Course Information - Purdue University



Course Number (ID)Course TitleCourse InformationSemester, YearMeeting Day(s), Time(s)Class LocationCourse Credit Hours Course Webpage InstructorLead InstructorPreferred PronounsOffice LocationPhone Number Email Address Office Hours, Time, and Location Instructor's Webpage Teaching AssistantPreferred PronounsOffice LocationPhone Number Email Address Office Hours, Time, and Location Course DescriptionInclude a clear description of the course that connects course themes and topics to the discipline as well as broader relevance. Imagine you have to convince your students to take the course based only on this short description. Include the official university description.Teaching PhilosophyShare a brief philosophy regarding your teaching with your 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.Prerequisites (if needed)List any pre-requisite skills needed or courses students must take before enrolling in this course. Course WebsiteDescribe a course management system and encourage to explore and to become familiar with it. For example:Blackboard Learn is our course management system. You can access the course here. 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. For example, you will find in the left-hand course menu the items Student Help and Student Success. Student Help contains information about Blackboard Learn, including tutorials to help you learn about Blackboard Learn functionality, as well as a link to the Purdue Libraries. Student Success contains many resources offered through programs at Purdue to help you become successful in your courses, such as tutoring, downloadable resources and more.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 easily measurable, stating your evaluation method for each objective. Consider Bloom’s Taxonomies for cognitive, affective, and psychomotor domains. 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 CriticizeMethods of Evaluation: Reflection Journal, Peer EvaluationLearning 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). For example:Required Textbook: hardcopy or e-textbookAdditional Readings: The list of additional readings is below, however, as we progress through the course, other resources maybe added. Access to additional readings and online chapters will be through the Blackboard Course Readings Folder and through the XXX Library Resources Link:WebEx (You will need to edit this link to end with your Purdue career account).Provide clear instructions on required software and plug-ins along with instructions on obtaining and installing them. For example:The following information has been provided to assist you in preparing to use technology successfully in this course. [List those technologies needed for your course.] Internet access/connection: high speed recommended Headset/Microphone (if required for synchronous sessions in an online course) Word Processor (i.e. MS Word) Did you know that MS Office is free for all students? [List other related hardware or software necessary for your course]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.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 assignment 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. When assignments are due, they 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. Examples: 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 . Assignments (Course requirements)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:You will have a number of individual projects throughout the semester. Details on these assignments, including rubrics to guide evaluation, and guidelines on discussion participation and evaluation will be posted on the course website.AssignmentsDuePointsTotalParticipation (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)...Project 3 (60 points; due XX)... Grading Philosophy and ScaleDescribe your grading philosophy and what grades mean in your class. Indicate whether grades serve as an overall measure of student achievement and accomplishment (example 1 below), a means of comparison between students or “curve” (example 2 below), or a measure of change/learning/competence or something else (example 3 below). 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: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 100) 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: innovativelearningteam@purdue.edu)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 points 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.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 week. For example:WeekTopic & ReadingsAssignmentsWeek 1Week 2Week 3Week 4Week 5* Schedule and assignments subject to change. Any changes will be posted in the learning management system.PoliciesConsider including specific policies for (1) addressing student questions via emails, (2) students arriving late/leaving early, (3) use of cell phones/computers in class, (4) technology issues, and/or (5) class participation/iquetteEspecially 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.IncompletesShare how incomplete grades will be handled. For the official policy on incompletes (as well as other matters related to grading) see this page. 