Course Syllabus Resources

All course sponsors are highly encouraged to use the Syllabus Template or follow a very similar format including headers and language to make the information easy and clear for both students taking the course and reviewers to locate during governance.

Instructors may insert additional information and/or sections as needed for their course, add their unit wordmark, or adapt language or formatting as needed, as long as the required content is easily found. This information supplements any additional guidelines from an instructor’s college or unit. We encourage instructors to also consult other resources (e.g., from CITL or their respective college/unit), and units to adopt their own syllabus template.

Course Syllabus Requirements (all courses)

The information in this section are required elements for all course syllabi, in accordance with the Higher Learning Commission (HLC), the University accrediting body.

Course Information

  • Contact hours (e.g. “Class meets MWF 9:00 to 9:50 a.m.” or “Will meet for 2 hours 50 minutes per week for 16 weeks” when specific days/times are not known).
    • Helpful information regarding Course Credit and Contact Hours can be found on the Assigning Credit Hours website.
    • For asynchronous courses, contact hours can be calculated based on estimates of student time spent on viewing recorded lectures, participating in interactions with the instructor on discussion boards, completing quizzes, or participating in any other activity that replaces an in-class assignment. Contact hours do not include work spent “outside of class” on assignments, readings, or any other activity that would typically be considered homework. In the syllabus, include a statement about the number of ‘contact’ hours and what all for the specific course is included in that calculation (e.g. Contact Hours: 3 hours/week of students reviewing powerpoint materials, watching related video content, completing quizzes, and taking exams.)
  • Course Duration in a semester– Full semester (16 weeks), 8 weeks, etc. If this is not included, it will be assumed that it is a Full semester offering.

Instructor Information

  • Instructor: (Name)
  • Instructor contact information: (e.g., email address, phone)
  • Instructor Drop-in hours for students/Office Hours: Times the Instructor is available for student open hours
    • Be clear about your office hours. Many college students are often unfamiliar with terms like ‘office hours’ (which they may believe to be hours their instructor is not available) so they may not stop by to get help without a more detailed explanation. Be clear about what they might discuss during your available hours and why it is important for students to use them. Be sure to explain when and where they will be held and how to reach out if they need to meet outside your stated times. You might also consider calling them something friendly like “Student Hours” or “Ask Me Anything Hours”. If you have a TA, explain their role in the course and what help students can expect from TAs versus the Instructor.

Course Details

Note: For Special Topics Syllabus:

  • include the range of credits for which the course will be offered
  • weekly contact hours that will equate to each hour of credit
  • information that holds true across sections (e.g., maybe only certain faculty can teach under this rubric or maybe there’s a specific topic umbrella into which the course topic must fit, etc.)
Course Syllabus Recommendations (all courses)

It is strongly recommended that the syllabus also contain the recommended elements below. Certain elements may be required for General Education or Graduate courses (please see other resources on this page).

Course Information

  • Course Rubric (Subject) & Number (e.g., AAS 100)
  • Title of Course
  • Course Term & Year (e.g., Spring 2027)
  • Course Duration (e.g., Full Semester; 8 week)
  • Course Format: (e.g., in-person; virtual & synchronous)
  • Course Location: Physical Room #, Zoom link, etc. (if unknown for future term, may use most recent location)
  • Weekly Hours of Expected Student Work, apart from instruction time: (e.g., 6 hours outside of class per week)
  • Credit Hours: # (e.g., 3)

Instructor Information

  • Instructor office location: (e.g., physical room, Zoom link, etc.)
  • Teaching Assistant Information: (if applicable) following same format as instructor

Course Details

  • Course Description
    Provide a general overview of the course, using the Course Catalog description for reference.
  • Prerequisites (if applicable)
    List prerequisites for the course, if any.

