The course syllabus is important for outlining expectations and supporting student success. Each course should have a syllabus specific to that semester. Please upload a copy of your syllabus to the Course Schedule as soon as the course is scheduled to enable it to be searchable and viewable to students.
Please provide the syllabus for your course to Saane Burton (SOSCourses@asu.edu) ideally one week before classes start.
Download syllabus templates [see attached] to modify.
How to Upload your Syllabus to the Course Schedule
- Go to http://my.asu.edu and log in (Google Chrome is the preferred browser to upload syllabi)
- On your My ASU page, you will see a series of icons listed after your courses in the My Classes box. Click on the syllabus icon No Syllabus added. Upload Syllabus now.
- There are 2 different ways you can upload a syllabus:
- Option 1: To upload a file from your computer, click the “Choose File” button. From the window that opens up, locate the correct file, select the document, and then click Open.
Please take note of the uploading format rules that are listed on the upload page and make adjustments if you need to.
You can then click on Preview to see how the syllabus looks now that it has been uploaded. Once the preview looks the way you want, click the Upload button to make it live for student viewing.
- Option 2: If your syllabus is already on the internet and you would like the URL to display to students, type the FULL URL (https://www.example.com/syllabus) into the box and click Upload.
After the upload is complete, click the Return to My ASU option on the pop-up window.
You should now see that the syllabus icon that used to be grey is now blue. This means it is now active for anyone to see when they are searching for classes. If you have problems seeing that the syllabus updated, you can check from the ASU Course Catalog to confirm view-ability.
If you need help finding appropriate Canvas resources to assist your students please visit:
Information to Include
Information to include on every syllabus, regardless of the course:
Add/Drop Deadline Information (example content below)
- The deadline to add or drop this course without penalty is (date). After this date, if you choose to withdraw from the course, you may do so, but will receive a ‘W’ on your official transcript. For more details on dropping or withdrawing from courses, please visit: http://students.asu.edu/drop-add.
Technical Support Contact Information (example content below)
- For immediate assistance, call ASU at 1-855-278-5080.
- Visit the My ASU Service Center (my.asu.edu/service) to get personalized support through 24/7 live chat or by submitting your request online.
- You can search the student’s knowledge base at http://asu.force.com/kb/ to locate links to other help articles.
Accommodation of Students with Disabilities
- ASU’s Disability Resource Center (DRC) is the entity that provides services to students with disabilities. If you desire accommodation for this course, contact DRC at https://eoss.asu.edu/drc to establish your eligibility and make sure they can provide you with the services you will need for this course. Students with disabilities must meet the same standards, deadlines, etc. as any other student in the course.
- Students are expected to be ethical not only in the classroom, but also out of the classroom. It is in all students’ interest to avoid committing acts of academic dishonesty and to discourage others from committing such acts. Students should consult their instructors to seek clarification on what constitutes ethical behavior in and out of the classroom. There are several penalties including dismissal from the degree program for unethical behavior. Academic dishonesty includes, but is not limited to, the following examples: engages in any form of academic deceit; refers to materials or sources or uses devices (e.g., computer disks, audio recorders, camera phones, text messages, crib sheets, calculators, solution manuals, materials from previous classes, or commercial research services) not authorized by the instructor for use during any Academic Evaluation or assignment; provides inappropriate aid to another person in connection with any Academic Evaluation or assignment; engages in Plagiarism; uses materials from the Internet or any other source without full and appropriate attribution; claims credit for or submits work done by another; signs an attendance sheet for another student, allows another student to sign on the student’s behalf, or otherwise participates in gaining credit for attendance for oneself or another without actually attending; falsifies or misrepresents hours or activities in relationship to an internship, externship, field experience, workshop or service learning experience; or attempts to influence or change any Academic Evaluation, assignment or academic record for reasons having no relevance to academic achievement.
- Title IX is a federal law that provides that no person be excluded on the basis of sex from participation in, be denied benefits of, or be subjected to discrimination under any education program or activity. Both Title IX and university policy make clear that sexual violence and harassment based on sex is prohibited. An individual who believes they have been subjected to sexual violence or harassed on the basis of sex can seek support, including counseling and academic support, from the university. If you or someone you know has been harassed on the basis of sex or sexually assaulted, you can find information and resources at http://sexualviolenceprevention.asu.edu/faqs/students.
As a mandated reporter, I am obligated to report any information I become aware of regarding alleged acts of sexual discrimination, including sexual violence and dating violence. ASU Counseling Services (https://eoss.asu.edu/counseling) is available if you wish discuss any concerns confidentially and privately.
- The syllabus should provide a clear account of the types of activities and assignments that will be graded, and potential ranges of weight assigned to the various activities. This can take the form of point distributions or percentages. Of particular importance are categories like “class participation,” which may require large percentages (more than 20%) in some special cases (please explain). Be sure to clarify how grades relate to expectations specific in learning outcomes.
Note: make sure points/percentages are consistent and that totals are accurate.
- In determining final grades, the total scores must be based on the grading scheme and scale you have outlined in the syllabus. The number of points you have chosen to use and the % each assignment is of the grade must be clearly outlined. You can use a simple or detailed grading scale, but you are limited to either a simple A, B, C, D, E or the list of letter grades below – although the point ranges that you associate with those grades is up to you (the numbers below are provided simply as an example). If you list the simple A, B, C, D, E scale on your syllabus, you cannot use the + or – grades in your final grading even if they are available to you in the grading system. There is no C- or D+ or F at ASU, so those will never be available in the system and should never be listed on a syllabus.
Click on the first image to enlarge
- All syllabi are subject to minor changes to meet the needs of the instructor, school, or class. Every effort will be made to avoid changing the course schedule but the possibility exists that unforeseen events will make syllabus changes necessary. The instructor reserves the right to make changes to the syllabus as deemed necessary. Students will be notified in a timely manner of any syllabus changes through the course site Announcements. Please remember to check your ASU email and the course site Announcements often.
Key Content Areas
Listed below are key content areas that should be included.
Course prefix, number and title
- Example: SOS 100: Introduction to Sustainability
Course day, time and location
Instructor name, contact information and office hours
- TA information if applicable
Expanded course description
- Please provide a more extensive version of the catalog description that expands on the course content and goals and amplifies key points of methodology, clinical or theoretical approach, course themes and special requirements.
Student Learning Outcomes
- Learning outcomes indicate what students will gain from the course. Student learning outcomes should address specific tasks, fields of knowledge, methodologies, techniques and so on. Typically, outcomes take the following form (or a variation of it): “Students completing course X will be able to . . .” The number of outcomes varies widely, depending on program requirements and the specific nature of the course. Please avoid combining outcomes with the course description.
Required primary and secondary material (e.g., textbooks, readings, podcasts, films, etc.)
- While it is possible that some courses will not have required readings (e.g., internships, studio courses), the vast majority will. A list of texts assigned or a bibliography of texts that may be drawn upon in the course is not sufficient. We request that you give some indication of how primary and secondary materials are assigned (assigned by instructor, self-selected by student) and used; we also ask that you include relevant information about online platforms (e.g., Blackboard), libraries, and software that convey these materials.
- A clear enumeration and description of the types of assignments. Descriptions should clarify such things as length and format of papers, structure of projects, nature of exams and so on, and how they correlate with learning outcomes. Any assignment that might be unique to a discipline (e.g., fieldwork, collaborative projects, etc.) needs to be briefly explained.
- The syllabus should include some form of itinerary (e.g., weekly schedule, modules), a sense of how the course will be paced, when readings will be discussed, when assignments are due and exams given. If the student “self-paces,” please indicate the criteria or guidelines you wish your students to follow.