Sample University College Syllabus - University of the Pacific



Sample University College SyllabusSCHOOL OF: For Example: “Thomas J. Long School of Pharmacy & Health Sciences”SUBJECT CODE: Example: BIOL for Biology or HIST for HistoryCOURSE NUMBER: The number immediately following the course code; usually 001-399COURSE NAME: This is the official course name from the Academic Catalog.SEMESTER: Typically Spring, Summer, or Fall. However if teaching outside the normal semester, you may have to consult your department.NUMBER AND TYPE OF UNITS: (for example “4”); (for example “1 lecture, 3 lab”)Must match the course catalog, A description of the types of credit hours can be found in the university credit unit policy here: TIME AND LOCATION: Include Building, room number, and time. If off campus, indicate where held.INSTRUCTOR NAME: (Place instructor name(s) and contact information including phone and/or e-mail in this space, identify preferred method of contact if relevant.)Table of ContentsCourse DescriptionContact InformationEvaluation MethodologyGrading ScalePrerequisitesCourse OutlineCourse ObjectivesPoliciesTeaching MethodologyCourse GoalsLearning ResourcesProgram OutcomesBehavioral ExpectationsUniversity OutcomesCourse DescriptionThe course description must be identical to that printed in the corresponding university catalogue and cannot be changed without approval at the departmental and university level. Official course descriptions can be found in the academic catalog at . On this page select the appropriate current catalog. The description listed for your course in the catalog is the official description.Contact InformationAdd some information about yourself and a complete list of contact information and preferencesThis is the location where you can put a brief bio. The bio should ideally be approximately two paragraphs and give some sense of who you are. This bio can be a formal introduction talking about your background and achievements or an informal introduction depending on your preferences.How to contact me:Canvas: Use the Inbox tool on the left navigationEmail: Voicemail: Virtual Office Hours: {Times and days available}Phone/WebEx: by appointmentGive students details about your availability. This would include how long students should expect to wait for a reply, and any times that you will definitely not be available. Include your preferred method of contact. Also include any expected absences and who students should communicate with in the event of an absence.PrerequisitesThe prerequisite statement must be identical to that printed in the corresponding University catalogue.Course ObjectivesCourse objectives cannot be changed without approval from the curriculum committee. Course objectives must be numbered. After successfully completing this course, you will be able to:Example: LO-1 Critique the human security paradigm as a way to assess security concerns. Teaching MethodologyDescribe how the course will be taught. As an online or hybrid course, what Canvas tools will you use? Will discussions and assignments be used? Will the course involve group work? Will outside tools or video conferencing be used? How will the tools that you use integrate with the curriculum?Learning ResourcesRecommended and/or required: include websites (including Canvas), texts, readings, equipment, etc. Use full citations for sources, also include information regarding office hours.Below is the language detailing the attitude, technical skills and requirements and how to get help in the course. Attitudes & Technical Skills RequiredYou will find that the following attitude will significantly contribute to your success in this online class:A positive attitude towards technologyAn open mind towards online educationWillingness to share your experiences with othersStrong writing skills needed for expressing yourself in the discussion areaStrong analytical and critical thinking skills for when you "get stuck"Resourcefulness - don't be afraid to click on links and explore and ask questionsTime managementOnline learning requires only basic technical skills:Competency with file management (for example, creating a folder on your desktop, moving files from one location to another, finding a saved file)Internet navigation skillsDownload plug-ins from the InternetUpdate your Internet browserSend and receive emailCreate and save documents (Word, PowerPoint, Excel or HTML) Copy text from a word processing program and paste them into another programMinimum Hardware and Software RequirementsYou will need access to a computer and the Internet. Most computers built in the last five years have adequate processing capabilities for online courses. If you do not have a computer at home or work but do spend time on campus, you can use library computers. A laptop with wireless capability will provide maximum flexibility for accessing the course when on campus. Public libraries usually have computers available fro public use.If you plan to connect to the Internet from home, you will need Internet access. High-speed Internet access with a cable modem or DSL is recommended. For either connection method, you will need an Internet Service Provider (ISP).You also will need word processing software (e.g., Microsoft Word). If you do not have access to Word or an office suite, OpenOffice and LibreOffice are two very competent alternatives that are available without charge. If you plan on using either of these office suites be sure to save your documents for submission in Word, PowerPoint, or Excel formats. OpenOffice (Link to download) and LibreOffice (Link to download) do not save in these formats by