Course Materials/Learning Resources

  • Learning Management System (if applicable)
    Include the Learning Management System (LMS) used in the course with a link to the system (e.g., This course uses the Learning Management System Canvas). May include additional information such as “This course requires students use the Canvas course website often. All assignments (unless otherwise noted) will be submitted using Canvas. Lecture slides and other resources will be posted on Canvas. If you have issues accessing Canvas, please contact XXX.”
  • Required and Recommended Course Readings (if applicable)
    List what texts, if any, students are required or recommended to obtain (e.g., purchase textbooks, access journal articles), information that identifies the version of the texts (e.g., edition, year of publication), and where they can acquire/access them (e.g., Illini Union Bookstore, Canvas). Due dates of readings should be included in the “Course Schedule” section below.
  • Required and Recommended Materials (if applicable)
    List materials, if any, students are required or recommended to obtain (e.g., paint and brushes) and where they can acquire/access them.
  • Required Equipment (if applicable)
    List what equipment, if any, students are required to obtain and where they can acquire/access them (e.g., functioning webcam and microphone if participation is required in an online course).
  • Required Software (if applicable)
    List what software, if any, students are required to purchase and where they can acquire/access them (e.g., link to Webstore for available software; link to Microsoft Office if assignments are to be completed in Word).

Course Requirements, Course Policies, and Campus Policies

Include detailed information about the grading breakdown, assignments, late assignment policy, attendance and participation, absence policy, final letter grades, and other course and campus policies. The order and format of these items may be combined, customized, or reordered as long as the information is clearly marked and easy to find. Examples of these Sections on the Syllabus are available below, including Grading Breakdown, Attendance & Participation Statements, Assignments, Grading Scale, and others.

Grading Breakdown

Include a detailed breakdown of course grading, including points and percentage of the grade.

Grading Breakdown Examples

The examples below could be adapted or used as a guide.


Grading Breakdown (Example 1)

Grades are determined by the following assignment and exam breakdown:

  • Assignment #1: (# Points) 25%
  • Assignment #2: (# Points) 15%
  • Assignment #3: (# Points) 10%
  • Midterm Exam: (# Points) 25%
  • Final Exam: (# Points) 25%

Grading Breakdown (Example 2)

Grading Breakdown (Example 3)

ItemPoints (% of Course Grade)
Weekly assignments (10 total for 5 points each)50 points (50%)
Reflection prompts (5 total for 2 points each)10 points (10%)
Midterm exam15 points (15%)
Final exam25 points (25%)
Total100 points
Grading Breakdown Example 3 Table

Assignments

Include a brief description of all major assignments. Due dates of readings could be included in the “Course Schedule” section and could also be included in this section. Grading detail should either be included in the “Grading Breakdown” section, or may be combined with the list of assignments.

Assignments Examples

Assignments (Example 1)

Assignments & Grading Breakdown (Example 2)

This course is taught in person and evaluated based on four components: attendance & participation (10%); weekly informal writing assignments (20%); two essays (30%); and two exams (40%).

Attendance & Participation (10%)
Success in this course depends on active, regular engagement with course materials, readings, and discussions. You are expected to come to class on time and ready to discuss the assigned readings for the day. (Additional text to detail out participation and attendance, in-class activities, and how the grade will be determined)

Writing Assignments (20%)
Each week, you will participate in a weekly online forum, which provides an opportunity to engage deeply with assigned readings and materials. Informal writing will be calculated out of 150 points, accounting for 20% of your final grade.

  • Initial forum discussion responses (10 points each): Each week, there will be 3 or 4 prompts to help you think about the assigned documents. (Additional details about responses, including what is required, when they are due, how to submit, and how they are graded)
  • Comments (5 points): To ensure that your informal writing is integrated into course discussions and to build rapport, you will return to our discussion board by Friday and respond to at least two classmates’ posts. (Additional details about responses, including what is required, when they are due, how to submit, and how they are graded)

Paper Assignment (30%)

The paper accounts for 30% of your grade, achieved through the completion of two assignments, each worth 15% of your final grade. (Additional details about paper, including what is required, when they are due, how to submit, and how they are graded)

Exams (40%)
Two Exams (15% each) are non-cumulative. (Additional details about exams, including what is included, when/how they are taken, and how they are graded)

Late Assignment Policy

Outline the policy on late assignments (e.g., a certain number of points or percentage from total grade deducted each day after due date, no points are deducted if instructor is contacted a certain amount of time in advance of due date, etc.).

