic Inquiry." The statement covers a full page of single-spaced blazon and can be found on the fourth folio of the syllabus, immediately following the form'southward assignments. In addition, he closes a listing of student expectations immediately preceding the class schedule with this curtailed statement:

Honesty and Integrity
This is absolutely the wrong class to cheat in. I work very hard to ensure that all students are provided the same opportunity to succeed. The penalty at Vanderbilt for adulterous is severe—information technology is not worth it.

Copyright Infringement

Copyright Infringement

The readings, handouts, and other materials we provide students in our courses are typically meant for our students' personal educational use. You might requite students admission to a periodical article through a Vanderbilt library subscription, provide students with a PowerPoint slide deck you created for a lecture, or hand back to students a graded test that you designed for your course. Students are encouraged to use these learning resources while they are taking the course, but, depending on the resource involved, you may non want them to share the resource with people outside the course or admission the resource after the form is over.

For case, students might have access to that journal commodity only during the duration of the course, depending on the licensing organization the library has worked out for the article. Or you might have used some images in your PowerPoint slides that are licensed for educational utilise, but not for general use, and so you wouldn't want a student to mail service your slide deck on the open Web. And that examination you wrote is probable your intellectual property, and students shouldn't post it to an online test dorsum without your permission.

Students aren't often savvy about intellectual property rules, copyright laws, and related matters. Yous tin aid them brand informed choices most how they use and reuse form materials through discussions with your students and through statements yous brand on your syllabus.

Sample Argument:

Many of the materials and readings for this course have copyright protections. They are for your sole educational use and should not be shared, copied or distributed without permission of the instructor or the copyright holder. Please refer to the Educatee Handbook for details on your responsibilities regarding copyright and penalties for copyright infringement. If you lot have questions about sharing specific materials outside the course, either with colleagues at Vanderbilt or on the internet, please ask me.

Acknowledgements

Acknowledgements

As Katherine Harris writes in a helpful weblog post on syllabuses, "[Acknowledgement sections] deed as a commendation and is a marker of the intellectual rigor and scholarly advice that's inherent to the structure of any syllabus, assignment, or rubric." In other words, the acknowledgements section allows you to give credit for the contributions of other instructors, classes, or programs from which you are drawing in designing your course. With this section, an instructor will not only mirror the proper academic integrity that we promise to teach our students, she tin can also provide links, urls, or other citations to the work of other scholars, allowing students who are interested to know more about the origins of the grade and the piece of work of its sources.

You may want to include the following components:

1. Either an acknowledgements section at the stop of your syllabus naming the instructors or classes you are drawing on in constructing your syllabus or footnotes under specific items, similar a midterm consignment, that names where it originates.
2. Links on a digital syllabus, urls on a newspaper syllabus, or traditional citations then that students tin follow your sources.

Sample Statements:

For an example of an acknowledgements section on an online syllabus citing the course design of another instructor, come across this section from Rob MacDougall's syllabus "Digital History" for the University of Western Ontario:

• Acknowledgements: This grade was originally designed and has been taught since 2007 past my colleague William J. Turkel. I have followed his syllabus closely. I have borrowed liberally (right downwardly to the color scheme of this site) from other Digital History courses besides, every bit taught by Jeremy Boggs, Amanda French, Jo Guldi, Mills Kelly, Jeffrey McClurken, Paula Petrik, William Thomas, Ethan Watrall, and others. Trailblazers all!

[Notes: Students can then click on these links embedded in the names MacDougall cites in society to view the work and contributions of these figures.]

For an case of an acknowledgement on a paper syllabus for linguistic communication taken from another source in various statements on a syllabus, see this department from Jeremy Price's syllabus "Learning Communities in the Digital Historic period" for Fairmont State University:

• Acknowledgements:I have adapted the ideas and language from the work of several educators for this syllabus, and I appreciate their contributions to this syllabus. The language concerning Universal Learning is courtesy of the "Accessibility Statements on Syllabuses" on the ProfHacker weblog (http://bit.ly/1bAXeDN). The language concerning the respective responsibilities of professor and students is courtesy of Dr. Terry Murray of the State Academy of New York at New Paltz. Language concerning definitions of Teaching for Understanding terms is from the Harvard Graduate School of Education website.  The Unit Maps are based on the graphic organizer in the Pedagogy for Agreement Guide by Tina Blythe and Associates. All comics panels are from Rhymes with Orange by Hilary Toll (http://rhymeswithorange.com).

[Notes: Though students will not be able to click on these links directly if the syllabus is in newspaper grade, they can still access the contributions named in the section when they are provided with urls or other citations.]

If you would similar to make a quick acknowledgement that you are re-using an assignment designed past another instructor, you tin can simply add a footnote after the title of the assignment on the syllabus:

Midterm: Pastoral Listening Exercise^ane

___________________

1. This midterm assignment is adjusted from Prof. Bonnie Miller-McLemore's course "Introduction to Pastoral Theology and Care," taught at Vanderbilt University in the Fall Semester of 2014.

