A Copy of Your Syllabus Is Due to Before the First Day of Class

**A copy of your syllabus is due to before the first day of class.

***Please note that the UW treats syllabi as contracts with students. While changes during the quarter are possible due to unforeseen circumstances, please communicate to students that you will adhere to the syllabus as closely as possible. This is particularly important for the large number of students who plan well in advance how to complete their work due to other job and life commitments.

FYPP First Year and Pre-Major Program
Course Title: / Year ______Quarter ______
BCUSP ______SLN# ______
Instructor: / Credits ______
Instructor Contact:
Email: This must be your UW email
Phone: 425-352-3427 (FYPP Office) or your cell phone or whatever number you wish to provide to have your students reach you. You can stipulate times when you’ll be available. / Areas of Knowledge (VLPA, I&S, NW) ______
These can be found on the time schedule or your teaching agreement
Office Hours: (see policy note below) / Time (MW, TTh etc) ______
Office Hours location: Please See the FYPP Office Hours Policy below:
TRULY House shared office – Vistas, Common Grounds, Food for Thought and any other area where you’ll hold office hours / Course meets in room ______

Communication Preferences: Please review the FYPP Office Hours and Communications policy http://www.uwb.edu/premajor/faculty/facultyhandbook

Course Description: Course descriptions vary from a short paragraph to several pages.

Course Learning Goals: These objectives should be as specific as possible and should map directly onto FYPP’s learning goals http://www.uwb.edu/cusp/learninggoals Objectives are outcomes, that is, what you want students to know or be able to do by the end of the course. Thus “study cigarette-rolling” is not an outcome, but “be able to roll a cigarette” is.

At the end of this course, students will be able to: [be specific]

A

B

C

D

E

Required Texts, media, and resrouces (http://uwb.v1.libguides.com/friendly.php?s=reserves)

Technology Access: What technology access will your students need to be successful in your course? Add a policy statement about how and when students need to notify you if access is an issue for them. Will there be grade consequences if they cannot access the technology? Have you made sure to make clear statements about disability accommodations in relation to the technologies needed for the course?

Grading Criteria: Syllabi should stipulate the work students will be asked to do, the percentage division of the grade for each kind of work, and some discussion of how grades are assessed. For UWB grading policies and procedures, see http://depts.washington.edu/grading/

Schedule of course meetings, including exams and due dates for assignments: Students tend to treat this schedule as an agreement with the instructor and to plan around it. The best policy is to keep substantive changes to a minimum, especially with regard to assignments.

FYPP Learning Goals (http://www.uwb.edu/premajor/first-year-discovery/learninggoals) :NOTE: there is an electronic and printable copy of this under the Faculty Resources menu on the FYPP website

v  Critical and Creative Inquiry

v  Communication

v  Quantitative and Qualitative Literacy

v  Inclusive Practices

v  Ethics and Social Responsibility

Discovery Core Sequence and the E-Portfolio Requirement: The DC Sequence includes a DC I in the Autumn, a DC II in the Winter, and a DC III in the Spring. Each course emphasizes student creativity and analysis, interdisciplinary, integrated learning, undergraduate research skills, and self-reflection. The sequence is capped by the spring DC III course in which you complete the e-Portfolio you have been maintaining since Autumn. In DCIII you will be asked to be both reflective and projective, looking back at what you have learned and ahead to the directions you’d like to explore. Read more about the Discovery Core and Advising at http://www.uwb.edu/cusp/first-year-discovery. PLEASE KEEP MATERIAL FROM ALL OF YOUR COURSES archived in your Canvas ePortfolio site in order to have access to them for your Spring DCIII Portfolio project. http://www.uwb.edu/learningtech/eportfolios/dc-resources-(1)

Instructors, please educate the students about the curriculum and its intentions. In particular, every course should include a couple of assignments that link directly to the Spring Portfolio.

Classroom Conduct: Students arrive on our campus with a wide range of ideas about what is acceptable to do in a classroom. Many faculty members find it useful to include a few words on this subject, and to state positively what is expected and why, rather than just writing a list of prohibitions. For example, students must arrive in class on time and quiet so that we can all focus on our work.