Late Assignment Policy Examples

Late Assignment Policy (Example 1)

Formal assignments will be accepted with a 2% reduction per day unless arrangements are made in advance. If a paper will be late, please submit whatever you have by the deadline, and the penalty will be reduced by half (1%). I typically do not accept late submissions for informal assignments, so please plan accordingly. Formal assignments will not be accepted more than two weeks after the deadline, except in extraordinary cases. Some consideration may be given in extenuating circumstances, like prolonged illness; please be in touch to discuss.


Late Assignment Policy (Example 2)

Late or incomplete assignments will not be given full credit unless the student has contacted the instructor prior to the due date of the assignment (or in the case of emergencies, as soon as practicable) and the reason falls under the absence policy. There will be a 10% reduction per day for any assignment or quiz submitted late up to 50% of the grade. Students may submit any late assignments for 50% credit up until 11:59 PM Central Time on Reading Day.


Late Assignment Policy (Example 3)

All weekly assignments are due on Canvas by 11:59PM Central Time (unless otherwise noted). If a problem on Canvas emerges, you should reach out to the Help Desk and your instructor to try and get it resolved as soon as possible. We recommend submitting assignments at least one day before they are due so you have time to resolve any issues if they occur. If you continue to have issues, you need to e-mail the written assignment to your instructor leader PRIOR to the deadline, if possible. The time stamp on the email must be at 11:59PM or earlier, otherwise your assignment will be considered late and will be penalized.

Assignments are expected to be submitted on time; failure to submit by the due date and time will result in a reduction of points (unless an extension has been granted by the instructor). Late assignments will receive a penalty of 10% per day (including weekends) of the possible assignment total until the assignment is submitted, with a maximum deduction of 50% of the assignment’s total point value. Late assignments will be accepted up until the last day of class.

Class Attendance & Participation Policy

Expectations and/or grading based on class attendance/participation must be included so students are aware. The Student Code (Article 1, Part 5 – Class Attendance) states “Regular class attendance is expected of all students at the university.”

Describe any other requirements for attendance, participation, class conduct, etc. Note any requirements regarding excused absences, late work, make-up exams, use of electronics, etc. Class discussion/participation grades must be based on the quality of what was said and how it added to the discussion, rather than the quantity of the participation by a student. Class discussion/participation should evaluate actual participation and not mere attendance.

Class Attendance & Participation Policy Examples

Class Attendance & Participation Policy (Example 1)

Regular class attendance is expected of all students at the university. The authority to excuse absences rests with the course instructors, subject to the requirement to reasonably accommodate class absences (see ‘Absence Policy’ below). Enrollment in this course includes expectation of regular attendance and this is reflected in the Participation Grade. If you find you must miss (or have missed) class, contact the instructor as soon as possible. Repeated tardiness or leaving sessions early may be considered an unexcused absence unless alternate arrangements have been made with the instructor.

Class Attendance Policy & Participation (Example 2)

Success in this course depends on active, regular engagement with course materials, readings, and discussions. You are expected to come to class on time and ready to discuss the assigned readings for the day. If speaking up is difficult for you, please be in touch early in the semester so we can strategize alternative methods of participation, including attending office hours, submitting discussion questions, and/or extended or additional written responses. You may miss two classes with no impact on your grade, no questions asked; additional absences will impact your grade. Except in extenuating circumstances, missing more than ten classes will result in automatically failing the course.

Class Attendance Policy & Participation (Example 3)

Attendance in lectures is expected and factors in your overall grade as participation points. The lecture is our chance for interaction, and because there are limited readings for this course, lecture notes serve as the primary material for exams. Participation grades will include ‘participation questions’ that will be posted along with each class’s materials in Canvas. ‘Participation questions’ must be answered before the beginning of the next class.

Online Class Participation (Example 4)

Goal and Purpose of Assignment:

  • The goal of the section review participation is to engage in reflective thinking about course material with classmates/the instructor. The purpose of the section review participation is to resemble discussions that would be had in synchronous or in-person courses to allow students to hear multiple perspectives on course material to deepen your learning.

