On the first day of college in classrooms across the United States, you

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1 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 1 COURSE SYLLABUS 1 Many things are lost for want of asking. ~ English proverb On the first day of college in classrooms across the United States, you share similar experiences with all students. Entering the classroom, you find a seat and wait for class to start. There is usually a feeling of tension and excitement as you anticipate the beginning of a new semester. When the professor enters and walks to the front of the classroom, all eyes follow. In many of your minds, there is an unanswered question: How hard will this professor and course be? The answer becomes evident as the professor either hands out the course syllabus or explains how students can access a copy online. As you attend your classes the first week, you will notice differences in the way your professors introduce their courses. Some professors explain the course syllabus in great detail by reading and explaining each point. Other professors, preferring that students read the course syllabus on their own, may talk about the course in general, involve students in an ice breaker, or lecture on a course topic. Regardless of a professor s style, all professors have the same expectation: You are, without exception, responsible for following the course syllabus. The course syllabus you receive in each course should comply with guidelines set by the college. Its purpose is to communicate the learning content and the instructor s requirements. Think of the course syllabus as a learning plan that you can use to set personal goals and to manage your time. Imagine what students must have thought in 1919 when they read 1

2 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 2 the syllabus for Contemporary Civilization, a course still offered at Columbia University. Here is a brief description of its content: It is difficult to overemphasize the uniqueness of these early CC syllabi. A modern syllabus usually fills only a few pages and lists class requirements and readings, sometimes grouped under general headings. For its first 20 years, however, the CC syllabus was something much more vast and impressive, a detailed outline of the content of the entire course, published as a bound volume by Columbia University Press. 1 COURSE SYLLABUS DOCUMENT A course syllabus is an official college document that explains the course content, requirements, and expectations for a specific course. Don t bury the syllabus among your papers or toss it away. Read each syllabus carefully and thoughtfully. Because you may need to refer to your syllabi periodically throughout the semester, keep them in a location that you can readily access. Even after you have completed a semester, keep the course syllabi with your college records. In the event that you transfer to another college, a course syllabus will provide more detailed information than the course title or catalog description. If the course titles are different at each college, a syllabus may be used to determine whether or not you can transfer credit. In some colleges the terms course syllabus and course information sheet are used interchangeably. Be sure you know what the terms mean at your college. COURSE SYLLABUS CONTRACT Many colleges treat the course syllabus as a written legal covenant that outlines responsibilities involving the student, instructor, and college. You may be required to sign a course syllabus agreement to indicate that you have read the syllabus, understand its content, and are aware of your obligations and responsibilities for that course. 2

3 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 3 EXAMPLE I, the undersigned, hereby indicate that I have read and fully understand the terms and conditions of the Course Syllabus and I unconditionally agree to abide by the terms of the Course Syllabus. Course Number Date Signature COURSE SYLLABUS TOPICS A course syllabus is typically organized under major headings that address fundamental questions: What are the course title, course number, and credit hours? How can students contact the instructor? What are students expected to learn in the course? How is the course information presented? How does the instructor measure what students have learned? What are students responsibilities and rights? GENERAL COURSE INFORMATION General course information includes the course number, title, and description and identifies any prerequisite or corequisite. A prerequisite may be specific courses, test scores, and/or grade level that must be completed before taking a particular course. A corequisite is a course or lab that must be taken either simultaneously with or prior to taking another course. When you sign up for a class, be sure to double-check that you have the required academic background and that you have registered for the correct course. Course numbers indicate if a course is lower division or upper division. Lower division courses are usually completed in the first two years of college. Upper division courses designate advanced level of study in the sophomore, junior, and senior years. Typically 100-level courses are lower division; 200-level are upper division. 3

4 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 4 Each course is assigned a number of credits or points that you can earn after you complete the semester. The number of credits corresponds to the number of hours of instruction in traditional courses during a semester term. Typically there are 15 hours of instruction for each credit hour. Courses with labs may meet more hours than the number of credits they carry. In Chapter 10, you will learn how different types of course delivery change the number of faculty to student instruction time. A trimester system designates credits with quarter hours. The term credit is also called semester hour, unit hour, or unit. If you would like to take a course without earning credit or a grade, you can arrange to audit the course. Your college may require that you first obtain permission to audit a course from the professor who teaches that section. Usually, permission is granted if seats are available. You still have to pay tuition for the course. An AU or similar designation next to the course appears on your transcript to indicate you audited the course. Besides credit-bearing courses, colleges may offer noncredit courses, which appear on your transcript. These courses, taught by college faculty, may be developmental-level courses designed to remediate academic skills or workforce-related courses to upgrade skills. Depending on the college, these credits may or may not count toward your grade average; however, the course titles and credits will still appear on your official transcript. INSTRUCTOR INFORMATION This section provides specific details describing who is teaching the course, how the instructor can be contacted, and when the instructor is available outside of class. The information should include the following about the instructor: Full name Title Office location and telephone number Office hours address Web site address (if applicable) Teaching assistant s name and contact information (if applicable) 4

