Comments: Learning objectives 2a, 3e, 5b, 6a, 6c* Aspirational statements are listed as learning objectives. Learning objectives are listed in the syllabus and identify specific, measurable skills. Every learning objective is measured by at least one graded assignment. The learning objective being measured is noted in the assignment. Learning objectives are explicitly cited in the syllabus as related to standards/goals set by program, university, profession, and/or accrediting body. Learning objectives include development of skills relevant to living and working in a diverse world. Comments: Grading 1d, 4e, 5b 5d, 6a, 6d, 6e* Course credit is awarded solely for attendance. An inaccurate or incomplete grade scale is provided. Assignments are (don’t add up to 100%). A grading scale includes points or percentages, and the corresponding letter grade. The syllabus displays the weight of each toward the overall course grade. Information is Student grades are based on their performance against clear grading criteria aligned with course learning objectives. Student grades are based on their individual performance, without reference to the performance of Grades are maintained on a secure online system for students to access, such as a LMS. Participation credit is awarded for in-class work in synchronous sessions.
provided for when graded will be returned. If credit is awarded for participation, it is no more than 15% of the grade, and the method for grading participation is specified. other students (i. e., curving). Group work has a method of measuring individual student's contribution to the project. Extra credit is not offered. Comments: Assignments and Assessments 1d, 2a, 2b, 2d, 3c, 3d, 3e, 5b, 6a, 6b, 6c, 6d, 6e* The method of grading/scoring for assignments and assessments is unclear, inappropriate, or unfair. The method of grading/scoring for each assignment or assessment is specified in the syllabus. Due dates for all assignments are specified. Assessment is done using a variety of methods (e.g., exams, projects, presentations, etc.) Each assessment or assignment has its own specific description. Course includes multiple low-stakes assignments distributed across the course to prepare for larger assignments. Grading rubrics are provided for all major assignments along with the assignment description. Grading rubric requirements align to the assignment description. Assignments include examination of underrepresented perspectives or populations. Course includes at
least one community-based assignment or an assignment that requires examination of a challenge from the perspective of multiple disciplines. Comments: Course materials (can include readings, videos, audio recordings, etc.) 1d, 3c, 3e, 4a, 5d* There are no required course materials. Required resources are not equitably available to all students. Required and optional (if any) course materials are specified separately in the syllabus. Syllabus specifies which resources must be purchased and where/how other resources are available. Course materials or topics include diverse perspectives, authors, or applications. Course materials include materials related to current local, national, and/or global events, when pertinent to course learning objectives. Instructor-created materials demonstrate fair attention to topics and issues regardless of personal beliefs and without revealing one’s bias or appearing to push a personal agenda. Course readings include influential and current journal articles (or discipline equivalent) when pertinent to course learning objectives. Course content is presented in multiple formats (e.g., video, text). Content follows recommended best practices for accessibility.
Student participation and engagement in course 1b, 1c, 1d, 1e, 2a, 2b, 2c, 2g, 3a, 3b, 4a, 4b, 4c, 4d, 4e, 4f, 5b, 5c, 6e* Syllabus has no reference to expectations for appropriate behavior. Syllabus establishes expectations that students’ communication, behavior, and participation are respectful, professional, and appropriate. Syllabus outlines expectation for inclusive behavior in the course. Syllabus provides other course behavioral norms relevant to course learning objectives, or indicates that the class will work together to compose course norms. Syllabus establishes expectations that students assume responsibility for their learning through active learning or experiential learning. Syllabus indicates students’ statements of fact should be based on facts from course materials or other credible sources, and appropriately cited during course discussions. Syllabus outlines opportunities for students to take leadership roles in the course or profession. Syllabus includes opportunities for students to add unique, content to the course. Syllabus incorporates professional codes of ethics, USC student code of conduct, and/or USC code of ethics. Comments:
Other course policies 1b, 1c, 1d, 2g, 3e, 4d, 4e, 6e* Consequences for late assignment submission and missed classes unduly burden certain populations. Policy on use of electronic devices during class unduly burdens certain populations who may be required to use it (i.e., due to an accommodation). Minimum technology requirements for the course are not clearly stated, and/or information on how to obtain the technologies is not provided. Syllabus specifies consequences for late assignment submission and missed classes. Prerequisite tech skills expected of the learner are clearly stated. Syllabus contains a clear description of technology support offered and how to obtain it. Suitable technology requirements are clearly stated and instructions provided. Required technology is attainable by students. Syllabus specifies consequences for academic integrity violations. Comments: Course and Instructor Evaluation 1a, 1d, 2b, 2c, 2e, 3a, 3b, 5b, 7a, 7c Syllabus indicates inappropriate consequences or rewards for completing the end-of-course university student course evaluation. Syllabus explains end-of-course university student course evaluation process. Syllabus explains end-of-course university student course evaluation purpose and the importance of student engagement with the process. Student self- and/or peer-evaluation is planned. A mid-course evaluation is planned. Comments: