SYLLABUS REVIEW
TO INSTRUCTORS
The Academic Senate has devised the following procedure to ensure that all syllabi at Cuyamaca
College are coherent and comprehensive. This procedure was devised not to limit teachers’
creativity but to protect you, the teacher, and the college. Syllabi are technically legal documents;
that is, they will be the ultimate deciding point in any grievance proceeding.
Each semester you will be required to submit to your department chair a copy of the current
syllabus for each course you teach.
Following the suggested procedure will ensure that all of your syllabi will function properly.
THE PROCEDURE
Please use the attached Syllabus Review Checklist to ascertain that you have included all that
ought to be included in your syllabi. Feel free to present the information in any format you want to
(for example, you might combine such items as attendance and grading policies), but keep in
mind that the information in capitals MUST be included in order that your syllabi be truly
comprehensive, supplying all the information your students need.
Submit a copy of each of your syllabi to your department chair by the end of the first week of
classes.
Within two weeks your department chair (or an appointee) will evaluate each syllabus using the
Syllabus Review Checklist (please see attached).
If any syllabus needs improvement, your chair will notify you; otherwise, syllabi will be kept on file.
Items that need improvement will be noted on the Syllabus Review Checklist, and you will be
allowed one week to make changes and return the revised syllabus to your chair for further
review.
Once a revised syllabus has been approved, make new copies immediately, and distribute them
to your students.
SYLLABUS REVIEW
TO DEPARTMENT CHAIRS
The Academic Senate has devised the following procedure to ensure that all syllabi at Cuyamaca
College are coherent and comprehensive. This procedure was devised not to limit teachers’
creativity but to protect teachers and the college. Syllabi are technically legal documents; that is,
they will be the ultimate deciding point in any grievance proceeding.
Each semester all teachers will be required to submit to their department chairs copies of current
syllabi for all their courses.
Following the suggested procedure will ensure that all syllabi will function properly.
PROCEDURE FOR DEPARTMENT CHAIRS (or their appointees)
Collect syllabi from all teachers in your department, for all courses, at the end of the first week of
classes.
By the end of the second week of classes, review the syllabi, noting items that need improvement
on the Syllabus Review Checklist.
Keep approved syllabi on file.
Return syllabi with evaluation checklists to any teachers who need to make improvements,
reminding teachers that they have one week to make corrections and return revised syllabi to
you.
You may also refer instructors to the Syllabus Task Force for further information or suggestions.
When a syllabus is fully approved, have the teacher make new copies and distribute them to his
or her students immediately.
File copies of all approved syllabi in the designated folder in the office of the Vice President of
Instruction.
SYLLABUS REVIEW
PROCEDURE—FOR SENATE CONSIDERATION
The Academic Senate has devised the following procedure to ensure that all syllabi at Cuyamaca
College are coherent and comprehensive. This procedure was devised not to limit teachers’
creativity but to protect teachers and the college. Syllabi are technically legal documents; that is,
they will be the ultimate deciding point in any grievance proceeding.
Each semester teachers will be required to submit to their department chairs a copy of the current
syllabus for each course they teach.
Following the suggested procedure will ensure that all syllabi will function properly.
PROCEDURE FOR INSTRUCTORS
Please use the attached Syllabus Review Checklist to ascertain that you have included all that
ought to be included in your syllabi. Feel free to present the information in any format you want to
(for example, you might combine such items as attendance and grading policies), but keep in
mind that the information in capitals MUST be included in order that your syllabi be truly
comprehensive, supplying all the information your students need.
Submit a copy of each of your syllabi to your department chair by the end of the first week of
classes.
Within two weeks your department chair (or an appointee) will evaluate each syllabus using the
Syllabus Review Checklist (please see attached).
If any syllabus needs improvement, your chair will notify you; otherwise, syllabi will be kept on file.
Items that need improvement will be noted on the Syllabus Review Checklist, and you will be
allowed one week to make changes and return the revised syllabus to your chair for further
review.