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 XX 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.Academic DishonestyShare your personal policy regarding academic dishonesty for your course. You may also want to include the University policy for academic dishonesty (below):Purdue prohibits "dishonesty in connection with any University activity. Cheating, plagiarism, or knowingly furnishing false information to the University are examples of dishonesty." [Part 5, Section III-B-2-a, University Regulations] Furthermore, the University Senate has stipulated that "the commitment of acts of cheating, lying, and deceit in any of their diverse forms (such as the use of substitutes for taking examinations, the use of illegal cribs, plagiarism, and copying during examinations) is dishonest and must not be tolerated. Moreover, knowingly to aid and abet, directly or indirectly, other parties in committing dishonest acts is in itself dishonest." [University Senate Document 72-18, December 15, 1972]You may also want to refer students to Purdue's student guide for academic integrity.The Purdue?Honor?Pledge (see this link for additional information):“As a boilermaker pursuing academic excellence, I?pledge?to be honest and true in all that I do. Accountable together - we are Purdue"Copyrighted MaterialsYou may include your personal policy on using copyrighted materials and how students may use materials from your course. You may also want to reference the University Regulations on these policies listed below. Students are expected, within the context of the Regulations Governing Student Conduct and other applicable University policies, to act responsibly and ethically by applying the appropriate exception under the Copyright Act to the use of copyrighted works in their activities and studies. The University does not assume legal responsibility for violations of copyright law by students who are not employees of the University.A Copyrightable Work created by any person subject to this policy primarily to express and preserve scholarship as evidence of academic advancement or academic accomplishment. Such works may include, but are not limited to, scholarly publications, journal articles, research bulletins, monographs, books, plays, poems, musical compositions and other works of artistic imagination, and works of students created in the course of their education, such as exams, projects, theses or dissertations, papers and articles.You may want to refer students to the University Regulations on policies.AttendanceYou should write your personal policy for students missing class and the consequences. 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, detailed here. 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.Purdue University recognizes that a time of bereavement is very difficult for a student. The University therefore provides the following rights to students facing the loss of a family member through the Grief Absence Policy for Students (GAPS). GAPS Policy: Students will be excused for funeral leave and given the opportunity to earn equivalent credit and to demonstrate evidence of meeting the learning outcomes for missed assignments or assessments in the event of the death of a member of the student’s family.See the University’s website for additional information.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).Violent Behavior PolicyBelow is Purdue’s policy prohibiting violent behavior. You may want to include some info 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 website for additional information.Emergency StatementNOTE: An Emergency statement is required of all syllabi. Address what the student should do in emergency situations. Define procedures for communicating with the students and submitting assignments. 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.Accessibility and AccommodationsAddress Purdue policy and your personal policy for supporting students with disabilities. For example: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 via email or by phone: 765-494-1247.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.Nondiscrimination StatementYou may want to include your personal policy on nondiscrimination. Below is Purdue’s policy statement for nondiscrimination.Purdue 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.Purdue University views, evaluates, and treats all persons in any University related activity or circumstance in which they may be involved, solely as individuals on the basis of their own personal abilities, qualifications, and other relevant characteristics.Purdue University prohibits discrimination against any member of the University community on the basis of race, religion, color, sex, age, national origin or ancestry, genetic information, marital status, parental status, sexual orientation, gender identity and expression, disability, or status as a veteran. The University will conduct its programs, services and activities consistent with applicable federal, state and local laws, regulations and orders and in conformance with the procedures and limitations as set forth in Purdue’s Equal Opportunity, Equal Access and Affirmative Action policy which provides specific contractual rights and remedies. Additionally, the University promotes the full realization of equal employment opportunity for women, minorities, persons with disabilities and veterans through its affirmative action program.Any question of interpretation regarding this Nondiscrimination Policy Statement shall be referred to the?Vice President for?Ethics and Compliance?for final determination.You may want to refer students to Purdue’s nondiscrimination statement.Mental 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. Basic Needs Security: You may include a statement encouraging students to make use of campus resources to meet their basic needs for nutrition, safety, and security. The following example is adapted from Sara Goldrick-Rab:Any student who has difficulty affording groceries or accessing sufficient food to eat every day, or who lacks a safe and stable place to live and believes this may affect their performance in the course, is urged to contact the Dean of Students for support. Furthermore, please notify me, if you are comfortable in doing so. This will enable me to connect you with available resources. 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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