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The Syllabus

Every successful course begins with a clear syllabus, which contains the course description, objectives, requirements, deadlines and assessment methods. Having a clear syllabus is even more essential in an online or web-assisted course when students may be unclear about expectations. We encourage faculty to move beyond a basic outline of weekly assignments to create a comprehensive document, which will inform and guide students throughout the entire semester. The course syllabus works as a contract between you and the student; therefore it should provide more than just due dates. The student should gain a clear understanding of the course by reading the syllabus during the first week and should be encouraged to review this document frequently throughout the semester. It is customary for faculty to place the syllabus under the Course Information section of their Blackboard course shell, and students may find it helpful to have the syllabus components broken into separate folders. To download the syllabus template (displayed below) for your own courses in Microsoft Word format, please click here

Please note that the sample syllabus provided below and the policies listed within are only intended as recommended guidelines in helping you to develop your own syllabus.  You are encouraged to edit and customize the document to your own needs and preferences.  


Sample Syllabus

Course Name (from Catalog or Schedule)
Department abbreviation and course number - Course Reference Number (CRN)

Meetings day(s) and time (room if possible)

Professor: Instructor's name and rank
E-mail: e-mail address
Phone: Phone number

Office Hours: Days and times

(You may want to advise students on how you manage e-mails and what response time they should expect. If not, some may expect you to be on 24 hours.)

Course Description:

Include the course's Catalog description with prerequisite information.

Required Materials:

List required materials that students must acquire, i.e., textbook(s), supplemental readings (other than those on Blackboard or in the Library's electronic reserves), manuals, cases, software, etc. Use full citations with ISBN numbers when applicable

Optional Materials:

  • Items on reserve in Library
  • Relevant periodicals
  • Other optional readings
  • Websites and Internet links if not in External Links section of Blackboard

Course Overview:

This is an opportunity to place the course within its field and program and to "sell" it to students. A Course Overview goes well beyond the cryptic catalog description to provide insight into the design of the course, what students can expect from it, and how it will move them toward their program and career goals. Two or three paragraphs will usually be enough.

Learning Objectives:

Learning objectives describe what students will know, be able to do, and value by the end of the course. Most learning objectives focus on the knowledge students will be able to demonstrate and/or apply.

Learning Outcomes:

Learning Outcomes state what competencies the students will possess at the end of the course.

Course Requirements:

List the components of students' final grade, i.e., exams, papers, projects, etc. Include general descriptions of exams, papers, projects, etc.

Show the percent weight of each component - the total should be100%.

Provide criteria for evaluation or rubrics whenever possible.

Provide directions for submission of work, i.e., hardcopy or electronic file; classroom, Blackboard's Digital Dropbox, or other location; rules regarding late submissions.

Include your attendance policy, if you have one.

Course Calendar:

  • List class sessions by topic title, month, and day; include a brief description (optional).
  • Specify reading and other preparation for each class session.
  • Note activities that go beyond the usual lecture/discussion format, i.e., case discussions, group exercises, presentations, experiential exercises, etc.
  • Clearly list assignments on their due dates.
  • Highlight tests, quizzes, and examinations by class session. Use bold face to make them stand out.
Date Topic Readings Assignments & Notes
       
       
       
       
       
       
       

(The following statement is a university policy that is required for inclusion on all course syllabi.)

Accommodations for Students with Disabilities:

The University’s commitment to equal educational opportunities for students with disabilities includes providing reasonable accommodations for the needs of students with disabilities. To request an accommodation for a qualifying disability, a student must self-identify and register with the Coordinator of Disability Services for his or her campus. No one, including faculty, is authorized to evaluate the need and arrange for an accommodation except the Coordinator of Disability Services. Moreover, no one, including faculty, is authorized to contact the Coordinator of Disability Services on behalf of a student. For further information, please see Information for Students with Disabilities on the University’s web site. To receive accommodation for any disability, students must contact the campus Counseling Center (Pace Plaza, 212-346-1526; Westchester, 914-773-3710).