5 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 5 COURSE DESCRIPTION In contrast to the brief catalog course description, the course syllabus describes the course more fully. Your syllabus may explain the professor s teaching methods as well as how you will be involved in the learning process. COURSE GOALS, OBJECTIVES, AND OUTCOMES Goals, objectives, and outcomes express the skills and knowledge that students are expected to gain from taking the course. Sometimes the terms goals and objectives are used synonymously. In general, course goals state the broad purposes of the course, course objectives describe specific purposes of the course, and learning outcomes explain how students are to demonstrate their knowledge or skills. TEXTBOOKS AND SUPPLIES This section includes a detailed list of items students need to purchase or reserve: Required and optional textbooks, with the specific title, author, and edition Required and optional supplies such as a calculator, notebook, or binder Books and materials on reserve at the library and on electronic reserve COURSE POLICIES Course policies explain the dos and don ts of the course what actions are tolerated and expected and what actions are restricted and penalized. Typical topics include Attendance Promptness Participation assignments Classroom etiquette Rules of behavior Missed tests 5

6 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 6 Missed or late assignments Cell phones/pagers Audio/video recordings of the instructor or the class COURSE GRADING This section provides a clear understanding about how the final grade is calculated, based on assessments and grading criteria. The syllabus should indicate what topics are evaluated and whether extra credit is offered. Typical methods of assessment include Homework or assignments Quizzes, tests, and exams Papers Class presentations or projects In Chapter 2, you will learn more about how the weight and value of each assessment affect the final grade. COLLEGE POLICIES College policies, sometimes stated as course policies, govern rules and regulations for all college students. These policies include Accommodations for students with disabilities Withdrawing from courses Student code of conduct Academic integrity Emergency closings STUDENT SUPPORT SERVICES Colleges provide a wide array of services to assist students. Your instructor may list those services that are particularly relevant for the course. These may include Library services Learning centers Tutoring Online resources and services In Chapter 12, you will learn more about college services. 6

7 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 7 COURSE CALENDAR OR SCHEDULE A course calendar or schedule may be part of the syllabus or may be a separate attachment. This schedule provides an outline of the sequence of course topics, assignment deadlines, quiz and test dates, and which topics or materials are included in each test. The syllabus may also indicate whether or not all quizzes are scheduled or announced ahead of time. FOR DISCUSSION Read the example of a freshman American history course syllabus from Baruch College (NY) 2 to determine what information is provided. In the left column, enter the number of the question (listed below) next to the section in the syllabus that answers the question. 1. What are the course title and section number? 2. How can students contact the instructor? 3. What are students expected to learn in the course? 4. How is the course information presented? 5. How does the instructor measure what students have learned? 6. What are students responsibilities? 7. What are students rights? History 1000 Themes in American History Prof. Building 11, Room (Box D- ) Office Hours: By appointment; I am on campus 5 days a week. Description and Objectives Spanning approximately 200 years, from the formation of the United States until the 1970s, this introductory course in American history focuses upon the 7

8 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 8 formation and sources of American nationalism. Our primary concern is political history, but we will spend a great deal of time examining issues of race and the rise of the United States as a world power. We will also explore the United States dedication to democracy and democratic values. The questions we ask will demand attention to social, economic, and cultural concerns. History is not the memorization and recitation of dates and facts. Instead, history calls for the gathering and assessment of information and the creation and testing of arguments. The assignments and activities in this course are designed accordingly. The course s objective is to expose students to a range of historical material in both primary and secondary sources and to help them to make cogent arguments about that material doing history. Requirements Active participation is required in the classroom and attendance is essential. Classroom discussions will be enhanced with occasional in-class assignments, and some assignments will be on Blackboard. I encourage you to meet with me once in a one-on-one setting during the semester, and it would be best if that meeting happens earlier in the term. Four absences will result in a grade of WU. Assignments are due at the beginning 8

9 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 9 of each class meeting. Assignments may be ed to me. A full grade will be deducted for each day an assignment is late; after four days, no credit will be given for late assignments. In addition to providing material in a typed or electronic format, you must familiarize yourself with Blackboard and the Web. URLs (Web addresses) for pertinent sites will be provided, and the vast majority of the class information will be available electronically. Furthermore, some assignments may be completed online. An extraordinarily rich variety of historical information can be accessed through the Internet. If you need an account, obtain one by following the instructions on the Baruch College home page. Almost all the course material will be available through Blackboard, Baruch s online course-delivery system. We will review Blackboard, which is available from the college s home page. Be considerate to your colleagues. Before entering class, turn off all cell phones and beepers. If you are late or have to leave early, choose a seat that will not disrupt discussion. Learning history does not offer much in the way of shortcuts. Most historical knowledge is obtained through reading and reading takes time. A good rule of thumb is that you will need at least 9