Assignment Outline/Overview:

  • Have 2 RESPONSES to EITHER 1) questions posed by peers that you are answering OR 2) to additional questions you are asking of a peer, OR 3) to a summary of what you learned from reading a peers’ threads (ONLY when there are no questions on your section review or if a peer hasn’t responded to your question on their section review).

Section Review Participation Requirements:

  • To be involved in multiple discussions about the course material whether it is through any combination of responses to 1) questions posed that you are answering, 2) to additional questions you are asking, or 3) to a summary of what you learned from reading students’ threads.
  • The discussions need to at least add up to 2 paragraphs (one paragraph per question that you answer). The number two is because each question you respond to is worth 5-points for a total of 10-points for both questions.
  • Discussions need to be thoughtful and use critical thinking.
  • Responses between classmates should be respectful.

Other Things to Consider:

  • This part of the review assignment is more focused on class participation. It also allows you to hear the perspective of your classmates and to further your understanding of course material.
  • Only having a couple sentences for responses are not sufficient to earn full credit.
    • It helps to not wait until the last minute/ due date to start working on responses.

Absence Policy

Reminders for Faculty: Please note that students may not always be eligible to obtain an absence letter from the Office of the Dean of Students for missed classes. The above link provides more information regarding the circumstances in which a student may request a letter.  The Office of the Dean of Students provides sample syllabus language regarding missed classes and missed exams should it be helpful in crafting course policies. 

Syllabus Language: The Student Code outlines those circumstances in which a student may be eligible to obtain a letter from the Office of the Dean of Students for missed class.  When eligible, students must submit an absence letter request within two weeks of returning to class following the absence.

Final Letter Grades/Grading Scale

Include information about how the final letter grades are determined.

Final Letter Grades/Grading Scale Examples

Final Letter Grades/Grading Scale (Example 1)

Percentage RangeGrade
98.00% – 100.00%A+
93.00% – 97.99%A
90.00% – 92.99%A-
87.00% – 89.99%B+
83.00% – 86.99%B
80.00% – 82.99%B-
77.00% – 79.99%C+
73.00% – 76.99%C
70.00% – 72.99%C-
67.00% – 69.99%D+
63.00% – 66.99%D
60.00% – 62.99%D-
59.00% and belowF
Final Letter Grades/Grading Scale Example 1

Final Letter Grades/Grading Scale (Example 2)

Grade percent is rounded up or down to the nearest whole number (e.g., 96.4999% would be an A, but 96.5000% would be an A+)

A+: 98 and above
A: 94-97
A-: 90-93

B+: 87-89
B: 83-86
B-: 80-82

C+: 77-79
C: 73-76
C-: 70-72 D+: 67-69
D: 60-66
F: 59 and below

Course Schedule

Include a detailed course schedule that includes the due dates of major assignments and exams. Typically provided at the very end of the syllabus, but based on instructor preference.

Course Schedule Examples

Course Schedule (Example 1)

Below is the planned course schedule for this semester. Schedule subject to change. Instructor will communicate any changes to students.

DateReading, Assignment, Exam, etc.Topic
Week #/Class #
Day, Date 1
Reading 1 (in class)Topic 1
Week #/Class #
Day, Date 2
Reading 2 (due before class)
Reading 3
(due before class)
Assignment 1 (due online by 11:59pm)
Topic 1 (continued)
Week #/Class #
Day, Date 3
Quiz 1 (in class)Topic 2
Course Schedule Example 1

Course Schedule (Example 2)

Below is the planned course schedule for this semester. Text 1 refers to (Textbook Name). Text 2 refers to (Textbook Name). All other reading materials will be posted to Canvas. Assignment and Project details will be posted to and must be submitted in Canvas. Schedule subject to change. Instructor will communicate any changes to students.

