JUNE 2023:
you will find our latest syllabus template, including guidance based on the higher education research and SU faculty members' own experiences.
we list all syllabus revisions in reverse chronological order, along with revision dates so that you can quickly check whether your syllabi have the latest information – without having to start from scratch.
At the request of the Academic Assembly, the Center for Faculty Development has been maintaining a course syllabus template since 2013, incorporating all elements required by Academic Assembly and state or federal law.
Typically, we revise the template once per year, where we verify the latest wording from key centers and offices on campus, double-check all links, and so on.
With the switch to remote learning in Spring 2020 in response to the COVID-19 pandemic, many more revisions have been necessary, as policies and practices have evolved.
In summer 2020, we revised the template to meet ADA regulations around accessibility – with generous help and guidance from Liz Wick in the Albers School of Business and Economics. Please be sure to check your syllabi for any accessibility issues before you distribute them. Guidance on this is provided at the start of the syllabus template.
If you have questions about any of these revisions, please contact us at faculty-development@seattleu.edu.
Learning Assistance Programs (LAP) provides peer tutoring, facilitated study groups, language conversation groups and learning strategy development through scheduled workshops and individual consultation sessions with a learning specialist. We offer these in various modalities (in-person, synchronous, and asynchronous), depending on university policy and LAP staff availability. Please visit our website https://www.seattleu.edu/learning-assistance/ or e-mail us at learningassistance@seattleu.edu for the most updated information about accessing services.
Research help is available to students at any stage in the research process. Students can schedule an in-person or virtual consultation with our team of Research Services Librarians and Student Peer Research Consultants (SPRCs) to get help finding and assessing sources, learn database search skills, and develop research topics.
To learn more about our services, chat online with a Librarian, or to book an in-person or virtual Consultation, check out our Ask a Librarian page (https://library.seattleu.edu/ask/).
Is your technology giving you trouble with a remote or hybrid class? The library lends a variety of Chromebooks, webcams, headphones, short-term hotspots, etc. Learn more at https://library.seattleu.edu/collections/technology
Seattle U has adopted a Campus Climate Incident Reporting & Response Protocol to support our commitment to providing an inclusive and nondiscriminatory campus community. If you have seen, heard, or experienced a harmful incident on the basis of one or more of your or another individual’s actual or perceived identities, you may report that incident. Any member of the University community can make a report. For more information or to file a report, please visit www.seattleu.edu/equity/campus-climate-incidents/.
Research help is available to students at any stage in the research process. Students can schedule an in-person or virtual consultation with our team of Research Services Librarians and Student Peer Research Consultants (SPRCs) to get help finding and assessing sources, learn database search skills, and develop research topics.
To learn more about our services, chat online with a Librarian, or to book an in-person or virtual consultation, check out our Ask a Librarian page (https://www.seattleu.edu/library/askalibrarian/).
Recommended for courses with an in-person component; updated September 12, 2022 to be more sustainable.
Seattle University is committed to our educational mission and to the safety of our community members. The university continues to closely monitor COVID-19 developments and respond accordingly based on public health guidance. For more information about the university’s COVID-19 response, including current policies and protocols, please visit: https://www.seattleu.edu/coronavirus/reopening--covid-policies/
SU reserves the right to change the delivery of instruction for courses without prior notice due to COVID-19 or other events.
You can add the following resources after the section on academic resources. Insert any encouragement at the start. For example:
I recognize that your ability to focus on your coursework does not exist in a vacuum. Your physical, mental, and emotional health and well-being is integral to your success as a student. Below are some campus resources that are available to support your overall well-being.