Among the considerations in framing your policy, remember that you may have students with hearing-related disabilities that make it difficult to pick out your words when other conversations are going on around them. Some students have disabilities that hinder their concentration, so that extraneous conversations, activity on visible laptop screens, and other students moving around the classroom all make it very hard for them to keep track of the class. Among the things you can do to make a disability-friendly classroom, therefore, is to create (and enforce) a calm and focused classroom environment.

Any classroom conduct policy will have to be enforced, kindly but firmly, especially in the first few class meetings – the syllabus language will not be enough! But it’s helpful to have the syllabus to refer to. The students will appreciate it.

Attendance Policy: Since participation is vital for a successful experience, please arrive on time for class. Late arrivals interrupt our in-progress activities and discussions. If you must miss a class session, let the instructor know as soon as possible so that you can make up the work that you miss.

Please be aware that UW policy dictates that you cannot grade on attendance. You can grade on participation and specify that attendance is a prerequisite of participation, but participation should not simply proxy attendance: you should have criteria for good and less-good participation and share and discuss these with your students.

Late policy: You will get late work. You will save time and aggravation if you announce your policy and stick to it. The policy is up to you: some faculty members accept no late work at all. Some accept late work with a fixed grade penalty; some accept it with a documented excuse, and so forth. You may find it useful to stipulate precisely when work is due, e.g. on paper at the beginning of class, or half an hour before the beginning of class in an electronic dropbox. You may find it useful to state a policy on e-mail submissions of work.

Technology in the Classroom: Since technology is profoundly linked to education, there will be many times when I ask that you employ different tools in the gathering and expression of knowledge. Since, however, education is also more than technology, please turn off all laptops, cell phones, iPods, etc. before the start of class and I will let you know when we’ll make use of them. (There are exceptions for students with specific note-taking and other needs.)

You may want to include a policy with regard to laptops and electronic devices. You can ban laptops and other electronic devices, including cell phones, if you wish. Another option is to allow them only for certain parts of a class. We get consistent negative comments on student evaluations about other students surfing the web or texting during class.

Incompletes: University rules state that “an incomplete is given only when the student has been in attendance and has done satisfactory work until within two weeks at the end of the quarter and has furnished proof satisfactory to the instructor that the work cannot be completed because of illness or other circumstances beyond the student’s control.”

FYPP strongly discourages incompletes.

Academic integrity: See http://www.uwb.edu/academic/policies/faculty-guide

for crucial information regarding academic integrity. The library also has an extremely useful website with resources at http://libguides.uwb.edu/ai. You are responsible for knowing what constitutes a violation of the University of Washington Student Code, and you will be held responsible for any such violations whether they were intentional or not. Plagiarism is one of the most common violations of academic integrity, so please pay attention to both the web information and when your instructor explains all of this in class.

Faculty members may elaborate on this information in whatever ways work for them,but the core must appear on all syllabi. You might also include a link to this page http://www.uwb.edu/learningtech/plagiarism or to some of the resources available there. This is important backup when plagiarists (and other academic un-integritists) claim ignorance of the rules; more positively it is one way to introduce a discussion about how to credit others’ work, and why integrity is an institutional priority.

If you have significant written work in your course, you will get plagiarism, and it is worth reviewing the procedures (http://www.uwb.edu/academic/policies/academicconduct/faculty-guide) so you are prepared for cases as they arise. A not insignificant percentage of students plagiarize routinely in full knowledge that it is wrong; another group has never put aside the crutch of writing by closely paraphrasing other writing. In some courses it is worth building in a check-yourself moment for students before major assignments are due. Some instructors ask students to use the resources on how to recognize plagiarism, including taking one of the self-tests linked to this guide: http://libguides.uwb.edu/content.php?pid=87430&sid=691952.

The library guide above has resources for faculty to help develop assignments that are more plagiarism-resistant, http://libguides.uwb.edu/content.php?pid=87430&sid=1229169.

