Courses proposed for Gen Ed (Re)Certification are required to include syllabi with required content. This page provides resources, a template, as well as exemplary language for campus syllabi and additional resources. It is highly encouraged that sponsors read through the information below carefully and use the provided template and/or language to ensure the syllabi follows campus guidelines and is easily reviewed by the Gen Ed Board.
Syllabus Resources
There are a number of resources to assist in syllabus creation and content development, and we have included a few of them below.
Requirement of Gen Ed Syllabus for (Re)Certification
Syllabi are required for Gen Ed proposals (Certification and Recertification) as the Gen Ed Board reviews both the responses to the Gen Ed prompts and the course syllabus/syllabi to determine if a course meets the Gen Ed guidelines.
Future Syllabus (Recertification & Certification)
A future syllabus is required to submit for all Gen Ed course proposals (Recertification and Certification) and must follow the Required Elements of the Gen Ed Future Syllabus. The future syllabus should be compiled by faculty who will teach the course in a future semester. If there are different modalities, instructors, or variations, additional syllabi may be submitted (explained in Additional Syllabi section) or a compiled syllabus with the standard/common readings. This is required so the Gen Ed Board reviewers are able to review the course based on what is planned to be taught in an upcoming semester, and the syllabus includes all required elements of the Gen Ed syllabus. The future syllabus allows sponsors to review and adapt the course to ensure the course is meeting all Gen Ed guidelines and concepts and these are displayed in the syllabus, to integrate the Gen Ed Learning Outcomes and Assessment into the course and syllabus, to make updates to any of the content covered or the format of the course, and make any other adjustments. In some cases the future syllabus may be very similar to the previous syllabus if there is not a plan to make adjustments, while in other cases the future syllabus may be drastically different from the previous due to instructor and/or content changes. General Dates (“Week 1; Class 1”) may be used in the syllabus under the Course Schedule if the course will not be offered in the next semester where specific dates are not set.
Previous Syllabus (Recertification only)
A previous syllabus (or syllabi) is required for all courses submitted for Gen Ed Recertification, in addition to the future syllabus. The previous syllabus should be the actual syllabus used in a recent offering of the course. The previous syllabus does not need to meet the syllabus requirements of the future syllabus (but should be used for the future teaching of the course). Gen Ed Board reviewers will look over the previous syllabus to understand how the course has been taught most recently and will review the future syllabus to see how the course will be instructed in the future, ensuring all required elements are included. If the course has been taught by different instructors or in different modalities or variations, additional syllabi may be submitted (explained in the Additional Syllabus section directly below).
Additional Syllabus
Additional syllabi should be included if the course will be offered in different modalities (in-person, online, etc.), by different instructors with variations in the way the content is presented, or for approved Advanced Composition special topics courses. A syllabus for each variation offered and/or a master syllabus with key components should be included for Gen Ed review. These are important as the Gen Ed Board will review to ensure each variation meets the Gen Ed guidelines.
Referencing Syllabus in Gen Ed Responses
It is important that responses to the Gen Ed proposal prompts are consistent with the syllabus, and whenever possible, the responses should reference or include specific evidence from the syllabus to help support the responses so the GEB Reviewers are able to see how the guideline/criteria will be met within the course. References to the syllabus may include readings, assignments, projects, class discussion topics, lectures, and any other way the course will fulfill the criteria.
Required Elements of the Gen Ed Future Syllabus
Certain sections and course details are required for all Gen Ed Future Syllabi submitted for Gen Ed Recertification and Certification, while other sections are highly recommended.
Gen Ed Syllabus Template
All Gen Ed courses are highly encouraged to use the Gen Ed Syllabus Template, or follow a very similar format including headers and language to make the information easy and clear for both students taking the course and for Gen Ed Board reviewers to locate during (Re)Certification. Instructors may insert additional information and/or sections as needed for their course, add their unit wordmark, or adapt language or formatting as needed, as long as the required content is easily found. This information supplements any additional guidelines from an instructor’s college or unit. We encourage instructors to also consult other resources (e.g., from CITL or their respective college/unit), and units to adopt their own syllabus template which is consistent with the Gen Ed Syllabus Template. Example Gen Ed Course Syllabi submitted with Gen Ed proposals over the past year are provided by clicking the button below.
Proposals not including the required elements will be rolled back to the sponsor to correct prior to review (use the Gen Ed Syllabus Check to verify all required items are included). Proposals not following the Gen Ed syllabus template, format, content, and language have a much higher chance to be rolled back.
The language included in certain sections below and on the syllabus template may be adopted in whole or used as a guideline to input these elements into syllabi.