Once a revised syllabus has been approved, make new copies immediately, and distribute them
to your students.
PROCEDURE FOR CHAIRS (or their appointees)
Collect syllabi from all teachers in your department, for all courses, at the end of the first week of
classes.
By the end of the second week of classes, review the syllabi, noting items that need improvement
on the Syllabus Review Checklist.
Keep approved syllabi on file.
Return syllabi with evaluation checklists to any teachers who need to make improvements,
reminding teachers that they have one week to make corrections and return revised syllabi to
you.
You may also refer instructors to the Syllabus Task Force for further information or suggestions.
When a syllabus is fully approved, have the teacher make new copies and distribute them to his
or her students immediately.
File copies of all approved syllabi in the designated folder in the office of the Vice President of
Instruction.
SYLLABUS REVIEW CHECKLIST
COLLEGE NAME / DEPARTMENT NAME
CLASS TITLE
SEMESTER / DATE
CLASS NUMBER / SECTION NUMBER
UNITS / ROOM NUMBER(S) / CLASS HOURS
INSTRUCTOR / OFFICE & OFFICE HOURS (if applicable) / PHONE
Needs
attention
■
■
■
■
■
■
COURSE DESCRIPTION (See the official Course Outline and the Department
Supplemental Course Outline)
■
State the length of the class (e.g., 16 weeks, 8 weeks, etc.).
■
Include major topics.
■
List SUGGESTED prerequisites (e.g., other college courses).
PREREQUISITES (official)
■
■
■
■
COURSE OBJECTIVES (See the official Departmental Supplemental Course Outline)
■
Describe the student audience for whom the course is intended.
■
Include learning objectives.
★
State your philosophy clearly.
■
■
■
ASSIGNMENTS
■
List types of assignments (e.g., note-taking, reading, term papers, projectlaboratory-studio exercises, LRC assignments, visits to off-campus sites, work
experience).
■
■
Include the location and hours of operation of learning sites located outside the
official class/laboratory/studio rooms.
■
★
State your philosophy clearly.
■
METHODS OF EVALUATION
■
Describe the types of evaluation (e.g., quizzes, tests, term papers, lab/studio
projects, performances, skill tests, student demonstrations).
■
GRADING POLICY
■
State your grading policy with a clearly quantified scale (e.g., “‘A’ = 100-90%,
‘A’ = 480-500 points”).
■
■
State final grade categories and percentages (e.g., “quizzes = 25% of the final
grade”).
■
■
State additional factors that may affect a student’s grade (e.g., incorrect format).
■
Explain your late- and makeup- quiz, test, and assignment policies.
★
State your philosophy clearly.
■
■
■
SYLLABUS REVIEW CHECKLIST (continued)
Needs
attention
ATTENDANCE
■
State your policy on assignments missed due to late adds, tardiness, or absence,
including information about how a student can make up quizzes, tests, and
assignments.
■
■
Explain your late and makeup quiz, test, and assignment policies.
■
Explain the attendance and late policies you employ to drop students from the
class.
■
■
★
State your philosophy clearly.
■
COURSE MATERIALS TO BE PURCHASED BY THE STUDENT
■
Note whether the materials are required, not required, or suggested.
■
Note any materials reserved in the LRC.
■
List types or brands.
■
Name places where the materials may be purchased.
■
■
■
■
CALENDAR/SCHEDULE/CONTENT OUTLINE
■
Include dates of holidays.
■
Note the last day to drop the class and to withdraw with no record.
■
Provide a detailed class-by-class breakdown with dates of the following
— Lecture/discussion topics
— Assignments
— Dates of quizzes, term papers, tests, midterm exams, final exam, etc.
★ THE FOLLOWING INFORMATION MUST BE INCLUDED SOMEWHERE ON YOUR SYLLABUS.
■ This course adheres to the policies outlined in the Cuyamaca College catalogue. For further
information, see Academic Policies stated in the catalogue.