The SU Food Pantry provides free, supplementary food to all students, staff, and faculty with a current Seattle U ID card. The Pantry is located in Pavilion 180 (Office of Multicultural Affairs) and is part of a larger Food Security Initiative at Seattle University. Learn more at https://www.seattleu.edu/oma/food-security-initiative/
CAPS offers short-term, individual therapy and referral and consultation services for currently enrolled SU students. Clinical services are confidential, provided by licensed clinicians, and free of charge. Call (206) 296-6090 to schedule an appointment. For detailed information about current services and resources visit https://www.seattleu.edu/caps/
TalkNow offers 24/7, on-demand, emotional support from a mental health professional to talk about anything at anytime, provided by TimelyCare. There are no out-of-pocket costs or insurance requirements. For more information about the service and registration visit https://www.seattleu.edu/wellness/timelycare/
You can call or text 988 for 24/7 crisis support or can chat online at https://988lifeline.org/
The English Language Learning Center (ELLC) offers free tutoring for all SU students who are multilingual speakers and for whom English is not their first/primary language. Experienced ELLC tutors can help you improve your English language skills and better understand American culture. We can help with any type of assignment: written essays, online discussions, oral presentations, interview practice, etc. For the schedule or to book a session please visit https://www.seattleu.edu/ellc/ellc-tutoring/
Research help is available to students at any stage in the research process. Students can schedule a virtual consultation with our team of Research Services Librarians and Student Peer Research Consultants (SPRCs) to get help finding and assessing sources, learn database search skills, and develop research topics.
To learn more, or for assistance via chat/phone/email, check out our Ask a Librarian page (https://www.seattleu.edu/library/askalibrarian/) or book a Virtual Consultation online ([link no longer functional, see 2022-10-04 amendment above]).
We all share responsibility for helping ensure the ability to contact trace if needed. Please identify and implement the methods to accomplish this that best suit your class, including possibly taking a photo of each class, or keeping a seating chart, so you have your own record of close contacts and requiring students to track and record those individuals with whom they have been in close contact, defined as people who have been within six feet of you for 15 minutes or longer. (A photo of the class is protected under FERPA and can be shared with school officials with a legitimate educational interest [i.e., Public Safety for contact tracing purposes].)
Please track and record the names of those individuals with whom you have been in close contact in class (including other students and faculty) in case SU Public Safety requires your assistance in contact tracing. For the purposes of contact tracing, “close contacts” are people who have been within six feet of you for 15 minutes or longer.
Seattle University values diverse types of learners and is committed to ensuring that each student is afforded an equal opportunity to participate in learning experiences. Disability Services (DS) works with students with disabilities to provide reasonable accommodations to support their learning experiences. Disabilities include “invisible disabilities,” such as a learning disability, a chronic health problem, or a mental health condition. This could include any long-term effects of COVID, even after recovery (“long-COVID”), if a health care provider determines it is a chronic health problem.
If you have, or suspect you may have, a disability that may interfere with your performance as a student in this course and have not yet been assessed by DS, please contact DS staff at DS@seattleu.edu or (206) 296-5740. Disability-based accommodations to course expectations can be made only through this process and must be approved by DS before implemented in a course. I am committed to working with you, so please consider meeting with me to discuss the logistics of implementing any accommodations approved by DS.
Be sure to explain your plan for instruction this quarter/semester. If you are experimenting and expect your approach to change, then say that in advance and make sure students know you’ll be getting feedback from them on what works and what doesn’t. Example intro:
I will regularly ask for your feedback on how the class format is working for you. Expect there to be a few changes as the quarter/semester progresses; in any changes, I will be putting your learning first.
Below are three examples of wording for instructional methods based on different class modalities
Education research shows that your learning is greatest when you are actively involved in making sense of new concepts (“constructing knowledge”) and when you do this in community with other students. This model is technically called “social constructivism,” and is closely aligned with the Jesuit teaching tradition (Ignatian pedagogy). We will use this model throughout the course, so you can expect to
If you find that you haven’t managed to complete an assigned reading/podcast/video before class, you will likely find that class session frustrating, since we will build on and apply the material each time (including trouble-shooting the issues you found most perplexing), but class will not involve regurgitating the content of the material. I hope you find this an engaging and enjoyable approach to learning.
I’m excited to be teaching in-person again, and instructional methods this quarter/semester will be experimental as we deal with current social norms!
Education research shows that your learning is greatest when you are actively involved in making sense of new concepts (“constructing knowledge”) and when you do this in community with other students. This model is technically called “social constructivism,” and is closely aligned with the Jesuit teaching tradition (Ignatian pedagogy). We will use this model throughout the course, so you can expect to
In order to spread out and maximize the use of space in our classroom, many of the materials we use will be on OneDrive, so please bring your laptop with you to class. If you don’t have access to a laptop, you can borrow a Chromebook from the Library – see “Academic resources” below.
