Course Syllabus

Course title/number: [Edit here]

Quarter: [Edit text here] 

Units: [Edit text here] 

Location: [Edit text here] 

Days/times: [Edit text here] 

Course Director(s): [Edit text here] 

Course Coordinator: [Edit text here]

Name(s)

Office:

Phone:

Email:

Course communication:

• I will use the Canvas announcement tool to share important updates and reminders.
• I always welcome your emails anytime you have questions. I will reply within 24 hours or sooner. I am also happy to meet with you in-person or virtual for additional consultation.

Course coordinator

Name:

Office:

Phone:

Email:

Course overview

It must be identical to that in the university catalogue and cannot be changed without approval of the curriculum committee. Official course descriptions can be found in the catalog here.

 Course goals

List your course-level learning outcomes here. You don’t need to include lesson or unit-level objectives here. Those can be addressed elsewhere, such as in class slides or Canvas modules.  

By the end of this course, you will be able to:

• Apply…
• Evaluate…
• Develop…

Competencies developed through course

Throughout this course, you will develop the following competencies:

• • Competency 1
  • Competency 2
  • Competency 3

Required text: Textbook title, author, publisher, and edition.

Other required materials (if any):

Optional material (if any):

Lit major assignments and projects. For each category of assignments, provide a brief overview.  Examples below:

Syllabus Quiz

One or two sentences description here.

Due date:

Discussion Forums

One or two sentences description here.

Due date:

Rubric: See Appendix.

Expectations for forum participation: 

Final Exam

One or two sentences description here.

Share general and course-specific study strategies to help student success. Examples below:

Study strategies

• Single tasking during class. Many concepts build upon one another. Missing one can make it difficult to understand subsequent concepts.
• Study regularly throughout the course - don’t cram!
• Review new concepts multiple times to improve retention.
• Summarize large amounts of information to see the big picture. This supports deeper understanding and application. Example: Create mental/concept maps and tables to organize key concept.
• Practice self-testing to gauge your understanding. Examples: Answer questions at the end of the chapters, creating your own quiz questions.
• Start assignment(s) early. Don’t wait until the last day before the due date.
• Reach out to me anytime you have questions or need support.

Zoom meeting guidelines

Example: Hybrid learning with SF & SAC campus IDS cohorts. Customize to fit your instructional needs.

SAC cohort:

• Unless otherwise noted:

• • You will join Zoom classes from the classroom (room #).
  • You do not need to log into Zoom on your device. An IT staff will log in using the classroom laptop, and you’ll follow the presentation on the projector screen.

• Asking questions:

• • You can ask question verbally as you normally would in class.
  • If you log in to Zoom on your device (optional), you can use chat or raise virtual hand.
    • Note: Stay muted when not speaking to avoid background noise.

• Answering questions: I will prompt you when it is time to respond (e.g., Let’s start with SAC/SF).

SF cohort:

• Ask questions verbally, as you normally would in class.
• Answering questions: I will prompt you when it is your turn (e.g., Let’s start with SAC/SF).

Technical Help

• SF IT help desk:929.6514;  pchelp@pacific.edu
• Canvas 24/7 Support hotline: 844‐698‐7483
• ExamSoft Support team: (866) 429-8889, ext. 1.

Communicate clear expectations for students. Examples:

You are expected to:

• Do assigned readings/viewings prior to
• Actively participate in online and in‐class
• Actively contribute to any group projects.
• Accept constructive feedback and to use feedback to enhance your learni

Percentage or point breakdown of each assignment, exam, interim and permanent grades, etc.

A: >= 93%        B : 92‐80%        C: 79‐70%          D: 69‐60%         F: <60%

Clear statement on attendance policy (punctuality, sign in sheets, etc.)

Missed Exams/Assignments (Make up policy)

Academic Misconduct Policy

Please refer to the link below for the school’s Code of Ethics:

https://catalog.pacific.edu/sanfrancisco/divisionofstudentlife/#professionaltext

Generative AI (GenAI) Guidelines

All Dugoni syllabi must include a statement addressing the use of AI/GenAI in the course. Example below:

Knowing how to use GenAI effectively is a valuable skill. However, depending on how you use it, it can enhance or impede your learning. During class, I will discuss best practices for using GenAI and help you avoid pitfalls and risks.

The use of AI tools in this course should follow these guidelines:

• AI-generated response may be inaccurate, biased, or harmful. Always verify its accuracy. You are responsible for inaccurate or unethical content you submit.
• Quote and cite AI-generated text that you use. Copying AI-generated text verbatim is plagiarism. Even if you have paraphrased the text, using it without proper citation also violates academic integrity.
  • Cite the tool, prompt, and how you used the AI-generated responses.
  • Cite it in two places: in-text and references (see APA citation format below).
  • Highlight the AI-generated text (using a different color).

Additionally, for the Program Evaluation Report project:

• As with any other statistical tools such as Excel and SPSS, if you use AI for data analysis,
  report the name of the tool used in the Methods
• Disclose the use of all AI tools in a separate Disclosure section at the end of your submission. For each tool, provide a brief description (2 or 3 sentences) of how you used it.
  
  

Citing AI in APA format

In-text citation

• Format: Content (author, year).
• Example: According to ChatGPT, although the two brain hemispheres are somewhat specialized, it is a myth to characterize people as left-brained or right-brained (OpenAI, 2023; see the link to the chat log in References).

References

• Format: Author. (year). Tool name (version). URL of the tool. “Your prompt”. A brief description of how you used the tool. Link to chat log XXX.
• Example: OpenAI. (2023). ChatGPT (4.0). https://chat.openai.com/. “What is the difference between left-brained and right-brained?”. I summarized the key points from ChatGPT, paraphrased them, and included them in the Introduction Section. Link to chat log XXX.

Please refer to this link for the school’s Policy on Accommodations for Students with Disabilities

https://catalog.pacific.edu/sanfrancisco/divisionofstudentlife/#professionaltext

The Dugoni school is committed to your academic and personal success. In addition to course directors and faculty advisors, you have access to the following services:

• Consult with the course director.
• Peer Support Program: https://dugonisa-activities.my.canva.site/psp-2023-2024

Counseling & Psychological Services (CAPS): https://my.pacific.edu/pages/mental-heath-dugoni-school

Graduation guidelines; Test case and/or competency assessment descriptions; Clinical metric definitions.

Class dates, location, topics, assignments, due dates, etc.

Attaching all rubrics in appendix is a good practice – students will have everything in one single document. Then, you can link each rubric to the respective assignment on Canvas.