Syllabus Guidelines

Rubrics for evaluating syllabi

Creating a learner-centered syllabus

Constructing a Learner-Centered Syllabus by Aaron S. Richmond

CSUMB Example

Materials below were shared with the campus by Dr. Singh Carlson at the Fall 2015 Planning Week Assessment Workshop. Materials include a syllabus template from CSU Long Beach (Dr. Singh Carlson formal campus) and sample syllabi from CSU Long Beach and CSUMB.

Standard Course Syllabus Outline/Template (Nursing - CSUMB)

Standard Course Syllabus Outline/Template (Nursing - CSULB)

SCO NURS 490 (CSUMB)

Nursing 305 (CSULB)

SCO NRSG 565 (CSULB)

Learning outcomes

In addition to course-specific learning outcomes, every syllabus should list relevant General Education Learning Outcomes or Major Learning Outcomes (MLOs) and Institutional Learning Outcomes (ILOs).

Suggest language for syllabi

Collection of student work for assessment

CSUMB is committed to providing excellent and innovative curricula and educational opportunities to its students. To help us maintain quality academic offerings and to conform to institutional and professional accreditation requirements, the University and its programs regularly evaluate student work to assess student achievement of learning outcomes. CSUMB obtains, evaluates, and retains samples of student work from designated assignments in representative courses. This work includes, but is not limited to, papers, exams, creative works, recordings of oral presentations, or portfolios developed and submitted in courses or to satisfy the requirements for degree programs. Instructors will inform students which assignments will be designated for assessment purposes. Instructor and student names will not appear in any assessment results and assessment results will have no impact on student grades, instructor evaluations, or instructor employment.

Disability accommodation

You will find the faculty handbook prepared by the Office for Student Disability Resources (SDR) at https://csumb.edu/sdr/syllabus-statement

SDR encourages faculty to make the following announcement in the first few class meetings and in your syllabi:

Students with disabilities who require accommodations such as time extensions or alternate media/format must present current verification from Student Disability Resources as soon as possible. Please schedule an appointment to discuss specifics with me. If you think a disability may impact your performance in this class, meet with SDR professional staff in the Health and Wellness Services, Building #80. Contact SDR: (831) 582 - 3672 or Email: student_disability_resources@csumb.edu

At a minimum, your syllabus should include something like the following:

Accommodation

If you are a student with a disability and you need accommodations, please make an appointment with me to discuss your needs. Bring your forms from Student Disability Resources located in the Health and Wellness Services, Building #80.

Student veterans and active duty personnel

“Veterans,active duty military personnel with special circumstances (e.g., upcoming deployments, drill requirements, disabilities) are welcome and encouraged to communicate these, in advance if possible, to the instructor.”

You will find more helpful information in the VA campus toolkit at http://mentalhealth.va.gov/studentveteran/

Academic integrity

Academic Integrity

Academic integrity is of central importance to an education at CSUMB. The core of this integrity resides in the scholastic honesty of the CSUMB community, and therefore, is the responsibility of all students and faculty to uphold and maintain. Forms of academic dishonesty include: cheating, fabrication, plagiarism, and collusion in any of these activities. We value informal resolution of academic integrity allegations; however, students discovered to have engaged in academic dishonesty will be sanctioned.

For more information regarding the Academic Integrity Policy please go to: https://csumb.edu/policy/academic-integrity-policy

Center for Student Success

Center for Student Success (CSS)

CSUMB works to make sure that all students are succeeding in their courses. To ensure that this takes place, if you are falling behind or are missing too many class sessions, I strongly encourage you to schedule an appointment with the Center for Student Success to create an Academic Success Plan and get back on track. The CSS offers services such as one-on-one support, peer mentoring, and study skills workshops. CSS is located in the Library, 3rd Floor, Suite 3180, 582-3165.

Cooperative Learning Center (Formally ASAP)

Cooperative Learning Center (formally ASAP)

The Cooperative Learning Center (ASAP), a campus-wide tutoring program, is free and open to all students and offers peer tutoring services and workshops. It seeks to provide high-quality learning assistance in computer technology, math, science,writing, languages and study strategies aimed at enhancing learning needs at all ability levels. The Cooperative Learning Center works with students to expand their knowledge and abilities by empowering them to become independent learners. The Cooperative Learning Center's tutors,staff, and faculty work together to design and offer effective, collaborative,and active learning experiences. We provide tutors with the opportunity to develop teaching, leadership, and communication skills. The Cooperative Learning Center is located in the Library, 2ndfloor, 582-4104.

Student email notification

Note: Faculty may choose to add or substitute iLearn or some other electronic resource here. The critical point is that students be advised about how they should expect to receive information and with what frequency they should check for communications.

CSUMB policy establishes email as the primary and official means of communication from California State University, Monterey Bay to students. This includes faculty communication to students and will be used for communication in this course. Students are therefore expected to check their email on a frequent basis.

Technology support resources

In keeping with the CSUMB vision statement, which says: “The University will invest in preparation for the future through integrated and experimental use of technologies”, this course will require the application of technology to solve problems and create material relevant to our discipline. It is the responsibility of each student to fully understand the required technology and how to use it to complete assignments for this course. There are a variety of campus resources provided to help students enhance their technology skills and you are encouraged to take advantage of these opportunities as needed. A summary of the required skills in this course is provided below

**Outcome** **Example Skills**
Take a large set of data, organize and summarize it. Create meaningful graphical representations that can be used to draw conclusions about the sample population. Use a spreadsheet program to: 1) Make a new spreadsheet, 2) Import a comma delimited file, 3) Sort data based on different fields, 4) Create pie, scatter and bar charts and determine the best type of chart for a given claim
Create a persuasive presentation using supporting visual materials. The presentation should be viewable over the web. Use presentation software to: 1) Create a new presentation using a template, 2) Design an appealing and coherent theme for a presentation, 3) Embed media (such as video) into a presentation Use collaboration tools to deliver your presentation online.

For more information on technology support: