Simpson requires that each syllabus for an undergraduate course include information about engaged learning hours, student learning outcomes, and policies. The specific expectations are identified on the tabs below. For graduate courses and post-baccalaureate certificates, consult the document at the bottom of the Post-Baccalaureate Curriculum Committee Webpage.
Engaged Learning Hours
Regulations from the U.S. Department of Education have caused all institutions to review and document their policies and practices with regard to assigning academic credit. Simpson College has determined that the learning-time-to-credit equivalence is roughly 35 hours per credit. Thus, for each credit awarded to a course, the students can expect to spend 35 hours in the classroom, participating in instructor-directed activity, or preparing for class.
All syllabi need to include a statement such as one of the following along with the list of learning activities and the number of hours a typical student should expect to spend during the semester on each activity. In addition, please include a brief description detailing the changes that have been made as the course changed from three to four credits.
Example 1: 4 credit semester-long course meeting 3 times per week
This is a four credit course that meets 3 days per week for 60 minutes. It is designed to have learning opportunities and activities totaling approximately 143 hours over the 15 weeks of the course (including finals week).
In class activities: (3 days x 60 minutes x 14 weeks + 2 hours for final class | 42 hours |
Required Readings and Focus/Extension Exercises: (14 chapters x 3 hours each | 42 hours |
Midterm take-home exam | 5 hours |
Final paper and oral presentation | 24 hours |
Five reflection “papers” (5 x 5 hours each) | 25 hours |
Preparation for final activity | 5 hours |
Total | 143 hours |
Example 2: 4 credit semester-long course meeting 3 times per week for 60 minutes and once a week for a 3 hour lab
This is a four credit course that meets 3 days per week for 60 minutes and 1 day per week for 3 hours. It is designed to have learning opportunities and activities totaling approximately 148 hours over the 15 weeks of the course (including finals week).
The designed activities may take each student a different amount of time to finish, however the average will be 148 hours. Further estimates include:
In class activities (3 hours x 14 weeks) | 42 hours |
In lab activities (3 hours x 14 weeks) | 42 hours |
Required readings (8 chapter readings x 3 hours each) | 24 hours |
Research paper (including searching and evaluating research) | 30 hours |
Lab assignments (10 x 1 hour each) | 10 hours |
Total | 148 hours |
Example 3: 4 credit semester-long course meeting twice a week
This is a four-credit undergraduate course that meets face-to-face twice a week over the semester. It is designed to provide learning time totaling approximately 148 hours over the 15 weeks of the course (including finals week). This estimate is for the typical undergraduate student. Estimates of the time you will need for learning time follow:
In class activities (90 min/class x 2 times/week x 14 weeks + 2 hours for final class) | 44 hours |
Required readings (8 plays x 4 hours each; 8 artitcles x 1 hour each) | 40 hours |
Essays (research, draft, supporting materials, conference, and final revision) | 40 hours |
Forum postings on Scholar | 10 hours |
Preparation for performance assignment | 10 hours |
Total | 148 hours |
Example 4: 4 credit course taught completely online for 8 weeks
This is a four credit undergraduate course that “meets” for chat on Tuesdays from 6:00 to 7:00 pm. It is designed to have learning opportunities and activities totaling approximately 140 hours over the 8 weeks of the course – 8 hours in “chat” and 131 hours outside of class. This estimate is for the typical undergraduate student. The designed activities may take one person longer to complete and another person may complete the activities in less time. We are all individuals. Here are some further estimates:
Synchronous chats (8 x 1 hour each): “in class activity” | 8 hours |
Required readings (12 chapters x 3 hours each) | 36 hours |
Six weekly papers (6 x 6 hours each) | 36 hours |
Final paper | 32 hours |
Asynchronous discussion board activities (7 x 4 hours each): also considered an “in-class” activity | 28 hours |
Total | 140 hours |
Example 5: 4 credit evening course taught in a blended learning format over 8 weeks
This is a four credit graduate course that meets weekly on the West Des Moines Campus on Tuesdays from 5:30 to 9:30 pm. It is designed to have learning opportunities and activities totaling approximately 140 hours over the 8 weeks of the course – 32 hours in class and 108 hours outside of class. The designed activities may take one person longer to complete and another person may complete the activities in less time. We are all individuals. Here are some further estimates:
In-class activities | 32 hours |
Required readings and focus/extension exercises (8 readings x 7 hours each) | 56 hours |
Midterm take-up exam | 20 hours |
Written paper and oral presentation | 27 hours |
Preparation for final activity | 5 hours |
Total | 140 hours |
Program-Level Student Learning Outcomes
Every major and program at Simpson has a set of student learning outcomes (SLOs). These SLOs are listed in the program’s assessment plan. The curriculum map that is included in the assessment plan identifies which SLOs are associated with which courses. Syllabi should include the program-level SLOs associated with the course. Contact your department chair if you aren’t sure which SLOs are associated with a particular course. All the assessment documents for each program are on SC Connect at https://scconnect.simpson.edu/resources/assessment/default.aspx.