Sections not applicable to the course that are not required of all Gen Ed syllabi (noted by “(if applicable)” next to the section below) may be left off of the syllabus
Required Future Syllabus Items:
Course Information
- Course Rubric (Subject) & Number (e.g., AAS 100)
- Title of Course
- Course Term & Year (e.g., Spring 2023)
- Course Duration (e.g., Full Semester; 8 week)
- Contact Hours: (e.g., Tuesday & Thursday 10-11:50am; two 80-minute lecture periods each week)
- Course Format: (e.g., in-person; virtual & synchronous)
- Course Location: Physical Room #, Zoom link, etc. (if unknown for future term, may use most recent location)
- Weekly Hours of Expected Student Work, apart from instruction time: (e.g., 4 hours outside of class per week)
- Credit Hours: # (e.g., 4)
Instructor Information
- Instructor: (Name)
- Instructor contact information: (e.g., email address, phone)
- Instructor Drop-in hours for students/Office Hours: Times the Instructor is available for student open hours
- Be clear about your office hours. Many college students are often unfamiliar with terms like ‘office hours’ (which they may believe to be hours their instructor is not available) so they may not stop by to get help without a more detailed explanation. Be clear about what they might discuss during your available hours and why it is important for students to use them. Be sure to explain when and where they will be held and how to reach out if they need to meet outside your stated times. You might also consider calling them something friendly like “Student Hours” or “Ask Me Anything Hours”. If you have a TA, explain their role in the course and what help students can expect from TAs versus the Instructor.
- Instructor office location: (e.g., physical room, Zoom link, etc.)
- Teaching Assistant Information: (if applicable) following same format as instructor
Course Details
- Course Description
Provide a general overview of the course, using the Course Catalog description for reference. - Learning Outcomes
Must include at least 3 learning outcomes for the course. Learning outcomes for General Education courses should align with the respective General Education learning outcomes for the category (or categories) in which the course is seeking approval or is approved. - General Education Categories
State any General Education categories the course meets or hopes to meet (e.g., This course satisfies General Education criteria for Cultural Studies – U.S. Minority Cultures.) - Prerequisites (if applicable)
List prerequisites for the course, if any. In most cases, Gen Ed courses should not have prerequisites (based on Gen Ed Course Criteria).
Course Materials/Learning Resources
- Learning Management System (if applicable)
Include the Learning Management System (LMS) used in the course with a link to the system (e.g., This course uses the Learning Management System Canvas: https://canvas.illinois.edu/). May include additional information such as “This course requires students use the Canvas course website often. All assignments (unless otherwise noted) will be submitted using Canvas. Lecture slides and other resources will be posted on Canvas. If you have issues accessing Canvas, please contact XXX.” - Required and Recommended Course Readings (if applicable)
List what texts, if any, students are required or recommended to obtain (e.g., purchase textbooks, access journal articles), information that identifies the version of the texts (e.g., edition, year of publication), and where they can acquire/access them (e.g., Illini Union Bookstore, Canvas). Due dates of readings should be included in the “Course Schedule” section below. - Required and Recommended Materials (if applicable)
List materials, if any, students are required or recommended to obtain (e.g., paint and brushes) and where they can acquire/access them. - Required Equipment (if applicable)
List what equipment, if any, students are required to obtain and where they can acquire/access them (e.g., functioning webcam and microphone if participation is required in an online course). - Required Software (if applicable)
List what software, if any, students are required to purchase and where they can acquire/access them (e.g., link to Webstore for available software; link to Microsoft Office if assignments are to be completed in Word).
Course Requirements, Course Policies, and Campus Policies
Include detailed information about the grading breakdown, assignments, late assignment policy, attendance and participation, absence policy, final letter grades, and other course and campus policies. While using one of the Gen Ed Syllabus Templates is highly recommended, the order and format of these items may be combined, customized, or reordered as long as the information is clearly marked and easy to find. Examples of these Sections on the Syllabus are available below, including Grading Breakdown, Attendance & Participation Statements, Assignments, Grading Scale, and others.
- Grading Breakdown
Include a detailed breakdown of course grading. Click here to view examples below - Assignments
Include a brief description of all major assignments. Due dates of readings could be included in the “Course Schedule” section and could also be included in this section. Grading detail should either be included in the “Grading Breakdown” section, or may be combined with the list of assignments. Click here to view examples below - Late Assignment Policy
Outline the policy on late assignments (e.g., a certain number of points or percentage from total grade deducted each day after due date, no points are deducted if instructor is contacted a certain amount of time in advance of due date, etc.). Click here to view examples below - Class Attendance Policy & Participation
Expectations and/or grading based on class attendance/participation must be included so students are aware. The Student Code (Article 1, Part 5 – Class Attendance) states “Regular class attendance is expected of all students at the university.” Click here to view examples below - Absence Policy
The absence policy must be included in the syllabus. Click here to view exemplary language below - Final Letter Grades/Grading Scale
Include information about how the final letter grades are determined. Click here to view examples below - Course Schedule
Include a detailed course schedule that includes the due dates of major assignments and exams. Typically provided at the very end of the syllabus, but based on instructor preference. Click here to view examples below - Academic Integrity
- Students with Disabilities
- Family Educational Rights and Privacy Act (FERPA)
- Mental Health
- Community of Care
- Disruptive Behavior
- Emergency Response Recommendations
- Religious Observances
- Sexual Misconduct Reporting Obligation
Additional Campus Resources and Statements may be added beyond the required sections above. Some frequently used optional syllabus sections are provided at the bottom of this page.
