School and Department Name

Endicott College

Beverly, Massachusetts

School and Department Name

Course Syllabus

Course No:

Course Title:

Credits: X

Class Type: (i.e. Lecture, Lecture and Lab, Seminar, 4-hr. Studio)

Semester and Year:

Faculty:

Office Location:

Telephone:

E-mail:

Office Hours:

Catalog Description

*Include Prerequisites

Learning Outcomes

A learning outcome is a clear and measurable activity that a student is able to perform at the conclusion of the course. At the conclusion of this course a student will:

*Please include only approved outcomes provided by the program director

Teaching/Learning Strategies

Required Readings

It is suggested that faculty include readings from a variety of sources. List required readings in a standard format appropriate to the discipline to which the course belongs (e.g., MLA, APA, Chicago). Textbook information must also be submitted online here: http://endi.co.tt/textbookInfo

Recommended Readings Note: This is optional

List recommended readings in a standard format appropriate to the discipline to which the course belongs (e.g., MLA, APA, Chicago Manual).

Evaluation Methods

Describe how you will evaluate student performance and give a short description using “such as” whenever appropriate.

List evaluation methods and give weight for each method.

Exams (X%)

This course has three examinations that consist of X, Y and Z types of questions.

Final (X%)

The syllabus must clearly describe the substantive evaluation that occurs during the final exam period.

Papers (X% or numerical value such as 20 points)

There are X papers in this course; each between X and Y number of pages and treating Z topics.

Participation (X%)

Completion of assignments and engagement in the activities of the class—demonstrated through verbal and written means—is required in this course.

Attendance (X% or some indication of how grade is affected by attendance)

Include your course policy on student attendance. If attendance is linked to final grades, clearly state the exact policy here.

Grading Scale-Undergraduate

A 94-100 (4.0); A- 90-93 (3.7); B+ 87-89 (3.3); B 84-86 (3.0); B- 80-83 (2.7); C+ 77-79 (2.3); C 74-76 (2.0); C- 70-73 (1.7); D+ 67-69 (1.3); D 64-66 (1.0); D- 60-63 (0.7); F Below 60 (0.0)

Grading Scale-Graduate

A 94-100 (4.0); A- 90-93 (3.7); B+ 87-89 (3.3); B 84-86 (3.0); B- 80-83 (2.7); C+ 77-79 (2.3); C 74-76 (2.0); C- 70-73 (1.7); F 69 or below (0.0)

ADA Policy

If you as a student qualify as a person with a disability as defined in Chapter 504 of the Rehabilitation Act of 1973, the Americans with Disabilities Act (ADA) of 1990, the Americans with Disabilities Act Amendments Act of 2008 (ADAAA), you are strongly encouraged to register with the Center for Teaching and Learning. The Center for Teaching and Learning is located in the Diane M. Halle Library room 201 and online at http://www.endicott.edu/academicresources.

As a student registered with the Center for Teaching and Learning, it is your responsibility to present your accommodation letter to your instructor at the beginning of each semester.

Academic Integrity Statement

Students are required to abide by the Academic Integrity Policy of Endicott College.

Course Credit Guidelines

*(Include the statement that applies to the length and format of the course. Please contact Chrystal Porter () for additional course variation statements. Appendix A includes a summary table of all formats for the course instructor to reference.)

**For Fall/Spring semester-long courses that meet the standard 3-day or 2-day meeting patterns:

This course is a 3-credit course, which means that in addition to the scheduled meeting times, students are expected to do at least 6 hours of course-related work outside of class each week during the semester. This includes time spent completing assigned readings, participating in lab sessions, studying for test and examinations, preparing written assignments, and other course-related task.

**For Fall/Spring semester-long courses with non-standard meeting times (i.e. not the standard 3-day or 2-day meeting patterns):

This course is a 3-credit course, which means that students are expected to do at least 9 hours of course-related work or activities each week during the semester. This includes scheduled class meeting times, as well as time spent completing assigned readings, studying for tests and examinations, preparing written assignments, and other course-related tasks.

**For Accelerated face-to-face courses:

This course is a 3-credit course, which means that in addition to the scheduled meeting times, students are expected to do at least 18.5 hours of course-related work each week of the 6-week term. This includes work done completing assigned readings, studying for test and examinations, preparing written assignments, and other course-related tasks.

