Course Syllabus

 

Text Syllabus: COMM XX-XXX Course_Title_Template

 

**See all 3 tabs for all syllabus information**

Instructor and About the Course

Contact Information

Name: Instructor_name

Email: Instructor_email

Virtual Office Hours:  instructor fill in time and link

Instructor Welcome Video: See the Start Here page

Course Schedule: Access Course Schedule

 

This syllabus tells students what to expect in the class. The instructor reserves the right to make adjustments to best suit the needs of the class. Students will be clearly informed in a timely manner of any changes. 

note to instructor - all notes in orange are for you. Before publishing for students, please ensure all orange aspets of the syllabus are addressed and changed in color. 

Course description

In most instances the course description should match that used in the official University of Colorado Boulder Course Catalog. Online course descriptions for most courses can be found here: https://catalog.colorado.edu/ 

Include the prereq information as listed in the catalogue

What this looks like in practice

Use this space to explain in your own words what this class is about and why it matters 

Required Texts

List both required and recommended texts including author’s names, edition numbers, and ISBN numbers when available. Also, list any alternative sources for required textbooks in the event that they are not available at the CU Boulder Bookstore.

Course Objectives

This section should have measurable course objectives to let students know what they will be able to do at the end of the course. To write the objectives, we strongly encourage using the Bloom’s Taxonomy Action Verb Chart that has been included with the course syllabus template.

At the beginning of the course when students are learning terms and getting familiar will the subject, the objectives can be written using verbs from the level 1 (Knowledge) and level 2 (Comprehension). As student progress through the course and increase their knowledge of the topic, objectives can be more challenging and be written at level 3 (Application), and level 4 (Analysis). As students continue to increase their knowledge of the topic, the objectives should use verbs that are at levels 5 (Synthesis) and level 6 (Evaluation).

Below is an example of measurable objectives using Bloom’s Taxonomy Verbs.

  1. Define the basic elements of project reporting. Level 1
  2. Explain the importance of each component that comprises a project. Level 2
  3. Apply project concepts, factors, and life cycle issues. Level 3
  4. Examine and apply various methods used for project selection. Level 4
  5. Evaluate, apply and assess project software to manage projects. Level 6

(You can have more than one objective for a level, but the objectives should cover all of the Bloom’s Taxonomy Levels.)

CRAFT

(This is specific to the Communication Department)

Communication courses help you learn and practice a CRAFT to take beyond the classroom. Communication is CREATIVE, RELATIONAL, ANALYTICAL, FLEXIBLE, and TRANSFORMATIVE. For this course, some assignments that develop each of these skills are: 

  • Creative:  Designing messages in the final case study 
  • Relational: Interacting with peers, building connections as you develop ideas, is a key feature of the weekly discussion boards.   
  • Analytical: Analyzing data collecting in the research project assignment
  • Transformative: Looking at communication theories through a lens of social problems helps you know how to make a difference in real situations and about topics you care about. 
  • Flexible: Featured in most of the assignments, the ability to "translate" technical language into a form understandable to others is a crucial skill across careers, offering the flexibility to thrive in a variety of professions. 

Online Class Expectations

This online class strives to offer course content and activities equitable to those in "face-to-face" classes. For instance, similar work loads, interacting with peers on a weekly basis, and pursuing similar major assignments. The course content is arranged thematically by modules or units, helping you move through the course in an organized way. There are regular due dates to help you hold yourself accountable. As a Continuing Education online course, most of the course work is asynchronous, but you will on occassion be required to attend a synchronous meeting with your instructor and/or peers, in which case you will be offered several times from which to choose. 

Online courses require engaging with materials and one another on a regular basis. Expect to log in to the course at minimum 3 days a week (likely more), for long enough to read discussions, take quizzes, make substantive comments to peers, and ensure you are engaging with the course and classmates. Later in this syllabus are details about what technical skills and tools you need proficiency in, to succeed in this course. 

HOW MUCH TIME DOES THIS TAKE? 

