Course Syllabus Guidelines and Template

Introduction

A Course Syllabus at Snow College is the master description of a course. Its potential readers include the following: institutions of higher education instructors, the Board of Trustees, the State Board of Regents, the Commissioner of Higher Education, the Northwest Association of Schools and of Colleges and Universities, and students.

A Course Syllabus must be clear, accurate, and consistent with the mission of the college.

Submission, Evaluation, and Approval for New Syllabi

The Snow College Curriculum Committee evaluates all new courses. The Committee encourages Syllabus authors to develop new courses in this fashion:

1. Discuss the new course with department and division members. Make sure there is ample support for the course, especially from your Department Chair and Division Dean.

2. Explore similar offerings at other colleges in the state and the nation. The new course need not be an exact duplicate, but it should at least be in step with the closest analogues. Keep the transfer and career needs of your intended students firmly in mind.

3. Consult your Curriculum Committee Representative for a sense of the Committee's current expectations.

4. Draft a Course Syllabus according to the latest guidelines. Details count. Be prepared to revise your draft many times. Go to https://www.snow.edu/syllabus/ and enter your syllabus into the online database. For information on how to enter a syllabus into the online database, and for username and password information, please contact your Curriculum Committee Representative.

5. Seek feedback on the Syllabus from your Curriculum Committee Representative. If your representative is inexperienced, you may wish to seek feedback from the Committee Chair.

6. Make the Syllabus available for at least a two week review within your division by posting a printed copy in a conspicuous location and/or sending an email message asking division members to review the syllabus in the database. Do not slavishly heed the advice of colleagues, but do make changes that seem appropriate.

7. When satisfied with the syllabus draft, submit the syllabus created in the database for approval. Print a copy of the PDF format syllabus. Obtain all the necessary signatures. (Note: Syllabi only need the signature of the Ephraim or Richfield campus library representative.)

8. Notify your Curriculum Committee Representative that your online syllabus is ready and give a copy of the Syllabus with an original signature page to your Curriculum Committee Representative for presentation to the Committee.

9. If you like, or if you anticipate objections or questions, you are welcome to attend the Committee's discussion of your Syllabus.

10. If the Curriculum Committee requires changes to the Syllabus, revise it and submit it again.

When the Curriculum Committee has approved a Syllabus, the Chair of the Committee stamps and signs the first page and files the signed original with the Office of the Vice President for Academic Affairs.

Course Syllabus Outline

The database at https://www.snow.edu/syllabus/ provides a template for syllabi. A Course Syllabus must include each of the following sections, in the following sequence:

1. Name of Division. Specify the academic division in which the course will be housed.

2. Name of Department. Specify the academic department in which the course will be housed.

3. Course Prefix and Course Number.

   The course prefix must be consistent with those used in the forthcoming college catalog.

   The first course number should indicate the year in which the course will normally be taken: 1000-level for freshman, 2000-level for sophomores.

   Whenever possible, course numbers should be consistent with those used for similar or identical courses at Utah's 4-year colleges and universities.

4. Course Title. The title should identify the course subject as efficiently as possible. Roman numerals or phrases such as "Introduction to" should be used to indicate a course level or position within a sequence. No two courses may have the exact same title.

   Whenever possible, course numbers should be consistent with those used for similar or identical courses at Utah's 4-year colleges and universities.

5. Catalog Description. Because this section is to be read by students, it should be direct, informative, and as free of jargon as possible. Please write 1-4 grammatically correct sentences. Indicate if a course is a prerequisite in a series of courses (The Curriculum Committee pays close attention to catalog descriptions.)

6. G.E. Status. If the course is being proposed for G.E. credit, please choose the correct designation from the drop-down menu. This designation must be consistent with those used in the forthcoming college catalog (which in turn must be consistent with those mandated by the State Board of Regents).

   If the course is not being proposed for G.E. Credit, indicate nothing.

7. Semesters Offered. Specifying the semester(s) in which a course will be offered can help many students plan their programs effectively. Bear in mind, however, that the catalog can be read as a contract. Please do not specify a semester unless you are reasonably certain the course will be offered during that semester for at least five years. Please do not specify summer semester without attaching an explanation.