Week 1: Introduction // Topic 1

Date 1 (W) Introduction to the Course
Date 2 (Su by 11:59 PM) Submit introductory questionnaire (Assignment 1) and syllabus quiz (Quiz 1)

Week 2: Topic 2

Date 3 (M) Discuss: Text 1 (pp. 1-50); Article 1. (Read before class). Lecture: Lecture Title 1
Date 4 (W) Discuss: Text 1 (pp. 51-75); Article 2; Article 3. (Read before class). Lecture: Lecture Title 2
Date 5 (Su by 11:59 PM) Submit inquiry post 1 (Assignment 2)

Week 3: Topic 3

Date 6 (M) Discuss: Text 2 (pp. 358-398); Article 4. (Read before class). Lecture: Lecture Title 3
Date 7 (W) Discuss: Article 5. (Read before class). Lecture: Lecture Title 4
Date 8 (Su by 11:59 PM) Submit inquiry post 2 (Assignment 3)


Course Schedule (Example 3)

Week #: Topic
Objectives:
  • [Objectives]
Live Sessions: (two 50 minute sessions)
  • include dates, times, and agenda
Canvas: (3-6 hours per week)
  • Knowledge Check 1 (Date/Time Due)
  • Quiz 1 (Date/Time Due)
  • Readings (Date/Time Due)
  • Discussion Board
  • Assignments
  • Supplemental Material:
    • Video Lecture Review
Week #: Topic
Objectives:
  • [Objectives]
Live Sessions: (two 50 minute sessions)
  • include dates, times, and agenda
Canvas: (3-6 hours per week)
  • Knowledge Check 1 (Date/Time Due)
  • Quiz 1 (Date/Time Due)
  • Readings (Date/Time Due)
  • Discussion Board
  • Assignments
  • Supplemental Material:
    • Video Lecture Review

Course Schedule (Example 4)

Week-by-Week Topic and Assignment Schedule

Below is the planned course schedule for this semester. Schedule subject to change. Instructor will communicate any changes to students.

WeekTopic, Objectives, In-Class ActivitiesParticipation
Points
Assignment/Reading (Points) Due Date/Time
1
[Week of Jan 16]
Welcome!
Intro
Syllabus Review
Talking/Emailing 
Professors/Office Hours
Meet your Classmates
10Weekly Reflection (1) 10 January 24 @ 11:59pm
My Story (10) January 24 @ 11:59pm
Sample Email to Professor (5) January 24 @ 11:59pm Syllabus Review (10) January 24 @ 11:59pm
2
[Week of Jan 23]
Topic 1

Topic 2
10Weekly Reflection (5) 10 January 31 @ 11:59pm
Reading 1 (Before Class)
Reading 2 (Before Class)
3
[Week of Jan 30]
Topic 3

Topic 4
10Weekly Reflection 3 (10) February 7 @ 11:59pm
Assignment 1 (5) February 7 @ 11:59pm
Reading 3 (Before Class)
Reading 4 (Before Class)
4
[Week of Feb 6]
Topic 5

Topic 6                                           
10Weekly Reflection 4 (10) February 14 @ 11:59pm
Quiz 1 (10) February 14 @ 11:59pm
Reading 5 (Before Class)
5
[Week of Feb 13]
Topic 7 & Review Material

Exam 1 (In Class)
10Reading 6 (Before Class)

Exam 1 (50) Open Notes
TOTAL80260
TOTAL COURSE POINTS POSSIBLE = 340 Points
Course Schedule Example 4

Academic Integrity

The example language below can be adopted in whole or used as a guideline.

The University of Illinois Urbana-Champaign Student Code should also be considered as a part of the syllabus. Students should pay particular attention to Article 1, Part 4: Academic Integrity. Read the Code at the following URL: http://studentcode.illinois.edu/.

Academic dishonesty may result in a failing grade. Every student is expected to review and abide by the Academic Integrity Policy: https://studentcode.illinois.edu/article1/part4/1-401/. Ignorance is not an excuse for any academic dishonesty. It is your responsibility to read this policy to avoid any misunderstanding. Do not hesitate to ask the instructor(s) if you are ever in doubt about what constitutes plagiarism, cheating, or any other breach of academic integrity.

Students with Disabilities

The example language below can be adopted in whole or used as a guideline.