Online students should expect to spend the same number of hours actively participating online as in an in-person course. For example, a 3 credit hour course during a 15 week semester expects students to spend 3 hours “in class”  and an additional 6 hours of course work each week, a total of 9 hours a week—135 hours for the semester. In shorter semesters (outlined below), students are expected to complete the same amount of work (135 hours) for the same number of credits (3), requiring more hours/week to meet the standard.

  • 15 weeks:  9 hours/week
  • 14 weeks: 9.75 hours/week
  • 10 weeks: 13.50 hours/week
  • 7 week: 19.25 hours/week 

 

Don't forget - scroll back up to the top of the page to read the "Assignments & Grading" and "Course Policies" tabs

Assignments and Grading

Assignment List

List all assignments in a simple list with the total point values for earning points toward the final grade. (example below)

  • Discussions (25pts each; 7 total, lowest 1 dropped; 150pt total)
  • Reading Guides (15pts each; 12 total, lowest 2 dropped; 150pt total)
  • Concept Paper 1 (50pts)
  • Concept Paper 2(150pts)
  • Final Presentation (150pts)
  • Final Exam (100pts)
  • Class Community Membership (50 pts)

TOTAL POINTS:  800

Assignment Descriptions

List all assignment categories or major assignments with a brief explanation, giving students a general sense of what to expect across the semester. The semester schedule will appear in a different Canvas page, not in the middle of the syllabus 

Submission Policies

All assignments... 

  • demonstrate academic integrity, upholding all elements of the Honor Code
  • are submitted through Canvas, and all feedback is returned through Canvas.
  • due dates and times are listed in DENVER time (Mountain time zone), unless otherwise noted.
  • what else? 

Grading Criteria and Points Breakdown

There are two levels of grading criteria that will interest your students. The syllabus should clearly outline how the student’s final grade will be calculated including weights and percentages of all assignments (where applicable). This could be communicated in a simple table providing a brief description on each required assignment including the total weight each assignment will have upon the final grade.

Students will also want to know how each individual assignment or responsibility will be assessed and applied towards their final grade. The information regarding specific grading criteria for each assignment does not have to be documented in your syllabus, but should be provided to the student as part of the assignment description. Where feasible the use of a grading rubric is highly recommended.

Grading Scale

note to the instructor: the scale below is the default percentage system used by CU & is the default grading scheme set for this course shell; it can be adjusted in settings. If you wish to change the descriptions of each grade earned, feel free to do so. 

Grades are based on completeness, correctness, coherence, creativity, and timeliness. They are earned, not given. A “C” grade means completing the expectations of the assignment, a “B” signals exemplary work, and an “A” signals excellent work that needs almost no improvement of any element. Letter grades are determined using the following scale:

  • 94% + = A Superior work. Almost flawless. Difficult to improve upon.
  • 90 to 93% = A- Excellent work.
  • 87 to 89% = B+ Very good work. Diligence and attention to detail are evident.
  • 84 to 86% = B Good quality of work.
  • 80 to 83% = B- Might need minor revision and reworking, but conceptually sound.
  • 77 to 79% = C+ Meets requirements but student needs to apply concepts more directly.
  • 70 to 76% = C Meets basic assignment requirements, but may lack development of elements.
  • 67 to 69% = D+ Requirements fulfilled, but lack of effort is present.
  • 60 to 66% = D Barely fulfills minimum requirements.
  • Below 59% = F Does not fulfill requirements for a passing grade.

See the "Course Foundations" module for more about class engagement & discussion board guidelines. 

 

Don't forget - scroll back up to the top of the page to read the "Course Policies" tab

Course Policies

Communication

All syllabi should specify the following communication criteria in clear concise language

This should include, at minimum:

  1. What is your preferred method of contact?
  2. Are there additional contact options? (phone during business hours?)
  3. When should the student expect a response from the instructor?
  4. What should the student do when no response is received within the suggested timeframe?

Addressing One Another

You are welcome to call me ______________.  I use the pronouns she / her / hers (see why pronouns matter).  From the beginning of our semester together I will check in with each of you about your preferred names and pronouns and will honor and use those. Please help me do so. Outside of class, you can contact me via email, which I aim to respond within 48 hours. This may take longer over weekends or holidays. **Please include your course # in the subject line, as well as a few words about your email’s content. Never send an empty email with attachments, and do not turn in assignments through email.