Syllabus Section Examples
The example formats and language below may be adopted in whole, adapted, or used as a guideline, as long as it is easy to locate on the syllabus. All campus statements include exemplary language approved by campus offices.
Grading Breakdown
Include a detailed breakdown of course grading, including points and percentage of the grade. The examples below could be adapted or used as a guide. **Assignments & Grading Breakdown may be combined.**
Grading Breakdown (Examples)
The examples below could be adapted or used as a guide.
Grading Breakdown Example 1
Grades are determined by the following assignment and exam breakdown:
- Assignment #1: (# Points) 25%
- Assignment #2: (# Points) 15%
- Assignment #3: (# Points) 10%
- Midterm Exam: (# Points) 25%
- Final Exam: (# Points) 25%
Grading Breakdown Example 2
| Assignment | Points Possible | Percent of Course Grade |
| Assignment #1 | # | % |
| Assignment #2 | # | % |
| Assignment #3 | # | % |
| Total | # | % |
Grading Breakdown Example 3
| Item | Points (% of Course Grade) |
| Weekly assignments (10 total for 5 points each) | 50 points (50%) |
| Reflection prompts (5 total for 2 points each) | 10 points (10%) |
| Midterm exam | 15 points (15%) |
| Final exam | 25 points (25%) |
| Total | 100 points |
Assignments
Include a brief description of all major assignments. It is helpful to provide information here on how and where assignments should be submitted or where they may locate this information. **Assignments & Grading Breakdown may be combined.**
Assignments (Examples)
Assignments (Example 1)
Assignments & Grading Breakdown (Example 2)
This course is taught in person and evaluated based on four components: attendance & participation (10%); weekly informal writing assignments (20%); two essays (30%); and two exams (40%).
Attendance & Participation (10%)
Success in this course depends on active, regular engagement with course materials, readings, and discussions. You are expected to come to class on time and ready to discuss the assigned readings for the day. (Additional text to detail out participation and attendance, in-class activities, and how the grade will be determined)
Writing Assignments (20%)
Each week, you will participate in a weekly online forum, which provides an opportunity to engage deeply with assigned readings and materials. Informal writing will be calculated out of 150 points, accounting for 20% of your final grade.
- Initial forum discussion responses (10 points each): Each week, there will be 3 or 4 prompts to help you think about the assigned documents. (Additional details about responses, including what is required, when they are due, how to submit, and how they are graded)
- Comments (5 points): To ensure that your informal writing is integrated into course discussions and to build rapport, you will return to our discussion board by Friday and respond to at least two classmates’ posts. (Additional details about responses, including what is required, when they are due, how to submit, and how they are graded)
Paper Assignment (30%)
The paper accounts for 30% of your grade, achieved through the completion of two assignments, each worth 15% of your final grade. (Additional details about paper, including what is required, when they are due, how to submit, and how they are graded)
Exams (40%)
Two Exams (15% each) are non-cumulative. (Additional details about exams, including what is included, when/how they are taken, and how they are graded)
Late Assignment Policy
Outline policy on late assignments (e.g., a certain number of points or percentage from total grade deducted each day after due date, no points are deducted if instructor is contacted a certain amount of time in advance of due date, etc.).
Late Assignment Policy (Example Language)
Example 1
Formal assignments will be accepted with a 2% reduction per day unless arrangements are made in advance. If a paper will be late, please submit whatever you have by the deadline, and the penalty will be reduced by half (1%). I typically do not accept late submissions for informal assignments, so please plan accordingly. Formal assignments will not be accepted more than two weeks after the deadline, except in extraordinary cases. Some consideration may be given in extenuating circumstances, like prolonged illness; please be in touch to discuss.
Example 2
Late or incomplete assignments will not be given full credit unless the student has contacted the instructor prior to the due date of the assignment (or in the case of emergencies, as soon as practicable) and the reason falls under the absence policy. There will be a 10% reduction per day for any assignment or quiz submitted late up to 50% of the grade. Students may submit any late assignments for 50% credit up until 11:59 PM Central Time on Reading Day.
Example 3
All weekly assignments are due on Canvas by 11:59PM Central Time (unless otherwise noted). If a problem on Canvas emerges, you should reach out to the Help Desk and your instructor to try and get it resolved as soon as possible. We recommend submitting assignments at least one day before they are due so you have time to resolve any issues if they occur. If you continue to have issues, you need to e-mail the written assignment to your instructor leader PRIOR to the deadline, if possible. The time stamp on the email must be at 11:59PM or earlier, otherwise your assignment will be considered late and will be penalized.
Assignments are expected to be submitted on time; failure to submit by the due date and time will result in a reduction of points (unless an extension has been granted by the instructor). Late assignments will receive a penalty of 10% per day (including weekends) of the possible assignment total until the assignment is submitted, with a maximum deduction of 50% of the assignment’s total point value. Late assignments will be accepted up until the last day of class.
Class Attendance Policy & Participation Policy
The Student Code states “Regular class attendance is expected of all students at the university.” Each instructor’s class attendance policy must be included in the syllabus. If there are expectations and/or grading based on class attendance/participation, instructors should include this section so students are aware of the expectations and clear information on how this will be calculated for the grade.
