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How to use this document:Text in this larger blue font indicates section headings. If those sections are required, that will be noted at the start of that section.Italicized text indicates instructions for what type of material should be included in this section of the syllabus.Plain text provides examples of language. You should always customize your language to fit your course and pedagogy.Plain text highlighted in yellow indicates that this is official language from Purdue policies.[REQUIRED] Course InformationCourse number and titleCRNMeeting timeCourse credit hoursCourse web page/Blackboard page Prerequisites (if any)[REQUIRED] Information About the Instructor(s)The key is to provide information as to the ways the student can reach you (Blackboard, email, phone, and/or text). If additional individuals are key contact persons (TAs, co-instructors, etc.), include information for them as well.Name of the instructor(s)Office LocationPhone numberEmail AddressOffice hours, times and location [REQUIRED] Course DescriptionThe official course description from the university catalog. Alternately, some provide a description of the course that connects course themes and topics to the discipline as well as broader relevance. [REQUIRED] Learning OutcomesList course learning outcomes (typically 3-5) that state specifically what students will be able to do or know by the end of the course. Outcomes should be written with action verbs and be easily measurable, stating your evaluation method for each objective. Consider Bloom’s Taxonomies for cognitive, affective, and psychomotor domains. These outcomes should be in the course catalog as well. For assistance developing or reviewing course outcomes email the Innovative Learning Team. For example: By the end of the course, you will be able to:Identify...Methods of Evaluation: Quizzes, Participation in weekly discussionsDemonstrate...Methods of Evaluation: Design of XXXOutline...Methods of Evaluation: Concept MapDevelop...Methods of Evaluation: Development of XXX Criticize…Methods of Evaluation: Reflection Journal, Peer EvaluationTeaching PhilosophySome faculty share their teaching philosophy with their students. For example: As an instructor, it is my responsibility to maximize opportunities for every student in the class to learn, grow, and succeed in reaching both my own outcomes for the course and their personal goals and desires related to the class. To meet this responsibility, I draw on theory, frameworks, and practices rooted in principles of collaborative learning and student-faculty partnership. For some students, this may feel awkward.?Much of our society’s discussions about teaching focus on a banking system, in which an instructor deposits knowledge into a student’s mind, and students receive, file, store, and ultimately return that information in the same format in which it was deposited. Instead, I focus on student learning, which I define as a process of individual change. This means developing skills to view the world in new ways, and engaging in different types of debates, discussions, and dialogues.How to Succeed in this CourseProvide information on how students can best succeed in your course. For instance, you might include suggestions about completing assignments or studying for exams. You can also include resource links here. For example:If you want to be a successful student:Be self-motivated and self-disciplined.Be willing to “speak up” if problems arise. Be willing and able to commit to 4 to 15 hours per week per course. Be able to communicate through writing. Be able to meet the minimum requirements for the course. Accept critical thinking and decision making as part of the learning process. In contrast, here are some common behaviors that lead to failing the course.Don’t read until the night before the discussion.Wait until the last day to begin assignments.Forget about deadlines.Ignore emails from the instructor and/or your peers regarding course activities. Don’t get familiar with the grade book and syllabus.[REQUIRED] Learning Resources, Technology, & TextsList any required texts, technologies/software, associated fees, and other additional materials needed. Use a full citation and state where the texts/materials can be purchased. List alternate ways the students can access the text(s) (e.g., Purdue library, online). You should report your course material to your department’s textbook coordinator. We recommend that you explain how texts will be used. For example:Required Textbook: hardcopy, e-textbook.We will read approximately one chapter of the textbook each week (following the schedule below), and the in-class quizzes will be based on reading from the textbook.Additional Readings: The list of additional readings is below, however, as we progress through the course, other resources may be added. Access to additional readings and online chapters will be through the Blackboard course readings folder and through the Library Resources Link.Software/web resources.Word Processor (i.e. MS Word), remember that MS Office is free for all students.Tutoring supportBlackboard pageYou can access the course via Blackboard. It