Though students volition non be able to admission the piece of work of this professor, she is still properly given credit for her contribution to the syllabus.

Cess for Learning

Focusing on Assessment for Learning

In their 2011 article in the Journal of College Science Teaching, Ludwig, Bentz, and Fynewever emphasize the role of the syllabus in preparing students: "Your Syllabus Should Set the Stage for Cess for Learning." They describe three levels of data for students to use to assess learning equally it happens:

Specific learning objectives.  Their example for the first chapter of a Full general Chemistry includes

The student will be able to

• given written or graphic descriptions, distinguish betwixt pure substances, heterogeneous mixtures, and solutions.

• given a temperature in 1 scale, convert between temperature scales (°C, °F, K)

• given conversion factors, perform dimensional conversions of any kind.

Feedback mechanisms to students, posed as questions to aid students acquire to reflect on their learning. This reflection tin can exist immediate, or it can have identify over the course of the semester. Here are a few excerpts:

• Online Homework: Have you submitted and resubmitted the homework until it is mastered (a perfect score)? These issues were called because they lucifer the class objectives.

• Clicker Questions and call up-pair-share discussions: During a given grade period, we will have almost iii clicker questions. Oft these questions volition be followed by a discussion with your nearest neighbour. Are you doing well on these questions? Can you explicate your thinking clearly to your neighbour?

• Cocky-reflection: Look over the listing of learning objectives for the affiliate that we are studying. Are y'all confident that you are adept at these objectives? Your conviction is a good (just not perfect) predictor of your achievement.

Feedback mechanisms to instructor, which are sometimes the same as those for the pupil, such as clicker questions, think-pair-share activities, and minute papers, in addition to homework and written work. Contextualizing these activities every bit feedback opportunities for the instructor on the effectiveness of their education adds another dimension to educatee perception of them. Hither is some of the linguistic communication Fynewever uses in his syllabus:

How will I know if my teaching is helping you lot read the learning objectives?

• Clicker questions: After yous answer the clicker questions, we volition see a histogram displaying what pct of students made each selection. If there'southward clearly disagreement, then I'll know that nosotros demand to spend more than time on this topic.
• Think-pair-share and minor group discussions: While you lot are talking with your neighbor or in small groups I will broadcast amongst the class and "spy" on you. If information technology sounds like there'south a lot of divergent ideas or uncertainty, then we will hash out your thoughts together as a course.

Civility

Civility

We all promise for students in our classes to grant one some other respect and dignity, fifty-fifty when discussing challenging subjects regarding, for example, sexual/gendered inequality. To help back up this approach, below is sample text focused on gender and sexuality drafted past Vanderbilt's Projection Safe for Sexual Misconduct Prevention and Response. You may cull to incorporate other subject matter into your syllabus statement or encourage broad values of civility and mutual respect. If you would like to discuss with a consultant, please contact the Vanderbilt Center for Teaching.

Sample Statement:

In this course we may discuss a variety of sexually explicit and/or violent behaviors, practices, and viewpoints on those behaviors and practices, some of which are controversial. Our readings and discussions will provide y'all the opportunity to develop a language for and condolement level with discussing a full range of topics related to gendered and sexual violence in the classroom in a respectful and articulate way. In this course, the aim of our inquiry is critical understanding. No student will be expected to reveal or discuss their own sexual experiences, preferences, or desires. Y'all will be expected to participate in our class discussions in a way that is respectful of others. If yous do non experience comfortable hearing well-nigh, viewing, and discussing gender-based violence, sex activity and sexualities in a frank and respectful manner, y'all may wish to reconsider your intention to take the grade.

Emergency Preparedness

Including Language nigh Emergency Preparedness in a Form Syllabus

You may be interested in including information in your course syllabus regarding emergency preparedness on campus.  Here are several potential approaches:

• Vanderbilt University offers several web-based guides to emergency preparedness, including a guidebook bachelor for download. Consider providing students with a link to Vanderbilt's comprehensive downloadable pdf guide in the electronic version of the syllabus.  The guide includes information most what to exercise in a range of situations, from thunderstorms to active shooter situations.
• Create a ane-page document with rubber and emergency essentials relevant to your campus location and discipline, and include it in your syllabus. To practice so, cut and paste desired sections from the downloadable pdf guide. Yous may want to include data on what to do in case of a chemical spill if your class volition exist interacting with chemicals, for example, or evacuation guidelines specific to your location. Here is an instance of a i-page emergency preparedness pdf offered to instructors at George Washington University as a syllabus insert.
• You may wish to simply utilize this cursory blurb with essential emergency data:

"The safety of students, faculty, and staff at Vanderbilt University is of the utmost importance. Every bit a Vanderbilt student, you are automatically enrolled in AlertVU , which is used in emergencies which pose an imminent threat to the community.  If you need to contact the Vanderbilt Constabulary in an emergency, call 911 from whatever campus phone or (615) 421-1911 from any other phone. Additional information about emergency preparedness is available online .

