Template: Syllabus A [Student-Centered]

[Course Title]

[Section Number] │ Moorpark College 

This is a [FULLY ONLINE / PARTIALLY ONLINE (HYBRID) / HYFLEX / LATE SHART] course that begins on [DATE]

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📌 How this Course Works

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[Take some time to think about what they need to know to be successful right off the bat. Also, keep in mind that your students will be managing different expectations for multiple courses. The more clear you can be now about how your course is structured, the better.

In this section, you will inform your students about the course start date, synchronous (live) meeting dates (if applicable), details about how these will be held (for example, "in Zoom"), any other critical dates for the first two weeks of the class. Make a bulleted list of the pertinent information students need to know about your course.  See the example below:]

• This [fully online/hybrid/hyflex] course runs [number of weeks] weeks from [begin date] and [end date].
• On-Campus/Live Meetings: Explain if there are any regularly scheduled meeting times in Zoom/on-campus or if all work will be completed asynchronously in Canvas].
• Weekly time commitment: [The expected online activity time is XXX hours per week, including online presentations, videos, assignments, discussions, peer reviews, and other work. In addition, you should plan on X or more hours of additional time for homework activities.]
• This is not a self-paced course. You will learn in a community with your classmates and me. We are in this together.
• The course is organized into [number] modules, which will always open on a Monday morning. 
• Each module contains readings and videos, a study guide, a quiz, and collaborative activities, including discussions and assignments in Canvas.

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Accessing the Course in Canvas

Our online course materials will be available a week before the first day of class, [date] in Canvas.

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📌 Course Essentials

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Course Description

Paste the course description and course objectives here.

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Goals (Outcomes)

• Paste the current student learning outcomes (SLOs) here.
• Paste the current student learning outcomes (SLOs) here.
• Paste the current student learning outcomes (SLOs) here.
• Paste the current student learning outcomes (SLOs) here.

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Textbook 

Paste textbook information here.

 

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Other Materials

Add information about additional materials as appropriate.

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📌 Hardware & Software

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Ideally, you should have access to a laptop or desktop computer to complete this course. However, I have taken care to design a course that can also be completed from a smartphone. If you intend to complete this course on a phone, please let me know and inform me if there are any problems that arise. Your feedback will help me improve our learning environment to support more students. 

Canvas also provides the minimum requirements for your browser and computer.

Recording Equipment:

[Clarify if you require students to record voice or video media in your course. See examples below:]

You will need:

• either a microphone or webcam connected to your computer or
• a smartphone/tablet

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Required Software

• Canvas: You will use Canvas, which is accessed through your My.VCCCD account.

• Canvas Student App: I strongly recommend that you download the free Canvas Student App before the course starts so you can stay more connected with our course. When prompted to find your school, enter Ventura College and then select our course from your Dashboard.

• Adobe Reader: Some material in this course may be presented in PDFs. To view these materials, you will need the most current version of ​Adobe Reader (free version)​ or an equivalent program.

• Word Processing Application: You may have assignments in this class that prompt you to use a word processing application. There are numerous options available, and here are two free options you may use: ​Microsoft Office 365 ​ and ​Google Docs.

• [Explain if there is any additional software required to complete the course and how students will access it]

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📌 How to Get Your Questions Answered

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📌 My Teaching Philosophy

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[This section is student-centered, includes supportive language, and promotes confidence while engaging in rigor. Conveys high expectations while incorporating information about how you will support students to achieve academic success.]

Example:

I believe access to quality education is a human right. I am an educator because I want knowledge to crack open your minds the way it has mine. I want to support you in developing critical thinking skills in order to question your own stories in relation to others. I want to help you wield the power of your voices to speak up for what you believe in. I want your education to inspire you into action and give you the foundation that empowers you to shape your future opportunities.

 

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📌 Course Expectations

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A key part of creating a welcoming experience for all students is to convey yourself as a partner in their learning. Clarifying course expectations cues students that even though this is an online course, you will be an active participant in their experience. It tells your students what role you will play in the course, as well as what you will expect from your students. 

Below is a sample that you are welcome to adapt without attribution. Note that #8 in both sections gives students the option to make a suggestion about including something else on each list. When you give students the option to make contributions to your course structure, you signal to them that their input is important. A simple way to do this is to include your pact in the opening module of your course in a Canvas Discussion. Simply include the prompt, "Take another look at our course expectations, which was included in the syllabus I sent you before the course started. In your Reply, indicate that you agree to the pact or make a suggestion about something you would like to see added to it." 