   Specify Fall, Spring, Summer, Fall [1] (Fall first block), Fall [2] (Fall second block), Spring [1] (Spring first block), Spring [2] (Spring second block). Leaving all blank will indicate TBA.

8. Credit/Time Requirements. Indicate the number of credit hours the course is worth, the number of hours the course will meet in a single week for lecture or discussion, and the number of hours the course will meet in a single week for laboratory or practicum. Examples: Credit:3.00; Lecture: 3.00; Lab: 0.00

   Compute credit hours according to the following formulae. One standard 50 minute period = 1 hour. One lecture/discussion hour may count for no more than one credit hour; it may count for less. Two laboratory or practicum hours may count for no more than one credit hour; they may count for less.

   Compute appropriate adjustments if a course meets fewer than 15 weeks per semester.

   Half credits are the only permissible fractions.

9. Clock/Hour Requirements. Primarily for CTE or other courses that have time requirements.

10. Prerequisites and/or corequisites. Identify these by course prefix and number. Indicate whether an equivalent course or experience is acceptable. If a test score is required or may serve as an equivalent, specify both the test and the score. "Permission of the instructor" is a useful catchall as long as such permission is granted judiciously. If a student must have certain physical abilities to successfully complete the course, these must be specified as well. Please confer with the ADA Coordinator to determine the precise language in which a physical prerequisite should be announced.

11. Justification. In a few sentences, explain why this course should be taught at Snow College. The following are examples of legitimate reasons:

    • course fulfills a General Education requirement;
    • is required for a specific major or degree;
    • is required for certification or employment;
    • is required for transfer to another institution;
    • reflects a unique strength of the college or faculty;
    • responds to a unique need of the college;
    • responds to a unique need of the community.

    If the course is part of a major, indicate whether similar courses are taught in Utah (identify the school(s), but not the course name(s) or number(s)) or in the U.S. generally.

    If the course fulfills a requirement for an A.A.S. degree, (1) indicate that an appropriate advisory committee has recommended that the course be adopted, (2) explain how the course will contribute to employability, and (3) summarize evidence that this is so.

12. Outcomes. Snow College recognizes three distinct kinds of outcomes: cognitive, behavioral, and affective. Cognitive outcomes identify facts and concepts that students will know. Behavioral outcomes identify skills that students will be able to perform. Affective outcomes identify values that students will believe or qualities they will feel. Some courses teach to all three kinds of outcomes; other courses teach to only one or two.

    In this section, briefly describe what a successful student will know, feel, or be able to do as a result of taking this course. Be wary of outcomes that are difficult or impossible to assess.

13. Content. Provide a general outline of course topics, themes, and/or learning tasks. (You may wish to work from a course schedule or a textbook table of contents, but beware of creating a "laundry list.")

14. General Education Outcomes. Snow College's General Education Outcomes are so essential to the mission of the college that virtually all courses (not only GE courses) should address at least one, or an Applied Education Outcome, as appropriate. In this section, explain the extent to which this course teaches to one or more of the following outcomes. (Skip any outcomes that do not apply.)

    1. Read effectively, constructively, and critically. The ideal course teaches strategies for reading, synthesizing, and criticizing a variety of written materials related to the subject. Students have multiple opportunities to practice their reading skills and receive suggestions for improving them.

    2. Write clearly, informatively, and persuasively. The ideal course teaches strategies for writing a variety of materials related to the subject. Students have multiple opportunities to practice their writing skills and receive suggestions for improving them. This outcome is required for all G.E. Composition courses (E1 & E2).

    3. Speak effectively in a variety of contexts. The ideal course teaches strategies for giving oral presentations about the subject. Students have multiple opportunities to practice their speaking skills and receive suggestions for improving them. This outcome is required for all G.E. Oral Communication (OC) courses.

    4. Retrieve, evaluate, interpret, and deliver information through a variety of traditional and electronic media. The ideal course teaches strategies for retrieving, evaluating, interpreting, synthesizing, and delivering information related to the subject through the most appropriate traditional and/or electronic media.

    5. Apply a cultural and historical awareness to a variety of phenomena. The ideal course teaches students to interpret aspects of the subject from a cultural or historical perspective. This outcome is required for most G.E. Social Science courses (SS). (This requirement may be waived when the subject is fundamentally organic.)