GENERAL GRAPHIC APPEARANCE OF SYLLABUS
For more information, you may also refer to “Striving for Excellence: Developing an Effective
Syllabus” which has been prepared by the Academic Senate, Cuyamaca College, 1989.
■
■
■
■
■
SAMPLE SYLLABUS
Course title, location, and
other basic information
Prerequisites
English 1
Timothy 20 College C
L. Pagaard
o
, Cuyamac mposition an
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PREREQU
Fall 1997 Reading (3 unit
ISITES
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SAMPLE SYLLABUS (continued)
Assignments
(continued)
Grading policy;
in combination with
“Course Requirements”
this section also outlines
methods of evaluation
extensively
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n
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Consequen sponsible in a concr uld dominate your signments in other
t
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l feature qu g assignments in th nless I ★ Completion
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choose two ther inside or outs nsider a specific qu the assigned readin r. hours of abs e. But as for the le st attend ever y cla
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how the au the week’s readings ide of class. Otherw tion about a parti s. ness espec ence if you want to al limit, you may ac session in order to
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moment to thors have put the , and respond to ea ise though, simply - class time. lly distracting and pass English 120. cumulate only four
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assignmen , and other elemen . Further, spelling o pages. Two points
ese hours
Other
office, E-1
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count her ts which affect the punctuation, gram
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Wednesday
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grades of
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Tuesdays
other writi
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urther, I w
policies
5–6pm
appointm ill make every effo
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also may t. Call me at 660 rt to be accessible
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contact m
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es
sa
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■
ou
Attendance
policy
Office hours,
phone, e-mail
[Please note that the author of this
syllabus has taken considerable pains to
present it in a pleasing, easy-to-read
graphic format. Good graphic design
enhances students’ perception of the
quality of their education. Further, your
professionalism encourages them to
take your course seriously.]
SAMPLE SYLLABUS (continued)
Schedule and
content
outline
Notice that
admissions
information
is also
included
SCHEDUL
E
You will b
e
the work held responsible o
lis
n
lan Reader ted (including read the following dat
es
“Nilsen (2 . A name followed ings). Page number for having comple
b
2
Cowley (4
begins on 9)” means “Read y a number refers s refer to The MacMted
7
to
th
p
outline of 8); conference grou
Questions age 229.” You nee e entire essay by an entire essay: E ilessay # 3
p C: thesis
A
following
.g
d not sub
lle
.,
statement
en
P.
2
N
0
der you in
each essay,
mit answer
ilsen whic
Read Wal
and
h
p
b
s
ke
re
u
in
t
r
p
ar
st
w
(4
u
ri
in
2
8
d
ti
2
5
g for quiz
ying them
your journ
n
),
g
W
T
to
or
h
o
ks
th
m
ho
e
as (495),
zes. They
p: draft of
al
w
ill
re
sp
b
y
o
n
n
Bra
o
m
se
material n
ca
group A:
ot connecte s. Please note that ay also provide dir means hindraft of es usal analysis essay d dy (530)
ec
en
d with the
say # 3
ue; confere
27 Read
assigned te tries below in italics tion for
nce
August 2
C
xts.