A Note on Mental Health 

(Instructor: Orange because you can choose whether to include)

I care deeply about the mental health of my students and recognize that anxiety and depression are on the rise on campuses across the United States. I also recognize it is difficult to keep up with all of our daily responsibilities navigating school, and more so with various mental health issues and illnesses. At the same time, each of us has a responsibility to this course and to our participation in the university. Thus, I encourage any students struggling, or wanting to prevent the struggle, to access the mental health services offered by the university. Even if you do not identify as someone with anxiety, depression, or other mental health needs, the office of Counseling and Psychiatric Services (CAPS) provides helpful tools to succeed take care of your mental, emotional, and physical well-being. 

  • CAPS Services: Counseling, Psychiatry, Workshops, Therapy Groups, and other resources on campus and in the community. See more at https://www.colorado.edu/counseling/. Workshops are free and helpful for all students! See their offerings here: https://www.colorado.edu/counseling/workshops#feel_better_fast-28
  • Office of Victim’s Services: OVA provides free and confidential information, consultation, support, advocacy and short term counseling services to University of Colorado students, faculty, and staff who have experienced a traumatic, disturbing or life disruptive event. See more information here: https://www.colorado.edu/ova/.
  • Student Services + Case Management (SSCM): provides support to students throughout their college career and helps them achieve their academic and personal goals. SSCM case managers coordinate with other CU Boulder departments and facilitate communication to and from the Student of Concern Team (SOCT), which reviews more elevated student cases involving serious safety issues. SSCM is not counseling or therapy; rather, case managers have the opportunity to develop close helping relationships with students while coaching students toward appropriate self-care and self-advocacy. SSCM@colorado.edu, Online Referral Form, 303-492-7348

I believe that in order to learn, students need to have their basic needs met: food to eat and a safe place to live. If you're having trouble with either, the campus has some resources for you. If you're facing food insecurity, reach out to food@colorado.edu, and they will work with you to find food resources. If you're having trouble paying rent or facing housing insecurity, you can get in touch with these advocates: Boulder County Housing & Human Services (Links to an external site.) at 303-441-1000 or Off-campus HousingLinks to an external site. at och@colorado.edu & 303-492-7053. For assistance with landlord-tenant matters, contact Mediation Services (Links to an external site.) at 303-441-4364 & mediation@bouldercolorado.edu.  A Student Emergency FundLinks to an external site. has been created to support students experiencing a temporary financial hardship as a result of COVID-19. Other campus resources are available here (including mental health resources and free therapyLinks to an external site.). Case manager resourcesLinks to an external site. are also available to help you find appropriate campus and local resources. A 24/7 Suicide Prevention hotlineLinks to an external site. is available for you: just call 303-492-2277. Please don't hesitate to also approach me if you have trouble negotiating these resources.

Late Work & Grade Appeals

What are your policies? 

Complaints/Grade Appeals: what are your policies? 

COVID-19 Technology Help, CMCI

During the COVID-19 pandemic, many classes have transitioned to partial or completely remote or online. For some students, however, the transition to remote learning may be delayed or blocked by their lack of stable Internet access or Internet access overall. To help make this transition easier, CU Boulder is providing resources for students in need, including checking out Hotspot devices, accessing internet, technology grants, and more. See the information here. 

Online Class Tools and Dealing with Technical Difficulties

To be successful in this course, you need to have a working knowledge of receiving and sending email; using a word processing program;  navigating Canvas and using its assignment, quiz, and discussion functions (such as the rich text editor), and adjusting Canvas settings such as subscriptions for updates; downloading and uploading files; and researching online with search engines. Ideally, for most courses, I also suggest a level of comfort with a slide-building program such as PowerPoint or Google Slides. I will include "how to" resources where applicable.

We will utilize Zoom for meetings and, in some cases, class presentations. This is a program you have a subscription to through the university and is relatively simple to start using. See more about Zoom meetings here.

