If you like, you could also add in your pronouns in this section (or in the instructor section above).
In this section it is important to highlight your policy on how students' grades will be impacted in the case of late or missed work.
If a rigid policy for late or missed work exists, highlight to the students the rationale for this policy. If there are certain situations in which late/missed work is accepted, outline that in this section. If there is a specific policy which should be followed in the event of late/missed work, this could also be highlighted in this section. When using language to convey a rigid policy, try to use warm tones for helping students to commit to the learning environment.
Also, consider that rigid policies on late or missed work may have a disproportionate impact on students from marginalized groups. A “no late work” policy, without clear rationale, might communicate to students that their instructor does not care about the substantive reasons they may have for submitting late work.
Consider a policy with some built-in flexibility in preference to one that requires you to make a lot of judgment calls. The ACUE course Inclusive Teaching for Equitable Learning provides these examples:
Automatically drop the lowest test or quiz grade (and/or the lowest N homework grades, etc.) for each student in the class.
Allow each student to request one 48-hour extension, or to make up one exam, without needing to provide documentation.
Allow students to retake a quiz or test, or to redo an assignment.
Allow students to make corrections on assignments to earn partial credit.
Attendance – This section should include a detailed overview of attendance expectations. Use of warm language where possible is highly encouraged to help students take control of their own learning but to also convey that some circumstances may allow for flexibility in the policy.
Example of wording - Students are highly encouraged to attend class, as we all get the most out of the learning environment when we are all present and engaged. Absence from class can influence your course experience and make it difficult to reach your learning goals. However, I understand that unforeseen circumstances will occur. In these events, I welcome students to contact me so that I can assist them in staying on track with coursework. Additionally, contacting me regarding absences is appreciated as it shows our commitment to professionalism within the course. While I will make efforts to accommodate absences related to unforeseen circumstances, I count on you to take a lead role in seeking me out to schedule a meeting time to discuss missed coursework.
An additional suggestion for faculty wanting a clear policy on absences: In this situation, it is important to clearly outline what the expectation is but to also give the student rationale for the purpose behind the policy.
Example of wording - Students are able to take advantage of 1 unexcused absence within the class. Any further unexcused absences would result in a grade deduction of [insert points or percentage] within the course. This policy is necessary as we are developing both academic skills and professional skills within this course. If life circumstances require you to miss more than one class, please come talk to me. We can work together to discuss alternative plans should life get in the way of your progress within the course.
Holidays – This section is a good opportunity to welcome students to express their authentic selves. Not all college holidays meet the needs of the diverse students we serve. This is a chance to express a commitment to work with students when they want to participate in holidays outside of the college’s selected holidays.
Example of wording - While the college has determined some select holidays, we understand that those holidays do not meet all diverse needs at the college. Therefore, I welcome you to contact me so that we can work together to ensure you have all materials needed to stay on track if there are dates for holiday observance you wish to participate in not listed in the academic calendar. Again, in circumstances such as this, I rely on the student to seek me out to assist in reviewing course materials missed on those dates.
This area sets the tone for the learning environment and provides information on why this class is important to their program of study. If the course uses multiple teaching modalities (face to face lecture, online discussions, lab based work), that could be explained here. This will help students understand how the course is structured. You may also outline what you expect from learners and how students can find success in your course.
Example of wording – As a community of learners, my hope is that students are committed to valuing each other’s voice. Each student adds value to the learning environment and I invite you to engage in the work and to support each other through the process. This course is designed as a face-to-face lecture, however I have structured activities to engage us all in the process of learning. One of the goals of this class is to provide an opportunity for you to build on critical thinking skills in order for you to find success on your certification exam.
This area highlights how students will be assessed/graded in your course. Providing a summary of assessments used in the course helps ground students in the work of the class. If students’ participation within the course is part of how students are assessed, outlining what those expectations are could be placed in this section. Outlining the points or percentages available to students for each assignment would be beneficial as well. Please ensure the points and grade scales listed here align with how grades are calculated in Talon.
