Table of Contents

Instructor Welcome

eCampus Recommendations

• Explain the purpose and importance of the syllabus

  • Welcome students to the course and share your vision for the course

    • Setting a positive and enthusiastic tone can motivate students and make it easier for students to approach you

  • Including a teaching philosophy makes a great first impression on students

    • Concisely explain your beliefs about teaching and learning and how they motivate and improve the way you teach this subject

    • When writing a learner-centered teaching philosophy, consider the following:

      • Avoid academic language when explaining how you/your teaching strategies will promote their confidence and success

      • Describe how you will meet them where they are at

      • Advocate for a meaningful learning experience versus a scary, unwelcoming, and punitive experience

Additional Considerations

• If you deploy a student background and goals survey, you may find it provides openings to connect with students

Part 1: About This Course

eCampus Recommendations

• Welcome students to the course and share your vision for the course

  • Setting a positive and enthusiastic tone at the beginning can motivate students and make it easier for them to approach you

Additional Considerations

• If you deploy a student background and goals survey, you may find it provides openings to connect with students

Why This Course is Important

(Adapted from UCLA Center for Education and Innovation and Learning in the Sciences)

eCampus Recommendations

• Consider including information about these topics (specifically from a student's point of view):

  • Which big questions will the course try to answer and how will it contribute to their development as emerging professionals?

  • How does the course fit into the larger curriculum?

  • How does the course fit in with other courses in the discipline/program?

  • Explain how the course will prepare students for certain types of professional work or work tasks

  • Be clear and give students specific information that they need to succeed in the course, emphasizing you think they are capable

  • Let students know you value their experiences and what they bring to the course

Additional Considerations

• The goal of this section is for students to see how the course relates to their personal and professional lives, either now or in the future

What will you be able to do by the end of this course?

eCampus Recommendations

• Outline what students will know/do/think by the end of the course

  • Course objectives are included in the syllabus and should match those listed in Canvas

  • Consider listing which assignments or experiences will lead them to achieve the course goals

Additional Considerations

• When discussing course learning objectives, how will students meet those?

  • Module objectives don’t need to be listed in the syllabus; they are included in each Canvas module

Part 2: Course Essentials

Technology/Other Helpful Resources

eCampus Recommendations

• If your course is utilizing synchronous sessions, including information about them in this section

Additional Considerations

• Fully-online courses at Boise State are asynchronous; synchronous sessions may occur if they are optional and recorded for viewing

  • You may want to refer to policy #4080, Boise State Credit and Clock Hours, for more information

Part 4: How to Succeed in This Course

Our Learning Agreement

eCampus Recommendations

• Writing a learning agreement demonstrates to your students that you will be a partner in their learning

  • This begins to break down the hierarchies that are implied in instructor-student relationships

  • You may also choose to co-construct expectations with your students

  • Include differentiated sections for:

    • What students can expect of you

      • Consider the following:

        • How will you participate in the course and how can you help them?

        • How long will it take you to grade or provide feedback on assignments or respond to emails?

        • In what kinds of ways will you create a personal connection?

    • What you expect of the students

      • Set expectations for how people communicate with one another, addressing things like:

        • Vulnerability and making mistakes

        • Respectfully questioning others ideas and perspectives

      • State your expectations and specific requirements on the following:

        • Attendance

        • Tardiness

        • Engagement

        • Participation

        • Respect for others

Additional Considerations

• Communicate to students that they will be cared for as individual learners and significant contributors, and supported in this course?

  • It’s important to encourage students to be vulnerable, make mistakes, and question each other

  • Explain to students how to support and challenge each other’s thinking so they can authentically grapple with the course content

Questions About Coursework

eCampus Recommendations

• Make sure you clearly outline if you prefer texting, email, phone, or Canvas Inbox for communicating

  • Be sure to consider which tool will get the quickest response from you and include that information for the students

  • Detail your policies on late or missed work, including exams

  • Explain whether students may negotiate deadlines and how

Additional Considerations

• Make sure you are using positive and supportive language when writing this information

  • Online students need frequent reassurances that you are available to support their individual needs

    • Make sure to include similar information in announcements and feedback messages over the duration of the course

  • You may want to explore the following resources:

    • What is the Inbox?

    • Inbox help

Part 6: Other Policies

Academic Integrity Overview

eCampus Recommendations

• You are not required to include specific academic integrity expectations in the syllabus, but you should provide them in activity directions

  • Make sure to describe what academic integrity is and why it’s important to you and/or your discipline

  • Consider providing examples of specific expectations for exams, projects, and writing assignments, including: 

    • Approved AND unapproved materials to use during exams

    • Expectations for group work, collaboration, or assistance from others 

    • Reusing work previously created for any class

  • If you have specific expectations regarding collaboration or exams, be sure to note them

    • This could include information related to the use of websites for discussions, as well as assignments 

Faculty Responsibilities

• The Boise State Office of the Dean of Students recommends an academic integrity statement be included on all syllabi

  • Consequences and the procedures for academic misconduct must fall within the parameters of Policy 2020: Student Code of Conduct

  • Instructors must report incidents of academic misconduct following the procedures outlined on the Office of the Dean of Students For Faculty - Academic Integrity

Additional Considerations

• A shorter syllabus statement on integrity (as recommended above) tends to be most effective

  • Specific guidelines for academic integrity prevents misconduct from occurring and ensures misconduct reports are processed fairly

    • For additional information to support academic integrity and prevent and respond to academic misconduct, please refer to the Office of the Dean of Students Academic Integrity website

  • Consider writing your expectations in a way that tell students what they should do and why these are your expectations, rather than what they should not do

Originality and Plagiarism Integrity → “Remote Proctoring and Exams”

Faculty Responsibilities

• If using a proctoring service, student fees associated with those exams must be disclosed