If you need to access scholarly articles for class assignments and are working from off-campus, you may encounter a paywall. To avoid this, set up CU's VPN (Virtual Privacy Network) on your personal computer to tell library and academic journal sites that you are a member of the CU community 

Please make use of the CANVAS student support help guides as needed.

Before emailing me that Canvas "isn't working," please try using a different browser, each one interacts with the site differently. If changing browsers doesn't work, inform me of any problems you have with the course site with a clear description and/or screenshot of the problem. Please contact the Office of Information and Technology (OIT) for help at help@colorado.edu. If/when you contact them (or me) about site issues, you will need to be specific about error messages and other information about your usage.

College & University Policies

(updated Spring 2020)

CMCI Diversity and Inclusion

A Commitment and Invitation from our College: CMCI strives to be a community whose excellence depends on diversity, equity, and inclusion. We aim to understand and challenge systems of privilege and disadvantage in higher education, such as those based on class, race, ethnicity, gender, sexuality, and dis/ability. We seek to reach across social and political divides and to make space for voices historically underrepresented in higher education and marginalized in society. In other words, diversity is not just a future reality for which we try to prepare students. It is a priority we want to put into practice here, now, and together, in order to foster places of learning where all members can thrive. Our question for you is, how are we doing? Please contact the CMCI diversity team (email Lisa Flores or visit the CMCI Diversity, Inclusion, and Equity Staff page)

  • if you need support or other resources but don’t know where to turn
  • if any aspect of your educational experience with CMCI does not reflect the commitment expressed here, or if you want to share a positive instance of this commitment in action
  • if you have any questions, concerns, or ideas related to diversity
  • We want to hear from you so that we can do better, and to support you however we can!

University Policy: "Classroom" Behavior

Both students and faculty are responsible for maintaining an appropriate learning environment in all instructional settings, whether in person, remote or online. Those who fail to adhere to such behavioral standards may be subject to discipline. Professional courtesy and sensitivity are especially important with respect to individuals and topics dealing with race, color, national origin, sex, pregnancy, age, disability, creed, religion, sexual orientation, gender identity, gender expression, veteran status, political affiliation or political philosophy.  For more information, see the policies on classroom behavior and the Student Code of Conduct.

University Policy: Requirements for COVID-19

As a matter of public health and safety due to the pandemic, all members of the CU Boulder community and all visitors to campus must follow university, department and building requirements, and public health orders in place to reduce the risk of spreading infectious disease. The campus regulations and safety measures for in-person settings are detailed in the Course Resources Page.

Students who have tested positive for COVID-19, have symptoms of COVID-19, or have had close contact with someone who has tested positive for or had symptoms of COVID-19 must stay home and complete the Health Questionnaire and Illness Reporting Form remotely. In this class, if you are sick or quarantined, {Faculty: insert your procedure here for students to alert you about absence due to illness or quarantine. Because of FERPA student privacy laws, do not require students to state the nature of their illness when alerting you.}

University Policy: COVID-19 Era Policies - Assignments & Attendance

If you test positive for COVID-19 and are unable to maintain coursework during your illness ...

  • Instructor, For any class modality, how you will give students with a short-term illness or disability the opportunity to make up the work missed?
  • If an in-person or hybrid in-person class, how you will give a student who is quarantined but still able to do class work the opportunity to participate remotely and/or do makeup work for in-person sessions
    • If a student in class tests positive: Follow your plan outlined in your syllabus for these situations as needed:
      • Give a student who is quarantined but still able to do class work the opportunity to participate remotely and/or do makeup work for in-person sessions
      • Give a student who is ill or has a short-term disability the opportunity to make up the work missed
  • The Office of Disability services has a Flex Plan for attendance and due dates for those who need it. 

More CU Policy Details

The following University of Colorado Boulder policies are detailed in the CU Resources page, always available on the Course Homepage.

  • Accommodation for Disabilities
    • Reminder: accommodations are not retroactive, so if a need arises, seek out the office ASAP so that we can get you set up for success, even for temporary issues
  • Preferred Student Names and Pronouns
  • Honor Code
  • Sexual Misconduct, Discrimination, Harassment and/or Related Retaliation
  • Religious Holidays
    • In this class,what are your policies?