Explicit Content

Explicit Content (with the trigger warning)

If your grade involves discussion of gender-based violence or abuse, y'all might want to provide a trigger alert to your students on your syllabus. The following sample text was drafted by Vanderbilt'due south Project Safe for Sexual Misconduct Prevention and Response. Contact Project Safe for more information.

Sample statement:

This class and course materials may involve the use of explicit language, including descriptions and examples of sexual situations, violent and calumniating behaviors, to hash out gender-based violence and forms of abuse. The situations and behaviors examined volition include concrete, emotional, and sexual abuse and fail.

Participating in course discussions, reading course materials, and completing class assignments may remind you of experiences that y'all, a friend, or family member may take gone through. If you need support and/or would similar to talk to someone about questions or concerns relating to ability-based personal violence, please contact the Projection Safe 24-hour hotline at (615) 322-SAFE (7233) or visit the Project Safe website in order to acquire more nigh on and off-campus resources.  Project Condom is a confidential (limited) resource; other confidential resource on campus include the Psychological and Counseling Center, Educatee Health, and the Academy chaplains.

Reports may exist made to and assistance is also available through Vanderbilt's Title IX Coordinator (615-343-9004) and VUPolice Section.  A non-campus local resource, the Nashville Sexual Assault Center besides offers a 24-hour hotline: i-800-879-1999.  Many resources are available; please encounter instructor for farther aid.

FERPA for Digital Learning

Family Educational Rights and Privacy Act (FERPA) for Digital Learning

Instructors are increasingly including online, web-based, and public digital assignments including Web publishing, blogging, and social media participation. The reasons for doing and then are many: Intellectual interaction amid fellow students or fifty-fifty the general public; building digital literacy and responsible digital citizenship; and creating electronic portfolios of academic work; among others. All grade assignments must protect student's privacy rights under the Family Educational Rights and Privacy Act (FERPA also known equally the Buckley Subpoena; see here for Vanderbilt's FERPA guidelines). Nether FERPA regulations, instructors cannot, without permission, disclose educatee'south personal information, grades, or class enrollments. It is the issue of course enrollment that is particularly tricky with publicly available online assignments.

FERPA may be violated if students are forced to publicly contribute to online websites like blogs or discussion boards, if grades are left where others (including their classmates) tin can see them, or if student grades are sent via email. You may choose to consider having a FERPA argument in your syllabus if you intend to have an online component to your course (beyond Blackboard/Sheet/D2L — at Vanderbilt, course management systems like Blackboard, Sheet, and D2L are considered secure for posting grades. Run across the Vanderbilt Registrar's website for more Vanderbilt specific data).

There are some piece of cake measures you lot tin put into place to protect your students rights when it comes to digital projects.

Recommendations:

1. Make participation requirements in online assignments very clear in the syllabus at the showtime of term. Not simply will this prepare participation policies, it allows students to cull to enroll or unenroll in course with full noesis of form requirements. You lot may accept their continued enrollment equally consent regarding your policies.
2. Encourage students to manage their own privacy settings. Giving students the option of when to use an "alias" and when to publish under their given name not only gives them control of their personal data, it provides an exercise in digital citizenship and literacy.
3. If full participation nether a given name is a necessary component of the assignment, have students sign this consent form. Using this consent class isn't required (meet point 1 higher up), only it'south a good practice.

Sample Statements:

• The Family Educational Rights and Privacy Act (FERPA) is a federal law designated to protect the privacy of a pupil's teaching records and academic piece of work. All files, records, and bookish work completed inside this class are considered educational records and are protected under FERPA. In this form, nosotros will be working with third party applications online (i.e. wikis, blogs, and social media applications like Twitter). It will be your responsibility to read the privacy documentation at each site. You will be allowed to use a pseudonym/alias in order to maintain your privacy as long equally y'all notify me of that username. The online component is required as part of this course. I will have your connected enrollment in this course equally consent regarding this policy. If you withal have concerns, please contact me as before long as possible to hash out your options.
• Equally part of this course, you volition exist required to mail to a course blog weekly in order to appoint in current political discourse. This web log is publically available on the internet and may exist viewed past persons around the world who are not enrolled in this course. Under the Family Educational Rights and Privacy Human action (FERPA), y'all may choose to limit what information you share, including your real proper name and other personally identifying characteristics. Delight sign the attached consent form acknowledging that you have read and consent to this policy.

Gender

Championship IX Statement

Title Nine prohibits all forms of gender-based discrimination, including sexual set on and harassment, in federally funded education programs. Title Nine reads: "[N]o person in the United States shall, on the basis of sex, exist excluded from participation in, be denied the benefits of, or be subjected to discrimination nether any education programme or activity receiving federal fiscal assistance. "

Title 9 applies to academic programs and extends to sponsored off-campus programs. Though a private establishment, Vanderbilt receives federal monies to support financial aid packages.

If you lot or someone you know has been harassed or assaulted, yous tin can call the Project Safe 24-hour crisis/support hotline at 615-322-7233 and yous tin can find a listing of resource at Project Safe. You may as well contact the University's Title 9 Coordinator (615-343-9004).