10 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page hours of study for each hour spent in the classroom. The pace of the course demands that you keep up with the readings and other assignments. If you have difficulty maintaining the schedule, difficulty meeting deadlines, or any other problems relating to the course, contact me immediately. I am on campus 5 days a week and am always available through . Grading Your grade for the course will consist of the following: Participation: attendance, active contributions to discussions, and classroom exercises (in person and on the Web), as well as one substantive discussion/exchange with me (10%) Midterm Exam: essay/short answer (10%) Final Exam: essay/short answer (10%) 4 Quizzes: multiple choice (20%) 5 Writing Assignments (50%) Required Texts Purchase the following textbooks, all of which are available in the Baruch Bookstore: Eric Foner, The Story of American Freedom (NY: Norton, 1998) Gary Gerstle, American Crucible (Princeton, 2002) Other required readings and handouts will be posted via Blackboard on the Web. 10

11 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 11 Recommended Texts Students unfamiliar with U.S. history are strongly encouraged to consider purchasing a survey textbook. Many are good; but I recommend Berkin, Carol, et al., Making America (Houghton Mifflin) Also, there is a wealth of information and strategies available in the following handbook: Berkin, Carol, and Anderson, Betty S., The History Handbook (Houghton Mifflin) Schedule of Classes (Subject to Revision) 1 January 27 Introduction: American values and colonial America Introductory Quiz 2 January 29 Revolution and the creation of the United States Read: AF 1-28 ( Birth of American Freedom ) Declaration of Independence; Smith on reserve; Study Guide 1(HIS 1000 assessment) 3 February 3 Read: AF ( To Call It Freedom ) Read U.S. Constitution and the Federalist papers (#10 in particular) 4 February 5 Constitution and Federalist Papers Draft Writing Assignment 1 STUDENT RESPONSIBILITIES AND RIGHTS As you read each course syllabus, analyze it. What impression does the syllabus convey? Does the course appear to be what you expected? Or, are you concerned about your ability to complete the course requirements? 11

12 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 12 If you have any questions or concerns, make an appointment to speak with your professor as soon as possible. Your professor will ask you questions about your academic background and may make recommendations. That way, you can make an informed decision as to whether you will do well to stay in the course or if you should drop that course and add a different one. A college professor expects you to read the course syllabus carefully and to ask any questions you may have about its content. Because many college professors treat their courses as preprofessional experiences, they hold you responsible for meeting deadlines for assignments, papers, projects, and tests, without exception. When policies are explained in the syllabus, a professor has little or no patience for such remarks as, I didn t know you took off points for being late or I didn t realize my attendance counted towardsparticipation. For instance, in the following example, students would be hard pressed to claim they did not know the consequences of handing in late papers and assignments after reading their course syllabus. A Communications Course at Ohio University Papers and other assignments are due at the assigned due dates and times. No makeup or alternative exams will be given. Students who turn in papers late gain an unfair advantage over their classmates who meet the assigned deadlines. Therefore, except in very rare circumstances, late papers will be penalized 1 letter grade for each 24-hour period after the due date. (The clock starts running at the assigned due date and time.) 3 Sometimes, a course syllabus is subject to change as the demands of the course require. These changes are either announced in class and/or ed to students. Failure to attend class or read course-related does not excuse you from your responsibility to be aware of these changes. Just as a course syllabus details your responsibilities, the syllabus provides an understanding of your rights. For instance, you should know what topics will be covered in the course. Also, you have a right to know what you can expect in terms of assignments and grading procedures. In other words, if a course syllabus states that all tests are weighted equally for the final 12

13 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 13 grade, the instructor may not arbitrarily change this weighting during the semester. After you read the course syllabus, make sure you clarify any aspect of the syllabus that is either unclear or perhaps not addressed at all. If the syllabus is missing information that was not presented in class, you have a right to find out those details. OBLIGATIONS AND RESPONSIBILITIES In general terms, an obligation is something that you are committed to or required to do. Responsibility is, in effect, your response to your obligations. The more you respond to your obligations, the more maturity you demonstrate. For example, it is your obligation to buy books for your courses, but it is your responsibility to read them. Similarly, it is your obligation to follow the code of conduct at college, but it is your responsibility to behave civilly. FOR DISCUSSION Reread the chapter and examine it from the perspective of what you believe your obligations and responsibilities at college are. Make a list of each and then check off those that you believe are both an obligation and a responsibility. ACTIVITIES AND EXERCISES Log onto the On Campus Student Website at to determine how well you have studied and what you still need to learn. 1. Defining Terms Write the meanings of the following words. Course syllabus Course syllabus agreement 13