We’ll be starting out with a mix of what are called “synchronous” and “asynchronous” learning.
Synchronous means we’ll all be together at the same time and we’ll be doing that using Zoom. It can work really well if we have the bandwidth and quiet space. This is my preferred approach as it helps me get to know you, as well as allowing for an easy switch between whole-group and small-group discussions using breakout rooms. We’ll also take breaks: we get tired more quickly using the Zoom format compared to a face-to-face class.
In contrast, asynchronous learning happens at a time to suit your schedule, within certain limits (for example, you may need to complete an asynchronous activity before the first class of each week). I’ve designed some asynchronous activities to prepare for, reinforce, or supplement what we do over Zoom.
If we discover the synchronous format isn’t working well enough, then I plan to shift the balance toward more asynchronous learning. Your feedback will be the key deciding factor here.
Remember, too, that if you are having technology problems, you may be able to borrow a Chromebook or internet hotspot from the Library. (See “Academic resources” below or go straight to the Library’s Technology Loans page.)
Recommended for courses with an in-person component during the COVID-19 pandemic.
Each day before coming to campus or class, all of us – students, faculty, and staff – need to complete the Safe Start Health Check screening [link no longer functional, see 2022-09-12 amendment above] and should be prepared to show the screening result upon request. We are expected to stay home if we are unable to pass the health screening. If you live on campus in the residence halls and do not pass the health screening, you should stay in your room. In addition to completing the daily health screening, all of us in the SU community – students, faculty, and staff – must continuously monitor for symptoms of illness throughout the day and take appropriate steps to isolate from others if we become symptomatic.
We will all wear face coverings consistent with SU’s COVID-19 Face Covering Policy (or as amended).
SU reserves the right to change the delivery of instruction for courses without prior notice due to COVID-19 or other events.
The Seattle University Writing Center supports SU students from all levels of writing expertise, voices, experiences, and writing practices to achieve their writing goals. We seek to provide an accessible, anti-oppressive, and collaborative space for learning and growth through one-on-one peer consultations. The peer consultants are also students who engage in intensive study and hands-on practice to provide thoughtful feedback and to share writing strategies. Consultations are available at any stage of the writing process, from brainstorming, organizing, and developing rough draft to revising and editing in later drafts. The Writing Center offers appointments in various modalities: in-person and online, synchronous, and asynchronous. Please visit https://www.seattleu.edu/writingcenter/ to learn more about the Writing Center. You can schedule an appointment and select an available modality through https://seattleu.mywconline.com/
Structure revised to make it easier to create a Canvas module for the syllabus. New suggested structure:
KEY:
**Sections required by Academic Assembly (2013) or WA state law.
*Sections recommended by Academic Assembly (2013) or by the university in response to the COVID-19 pandemic
Learning Assistance Programs (LAP) provides peer tutoring, facilitated study groups, and learning strategy development through scheduled workshops and individual consultation sessions with a learning specialist. We offer these in various modalities (in-person, synchronous, and asynchronous), depending on university policy and LAP staff availability. Please visit our website https://www.seattleu.edu/learning-assistance/ or e-mail us at learningassistance@seattleu.edu for the most updated information about accessing services.
Address students throughout the syllabus as “you.”
We recommend you begin your syllabus with a personalized statement that helps students feel that they belong, are welcome, and will be supported and encouraged in their learning. For Fall 2021, students and faculty may have a range of concerns about adjusting to being together in person, so acknowledging that context up-front will be helpful. Focusing on our humanity before moving to course content can help reaffirm to students that Seattle University’s priorities lie in supporting one another in a community of care
Include in this section an overview of the course that gets the students excited about the material. Highlight what’s great about the subject; explain how it relates to other courses in the major, Core, program, etc., and what kinds of skills – transferable or subject-specific – students will be practicing to help boost their motivation and engagement.
We suggest this becomes its own section.
If you are teaching online and discover your students are in different time zones, consider offering shorter blocks of time for office hours at different points in the day, rather than one long block of time.