is strongly suggested that you explore and become familiar not only with the site navigation, but with content and resources available for this course.Course LogisticsThis is optional when you want to explain course logistics that will make the course run smoothly. You may want to explain when the course week starts and when assignments are due. Indicate a naming convention for assignment filenames, if you wish. If you require students to submit assignments written in a particular style, mention it here (i.e., APA or MLA). For example:You are encouraged to “mentally enroll” in this course as if it occurred on Monday mornings. In other words, our weeks will run from Monday to Sunday. I will post information (online activities, discussion starters, etc.) for the upcoming week by Sunday evening, so that when you log in on Monday, you can begin the new week. All assignments are due by 10:00 a.m. EST on the due date listed in the course schedule.Deadlines are an unavoidable part of being a professional and this course is no exception. Course requirements must be completed and posted or submitted on or before the specified due date and delivery time deadline. Due dates and delivery time deadlines are defined as Eastern Standard Time (as used in West Lafayette, Indiana). To encourage you to stay on schedule, due dates have been established for each assignment; 20% of the total points will be deducted for assignments received 1-6 days late; assignments received more than 1 week late will receive 0 points.An assignment file should be appended by your username, such as “assignment1-kim53.doc”. This will make it easier for me to manage assignment files.Instructor’s Face-to-Face Office HoursInclude a clear description of your availability for students visiting your office. Instructor’s Email Availability and PoliciesInclude a clear description of your availability for email communication. For example: I will be available via email daily, and try to respond as soon as possible (generally within 24-48) hours. When emailing me, please place the course number/section and the topic in the subject line of the email (e.g., XXX 240 – Assignment 2 Question). This will help me tremendously in locating and responding to your emails quickly.Virtual Office HoursInclude a clear description of your availability for synchronous online communication. For example: Virtual Office Hours are a synchronous session (through WebEx) to discuss questions related to weekly readings and/or assignments. Office hours will be held Monday evenings from 7:00-8:00 pm EST. To connect to the weekly session, go to WebEx. (Note to instructors: You will need to edit the WebEx link located here so it will go directly to your personalized room. Your personalized WebEx room ends with “meet/yourcareeraccount” at the end. For example, .)[REQUIRED] Assignments and PointsEvery syllabus should provide clarity on how and what a student is expected to submit and how that work is evaluated. Identify the assignments students need to complete as part of the course. Include the date assignments are due and the number of points each assignment is worth. For example:Your learning will be assessed through a combination of participation, projects, a reflection paper, and a final exam spread throughout the semester. Details on these assignments and exams, including rubrics to guide evaluation, and guidelines on discussion participation and evaluation will be posted on the course website. AssignmentsDuePointsParticipationThroughout the semester40Individual Reflection PaperNovember 1520Project 1September 3040Project 2October 3140Final ExamDecember 1560(none)(n/a)Total: 200Participation (40 points; ongoing). Participation points will be earned each week through a variety of small assignments as well as my assessment of your engagement during class sessions. Please read the feedback that I provide for ways to enhance this grade going forward, and see me if you find yourself struggling to participate so we can develop appropriate strategies together.Individual Reflection Paper (20 points; due XX). This assignment relates to learning objective 2. After completing project 2, you will...Project 1 (40 points; due XX). Details about this project will be shared by XX.Project 2 (40 points; due XX). Final exam 3 (60 points; On XX). Will consist of a mix of multiple choice, short answer, and essay questions. More detail will be shared by XX. Missed or Late WorkInclude your policy on late or missed assignments (e.g., homework, labs, exams). Define clear expectations and consequences. Also include your policy on making-up missed assignments (e.g., homework, tests, labs). For example:Missed assignments may only be made up when you notify me ahead of time with an explanation and plan for completion. These requests will be accepted at my discretion and may include a point penalty of 5% per day late. Asking for an extension does not guarantee it will be granted.