General Education
If your course can be used in partial fulfillment of any of the requirements of the Engaged Citizenship Curriculum (ECC) and/or Simpson Core, the description of those requirements needs to be included in your syllabus.
You can copy the relevant ECC requirements below and paste them into your own syllabus. For Simpson Core requirements you can copy the relevant information from Simpson Core Syllabus Grids.
For each designation in the Engaged Citizenship Curriculum, be sure to include a statement of how the objectives will be met in your particular class. One convenient way of accomplishing this is to use the appropriate syllabus grid available on SC Connect.
The designation proposal form that was approved by the faculty contains the information about how the objectives should be met. The approved designation proposal forms are available on SC Connect; just click on Engaged Citizenship Curriculum (ECC) from the list on the right. You can also go here.
Area of Engagement: The Arts. The Arts component focuses on learning through participation in artistic creation. By taking a course that engages students in the act of creation, students will develop an understanding of art as a constructed means for communication, designed to reveal certain meanings and ideas or to elicit specific responses. Students are given the opportunity to develop their imaginations and to develop their ability to express themselves.
Through the completion of an AR course, students should be able to
- Express perspectives, concepts and/or ideas through an artistic medium
- Reflect and think critically about one’s own and others’ artistic work(s) employing vocabulary and evaluative skills appropriate to the genre
- Articulate the value of the creative process
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for AR
A student who completes a AR course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
AR SLO1. express perspectives, concepts and/or ideas through an artistic medium | ||
AR SLO2. reflect intelligently and think critically about one’s own and others’ artistic work(s) employing vocabulary and evaluative skills appropriate to the genre | ||
AR SLO3. articulate the value of the creative process |
Area of Engagement: Civic Engagement. Civic Engagement courses focus on citizenship and the rights one gains as a community member. These rights include at a minimum civil liberties, civil rights and the opportunity to participate in the construction of that community through voting, civic conversation, and other forms of participation. Civic engagement involves the values, duties, skills, and responsibilities that are part of positively shaping our communities.
Through completion of a CE course, students should be able to
- describe information, values, processes and theories that are essential to building just and democratic societies
- apply the perspective of an academic discipline to civic initiatives
- articulate the importance of their role in civic engagement
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for CE
A student who completes a CE course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
CE SLO1. describe information, values, processes and theories that are essential to building just and democratic societies | ||
CE SLO2. apply the perspective of an academic discipline to civic initiatives | ||
CE SLO3. articulate the importance of their role in civic engagement |
Area of Engagement: Diversity and Power in the U.S. The Diversity and Power in the U.S. requirement prepares students to be engaged citizens by exploring enduring questions about ourselves, civilization, and the world by developing the knowledge, dispositions, and skills necessary to shape and create diverse and just communities in the U.S. It is designed to engage students in recognizing and analyzing the perspective of a less powerful (often minority) group and understanding the differences of experience this power differential engenders.
Through completion of a DP course, students should be able to
- describe the perspectives and experiences of a less powerful (often minority) group in the U.S.
- evaluate the social inequities resulting from power differentials via the perspectives of both the advantaged and the disadvantaged groups
- describe the power differentials between two or more groups within one or more communities in the U.S.
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for DP
A student who completes a DP course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
DP SLO1. describe the perspectives and experiences of a less powerful (often minority) group in the U.S. | ||
DP SLO2. describe the power differentials between two or more groups within one or more communities in the U.S. | ||
DP SLO3. evaluate the social inequities resulting from power differentials via the perspectives of both the advantaged and the disadvantaged groups. |
Area of Engagement: Ethics and Value Inquiry. Ethics and Value Inquiry courses encourage students to think critically about the sources and meanings of their commitments to personal integrity, moral responsibility, and social justice. These courses introduce students to questions about moral values and actions and how they relate to our responsibilities to ourselves and others.
Through completion of an EV course, students should be able to
- make judgments about values and actions by critical evaluation from a variety of normative perspectives
- identify and critically evaluate multiple approaches to ethical, moral or values questions
- articulate and justify values and actions in light of normative theories, logical principles, foundational texts, or traditions
- articulate and critically assess how various normative perspectives are relevant in contemporary society
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for EV
A student who completes a EV course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
EV SLO1. make judgments about values and actions by critical evaluation from a variety of normative perspectives | ||
EV SLO2. identify and critically evaluate multiple approaches to ethical, moral or values questions | ||
EV SLO3. articulate and justify values and actions in light of normative theories, logical principles, foundational texts, or traditions | ||
EV SLO4. articulate and critically assess how various normative perspectives are relevant in contemporary society |
Area of Engagement: Global Perspectives. Global Perspectives courses engage students in an exploration of societies outside of the United States. While some courses may deal with a specific problem (e.g., global warming, genocide, human rights), others focus on larger trends over the course of time (e.g., art, religion, politics, history, economics, literature). By acquainting students with the diversity of thoughts, beliefs and values of a society external to their own, these courses encourage a greater appreciation of and sensitivity to global diversity.