We suggest using Microsoft Bookings to schedule office hours, since it is part of the Office 365 suite and connects automatically to your Outlook calendar; if you’ve had to schedule a meeting during what would normally be office hours, those times will disappear from the students’ options. For details on how to do this, follow the guide from SeattleU’s ITS on Scheduling Office Hours Using Microsoft Bookings.
Since the term “office hours” causes confusion for many students, an explanation is helpful. Example wording (partly adapted from Dr Amy Nusbaum:
The time I have listed as “Office hours” is time for you. Office hours are a chance for you to meet with me one-on-one or in small groups to discuss the course, your learning, your plans for the future, or just to check in. Office hours can be in person or via Zoom, provided we have the bandwidth. As an alternative, I can offer some office hours over the phone. You can schedule an appointment using Microsoft Bookings at [insert URL]. If we are meeting over Zoom, we’ll use my Personal Meeting ID at [insert Zoom ID], and I’ve set up a waiting room to ensure you receive my full attention during your time slot – and to maintain your privacy.
Insert your policy here. Provide a rationale if possible.
The assignments in this course build on one another, so the feedback process is an important part of your learning. My plan is therefore to return your assignments as soon as possible after you have submitted them. (My normal policy is to return papers within five working days; I hope to be able to keep to that this quarter.) Faster feedback means you’re more likely to remember what you wrote and can more easily take the feedback on board for the next assignment.
It would greatly help the learning process if you are able to submit your assignment by the stated deadlines. If you find that you are unable to complete an assignment on time, please communicate with me in advance. I do understand that life happens and can sometimes get in the way. I’ll do my best to be flexible; for that to happen, we need to keep in dialogue so that I know where you are in your learning and how I can best support you.
To help keep yourself on track, I strongly encourage you to plan ahead: Check the session-by-session schedule at the end of this syllabus to see when assignment briefings will be given and when assignments are due. This enables you to block out time in your calendar now so that you know when you will be working on assignments for this course. If you’re wondering how much time you need to allow for completing assignments well, then I suggest you use the approach I take for my own writing: make a rough estimate of time and then multiply it by 2.5. This sounds like a lot, but I think you’ll find it more realistic for managing your expectations and planning.
An agreement to receive an Incomplete (I) grade may be negotiated if your circumstances do not allow you to finish the course on time. The Incomplete Grades Policy of the university is available on the Office of the Registrar web site: https://www.seattleu.edu/redhawk-axis/academic-policies/
Possible new section, especially for faculty whose grading is regularly challenged by students.
Sometimes I receive questions and complaints when students don’t get perfect scores on their work. As you think about your grade, please keep in mind:
All assignments are scored with rubrics to which you will have access. I always strive to give you quality feedback to help you understand why you received the score that you did. If you do not understand the feedback or would like to learn more from the assignment, please feel free to contact me.
Be sure to explain your plan for instruction this quarter/semester. If you are experimenting and expect your approach to change, then say that in advance and make sure students know you’ll be getting feedback from them on what works and what doesn’t.
I will regularly ask for your feedback on how the class format is working for you. Expect there to be a few changes as the quarter/semester progresses; in any changes, I will be putting your learning first.
Education research shows that your learning is greatest when you are actively involved in making sense of new concepts (“constructing knowledge”) and when you do this in community with other students. This model is technically called “social constructivism,” and is closely aligned with the Jesuit teaching tradition (Ignatian pedagogy). We will use this model throughout the course, so you can expect to
If you find that you haven’t managed to complete an assigned reading/podcast/video before class, you will likely find that class session frustrating, since we will build on and apply the material each time (including trouble-shooting the issues you found most perplexing), but class will not involve regurgitating the content of the material. I hope you find this an engaging and enjoyable approach to learning.
I’m excited to be teaching in-person again, and instructional methods this quarter/semester will be experimental! As we return to physical classrooms, we’ll be following WHO guidance, which currently means staying three feet apart at all times.