[REQUIRED] Grading ScaleHow does the collective work described above turn into the end of semester grade? You may also describe your grading philosophy and what grades mean in your class. This could involve indicating whether grades serve as an overall measure of student achievement and accomplishment (example 1), a means of comparison between students or “curve” (example 2), or a measure of change/learning/competence or something else (example 3). You should also provide clarity regarding your grading scale. There is no set scale for all courses, nor are all courses required to use all grades (e.g., you may have only letter grades with no +s or –s). Your department may have specific rules and guidelines regarding grading scales. The following examples reflect different philosophies and measures.NOTE: Per University Senate regulation: “Between the beginning of the 5th and the end of the 7th week, all students enrolled in 10000-29999 level and those approved for foundational courses shall be provided graded feedback by their faculty. These grades will not become part of the permanent record.”Example 1: Overall achievement throughout the semesterIn this class grades reflect the sum of your achievement throughout the semester. You will accumulate points as described in the assignments portion above, with each assignment graded according to a rubric. At the end of the semester, final grades will be calculated by adding the total points earned and translating those numbers (out of 200) into the following letters (there will be no partial points or rounding). NOTE: If you use a percentage-based system be clear about rounding and decimals. If you say that an A- reflects 90-93% and an A represents 94-96% your syllabus should make clear what 93.3% means.A+: 193 - 200A: 188 - 192A-: 180 - 187B+: 173 - 179B: 168 - 172B-: 160 - 167C+: 153 - 159C: 147 - 152C-: 140 - 146D+: 133- 139D: 127 - 132D-: 120 - 126F: 119 or belowExample 2: Set curve allotting specific quantities of grades through comparisonThis class is graded according to a set curve. Final grades will be distributed through a comparison among students based on the assignments outlined above. After each assignment, mean and median scores will be shared as well as standard deviations to help you track your standing relative to your peers so that you can gauge your overall standing in the course. I will provide specific information with regard to your precise standing in the class in weeks 4, 8, and 12. According to the points outlined above, the following grades will be distributed:A: Top 15%B: Next 20%C: Middle 30%D: Next 20%F: Lowest 15%Example 3: Self-assessment of student learning (as this is a relatively new type of structure please contact the Innovative Learning Team to discuss this in more detail.)This course will follow an “ungrading” philosophy. I am more interested in meaningful conversations about what you learn, and how you reach your goals, than an attempt to minimize all of your learning into a single symbol. The university still requires grades, so you will be leading the evaluation of your work. This will be completed with me in four stages, at the end of weeks 4, 8, 12, and 16. In each stage, you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be an important factor in final grades.IncompletesShare how incomplete grades will be handled. For the official policy on incompletes (as well as other matters related to grading) see the Grades and Grade reports webpage. For example: A grade of incomplete (I) will be given only in unusual circumstances. To receive an “I” grade, a written request must be submitted prior to December 1, and approved by the instructor. The request must describe the circumstances, along with a proposed timeline for completing the course work. Submitting a request does not ensure that an incomplete grade will be granted. If granted, you will be required to fill out and sign an “Incomplete Contract” form that will be turned in with the course grades. Any requests made after the course is completed will not be considered for an incomplete grade.Course ScheduleProvide an outline of the content of the course with dates for readings, assignments, midterms, quizzes, exams, etc. Be clear about the topics that will be covered each day in the course and what the students should do in advance of meeting. For example:WeekTopic & ReadingsAssignmentsWeek 1List each topic and reading hereList assignments or “none,” as neededWeek 2List each topic and reading hereList assignments or “none,” as neededWeek 3List each topic and reading hereList assignments or “none,” as neededWeek 4List each topic and reading hereList assignments or “none,” as neededWeek 5List each topic and reading hereList assignments or “none,” as needed* Schedule and assignments subject to change. Any changes will be posted in the learning management system.You may also include key University dates, such as:Classes begin on August 19, 2019.Labor Day is Monday, September 2, 2019.Initial Class Participation (ICP) Reporting is due September 13, 2019.Fall Break is October 7-8, 2019.The last day of class is December 7, 2019.Grades are due by 5:00 pm Tuesday, December 17, mencement is December 15, 2019.