Inclusivity and Variety

Inclusivity and Diversity in the Classroom

Classroom inclusivity is an umbrella term cogent that the classroom environment volition be respectful of differences in background and identity between students and the teacher, including differences in race, gender, ethnicity, sexuality, and grade. An inclusive classroom does not mean that differences are ignored, but rather that students tin can expect that they will not be excluded, stereotyped, or judged based on their differences. In addition, an inclusive classroom will mean that students have space to bring their various identities into conversation with class fabric as they find helpful, but are not expected to represent or speak for an entire group of people who share aspects of an identity.  The following statements are meant to convey expectations for a classroom environment also as pupil and teacher expectations that help to create an inclusive classroom.

Y'all may want to include the post-obit components:

• A statement declaring that the class volition respect differences in background and identity too as an exact description of what that respect will look like from day to day.
• A link to the Office of Equity, Diversity, and Inclusion or other official campus offices and statements outlining the institution'southward delivery to inclusivity.
• Links to Student Access Services , the Role of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Life , the Black Cultural Center , the Women's Center , and other services that may offer support for students from historical minority groups on campus.

Examples:

The Feminist Pedagogy CFT Guide provides links to the following helpful examples:

California State University'southward Office of Diversity and Inclusion provides the following three statements (along with s tatements on inclusion/diversity particular to academic disciplines ). Taken together, they provide the most detailed and thorough syllabus argument on inclusion of the three examples offered here.

Multifariousness Statement

Respect: Students in this class are encouraged to speak up and participate during class meetings. Because the class will represent a diversity of individual beliefs, backgrounds, and experiences, every member of this class must show respect for every other member of this form.

Safe Zone Statement

I am part of the Safe Zone Ally community network of trained Chico Land faculty/staff/students who are available to listen and back up you in a safety and confidential manner. Equally a Safe Zone Ally, I tin help you connect with resources on campus to accost issues y'all may face up that interfere with your academic and social success on campus as it relates to bug surrounding sexual orientation/gender identity. My goal is to help you exist successful and to maintain a safe and equitable campus.

LGBTQ Equality Statement

I am firmly committed to diversity and equality in all areas of campus life, including specifically members of the LGBTQ community. In this form I will piece of work to promote an anti-discriminatory environment where everyone feels safe and welcome. I recognize that discrimination tin can exist direct or indirect and take place at both institutional and personal levels. I believe that such discrimination is unacceptable and I am committed to providing equality of opportunity for all by eliminating any and all discrimination, harassment, bullying, or victimization. The success of this policy relies on the support and understanding of everyone in this course. We all have a responsibility non to be offensive to each other, or to participate in, or disregard harassment or bigotry of any kind.

The University of Northern Colorado'southward Diversity and Equality Commission offers a more than concise but descriptive statement of the inclusive learning environment:

Inclusivity Argument: The College of Education and Behavioral Sciences (CEBS) supports an inclusive learning environment where diversity and private differences are understood, respected, appreciated, and recognized every bit a source of strength. We await that students, kinesthesia, administrators and staff inside CEBS volition respect differences and demonstrate diligence in understanding how other peoples' perspectives, behaviors, and worldviews may be different from their own.

Please visit the CEBS Diversity and Disinterestedness Commission website for more than information on our commitment to diversity .

West Virginia University's Division of Multifariousness, Equity and Inclusion provides a argument that links classroom inclusion to its accommodations statement. It is the most concise and therefore least descriptive of these examples.

The Westward Virginia University community is committed to creating and fostering a positive learning and working environs based on open communication, mutual respect, and inclusion.

If you are a person with a disability and anticipate needing whatever blazon of accommodation in order to participate in this class, delight advise me and brand appropriate arrangements with the Office of Accessibility Services… For more data on West Virginia University's Diversity, Equity, and Inclusion initiatives, delight see http://multifariousness.wvu.edu/ ."

Mental Health & Health

Mental Health & Wellness

Example argument:

If you are experiencing undue personal and/or academic stress during the semester that may be interfering with your ability to perform academically, Vanderbilt'due south Student Care Network offers a range of services to help and support you. I am available to speak with you lot about stresses related to your work in my grade, and I can assist you in connecting with the Student Care Network. The Function of Pupil Intendance Coordination (OSCC) is the central and first betoken of contact to help students navigate and connect to appropriate resources on and off-campus, develop a plan of action, and provide ongoing support. You can schedule an appointment with the OSCC at https://www.vanderbilt.edu/carecoordination/ or phone call 615-343-WELL.

The Pupil Care Network also offers drop-in services on campus on a regular basis. You lot can find a calendar of services https://world wide web.vanderbilt.edu/studentcarenetwork/satellite-services/.

If you or someone you lot know needs to speak with a professional advisor immediately, the University Counseling Centre offers Crunch Care Counseling during the summer and academic twelvemonth. Students may come directly to the UCC and be seen by the clinician on telephone call, or may telephone call the UCC at (615) 322-2571 to speak with a clinician. You can find additional information at https://www.vanderbilt.edu//ucc/.