Attendance & Participation Statements (Example Language)
Describe any other requirements for attendance, participation, class conduct, etc. Note any requirements regarding excused absences, late work, make-up exams, use of electronics, etc. Class discussion/participation grades must be based on the quality of what was said and how it added to the discussion, rather than the quantity of the participation by a student. Class discussion/participation should evaluate actual participation and not mere attendance.
Example 1:
Regular class attendance is expected of all students at the university. The authority to excuse absences rests with the course instructors, subject to the requirement to reasonably accommodate class absences (see ‘Absence Policy’ below). Enrollment in this course includes expectation of regular attendance and this is reflected in the Participation Grade. If you find you must miss (or have missed) class, contact the instructor as soon as possible. Repeated tardiness or leaving sessions early may be considered an unexcused absence unless alternate arrangements have been made with the instructor.
Example 2:
Success in this course depends on active, regular engagement with course materials, readings, and discussions. You are expected to come to class on time and ready to discuss the assigned readings for the day. If speaking up is difficult for you, please be in touch early in the semester so we can strategize alternative methods of participation, including attending office hours, submitting discussion questions, and/or extended or additional written responses. You may miss two classes with no impact on your grade, no questions asked; additional absences will impact your grade. Except in extenuating circumstances, missing more than ten classes will result in automatically failing the course.
Absence Policy
Reminders for Faculty: Each instructor’s class attendance policy must be included in the syllabus. PLEASE NOTE that students may not always be eligible to obtain an absence letter from the Office of the Dean of Students for missed classes. The above link provides more information regarding the circumstances in which a student may request a letter. The Office of the Dean of Students provides sample syllabus language regarding missed classes and missed exams should it be helpful in crafting course policies.
Syllabus Language: The Student Code outlines those circumstances in which a student may be eligible to obtain a letter from the Office of the Dean of Students for missed class. When eligible, students must submit an absence letter request within two weeks of returning to class following the absence.
Students with Disabilities
To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor as soon as possible and provide the instructor with a Letter of Academic Accommodations from Disability Resources and Educational Services (DRES). To ensure that disability-related concerns are properly addressed from the beginning, students with disabilities who require assistance to participate in this class should apply for services with DRES and see the instructor as soon as possible. If you need accommodations for any sort of disability, please speak to me after class, or make an appointment to see me or see me during my office hours. DRES provides students with academic accommodations, access, and support services. To contact DRES, you may visit 1207 S. Oak St., Champaign, call 217-333-1970, e-mail disability@illinois.edu or visit the DRES website at https://dres.illinois.edu/.
Family Educational Rights and Privacy Act (FERPA)
Please visit http://registrar.illinois.edu/ferpa for information about the Family Educational Rights and Privacy Act (FERPA).
Mental Health
Significant stress, mood changes, excessive worry, substance/alcohol misuse or interferences in eating or sleep can have an impact on academic performance, social development, and emotional wellbeing. The University of Illinois offers a variety of confidential services including individual and group counseling, crisis intervention, psychiatric services, and specialized screenings which are covered through the Student Health Fee. If you or someone you know experiences any of the above mental health concerns, it is strongly encouraged to contact or visit any of the University’s resources provided below. Getting help is a smart and courageous thing to do for yourself and for those who care about you.
- Counseling Center (217) 333-3704
- McKinley Health Center (217) 333-2700
- National Suicide Prevention Lifeline (800) 273-8255
- Rosecrance Crisis Line (217) 359-4141 (available 24/7, 365 days a year)
If you are in immediate danger, call 911.
*This statement is approved by the University of Illinois Counseling Center
Community of Care
Reminders for Faculty: Should a student disclose information that causes concern for their well-being, or should a student exhibit concerning behaviors in the classroom, we encourage you to refer this behavior to the Connie Frank CARE Center (formerly the Student Assistance Center) in the Office of the Dean of Students. You may do so by calling 217-333-0050 or by submitting an online referral. Based on your report, staff in the Student Assistance Center will reach out to offer support and assistance.
Syllabus Language: As members of the Illinois community, we each have a responsibility to express care and concern for one another. If you come across a classmate whose behavior concerns you, whether in regard to their well-being or yours, we encourage you to refer this behavior to the Connie Frank CARE Center (formerly the Student Assistance Center) in the Office of the Dean of Students. You may do so by calling 217-333-0050 or by submitting an online referral. Based on your report, staff in the Student Assistance Center will reach out to offer support and assistance.
Further, as a Community of Care, we want to support you in your overall wellness. We know that students sometimes face challenges that can impact academic performance (examples include mental health concerns, food insecurity, homelessness, personal emergencies). Should you find that you are managing such a challenge and that it is interfering with your coursework, you are encouraged to contact the Connie Frank CARE Center (formerly the Student Assistance Center) in the Office of the Dean of Students for support and referrals to campus and/or community resources.
Disruptive Behavior
Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office for Student Conflict Resolution (https://conflictresolution.illinois.edu; conflictresolution@illinois.edu; 333-3680) for disciplinary action.