Through completion of a GP course, students should be able to
- analyze societal values through cultural practices, products and perspectives
- identify the challenges and achievements of the culture(s) and society(ies) under study
- analyze the values of the culture(s) as reflected in the decisions the society(ies) makes
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for GP
A student who completes a GP course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
GP SLO1. analyze societal values through cultural practices, products and perspectives | ||
GP SLO2. identify the challenges and achievements of the culture(s) and society(ies) under study | ||
GP SLO3. analyze the values of the culture(s) as reflected in the decisions the society(ies) makes |
Area of Engagement: Historical Perspectives. The Historical Perspectives in Western Culture component focuses on how Western culture has evolved over time through a range of intellectual, philosophical, religious, and historical currents. A study of the development of Western culture and its past is critical to understand, appreciate or critique it. These courses provide context for the current structures of Western society and assist students in making informed decisions as citizens.
Through completion of an HP course, students should be able to
- describe the distinctive perspectives of people who lived in the time periods or settings studied
- analyze the relationship between the past and the present by considering the influence of the past on subsequent events, issues, and ideas
- relate the subjects under consideration to the broader historical and cultural contexts in which they occurred
- evaluate and interpret primary sources
These objectives will be met through the following assignments and activities: _____ .
Syllabus grid template for HP
A student who completes a HP course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
HP SLO1. describe the distinctive perspectives of people who lived in the time periods or settings studied | ||
HP SLO2. relate the subjects under consideration to the broader historical and cultural contexts in which they occurred | ||
HP SLO3. analyze the relationship between the past and the present by considering the influence of the past on subsequent events, issues, and ideas | ||
HP SLO4. evaluate and interpret primary sources |
Area of Engagement: Scientific Reasoning. Scientific Reasoning courses provide experiences working with the methods of science, including hypothesis formation and testing, systematic observation, and analysis of quantitative data. Scientific reasoning–in the natural, behavioral, and social sciences–includes the ability to solve problems through the analysis of quantitative empirical data. These methods help students understand how technology and science may affect their lives in areas such as the environment, medicine, human behavior, and scientific ethics.
Through completion of an SR course, students should be able to
- investigate and draw conclusions about scientific questions from data and using appropriate empirical methods
- formulate and communicate questions using the scientific method
- evaluate scientific information from popular and/or peer-reviewed sources
- analyze ethical issues related to scientific inquiry
These objectives will be met through the following assignments and activities: _____ .
Syllabus grid template for SR
A student who completes a SR course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
SR SLO1. investigate and draw conclusions about scientific questions from data and using appropriate empirical methods | ||
SR SLO2. formulate and communicate questions using the scientific method | ||
SR SLO3. evaluate scientific information from popular and/or peer-reviewed sources | ||
SR SLO4. analyze ethical and other conventions, practices, and issues related to scientific inquiry |
Embedded Skill: Collaborative Leadership. The Collaborative Leadership component increases students’ confidence in working in groups for a shared goal and helps students develop skills and dispositions like team building, delegation, conflict resolution, and effective communication. This skill is essential in a world where problems are complex and interdependent, and where teamwork is often required to unite diverse groups behind a shared goal.
Through completion of a CL course, students should be able to
- articulate the skills and dispositions necessary to achieve a shared goal
- apply the skills and dispositions necessary for effective collaboration
- explain how their strengths and weaknesses in collaboration affect the outcome of a collaborative leadership process
These objectives will be met through the following assignments and activities: _____ .
Syllabus grid template for CL
A student who completes a CL course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
CL SLO1. articulate the skills and dispositions necessary to achieve a shared goal | ||
CL SLO2. apply the skills and dispositions necessary for effective collaboration | ||
CL SLO3. explain how their strengths and weaknesses in collaboration affect the outcome of a collaborative leadership process |
Embedded Skill: Critical Thinking. Critical Thinking courses develop the lifelong intellectually
disciplined process of actively and skillfully conceptualizing, applying, analyzing, synthesizing, and/or evaluating information that is used to guide beliefs and actions. This skill helps with the ability to make sound arguments based on adequate evidence and to rationally examine and assess one’s own arguments and those of others.
