Required Syllabus Elements

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, unauthorized use of artificial intelligence (AI), fraud (e.g., falsifying documents, forging signatures, altering records.), 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 they consult the instructor before taking the action.

For further guidance on these rules and their sanctions, please see the college catalog (Academic Policies, section 10. Academic Actions).

I truly want everyone in this class to feel supported and have the opportunity to succeed. If you have a physical, sensory, learning, or psychological disability — or if something temporary arises, like an injury or illness — you may be entitled to accommodations that can help remove barriers to learning. I want to make sure you have access to that support.

If you don’t already have accommodations in place, you can begin the process by contacting the Student Accessibility Office. They’ll guide you through the steps, which typically include submitting documentation and meeting with staff to determine what accommodations are appropriate. You can reach them at sas@simpson.edu or stop by Dunn 103. You can also schedule a meeting with Karen Lynch, Director of Student Accessibility Services via Symplicity (accessible through OneLogin). More information is available in the academic catalog or online at https://bit.ly/SCaccessibility.

Once your accommodations are approved, you’ll receive an official letter from the Director of Student Accessibility Services that outlines the support you’re entitled to, but it will not include any details about why you need them. You are never required to share personal or medical information with me. If you choose to share your letter with me (and I hope you will!), I’ll do everything I can to ensure your accommodations are implemented with care and respect.

Please don’t hesitate to reach out if you have questions or need support. I’m here for you.

All instructors are expected to include an AI policy in their syllabus. The specifics of the policy are up to you. Be as clear as you can be about appropriate and inappropriate uses of AI in your course. Links to examples of policies can be found at the bottom of this section.

Including an AI policy in your syllabus is essential in today’s academic environment, regardless of whether you permit its use or not. If you choose not to allow AI tools, it’s important to explain your reasoning—students need to understand that restrictions are in place to protect the integrity of their learning experience and ensure they’re developing essential skills like critical thinking, writing, and problem-solving. On the other hand, if you do allow AI use, setting clear expectations about when and how it can be used helps students engage with these tools ethically and productively. A well-defined policy not only prevents confusion but also fosters a classroom culture of transparency, responsibility, and academic honesty.

Before you decide on your own AI policy, take time to learn more about AI. Here are three specific recommendations:

• Learn how students use AI to learn rather than to cheat by reading “AI to the Rescue” by Beth McMurtrie at the Chronicle of Higher Education: https://www.chronicle.com/special-projects/the-different-voices-of-student-success/ai-to-the-rescue
• Explore the Artificial Intelligence Teaching Guide from the Stanford Teaching Commons: https://teachingcommons.stanford.edu/teaching-guides/artificial-intelligence-teaching-guide
• Review the free Student Guide to Artificial Intelligence by Elon University and the American Association of Colleges and Universities (AAC&U): https://studentguidetoai.org/

Ready to write your own policy? Here are a few helpful resources:

• Try out this policy builder: https://courses.pepperdine.edu/access/content/user/cheard/Twine/Generative_AI_Syllabus_Statement.html
• Review the sample syllabi on NC State University’s Teaching Resources page: https://teaching-resources.delta.ncsu.edu/develop-an-ai-syllabus-statement/
• Review this longer list of policy examples from Vanderbilt College of Arts and Science: https://as.vanderbilt.edu/gci-ai/syllabus-ai-policies/
• Review the default policy about appropriate use of AI from Touro.edu: https://www.touro.edu/students/policies/academic-integrity/artificial-intelligence-ai-addendum/

Instructor Use of AI

You are strongly encouraged to include information in your syllabus about the ways in which you use AI when teaching your course.

Instructor Use of Feedback on Student Writing

I (Sal Meyers) have found it extremely helpful to use AI to help me give higher-quality feedback to students. The text below is what I will put in my own syllabi. Feel free to use or adapt it for your own courses.

One of the most important ways I support your growth as a writer is by giving you clear, honest, and encouraging feedback on your work. I hold high standards because I believe in your ability to meet them. When I give you detailed feedback, it’s because I see your potential and want to help you get there. Please know that receiving a lot of feedback is not a sign that you’re doing poorly; it’s a sign that I’m engaging closely with your ideas, and that I care about your development.