Emergency Response Recommendations
Emergency response recommendations and campus building floor plans can be found at the following website: https://police.illinois.edu/em/run-hide-fight/. I encourage you to review this website within the first 10 days of class.
Religious Observances
It is the policy of the University of Illinois Urbana-Champaign to reasonably accommodate its students’ religious beliefs, observances, and practices that conflict with a student’s class attendance or participation in a scheduled examination or work requirement, consistent with state and federal law. Students should make requests for accommodation in advance of the conflict to allow time for both consideration of the request and alternate procedures to be prepared. Requests should be directed to the instructor. The Office of the Dean of Students provides an optional resource on its website to assist students in making such requests.
NOTE: The web link is to the page where it currently describes the religious observance absence letters. We’ll make revisions to the title of the page, the description, and the link to the resource for working with faculty prior to the start of the academic year.
*Sexual Misconduct Reporting Obligation
The University of Illinois is committed to combating sex-based misconduct. Faculty and staff members are required to report any instances of sex-based misconduct to the University’s Title IX Office. In turn, an individual with the Title IX Office will provide information about rights and options, including accommodations, support services, the campus disciplinary process, and law enforcement options.
A list of the designated University employees who, as counselors, confidential advisors, and medical professionals, do not have this reporting responsibility and can maintain confidentiality, can be found here: wecare.illinois.edu/resources/students/#confidential. Other information about resources and reporting is available here: wecare.illinois.edu.
Additional Example Statements for Syllabi
Academic Integrity
Instructors should include a statement about academic integrity. The example language below can be adopted in whole or used as a guideline.
The University of Illinois Urbana-Champaign Student Code should also be considered as a part of the syllabus. Students should pay particular attention to Article 1, Part 4: Academic Integrity. Read the Code at the following URL: http://studentcode.illinois.edu/.
Academic dishonesty may result in a failing grade. Every student is expected to review and abide by the Academic Integrity Policy: https://studentcode.illinois.edu/article1/part4/1-401/. Ignorance is not an excuse for any academic dishonesty. It is your responsibility to read this policy to avoid any misunderstanding. Do not hesitate to ask the instructor(s) if you are ever in doubt about what constitutes plagiarism, cheating, or any other breach of academic integrity.
Family Educational Rights and Privacy Act (FERPA)
Instructors should include a statement about FERPA. The example language below can be adopted in whole or used as a guideline.
Any student who has suppressed their directory information pursuant to Family Educational Rights and Privacy Act (FERPA) should self-identify to the instructor to ensure protection of the privacy of their attendance in this course. See http://registrar.illinois.edu/ferpa for more information on FERPA.
Mental Health
Instructors should include a statement about mental health. The example language below can be adopted in whole, or used as a guideline. This statement below is approved by the University of Illinois Counseling Center.
Significant stress, mood changes, excessive worry, substance/alcohol misuse or interferences in eating or sleep can have an impact on academic performance, social development, and emotional wellbeing. The University of Illinois offers a variety of confidential services including individual and group counseling, crisis intervention, psychiatric services, and specialized screenings which are covered through the Student Health Fee. If you or someone you know experiences any of the above mental health concerns, it is strongly encouraged to contact or visit any of the University’s resources provided below. Getting help is a smart and courageous thing to do for yourself and for those who care about you.
- Counseling Center (217) 333-3704
- McKinley Health Center (217) 333-2700
- National Suicide Prevention Lifeline (800) 273-8255
- Rosecrance Crisis Line (217) 359-4141 (available 24/7, 365 days a year)
If you are in immediate danger, call 911.
Community of Care
Instructors should include a statement about community of care. The example language below can be adopted in whole or used as a guideline.
As members of the Illinois community, we each have a responsibility to express care and concern for one another. If you come across a classmate whose behavior concerns you, whether in regards to their well-being or yours, we encourage you to refer this behavior to the Student Assistance Center (217-333-0050 or http://odos.illinois.edu/community-of-care/referral/). Based on your report, the staff in the Student Assistance Center reaches out to students to make sure they have the support they need to be healthy and safe.
Further, as a Community of Care, we want to support you in your overall wellness. We know that students sometimes face challenges that can impact academic performance (examples include mental health concerns, food insecurity, homelessness, personal emergencies). Should you find that you are managing such a challenge and that it is interfering with your coursework, you are encouraged to contact the Student Assistance Center (SAC) in the Office of the Dean of Students for support and referrals to campus and/or community resources.
Students with Disabilities
Instructors should include a statement about DRES. The example language below can be adopted in whole or used as a guideline.
To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor as soon as possible and provide the instructor with a Letter of Academic Accommodations from Disability Resources and Educational Services (DRES). To ensure that disability-related concerns are properly addressed from the beginning, students with disabilities who require assistance to participate in this class should apply for services with DRES and see the instructor as soon as possible. If you need accommodations for any sort of disability, please speak to me after class, or make an appointment to see me or see me during my office hours. DRES provides students with academic accommodations, access, and support services. To contact DRES, you may visit 1207 S. Oak St., Champaign, call 217-333-1970, e-mail disability@illinois.edu or visit the DRES website at https://dres.illinois.edu/. Here is the link for information to apply for services at DRES, https://dres.illinois.edu/information-before-you-apply/application-process/ .