Through completion of a CT course, students should be able to
- draw conclusions by analyzing information critically
- generate and articulate an argument supported by appropriate evidence
- evaluate arguments for validity, bias, unchecked assumptions and/or other appropriate criteria
- describe the effect of one’s experiences on the development of critical thinking skills
These objectives will be met through the following assignments and activities: _____ .
Syllabus grid template for CT
A student who completes a CT course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
CT SLO1. draw conclusions by analyzing information critically | ||
CT SLO2. generate and articulate an argument supported by appropriate evidence | ||
CT SLO3. evaluate arguments for validity, bias, unchecked assumptions and/or other appropriate criteria | ||
CT SLO4. describe the effect of one’s experiences on the development of critical thinking skills |
Embedded Skill: Information Literacy. Information Literacy courses cultivate the habit of asking appropriate questions related to an information need and discovering explanations and specific answers to those questions based on evidence. Information literacy, as a methodology and a set of skills, allows and inspires individuals to be life-long learners.
Through completion of an IL course, students should be able to
- execute a research strategy by identifying search terms and locating relevant information in a variety of resources
- develop a research strategy by asking relevant questions and refining a research topic
- evaluate information found through a research strategy for suitability
- use information responsibly by following copyright laws and guidelines for referencing and citation
These objectives will be met through the following assignments and activities: _____ .
Syllabus grid template for IL
A student who completes a IL course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
IL SLO1. execute a research strategy by identifying search terms and locating relevant information in a variety of resources | ||
IL SLO2. develop a research strategy by asking relevant questions and refining a research topic | ||
IL SLO3. evaluate information found through a research strategy for suitability | ||
IL SLO4. use information responsibly by following copyright laws and guidelines for referencing and citation |
Embedded Skill: Intercultural Communication. The Intercultural Communication requirement prepares students to understand the world through the eyes and words of others. Courses in this category are designed to put students in direct contact with speakers of languages other than their own, since intercultural communication is a daily reality for much of the earth’s population. This skill encourages students to analyze and reflect on the value of using multiple linguistic resources to access other cultural views.
Through completion of an IC course, students should be able to
- identify distinctive cultural practices, products and perspectives of the cultures under discussion
- improve their ability to communicate in a nonnative language about topics of cultural interest
- evaluate their ability to and the importance of being able to communicate with speakers of another language
These objectives will be met through the following assignments and activities: _____ .
Syllabus grid template for IC
A student who completes a IC course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
IC SLO1. identify distinctive cultural practices, products and perspectives of the cultures under discussion | ||
IC SLO2. improve their ability to communicate in a nonnative language about topics of cultural interest | ||
IC SLO3. evaluate their ability to and the importance of being able to communicate with speakers of another language |
Embedded Skill: Oral Communication. Oral Communication courses engage students in both formal and informal uses of communication. These courses equip students to comprehend, critique, and analyze information in order to be able to effectively and efficiently communicate their ideas to others. These skills enable individuals to become confident and competent speakers.
Through completion of an OC course, students should be able to
- communicate orally in response to a prompt
- evaluate arguments given through oral communication
- provide credible evidence to support claims and arguments in oral communication
- organize information logically in oral communication
- incorporate elements to engage an audience in oral communication
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for OC
A student who completes a OC course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
OC SLO1. communicate orally in response to a prompt | ||
OC SLO2. evaluate arguments given through oral communication | ||
OC SLO3. provide credible evidence to support claims and arguments in oral communication | ||
OC SLO4. organize information logically in oral communication | ||
OC SLO5. incorporate elements of persuasion to engage the audience in oral communication |
Embedded Skill: Quantitative Reasoning. The Quantitative Reasoning component focuses on how to interpret, evaluate, and use various types of quantitative information in order to support a position or argument. It includes the ability to express quantitative information visually, symbolically, numerically and verbally. These courses incorporate practice in reading and using quantitative data, in understanding quantitative evidence and in applying quantitative skills to the solution of real-life problems.
Through completion of a QR course, students should be able to
- draw inferences, solve problems and make decisions using quantitative methods
- communicate solutions to quantitative questions in oral or written communication that incorporates symbolic, numeric or graphical representations
- analyze solutions to quantitative questions for accuracy, precision, suitability and/or other appropriate criteria
- describe the value, limitations and/or implications of quantitative decision making
These objectives will be met through the following assignments and activities: ______ .
Syllabus grid template for SR
A student who completes a SR course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
SR SLO1. draw inferences, solve problems and make decisions using quantitative methods | ||
SR SLO2. communicate solutions to quantitative questions in oral or written communication that incorporates symbolic, numeric or graphical representations | ||
SR SLO3. analyze solutions to quantitative questions for accuracy, precision, suitability and/or other appropriate criteria | ||
SR SLO4. describe the value, limitations and/or implications of quantitative decision making |
Embedded Skill: Written Communication. Written Communication courses promote strong writing skills that students need in order to comprehend, analyze, and synthesize a variety of texts in a variety of disciplines. These courses teach students to write in multiple contexts, whether they are exploring and developing their own ideas, responding fairly and responsibly to the ideas and perspectives of others, or crafting polished, compelling and persuasive texts.
