The Syllabus Resource
The syllabus lays out your expectations for when and how you expect students to engage with your course, and the quality of work you expect from them, the climate you want to promote, and university and course policies. It can provide the foundation for the class climate you want to promote.
This fall, with the pandemic still present, it will be more important than ever that we set clear expectations for students and ourselves in our syllabi.
UHD Syllabus Language for Faculty
As per the newly revised PS
3.A.29 Course Syllabi, the Office of the Provost has developed a set of
shared, common syllabus language in consultation with Senate leadership. At this time, we ask that faculty read all of the new syllabus language and then decide whether to include it directly in the syllabus or link to the document below.
UHD Tips and Resources for Faculty
All elements below are optional for UHD faculty.
Drop in Zoom Room for Office Hours
You can create a “drop-in" Zoom room for virtual office hours though in response to student demand, we do ask that faculty be available for in-person office hours.
Creating a Phone Number
You can set up a free Google number that can forward to your personal phone. You can also forward your office phone to another phone number.
Language on Use of Blackboard and Gatormail
Your success in this course is dependent on regular engagement in the course via Blackboard, Gatormail, and Zoom/Teams/OTHER. Therefore, you must check the class BB site for announcements and materials several times per week. I will post reminders regularly, but minimally every _____, setting up plans for the next week.
Click here for BB resources. If you lose access to the BB site or have other technology issues, please contact IT at email@example.com to try to resolve and leave me a phone message at XXX.
Sample Guidelines for Virtual Class Meetings (Zoom, MS Teams, Other)
Note to faculty: Faculty may require students to participate via live video in any class meeting in order to fulfill specific assignments or requirements related to a course learning outcome, assignment, or test, or when the participation supports the attainment of a learning outcome. Faculty should notify students of potential for requirements for video presence on the syllabus; as with any significant changes in course policy, faculty should provide advance notice to students. Students with concerns regarding any requirement to participate in live video for specific course learning outcomes and/or assignments should consult their instructor. We offer language below that may offer strategies for ensuring participation in other ways.
This class will include required and optional virtual meetings. Whether meeting with classmates or the instructor, we will follow the guidelines below to maximize opportunities for all to engage and to provide a supportive environment:
Sample Course Diversity and Inclusion Statement
As this is a university level course, the material is intended to encourage critical thinking and discussion as we examine new ideas and concepts from varying frameworks. To do this effectively I, as the instructor, will do my best to foster an environment in which each class member is able to hear and respect each other. In turn, it is vital that each class member show respect for all worldviews and diverse experiences expressed in class.
It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students' learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of diversity in gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture.
Please let me know ways to improve the effectiveness of the delivery or content of this course for you personally or for other students or student groups.
Student Online Self-Assessment
Faculty are encouraged to require students to complete the “Student Online Self-Assessment" for their classes. This tool allows both students and faculty to identify areas of strength in online learning, but also areas in which the student might need extra support and guidance to additional resources from faculty members. Ways this assessment can be incorporated into your course can include:
· As a regular assessment, perhaps embedded within a larger assignment related to succeeding in online learning.
· As a “low-stakes" assessment, worth a small percentage or a few points.
· For extra credit.
· As a voluntary activity.
The most important aspect is for faculty to evaluate the results for each student so as to guide the student to the resources they need to succeed in the online environment. To download a digital postcard and see some activity suggestions, visit the UHD Online Learning Student Readiness Self-Assessment resource page at the CTLE's website.
Sample syllabus language: In this course, students are strongly encouraged (or required--explain how) to take the “Student Self-Assessment" for online learning. This assessment will help you and your professor to pinpoint any assistance you might need as you pursue online learning. The “Student Self-Assessment" can be accessed at www.tinyurl.com/UHDonlinereadiness.
Best Practices for a Range of Online Technologies
See this resource: best practices for a range of technologies.
Realistic Preview of Online Learning (Video): In this brief video recommended by the Online Task Force, hear from UHD students on what to expect in an online class and how to overcome common challenges.
Some Zoom Features
- Zoom Passcode Requirement
Zoom requires a passcode for all meetings and uses. IT has shared a set of resources on how to set passcodes on existing meetings and how to address this.
- Using Zoom for Office Hours
Zoom allows you to use a room for a type of “drop-in" office hours. Here is information to set up the waiting room.
- Managing Chat in Zoom
You can save the chat from a Zoom session, and you can manage who can chat with whom during a Zoom session; for example, you can disable private chat and allow only public chat or with the host.
- Running a Poll in Zoom
This can be a good tool for engagement during a synchronous session—polling participants and seeing the data in real time.
- Tracking Attendance in Zoom
You can pull participation lists from any Zoom meeting that is still in your cloud (30 day max for most UHD accounts).
If you have not used the gradebook feature in BB, please be sure to carefully review the default columns and calculations—turn off columns that are not relevant for your grading system (e.g., weighted total). Here is some information on the gradebook function.