    6. Apply computational skills to a variety of contexts. The ideal course teaches strategies for applying computation skills to the subject. This outcome is required for all G.E. Mathematics courses (MA).

    7. Apply scientific reasoning to a variety of contexts. The ideal course teaches strategies for applying scientific reasoning to the subject. This outcome is required for all G.E. Physical Sciences courses (PS) and all G.E. Life Sciences courses (LS).

    8. Apply ethical reasoning to a variety of contexts. The ideal course teaches strategies for evaluating behaviors, policies, or cultural artifacts according to an appropriate set of principles. (To clarify: with few exceptions, the ideal course does not advocate one set of principles over another. Rather, the emphasis is on the evaluative process.)

    9. Respond with informed sensitivity to an artistic work or experience. The ideal course teaches strategies for responding with informed sensitivity to an artistic work or experience. This outcome is required for all G.E. Fine Arts courses (FA) and all G.E. Humanities courses (HU).

    10. Apply personal-fitness and wellness-management principles to lifestyle choices. The ideal course teaches strategies for applying personal-fitness and wellness-management principles to lifestyle choices. This outcome is required for all G.E. Personal Fitness courses (PE).

15. Applied Education Outcomes. Applied Education Outcomes allow for courses that do not address General Education Outcomes to meet an alternative set of outcomes appropriate to acquiring skills and/or certifications in chosen fields of study. In this section, explain the extent to which this course teaches to the following outcomes. (Skip any outcomes that do not apply.)

    1. Students will acquire entry-level skills specific to and appropriate for employment in their chosen field of study.Students will have multiple opportunities to practice their skills and receive suggestions for improving them.

    2. Students will become aware of industry specific certification and develop skills sufficient to acquire the same. Students will have multiple opportunities to practice their skills and receive suggestions for improving them. Many courses will have minimum hour requirements and/or tests will be given for certification or licensure.

    3. Students will demonstrate safe practices and awareness of potential hazards in their field of expertise. Students will have multiple opportunities to discuss safe practices and receive suggestions for improving them.

    4. Students will demonstrate interpersonal skills specific to the skills and environment inherent in their field. Students will have multiple opportunities to practice their skills and receive suggestions for improving them.

16. Outcomes Assessment. Explain the methods that will be used to assess achievement of the intended outcomes. The most common methods of assessment include quizzes, tests, exams, essays, portfolios, and performances. There may be others as well. Be as specific as possible about kind, number, and weight including a statement, as appropriate, that "Percentages are approximat", o"At the discretion of the instructor, the following assessment measures may be used." (That is, explain what a student will do to earn a grade.)

17. Representative Text and/or Materials.

    In a style of documentation appropriate to the discipline, identify one or more exemplary texts to be required by the course. (The texts that are actually used may be different as long as they substantially resemble the exemplars.) In place of a date or edition, write "current edition."

    If students are required to purchase non-textual materials, provide a list. (Do not make the list so specific that you would be obliged to revise the Syllabus at the slightest change.)

    If no text or materials are required, indicate that.

18. Optimum Class Size. Specify the number of students that the Office of the Registrar will be authorized to enroll in one section without seeking the instructor's permission.

19. Maximum Class Size. Specify the maximum number of students that can ever be enrolled in one section.

20. Required signatures (4). Before a Syllabus can be approved by the Curriculum Committee, a printed copy must be signed by the following parties. Note: By signing a syllabus, the Department Chair and Division Dean accept responsibility for ensuring the integrity of the course, and that responsibility is automatically conferred on their successors. The signature of a Library representative indicates that the Library has been made aware of the course and will take appropriate steps to ensure that resources are available. A syllabus only needs the signature of an Ephraim or Richfield campus librarian.