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📌 Tips for Success

Include a list of tips to help set your students up for success. See the examples below:

You'll have more opportunities to be successful if you follow these tips:

1. Carefully review my Course Orientation module. There are many pages of information and resources that will set you up for success in the course! 
2. Be proactive.  Log into our course every Tuesday to preview the new module. Carefully read the Module Overview page, which includes the week's learning objectives and a list of assignments. Assess the workload and put the due dates on your calendar. Having a mental picture of what's ahead is the best thing you can do to prepare each week.
3. Review all announcements. You will receive email notifications when I send an announcement. However, they do not include embedded images or videos. To view the announcements in Canvas, go to "Announcements" and you'll also find the two most recent announcements from me at the top of the page.
4. Download the study guide in each module. Use it as you complete the readings/videos. It will support your success on the module quiz.
5. Plan to submit early. I know this one is hard because there is so much expectedness right now. Set a personal goal for yourself to have all of your assignments done by 24 hours before they are due. Why? Because life happens, and when you wait until the last minute, you're more likely to have problems meeting a due date. 
6. Communicate with me via Inbox and Assignment Comments.  Teaching online can feel like teaching in the dark. I need you to let me know what's happening on your end. If you identify a challenge meeting a due date, just reach out and let me know. I am grateful for your efforts to inform me. I understand these are difficult times, and I'm here to support you. Contacting me in advance of a due date will keep you and me in sync and ensure you don't get overwhelmed by unfinished work. In your message, propose an alternative due date (within 48 hours is advised to ensure you don't fall too far behind).

 

 

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📌 Grading

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My Grading Practice

[Provide a clear and transparent explanation about how grading works in your course. See the example from Michelle Pacansky-Brock below. You can use and adapt her words with attribution (CC-BY):

"Grades are a reflection of your learning progress. Each week, you should click on the Grades button in our course navigation and review your scores and my feedback. There are no hidden points in this class. You do the work, show that you've learned by meeting the rubric criteria, and you get points. It's that simple. If something seems not right, reach out and let me know."]

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Grade Scale

[Provide a clear and transparent breakdown of how the total grade is calculated.]

Grading Policies

Grading Percentages and Weights

Assignment Type/ Work You Will be Graded On	% of Grade
[Assessment Type]	XX
[Assessment Type]	20
[Assessment Type]	10
[Assessment Type]	20
[Assessment Type]	15
[Assessment Type]	15

Final Grades are based on a percentage scale:

90-100% = A

80-89% = B

70-79% = C

60-69% = D

0-59% = F

Your Grades in Canvas

Please view the Canvas “Grades” tool in the left course menu for an overview of your grades in the course. For an overview of how to understand the information in the “Grades” page, see this canvas guide on grades.  Links to an external site.

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Late Work

 [Include your policy on due dates, requests for extensions, and makeup assignments. See the example from Michelle Pacansky-Brock below. You can use and adapt her words with attribution (CC-BY):

"Due dates are like targets. They are your goal, and you should always strive to meet them. Getting behind is an overwhelming feeling and can easily cause you to not pass an online class. If you need an extension, message me and request one. Propose a new due date, and we'll come to an agreement. If you miss a due date, don't be too hard on yourself. These are tough times. Make up the assignment as soon as possible and message me so I know you are working on it (Do you see the theme here? Keeping in touch with me is important!)."]

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📌 Policies

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This section includes your campus policies that are expected to be included in all course syllabi. Often, the language used in our institutional policies often informed by a deficit-based mindset about our students. Read your campus policies critically and ask yourself if they use deficient, intimidating, unwelcoming messages. If you identify these phrases, adapt them with equity-minded language. For example:

• Instead of "Mandatory," begin with, "To be successful ..."
• Instead of "You will be dropped from the course"..., begin with "I will check in on you if you forget to participate."
• Instead of "Rigorous exceptions," begin with, “You really want to look out for X, and here’s a strategy so that it doesn’t happen.”
• Instead of "Requirements," begin with "Tips for success."
• Instead of "No Excuses," begin with, "Search for solutions and keep an open line of communication with me."
• Instead of "It is your responsibility to," begin with "Confusion is normal. Contact me if you have questions.

Instructor Communication

[Clearly explain how you plan to regularly communicate with students. Weekly Announcements? Actively participating in discussion boards? Assignment feedback in Canvas?

[Let students know how they should contact you (and include both an asynchronous option like email and a synchronous option like Zoom or phone) and what your general availability and response time are. See the example from Michelle Pacansky-Brock below. You can use and adapt her words with attribution at the bottom of the syllabus (CC-BY):

"I will be active in your learning experience in this course. Each week, you will receive 1-2 announcements from me. I will also be an active participant in our VoiceThread conversations and Canvas Discussions. You will receive assignment feedback from me in Canvas in the form of written comments or voice/video messages.

To contact me, please use the Canvas inbox. I will be notified via email and via a notification on my phone that you’ve contacted me.

• On a computer, click on the Inbox icon in the red left-hand global navigation menu.
• From any device, go to our course homepage and select Contact Michelle.

 I will reply to your message within 24 hours during the week (usually much quicker). On holidays and weekends, I need a break too, so I may be slower, or I may not respond until Monday.  If you prefer to meet with me live, please message me with a few time options that you are available. Once we find a time that works for both of us, we can meet in Zoom (click on the Virtual Office link on our homepage) or via phone.".

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Class Participation / Drop Policy

[Add Class Participation / Drop Policy here. See the example from Michelle Pacansky-Brock below. You can use and adapt her words with attribution at the bottom of the syllabus (CC-BY):

"It is ultimately your responsibility to drop the class, so you should monitor your grade and the college drop deadlines. However, I will drop students who do not submit assignments for more than two weeks in a row and do not communicate with me. If there is something happening in your life that is interfering with this course, please contact me directly so we can develop a plan for you to succeed. If I do not hear from you and you do not submit assignments, I assume you are not interested in completing the course."]

