New Faculty Teaching Newsletter # 2 (August 17, 2009)
Thoughts on Syllabus
Unlike Scylla and Charybdis, a syllabus should not present an inescapable threat to students. A syllabus can have many different uses, beyond its role as a roadmap of the course. It can set the tone, too, of how you and your students will work together.
On the other hand, research has shown that the first thing students look for on a syllabus is information on how the instructor grades, rather than the things we might think: kinds of reading, amount of homework, and so on. Therefore, one of the most important parts of your syllabus should be a clear, straightforward explanation of how you will grade the course, along with your stance on late homework and papers.
For an excellent Syllabus Checklist and an outline of the components of a syllabus, see <http://teaching.berkeley.edu/teaching.html#syllabus>
Beyond the obvious-class times, office hours, required books, reading and lecture schedules, holiday schedules and exam schedules, late paper or homework policies, grading policies, and attendance policies, we suggest several additions to your syllabus.
1. Statement on Academic Integrity
The following suggested language for your syllabus comes from the Report of the Academic Dishonesty and Plagiarism Subcommittee, June 18, 2004. This is not required language, and your department may have its own version. But we strongly suggest that you add a statement such as this one.
"Any test, paper or report submitted by you and that bears your name is presumed to be your own original work that has not previously been submitted for credit in another course unless you obtain prior written approval to do so from your instructor.
In all of your assignments, including your homework or drafts of papers, you may use words or ideas written by other individuals in publications, web sites, or other sources, but only with proper attribution. "Proper attribution" means that you have fully identified the original source and extent of your use of the words or ideas of others that you reproduce in your work for this course, usually in the form of a footnote or parenthesis.
As a general rule, if you are citing from a published source or from a web site and the quotation is short (up to a sentence or two) place it in quotation marks; if you employ a longer passage from a publication or web site, please indent it and use single spacing. In both cases, be sure to cite the original source in a footnote or in parentheses.
If you are not clear about the expectations for completing an assignment or taking a test or examination, be sure to seek clarification from your instructor or GSI beforehand.
Finally, you should keep in mind that as a member of the campus community, you are expected to demonstrate integrity in all of your academic endeavors and will be evaluated on your own merits. So be proud of your academic accomplishments and help to protect and promote academic integrity at Berkeley. The consequences of cheating and academic dishonesty - including a formal discipline file, possible loss of future internship, scholarship, or employment opportunities, and denial of admission to graduate school - are simply not worth it."
Here is a more individual statement, from Martha Olney, of Economics:
"Academic Honesty Policy
In fairness to students who put in an honest effort, cheaters will be harshly treated. Any evidence of cheating will result in a score of zero (0) on that assignment or examination. Cheating on the final exam results in an "F" for the course. Cheating includes but is not limited to bringing notes or written or electronic materials into an exam or quiz, using notes or written or electronic materials during an exam or quiz, copying off another person's exam or quiz, allowing someone to copy off of your exam or quiz, and having someone take an exam or quiz for you. Incidences of cheating will be reported to Student Judicial Affairs, which may administer additional punishment."
Note: we'll talk more abut academic integrity in a later newsletter, but of course, you can always find more information at your favorite website, teaching.berkeley.edu. You haven't been there yet? Really?
2. Students with Disabilities
Although you are not required to, we think it is very important that you add some statement directed to students with disabilities. If you do have such students in your class, you can check the Faculty Portal to see their "accommodation" letter, which will tell you what kinds of accommodations they require. More details on students with disabilities and proctoring services will be provided in a future newsletter.
Here is a sample statement:
"If you need accommodations for any physical, psychological, or learning disability please speak to me after class or during office hours."
3. Other kinds of statements you may wish to make. Here one by Rich Muller, for Physics 10, Physics for Future Presidents:
"Please note that if you sign up for this class, attendance at the lectures is REQUIRED. So please don't sign up unless you intend to get there every TuTh at 9:30 am. If you do make it on time, I promise to make it worth your while. My goal is for this to be the best course you have ever taken."