Disruptive Behavior
Instructors should include a statement about disruptive behavior. The example language below can be adopted in whole or used as a guideline.
Disruptive Behavior (Example Language)
Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office for Student Conflict Resolution (https://conflictresolution.illinois.edu; conflictresolution@illinois.edu; 333-3680) for disciplinary action.
Emergency Response Recommendations
Instructors should include a statement about emergency response recommendations. The example language below can be adopted in whole or used as a guideline.
Emergency response recommendations and campus building floor plans can be found at the following website: https://police.illinois.edu/em/run-hide-fight/. I encourage you to review this website within the first 10 days of class.
Religious Observances
Instructors should include a statement about accommodating religious observances. The example language below can be adopted in whole or used as a guideline. Information for Faculty on Accommodating Religious Observances
Illinois law requires the University to reasonably accommodate its students’ religious beliefs, observances, and practices in regard to admissions, class attendance, and the scheduling of examinations and work requirements. Students should complete the Request for Accommodation for Religious Observances form should any instructors require an absence letter in order to manage the absence. In order to best facilitate planning and communication between students and faculty, students should make requests for absence letters as early as possible in the semester in which the request applies.
Sexual Misconduct Reporting Obligation
Instructors should include a statement about sexual misconduct reporting obligations. The example language below can be adopted in whole or used as a guideline.
The University of Illinois is committed to combating sexual misconduct. Faculty and staff members are required to report any instances of sexual misconduct to the University’s Title IX Office. In turn, an individual with the Title IX Office will provide information about rights and options, including accommodations, support services, the campus disciplinary process, and law enforcement options.
A list of the designated University employees who, as counselors, confidential advisors, and medical professionals, do not have this reporting responsibility and can maintain confidentiality, can be found here: wecare.illinois.edu/resources/students/#confidential.
Other information about resources and reporting is available here: wecare.illinois.edu.
Syllabus Section Examples
Examples of different formats that may be used or adapted for a course syllabus are below. The example templates and/or language may be adopted in whole or used as a guideline.
Grading Scale (Examples)
Grading Scale (Example 1)
| Percentage Range | Grade |
| 98.00% – 100.00% | A+ |
| 93.00% – 97.99% | A |
| 90.00% – 92.99% | A- |
| 87.00% – 89.99% | B+ |
| 83.00% – 86.99% | B |
| 80.00% – 82.99% | B- |
| 77.00% – 79.99% | C+ |
| 73.00% – 76.99% | C |
| 70.00% – 72.99% | C- |
| 67.00% – 69.99% | D+ |
| 63.00% – 66.99% | D |
| 60.00% – 62.99% | D- |
| 59.00% and below | F |
Grading Scale (Example 2)
Grade percent is rounded up or down to the nearest whole number (e.g., 96.4999% would be an A, but 96.5000% would be an A+)
A+: 98 and above
A: 94-97
A-: 90-93
B+: 87-89
B: 83-86
B-: 80-82
C+: 77-79
C: 73-76
C-: 70-72
D+: 67-69
D: 60-66
F: 59 and below
Course Schedule (Example 1)
Course Schedule
Below is the planned course schedule for this semester. Schedule subject to change. Instructor will communicate any changes to students.
| Date | Reading, Assignment, Exam, etc. | Topic |
|---|---|---|
| Week #/Class # Day, Date 1 | Reading 1 (in class) | Topic 1 |
| Week #/Class # Day, Date 2 | Reading 2 (due before class) Reading 3 (due before class) Assignment 1 (due online by 11:59pm) | Topic 1 (continued) |
| Week #/Class # Day, Date 3 | Quiz 1 (in class) | Topic 2 |
Course Schedule (Example 2)
Course Schedule
Below is the planned course schedule for this semester. Text 1 refers to (Textbook Name). Text 2 refers to (Textbook Name). All other reading materials will be posted to Canvas. Assignment and Project details will be posted to and must be submitted in Canvas. Schedule subject to change. Instructor will communicate any changes to students.
Week 1: Introduction // Topic 1
Date 1 (W) Introduction to the Course
Date 2 (Su by 11:59 PM) Submit introductory questionnaire (Assignment 1) and syllabus quiz (Quiz 1)
Week 2: Topic 2
Date 3 (M) Discuss: Text 1 (pp. 1-50); Article 1. (Read before class)
Lecture: Lecture Title 1
Date 4 (W) Discuss: Text 1 (pp. 51-75); Article 2; Article 3. (Read before class)
Lecture: Lecture Title 2
Date 5 (Su by 11:59 PM) Submit inquiry post 1 (Assignment 2)
Week 3: Topic 3
Date 6 (M) Discuss: Text 2 (pp. 358-398); Article 4. (Read before class)
Lecture: Lecture Title 3
Date 7 (W) Discuss: Article 5. (Read before class)
Lecture: Lecture Title 4
Date 8 (Su by 11:59 PM) Submit inquiry post 2 (Assignment 3)
Course Schedule (Example 3)
Course Schedule
Below is the planned course schedule for this semester. Schedule subject to change. Instructor will communicate any changes to students.