Education research shows that your learning is greatest when you are actively involved in making sense of new concepts (“constructing knowledge”) and when you do this in community with other students. This model is technically called “social constructivism,” and is closely aligned with the Jesuit teaching tradition (Ignatian pedagogy). We will use this model throughout the course, so you can expect to
For the activities to function while spaced out, many of the materials we use will be on OneDrive, so please bring your laptop with you to class. If you don’t have access to a laptop, you can borrow a Chromebook from the Library – see “Academic resources” below.
We’ll be starting out with a mix of what are called “synchronous” and “asynchronous” learning.
Synchronous means we’ll all be together at the same time and we’ll be doing that using Zoom. It can work really well if we have the bandwidth and quiet space. This is my preferred approach as it helps me get to know you, as well as allowing for an easy switch between whole-group and small-group discussions using breakout rooms. We’ll also take breaks: we get tired more quickly using the Zoom format compared to a face-to-face class.
In contrast, asynchronous learning happens at a time to suit your schedule, within certain limits (for example, you may need to complete an asynchronous activity before the first class of each week). I’ve designed some asynchronous activities to prepare for, reinforce, or supplement what we do over Zoom.
If we discover the synchronous format isn’t working well enough, then I plan to shift the balance toward more asynchronous learning. Your feedback will be the key deciding factor here.
Remember, too, that if you are having technology problems, you may be able to borrow a Chromebook or internet hotspot from the Library. (See “Academic resources” below or go straight to the Library’s Technology Loans page.)
State your attendance and participation expectations clearly and concisely.
Numerous research studies have shown that when students actively ask and answer questions, they take greater interest in the material, they clarify shared misconceptions, and they retain more information. Studies also show that missing classes – and therefore missing the opportunity to process ideas together with your peers – negatively affects your grades, even without an attendance grade. (Get in touch if you’d like to find out more about this.)
I would like to see all of you find ways to participate actively in class (in small- and large-group settings), as well as in any activities or discussions on Canvas. I will not take formal daily attendance, but I’ll get in touch with you if I notice you are regularly absent or if you appear to be inattentive in class, just to be sure you are ok and to find out what would best help you learn.
If you are sick, please stay home and rest so that you can recover more quickly and can be fully present in class when you are better. (See notes below on what to do if you miss a class.)
Insert your policy on missed classes and catching up with material here, if you have one.
If you expect to be absent or to be late to a class, please e-mail me beforehand (or as soon as possible). I will pass on your apologies to the group at the start of class.
If we’re on Zoom, and you’re having technical difficulties, send me a message. After class, we can try to figure out what’s going on with your connection. Remember to check out the SU Orientation to Distance Learning (https://seattleu.instructure.com/courses/1563070; takes 30–45 minutes) to see what tech requirements you might need.
If you do miss a class, you need to obtain notes from one of your peers to catch up. (You might want to pair up with a classmate at the start of the quarter/semester so that you know who to turn to first.) If, after going over those notes and checking the readings for the class, you still have questions, please arrange to meet me during office hours to discuss. Remember to have those notes and your targeted questions ready so that we can use the time to focus on your learning.
If you miss a synchronous class, be sure to go through the Zoom recording of the session afterward and/or obtain notes from one of your peers to catch up. If, after going over those notes and checking the readings for the class, you still have questions, please arrange to meet me during Zoom office hours to discuss. Remember to have those notes and your targeted questions readily available so that we can use the time to focus on your learning.
We suggest this becomes its own section. Research has found that not all students understand what the phrase “office hours” means, so include a short explanation.
If you discover your students are in different time zones, consider offering shorter blocks of time at different points in the day, rather than one long block of time.
We suggest you try using Microsoft Bookings to schedule office hours, since it is part of the Office 365 suite and connects automatically to your Outlook calendar; if you’ve had to schedule a meeting during what would normally be office hours, those times will disappear from the students’ options. For details on how to do this, follow the guide from SeattleU’s ITS on Scheduling Office Hours Using Microsoft Bookings.
Office hours are a chance for you to meet with me one-on-one or in small groups to discuss the course, your learning, your plans for the future, or just to check in. We’ll be holding office hours via Zoom, provided we have the bandwidth. As an alternative, I can offer some office hours over the phone. You can schedule an appointment using Microsoft Bookings at [insert URL]; my Zoom office hours will be via my Personal Meeting ID at [insert Zoom ID], and I’ve set up a waiting room to ensure you receive my full attention during your time slot – and to maintain your privacy.
