\documentclass[10pt]{article} % \setlength{\parskip}{6 pt} \setlength{\parindent}{0 pt} % \begin{document} % \begin{center} {\bfseries \Large XX0000 Syllabus}\\ {\bfseries \large Course Name, Section X, Y Credits\\ Class Day(s), Time, Location (include lab/recitation locations)} \end{center} \section*{Instructor and TA Information} \begin{tabular}[h] {l l l} {\bfseries Name} & {\bfseries E-mail} & {\bfseries Office Hours}\\ \hline {\bfseries Instructor:} & & \\ %Insert Instructor's name; Instructor's E-mail address; Instructor's office hours (time & place) {\bfseries TA:} & & %Insert TA name; TA E-mail address; TA office hours (time & place) \end{tabular} \section{General Information} \subsection*{Description} %Your course description should provide a brief introduction to the scope, purpose, %and relevance of the course. Note also that the course description in your syllabus %can go beyond the description in the course catalogue, provided it is consistent %with that description. Aim to give students a sense of what is interesting/useful %about the course, while avoiding the use of jargon and terms that students who %haven’t yet taken the course might not understand. % \subsection*{Pre- and/or Co-Requisites} %If applicable, list pre-requisites here. In some instances you may also want to %describe the background knowledge/experience that is most likely to lead to success %in your course (this is often relevant in a graduate level seminar and upper-level %elective courses). % \subsection*{Course Goals and Learning Outcomes} %Developing learning objectives is an important first step in course design, and they %should be articulated on your syllabus as a bulleted list. Your learning objectives %are meant to identify your main course goals for your students, in terms of the skills %and knowledge they will develop in your class. They should be student-centered, action- %oriented, and measurable, and they should reflect a big-picture view of the purpose of %the course. One way to do this is to write them as a bulleted list of completions of %this sentence starter: “Upon successful completion of this course, you should be able %to…”. Aim for 3-5 learning objectives for a single course. \section{Course Requirements and Grading} %Use this chart to list a summary of the graded components in your class. Keeping %the chart on the first page of your syllabus will help your students quickly answer %their most pressing questions on the first day of class: What’s the workload like? %How do I get an A in this course? %Note also that you are expected to return a graded assignment or other meaningful %performance feedback to your students prior to the deadline for withdrawing from %classes – so that students can make informed decisions about withdrawal and their %grade mode. In general it is good practice to give students multiple low stakes %opportunities for performance assessment, prior to larger, high stakes events in %your course. % \begin{tabular}[h]{lll} {\bfseries Assignment} & {\bfseries Date} & {\bfseries Weight}\\ \hline &&\\ &&\\ \end{tabular} \subsection*{Extra Credit and Grade Dispute Policies and Procedures} %If applicable, include a statement about opportunities for extra credit and grade %dispute policies here. Views on extra credit opportunities vary among faculty. %You might decide not to offer extra credit opportunities because you want your %students to work hard in class and spend time working on actual assignments, or %because you think extra credit lowers academic standards. However, extra credit %can also be a good learning opportunity because it gives students an additional %chance to learn the material (especially students who are struggling in the course). %It also reduces student anxiety and builds their motivation and confidence. % \subsection*{Description of Graded Components} %Your syllabus should include extra details and information for each component %of your students’ final grade. The idea here is to give your students a sense of %what kind and quantity of work will be expected of them. Some things can be lumped %together (e.g. midterms & final exams), but there should be a descriptive blurb %associated with every component of your course that counts toward a student’s %final grade. In cases where attendance and/or participation will be graded, you %should explain how you will be assessing their attendance and/or participation %(visit http://ctl.gatech.edu/resources/syllabus/policies for examples). %You can also include information about late-work policies, coursework resubmission, %and information about how, where, and when assignments should be turned in. %Finally, you should be sure to include information about how and where students %are expected to turn in regular assignments. % \subsection*{Grading Scale} Your final grade will be assigned as a letter grade according to the following scale:\\ A 90-100\%\\ B 80-89\%\\ C 70-79\%\\ D 60-69\%\\ F 0-59\%\\ %At Georgia Tech, grades are awarded on a scale of A-F with no +/- grades permitted. %The grading scale inserted above is a standard option, but you are permitted to %adjust your approach based on the needs and design of your particular course. %In your syllabus you should define your approach