Syllabus Resources

Each instructor must provide students with a written general chronological outline of topics for a course, the approximate timetable for major projects, and the instructor’s method for evaluation of student achievement. (Faculty and Academic Staff Rules and Procedures Article 6, Section B, p. 133).

Students with Disabilities:

While it is a student with disabilities responsibility to request an accommodation, an instructor can make students feel more comfortable by inviting any student who feels that she or he may need accommodations due to a disability to make an appointment to see the instructor during office hours. (See section on Accommodating Students with Disabilities.)

Listed below are some resources related to visible and invisible disabilities, training & education, and syllabus language options: 

https://www.americanbar.org/groups/diversity/disabilityrights/resources/implicit_bias/

https://exploreaccess.org/projectshift-refocus/syllabus.htm

Examples of Suggested Syllabus Language: 

• Statement from the College of Education and Human Sciences: The law requires that students submit medical or other appropriate diagnostic documentation of their disability and specific recommendations for appropriate accommodations. Each semester the student is issued a “Verification of Individual Services and Accommodations” (VISA) form listing appropriate accommodations and signed by SSD professional staff. Faculty maintain the right to view the student’s VISA prior to providing any accommodations. The following information is recommended to include on your syllabi and to announce at the first meeting of class. This approach preserves the student’s privacy and indicates the willingness of the instructor to provide accommodations.
  
  Students with Disabilities: Any student who has a documented disability and needs classroom accommodations, please schedule an appointment to have an interactive/virtual discussion with me as soon as possible. You may schedule this appointment by (indicate preferred method here). Please have a copy of your current VISA (Verification of Individual Services and Accommodations) to share with me during this interactive/virtual appointment. To maintain the confidentiality of your request, and to practice social distancing, please do not approach me before or after class to discuss your accommodation needs.
  
  For additional information about documentation of a disability, please contact the Services for Students with Disabilities (SSD) office at (715) 836-5800 or visit the website at https://www.uwec.edu/equity-diversity-inclusion/edi-services-programs/services-for-students-with-disabilities/

• Statement from College of Arts and Sciences: Syllabi should include a statement that informs students about the availability of the Services for Students with Disabilities Office. An example statement is: "Any student who has a disability and is in need of classroom accommodations should contact the instructor and the Services for Students with Disabilities Office in Centennial Hall 2106 at the beginning of the semester.

International Students:

The excerpt below is from page 134 of the Faculty and Academic Staff Rules and Procedures:

In courses that require tests (in which the primary language of instruction and assessment is English) to be taken during class time, students who are non-native speakers of English may request extended test-taking time (time and a half). To determine eligibility, English proficiency is evaluated by the Academic Skills Center (for U. S. permanent residents/citizens) or by the Department of Foreign Languages (for international students). Students approved for the accommodation are given a verification form to present to their course instructors. Students must provide verification during each semester at least one week before the test for which accommodation is needed. Verification is valid for one semester.

The accommodation policy does not apply to other forms of evaluation (e.g., papers, projects, group presentations) or to situations in which students must demonstrate clinical or similar skills.

Suggested Syllabus Language: If English is not your primary language, you may request additional test time. Please visit the Student Forms: Request for Additional Test Time web page for information. Students can be either international or permanent resident/citizen to request additional test time.

Mentioning this on your syllabus serves as a reminder to students that academic integrity is critical in a learning community. Instructors may wish to develop their own language regarding consequences or may list https://www.uwec.edu/dean-of-students/dos-faculty/academic-misconduct/ as a complete source of information. 

The instructor’s absence policy must be clearly stated in the syllabus. (See section on Absence Policy and Procedures.) (Undergraduate Catalog >> Academic Policies and Regulations >> Registration >> Attendance/Leave) 

It is helpful to include on the syllabus the deadlines for dropping the course with no record of enrollment, and the withdrawal deadline. This is especially important for courses that are not full semester. Students can view deadlines by accessing "My Class Schedule" on CampS. Deadlines for specific short courses can be found under the Self Service drop-down menu. (Undergraduate Catalog >> Academic Policies and Regulations >> Registration >> Attendance/Leave)

The final examination schedule can be found on the website. Go to https://www.uwec.edu/blugold-central/academic-planning/final-common-exam-schedules/, click on Faculty Services and then Exam Schedules. It is important that this information be included on the syllabus; or if your course has a common examination, that should be noted. After the fifth week, once common examination times have been set, students and instructors can check their individual final examination schedule on CampS. (Faculty and Academic Staff Rules and Procedures Article 6, Section B, p. 135). 

KNOWLEDGE GOAL: 

Build knowledge and awareness of diverse peoples and cultures and of the natural and physical world through the study of arts, histories, humanities, languages, mathematics, sciences and technologies, and social sciences.

Knowledge Outcome 1 (K1):  Natural Sciences.  Describe and evaluate models of the natural and physical world through collection and scientific analysis of data, and through the use of mathematical or computational methods.
Knowledge Outcome 2 (K2):  Social Sciences.  Use knowledge, theories, methods, and historical perspectives appropriate to the social sciences to explain and evaluate human behavior and social institutions.
Knowledge Outcome 3 (K3):  Humanities.  Use knowledge, historical perspectives, analysis, interpretation, critical evaluation, and the standards of evidence appropriate to the humanities to address problems and explore questions.
Knowledge Outcome 4 (K4):  Fine Arts.  Use knowledge, historical perspectives, theories, or methods appropriate to the arts to describe their context, function and impact.