Through completion of a WC course, students should be able to
- articulate an idea and formulate a thesis as appropriate to the discipline
- identify and correct errors in grammar and/or style in written communication
- provide credible evidence to support claims and arguments in written communication
- organize thoughts in a logical fashion in written communication
- incorporate elements of written communication that address the needs of a specific audience in written communication
These objectives will be met through the following assignments and activities: _____
Syllabus grid template for WC
A student who completes a WC course will be able to …
Student Learning Objective (SLO) | Class activities directly related to this SLO | Student work to be evaluated for this SLO |
WC SLO1. articulate an idea and formulate a thesis as appropriate to the discipline | ||
WC SLO2. identify and correct errors in grammar and/or style in written communication | ||
WC SLO3. provide credible evidence to support claims and arguments in written communication | ||
WC SLO4. organize thoughts in a logical fashion in written communication | ||
WC SLO5. incorporate elements of written communication that address the needs of a specific audience in written communication |
Simpson requires two policies: The Academic Integrity Policy and the Course Continuity Plan. The faculty development office recommends you consider including the following information, even though it is not required:
- Accommodations for Students with Accessibility Needs
- Inclusive Excellence Statement
- Explanation of Plagiarism
- Sexual Misconduct and Title IX
- Recording Policy
Academic Integrity (Required)
The academic integrity policy should be included on all syllabi.
In all endeavors, Simpson College expects its students to adhere to the strictest standards of honesty and integrity. In keeping with the College’s mission to develop the student’s critical intellectual skills, while fostering personal integrity and moral responsibility, each student is expected to abide by the Simpson College rules for academic integrity. Academic dishonesty includes (but is not limited to) any form of cheating, plagiarism, unauthorized collaboration, misreporting any absence as college-sponsored or college-sanctioned, submitting a paper written in whole or in part by someone else, or submitting a paper that was previously submitted in whole or in substantial part for another class without prior permission. If the student has any questions about whether any action would constitute academic dishonesty, it is imperative that he or she consult the instructor before taking the action. All cases of substantiated academic dishonesty must be reported to the student’s academic advisor and the Dean for Academic Affairs. For further guidance on these rules and their sanctions, please see the college catalog.
Course Continuity Plan (Required)
Should the normal instructional activity on the campus be shortened or interrupted by a campus-wide closing, students will receive information from the instructor or other representative of the college about when and if the course might be continued or completed remotely.
Accommodations for Students with Accessibility Needs (Recommended)
Although there is no requirement to include information about accommodations, it’s good practice to include this information in your syllabi. What follows is an example of how you might do this:
I want everyone in this class to be successful. If you have a physical, sensory, learning, or psychological disability that can interfere with your education, I want you to receive the accommodations to which you are entitled by law. In order for me to provide accommodations to someone, their disability must be documented with the Student Accessibility Office. I cannot assist a student with accommodations that I don’t know are needed, so if you need something, please make sure that you provide me with a copy of the letter from the Director of Student Accessibility describing your accommodations. If you have any further questions on the policies and services for students with disabilities, please refer to the academic catalog or go to https://bit.ly/SimpsonSAS. Please note that Student Accessibility Services can also help if a temporary need for accommodations arises. If you suffer an injury or illness during the semester and would benefit from accommodations, contact Karen Lynch (karen.lynch@simpson.edu or 515-961-1515). To schedule an appointment go to https://simpson.mywconline.com/.
Inclusive Excellence Statement (Recommended)
The following statement is a blend of those created by the College of Education at the University of Iowa and California State University, CSU Chico .
In this class, we will work together to develop a learning community that is inclusive and respectful. Our diversity may be reflected by differences in race, gender identity, culture, age, religion, sexual orientation, socioeconomic background, and myriad other social identities and life experiences. The goal of inclusiveness, in a diverse community, encourages and appreciates expressions of different ideas, opinions, and beliefs, so that conversations and interactions that could potentially be divisive turn instead into opportunities for intellectual and personal enrichment. A dedication to inclusiveness requires respecting what others say, their right to say it, and the thoughtful consideration of others’ communication. Both speaking up and listening are valuable tools for furthering thoughtful, enlightening dialogue. Respecting one another’s individual differences is critical in transforming a collection of diverse individuals into an inclusive, collaborative and excellent learning community.
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: gender identity, sexual orientation, disability, age, socioeconomic status, ethnicity, race, culture, perspective, and other background characteristics.