to assigning grades so that students %can clearly see the ways in which their work and grades earned along the way will %contribute to their final grade in the course. Further, you should try to avoid %situations where (for example) very low grades through the semester are translated %into As and Bs at the end of the semester: it is good practice to aim for alignment %between student grades along the way, and final grades assigned at the end of the %semester. %According to policy, grades at Georgia Tech are interpreted as follows: % A Excellent (4 quality points per credit hour) % B Good (3 quality points per credit hour) % C Satisfactory (2 quality points per credit hour) % D Passing (1 quality point per credit hour) % F Failure (0 quality points per credit hour) %See http://registrar.gatech.edu/info/grading-system for more information about the grading system at Georgia Tech. \section{Course Materials} \subsection*{Course Text} %List required course text books here, along with information on where to purchase/acquire them. % \subsection*{Additional Materials/Resources} %If applicable, include items like lab supplies and other materials that are required %for your class. Alternatively, consider including optional/support materials, like %additional books/readings that interested and/or motivated students might want to read. % \subsection*{Course Website and Other Classroom Management Tools} %Either mention your use of a Canvas site, or add a link to your course website. %If you are using other classroom management tools (e.g. Turning Point Clickers), include %information about those here. \section{Course Expectations and Guidelines} %In agreement with both best practices for teaching and learning and Georgia Tech policies %and procedures, there are six types of policies that should be articulated in every Georgia %Tech syllabus. In addition to the content below, you can find more sample policies, more %information about Georgia Tech specific rules and regulations, and more suggestions for what %to consider when setting each policy, by visiting our Course Policies page %(http://ctl.gatech.edu/resources/syllabus/policies). % %As you write this portion of your syllabus, use language that emphasizes your students’ %role in the process, and aim for a tone that communicates both authority and approachability. %Each policy should make it clear what is and is not expected/permissible in this class, what %the rationale or motivation behind the policy is, what students need to do in extenuating %circumstances, and what the consequences will be if they fail to live up to the expectations %laid out in the policy. Finally, your policy should represent something that you are %comfortable implementing consistently throughout the course. \subsection*{Academic Integrity} Georgia Tech aims to cultivate a community based on trust, academic integrity, and honor. Students are expected to act according to the highest ethical standards. For information on Georgia Tech's Academic Honor Code, please visit http://www.catalog.gatech.edu/policies/honor-code/ or http://www.catalog.gatech.edu/rules/18/. Any student suspected of cheating or plagiarizing on a quiz, exam, or assignment will be reported to the Office of Student Integrity, who will investigate the incident and identify the appropriate penalty for violations. % \subsection*{Accommodations for Students with Disabilities} If you are a student with learning needs that require special accommodation, contact the Office of Disability Services at (404)894-2563 or http://disabilityservices.gatech.edu/, as soon as possible, to make an appointment to discuss your special needs and to obtain an accommodations letter. Please also e-mail me as soon as possible in order to set up a time to discuss your learning needs. % \subsection*{Attendance and/or Participation} %Whether attendance and/or participation are required and/or graded in your class is up %to you – and your position on this is an important course design consideration. However, %there are several questions worth thinking about as you make that decision, and as you %articulate your policy for your syllabus. In particular, if a student skips every class %but achieves an A in the course, will you be satisfied that they took part in the full %learning experience? In addition, how will student absences affect the learning experience %of other students in your course, and what resources do you have at your disposal for %tracking and/or grading attendance and/or participation? Please also see %http://www.catalog.gatech.edu/rules/4/ for more information about institute expectations %and restrictions around attendance, including information about excused absences. %Instructors are also encouraged to consider the impact of events like the All-Majors %Career Fair (http://www.careerdiscovery.gatech.edu/all-majors-career-fair), and off-campus %interviews. % \subsection*{Collaboration and Group Work} %The university’s Honor Code gives you the job of defining for your students the levels %of collaboration that are permitted, as well what outside resources they are permitted %to use (on assignments, exams, projects, etc.), and how they are supposed to report their %use of those outside