Inclusive Syllabus Template revised 8/12/20 - Academic Affairs



Inclusive Syllabus Template revised 8/12/20 HYPERLINK "" \h Click here for tips on using images for an inclusive syllabusCourse TitleQuarter and yearInstructor InformationInstructor’s Name:Instructor’s Office (Bldg – Room): Instructor’s Office Hours (when I will be in my office):Instructor’s Email Address:Instructor’s Office Phone:The best way to contact me is …For email or phone, I will respond withinCourse InformationDepartment: type in your department hereItem (Section) #:Class meets (days - times): Class Meeting Location:Course DescriptionPlease use the course description from the college catalog course descriptions. Do not create or add your own course description for this section. This is necessary for accreditation purposes.Course OverviewThe purpose of this section is to expand on the basic course description to provide a more personalized overview of your course. This is your chance to invite students into the course, set the tone, and communicate the value and importance of this topic with a brief 1-3 paragraph description of the course.Consider including information about why they should care about it, what is interesting about the course topic and why you are passionate about teaching it, and how the course fits into a curricular pathway, major, or career path.Click here to view sample language for inclusive course overviewsStudent Learning OutcomesList course outcomes, which are available from the catalog course descriptions. (Ask your Department Coordinator, if you are not sure.) Do not create or add your own student learning outcomes. Course Prerequisites(if relevant):(See the Catalog course descriptions)Course Text(s) and Other Required MaterialsTextbook, reader, or other materials to be purchased from the bookstore. Include Text title, edition, author, date rmation about any other required or recommended tools or resources, including links to online resources.How to Succeed in this Course (Expectations for Students) This part of the syllabus works to create a partnership where you affirm your own commitment to student success. This section is also intended to demystify what it takes to be successful in your course and validate that students have the capability to succeed. This information is about expectations more generally than expectations for specific assignments (exams, research papers, lab work). Use learner-centered language and tone that communicates high expectations for students, but reinforces that the classroom culture is one of a community -- students can and should be proactive about giving feedback and support. Avoid writing these expectations as a rulebook focused on what students should NOT do. Click here to view sample language for “how to succeed” statements. Information about Our Course Assignments*Provide information about course assignments and assessments for the course such as major research projects, midterms, finals, reading quizzes, participation points, or other activities. Consider clarifying for students the difference between low-stakes assessments such as homework and reading quizzes and high stakes assessments like tests and major papers.*Some instructors combine this section with the next section.Grading and Related PoliciesDefine the elements and processes as they affect the final grade. Typical grade scales used at Highline College may be found in the Faculty Handbook.General College Grading PolicyOnly grades of a 0.7 or above will earn credit at Highline College. Below 0.7, the assigned grade is a 0.0.Program Specific Grading PoliciesAny course used for credit in the AA and AS degrees must be a 1.0 or better.If you have department or program specific grading policies, put them here.Grade TableSee below for a description of how the grading percentage total that you see on Canvas translates into the grade on the grade on the 4.0 scale that appears on your transcript.A grades>95% = 4.094% = 3.993% = 3.892% = 3.791% = 3.690% = 3.5B grades89% = 3.488% = 3.387% = 3.286% = 3.185% = 3.084% = 2.983% = 2.882% = 2.781% = 2.680% = 2.5C grades79% = 2.478% = 2.377% = 2.276% = 2.175% = 2.074% = 1.973% = 1.872% = 1.771% = 1.670% = 1.5D grades69% = 1.468% = 1.367% = 1.266% = 1.165% = 1.064% = 0.963% = 0.862% = 0.7F grades<61% = 0.0End of grade section, Back to one column hereCourse Attendance/Tardiness and Participation PolicyInclude class attendance and participation policies if they affect the grade. Policy must be reasonable (related to course outcomes) and points/grade percentage should be clearly articulated.Assignment Deadlines and Policy on Missed Deadlines and ExamsList the policies about late work and missing assignments or exams. Toward an inclusive curriculum, consider what is called the “practice paradox” in the Four Connections, which calls for a balance of structure and flexibility, high expectations and high support:When issues arise in students’ lives and learning experiences, is there a degree of flexibility that empowers students to learn the course outcomes?Consider stacking the course for more low stakes assignments in the first few weeks so that students aren’t destined to fail the course if they aren’t up