1. Teaching and Learning Center
  2. Required Syllabus Elements

Required Syllabus Elements

Simpson requires that each syllabus for an undergraduate course includes

  • contact information and student hours (formerly known as office hours)
  • engaged learning hours
  • general education and program objectives
  • academic integrity policy
  • accommodations for students with accessibility needs
  • course continuity policy
  • AI policy

The Teaching and Learning Center recommends that you also include statements about inclusive excellence, names and pronouns, disclosing sexual harassment/assault, recording policy, an explanation of what academic integrity means in the context of your specific course, and a list of supports for students.

Contact Information and Student Hours

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)?

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:

Student hours: One of the secrets of success in college is building relationships with your professors, and that’s why I have set aside time each week to meet with you. While I want you to come to me if you are facing challenges in the course, that isn’t the only reason to stop by. You may want to discuss an upcoming assignment, talk about something that came up in class that was really interesting to you, talk about other courses in the major, or just stop by to chat. It can be a good idea to make some notes about what you’d like to discuss, especially if you have specific questions that you’d like to ask, to help us get our conversation started. And don’t hesitate to bring classmates with you!

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.

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

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

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

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

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

General Education

Simpson Core Learning Outcomes

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 ECC requirements, the relevant information is provided below.

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.

ECC Learning Outcomes

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

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.

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

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

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

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

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

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

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

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

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

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

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

Policies

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 SAS. 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.

To learn more about Title IX and sexual misconduct, visit 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.

Policies

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 the he or she 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).

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/.

Freshman Seminar
Collaborative learning—that is, working together on assignments with one or more classmates or other students—can often be a very effective technique for mastering material.  It can also get you into a lot of trouble (collaborating on an assignment that you are required to do by yourself is called “cheating,” and it can put you in front of a disciplinary committee). Rules differ from assignment to assignment and course to course.  When in doubt, ask.Here are some rules and guidelines applicable to this course:

Reading assignments. You can always gather with classmates to discuss readings in advance of class. Doing so is a great way to learn the material.  Keep in mind, however, that reading itself is a solitary act—you need to read cases on your own before you begin discussing them with others. If you rely on other people to tell you what they say, you will understand them less well. And studies suggest that when students read the material in groups, they actually learn it less well—reading gives way to talking.

Individually authored papers. You may ask classmates (or other students) to read a draft of your paper, to identify flawed or unpersuasive arguments, and to mark grammatical errors or awkwardly written sentences.  You may NOT, however, have the classmates (or other students) revise or edit the paper for you.  Nor may you allow them to suggest new or better arguments that you did not come up with yourself.  In other words, you are responsible for generating both the content of the paper and its style or presentation, and you cannot allow anyone else to take these responsibilities from you.

Joint projects.  On these projects, I encourage you to collaborate fully with the other students assigned to your topic.  You can edit one another’s drafts of the background memo, for example. You can also rehearse your oral presentations, and you can accept suggestions from your partner about how to improve your arguments. (These rules apply, however, only to collaborations with other students assigned to your team; the rules of individually authored papers apply with regard to other students in the class and with regard to anyone not in the class.)

 

Econometrics Course
You may work with other students on the problem sets, but the answers you submit must represent your own understanding of the solutions. Direct copying is not permitted and will be treated as cheating. In any event, it is not in your own interest to rely heavily on others in doing the problems. As with mathematical or analytical subjects, econometrics can be understood only by working problems.  If you do not do most of the problems yourself, understanding of the course will suffer, and as a result, so will your grade.

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 feel confident and supported as you do your best work in this class. Part of that means understanding what academic integrity looks like here. Since expectations can vary across different classes and instructors, here’s how we’ll approach it together in this course.

Working Together on Daily Assignments
Collaboration can be a great way to learn! You’re more than welcome to work with your classmates on daily assignments. Just make sure that when it comes time to write your own responses, you’re expressing your understanding in your own words. It’s totally normal for students to have similar content, but everyone’s work should reflect their individual voice and thinking.

Exams
Exams are designed to show what you know, so you’ll need to complete them on your own and without any notes. That includes anything that could give you an unfair advantage. Doing your own work is the best way to get an accurate sense of your progress—and that’s what really matters.

Group Exam Retakes
We’ll sometimes do group retakes for extra credit (yay!), and during those, your group should work only with each other—no books or notes. Think of it as a chance to reinforce your learning and help each other grow.

Using Sources in Your Writing
Whenever you’re writing—whether it’s a short response or a longer assignment—it’s important to give credit where it’s due. If you borrow someone else’s words, ideas, or analysis, make sure to acknowledge them properly. As the Excelsior OWL explains, plagiarism is when you present someone else’s work as your own, whether you mean to or not. To avoid this, use quotation marks for direct quotes and include a citation. If you’re paraphrasing, be sure to really put things in your own words and structure—and don’t forget to cite those, too!

Citation Style
In this class, we’ll use APA style for citations and reference lists. If you ever feel unsure about how to do that, don’t hesitate to ask—I’m here to help!

A Final Note
Even if something came up in our class discussions or readings, go ahead and cite it. It’s always better to be safe and show where your knowledge is coming from. Think of citations not as a chore but as a way to celebrate the learning you’re doing.

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:

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

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.

 

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.

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.

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].

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/

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.