If you are having difficulty with remote learning because your laptop is older or your internet access is patchy, the Library is currently loaning out Chromebooks and internet hotspots. You can submit a request by emailing the Library; follow the link under “Technology Lending” at: https://libguides.seattleu.edu/technology#s-lg-box-23259286
Q: Should I require students to share video in Zoom meetings?
A: Requiring students to share their video feed is a complex issue. Many students experience technical issues including lack of a webcam, older or marginal computer hardware, or poor internet bandwidth and therefore might not be able to enable their feed and still participate in class. Students may also have other legitimate reasons for not sharing their video feed including students with disabilities, the need to protect the privacy of other members of their household, parents with children at home, and concerns about their personal surroundings. While some students can use virtual backgrounds to mitigate these issues, many older and less powerful computers lack the capability to support the virtual backgrounds in Zoom. We recommend having an open conversation with your students early in the course to reach consensus about expectations and to provide a rationale for turning on video feeds. We also recommend establishing a fair process that allows students to opt out of sharing their video feed that doesn’t stigmatize those that choose to do so. Reach out to CDLI for a consultation if you have more detailed, specific questions.]
Students and faculty have reported a more engaging class experience when using video on Zoom. We know not everyone has the ability to have their camera on all the time, for a variety of reasons. If you aren’t able to do so, be sure to stay connected in other ways (in chat or vocally).
Remember to review the online tutorial that our Center for Digital Learning and Innovation has created to support your remote learning experience: https://seattleu.instructure.com/courses/1563070
Students and faculty have reported a more engaging class experience when using video on Zoom. We know not everyone has the ability to have their camera on all the time, for a variety of reasons. If you aren’t able to do so, be sure to stay connected in other ways (in chat or vocally).
Recommended for courses with an in-person component during the COVID-19 pandemic.
In light of the COVID-19 pandemic, the Office the Provost drafted the following template provision on health and safety protocols in consultation with Academic Assembly, Deans' Council and University Counsel. We believe it is very important for faculty to include the provision or a similar one in their syllabi for classes with an in-person component.
In this class, as elsewhere on campus, all of us—students and faculty—must comply with all Seattle University health and safety protocols, including:
We are all part of an academic learning community in which care for one another is part of our shared responsibility and commitment that goes to the heart of our Jesuit values. Consequently, all of us need to comply with these protocols. If you do not want to comply with the University’s health and safety protocols, then you must leave the classroom and will earn an unexcused absence for the class period and any associated assignments/assessments for the day. If you persistently deviate from the expected health and safety protocols, I will refer you to the Office of the Dean of Students because you may be in violation of the University’s Code of Student Conduct.
Recommended for courses with an in-person component during the COVID-19 pandemic.
In light of the COVID-19 pandemic, the Office the Provost drafted the following template provision on health and safety protocols in consultation with Academic Assembly, Deans' Council and University Counsel. We believe it is very important for faculty to include the provision or a similar one in their syllabi for classes with an in-person component.]
Each day before coming to campus, all of us – students, faculty, and staff – need to complete a daily online health screening. We are expected to stay home if we are unable to pass the health screening. If you reside on-campus in the residence halls and do not pass the health screening, you should stay in your room and immediately contact Public Safety at (206) 296-5990. In addition to completing the University’s daily health screening, all of us in the SU community – students, faculty, and staff – must continuously monitor for symptoms of illness throughout the day and take appropriate steps to isolate from others should we become symptomatic.
For quarters/semesters involving continued remote learning due to COVID-19, we recommend you begin your syllabus with a personalized statement that acknowledges the unique, unexpected, and uncertain time we’re experiencing. Focusing on our humanity before moving to course content can help reaffirm to students that Seattle University’s priorities lie in supporting one another in a community of care.
An example that was appropriate for Spring 2020 comes from Brandon L. Bayne, PhD, UNC Chapel Hill (https://twitter.com/brandonbayne/status/1239336664176250880; interview in The Chronicle of Higher Education at https://www.chronicle.com/article/Nobody-Signed-Up-for/248298). As the rhythm of the lockdown shifts, you will probably want to write a different style of message from this.