**For Accelerated fully online courses:

This course is a 3-credit course, which means that students are expected to do at least 22.5 hours of course-related work each week of the 6-week term. This includes work done completing assigned readings, studying for test and examinations, preparing written assignments, and other course-related tasks.

**For Winter session face-to-face courses:

This course is a 3-credit course, which means that in addition to the scheduled meeting times, students are expected to do at least 37 hours of course-related work outside of class each week during the 3-week Winter session. This includes work done completing assigned readings, studying for test and examinations, preparing written assignments, and other course-related tasks.

**For Winter session fully online courses:

This course is a 3-credit course, which means that in addition to the scheduled meeting times, students are expected to do at least 45 hours of course-related work outside of class each week during the 3-week Winter session. This includes work done completing assigned readings, studying for test and examinations, preparing written assignments, and other course-related tasks.

Students must review the Academic Calendar published by the Registrar’s Office online at:

http://www.endicott.edu/Undergrad/Academic-Calendar.aspx

Class attendance is expected of all students up to and including the last day of scheduled classes in the semester. Students must plan accordingly.

Topical Outline and Timeline

Please provide an overview of the topics and activities of the course. Indicate specific course readings as well. At the very least this section should include a week-by-week breakdown of the course.

If you desire you may use the table below:

Week or Class / Topic / Reading / Assignment

Subject to Change Statement

It is suggested that faculty include a statement regarding potential changes of the syllabus during the semester. For example, “Syllabus is subject to change.”

DO NOT INCLUDE ANY ITEMS FROM THIS POINT FORWARD IN SYLLABUS PROVIDED TO STUDENTS; THIS IS FOR INSTRUCTOR REFERENCE ONLY

Appendix A

Summary Table of Course-Related Work for 3-credit Courses in Varying Formats

Student workload expectation for 3 credit course / In-Class Hours (weekly) / Outside-of-Class Hours (weekly) / Total Hours per Week / Total Hours per Course
Fall/Spring semester course meeting standard 3-day or 2-day meeting pattern / 3 / 6 / 9 / 135
Fall/Spring semester course meeting with non-standard meeting times / Varies / Varies / 9 / 135
6-week accelerated face-to-face meeting / 4 / 18.5 / 22.5 / 135
6-week fully online course / n/a / 22.5 / 22.5 / 135
3-week Winter session face-to-face meeting / 8 / 37 / 45 / 135
3-week Winter session fully online course / n/a / 45 / 45 / 135

Appendix B

Instructional Related Learning Activities

An array of instructional related or student engagement activities can be utilized to achieve the equivalent of the 135 hours (for undergraduate) or 135 hours (for graduate) of classroom-based ore related instruction are part of the standard.

Choosing a particular “learning outside the classroom” activity or combination of activities is the responsibility of the faculty in terms of achieving the stated goals, objectives, and outcomes of the course, enhancing cooperative and collaborative learning in an instructor-mediated environment, demonstrating an awareness of the various learning styles and experiences of the students, and in the determining of equivalency to a semester of credit. The following examples are some, but by no means, all of the options that may be considered for utilization:

• Discussion Board structured to provide guided or instructor-mediated threaded discussion with specified timeframes and expectations for participation;

• Chat rooms for class or group projects that provide opportunities for collaborative learning and that have specific expectations for participation and feedback;

• Case studies and problem solving scenarios relative to course goals and objectives and utilizing higher order analytical skills with instructor and class designed feedback;

• Blogs, journals, or logs in which students share the most relevant aspects with instructor and classmates;

• Online research activities in which students find Internet sites that address specific course objectives and are shared with class and instructor mediated;

• Library research in which instructor directs students to locate certain information or resources either online or in situ and relate them to course objectives and present them to class in a designated manner;

• Lecture materials--written transcripts or audio recordings--from which students are expected to develop questions, comments, or observations shared with class and instructor through discussion board postings or participation in chat rooms;

• Instructional CDs to be utilized in one way or another;

• Field trips or tours in which students may participate as an individual or group in analyzing an activity (concert, museum, art exhibit, religious service, political debate, etc.) and prepare a paper or presentation to share with instructor and class;

• Final group projects which represent a culmination of learning objectives and by which students collaborate via e-mail, chat rooms, discussion boards, and ‘face-to-face” contact to research, analyze, synthesize, and prepare project with instructor receiving periodic updates and providing guidance to group.