default.Free web browsing software can be downloaded from the Internet but is usually already installed on modern computers. Firefox is the recommended web browser most compatible with Canvas for Mac Users. Windows users can use Firefox or Chrome. Your browser must have the Java plug-in (Link to download) puter SpecificationsCanvas and its hosting infrastructure are designed for maximum compatibility and minimal requirements.Screen SizeCanvas is best viewed at a minimum of 1024x600, which is the average size of a notebook computer. If you want to view Canvas on a device with a smaller screen, we recommend using the Canvas mobile app, which you can download here: SystemsWindows 7 and newerMac OSX 10.6 and newerLinux - chromeOSMobile Operating System Native App SupportiOS 7 and newerAndroid 2.3 and newerComputer Speed and ProcessorUse a computer 5 years old or newer when possible1GB of RAM2GHz processorNote: Some tablets, such as the Kindle, may not have the proper hardware or software to use with Canvas, and are not supported.Internet SpeedAlong with compatibility and web standards, Canvas has been carefully crafted to accommodate low bandwidth environments.Minimum of 512kbpsSupported BrowsersCanvas supports the last two versions of every browser release. We highly recommend updating to the newest version of whatever browser you are using as well as the most up-to-date Flash plug-in. Software RecommendationsSome online classes may use the following software:Mozilla Firefox can be downloaded here: Acrobat Reader can be downloaded here: Adobe Flash can be downloaded here: Shockwave can be downloaded here: AssistanceIt's crucial to seek help when you can't access Canvas or class materials. It's up to you to ask questions!Canvas has live help that will assist you with any technical issues. To access help, click the question mark at the far left side of the screen. You can also email the Pacific Helpdesk for guidance at helpdesk@pacific.edu.For assistance with course materials contact your instructorAn overview of available Canvas help resources can be found here: in depth information can be accessed in The Canvas Student Guide which can be found here: ExpectationsA clear statement regarding the attendance requirement for this course must be included in this section. Additional behavioral expectations may be described here at the instructor’s discretion.If the course uses WebEX or another synchronous conferencing platform provide students with guidelines for participation. What are the expectations for communication while videoconferencing? Will they send questions by text during your lecture or wait until a specified question and answer period? Will you be answering student questions in a specific order? What will your policy on late attendance to a synchronous event be?For online discussion expectations, sample netiquette and student success language is included below.Important Tips for Success as an Online LearnerBegin planning now for private, uninterrupted time in your schedule to complete the assignments – preferably in at least one-hour blocks and at least three times a week. It can be easy to fall behind!Check your email account regularly for updated information. Use e-mail for private messages to the instructor and other students. The discussion forum is for public messages.If you have questions or confusion about an assignment, take action promptly! Check the Getting Help Discussion to see if your concern has been addressed already. If not, post your question to this discussion.Read directions carefully.For posts to online discussions, conventions of on-line etiquette ("netiquette") which include courtesy to all users, will be observed. Please see Guidelines for Online Discussion for detail.Course NetiquetteFor those of you who are new to online learning and online discussion, there are some important differences between how you communicate online and in the classroom. These differences are frequently the cause of misunderstandings in courses that have an online component. The following guidelines are intended to help you understand the differences and communicate in a way that minimizes the chances of misunderstandings.The most important difference between face to face communication and using an online discussion is that you cannot see each other. For the most part, humans rely on visual and audio cues when talking to each other. When we speak face to face we can interpret what the other person is saying through their posture, tone of voice, and expression. All of this is missing when communicating through discussion forums. You can’t easily tell what the intent is when reading a response to a message in a discussion board. There are no visual cues. There is no tone of voice to convey emotion. There is only text. It is easy to make assumptions about a person’s intent when you are lacking the cues that you would take for granted otherwise. Below are some guidelines for communication in online courses that will help you make the most out of your online interactions.Refer to the discussion rubric. This document is posted by your instructor. It shows how you will be graded for each discussion assignment. Become familiar with this document and will do well in the discussions.Avoid “me too” posts. These are short posts that add little to the discussion. Always have a reason for posting and elaborate on this reason in your posts. If you agree (or disagree) with a post, then say why--and support your statement with concepts from the online lecture or assigned readings, or by sharing a related example or experience. Stay on topic and be concise. It is important in