To help make that feedback as clear and useful as possible, I sometimes use generative AI tools like ChatGPT or Claude to assist me. These tools can help me explain my thoughts in more student-friendly language and provide fuller explanations than I always have time to write on my own. That said, I want to be completely transparent with you about how I use these tools—and you get to decide what level of AI involvement you’re comfortable with.

You have three options to choose from:

 Option 1: No AI Use

If you prefer that I do not use any AI tools in your feedback—perhaps for ethical, environmental, or personal reasons—I completely respect that. You’ll receive feedback directly from me, similar to what I provided before AI tools were available: focused and honest, though likely more concise. You’ll still know what needs the most attention, but explanations may be shorter.

 Option 2: AI-Assisted Feedback Without Sharing Your Writing

If you’re okay with me using AI to help refine and expand my written feedback, but you prefer that I not upload your actual paper into the AI, this is a great middle-ground. In this case, I might summarize your issue (e.g., “student needs to elaborate on their discussion of topic X”) and ask the AI to help me rephrase that in more accessible language. The result is slightly longer and warmer feedback, though it may still be somewhat general.

 Option 3: Full AI-Enhanced Feedback With Your Consent

If you’re comfortable allowing me to upload your paper along with my comments to an AI tool, this allows me to generate personalized, in-depth feedback that is specific to your writing. Importantly, the AI is not deciding what to say—I am. What it helps with is writing out the suggestions I would give you if I had unlimited time. For example, instead of simply saying “elaborate on your discussion of topic X,” your feedback might say: “You’ve already discussed A and B in this section—consider adding C or connecting it to D to strengthen your argument.”

You’ll be able to indicate your preference on a short form at the start of the semester, and you can change your choice at any time. No matter which option you choose, please remember: I give feedback because I care about your learning, and I know you are capable of growing as a writer. Feedback isn’t a judgment—it’s an invitation to take your ideas further, and I’ll be right here to support you along the way.

If you ever have questions or concerns about any part of this process, I’m always happy to talk.

Your syllabus should include your name, office location (or location of student hours), email address, and phone number.

Here are a few additional tips.

Preferred Name.  Tell students what you want them to call you (e.g., Dr. Meyers, Professor Meyers, or Sal) in addition to providing your full name and title.

Cell Phone Number. Will you give students your cell phone number? Will you give them a different number from a burner account (https://www.pcmag.com/how-to/burner-accounts-101-how-to-get-extra-numbers-for-a-smartphone)?

How and When to Contact You. Do you prefer students to send you emails or text messages?

When to Expect a Reply. Let students know how long it might take you to reply when they contact you. What time do you stop replying to their messages in the evening? Will you reply within 24 or 48 hours? Should they resend their message if they haven’t received a reply within 24 hours?

How to Schedule an Appointment. Let students know how they can make an appointment with you. Do you want them to email you to set up a time? Do you want them to sign up on a piece of paper outside your office door? Do you use Microsoft Bookings (which is part of your MS Office account provided by the college) or some other online scheduling tool (e.g., calendly.com)?

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.

If your course can be used in partial fulfillment of any of the requirements of Simpson Core or the Engaged Citizenship Curriculum (ECC), information about those requirements and how the course will meet them needs to be included in your syllabus.

For Simpson Core requirements, you can copy the relevant information from Simpson Core Syllabus Grids.

For Engaged Citizenshipship Curriculum requirements, you can copy the relevant information from ECC Grids.

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.

The time and location of student hours (aka office hours) should be clearly indicated in your syllabus. We strongly recommend labeling them student hours instead of office hours. Many students, especially those new to college or from underrepresented backgrounds, misunderstand the term “office hours.” They may believe these are times when professors are busy with their work, not times when students are welcome to visit. Using “student hours” makes it clear that this time is set aside specifically for students, signaling that their presence is expected and encouraged.

Requirements. Full-time faculty members are expected to have at least six hours of student hours per week, and those hours should be spread out across the week. Please refrain from scheduling office hours on Wednesdays from 12:45 to 2 p.m., as this is when faculty meetings are held.

Encourage Students to Come. The teaching and learning center at the University of Albany provides great advice at https://www.albany.edu/teaching-and-learning/teaching-resources/make-office-hours-better, including the following text you could adapt for your own syllabus:

Instructors are required to include a paragraph about Simpson’s academic integrity policy in their syllabi, but there is additional information that it makes sense to add to your syllabus.