This section is recommended by Academic Assembly. Be sure to explain your plan for instruction this quarter/semester. If you are experimenting and expect your approach to change, then say that in advance and make sure students know you’ll be getting feedback from them on what works and what doesn’t.
Instructional methods this quarter will be experimental! We’ll be starting out with a mix of what are called “synchronous” and “asynchronous” learning. Synchronous means we’ll all be together at the same time, and we’ll be doing that using Zoom. It can work really well if we have the bandwidth and quiet space. This is my preferred approach as it helps me get to know you, as well as allowing for an easy switch between whole-group and small-group discussions.
In contrast, asynchronous learning happens at a time to suit your schedule, within certain limits (for example, you may need to complete an asynchronous activity before the first class of each week). I’ve designed some asynchronous activities to prepare for, reinforce, or supplement what we do over Zoom. We’ll also take breaks: we get tired more quickly using the Zoom format compared to a face-to-face class.
If we discover the synchronous format isn’t working well enough, then I plan to shift the balance toward more asynchronous learning. Your feedback will be the key deciding factor here.
I will regularly ask for your feedback on how the class format is working for you. Expect there to be a few changes as the quarter progresses; in any changes, I will be putting your learning first.
Insert any encouragement here about resources, before providing (required) information on the various academic resources available to students.
My goal is to create a learning environment in which you can be successful and feel supported. I will work hard to create and improve the learning environment throughout the quarter based on my own observations of the course and your feedback on what would help you learn more. In return, I ask and encourage you to make the most of this learning opportunity. As we are using a remote learning format, you may find that some of your previously successful strategies in face-to-face and on-campus settings are less suited to this environment. I encourage you to explore the services below and to work on the assumption that in this quarter, you’ll be developing some new strategies that will help you become a more flexible learner. I am keen to support you in that growth, and plan to build in opportunities for us all to share new strategies with one another either in scheduled class time or via a Canvas chat. You can also check the advice posted on the SU Orientation to Distance Learning site at https://seattleu.instructure.com/courses/1563070/pages/study-habits.
[The following text is required by Academic Assembly]
http://www.seattleu.edu/learningcommons/
Given that the University has moved to online classes, the Writing Center is offering online appointments through asynchronous and synchronous options. Please visit https://www.seattleu.edu/writingcenter/online-consultations/ to learn more about the online consultations or schedule an appointment through https://seattleu.mywconline.com
Learning Assistance Programs (LAP) provides peer tutoring, facilitated study groups, and learning strategy development through scheduled workshops and individual consultation sessions with a learning specialist. Given that the University has moved to online classes, LAP will only be offering services remotely. Please visit our website https://www.seattleu.edu/learning-assistance/ or e-mail us at learningassistance@seattleu.edu for the most updated information about accessing services.
Research help is available to students at any stage in the research process. Students can schedule a virtual consultation with our team of Research Services Librarians and Student Peer Research Consultants (SPRCs) to get help finding and assessing sources, learn database search skills, and develop research topics.
To learn more, or for assistance via chat/phone/email, check out our Get Research Help page (LINK NOW REVISED - SEE 2021-10-05) or book a Virtual Consultation online (https://www.seattleu.edu/library/consultation/).
The Math Lab offers one-on-one tutoring to students enrolled in lower division mathematics courses. Please visit our website at https://www.seattleu.edu/scieng/math/student-resources/math-lab/ for more information.
The English Language Learning Center (ELLC) offers free tutoring for all SU students who are non-native speakers of English. Experienced ELLC tutors can help you improve your English language skills and better understand American culture. We can help with any type of assignment: written essays, online discussions, oral presentations, interview practice, etc. For the schedule or to book a session please visit https://www.seattleu.edu/ellc/ellc-tutoring/
This section is required by Academic Assembly.
Seattle University values diverse types of learners and is committed to ensuring that each student is afforded an equal opportunity to participate in learning experiences. For disability and other learning-related needs and accommodations that you have already arranged via Disability Services, please communicate with me during the first week of class through email or Zoom. Should concerns arise at any point in the quarter, please let me know as soon as possible.