educational forums that you keep your discussion focused on the task at hand. Reread the discussion prompt that your instructor has provided. Sometimes it is a good idea to write down the points that they are making and then construct your post around those points specifically. It is easy to use personal anecdotes to support your ideas, but in an educational setting you should concentrate on the facts of the prompt unless asked for personal details.Prepare to be challenged! Other will have differing opinions and beliefs. Keep an open mind on their opinions of your ideas.Keep a positive tone. Everyone in your class is there to learn, just as you are. Discussions are a great way to understand different perspectives. If a conversation remains positive then it is a lot more likely that everyone will get something useful out of it. Avoid any language that can be construed as angry, sarcastic or even humorous.Don’t take things personally. As mentioned above, there is no way for you to know for sure what that person writing intends. Given that the discussions are supposed to be a community building experience, assume that the responses are meant to be helpful. If you have questions about a post, contact your instructor.When in doubt, take a break before posting. If you do find yourself becoming emotionally involved in the discussion, it is a good idea to take a break for a half hour and revisit what you are about to post with an eye to how others would interpret it. Once that you post a message there is no deleting or taking it back.Put yourself in the place of the reader. If you would be uncomfortable reading what you have written, then it is probably a good idea to revise before you post. Sometimes reading the message aloud to yourself or someone else helps you better understand how a message will ‘sound’ to another person.Use Emojis/emoticons/smileys to convey emotion. If you want to convey emotion in your posts, you can do so by using emoticons. We all know the smiley face J, and the wink ;-). There are many more. If you are not familiar with using these in email or text, look them up online. They are great way to convey how you are feeling in a glance.Be patient, few are online 24/7. Remember that all of the people in your course have lives outside of the class they are taking. If you ask a question or need clarification, it may be a day or two before you get a response. Your instructor will have their policy on responding listed in the syllabus.Help others. You are all in this together. If someone in the course has a problem with the system or needs help in another way, feel free. Many of you will have more experience and your assistance will be appreciated.Post links and references. If you are using a textbook or an online source, post the page of the book or link to the source in your post. It allows people to see where your information came from.Avoid slang, use standard spelling and spell check on your posts. This is important in college level courses. It makes it easier for people to understand your message and not get bogged down in the way that the post is written.Avoid strange fonts, colored fonts, and large type sizes. Your posts should be all about readability. DONT WRITE IN ALL CAPS! It gives the appearance of yelling and is difficult to read. That said, SOMETIMES caps can be used to place emphasis on a word.Evaluation MethodologyDescribe the evaluation methods used and relative weight in grading assignments. This section should include all examinations, assignments, quizzes, and other graded projects and the relative weight assigned to each. The description should include enough detail so that it is clear how students will be graded in the course. The following statement must be included at the end of this section: Copies of student work may be retained to assess how the learning objectives of the course are being met.Grading ScaleInclude the grading scale that you will use in the course. For example, a percentage based grading scale may look like this: A = 90-100%, B = 80-89%, C = 70-79, D = 60-69, F = Below 60%.Course OutlineSee Sample below. In addition, this section should contain comprehensive breakdown of each assignment with due dates, applicable SLOs, descriptions, and grading requirements to assure that students have a complete picture of the assignment requirements.PoliciesAttendance: include a clear statement of attendance policiesBelow is default language for Honor Code:The Honor Code at the University of the Pacific calls upon each student to exhibit a high degree of maturity, responsibility, and personal integrity. Students are expected to:act honestly in all mattersactively encourage academic integritydiscourage any form of cheating or dishonesty by othersinform the instructor and appropriate university administrator if she or he has a reasonable and good faith belief and substantial evidence that a violation of the Academic Honesty Policy has occurred.Violations will be referred to and investigated by the Office of Student Conduct and Community Standards. If a student is found responsible, it will be documented as part of her or his permanent academic record. A student may receive a range of penalties, including failure of an assignment, failure of the course, suspension, or dismissal from the University. The Academic Honesty Policy is located in Tiger Lore and online at for Students with Disabilities:If you are a student with a disability who requires accommodations, please contact the Director of the Office of Services for Students with Disabilities (SSD) for information on how to obtain an Accommodations Request Letter.3-Step