to speed in the first few assignments.Academic HonestyStudents are expected to maintain a high standard of?honesty?in their academic work. Cheating and plagiarism are specifically prohibited under the college’s Student Rights and Responsibilities provisions.Acts of cheating may include submitting for credit work that is not the student’s own, copying examination answers from fellow students or other sources or assisting other students in acts of these kinds.Plagiarism, the presentation of another’s writing or ideas as one’s own, can take a number of forms - failing to cite sources, copying source texts or online sources without quotation, or inadequately paraphrasing or synthesizing source materials.Students who are unsure of what might constitute plagiarism or cheating are encouraged to consult their instructors, class materials and other college resources for guidance.Academic dishonesty of any kind will result in ___________(insert your discretionary policy on what grade/action you will take, for example “a grade of 0.0 on the assignment”) and possible disciplinary action from the college. If I have reason to believe that you engaged in academic dishonesty, I may make a report to the Office of Student Conduct after speaking with you about the situation. Students who have more than one report of alleged academic dishonesty during their time at Highline College may be required to meet with a Conduct Officer for a student conduct hearing and have sanctions imposed. It is both your right and responsibility to be familiar with the document entitled Student Conduct Code WAC 1321-125.Inclusivity StatementAdd a statement to communicate your commitment to an inclusive classroom environment. The intent is to create a welcoming environment, as you establish respect and inclusion as a class norm. A statement like this validates that students belong here -- at our college, in your course, in their program. With this statement, you are representing the value of students’ racial/ethnic experiences and backgrounds in your class. Click here for sample inclusivity statementsAccess Services Statement:Your experience in this class is important to me. If you have already established accommodations with Access Services, please communicate your approved accommodations to me at your earliest convenience so we can discuss your needs in this course.If you have not yet established services through Access Services, but have a temporary health condition or permanent disability that requires accommodations (conditions include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact Access Services at 206-592-3857, access@highline.edu?or?access.highline.edu. Access Services is located in building 99 suite 180. Grievance Procedures:I hope that you will communicate with me if you experience anything in this course that does not support an inclusive environment. You can also report any incidents you may witness or experience on campus through the following procedures:For instructional grievance process:In the case of a complaint about a course, students are encouraged to speak with their instructor first, and if the matter is not resolved, students should then contact the division chair if the complaint is against a full-time faculty member, or with the department coordinator if the complaint is against a part-time faculty member. For more detail, see the procedure: Title IX (claims related to discrimination and sexual harassment) HYPERLINK "" \h It is the policy of Highline College to provide equal opportunity in education and employment and not discriminate on the basis of race, color, national origin, age, disability, sex, sexual orientation, marital status, creed, religion, or status as a veteran of war as required by Title IX of the Educational Amendments of 1972, Section 504 of the Rehabilitation Act of 1973, Title VI of the Civil Rights Act of 1964, the Age Discrimination Act of 1975, RCW 49.60.030 and their implementing regulations. Prohibited sex discrimination includes sexual harassment (unwelcome sexual conduct of various types).For more detail see the procedure: PoliciesFor information on college policies on diversity, classroom behavior, incompletes, absences for religious reasons, student grievances, withdrawals, and emergency procedures please visit Highline College Procedures and Policies. Student ResourcesThe college offers many resources to support student achievement and success. These include Access Services, faculty advising, the Academic Success Centers (math, writing, and general tutoring), the college library, and technical support. For more detailed information on these services, please visit Highline College Resources for Students. Course ScheduleProvide a structured schedule for the course so that students have a clear understanding of their responsibilities each week. Again, emphasize the connection between your intended learning outcomes for each week/unit and that the assessments will be used to evidence their mastery of these learning outcomes. Communicate clearly anything that students need to do in advance of class in order to be best prepared and engaged. ................
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