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S u g g est i o n s-ro i^ i, i- iii elt i"e Syllabus ;-, Provost

* Fa cu lty
and Staff
A syllabus serves to invite students to a course. It sets the tone for the teaching and learning that Issues
will take place, informs students of the objectives of the course, and orients them
with regaid to
course content, assignments, and logistics. A syllabus also provides administrative
informition
useful for students and instructor, such as the course schedule, office hours, assignments, - -
r Curriculum
ano
textbooks, etc. The syllabus should be consistent with the official course descrip5on.
It shoulo Student
also follow guidelines, if any, of the department curriculum committee and state any
additional ISSUeS
requirements the department may have, based.on_its academic programs. The Senate
urges all
instructors to provide a written syilabus for each of their courses.
Policies
ano
Inclusion of the following elements will help ensure that a syllabus functrons as an effective Guidelines
teaching tool and provides students with needed administralive informatron.
, Provost
1' The syllabus should include the official course description. It might also include
a brief
Home
statement of the instructor's teaching philosophy and pedagogic approach. ( Pu blic)
2' Assignments and due dates should be part of the syllabur. if rut" assignments will be
accepted, this should be stated, including possible consequences, such as lower grades.
3. The syllabus should include dates and times of course examinatrons, including
the finar,
if available. If there might be unannounced tests, this should be stated. StatJthe poticy
on maKe-uD exams.
4. A quantitative description of how students'grades will be determined should be part
of
the syllabus (the tests and assignments required and the relative weight of each).
5. In general, attendance may not be used to evaluate students, except in special cases
such as studio art or activity courses, laboratories, or practica. However, class
participation is normally a valid criterion. Students who are absent cannot
contribute to
or benefit from class discussions, presentations, and other activities. The consequences
of non-participation should be stated.
6. The syllabus should state the names of required textbooks and other materials,
as well
as recommended texts and materials, and how they can be obtained. If the course is
partially or fully on-line, complete instructions on access and use of electronic
resources
should be provided.
7. The syllabus should include a statement on forms of academic dishonesty, such as
plagiarism or cheating. It should describe what they are and the disciplinarv
and
acacemlc consequences of these behaviors. Reference mtght be made to the University,s
poticy on academic integrity.
B. A schedule oF class meeting dates and times and associated assignments should
be part
of the syllabus. Depending on the nature of the course, the department,s policy, and tne
instructor's judgment, this schedule may be brief or detailed. Changes may of course
occur; these should be communicated frequently to the class. Note any days on whicn
the schedule is shifted, such as a Wednesday on which classes meet according to a
Tuesday schedule.
9. Include administrative information such as: College; Department; Course name, tile,
and section; Building and Room Number; and Instructor name and contact information
(office phone and e-mail address, as well e_mail policy).
10' If the course qualifies for General Education credit, inciuding writing-lntensive credit, a
statement should be included which explains how the course fulfills this requirement.

Model Queens College syllabi may be viewed at http://qcpages.qc.cuny,edu/Writing/wsyllabi.htm

Additional Information

March 31, 2009

Queens College is accredited by the Middle States Association (MSA). Syllabi should adhere to tne
 Standard 11 Middle States' requirement described on page 41 of "Characteristics of Excellence in
Higher Education, Eligibility Requirements and standards for Accreditation,'
(http://www'msche.orglpublications/CHX06-Aug0B0BO7287327OB.pdf). The requirement is as
follows:

"Students learn more effectively when they understand the key learning outcomes
of their
program, course, and institution, how they are expected to achieve those learning goals (i.e.,
through what assignments and learning experiences), and how they are expected to demonstrate
their learning. Statements of expected student learning at the institutional, program, and course
levels should be available to current and prospective students (see Standard B: Student
Admissions). Course-level expected student learning outcomes should be included in course
syllabi. "

There are additional requirements on syllabi in some departments and programs. For accredited
programs in GSLIS, FNES, and the Division of Education, the departments have developed
syllabus models that conform to accrediting agency (e.g., NCATE) requirements. Consult the
department for appropriate models. Courses in departments outside the Division of Education that
are intended primarily for education majors should follow the NCATE department models. An
example of a syllabus that conforms to both NCATE and Middle States standards may be found at

http: //qcpages.qc. cu ny.ed u/-cdejong/te aching/LCD720_S09_syl la bus_v3. pdf

Writing intensive (W) courses should adhere to the syllabus guidelines described at

http ://qcpages. qc. cu ny. ed u/writing/proposew. htm

General Education courses (e.9., PLAS) should adhere to the syllabus guidelines described at

http://qcpages. qc. cu ny.ed u /ctl/gened/proposing. htm I

All of these links provide excellent suggestions and syllabus models that are generally applicable.

State and federal law will shortly require that complete textbook inFormation be provided ln the
class schedule. The texts listed in the syllabus must be consistent (e.g., the same edition) with
the class schedule information.

Departments should keep course syllabi on file. If syllabi are lacking or deficient for a particular
course, the department should develop and maintain a model syllabus for that course.