The course syllabus is often treated as a contract by both faculty and students. As such, syllabi should not be altered after the semester has begun to ensure fairness for the students. One suggestion to allow flexibility for instructors is to decouple the schedule on the syllabus, perhaps even keeping the two documents entirely separate.
Click here to jump to the mandatory Fall 2020 syllabus statement.
Purpose and Value
A syllabus is an academic agreement that establishes the academic relationship between instructors and students in a course, used as the basis for communication and accountability. It communicates course expectations, organizes information, sets the tone for the learning environment, maps the path of student learning, and provides accountability. A carefully constructed syllabus helps clarify course goals and learning objectives, assessment and evaluation standards, grading policies, and expectations for student and faculty behavior.
The Southern Association of Colleges and Schools Criteria for Accreditation require that a syllabus be placed on file in the department for each course taught and that students must be provided written information about the goals and requirements of each course, the nature of the course content, and the methods of evaluation to be employed.
Every scheduled academic course, regardless of delivery method (e.g., on campus, online), must have a written syllabus distributed to students enrolled in the course. The syllabus must be posted electronically in USF's learning management system for the class and be available to students by the first day of class.
A syllabus for each course taught each semester during each academic year (summer, fall, spring) shall be placed on file in the department offering the course. Only one syllabus is required for course offerings with multiple sections. Department syllabi should be updated each academic year. Departments are responsible for maintaining these files.
Instructors should avoid making major changes to a syllabus once classes have begun, particularly changes affecting attendance standards, grading standards, or performance measures. However, since it is impossible to cover all contingencies in the planning stages of a course, students should be advised that instructors may need to make changes as the semester progresses. Any changes to a syllabus should be for compelling reasons and follow these guidelines:
- Fair and adequate notice is given to enrolled students either by email, in writing, or through the learning management system
- Modifications to the syllabus are not arbitrary or capricious.
- Students are not unfairly disadvantaged by mid-semester changes to grading standards, attendance standards, or performance measures. Efforts should be made to avoid penalizing students as a result of any necessary changes.
All syllabi at USF must include the following items, per System Policy 11-008:
- Course prefix and number, section number, and title
- Semester term and credit hours
- Class meeting days/times/location (if applicable)
- Instructor name, contact information, and office hours
- University course description (required to be verbatim from catalog)
- Course prerequisites
- Student learning outcomes
- note: you have to use the exact SLOs as approved by Gen Ed or Undergrad Council; access approved SLOs here, under "Search" or "Search Archive": https://www.systemacademics.usf.edu/proposals/tracking/courses
- While you may not delete or alter the SLOs unless the relevant council approves this action as a substantive change, you are permitted to add sub-outcomes (ideally, mapped under the approved SLOs) that more directly target your current learning intention.
- Required texts and/or course materials
- Course requirements such as exams, assignments, and projected due dates, if any
- Final exam date and time (if applicable)
- Grading scale
- Grade categories and weights
- Course schedule
- General Education statement (undergraduate only; only required if a Gen Ed course)
- Global Citizen Project statement (undergraduate only; only required if a GCP course)
- Course-specific grading policies (e.g., late work, extra credit, etc.), if any
- Course-specific attendance and punctuality policies, if any
- Course-specific technology and media policies (e.g., recording class, expected email response time, etc.), if any
- Information about or links to university information about academic deadlines, religious holidays, attendance, academic honesty and disability services
All students must comply with university policies and posted signs regarding COVID-19 mitigation measures, including wearing face coverings and maintaining social distancing during in-person clases. Failure to do so may result in dismissal from class, referral to the Student Conduct Office, and possible removal from campus.
Additional details are available on the University’s Core Syllabus Policy Statements page: https://www.usf.edu/provost/faculty/core-syllabus-policy-statements.aspx
Download the Syllabus Template
In addition, you may wish to use the following USF-specific syllabus template -- click here to download (.docx). Note: this is not a "required" template, but merely a suggestion and a format for those seeking an easy template. The required elements are highlighted in yellow within this document.
Please note that our syllabus template may not contain every field required for some specialized purposes, such as approval for General Education. Also, your department or College may have locally-mandated policies or statements as well. You may freely copy the boilerplate policies found within for your own syllabi.
As you build your syllabus, consider mapping your course results onto the national career readiness standards (NACE), which provide a common language for discussing how your course addresses critical soft skills for the workplace, like critical thinking,
Here is an example from one Religion Studies syllabus:
In the interest of career readiness, I am supplying these connections between the
course objectives and the seven competencies identified by the National Association
of Colleges and Employers (NACE) as most desirable to potential employers. The numbers
here correspond with the numbering in Course Objectives, and further information on
these categories can be found in section XVI of this syllabus:
- By analyzing the nature of a field of study, students develop critical thinking and problem solving skills. In this analysis, students are frequently asked to explain their conclusions verbally in class time which builds oral communication skills. The instructor will frequently challenge their interpretation, asking for clarification and presenting opposing sides of the argument. Overcoming this challenge will require leadership skills – by assessing and managing one's emotions under stressful circumstances – and further refinement of critical thinking and problem solving skills.
- The ready knowledge that students develop about different cultures, races, ages, genders, religions, lifestyles and viewpoints through their study in this course further develops their teamwork and collaboration skills and will also aid in the empathic abilities required for leadership skills.
- While we will focus on comparing different religious traditions, the tools of comparison that we develop can be broadly applied to any comparative act. This more rigorous comparative ability is another development of a student's critical thinking and problem solving ability. In addition, the instructor will frequently ask students to furnish their own information for these comparisons, something which adds to information technology application.