Layout and Graphic Presentation

Layout and Graphic Presentation

"It is piece of cake to dismiss pattern – to relegate it to mere ornament, the prettifying of places and objects to disguise their boiler. But that is a serious misunderstanding of what design is and why it matters." —Daniel Pink

Linda Nilson's 2007 book The Graphic Syllabus and the Outcomes Map: Communicating your course is a detailed resource for thinking about the visual bear upon of the layout of your syllabus. How the syllabus looks  affects our students' perceptions of the course and of united states as instructors. It likewise helps students learn to organize their knowledge in meaningful means. "Visuals communicate the structure and interrelationship among the topics to be covered and the abilities students will acquire. […] They tin as well be designed to communicate an instructor'southward approachability, sense of sense of humour, and caring for the students." (thirteen)  With more than and more syllabuses existence bachelor online, in that location are fewer restrictions on using images due to the cost of press in colour. We could even include links to relevant videos to explain our expectations.  Something as simple as separating the calendar of readings into visually singled-out and meaningful thematic groups can aid students organize their learning over the course of the semester.

Other professors have shared their attempts to apply Nilson's principles. For example, in 2010 Billie Hara shared visuals from her syllabuses, which categorize visually the kinds of learning objectives her students volition achieve.

Here is one example from a philosophy form by Marking Smillie at Carroll College (Helena, MT) which illustrates Nilson's proposition that the layout of the syllabus tin propose "competition and complementarity" among elements of the course:

The weeks are numbered to the left, and the readings are organized visually into meaningful groups. This helps students construct a model for schools of philosophy which all answer the same question ("Philosophy: What is it, why do it?") but have distinguishing characteristics from one another.

Ultimately, information technology is of import to remember that visuals in a syllabus serve every bit a model and guide for the students as they navigate the content and requirements of the course.

Learning Environment

Learning Environment

The learning environment in the classroom or laboratory is guided by norms and rules of discussion, whether or not these are conspicuously articulated and fix by the syllabus. A statement on learning surroundings expectations volition help students empathize how to engage the class, instructor, and one some other in a way that best promotes respect, critical thought, and learning. An instructor may desire to include statements on how to participate in open discussions, how to articulate and substantiate an statement, and how to handle disagreements.

You may want to include the post-obit components:

• Concise statements of what the students should await from the instructor and from one another as they each contribute to the classroom's learning environment.
• A description or list of norms and behaviors that best facilitate an open and respectful classroom environment (eastward.one thousand. critique ideas, not people; do not interrupt, etc.).
• An explicit connection between classroom inclusivity and learning environment expectations.

Sample Statements:

The "Classroom Climate Guidelines" at Carleton College in Northfield, MN gives a bulleted listing of classroom expectations across the academy.

The Carleton Classroom, Studio, and Laboratory are therefore:

• Spaces in which faculty, staff, and students strive to create positive atmospheres that value the diversity, backgrounds, and perspectives of all members of our communities.
• Spaces for give-and-take and experimentation with ideas and opinions where students, staff, and faculty interact in a diverseness of ways. Together, we present information, piece of work in groups on problems or projects, build and criticize arguments and opinions, and develop creativity and critical thinking.
• Spaces in which individuals should feel at liberty to express their considered views on relevant materials and problems, to claiming their boyfriend students and instructors to explicate or refine views, and to ask questions when they need description or further caption.  At the same time, these are spaces where they should exist prepared to be challenged by others in the service of the learning process.
• Spaces in which generalities, labels, assumptions, and stereotypes may be identified, interrogated, and challenged,  and ideas, interpretations, and hypotheses will be proposed, refined, and criticized.  Challenging ideas and opinions respectfully does non constitute a form of disrespect just is an aspect of the learning process.
• Spaces in which individuals treat themselves, their classmates, and their instructors with respect and consideration in what they say and the way in which they say it so equally to foster a productive learning environment.

See likewise "Sample Civility Statements" from the Teaching and Learning Initiatives at Mount Holyoke College.

These "Guidelines for Grade Participation" by the Centre for Research on Learning and Pedagogy at the University of Michigan provide another listing, but it is more succinct than the kickoff one above:

1. Respect others' rights to concur opinions and beliefs that differ from your own. Challenge or criticize the idea, non the person.
2. Listen carefully to what others are saying even when you disagree with what is existence said. Comments that you brand (asking for clarification, sharing critiques, expanding on a point, etc.) should reverberate that you have paid attention to the speaker's comments.
3. Exist courteous. Don't interrupt or engage in private conversations while others are speaking.
4. Support your statements. Utilize evidence and provide a rationale for your points.
5. Let everyone the chance to talk. If you accept much to say, try to hold back a chip; if you are hesitant to speak, look for opportunities to contribute to the give-and-take.
6. If y'all are offended by something or think someone else might exist, speak upwards and don't leave it for someone else to have to respond to information technology.