resources. Articulate your policy here. % \subsection*{Extensions, Late Assignments, and Re-Scheduled/Missed Exams} %Students need to know what your policy is on things like late assignments and missed exams. %You should be as clear as possible about your rules and the consequences for your students %if they do not follow them. You want to help students focus their efforts appropriately %and also make it easy for you to be consistent throughout the course. Note also that at %Georgia Tech, some exceptions are made for “approved Institute activities” (e.g. field %trips and athletic events). See http://www.catalog.gatech.edu/rules/4/ for more information. %Note also that instructors are encouraged to consider the impact of events like the All-Majors %Career Fair (http://www.careerdiscovery.gatech.edu/all-majors-career-fair), and off-campus %interviews, and to plan accordingly. % \subsection*{Student-Faculty Expectations Agreement} At Georgia Tech we believe that it is important to strive for an atmosphere of mutual respect, acknowledgement, and responsibility between faculty members and the student body. See http://www.catalog.gatech.edu/rules/22/ for an articulation of some basic expectation that you can have of me and that I have of you. In the end, simple respect for knowledge, hard work, and cordial interactions will help build the environment we seek. Therefore, I encourage you to remain committed to the ideals of Georgia Tech while in this class. % \subsection*{Student Use of Mobile Devices in the Classroom} %To set this policy, think about individual students, the overall dynamic you would like %to see at work in your classroom, and your own tolerance of distractions in the classroom. %See our Course Policies page for more information about factors to consider when it comes %to setting your policy for the use of mobile devices in your classroom %(http://ctl.gatech.edu/resources/syllabus/policies). % \subsection*{Additional Course Policies} %There are a variety of additional policies you might include in your in your syllabus, %depending on your specific context and approach to your course. For example, many instructors %include at least one of the following policies explicitly on their syllabus: % • accommodations for religious observances % • food and drink in the classroom % • freedom of expression and guidelines for discussion % • Institute-approved absences % • lab safety % • preparation for guest speakers % • re-grading and re-submission % • recording class activities %Visit http://ctl.gatech.edu/resources/syllabus/policies for examples of additional course policies. \section{Campus Resources for Students} %Students might not be aware of all available campus resources. In this section you can %nclude specific resources that might help students succeed in you class (e.g. the library, %The Communication Center, or The Center for Academic Success. Some faculty include resources %that support students’ mental and emotional well-being (e.g. The Counseling Center, The %Division of Student Life, or Women’s Resource Center). Including these additional resources %on your syllabus communicates to students that you care about them and that you are committed %to facilitating their academic progress. For a list of relevant campus resources available to %Georgia Tech students, visit http://ctl.gatech.edu/sites/default/files/documents/campus_resources_students.pdf. \section{Additional Syllabus Components} %Depending on your specific context, as well as your own approach to your course and your %teaching, you might decide to add other components to your syllabus. Research suggests %that a more detailed syllabus is seen by students as a sign of teaching effectiveness, %instructor approachability and flexibility, and as a motivating factor in class preparation. %Additional information on your syllabus might include: % • a statement of your teaching philosophy; % • a statement about the importance of student mental health and well-being; % • rationale for your teaching techniques; % • grading rubrics; % • information about labs, recitations, etc.; % • advice on how to succeed in your course. \pagebreak \section*{Course Schedule} %Include a clear course schedule for your students in this section. List dates of classes %(including scheduled holidays and breaks), the content covered in each class and what students %have to do in order to prepare, and due dates for assignments and exams. This section should %help students stay organized during the semester. The section should also help establish a %cognitive framework that helps students organize knowledge and skills they will acquire in %the course. For a list of dates for the upcoming semester, organized by days of the week %that your course is offered, visit the “List of GT Instructional Dates” section on our Syllabus %page (http://ctl.gatech.edu/resources/syllabus). \begin{tabular}[h]{lll} {\bfseries Date}&{\bfseries Topic}&{\bfseries Readings, Notes, Due Dates, and more}\\ \hline &&\\ \end{tabular} %ALTERNATIVE FORMAT %\beging{tabular}[h]{lllll} %{\bfseries Date}&{\bfseries Prepare before class}& {\bfseries Topic during class}&{\bfseries Homework}&{\bfseires Assignments Due}\\ \hline %&&&&\\ %\end{tabular} % \end{document}