SKILLS GOAL:

Develop intellectual and practical skills, including, for example, inquiry and analysis, critical and creative thinking, written and oral communication, quantitative literacy, information literacy, and teamwork and problem solving.

Skills Outcome 1 (S1):  Written and Oral Communication.  Write, read, speak, and listen effectively in various contexts using a variety of means including appropriate information sources and technologies.
Skills Outcome 2 (S2):  Mathematics. Use mathematical, computational, statistical, or formal reasoning to solve problems, draw inferences, and determine the validity of stated claims.
Skills Outcome 3 (S3):  Creativity. Create original work, perform original work, or interpret the work of others.

RESPONSIBILITY GOAL:

Apply personal and social responsibility for active citizenship and develop skills needed to thrive in a pluralistic and globally interdependent world.

Responsibility Outcome 1 (R1):  Equity, Diversity, and Inclusivity. Use critical and analytical skills to evaluate assumptions and challenge existing structures in ways that respect diversity and foster equity and inclusivity.
Responsibility Outcome 2 (R2):  Global Perspectives. Evaluate the impact of systems, institutions and issues in local and global contexts and across cultures.
Responsibility Outcome 3 (R3):  Civic and Environmental Issues. Use critical and creative thinking to address civic, social, and environmental challenges.

INTEGRATION GOAL:

Integrate learning across courses and disciplines within and beyond campus.

Integration Outcome 1 (I1):  Integration.  Apply knowledge, skills, or responsibilities gained in one academic or experiential context to other contexts.

SERVICE-LEARNING GOAL

Service-Learning.  Students will serve their community by applying skills and knowledge gained through university coursework and/or experiences.

Visit the Liberal Education Framework, Learning Outcome, and Rubrics page for outlines for the pillars of Liberal Education and how they build a sturdy degree.

Please visit the iClickers page for information about the iClicker response system and resources.

You may want to include BIRT (Bias/Hate Incident Report) language. The following statement was vetted by BIRT and IMC: “UWEC values an inclusive, welcoming environment. Bias incidents undermine the university’s institutional values and are defined as “something a person does, says, or otherwise expresses that is motivated by bias related to another person’s social identity.”  To report or learn more about bias/hate incidents, go to www.uwec.ly/birt

Any Class. Any Stage. Anyone. Writing Assistant Interns in the Center for Writing Excellence offer free support at all stages of the writing process. Visit us with questions related to course work or personal projects (including creative work and professional development materials). We can help you with course papers, research papers, presentations, personal statements and much more as you: 

To book an appointment, go to www.uwec.edu/writing, or call us at: 715-836-2644 

As a student you may experience a range of issues that can cause barriers to learning. These might include strained relationships, anxiety, high levels of stress, alcohol/drug problems, feeling down, or loss of motivation. UWEC Counseling Services can help with these or other issues you may experience. You can learn about free, confidential mental health services available to you; call 715-836-5521 or visit https://www.uwec.edu/counseling-services/. Help is always available.

One role of the Dean of Students office is to connect students with the on and off-campus resources they need to be successful. To view a collection of resources, websites, phone numbers, and locations that students may need or be referred to for assistance, go to https://www.uwec.edu/dean-of-students/support-resources/

The Gender & Sexuality Resource Center is dedicated to creating a safe and inclusive campus for all students, while advocating for and celebrating those identities that have historically been and continue to be marginalized. We believe in education and inspiration, not alienation, and that is reflected in all programs and events. Exploring privileges and oppressions is at the heart of our mission, and in so doing–and with a focus on intersectionality–we engage the campus community in ways that create room for understanding and empowerment.

The Library provides access to vast and varied collections of reliable information and technologies to support your learning, research, and curiosity. It is the job of librarians to assist you in finding information appropriate for your inquiry. Librarians are available on a drop-in basis (in person or virtual) or by appointment. The library collections, services, and spaces are designed to help you be successful.

Note:

1. Knowing that students aren’t always ready for information about the library until they need it, we offer the recommendation that this information be placed in a syllabus near or as part of a research assignment or project.
2. Links assume an online syllabus. Barron instructors will want to link to the Barron library

The LTS Help Desk is the front line of support regarding Learning and Technology Services. They can assist with various technology issues, such as verifying legitimate emails, password assistance, help with Duo Security, Office 365, questions about computer software, and more. They are available to help through phone, email, and walk-in consultations. They are located in VLL 1106 and can be reached at 715-836-5711 or helpdesk@uwec.edu.

LTS Training provides software training for students, faculty and staff on University supported applications in one-on-one sessions, large group sessions, and offered workshops. To see a list of all available software or to request a training session, please visit the LTS Training website (https://www.uwec.edu/learning-technology-services/services/training/), or contact LTS Training: training@uwec.edu or 715-836-5157.

The mission of the MSS is to enhance the collegiate experience for students of color. As such, OMA provides direct services to students such as targeted scholarships, crisis management, and supplemental advising. MSS also provides co-curricular experiences for students in leadership development, racial identity exploration, and community building. Learn more about MSS and our staff at http://uwec.ly/oma.

Student Health Services offers health care for all currently enrolled students.  Our staff provide services ranging from routine immunizations and laboratory testing, to evaluation, diagnosis, and treatment of your more complex health concerns.  Specific health concerns we provide care for include, injuries, illness, mental health, sexual health, contraception management, and trans health. We look forward to helping you with your medical needs.  For an appointment, please visit us at https://www.uwec.edu/student-health-service/ or call us at (715)-836-5360.