Accommodation ProcessStudent meets with the SSD Director and provides documentation and completes registration forms.Student requests accommodation(s) each semester by completing the Request for Accommodations Form.Student arranges to meet with his/her professors to discuss the accommodation(s) and to sign the Accommodation Request LetterTo ensure timeliness of services, it is preferable that you obtain the accommodation letter(s) from the Office of SSD as early as possible in each term. After the instructor receives the accommodation letter, please schedule a meeting with the instructor during office hours or some other mutually convenient time to arrange the accommodation(s).The Office of Services for Students with Disabilities is located in the McCaffrey Center, Rm. 137. Phone: 209-946-3221. Email: ssd@pacific.edu. Online: : The preceding information is the minimal information required in this section of the course syllabus, instructors are free to expand on the information above and/or add any additional information below. See requirements below for Program Objectives and Course Schedule.Course GoalsCourse Goals for (course number here) Program OutcomesProgram Outcomes and/or if relevant GE learning objectives/outcomes addressed in a meaningful manner in (course number here) University OutcomesUniversity outcomes (core competencies or graduate learning outcomes) addressed in a meaningful manner in (course number here) insert link to theseSample Course Outline and Schedule (Course number and name)School: Semester (for example “Fall 2015”)Location: (scheduled building and room or other location)Hours: (for example T, Th from 8:00 to 12:00Class Session and DateHours, Topics, and ActivitiesAll classes are from 8:00 to 9:00 am and all Labs are from 9:00 to 12:00 unless otherwise noted.1August 291 HR Classroom: Course orientation, Musculoskeletal Examination and Evaluation3 HR Lab: Observation and Inspection. Begin check offs.2August 311 HR Classroom: Neurological ScreenChapter 103 HR Lab: Complete Check offs for Observation and Inspection, Begin Lower Quarter Neurological Screen. 3September 51 HR Classroom: Joint Play assessment, Review Arthrokinematic/Osteokinematic relationships assignmentChapter 103 HR Lab: LQ Neuro Screen check offs, A/P/R lab exercise. Hip Technique – Long Axis Distraction4September 71 HR Classroom: Intervention in the Musculoskeletal setting3 HR Lab: Hip joint play assessment, intervention lab exercise.5September 8 1pm-5pm1 HR Classroom: Hip Arthritis3 HR Lab: Hip joint play assessment continued, hip arthritis lab exercise.6September 121 HR Classroom: Review3 HR Lab: Hip joint play check offs, hip arthritis lab exercise continued, palpation, special tests7September 141 HR Classroom: Greater Trochanteric Pain Syndrome3 HR Lab: finish hip joint play check offs, Hip Trochanteric Bursitis vs. Hip Arthritis lab exercise, 8September 191 HR Classroom: PFPS3 HR Lab: Knee joint play assessment, PFPS lab exercise.9September 211 HR Classroom: ACL Injuries3HR Lab: ACL injuries lab exercise, knee special tests review10September 261 HR Classroom: Review3 HR Lab: Review, Knee joint play check offs, palpation11September 281 HR Classroom: Ankle Sprains3 HR Lab: Ankle joint play assessment, ankle sprain lab exercise12September 291pm-5pm1 HR Classroom: Plantar Fasciitis3 HR Lab: Plantar fasciitis lab exercise13October 31 HR Classroom: Introduction to Manipulation Techniques3HR Lab: Ankle Joint Play assessment check offs, hip/ankle manipulation techniques. 14October 51 HR Classroom: Concepts review3 HR Lab: Techniques review, mock practical15October 61pm-5pm2 HR Classroom: Written Exam 12 HR Lab: open lab practice16October 10 4 HR Lab: Practical Exam 117October 124 HR Lab: Practical Exam 118October 171 HR Classroom: Upper Quarter Examination and Evaluation3 HR Lab: Cervical screen, upper quarter observation and inspection, upper quarter neurological screen19October 191 HR Classroom: Shoulder Impingement3 HR Lab: Shoulder joint play assessment, Shoulder A/P/R20October 241 HR Classroom: Rotator Cuff Tear3 HR Lab: Shoulder joint play assessment continued, Rotator cuff tear lab exercise21October 261 HR Classroom: Shoulder Instability3 HR Lab: Shoulder joint play assessment continued, Shoulder Instability lab exercise22October 311 HR Classroom: Adhesive Capsulitis3 HR Lab: Adhesive capsulitis lab exercise, shoulder joint play assessment check offs,23November 21 HR Classroom: Shoulder Pathology Comparison3 HR Lab: Shoulder pathology comparison lab exercise24November 71HR Classroom: Shoulder Review3HR Lab: Shoulder pathology comparison lab exercise continued, special tests and palpation exercise25November 91 HR Classroom: Thoracic Outlet Syndrome (TOS)3 HR Lab: TOS and special test lab exercise26November 141 HR Classroom: Lateral Epicondylitis3 HR Lab: Elbow joint play assessment, Lateral epicondylitis and special test lab exercise, elbow palpation27November 161 HR Classroom: Nerve Entrapments of the Elbow and Forearm3 HR Lab: Nerve Entrapments and neural tension testing lab exercise, elbow joint play check offs28November 211 HR Classroom: Carpal Tunnel Syndrome3 HR Lab: Wrist joint play assessment, CTS lab exercise29November 281 HR Classroom: Review, special topics3 HR Lab: Manipulation techniques of the wrist, wrist joint play assessment check offs30November 301 HR Classroom: Concepts review3 HR Lab: Techniques reviewDecember 4 through December 7 Final ExamsFinal Written Exam Monday 9:00-12:00Final Practical Exam T/Th 8:00-12:00 ................
................

In order to avoid copyright disputes, this page is only a partial summary.

Google Online Preview   Download