Week #: Topic
Objectives:
- [Objectives]
Live Sessions: (two 50 minute sessions)
- include dates, times, and agenda
Canvas: (3-6 hours per week)
- Knowledge Check 1 (Date/Time Due)
- Quiz 1 (Date/Time Due)
- Readings (Date/Time Due)
- Discussion Board
- Assignments
- Supplemental Material:
- Video Lecture Review
Week #: Topic
Objectives:
- [Objectives]
Live Sessions: (two 50 minute sessions)
- include dates, times, and agenda
Canvas: (3-6 hours per week)
- Knowledge Check 1 (Date/Time Due)
- Quiz 1 (Date/Time Due)
- Readings (Date/Time Due)
- Discussion Board
- Assignments
- Supplemental Material:
- Video Lecture Review
Course Schedule (Example 4)
Week-by-Week Topic and Assignment Schedule
Below is the planned course schedule for this semester. Schedule subject to change. Instructor will communicate any changes to students.
| Week | Topic, Objectives, In-Class Activities | Participation Points | Assignment/Reading (Points) Due Date/Time |
| 1 [Week of Jan 16] | Welcome! Intros Syllabus Review Talking/Emailing Professors/Office Hours Meet your Classmates | 10 | Weekly Reflection (1) 10 January 24 @ 11:59pm My Story (10) January 24 @ 11:59pm Sample Email to Professor (5) January 24 @ 11:59pm Syllabus Review (10) January 24 @ 11:59pm |
| 2 [Week of Jan 23] | Topic 1 Topic 2 | 10 | Weekly Reflection (5) 10 January 31 @ 11:59pm Reading 1 (Before Class) Reading 2 (Before Class) |
| 3 [Week of Jan 30] | Topic 3 Topic 4 | 10 | Weekly Reflection 3 (10) February 7 @ 11:59pm Assignment 1 (5) February 7 @ 11:59pm Reading 3 (Before Class) Reading 4 (Before Class) |
| 4 [Week of Feb 6] | Topic 5 Topic 6 | 10 | Weekly Reflection 4 (10) February 14 @ 11:59pm Quiz 1 (10) February 14 @ 11:59pm Reading 5 (Before Class) |
| 5 [Week of Feb 13] | Topic 7 & Review Material Exam 1 (In Class) | 10 | Reading 6 (Before Class) Exam 1 (50) Open Notes |
| TOTAL | 80 | 260 | |
| TOTAL COURSE POINTS POSSIBLE = 340 Points | |||
Additional Syllabus Sections (Optional)
Instructors may wish to include additional information and resources on the syllabus, but these are only optional. Below are some sections often included.
Additional Course Policies
Instructors may have additional policies for the course which should be listed in this section. This may include sections such as:
- Excused Absences (Alternative ways to receive credit for “attending” the course)
- AI Language Models (If/How these may be used, and any guidelines and impact for use)
- Explicit statement that reflects your expectations about how students will use and cite (or not use) technologies such as ChatGPT. Please be mindful that students also use translation software so you may want to consider that in your statement. CITL has a lot of great examples see: https://citl.illinois.edu/citl-101/instructional-spaces-technologies/teaching-with-technology/generative-artificial-intelligence/teaching-learning-implications-of-genai
- Technology (Use of personal technology during class, such as laptops, phones, etc.)
- Communication (Additional information of how students should communicate with the instructor/TAs; expectations for a response; academic/professional communication etiquette information)
- Supplemental Reading and Resources
Land Acknowledgement Statement
As a land-grant institution, the University of Illinois Urbana-Champaign has a responsibility to acknowledge the historical context in which it exists. In order to remind ourselves and our community, we will begin this event with the following statement. We are currently on the lands of the Peoria, Kaskaskia, Piankashaw, Wea, Miami, Mascoutin, Odawa, Sauk, Mesquaki, Kickapoo, Potawatomi, Ojibwe, and Chickasaw Nations. It is necessary for us to acknowledge these Native Nations and for us to work with them as we move forward as an institution. Over the next 150 years, we will be a vibrant community inclusive of all our differences, with Native peoples at the core of our efforts. Office of the Chancellor Land Acknowledgement Statement
Land Acknowledgement Statement Suggested by Native American House:
I/We would like to begin today by recognizing and acknowledging that we are on the lands of the Peoria, Kaskaskia, Piankashaw, Wea, Miami, Mascoutin, Odawa, Sauk, Mesquaki, Kickapoo, Potawatomi, Ojibwe, and Chickasaw Nations. These lands were the traditional territory of these Native Nations prior to their forced removal; these lands continue to carry the stories of these Nations and their struggles for survival and identity.
As a land-grant institution, the University of Illinois has a particular responsibility to acknowledge the peoples of these lands, as well as the histories of dispossession that have allowed for the growth of this institution for the past 150 years. We are also obligated to reflect on and actively address these histories and the role that this university has played in shaping them. This acknowledgement and the centering of Native peoples is a start as we move forward for the next 150 years.