refer to
5 Syllabu
29 Read hapman (437), K
s;
in
ozol (500
troduction
Raspberry
27 Introd
), Win
to college
(54
causal an
uctio
alysis essay 8), Didion (“In Bed n (541)
assignmen n (continued); dia writing
due; no co
,” 711);
gnostic in
t; read “T
N
o
ve
n
m
fe
b
re
-cla
introductio
er 3 Intr
he
nces
oduction to
n to the w Writing Process” ss journal
Septemb
riting lab
(13–35);
essay assig
er 1 No
persuasi
nm
mee
5 Argum on; read “Argumen ent #4: argumenta
3 Introd ting—Labor Day
tation-Per
tion/
entation/p
uction to
suasio
er
su
es
B
say
: thesis sta
a
read “Exe
tement an sion (continued); n” (557–594)
mplificatio assignment #1: exem
co
d outline
(6 Septem
10 Libra
of essay # nference group
ber is the la n” (205–220), Nils plification;
ry tou
4
of W)
en
st day to w
directions r (meet upstairs in
ithdraw w (229); no lab
at the refe
th
ithout a gr
rence desk) e library; ask for
researc
8 The an
ade
; introduct
atom
12 Resea h paper
ion to the
read “The y of an essay;
rch (conti
Writin
10 Works
Hentoff (6 nued); read Mar
hop: draft g Process” (35–79
2
zo
9
llo
);
co
(595), Tw
nference gr
outline of
of ex
)
group A:
ain
ou
es
draft of es emplification essay
withdraw say # 4 (15 Novem p C: thesis statemen (609),
due; confe
say # 1
15 Read
be
w
r
it
re
h
is
n
a
the last da t and
ce
gr
a
Dillard (1
d
e
of
17 Read
y to
W)
22), Carey
introductio
S
(22
19 Works wift (618), Nizer
Response fo n to MLA format a 1), Thurber (239);
(6
ho
7
p:
0
),
d
ra
Jo
nd to my E
hnson (67
rm
17 Read
all revision ft of argumenta
5)
valuation
tion
Ehre
s due; con
/
ference gr /persuasion essay d
exemplifica nreich (261), McC
2
4
R
ou
ea
ue;
p B: draft
d Paglia (6
lintock (3
tion essay
of essay #
1
due; no co
38), Jacob
22 Introd
Go from
4
nferences 5);
y
(6
4
H
uction to
5
ere: Com
26 Read
essay assig
munity or ), King (“Where D
“Proce
Kline
n
o We
24 Postm ss Analysis” (333–3 ment #2: process an
persuasion (651), Curtis (65 Chaos?” 701)
7);
alysis; read
ortem
essay due;
49)
December
no confere argumentation/
Hubbell (3 : exemplification es
1 Introd
nces
sa
5
y;
u
5
ct
re
);
io
ad Lea
confe
outline of
read “Co n to essay assignmen
essay # 2 rence group B: thes cock (350),
mparison-C
t
is
st
3
a
te
29
ment and
Read Wh
ontrast” (3 #5: comparison/con
it
October Read Orwell (17
trast;
group A: e (129), Carson (4 95–409)
1 Worksho
2), Mitfo
thesis state
10), Britt
rd (3
p: d
m
(4
en
1
t
4
group C: raft of process ana 61), Roberts (369
);
a
n
8 Introd
co
d outline
draft of es
lysis essay d
)
of essay # nference
say # 2
ue; confere
10 Works uction to essay exam
5
6 Read W
nce
hop: draft
s; final exa
at
ki
of com
m revi
conference
8 Read C ns (181), Hug
hes (1
group C: parison/contrast es ew
ole
draft of es
say due;
no confere (524), Woolf (688 91), Goldstein (3
1
5
sa
Se
y
ct
#
io
nces
); process a
2
5
n 0771 on
nalysis essa 4)
ly
(S
13 Introd
F
ec
in
ti
a
on
l examina
y due;
uctio
tion; compa 0773 does not mee
journa
“Cause n to essay assign
t):
rison/contr
17 Sectio l due
ast essay d
15 Postm -Effect” (449–46 ment #3: causal an
n 077
ue;
6)
alysis; read
ortem: proc
Final exa 3 only (Section 07
ess analysi
mination;
71 does not
s essay; read
co
jo
m
urnal due
mparison/c
Gallup (4
ee
★ This sc
67),
ontrast essa t):
hedu
y due;
further not le is subject to chan
ge but shou
ice.
ld be adhe
red to clos
ely until
This cours
e adheres
to policies
Catalogue
policy
disclaimer
outlined in
the Cuyam
aca College
catalogue.
For furthe
r informa
tion consu
lt
“Academic
Policies”
in the cata
logue.