To obtain disability-related academic adjustments and/or auxiliary aids, students with disabilities must contact the course instructor as soon as possible and provide the instructor with a Letter of Academic Accommodations from Disability Resources and Educational Services (DRES). To ensure that disability-related concerns are properly addressed from the beginning, students with disabilities who require assistance to participate in this class should apply for services with DRES and see the instructor as soon as possible. If you need accommodations for any sort of disability, please speak to me after class, or make an appointment to see me or see me during my office hours. DRES provides students with academic accommodations, access, and support services. To contact DRES, you may visit 1207 S. Oak St., Champaign, call 217-333-1970, e-mail disability@illinois.edu or visit the DRES website at https://dres.illinois.edu/. 

Family Educational Rights and Privacy Act (FERPA)

The example language below can be adopted in whole or used as a guideline.

Any student who has suppressed their directory information pursuant to Family Educational Rights and Privacy Act (FERPA) should self-identify to the instructor to ensure protection of the privacy of their attendance in this course. See http://registrar.illinois.edu/ferpa for more information on FERPA.

Mental Health

The example language below can be adopted in whole, or used as a guideline. This statement below is approved by the University of Illinois Counseling Center.

Significant stress, mood changes, excessive worry, substance/alcohol misuse or interferences in eating or sleep can have an impact on academic performance, social development, and emotional wellbeing. The University of Illinois offers a variety of confidential services including individual and group counseling, crisis intervention, psychiatric services, and specialized screenings which are covered through the Student Health Fee. If you or someone you know experiences any of the above mental health concerns, it is strongly encouraged to contact or visit any of the University’s resources provided below.  Getting help is a smart and courageous thing to do for yourself and for those who care about you.

  • Counseling Center (217) 333-3704
  • McKinley Health Center (217) 333-2700
  • National Suicide Prevention Lifeline (800) 273-8255
  • Rosecrance Crisis Line (217) 359-4141 (available 24/7, 365 days a year)

If you are in immediate danger, call 911. 

*This statement is approved by the University of Illinois Counseling Center

Community of Care

Reminders for Faculty: Should a student disclose information that causes concern for their well-being, or should a student exhibit concerning behaviors in the classroom, we encourage you to refer this behavior to the Connie Frank CARE Center (formerly the Student Assistance Center) in the Office of the Dean of Students.  You may do so by calling 217-333-0050 or by submitting an online referral.   Based on your report, staff in the Student Assistance Center will reach out to offer support and assistance.

Syllabus Language, The example language here can be adopted in whole or used as a guideline.: As members of the Illinois community, we each have a responsibility to express care and concern for one another. If you come across a classmate whose behavior concerns you, whether in regard to their well-being or yours, we encourage you to refer this behavior to the Connie Frank CARE Center (formerly the Student Assistance Center) in the Office of the Dean of Students.  You may do so by calling 217-333-0050 or by submitting an online referral.  Based on your report, staff in the Student Assistance Center will reach out to offer support and assistance. 

Further, as a Community of Care, we want to support you in your overall wellness. We know that students sometimes face challenges that can impact academic performance (examples include mental health concerns, food insecurity, homelessness, personal emergencies). Should you find that you are managing such a challenge and that it is interfering with your coursework, you are encouraged to contact the Connie Frank CARE Center (formerly the Student Assistance Center) in the Office of the Dean of Students for support and referrals to campus and/or community resources.

Disruptive Behavior

The example language below can be adopted in whole or used as a guideline.

Behavior that persistently or grossly interferes with classroom activities is considered disruptive behavior and may be subject to disciplinary action. Such behavior inhibits other students’ ability to learn and an instructor’s ability to teach. A student responsible for disruptive behavior may be required to leave class pending discussion and resolution of the problem and may be reported to the Office for Student Conflict Resolution (https://conflictresolution.illinois.edu; conflictresolution@illinois.edu; 333-3680) for disciplinary action.

Emergency Response Recommendations

The example language below can be adopted in whole or used as a guideline.

Emergency response recommendations and campus building floor plans can be found at the following website: https://police.illinois.edu/em/run-hide-fight/. I encourage you to review this website within the first 10 days of class.