[REQUIRED] Attendance PolicyYou should write your personal policy for students missing class and the consequences. The University recognizes that the learning mission can be enhanced significantly by extracurricular experiences. Students participating in University-sponsored activities should be permitted to make up class work missed as a result of this participation. Address what the student should do if a class is missed. Remember that Purdue has specific policies allowing absences for grief and for military service obligations. Beyond these circumstances, “[t]he University expects both students and their instructors to approach problems with class attendance in a manner that is reasonable”. Your policy should indicate in what ways grades will be affected by absences. For example: Students are expected to be present for every meeting of the classes in which they are enrolled. Only the instructor can excuse a student from a course requirement or responsibility. When conflicts or absences can be anticipated, such as for many University sponsored activities and religious observations, the student should inform the instructor of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification to an instructor is not possible, the student should contact the instructor as soon as possible by email or phone. When the student is unable to make direct contact with the instructor and is unable to leave word with the instructor’s department because of circumstances beyond the student’s control, and in cases of bereavement, the student or the student’s representative should contact the Office of the Dean of Students via email or phone at 765-494-1747.While the general expectation is one of accommodation, you should be clear how grades will be affected by absences. For example:More than two unexcused absences will result in grading penalties of 5 points per absence after the second.Please note that PUSH does not provide students with “excuse” notes. Unless the student is acutely ill, there is nothing for PUSH to verify. Instead, encourage students to communicate with you as soon as possible, in the event of an illness, so that you can work together for a positive solution to their absence. In situations where a student is hospitalized or may need to go home for medical care, the Dean of Students will notify the student’s instructors.[REQUIRED] Academic IntegrityShare your personal policy regarding academic dishonesty for your course. You may also want to include the University policy for academic dishonesty (below). You may also include information regarding sharing and posting of course materials and/or derivative work (student’s class notes) on commercial websites such as Course Hero or Quizlet. You can find information on copyright policy, as well as student regulations in part 9 of the Miscellaneous Conduct Regulations. Academic integrity is one of the highest values that Purdue University holds. Individuals are encouraged to alert university officials to potential breaches of this value by either emailing or by calling 765-494-8778. ?While information may be submitted anonymously, the more information that is submitted provides the greatest opportunity for the university to investigate the concern.The Honor Pledge Task Force, a student organization responsible for stewarding the mission of the Honor Pledge and encouraging a culture of academic integrity, asks all instructors to prominently include the student-initiated Purdue Honor Pledge on their syllabus, as well as exams and key assignments:The Purdue?Honor?Pledge “As a boilermaker pursuing academic excellence, I?pledge?to be honest and true in all that I do. Accountable together - we are Purdue" You may also want to refer students to Purdue's student guide for academic integrity.[REQUIRED] Nondiscrimination StatementPurdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. Link to Purdue’s nondiscrimination policy statement.[REQUIRED] Students with DisabilitiesAddress Purdue policy and your personal policy for supporting students with disabilities. The Disability Resource Center (DRC) is a resource for students and instructors. Students may present a “Letter of Accommodation” to you at any point in the semester. Should you have questions about accommodations, please contact the DRC at 765-494-1247 or email. In many cases, the DRC can partner with you to develop inclusive teaching strategies that benefit all students in your class. The DRC recommends the following statement be included in your syllabus: Purdue University strives to make learning experiences as accessible as possible. If you anticipate or experience physical or academic barriers based on disability, you are welcome to let me know so that we can discuss options. You are also encouraged to contact the Disability Resource Center at:?drc@purdue.edu?or by phone: 765-494-1247. Purdue has assistance available to help you make learning materials accessible. Some examples include:Information on Universal Design for LearningGuidance on creating accessible documents[REQUIRED] Emergency PreparationAddress what the student should do in emergency situations. Define procedures for communicating with the students and submitting assignments. Further emergency information and details here. For example: In the event of a major campus emergency, course requirements, deadlines and grading percentages are subject to changes that may be necessitated by a revised semester