Your suggestions about how to improve the value of diversity in this course are encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups. In addition, in scheduling exams, I have attempted to avoid conflicts with major religious holidays. If, however, I have inadvertently scheduled an exam or major deadline that creates a conflict with your religious observances, please let me know as soon as possible so that we can make other arrangements.
Names and Pronouns
The University of the Pacific recommends the following statement:
Knowing and applying the names and pronouns that students use is a crucial part of developing a productive learning environment that fosters safety, inclusion, personal dignity, and a sense of belonging across campus. Please let me know your preferred name and your pronouns anytime throughout the semester. I prefer to be called ________ and my pronouns are _______.
Explanation of Plagiarism (Recommended)
The academic integrity statement is a required element in all syllabi, but if you are going to ask your students to write papers, you may also want to include information about plagiarism. Here are a variety of sample plagiarism statements available online.
From the Yale University Center for Teaching and Learning
You must document all of your source material. If you take any text from somebody else, you must make it clear the text is being quoted and where the text comes from. You must also cite any sources from which you obtain numbers, ideas, or other material. If you have any questions about what does or does not constitute plagiarism, ask! Plagiarism is a serious offense and will not be treated lightly. Fortunately, it is also easy to avoid and if you are the least bit careful about giving credit where credit is due you should not run into any problems.
George Mason University provides the following information:
Plagiarism means using the exact words, opinion, or factual information from another person without giving that person credit. Writers give credit through the use of accepted documentation styles, such as parenthetical citation, footnotes, or end notes; a simple listing of books and articles is not sufficient. Plagiarism is the equivalent of intellectual robbery and cannot be tolerated in an academic setting.
Student writers are often confused as to what should be cited. Some think that only direct quotations need to be credited. While direct quotations do need citations, so do paraphrases and summaries of opinions or factual information formerly unknown to the writers or which the writers did not discover themselves. Exceptions to this include factual information which can be obtained from a variety of sources, the writer’s own insights or findings from their own field research, and what has been termed common knowledge. What constitutes common knowledge can sometimes be precarious, and what is common knowledge for one audience may be so for another. In such situations, it is helpful to keep the reader in mind and to think of citations as being reader friendly. In other words, writers provide a citation for any piece of information that they think their readers might want to investigate further. Not only is this attitude considerate of readers and establishes credibility, it will almost certainly ensure that writers will never be guilty of plagiarism.
You may also use or adapt the following:
According to the Excelsior OWL, “plagiarism means to take the words, ideas, or analysis that some other person has written and represent them as their own words, ideas, or analysis” (x). Plagiarism is determined by comparing your writing to the original source; whether you intended to plagiarize is not relevant. If you use the words written by someone else, you need to put quotation marks around those words as well as provide a citation. If you paraphrase someone else’s words, you are still using that person’s ideas. When paraphrasing, be sure to include a citation. In addition, be sure that your paraphrase is really in your words and uses your own sentence structure. Dropping a few words and replacing a few words with synonyms does not count as paraphrasing.
In this class, you should use APA style for your in-text citations and your reference section.
Disclosing Sexual Harassment/Assault (Recommended)
Simpson College and I are committed to providing a safe learning environment for all students that is free of all forms of discrimination and sexual harassment, including sexual assault, domestic violence, dating violence, and stalking. If you (or someone you know) has experienced or experiences any of these incidents, know that you are not alone. Simpson has staff members trained to support you in navigating campus life, accessing health and counseling services, providing academic and housing accommodations, helping with legal protective orders, and more.
If you tell me that you have been sexually harassed in any way, I will listen and believe you. If you are experiencing sexual assault, domestic violence and/or stalking, I hope you will feel comfortable contacting me and letting me help you get connected to campus resources. Please be aware that I am required to disclose information about such misconduct to the Title IX Coordinator, Keyah Levy. Although I have to make that notification, you will control how your case will be handled, including whether or not you wish to pursue a formal complaint. Our goal is to make sure you are aware of the range of options available to you and have access to the resources you need.
Please know that there are people on campus that you can talk to confidentially.
- Counseling Services, 515-961- 1332
- Sexual Assault Response Advocates (SARA), 515-330-6392
- Campus Chaplain, 515-961-1684
Sexual Assault Response Advocates (SARA). SARA provides 24/7 advocacy services to anyone in need of support and/or assistance due to sexual assault. A SARA advocate is on-call 24 hours a day, 7 days a week when classes are in session. You can reach the on-call advocate at 515-330 -6392 by phone or text. When classes are not in session, the SARA line will direct you to contact Polk County Crisis and Advocacy Services at 515-286- 3600. For more information, visit https://simpson.edu/internal/counseling-services-home-page/sexual-assault-response-advocates-sara.