Finally, for an instance that mixes pointed lists of expectations with more than descriptive paragraphs about how the classroom environment contributes to the goals of the form, encounter Nancy Chick'due south syllabus argument in the link below, too institute in the Feminist Pedagogy CFT Guide:

Mandatory Reporting

Mandatory Reporting

All faculty, many staff, and some students are "mandatory reporters" who are legally obligated to report any allegations of sexual misconduct (assault, harassment, dating violence, domestic violence, stalking and child abuse) and any suspected bigotry (about age, race, color, cree, religion, ancestry, national or ethnic origin, sex/gender, sexual orientation, disability, genetic information, military status, familial condition or other protected categories nether local, country or federal law) to Vanderbilt's Championship 9 Coordinator (615-343-9004).

This ways that students who hash out such things with their peers and faculty do not take confidentiality.  Students should be aware of that fact and then they, both accept choice near reporting, and options for other, confidential resource on campus. Title IX calls on the University to address the "impact" of sexual harassment and violence, so there are no time or geographical exclusions to what must be reported.  Your reporting obligation extends to incidents that occur or occurred off-campus and to those that occurred prior to a person's affiliation with the University. As well, your reporting obligation applies in all situations, not just the classroom or in connection with a course. The only exclusion is a confidential back up group setting, such as at the University Counseling Eye or the Heart for Student Wellbeing.

If you take any questions almost the scope of your obligation, please contact the University Title IX Coordinator or the Manager of the Projection Safe Center.

The following is sample text to help explain this to students, equally drafted by Vanderbilt'due south Project Rubber for Sexual Misconduct Prevention and Response.

Sample Statement:

Academy faculty, many staff member, and some student leaders are required to report incidents of sexual assault, sexual harassment, dating violence, domestic violence, stalking, and child corruption, too equally any suspected discrimination (about age, race, colour, creed, religion, ancestry, national or indigenous origin, sexual practice/gender, sexual orientation, disability, genetic information, military machine status, familial status or other protected categories nether local, state or federal law) to the Academy'south Title IX Coordinator (615-343-9004), as required past University policy and state and federal constabulary.

If you disclose an feel of interpersonal violence and/or kid abuse to classmates with mandatory reporting obligations or to the teacher, whether in course discussion or through a form assignment, your disclosure volition exist kept as private as possible but may not be able to be kept confidential.

Please consult with your instructor with any questions before sharing a personal experience of intimate partner violence or that of another Vanderbilt-affiliated person. Note that this includes incidents that occur on or off campus, also as incidents that occurred prior to your amalgamation with Vanderbilt. If you disclose thoughts of impairment to self or others, that information will also be disclosed to relevant parties charged with ensuring the wellness and safe of our campus community.

Personal Electronic Devices

Personal Electronic Devices

Computers, tablets, cell phones and other electronic devices tin can be useful tools in the classroom when used properly, simply they can also be a source of distraction. Some instructors

See our teaching guide on Wireless in the Classroom for more information.

You may want to include the following components:

• A clarification of how laptops will be integrated into your classroom activities. Laptops may make sense in some classes more than than others. If your class is largely discussion-based, and then it may be appropriate to adopt a policy that limits the apply of laptops in class. If your class varies in format from one meeting to the side by side, you may desire to define 'laptop' vs 'non-laptop' days.
• Information on the types of content, resources, and tools students tin can utilize during glass. For instance, if readings and other form content are made available through Blackboard or Box, you may want your students to be able to bring them upward during grade. The aforementioned might be said for courses that require students to utilise particular software like SPSS or Excel.

Sample Statements:

• Equally part of this course, you lot will be asked to vote on "clicker questions" using your laptop, tablet, or jail cell telephone at least twice per form. I look that you use these technologies simply for class-related purposes while in the classroom. If you notice your cellphone distracting, you lot can put it away betwixt questions. If you accept an emergency where you need to answer your phone, please exit the classroom to do so.
• This course requires you to be a mindful and courteous participant during in-class discussions. Therefore, laptops and cellphones are not allowed except in the following situations: fact-checking, referencing required readings, and finding relevant resource to aid in our understanding of the course content (such every bit YouTube clips or recent newspaper manufactures). If I find that you are abusing this policy, I volition ask you to turn off the device. Repeated infractions will lower your participation grade.

Personal Pronouns

Personal Pronoun Preference

Students in your classroom may prefer to be referred to with pronouns that are dissimilar from the ones that accord with their biological sex assigned at birth. The Centre for Teaching's Teaching Beyond the Gender Binary in the University Classroom Guide provides a comprehensive introduction as well as a range of resource for classroom practices inclusive of gender nonconforming and transgender students. Y'all should non assume that your classroom does not take gender nonconforming students in information technology. A skillful way to ensure that your class will be inclusive of all gender identities is to include a statement on pronoun preferences in your syllabus.