Clarify your view of collaboration. Unauthorized collaboration is a violation of Simpson’s academic integrity policy, but students need to know whether collaboration is allowed in your class and on each of your assignments. Two examples from https://mcgraw.princeton.edu/faculty/syllabus-resources-faculty are provided below, but there are more examples on their webpage. You’ll also find additional examples at https://cndls.georgetown.edu/resources/syllabus-policies/collaboration/.

Explain what academic integrity looks like in your class. This might mean explaining what plagiarism is and how to avoid it. You’ll find several examples of explanations of plagiarism at https://sites.google.com/view/syllabus-elements/policies. Here’s another option you could adapt for your own class.

I want you to know that your safety, well-being, and dignity matter deeply to me. No one should ever have to experience sexual harassment, assault, domestic or dating violence, or stalking — and if you have, or if you do, you are not alone. I will listen, I will believe you, and I will help you connect with people who are trained to support you.

If you feel comfortable, you are welcome to reach out to me for help accessing campus resources. Please know that, as a faculty member, I am required to report any disclosures of sexual misconduct to the Title IX Coordinator, Heath Moenck. While I must share that a report has been made, you remain in control of how your situation is handled — including whether or not you wish to pursue a formal complaint. Our shared goal is to ensure that you know your rights, your options, and the support available to you.

Simpson College is committed to providing a learning environment that is free from discrimination, harassment, and violence. There are trained staff members available to assist with health and counseling services, academic or housing accommodations, and legal resources such as protective orders.

If you would prefer to speak with someone confidentially, you can reach out to:

• Counseling Services: 515-961-1332
• Sexual Assault Response Advocates (SARA): 515-330-6392 (call or text, 24/7)
• Campus Chaplain: 515-961-1684

SARAs (Sexual Assault Response Advocates) are Simpson students trained to support and advocate for students impacted by sexual or relationship violence. The phone and text line is completely confidential and staffed 24/7 during the academic year. SARAs are available at 515-330-6392.

For more information, visit https://simpson.edu/community-and-belonging/title-ix/

It is my goal that every student in this class feels seen, respected, and supported. I want the learning environment we create together to serve students from all backgrounds, identities, and perspectives. I strive to ensure that the materials, activities, and conversations in this course reflect a commitment to inclusion — across dimensions such as gender identity, sexual orientation, disability, age, socioeconomic status, race, ethnicity, religion, culture, and more. The diversity you bring to this class is a resource, a strength, and an important part of our shared success.

To support that goal, we’ll work together to build a respectful and inclusive learning community. Each of us contributes to the classroom environment, and our differences — in lived experiences, identities, and viewpoints — have the potential to deepen our understanding. This includes differences in race, culture, age, gender identity, sexual orientation, religious belief, socioeconomic background, and other aspects of who we are.

In an inclusive classroom:

• We appreciate the value of differing perspectives.
• We engage in conversation with openness, curiosity, and respect.
• We listen thoughtfully, speak with care, and recognize the impact of our words.
• We approach challenging discussions not as obstacles, but as opportunities to learn and grow together.

You are always welcome to share suggestions for how I can make this course more inclusive or supportive — for you personally, or for others. I genuinely appreciate your input.

Finally, I have done my best to avoid scheduling exams or major deadlines on religious holidays. If I have inadvertently created a conflict with your religious observances, please let me know as early as possible so we can make alternate arrangements.

Knowing and using the names and pronouns that students go by is an important part of creating a respectful, inclusive, and welcoming learning environment — one where everyone can feel a sense of safety, dignity, and belonging.

You’re welcome to share your preferred name and pronouns with me at any time during the semester, and I will do my best to use them correctly. I understand that names and pronouns can change, and I’m always open to updates.

I go by [your name], and my pronouns are [your pronouns].

To support your learning, I may occasionally record class sessions and make those recordings available for student use. To protect everyone’s privacy and help us maintain a respectful classroom environment, no other audio or video recording, screenshots, or sharing of class content is allowed without the explicit permission of both the instructor and anyone else who appears in the recording. Thank you for helping to create a space where everyone feels safe to participate and learn.

The TLC strongly recommends including a list of support resources available to students. If you prefer, you could put this information on a tab in your Moodle site rather than in the syllabus. This Word file contains the Sources of Support.

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).

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:

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:

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:

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: