Syllabus Recommendations

cupolaFaculty Manual Syllabus Recommendations

In addition to the required minimum syllabus elements, the ECU Faculty manual recommends that syllabi include:

Additional Recommendations

  • Instructor’s Policy on Sharing Class Resources – With the increasing presence of online resources that collect notes and class resources (e.g. PowerPoint files) from students (sometimes paying them for the notes) and then provides them to other students, you may want to be explicit in the syllabus about your policy regarding these websites and resources.For some students access to electronic files (e.g. PowerPoint files) is critical to being able to adequately prepare for class and/or study effectively, and providing electronic copies of resources can be a valuable study resource for many students. The vast majority of students use these resources appropriately and respectfully of the instructor.   Other students may not be aware of the various levels of problems associated with sharing instructor resources with these webistes.  A clear and statement about your policies regarding how class information may and may not be shared on the syllabus can generate helpful conversations and go a long way toward preventing future problems.
  • Gender-Neutral Statements/Language
    • Potential syllabus statements – Aspiring to create a learning environment in which people of all identities are encouraged to contribute their perspectives to academic discourse, this class will foster an inclusive and welcoming environment, which strengthens academic writing, enriches discussion, and reflects best professional practices. Language is gender-inclusive and non-sexist when we use words that affirm and respect how people describe, express, and experience their gender. Gender-inclusive/non-sexist language acknowledges people of any gender (e.g. first-year student versus freshman, chair versus chairman, humankind versus mankind). It also affirms non-binary gender identifications and recognizes the difference between biological sex and gender expression. Students may share their preferred pronouns and names, and these gender identities and gender expressions should be honored.
    • Pronoun Preference – All people have the right to be addressed and referred to in accordance with their personal identity. In this class, we will have the chance to indicate the name that we prefer to be called and, if we choose, to identify pronouns with which we would like to be addressed. I will do my best to address and refer to all students accordingly and support classmates in doing so as well.
    • Name/ Pronoun Syllabus Statement – I will gladly honor your request to address you by an alternate/preferred name or gender pronoun. Please advise me of this preference early in the semester so that I may make appropriate changes to my records.

For Faculty Considering Proctoring Options

Per the faculty manual, instructors should clearly describe the procedures for tests and quizzes in the course syllabus. This includes proctoring requirements for face-to-face, hybrid, and online courses. Only university-approved proctoring systems (e.g., Respondus Monitor in Canvas, etc.) should be used. The university will not reimburse students for proctoring fees. Note there are no proctoring fees associated with Respondus Monitor in Canvas. Publisher tools like McGraw-Hill and Pearson are now including proctoring options; however, before requiring these proctoring systems, please ensure there are contracts in place with these vendors and they have the appropriate security review. More information regarding the approval of software and the storing of FERPA data can be found within the Software and Data Collection Services Acquisition Regulation.

Additional costs and technology requirements for online proctoring should not be passed to the students if they are not informed in advance. In the event your modality changes during the semester because of a need for short-term online delivery, you should not shift from in-class proctoring to online proctoring unless students were informed of any proctoring fees and technology requirements at the beginning of the semester.

We strongly encourage faculty to adapt course assessments and use assessments that do not require online proctoring. Please consider options such as using Canvas for assessment, assigning alternatives such as papers, recorded presentations on the computer or smartphone, cumulative projects, or discussions. Format online exams as open book with shorter time frames.

Suggested syllabus language for faculty using online proctoring to make students aware of proctoring systems, costs, and technology requirements:

There may be additional fees for verification of student identity and integrity for proctored examinations. The systems used for verification of student identity and integrity for proctored examinations may require the use of webcams, audio, recording of the computer screen and the student, capturing of other personal information such as student identification cards, and the storing of this collected data for review of security and integrity of the examination(s). By registering for this course, you are consenting to the use of these systems and the collection of this personal information for the purposes of proctoring and maintaining the integrity of the exams administered in this course. This course requires [indicate proctoring information here e.g., proctoring system used, technology requirements, and any associated costs].

Syllabus Language for Artificial Intelligence (AI)

ECU Faculty,

The Distance Education and Learning Technology Committee has collaborated with library faculty and the Office of Digital Learning and Emerging Technology Initiatives to provide recommended syllabus language regarding artificial intelligence (AI) and its use in courses.  The full language and information can be found in the Generative AI in the Classroom & Research LibGuide. Below are the suggested statements, which should be modified to fit your course. These statements were adapted from the University of Delaware’s Considerations for using and addressing advanced automated tools in coursework and assignments (Center for Teaching & Assessment of Learning, retrieved April 24, 2023, from https://ctal.udel.edu/advanced-automated-tools/). If you have any questions, please direct them to Professor Melinda Doty, Chair of the Distance Education and Learning Technology Committee.

USE PROHIBITED

Students are not allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course. Each student is expected to complete each assignment without substantive assistance from others, including automated tools.

USE ONLY WITH PRIOR PERMISSION

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if instructor permission is obtained in advance. Unless given permission to use those tools, each student is expected to complete each assignment without substantive assistance from others, including automated tools.

If permission is granted to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2), they must be properly documented and credited. Students should seek out the appropriate source (e.g., MLA, APA, etc..) and cite in the most correct format according to the style guide. Note, online style guides are being updated continually to include new sources such as ChatGPT

If a tool is used in an assignment, students must also include a brief (2-3 sentences) description of how they used the tool, in addition to citing the use of any tool used.

USE WITH ACKNOWLEDGEMENT

Students are allowed to use advanced automated tools (artificial intelligence or machine learning tools such as ChatGPT or Dall-E 2) on assignments in this course if that use is properly documented and credited. Students should seek out the appropriate source (e.g., MLA, APA, etc..) and cite in the most correct format according to the style guide. Note, online style guides are being updated continually to include new sources such as ChatGPT.

If a tool is used in an assignment, students must also include a brief (2-3 sentences) description of how they used the tool, in addition to citing the use of any tool used.