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Plagiarism & Academic Dishonesty

You are responsible for doing your own work in this course. You are not learning if you are simply lifting ideas and/or language from other people or an AI program. We will discuss ways to ensure that you are able to use other people’s ideas and cite them appropriately.  There is a clear difference between making an error versus intentionally committing plagiarism.

Academic Dishonesty

[Add plagiarism policy here. See the example from Michelle Pacansky-Brock below. You can use and adapt her words with attribution at the bottom of the syllabus (CC-BY):]

"In this course, you will demonstrate your learning through writing, speaking, and creation assignments. Plagiarism is the use of another person’s ideas as your own, and it includes writing, speaking, and creative projects.  When you respond to an assignment prompt, I expect you to craft your answer in your own words. I don’t expect you to be a master of the material in our course – you’re learning! I am looking for evidence of your growth and development.

You may be surprised how easy it is for an instructor to identify when a student has lifted words from a webpage. Just don’t do it. Take the time to learn the material, take a close look at the rubric provided with each assignment, and respond independently. If an assignment requires research, then I will expect citations of sources, and I will provide information about how to format them.

According to the rules and regulations of Ventura College's student conduct (Administrative Procedures 5520 and 5500): “Cheating, plagiarism, or engaging in other academic dishonesty” are subject to disciplinary actions. If you have any questions about plagiarism, let me know. I am happy to help."

AI Syllabus Statement.

Example: Except where expressly permitted by the instructor, all work in this class is required to be the original work of the student. Using generative AI tools to create text as part of preparing assignments is strictly prohibited. Submission of materials created by generative AI, including summarizing, paraphrasing, or editing such material, will be considered a violation of the college’s Academic Dishonesty Policy Links to an external site.. Any student in this class who turns in AI-generated work will receive an F or zero for the assignment and may be referred to the Dean for disciplinary action.

Use of Generative Artificial Intelligence

 Think about conversations you are likely to have with students about AI, and how your AI statement can serve those conversations. The simplest way to address the use of ChatGPT and other AI composition software is to address it in your academic integrity statement.

An AI statement prohibiting the use of ChatGPT for assignments in your course might read:

Intellectual honesty is vital to an academic community and for my fair evaluation of your work. All work submitted in this course must be your own, completed in accordance with Ventura College's academic integrity policies. You may not engage in unauthorized collaboration or make use of ChatGPT or other AI composition software. 

If you’d rather consider students’ use of ChatGPT on a case-by-case basis, your AI statement might read: 

Students must obtain permission from me before using AI composition software (like ChatGPT) for any assignments in this course. Using these tools without my permission puts your academic integrity at risk. 

- OR -

AI tools may be used for brainstorming or preliminary research, but using AI to generate answers or complete assignments without proper citation or passing off AI-generated content as one’s own is considered academic dishonesty.

For more examples, see this crowdsourced documentLinks to an external site. with discipline-specific syllabi guidelines/policies from colleges and universities around the globe.

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Accommodations 

Students with disabilities, who may need accommodations in this class, are encouraged to contact the ACCESS Office as soon as possible to ensure that such accommodations are implemented in a timely manner. Authorization, based on verification of disability, is required before any accommodation can be provided. The ACCESS Office can be contacted at (805) 378-1461 or by email at MCACCESS@vcccd.edu or visit the ACCESS Office webpage Links to an external site. to find out what services are provided. 

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Title IX Policy

Moorpark College is committed to creating a safe learning environment for all members of our community, providing an academic environment that respects the dignity of all individuals. Our campus shall be free from gender-based discrimination and violence. Our college does not tolerate sexual misconduct, which includes, but is not limited to sexual harassment, domestic violence, dating violence, sexual assault, stalking, and gender-based hate crimes.

If you (or someone you know) experience or witness sexual misconduct, you can report it to any employee. If you would like to discuss the matter with someone confidentially, you may visit the Student Health Center webpage to discuss the matter with one of our mental health providers. All other employees of the college are required to report allegations to our Title IX Coordinator, Dean Robert Cabral rcabral@vcccd.edu who will then reach out to provide resources, support, and information after receiving a report. Reported information will remain private. For more information regarding our Title IX procedures, reporting, or support measures, please visit the Sexual Misconduct/Title IX Information website

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📌 Support for You!

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What’s My Role?

Explain how you plan to guide or help students. See the example from Michelle Pacansky-Brock below. You can use and adapt her words with attribution at the bottom of the syllabus (CC-BY):

As your professor, I am here to support you in meeting our course goals. I strive to make this course clear and ensure you can see your pathway to success. Being a student involves a lot more than course work though. I want to encourage you to be aware of and utilize the amazing resources that Moorpark College has available to you. If I sense you might benefit from one of these resources, I will let you know. If you feel you might benefit from them, by all means, take care of yourself by reaching out directly for assistance. 

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This syllabus includes borrowed elements from Michelle Pacansky-Brock, used with permission.