Expectations for Classroom Interaction
For example, you may point out that you will be incorporating active learning strategies throughout the semester in the form of group work, in-class writing assignments, etc. Or if you address controversial topics, you may want to lay out some guidelines for discussion.
Expectations for Classroom Interaction (Example Language)
Students share some of the responsibility for fostering an inclusive classroom. Students are expected to be respectful of others’ perspectives and lived experiences during class discussion.
Students are expected to demonstrate respect for the ideas and opinions of all other members of the class at all times. Failure to observe this course requirement can result in a failing course participation grade, and may result in a failing grade for the course.
Statement of Inclusion
As the state’s premier public university, the University of Illinois at Urbana-Champaign’s core mission is to serve the interests of the diverse people of the state of Illinois and beyond. The institution thus values inclusion and a pluralistic learning and research environment, one which we respect the varied perspectives and lived experiences of a diverse community and global workforce. We support diversity of worldviews, histories, and cultural knowledge across a range of social groups including race, ethnicity, gender identity, sexual orientation, abilities, economic class, religion, and their intersections. http://www.inclusiveillinois.illinois.edu/mission.html and https://diversity.illinois.edu/about/senate-diversity-resolution/
Additional Learning Outcomes
Additional learning outcomes may be included, such as Program, School/College/Department/Illinois Campus-Wide.
https://provost.illinois.edu/assessment/learning-outcomes-assessment/assessment-at-illinois/campus-student-learning-outcomes/
https://provost.illinois.edu/assessment/learning-outcomes-assessment/illinois-student-learning-outcomes/
Disclaimer for the Schedule
A disclaimer such as “The above schedule and procedures are subject to change in the event of extenuating circumstances.” or “Schedule and readings subject to change.”
Student Success Resources
Student Success at Illinois seeks to holistically support undergraduate students. There are number of resources available to students on campus to support success.
Additional Learning, Tutoring, Writing Center Resources
Include links to additional relevant learning, tutoring, and/or writing resources across campus or beyond.
- Campus resources—tutoring, writing, counseling, etc. o Estimate of student work load o Hints for how to study, take note, etc. o Availability of past exams, etc.
- Estimate of student work load in more detail
- Hints for how to study, take notes, etc.
- Availability of past exams or additional study materials
The Writers Workshop (Example Text)
The Writers Workshop (https://writersworkshop.illinois.edu/) provides writing support to students, including individual consultations, workshops, and resources. In response to the ongoing COVID-19 pandemic, all Writers Workshop consultations are currently offered online (https://writersworkshop.illinois.edu/services/consultations/online/).
To request disability-related accommodations for our services, please contact Dr. Carolyn Wisniewski at wow@illinois.edu or call 217-333-8796.
Incomplete Grades
Information about Incomplete Grade (“I”) requests may be included. Please see the Student Code for full details: http://studentcode.illinois.edu/article3/part1/3-104/
Incomplete Grades (Example Language)
Please check with your College/School to determine the policy and any recommended language based on the process, which varies based on the student’s college/school as well as undergraduate/graduate.
Example 1
An exceptional request for an incomplete grade is most often granted to students encountering a medical emergency or other extraordinary circumstances beyond their control. Students must request an incomplete grade from the instructor and fill out the appropriate paperwork before the last day of class, and this must be approved by the student’s college/school. The instructor and student will agree on a due date for completion of coursework in consultation with the student’s college/school, and following any set deadlines. Please see the Student Code for full details: http://studentcode.illinois.edu/article3/part1/3-104/
Example 2
An exceptional request for an incomplete grade is most often granted to students encountering a medical emergency or other extraordinary circumstances beyond their control. Students must request an incomplete grade from the instructor. The instructor and student will agree on a due date for completion of coursework. The student must submit an Incomplete Form signed by the student, the instructor, and the student’s academic advisor to the front office: https://uofi.app.box.com/s/sx7arobhr0gfw12teaetmp1qq32ifdrd
Please see the Student Code for full details: http://studentcode.illinois.edu/article3/part1/3-104/
Syllabus Format Statement
Syllabus is available electronically on the course website and may be obtained in alternative formats upon request. Please contact the instructor.
Extra Credit
If this is available, include detailed information in the syllabus, including how, when, and impact on grades.
Methods of Assessment (Additional Language)
Detail the grading policy (what constitutes an A, B, C, etc.) and also delineate the differences among variable credit assignments.
Methods of Assessment (Example Language)
All assignments are required for all students. Completing all assignments is not a guarantee of a passing grade.
Criteria for grading homework assignments include (but are not limited to) creativity and the amount of original work demonstrated in the assignment. However, students are permitted to use and adapt the work of others, provided that the following guidelines are followed:
- Use of other people’s material must not infringe the copyright of the original author, nor violate the terms of any licensing agreement. Know and respect the principles of fair use with respect to copyrighted material.
- Students must scrupulously attribute the original source and author of whatever material has been adapted for the assignment. Summarize the changes or adaptations that have been made. Make plain how much of the assignment represents original work.
Instructor’s Philosophy
Conceptual structure used to organize the course, why it is organized the way it is o Philosophy of teaching and learning
Philosophy of teaching and learning