If you have, or think you may have, a disability (including an “invisible disability” such as a learning disability, a chronic health problem, or a mental health condition) that interferes with your performance as a student in this class, but have not yet arranged support services and/or accommodations, I encourage you to do so through Disability Services staff at DS@seattleu.edu or (206) 296-5740. Disability-based adjustments to course expectations can be arranged only through this process. I am committed to working with you, so please do not hesitate to contact me.
Insert your policy on classroom norms here if you have one.
During our first class session on Zoom, we will jointly create course norms (or “agreements”) to which we will all abide so that we have the most productive and positive remote learning environment. In face-to-face classes, regular examples have included that we agree to:
Given our circumstances this quarter, we will revisit these norms regularly to focus on what works for our learning together, including norms for sessions via Zoom and norms for online discussions.
This section is recommended by Academic Assembly. Insert your policy on missed classes if you have one.
If you expect to be absent or to be late to a synchronous session on Zoom, please e-mail me beforehand (or as soon as possible). I will pass on your apologies to the group at the start of class.
Similarly, if you’re having technical difficulties, send me a message. After class, we can try to figure out what’s going on with your connection. Remember to check out the SU Orientation to Distance Learning (https://seattleu.instructure.com/courses/1563070; takes 30–45 minutes) to see what tech requirements you might need.
If you miss a synchronous class, be sure to go through the Zoom recording of the session afterward and/or obtain notes from one of your peers to catch up. If, after going over those notes and checking the readings for the class, you still have questions, please arrange to meet me during Zoom office hours to discuss. Remember to have those notes readily available so that we can work on your specific, focused questions.
Be sure to include a statement about recording.
Zoom meetings of this course may be recorded. Any recordings will only be available to students registered for this class. Recordings may not be reproduced, shared with those not in the class, or uploaded to other online environments.
This section is recommended by Academic Assembly. State your attendance and participation expectations clearly and concisely. Note that for the extraordinary remote learning situation during the COVID-19 pandemic, an attendance requirement could be anxiety-provoking and could hamper learning.
Numerous research studies have shown that when students actively ask and answer questions, they take greater interest in the material, they clarify shared misconceptions, and they retain more information.
I would like to see all of you actively participating in class over Zoom (in small- and large-group settings), as well as in any activities or discussions on Canvas. Given our extraordinary circumstances this quarter, there is no attendance or participation grade in this course. Flexibility is key, and my primary goal is to enable you to focus on your learning without worrying about attendance if, for example, a member of your family is unwell and needs your support.
Insert your policy on assignment submission.
All your assignments must be submitted via Canvas as an attachment (rather than a link to OneDrive). Please submit papers as PDFs; these enable me to provide written feedback using a stylus more easily than MS Word.
This section is recommended by Academic Assembly. Insert your policy here. Provide a rationale if possible.
My plan is to return your assignments as soon as possible after you have submitted them. (My normal policy is to return papers within five working days; I hope to be able to keep to that this quarter.) Faster feedback means you’re more likely to remember what you wrote and can more easily take the feedback on board for the next assignment. The assignments in this course build on one another, so that feedback process is an important part of the learning.
It would greatly help the learning process if you are able to submit your assignment by the stated deadlines. However, these are not normal times! If you find that you are unable to complete an assignment on time, please communicate with me. I do understand that things are difficult right now. I’ll do my best to be flexible; for that to happen, we need to keep in dialogue so that I know where you are in your learning and how I can best support you.
To help keep yourself on track, I strongly encourage you to plan ahead: Check the session-by-session schedule at the end of this syllabus to see when assignment briefings will be given and when assignments are due. This enables you to block out time in your calendar now so that you know when you will be working on assignments for this course. Try to you give yourself a little more time than you normally would; we all know it could be a bumpy time outside the course!
An agreement to receive an Incomplete (I) grade may be negotiated if your circumstances do not allow you to finish the course on time. The Incomplete Grades Policy of the university is available on the Office of the Registrar web site: https://www.seattleu.edu/redhawk-axis/academic-policies/