14 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 14 Course goals, objectives, learning outcomes Credit Noncredit Prerequisite Corequisite Audit 2. Checking Your Understanding a. In what ways does a course syllabus protect students rights? b. In what ways does a course syllabus imply faculty responsibilities? 3. Knowing Your Campus Consolidate and organize the information provided in the syllabus for each of your courses. Use a separate table for each course. 14

15 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 15 Course Title & Credit Course Prefix & Number Instructor Office Location Office Phone Number Address Office Hours Attendance Policy Assignment Policy Late Policy Make-Up Policy Classmate Contact Name/ /Phone # Final Grade Calculation Criteria Class Participation Assignments/Homework Papers Projects Quizzes Tests Final Exam Other Percent or Point Value Important Notes 15

16 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 16 Course Title & Credit Course Prefix & Number Instructor Office Location Office Phone Number Address Office Hours Attendance Policy Assignment Policy Late Policy Make-Up Policy Classmate Contact Name/ /Phone # Final Grade Calculation Criteria Class Participation Assignments/Homework Papers Projects Quizzes Tests Final Exam Other Percent or Point Value Important Notes 16

17 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 17 Course Title & Credit Course Prefix & Number Instructor Office Location Office Phone Number Address Office Hours Attendance Policy Assignment Policy Late Policy Make-Up Policy Classmate Contact Name/ /Phone # Final Grade Calculation Criteria Class Participation Assignments/Homework Papers Projects Quizzes Tests Final Exam Other Percent or Point Value Important Notes 17

18 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:47 PM Page 18 Course Title & Credit Course Prefix & Number Instructor Office Location Office Phone Number Address Office Hours Attendance Policy Assignment Policy Late Policy Make-Up Policy Classmate Contact Name/ /Phone # Final Grade Calculation Criteria Class Participation Assignments/Homework Papers Projects Quizzes Tests Final Exam Other Percent or Point Value Important Notes 18

19 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:48 PM Page 19 Course Title & Credit Course Prefix & Number Instructor Office Location Office Phone Number Address Office Hours Attendance Policy Assignment Policy Late Policy Make-Up Policy Classmate Contact Name/ /Phone # Final Grade Calculation Criteria Class Participation Assignments/Homework Papers Projects Quizzes Tests Final Exam Other Percent or Point Value Important Notes 19

20 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:48 PM Page 20 Course Title & Credit Course Prefix & Number Instructor Office Location Office Phone Number Address Office Hours Attendance Policy Assignment Policy Late Policy Make-Up Policy Classmate Contact Name/ /Phone # Final Grade Calculation Criteria Class Participation Assignments/Homework Papers Projects Quizzes Tests Final Exam Other Percent or Point Value Important Notes 20

21 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:48 PM Page Applying Chapter Concepts a. Above each number in the table, write the course prefix and number for each of your courses. Then, use the details you collected in Exercise 1.3 to check off the information provided by each syllabus. Course Prefix & No. Check if your course syllabus explains Instructor information General course information Course description Course goals, objectives, outcomes Textbooks and materials Course policies Course grading College policies Student support services Course calendar or schedule b. Based on course information that is missing from the table, what questions do you now have regarding course expectations? c. Which of your course syllabi do you prefer? Why? 5. Writing for Reflection Explore your feelings about responsibility in college. Write at least one paragraph in response to the following quotation or a meaningful sentence you select from the chapter. 21

22 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:48 PM Page 22 For the want of a nail, the shoe was lost; for the want of a shoe the horse was lost; and for the want of a horse the rider was lost, being overtaken and slain by the enemy, all for the want of care about a horseshoe nail. Benjamin Franklin 6. Concerning College Athletes Make a special effort to find the name of a classmate who will let you photocopy missed notes and will tell you about any other important information, such as changes in the syllabus regarding assignments and test dates. 7. Reading Further The reading selections on the On Campus Student Website at www. prenhall.com/fitton explore different aspects of chapter topics. At the end of each reading selection are critical thinking questions. Your instructor will let you know whether you should print out your responses or use the online feature to your answers. A Letter to My Students Bill Taylor Read this selection to understand why the author wrote a letter to his students at the beginning of the semester. Notes 1 Columbia College. Core Curriculum., history0.php (accessed March 17, 2004). 2 David Potash, The Baruch College Faculty Handbook Suggestions for Creating a Good Syllabus, History 1000, Baruch College, The City University of New York, (accessed March 1, 2004). 3 Judith Yaross Lee, Communications syllabus. Ohio University, ~leej/inco234/syllabus.html (accessed April 12, 2003; site now discontinued). 22

23 M01_FITT5739_01_SE_C01.QXD 12/5/07 8:48 PM Page 23 Notes 23

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