Religious Observances

It is the policy of the University of Illinois Urbana-Champaign to reasonably accommodate its students’ religious beliefs, observances, and practices that conflict with a student’s class attendance or participation in a scheduled examination or work requirement, consistent with state and federal law.  Students should make requests for accommodation in advance of the conflict to allow time for both consideration of the request and alternate procedures to be prepared.  Requests should be directed to the instructor.  The Office of the Dean of Students provides an optional resource on its website to assist students in making such requests.

The example language below can be adopted in whole or used as a guideline. Information for Faculty on Accommodating Religious Observances

Illinois law requires the University to reasonably accommodate its students’ religious beliefs, observances, and practices in regard to admissions, class attendance, and the scheduling of examinations and work requirements. Students should complete the Request for Accommodation for Religious Observances form should any instructors require an absence letter in order to manage the absence. In order to best facilitate planning and communication between students and faculty, students should make requests for absence letters as early as possible in the semester in which the request applies.       

Sexual Misconduct Reporting Obligation

The example language below can be adopted in whole or used as a guideline.

The University of Illinois is committed to combating sex-based misconduct. Faculty and staff members are required to report any instances of sex-based misconduct to the University’s Title IX Office. In turn, an individual with the Title IX Office will provide information about rights and options, including accommodations, support services, the campus disciplinary process, and law enforcement options.

A list of the designated University employees who, as counselors, confidential advisors, and medical professionals, do not have this reporting responsibility and can maintain confidentiality, can be found here: wecare.illinois.edu/resources/students/#confidential. Other information about resources and reporting is available here: wecare.illinois.edu.

Veterans and Military Students

As a military-friendly institution, and per federal regulations and Illinois statutes, the University of Illinois Urbana-Champaign has established policies and procedures to accommodate military-connected students. In addition to the support available at the Chez Veterans Center (https://chezveteranscenter.ahs.illinois.edu/), members of the National Guard or Reserves and active-duty military personnel with military obligations (e.g., deployments, training, drills) are encouraged to communicate these, in advance whenever possible, to the instructor. The policy for Excused Absences and Departure from the University for U.S. Military or other U.S. National Defense Services can be found at https://studentcode.illinois.edu/article3/part3/3-313.

Land Acknowledgement Statement

As a land-grant institution, the University of Illinois Urbana-Champaign has a responsibility to acknowledge the historical context in which it exists. In order to remind ourselves and our community, we will begin this event with the following statement. We are currently on the lands of the Peoria, Kaskaskia, Piankashaw, Wea, Miami, Mascoutin, Odawa, Sauk, Mesquaki, Kickapoo, Potawatomi, Ojibwe, and Chickasaw Nations. It is necessary for us to acknowledge these Native Nations and for us to work with them as we move forward as an institution. Over the next 150 years, we will be a vibrant community inclusive of all our differences, with Native peoples at the core of our efforts. Office of the Chancellor Land Acknowledgement Statement

Land Acknowledgement Statement Suggested by Native American House:
I/We would like to begin today by recognizing and acknowledging that we are on the lands of the Peoria, Kaskaskia, Piankashaw, Wea, Miami, Mascoutin, Odawa, Sauk, Mesquaki, Kickapoo, Potawatomi, Ojibwe, and Chickasaw Nations. These lands were the traditional territory of these Native Nations prior to their forced removal; these lands continue to carry the stories of these Nations and their struggles for survival and identity.
As a land-grant institution, the University of Illinois has a particular responsibility to acknowledge the peoples of these lands, as well as the histories of dispossession that have allowed for the growth of this institution for the past 150 years. We are also obligated to reflect on and actively address these histories and the role that this university has played in shaping them. This acknowledgement and the centering of Native peoples is a start as we move forward for the next 150 years.