Instructors should establish and control the learning-based interactions (when, where, and why), including frequency, duration, evaluation and assessment techniques. These guidelines recognize the need for the faculty to actively manage the learning space, both in and outside the traditional classroom.

In order to ensure consistency for students and faculty in meeting hour requirements and good pedagogy, The Van Loan School has developed an Alternative Instructional Equivalencies (AIE) rubric (Appendix C) that establishes a standard amount time for setting equivalencies to hours of classroom instruction for various online and “out of the classroom” instructor mediated activities in the various formats.

Appendix C

Alternative Instructional Equivalences (AIEs)

Instructional Activity / Description of Instructional Activity / Rate of Equivalency** / UNDG / GRAD
Active learning strategies / With instructor facilitation, students (in small groups/pairs) engage in cohort-based, professionally-focused learning, examining concepts via professional experience. Facilitators lead students in evaluating course concepts/objectives in light of experience, enhancing the depth and breadth of content by intensely- focused group activities in class. / 1 active learning strategy = ½ hour instruction / X / X
Blogs, journals, logs (Blogs)** / Instructor guides students in applying learned concepts or reflect on learning experiences; learned concepts to be shared with instructor and/or classmates for thoughtful analysis, feedback and assessment. / 1 private post = ½ hour instruction
1 shared post (incl. reading all classmates’ posts) =1 hour instruction / X / X
Case studies & problem solving scenarios** / Instructor leads students in performing In-depth analysis utilizing higher order analytical skills, which relate to course objectives. Analysis is shared with instructor and/or classmates for feedback and assessment. / 1 case study analysis & post = 1-2 hours instruction / X
1 case study analysis & post = 2 -3 hours instruction / X
Chat rooms for class or group projects / Instructor directs students in collaborative, synchronous discussion with specific expectations for participation and feedback. (Chats are retained within course for further review.) / 1 hour chat = 1 hour instruction / X / X
Conferences (group) / Under instructor’s guidance, students participate in collaborative, synchronous learning with specific expectations for participation & feedback (including required exam reviews). When possible, calls or online meetings will be recorded for review. / ½ hour conference = ½ hour instruction / X / X
Conferences
(In-depth individual) / Instructor engages students in collaborative, one-to-one synchronous learning experience; student will need to submit materials for prior review and meet specific participation & feedback expectations. (When possible, calls/online meetings will be recorded for review) / 20 minute conference = 1 hour instruction / X / X
Discussion board / Instructor guides/ mediates threaded discussion, engaging learners with content that directly relates to course objectives and which has specified timeframes, expectations for participation, and thoughtful analysis. / Initial post – min. 250 words (requires reading all posts) = ½ hour instruction
1 post/reply (requires reading all posts and responding to minimum of 3) = 1 hour instruction; must meet specified criteria
Equivalencies may vary further based on specific course expectations/content / X
2 posts (requires reading all posts and responding to a minimum of 2) = 2 hours instruction
Posts may require citation, which would impact rate of equivalency. / X
Field trips or tours (includes virtual tours) / Instructor provides leadership as students (individuals or in groups) analyze an activity and prepare a paper or presentation, to be shared in whole or in part with instructor and/or classmates. / Instructor-led 1 hour tour = 1 hour instruction
Student(s) without instructor: 1 hour tour + reflection paper = 1 hour instruction / X / X
Guided project / Instructors lead students in summative individual project with specific learning objectives; student and instructor collaborate via email, chat, discussion board, and/or in person to research, analyze, synthesize and prepare project. Instructor receives periodic updates and provides guidance and feedback. / On average,1 hour per week for duration of project (actual hours may vary by project) / X / X
In-Class instruction, presentations & test / Instructors provide students with instruction, including presentations and complete tests, in live classroom setting. / 1 hour = 1 hour instruction / X / X
I Instructional CDs, Power Points, videos** / Instructor-mediated content is made available in an alternative delivery format for students to view/interact with in order to expand upon and clarify course concepts and objectives. / Student reviews and posts response to 1 unit of content = 1 hour instruction / X / X
Learning Teams/ Group project / Instructors engage students in a mediated, culminating activity with specific learning objectives. With faculty guidance, students collaborate via e-mail, chat rooms, discussion boards, and/or face-to-face contact to research and then analyze, synthesize, and prepare project with instructor receiving periodic updates and providing guidance to group. / 1 hour of instruction per week for duration of project / X / X