Respect for Diversity: Include this statement or one modeled on it:

Diverse backgrounds, embodiments and experiences are essential to the critical thinking endeavor at the heart of university education. In FYPP and at UW Bothell, students are expected to respect individual differences which may include, but are not limited to: age, cultural background, disability, ethnicity, family status, gender presentation, immigration status, national origin, race, religious and political beliefs, sex, sexual orientation, socioeconomic status, and veteran status.

Students seeking support around these issues can find more information and resources at http://www.uwb.edu/diversity.

Americans with Disabilities Act:

Access and Accommodations: Your experience in this class is important to us, and it is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you experience barriers based on disability, please seek a meeting with Disability Resources for Students (DRS) to discuss and address them. If you have already established accommodations with DRS, please communicate your approved accommodations to your instructor at your earliest convenience so we can discuss your needs in this course.

DRS offers resources and coordinates reasonable accommodations for students with disabilities. Reasonable accommodations are established through an interactive process between you, your instructor(s) and DRS. If you have not yet established services through DRS, but have a temporary or permanent disability that requires accommodations (this can include but not limited to; mental health, attention-related, learning, vision, hearing, physical or health impacts), you are welcome to contact DRS at 425.352.5307 or .

H1N1 and Other Communicable Diseases Action Steps:

As part of the campus community’s shared responsibility for minimizing the possible spread of H1N1 virus and other diseases this year, it is critical that all students are familiar with the symptoms of H1N1 Flu described on the UW Bothell website at http://www.uwb.edu/flu. Any student or instructor with flu-like symptoms is encouraged to stay at home until at least 24 hours after they no longer have a fever without the use of fever-reducing medications. If you are sick and have an extended absence, please speak with me regarding alternative ways to maintain your progress in your courses. If I am sick and need to cancel class, I will post an announcement on Blackboard.

Inclement Weather:

Please check if the campus may be closed due to weather. Information about

suspension of operations will be made public and available through the media. Students can learn of campus operations status from the website or by calling the Campus Information Hotline 425.352.3333. You may also sign up with an alert system that will contact you via email or text message if classes are canceled. For more information on the alert process, please see http://www.uwb.edu/emergency

Class activities will be rescheduled as needed.

Classroom Emergency Preparedness: Please use this http://www.uwb.edu/emergency/emergency-plan

to ensure you and your class can respond to an emergency.

Student Support Services:

IT Helpdesk: , 425-352-3456

Library: http://library.uwb.edu/ 425-352-5340

Writing Center: http://www.uwb.edu/wacc 425-352-5253

Quantitative Skills Center: http://www.uwb.edu/qsc 425-352-3170

Student Success Services: http://www.uwb.edu/studentsuccess 425-352-3776

Career Services: http://www.uwb.edu/careers 425-352-3706

Student Counseling Services: http://www.uwb.edu/studentservices/counseling 425-352-3183

Additional Notes for the Instructor:

Contact, shared office, and phone: Please let the FYPP office know if you will be using the faculty shared office in the Truly House, since they need to know how many faculty are using the room. We ask that you not give out the shared office phone number, but, instead, use the FYPP office number, 425-352-3427. If you will be expecting calls during your office hours, let us know and we can transfer calls to you.

Introduction to the University: remember that part of our task is to “introduce” students to university level academic work: Please be explicit about your expectations, tools for success, practice sessions, and similar issues.

Academic Support Services: Please invite all of these services to visit your classroom to share with the students, and require students to use the Writing Center or Quantitative Skills Center, and the Library as appropriate.

Technology and Tools: For course-building tools, see the Teaching and Learning Center (http://www.uwb.edu/tlc ) and Learning Technologies (Andreas Brockhaus) http://www.uwb.edu/learningtech

Preparing to Teach: http://www.washington.edu/teaching/teaching-resources/preparing-to-teach

Including Disability as Diversity in Our Teaching: http://www.uwb.edu/tlc/faculty/teaching-resources/disability

Invited Presenters: If you plan to use presenters in your course, please let Sara or Leslie know. With all of the many activities happening on campus there may be a tie in to other activities, or there may be a good reason to promote them to other classes etc. We will not, unfortunately, have many funds to support visitors this year.