Additional Course Policies & Statements

Instructors may have additional policies for the course which should be listed in this section. This may include sections such as:

  • Excused Absences (Alternative ways to receive credit for “attending” the course)
  • AI Language Models (If/How these may be used, and any guidelines and impact for use)
  • Technology (Use of personal technology during class, such as laptops, phones, etc.)
  • Communication (Additional information of how students should communicate with the instructor/TAs; expectations for a response; academic/professional communication etiquette information)
  • Supplemental Reading and Resources
  • Expectations for Classroom Interaction
    • For example, you may point out that you will be incorporating active learning strategies throughout the semester in the form of group work, in-class writing assignments, etc. Or if you address controversial topics, you may want to lay out some guidelines for discussion.
      Example language is noted below:
      Students share some of the responsibility for fostering an inclusive classroom. Students are expected to be respectful of others’ perspectives and lived experiences during class discussion. Students are expected to demonstrate respect for the ideas and opinions of all other members of the class at all times. Failure to observe this course requirement can result in a failing course participation grade, and may result in a failing grade for the course.
  • Statement of Inclusion: As the state’s premier public university, the University of Illinois at Urbana-Champaign’s core mission is to serve the interests of the diverse people of the state of Illinois and beyond. The institution thus values inclusion and a pluralistic learning and research environment, one which we respect the varied perspectives and lived experiences of a diverse community and global workforce. We support diversity of worldviews, histories, and cultural knowledge across a range of social groups including race, ethnicity, gender identity, sexual orientation, abilities, economic class, religion, and their intersections. http://www.inclusiveillinois.illinois.edu/mission.html and https://diversity.illinois.edu/about/senate-diversity-resolution/
  • Disclaimer for the Schedule: A disclaimer such as “The above schedule and procedures are subject to change in the event of extenuating circumstances.” or “Schedule and readings subject to change.”
  • Student Success Resources: Student Success at Illinois seeks to holistically support undergraduate students. There are number of resources available to students on campus to support success.
  • Incomplete Grades: Information about Incomplete Grade (“I”) requests may be included. Please see the Student Code for full details: http://studentcode.illinois.edu/article3/part1/3-104/. Please check with your College/School to determine the policy and any recommended language based on the process, which varies based on the student’s college/school as well as undergraduate/graduate.

Additional Learning, Tutoring, Writing Center Resources

Include links to additional relevant learning, tutoring, and/or writing resources across campus or beyond.

  • Instructor’s Philosophy/Philosophy of Teaching & Learning: Conceptual structure used to organize the course, why it is organized the way it is; how the instructor approaching teaching and learning; etc.
  • Campus resources: Tutoring, writing, counseling, etc.
  • Hints for how to study & take notes
  • Estimate of student work load in more detail
  • Availability of past exams or additional study materials
  • The Writers Workshop (https://writersworkshop.illinois.edu/) provides writing support to students, including individual consultations, workshops, and resources. In response to the ongoing COVID-19 pandemic, all Writers Workshop consultations are currently offered online (https://writersworkshop.illinois.edu/services/consultations/online/). To request disability-related accommodations for our services, please contact Dr. Carolyn Wisniewski at wow@illinois.edu or call 217-333-8796.
  • Syllabus Format Statement: Syllabus is available electronically on the course website and may be obtained in alternative formats upon request. Please contact the instructor.
  • Extra Credit: If this is available, include detailed information in the syllabus, including how, when, and impact on grades.
  • Methods of Assessment (Additional Language): Detail the grading policy (what constitutes an A, B, C, etc.) and also delineate the differences among variable credit assignments.
    • Example language is noted below:
      All assignments are required for all students. Completing all assignments is not a guarantee of a passing grade.

      Criteria for grading homework assignments include (but are not limited to) creativity and the amount of original work demonstrated in the assignment. However, students are permitted to use and adapt the work of others, provided that the following guidelines are followed:

      Use of other people’s material must not infringe the copyright of the original author, nor violate the terms of any licensing agreement. Know and respect the principles of fair use with respect to copyrighted material.

      Students must scrupulously attribute the original source and author of whatever material has been adapted for the assignment. Summarize the changes or adaptations that have been made. Make plain how much of the assignment represents original work.
Course Syllabus Resources

There are a number of resources to assist in syllabus creation and content development, and we have included a few of them below.

General Education (Gen Ed) Resources

For courses that currently have general education (Gen Ed) certification or courses that you are seeking general education certification on, please visit the Gen Ed Course (Re)Certification & Maintaining Status website.

Graduate College Resources (any courses with graduate credit)