To learn more about Title IX and sexual misconduct, visit https://simpson.edu/campus-life/title-IX
Recording Policy (Recommended)
Class meetings may be recorded by the instructor for student use. To respect the class community, there shall be no other audio or video recording of class activities and no sharing or disseminating recordings or images (including screen shots) of class activities without the permission of the instructor and other members of the class.
Harrington and Thomas (2018) recommend including in the syllabus sources of support available to students. A list of supports for Simpson students is provided below. Alternatively, you can download a Word file containing this information and the recommended inclusivity-related policies.
I want you to be successful in this course. Successful students do not try to handle everything alone; they seek out and receive support from others as needed. Many supportive people and services are available to help you as you strive to achieve your goals.
If you find yourself with questions relevant to course content or assignments, please start by reaching out to me. Here are some other great sources of academic support on campus:
The Center for Academic Resources: CARs provides one place for you to go (located in Mary Berry during the Dunn Library renovation) for help with all your academic needs. All the professional and peer educators in CARs want to help you achieve your goals in a respectful and caring environment. Information about the staff (professional and peer) and programs can be found on the CARs website: https://bit.ly/SimpsonCARs.
- Peer Academic Coaches. Peer academic coaches support and help you to navigate your Simpson learning experience. If you have questions about resources, study strategies (time management and organization, note taking, and test preparation), managing all you need to do, or a need to process an experience related to your learning experience, peer academic coaches are a helpful resource. These students are here to lend you a hand! You can schedule meetings with a Peer Academic Coach via WCOnline – https://simpson.mywconline.com - go to the Peer Academic Coach schedule.
- Peer Academic Leaders (content-area tutors): Tutors are available to support your learning in several disciplines and courses. They can help you with core course concepts such as understanding formulas and approaching problems, how to read textbooks and other course content, and how to successfully study course materials. You can schedule meetings with a Peer Academic Leader via WCOnline – https://simpson.mywconline.com - go to the Peer Academic Leader schedule.
- The Simpson Writing Center (SWC) offers individualized assistance to all Simpson students across the disciplines, and we work on any form of written, oral, visual, or electronic (WOVE) communication. From brainstorming and organizing ideas to revising and polishing drafts, the SWC is prepared for all stages of the composing process. Now, we're not a drop-off-and-fix-it shop — we don't offer paid copyediting or automated error correction. Instead, trained peer consultants help you assess and develop your own work, and the process is highly collaborative.
You can schedule an appointment to meet in person or to have an Online Writing Lab (OWL) consultant read and annotate your paper within 24 hours. To learn more, go to https://bit.ly/scwritingcenter. To schedule an appointment, go to https://simpson.mywconline.com/. The writing center is located in Mary Berry 111.
Additional Academic Resources
- Grammarly. Grammarly offers suggestions to correct your grammar and spelling and to help you write more concisely. Grammarly Premium also offers suggestions for rewriting sentences to improve clarity, word choice, tone, and more.
Simpson has a license with Grammarly so that anyone with a Simpson email address can use Grammarly Premium for free. To learn how to set up your own Grammarly Premium account, go to https://simpson.edu/internal/grammarly-premium. - Student Accessibility Services: I want everyone in this class to be successful. If you have a physical, sensory, learning, or psychological disability that can interfere with your education, I want you to receive the accommodations to which you are entitled by law. For me to provide reasonable accommodations to someone, their disability must be documented with Student Accessibility Services. I cannot assist a student with accommodations that I don’t know are needed, so if you need something, please make sure that you provide me with a copy of the letter from the Director of Student Accessibility describing your accommodations. If you have any further questions on the policies and services for students with disabilities, please refer to the academic catalog or go to http://simpson.edu/academics/student-accessibility/. Please note that Student Accessibility Services can also help if a temporary need for accommodations arises resulting from an illness or injury during the semester. If you have questions, are interested in registering with Student Accessibility Services please reach out to Karen Lynch, Director of Student Accessibility Services, at sas@simpson.edu.
- Student Support Services: Student Support Services provides support for low-income students, first-generation students, and/or students with disabilities. SSS helps students achieve their goals by offering academic skills training, additional academic advising, financial literacy training, career and vocational planning, and more. To enroll in SSS, you need to apply. For details on eligibility and application information, visit https://simpson.edu/internal/student-support-services-english-espanol.
Using the Library @Great Hall: During the renovation of Dunn, the librarians and library services are in Great Hall above Pfeiffer Dining Hall.
Great Hall has a variety of study spaces along with the education methods classroom, curriculum lab, and children’s books/textbooks. Reserve check-out and interlibrary loan pick-ups are also in Great Hall.
There are three ways to request library materials:
- Place a hold for a book online through our Discovery website (click the title of the item you want to request, then press the blue “Place Hold” button on the right side of the item page)
- Send an email to askalibrarian@simpson.edu
- Fill out a request form at Great Hall.