You may want to include the following components:

• A statement explaining that the instructor and the course will respect the pronoun choices of each individual class member
• A list of your own pronoun preferences following your proper name on the syllabus: "Dr. Richard Coble (he, him, his)"
• A supplemental pronoun etiquette sheet or pronoun guide explaining how to use pronouns respectfully and to correct for mistakes

• A link to Educatee Access Services or other official campus offices and statements outlining the institution's delivery to inclusivity
• A link to the Office of Lesbian, Gay, Bisexual, Transgender, Queer, and Intersex Life, and other services that may offering support for gender nonconforming students and others around issues of gender identity in and outside of the classroom

Sample Statements:

The Academy of Colorado Boulder'due south Gender and Sexuality Heart provides a concise statement on inclusivity, catastrophe with a request to make pronoun preferences known to the instructor:

Professional person courtesy and sensitivity are specially important with respect to individuals and topics dealing with differences of race, culture, organized religion, politics, sexual orientation, gender, gender variance, and nationalities. Form rosters are provided to the instructor with the student'south legal name. I will gladly honor your asking to address you by an alternating name or gender pronoun. Please suggest me of this preference early in the semester and then that I may make appropriate changes to my records.

Austin Higher'southward Johnson Middle for Kinesthesia Development and Excellence in Educational activity gives the following example argument in a PowerPoint presentation on Rubber Space for LGBTQ Students. It is more descriptive nearly proper noun and pronoun preferences, providing some rationale and examples:

All humans take the right to exist addressed in accordance with their personal identity.  Sometimes this means yous'd adopt me to telephone call yous "Jim" rather than "James."  Sometimes this ways that though your given name might be "Helen," y'all identify as male and would prefer to get by a different name and a masculine pronoun.  In all cases, students' preferences of address volition exist honored.  If you accept reason to believe that I may refer to you by the incorrect pronoun ("s/he"), please let me know how yous would prefer to be addressed (she, he, they, ze, etc.) right away.

Finally, the University of Pittsburgh'south Gender, Sexuality, and Women'south Studies Programme provides the following suggested syllabus statement. This statement is more abstract just besides comprehensive in its presentation of how gender pronouns and preferences function in classroom inclusivity and exclusivity:

Language is gender-inclusive and non-sexist when we use words that affirm and respect how people describe, express, and feel their gender. Just equally sexist linguistic communication excludes women'southward experiences, non-gender-inclusive language excludes the experiences of individuals whose identities may not fit the gender binary, and/or who may not place with the sex they were assigned at birth. Identities including trans, intersex, and genderqueer reflect personal descriptions, expressions, and experiences. Gender-inclusive/non-sexist language acknowledges people of whatever gender (for case, kickoff year educatee versus freshman, chair versus chairman, humankind versus mankind, etc.). It too affirms non-binary gender identifications, and recognizes the divergence betwixt biological sexual practice and gender expression. Students, faculty, and staff may share their preferred pronouns and names, and these gender identities and gender expressions should exist honored.

Promising Syllabus

Promising Syllabus

Ken Bain describes the commonalities beyond syllabuses from college teachers across the country who consistently inspired their students to larn securely.

Trust, rejection of ability, and setting standards that represented authentic goals rather than schoolwork are apparent in the kind of syllabus the best teachers tended to use. This "promising syllabus," as we dubbed it, had three major parts. First, the teacher would lay out the promises or opportunities that the class offered to students. What kinds of questions would it help students answer? What kind of intellectual, physical, emotional, or social abilities would it assist them develop? That section represented an invitation to a banquet, giving students a strong sense of control over whether they accepted. 2d, the teacher would explain what the students would exist doing to realize those promises (formerly known as requirements), avoiding the language of demands, and again giving the students a sense of control over their own education. The would make up one's mind to pursue the goals on their own, without taking the course, but if they decided to stay in the grade, they needed to do sure things to achieve. Third, the syllabus summarized how the teacher and the students would sympathize the nature and progress of their learning. This was far more than than an exposition of grading policies; it was the offset of a dialogue in which both students and instructors explored how they would empathise learning, so they could both make adjustments as they went and evaluate the nature of learning by the end of the term.

— Ken Bain, What the Best College Teachers Do, 74-75. [Emphasis Added]

Christine Courtade Hirsch, Banana Professor of Communication at SUNY Oswego, changed her syllabus after attending a workshop with Ken Bain.  Overall she had a  very positive experience. Importantly, she reminds her readers in her written reflections on the feel that the class has to be in line with the promises articulated in the syllabus. She recommends six strategies for implementing the values of the promising syllabus into the communications classroom over the course of the semester:

ane. Emphasize the unlike focus of the form;

2. Offering a foundational vocabulary,

3. Facilitate learning through careful listening in word and developing grading rubrics with students,

iv. Be prepared to let students brand decisions,

5. Ask a question for which you practise not accept answers,

6. Require a major project that allows students to illustrate what they know. (Hirsch 2010).

To read more most information technology, and encounter part of Hirsch'south syllabus, you lot tin can read her article in Communication Instructor vol. 24 (2010) 78-90.