(The following statements are recommended for inclusion in your syllabi.  Please note that each school may have variations of policy statements that they encourage their faculty to include in their syllabi.  Faculty should consult with their school to familiarize themselves with any existing recommended statements.)  

General Statement of Policies

The University reserves the right, at its sole discretion and with or without prior notice, to promulgate new academic and nonacademic rules, policies and practices, as well as to amend or rescind existing academic and nonacademic rules, policies and practices. By applying for enrollment and by enrolling each applicant and enrolled student, respectively, agrees to be bound by all of the University’s rules, policies, practices, including, without limitation, the Guiding Principles of Conduct. Applicants and enrolled students who fail to comply with the University’s rules, policies and practices are subject to discipline that may include, but is not limited to, denial of admission, denial of academic credits or a degree, suspension and/or dismissal from the University.

(Examples of Student / Instructor expectations during the duration of the course semester.)

Classroom Behavior (Cell Phone Etiquette, Lateness, Side-bar Conversations, etc.)

Penalty for Late Work

Policy on Incomplete Grades

Writing Assignments (Proofing, Grammar, Spelling, etc.)

(Copied from the Pace University Student Handbook.)

Academic Integrity:

Students are required to be honest and ethical in satisfying their academic assignments and requirements. Academic integrity requires that, except as may be authorized by the instructor, a student must demonstrate independent intellectual and academic achievements. Therefore, when a student uses or relies upon an idea or material obtained from another source, proper credit or attribution must be given. A failure to give credit or attribution to ideas or material obtained from an outside source is plagiarism. Plagiarism is strictly forbidden. Every student is responsible for giving the proper credit or attribution for any quotation, idea, data, or other material obtained from another source that is presented (whether orally or in writing) in the student’s papers, reports, submissions, examinations, presentations and the like.

Individual schools and programs may have adopted additional standards of academic integrity. Therefore, students are responsible for familiarizing themselves with the academic integrity policies of the University as well as of the individual schools and programs in which they are enrolled. A student who fails to comply with the standards of academic integrity is subject to disciplinary actions such as, but not limited to, a reduction in the grade for the assignment or the course, a failing grade in the assignment or the course, suspension and/or dismissal from the University.

Statement on Self-Care:

Your academic success in this course and throughout your college career depends heavily on your personal health and well-being. Stress is a common part of the college experience, and it often can be compounded by unexpected life changes outside the classroom. The Pace Community strongly encourages you to take care of yourself throughout the term, before the demands of midterms and finals reach their peak. Please feel free to talk with me about any difficulty you may be having that may impact your performance in this course as soon as it occurs and before it becomes unmanageable. Please know there are a number of other support services on campus that stand ready to assist you. I strongly encourage you to contact them when needed. 

  PLV NY
Counseling Center 914-773-3710 212-346-1526
Dean for Students Office 914-773-3351 212-346-1306
Health Care Unit 914-773-3760 212-346-1600
Residential Life 914-923-2791 212-346-1295
Student Development and Campus Activities 914-773-3861 212-346-1590
Office of Multicultural Affairs & Diversity Programs 914-773-3775 212-346-1563
Sexual Assault Prevention & Education 914-597-8783 TBA
     
Academic Advisement    
Advising Center for exploring Majors 914-773-3847 212-346-1798
CAP Program 914-773-3682 212-346-1997
College of Health Professions 914-773-3961 914-773-3552
Dyson College 914-773-3781 212-346-1518
International Student / Scholars 914-773-3425 212-346-1368
Lubin School of Business 914-773-3531 212-618-6550
Pforzheimer Honors College 914-773-3941 212-346-1697
Seidenberg School 914-773-3254 212-346-1864
Study Abroad 914-773-3447 212-346-1368
School of Education 914-773-3571 212-346-1338

 

Technological Assistance:

  • For a list of all Pace Information Technology Services click here.
  • For live assistance with a technological concern, contact the Pace Helpdesk at 914-773-3648 or create a help desk ticket by clicking here.
  • The Calendar - To see the university academic calendar click here.