Library staff will pull the item and place it on hold for you. Items will be ready to pick up in 1 business day, and an email will be sent when the item is ready to pick up.
Library questions? Send them to askalibrarian@simpson.edu.
Additional services available in the Library @Great Hall: research assistance, group work spaces, printing (both black/white and color), and check out bikes.
Help with Library Research: Librarians are a valuable resource when you are trying to find sources. Research consultations with a librarian offer expert guidance through the research process: topic selection and refinement, effective online database and web searching, locating and evaluating resources, and compiling a bibliography. Stop by the Research Assistance Center in Great Hall on the second floor of Pfeiffer; ask at the entrance service desk for specific directions. To schedule an appointment, email liz.grimsbo@simpson.edu.
Other Sources of Support
Inability to afford textbooks and food can both interfere with your ability to study effectively; however, there are sources of support available.
- If you do not have enough money to purchase your textbooks, contact Tracie Pavon in Financial Aid. She can determine if you are eligible for a textbook grant from the Simpson Guild.
- If you are having trouble affording food, there are several places to turn for help. There is a food co-op in the entry of Smith Chapel’s Dirlam Lounge. This space has 24-hour access, so you can access the food in the co-op at any time. In addition, there is a community refrigerator in the commuter lounge between Hillman and McNeill. This fridge is stocked by Helping Hand of Warren County.
- Food insecure students (both those who do not have a meal plan and those who have run out of blocks on their food plan before the end of the semester) may be able to obtain food plan meals by contacting Tracie Pavon in Financial Aid.
- If you lack a safe and stable place to live and believe this may affect your performance in the course, you are urged to contact Matt Hansen, Dean of Students and Director of Residence Life, for support.
Mental Health Support: As a student you may experience a range of personal issues that can cause barriers to learning. Some of the more common concerns include difficulty with friends, roommates, or family members; depression and anxiety; sexual identity; lack of motivation or difficulty relaxing, concentrating or studying; eating disorders; substance abuse; sexual assault and sexual abuse recovery; and uncertainties about personal values and beliefs. These mental health concerns or stressful events may lead to diminished academic performance and may reduce your ability to participate in daily activities.
Counseling Services can help you resolve personal concerns that may interfere with your academic progress, social development, and satisfaction at Simpson. To schedule an appointment please call (515) 961- 1332, email counseling.services@simpson.edu, or stop by the office on the second floor of the Kent Campus Center.
If you encounter stressful situations, you may find it more difficult to concentrate. Please reach out for help from one or more of the following resources:
- Counseling Services: Counseling Services can help students resolve personal concerns that may interfere with their academic progress, social development, and satisfaction at Simpson. Some of the more common concerns include difficulty with friends, roommates, or family members; depression and anxiety; sexual identity; lack of motivation or difficulty relaxing, concentrating or studying; eating disorders; substance abuse; sexual assault and sexual abuse recovery; and uncertainties about personal values and beliefs. To schedule an appointment please call (515) 961-1332, email counseling.services@simpson.edu, or stop by the office on the second floor of the Kent Campus Center.
Physical Health Support: Health Services provides a variety of services including the items below. Please visit https://simpson.edu/internal/health-services for the complete list of services.
- Emergency first aid services
- Assessment of illness and injury
- Referral and appointment assistance to appropriate health care providers (physicians, specialists, etc. at the student’s expense)
- Over-the-counter medications and basic medical supplies at no charge.
- Medical equipment at no charge: crutches, slings, ace wraps, ice packs, etc.
- Free testing: Strep, Mono, Urine, Blood Glucose, Pregnancy
- Emergency Contraception offered at discounted rate of $15
To make an appointment, email healthservices@simpson.edu or call 515-961-1604. If no one answers and it is urgent, call security (515-961-1711) and ask to have health services notified via phone.
Sexual Assault Response Advocates (SARA). SARA provides 24/7 advocacy services to anyone in need of support and/or assistance due to sexual assault. A SARA advocate is on-call 24 hours a day, 7 days a week when classes are in session. You can reach the on-call advocate at 515-330-6392 by phone or text. When classes are not in session the SARA line will direct you to contact Polk County Crisis and Advocacy Services at 515-286-3600. For more information, visit https://simpson.edu/internal/counseling-services-home-page/sexual-assault-response-advocates-sara.
Career Development: Career Development provides assistance with choosing a major, career planning, and applying for jobs and internships. To schedule an appointment, go to Handshake, click on Career Center, then select Appointments. You’ll find a link to Handshake on the OneLogin portal or by going to https://simpson.joinhandshake.com/login).
Campus Minister: If you have spiritual concerns or just want support from someone with a religious background, contact the campus minister, Mara Bailey. Her office is in Smith Chapel and her number is 515-961-1684. You can also email her at mara.bailey@simpson.edu.