I hereby submit this Course Syllabus:
[signature]
name, highest degree, rank, and title of the person submitting the Syllabus

I hereby find this course consistent with the goals and resources of the [name] Department:
[signature]
name, highest degree, rank, and title of the Department Chair

I hereby find this course consistent with the goals and resources of the [name] Division:
[signature]
name, highest degree, rank, and title of the Division Dean

I have discussed the need for library resources related to this class with the person submitting the syllabus:
[signature]
name and title of a professional Library representative

When provided with accurate user information for the author, department chair, and division dean, the database at https://www.snow.edu/syllabus/ will generate a separate signature page in PDF form, complete with footer indicating the course prefix and number.

Mechanics

To facilitate reading, the collection of Course Syllabi should be entered into the online database at https://www.snow.edu/syllabus/ where they will be formatted consistently.

Amending A Syllabus

Amendments to a Course Syllabus can be made as follows:

1. A change to the semester(s) offered, if it is approved by the Division Dean, can be approved by the division representative to the Curriculum Committee.

2. A change to the course prerequisites and/or corequisites, if it is approved by the Division Dean, can be approved by the division representative to the Curriculum Committee.

3. A change to the text or materials, if it is approved by the Division Dean, can be approved by the division representative to the Curriculum Committee.

4. All other changes, because they are substantive, require the resubmission of the Syllabus for approval by the Curriculum Committee, exactly as if the Syllabus were being proposed for the first time.

For efficiency's sake, the author of the amendments should submit "reading copies" of the Syllabus (one for each member of the Curriculum Committee) with the amendments highlighted in some way.

To minimize the propagation of error, whenever a Syllabus has been amended, no matter how slight the change, a new copy of the Syllabus, including current signatures, must be submitted to the Curriculum Committee Chair. The Chair stamps and signs the first page and files the amended document with the Office of the Vice President for Academic Affairs.

Changes To The Catalog

Any change to a college catalog course description requires that a corresponding amendment first be made to the Course Syllabus.

Example Syllabus

Mathematics for Elementary Teachers I is the first of a two-course series designed to improve the mathematical understanding of prospective elementary teachers. The course will combine a thorough treatment of mathematical concepts with pedagogical philosophy to help prospective teachers learn to teach mathematics with understanding and insight.

General Education Requirements: N/A

Semesters Offered: Fall

Credit/Time Requirements: Credit: 3.; Lecture: 3; Lab: 0

Clock/Hour Requirements: 0

Prerequisites: MATH 1050

Co-requisites:

All Utah based elementary education programs require mathematical competency of students prior to student teaching. This course and Math 2020 are aimed at helping students arrive at that competency. This course is required at all the four-year public institutions except University of Utah and Utah State. The University of Utah has expanded the course to four credits and given it a 4000 course number. Utah State University requires Math 1040 and Math 2020.

The student will understand techniques of problem solving using a variety of methods and will solve many types of problems.

The student will understand principles, properties, and algorithms for whole numbers and how to use them.

The student will understand properties of elementary number theory and how to use them.

The student will understand principles, properties, and algorithms for fractions/rational numbers and how to use them.

The student will understand principles, properties, and algorithms for decimals and percents and how to use them.

The student will understand principles, properties, and algorithms integers and how to use them.

• solving using a variety of methods
• sets as a basis for numeration
• numbers
• and operations
• both written and mental
• Theory
• Numbers
• concept of a fraction
• and arithmetic operations
• and percents
• and their properties

* One of the crucial skills in mathematics is the ability to read carefully and clearly so one understands the problem and can then use appropriate methods to solve it. Students are taught to read for meaning. Daily assignments, periodic examinations, and group activities will be used to evaluated students’ reading skills.

* The ability to understand and use mathematical principles is a major component of the course. Algebra skills are a prerequisite to the course and enable the student to understand the standard algorithms for arithmetic and learn additional algorithms. Daily assignments, periodic examinations, and group activities will be used to evaluated students' abilities to solve problems using a variety of approaches.

Student learning will be evaluated through daily assignments and periodic examinations. Understanding will also be evaluated by observation of students as they demonstrate their reasoning to the class and as they participate in group activities.

The approximate percentage breakdown for computing the final grade will be:

Musser, Burger, and Peterson, Mathematics for Elementary Teachers: A Contemporary Approach, current edition, John Wiley & Sons, Inc.

Billstein, Libeskind, and Lott, A Problem Solving Approach to Mathematics for Elementary School Teachers, current edition, Addison Wesley.