This should be your policy on the use of generative AI (such as ChatGPT) in your course. Here are four resources to assist you in writing a generative AI policy. This information changes quickly, so please use the resource(s) below to guide your policy:
What should I Include in my Generative AI Syllabus Policy? (AISD Knowledgenest)
“How to create a generative AI policy that’s right for you” (located by Kirkwood CEM faculty)
1) Students should be aware that instructors will have differing approaches/attitudes towards use of generative AI. Students will follow course-specific guidelines provided by instructors in the syllabus.
[Instructors: Consider the “How to Create a Generative AI Policy
That's Right For You” PDF when developing your own course policies. Clarify expectations and guidelines: what constitutes plagiarism in your course? Students might not be aware of correct citation methods and/or college level expectations. Consider linking to/using KCC LibGuides for helpful language.]
2) Work that is significantly AI-generated, or that violates individual course policy, may be subject to the college’s Academic Integrity policy (https://creditcatalog.kirkwood.edu/academic-student-procedures/academic-enrollment-procedures/academic-integrity-procedure/).
[Instructors: When reviewing your syllabus, inform students what is considered
acceptable AI usage and what constitutes“significant” usage in your courses.]
3) Students should hold onto all materials that went into the creation and revision of their work such as [Instructors: Please tell students what you’d need to see to demonstrate they’re using AI within the guidelines you’ve provided/have followed your course’s academic integrity policies.]
4) If an instructor allows for generative AI usage, and a student uses generative AI, they should follow instructor-approved guidelines for appropriate citation of that material.
[Instructors: Please let students know your preferred citation style and link to your preferred citation methods. Below are links to help students cite AI correctly:
APA: https://apastyle.apa.org/blog/how-to-cite-chatgpt
MLA: https://style.mla.org/citing-generative-ai/
Chicago Style: https://www.chicagomanualofstyle.org/qanda/data/faq/topics/Documentation/faq0422.html]
5) Instructors reserve the right to change their policy on AI usage, as technologies and understandings evolve. Before policy changes can be implemented, instructors must provide students with written policy updates.
[Instructors: If you change a policy during a term, please announce to students where they can find the updated policy language.]
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Useful Resources and Works Cited:
“Syllabus Language Sets the Tone for Your Course: Make a Good First Impression.” Harvard Division of Continuing Education, teachingandlearning.knowledgeowl.com/docs/ syllabus-language-sets-the-tone-for-your-course#:~:text=%E2%80%9CIn%20contrast% 2C%20a%20syllabus%20that,and%20safe%20place%20for%20discovery.%E2%80%9D.
“‘Warming up’ Your Course.’” Montclair State University, www.montclair.edu/faculty-excellence/pedagogical-strategies-that-support-learning/warming-up-your-syllabus/.
Universal Design for Learning: A Rubric for Evaluating Your Course Syllabus
Kansas University - Creating an inclusive syllabus
Stanford University - Building an inclusive syllabus
Indiana University - Inclusive and Equitable Syllabus [contains examples of original and re-written descriptions]
Clemson University - Syllabus Statement Examples
Central Michigan University - Sample Statements for Syllabi
There’s a good, concrete article in Inside Higher Education about the student panels that led to the writing of these statements.
Carnegie-Mellon University - Modeling inclusive language
NYU - Creating an Inclusive Classroom
Harnish and Bridges, “Effect of syllabus tone”
Oregon State - syllabus tone study
This OER Starter Kit, from ISU librarian Abbey Elder, gives a great introduction to OERs and how they relate to diversity, equity, and inclusion:
Introduction: https://iastate.pressbooks.pub/oerstarterkit/chapter/introduction/
Chapter on “Centering Diversity and Inclusion”: https://iastate.pressbooks.pub/oerstarterkit/chapter/diversity-inclusion/
Chapter on “Open Pedagogy”: https://iastate.pressbooks.pub/oerstarterkit/chapter/open-pedagogy/