calendar or other circumstances beyond the instructor’s control. Relevant changes to this course will be posted onto the course website or can be obtained by contacting the instructors or TAs via email or phone. You are expected to read your @purdue.edu email on a frequent basis.Guidelines regarding ensuring access to emergency information:Keep your cell phone on to receive a Purdue ALERT text message.Log into a Purdue computer connected to the network to receive any Desktop Popup Alerts.If you have a “no cell phone” in class policy allow one or two students who have signed up for Purdue ALERT to keep their phones on to receive any alertsMental Health StatementOn the recommendation of the University Senate, CAPS and the Dean of Students, we ask you to share the following resources on your syllabus. If you find yourself beginning to feel some stress, anxiety and/or feeling slightly overwhelmed, try WellTrack. Sign in and find information and tools at your fingertips, available to you at any time. If you need support and information about options and resources, please see the Office of the Dean of Students for drop-in hours (M-F, 8 am- 5 pm).If you’re struggling and need mental health services: Purdue University is committed to advancing the mental health and well-being of its students. If you or someone you know is feeling overwhelmed, depressed, and/or in need of mental health support, services are available. For help, such individuals should contact Counseling and Psychological Services (CAPS) at 765-494-6995 during and after hours, on weekends and holidays, or by going to the CAPS office of the second floor of the Purdue University Student Health Center (PUSH) during business hours. NetiquetteEspecially in online and hybrid courses, you may wish to develop course netiquette “do’s and don’ts” to further underscore the importance of harmony and respect within the online learning environment. For example:Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea, but you are not to attack an individual. Our differences, some of which are outlined in the University's nondiscrimination statement below, will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. Please read the Netiquette rules for this course: Do not dominate any discussion. Give other students the opportunity to join in the discussion. Do not use offensive language. Present ideas appropriately.Be cautious in using Internet language. For example, do not capitalize all letters since this suggests shouting. Avoid using vernacular and/or slang language. This could possibly lead to misinterpretation. Keep an “open-mind” and be willing to express even your minority opinion.Think and edit before you push the “Send” button. Do not hesitate to ask for feedback.Violent Behavior PolicyBelow is Purdue’s policy prohibiting violent behavior. You may want to include some information from Purdue's violent behavior policy:Purdue University is committed to providing a safe and secure campus environment for members of the university community. Purdue strives to create an educational environment for students and a work environment for employees that promote educational and career goals. Violent Behavior impedes such goals. Therefore, Violent Behavior is prohibited in or on any University Facility or while participating in any university activity.See the University’s full violent behavior policy for more detail.Diversity and Inclusion StatementYou may want to include a statement related to diversity and inclusion issues as they may be relevant to your class and discussion. For example:In our discussions, structured and unstructured, we will explore a variety of challenging issues, which can help us enhance our understanding of different experiences and perspectives. This can be challenging, but in overcoming these challenges we find the greatest rewards. While we will design guidelines as a group, everyone should remember the following points:We are all in the process of learning about others and their experiences. Please speak with me, anonymously if needed, if something has made you uncomfortable.Intention and impact are not always aligned, and we should respect the impact something may have on someone even if it was not the speaker’s intention.We all come to the class with a variety of experiences and a range of expertise, we should respect these in others while critically examining them in ourselves.Course EvaluationIndicate how students can evaluate the course. For example: During the last two weeks of the course, you will be provided with an opportunity to evaluate this course and your instructor. Purdue uses an online course evaluation system. You will receive an official email from evaluation administrators with a link to the online evaluation site. You will have up to two weeks to complete this evaluation. Your participation is an integral part of this course, and your feedback is vital to improving education at Purdue University. I strongly urge you to participate in the evaluation system. DisclaimerThis syllabus is subject to change. Describe how you will announce and share changes made to the syllabus. ................
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