- By becoming more aware of how religion affects their own thought, students develop a greater metacognitive ability, that is, the ability to think about thinking. This not only increases critical thinking again, but is also an important aspect of negotiating diversity in teamwork/collaborative activities, the interpersonal skills and emotion managing aspects that are part of leadership, and the ability to think ethically and contemplate one's own integrity which contributes to professionalism/work ethic.
Uploading syllabus to canvas
Syllabi are required to be uploaded to Canvas. This video will show you the process if you are new to Canvas: https://youtu.be/nyRxx9y3E1I
USF Core Policies
USF Policy 11-008 specifies that certain policy statements are housed on the Provost's website and apply to all classes. As such, instructors do not need to separately duplicate these policies in their syllabi, though they should link to the Provost's website so that students are aware of those policies: https://www.usf.edu/provost/faculty/core-syllabus-policy-statements.aspx
Faculty may wish to use this standard statement on their syllabi:
Policies about accessibility, religious observances, academic grievances, academic misconduct, and several other topics are governed by a central set of policies, which apply to all classes at USF: https://www.usf.edu/provost/faculty/core-syllabus-policy-statements.aspx
Other Common Policies
Students who are unable to complete all requirements of the course for circumstances beyond their control may request to receive an "I" grade to allow for completion of the remaining coursework the next semester(s).
USF Policy 10-005
All final examinations are to be scheduled in accordance with the University's final examination policy.
EARLY NOTIFICATION REQUIREMENT FOR OBSERVED RELIGIOUS HOLIDAYS
USF Policy 10-045
Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, at the beginning of the term.
GENDER-BASED CRIMES/SEXUAL MISCONDUCT/SEXUAL HARASSMENT (INCLUDING SEXUAL VIOLENCE)
USF Policy 0-004
USF has a commitment to the safety and well-being of our students. Please be aware that educators must report incidents of sexual harassment and gender-based crimes including sexual assault, stalking, and domestic/relationship violence that come to their attention. I am required to report such incidents in order for the Office of Student Rights and Responsibilities or the Office of Diversity, Inclusion, and Equal Opportunity can investigate the incident or situation as a possible violation of the USF Sexual Misconduct/Sexual Harassment Policy and provide assistance to the student making the disclosure. If you disclose in class or to me personally, I must report the disclosure and will assist you in accessing available resources.
The Center for Victim Advocacy and Violence Prevention, the Counseling Center and Student Health Services are confidential resources where you can talk about such situations and receive assistance without the incident being reported.
- Center for Victim Advocacy and Violence Prevention:
- (813) 974-5757
- Counseling Center
- (813) 974-2831
- Student Health Services
- (813) 974-2331
GENERAL ATTENDANCE POLICY
USF General Attendance Policy
Students are expected to attend classes. Faculty must inform students of attendance requirements on syllabi. Instructors should accommodate excused absences by making arrangements with students ahead of time (when possible) or by providing a reasonable amount of time to make up missed work.
Additional Accessibility Accomodation Policies
Accommodated Quizzes, Tests and Exams
SAS administers more than 7,000 exams to the USF community each academic year. The student is responsible for scheduling accommodated tests and exams with SAS. Students must schedule with SAS at least one full week before the requested test date. Students who miss this deadline complete a Late Exam Request Form requiring an instructor signature. SAS schedules late exam requests as space allows and as close to the original test date as possible.
Due to the volume of tests and exams SAS manages, SAS cannot provide accommodated testing space for "pop" or unscheduled quizzes. Consult with SAS for information on accommodating unscheduled quizzes.
Students who are taking a make-up exam due to disability reasons (medical issues, scheduling conflicts with other courses and extended exam time, disability related appointments etc.) should be allowed to take a make-up exam within 10 business days of the student's return to classes. SAS schedules make-up exams as space allows.
Online Proctoring such as Proctorio
Consult with SAS prior to a student who utilizes accommodations using Proctorio. Some SAS students have atypical testing behaviors. Other SAS students utilize adaptive software that does not collaborate well with Proctorio software.
Laptop or Electronic Device Usage
If prohibiting laptop, phone or electronic device usage in class, keep in mind that some SAS students utilize such devices for note taking and recording. Still others have medical applications on cell phones that the student cannot turn off (blood sugar monitors, medication alerts etc.) Policies that indicate, "Only those with accommodations may use such devices" inadvertently draw attention to the student with the accommodation. SAS suggests using language that indicates, "Students utilizing laptops, cell phones or other electronic devices for non-academic reasons during class time may be penalized . . . ."
Consult with SAS about alternatives to clicker points. Many SAS students have disabilities that affect the ability to answer clicker questions.
Attendance/Participation Accommodations Apply to all courses – Even on-line
If a student has attendance or participation accommodations, SAS provides an "Attendance/Participation Accommodation Form" as part of the student's accommodation letter. This form is tool intended to guide a conversation between a student and instructor about missed courses, missed deadlines and the procedures to follow when requesting extensions. The accommodation does not allow a student to miss an indefinite number of classes or deadlines. Instructors may always consult with SAS to determine what is reasonable.
USF policy requires that all course materials be accessible to students. Per the USF Caption and Media Access Policy, all media sources must be captioned prior to use. SAS encourages faculty to consider document accessibility. Use the "Style" functions in Microsoft Word and the OCR functions in Adobe to ensure that all course documents are accessible to those who utilize screen reading technology. See the SAS Accessibility Guide for more information: www.sas.usf.edu (under resources).