Course Descriptions

Course Schedule

The Major

English Links

Faculty Handbook

The Writing Center

English Index
 

College Main Page

•Course title and number as well as section number and semester
•Mandatory prerequisites and/or advisory preparation for the course as identified in the Course Outlines of Record.

Note:  For access to Course Outlines of Record, the username is "chaffey" and the password is "chaffey" (no quotation marks).

•Instructor’s name and contact information (Chaffey email, voice mail, and office  hours [if any] and location) 
•Required course texts and materials 
•Paraphrased and/or quoted course objectives (See the Course Outlines of Record) 

Note:  For access to Course Outlines of Record, the username is "chaffey" and the password is "chaffey" (no quotation marks).

•Clear statements regarding make-up dates, attendance, plagiarism, and grading standards
•Breakdown of graded class assignments
•Evaluation and/or grading policy for class assignments
•Disclaimer if any of the course content or resulting discussions may be considered adult or objectionable
•Calendar or course schedule
•Contact information for the Writing Center

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•Please also insert this page of important campus student resources

 
•Discuss where this course will lead intellectually and practically--the student learning outcomes.  The clearer the picture your students have of what you expect them to achieve by the end of the course, the more effective the course will be.  This will help students understand their role and the criteria that will be used to determine success or failure. 
•Improve your students’ efficiency by including detailed descriptions of major assignments.  This can help students prepare for their work and improve their time management skills. 
•The more students know about the instructional priorities, the more effective and efficient they can be in their studying.  Therefore, provide students with sample questions illustrating how they will be evaluated.  This has a positive impact on learning and reduces test anxiety. 
•Discuss whether this course will be primarily lecture, discussion, or group work. 
•Clearly define a course schedule, identifying specific reading assignments and due dates.  You may even want to provide a checklist of all deadlines. 
•Because your syllabus will be used by students, it should be written to and for students. 
•With more and more faculty using computer-generated technology in their pedagogy, it is crucial that you include in your syllabus all relevant information about your expectations for computer use. 
•Provide instructions on special facilities—the Writing Center, library, museums, and so on—detailing where they are and how to use them.