Sexual Misconduct

Sexual Misconduct

Kinesthesia may wish to include statements on their syllabi that provide links and resources to campus services. For any course, but especially those that may touch on issues of sexual and gender, yous might desire to include a argument on sexual misconduct. The following is sample text to assist guide students, as drafted past Vanderbilt's Projection Prophylactic for Sexual Misconduct Prevention and Response. Contact Project Safety for more than data.

Sample Statement:

Vanderbilt is committed to providing a community built on trust and mutual respect, where all tin can feel secure and gratuitous from harassment. Sexual misconduct including sexual violence, sexual harassment, intimate partner violence, and stalking, violates a person's rights, nobility and integrity and is contrary to our community principles and the mission of the college. The Academy is committed to fostering a customs that promotes prompt reporting of sexual misconduct and timely and fair resolution of sexual misconduct reports. Creating a prophylactic, respectful, and inclusive environment is the responsibility of anybody at Vanderbilt.

We encourage all members of our campus community to seek support from the Project Condom Eye; 615-322-7233. We encourage community members to written report all incidents of sexual harassment and sexual misconduct directly to the Title IX Coordinator (615-322-4705).  Staff in these departments volition assist in eliminating the misconduct, preventing its recurrence, and addressing its effects.

Where tin can I learn more?

University of Minnesota's Center for Education and learning has produced a syllabus writing tutorial. If y'all want to walk through with someone step-by-step, this is a slap-up identify to do it online. http://www1.umn.edu/ohr/teachlearn/tutorials/syllabus/alphabetize.html

Besides, the Centre for Education offers Syllabus Consults to Faculty and Graduate Students on campus. Make an appointment and come by and see us!

Acknowledgements

Photo Credit: ici et ailleurs via Compfight cc

¹ This guide was originally written by Jessica Riviere, Senior Graduate Educational activity Boyfriend 2013-2014. It was updated in 2016 past Danielle Picard (Senior Graduate Teaching Swain 2015-2016) and Richard Coble (Graduate Didactics Beau 2015-2016) to include more examples of language instructors may want to utilise in their syllabuses.

References

Bain, Ken. (2004). What the Best College Teachers Do. Cambridge, MA: Harvard Upwardly.

Doolittle, Peter and Danielle 50. Lusk. (2007).  "The Effects of Institutional Nomenclature and Gender on Kinesthesia Inclusion of Syllabus Components." Periodical of the Scholarship of Didactics and Learning, seven, 62-78.

Drake, P. (2014). Is your employ of social media FERPA compliant? EDUCAUSE Review, 49:1. Retrieved from http://www.educause.edu/ero/commodity/your-use-social-media-ferpa-compliant

Gross Davis, Barbara. (2009)."The Comprehensive Course Syllabus." Tools for Educational activity, 2nd Ed. San Francisco: Jossey-Bass. 21-36.

Grunert O'Brien, Judith, Barbara J. Millis and Margaret Westward. Cohen. (2008). The Class Syllabus: A Learning-Centered Approach, second Ed. San Francisco: Jossey-Bass.

Hara, Billie. (2010). "Graphic Display of Student Learning Outcomes." Profhacker. http://chronicle.com/blogs/profhacker/graphic-brandish-of-pupil-learning-objectives/27863

Harnisch, Richard J. and 1000. Robert Bridges. (2011).  "Effect of Syllabus Tone: Students' Perceptions of Instructor and Form." Social Psychology Education, 14, 319-330.

Hirsch, Christine Courtade. (2010). "The Promising Syllabus Enacted: Ane Teacher's Feel." Communication Teacher, 24, 78-ninety.

Ludwig, Matthew A., Amy Bentz, and Herb Fynewever. (2011). "Your Syllabus Should Set up the Stage for Cess for Learning." Journal of Higher Science Teaching 40, 20-23.

Nilson, Linda B. (2007). The Graphic Syllabus and the Outcomes Map: Communicating Your Form. San Francisco, Jossey-Bass.

Saville, Bryan K., Tracy Due east. Zinn, Allison R. Brown, and Kimberly A. Marchuk. (2010). "Syllabus Detail and Students' Perceptions of Teacher Effectiveness." Educational activity of Psychology, 37:3, 186-189.

Wasley, Paula. (2008). "The Syllabus Becomes a Repository of Legalese." The Chronicle of College Education. http://chronicle.com ; Department: The Faculty 54:27, A1.

(Syllabuses vs Syllabi: http://languagelog.ldc.upenn.edu/nll/?p=2684 )

Cite this Guide

Marking Smillie at Carroll College (Helena, MT) example

Riviere, J., Picard, D. R., & Coble, R. (2016)Syllabus Design Guide. Retrieved [todaysdate] from http://cft.vanderbilt.edu/guides-sub-pages/syllabus-pattern/

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This pedagogy guide is licensed under a Creative Eatables Attribution-NonCommercial four.0 International License.

Mark Smillie at Carroll Higher (Helena, MT) instance

kimbrellthelismor2002.blogspot.com

Source: https://cft.vanderbilt.edu/guides-sub-pages/syllabus-design/