CET Course Design Syllabus Review Checklist 1 2 3 * criteria measured by each dimension are noted. Performing Below Minimum USC Teaching Policy Standard Performing at Minimum USC Teaching Policy Standard Performing at Proficient Level of Teaching Standard at USC Performing at Excellence Level of Teaching Standard at USC Syllabus format 1b, 1c, 1d, 2g, 3e, 5d* Syllabus contradicts statements on Academic Conduct and Support Systems. Syllabus is available on the LMS as a downloadable document. Syllabus contains the Statement on Academic Conduct and Support Systems provided in the Curriculum Coordination Office syllabus template. Syllabus contains all components of the Curriculum Coordination Office template. Course description section includes aspirational goals that frame why the skills in the learning objective section are important. Syllabus mirrors that of other sections of the same course (same prefix and course number) taught onground, online, or (if applicable). Comments: Communication 1b, 1d, 5b, 6e* Preferred method of contact is inappropriate or not feasible for all students. Syllabus provides contact information for instructor, as well as preferred method of contact. Syllabus indicates how long students should wait for a response from instructor. Syllabus encourages students to contact instructor outside of Syllabus encourages students to provide feedback to the instructor. Comments: policy
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 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 peer-reviewed journal articles (or discipline equivalent) when pertinent to course learning objectives. Course content is presented in multiple formats (e.g., text). Linked content follows recommended best practices for accessibility. Comments: Course outline 1b, 3d 4b, 5a, 5b, 5c, 6a* The weekly plan indicates cancelled classes and/or changes to the official listed class meeting time or duration/contact hours. There are no readings and/or graded assignments for the course. A weekly plan for the semester is provided and includes topics, readings, and assignment due dates. The weekly plan for the semester includes description of in-class work and active learning. Assignment due dates have not been scheduled on religious days of obligation. The weekly plan for the semester includes specific instructional plans for each class meeting with a lesson objective tied to the course learning objectives. Comments:
based 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 classroom 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 classroom norms relevant to course learning objectives, or indicates that the class will work together to compose classroom 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 on facts from course materials or other credible sources, and appropriately cited during class discussions. Syllabus outlines opportunities for students to take leadership roles in the class 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 unduly burdens certain populations who may be required to use it (i.e., due to an accommodation). Syllabus specifies consequences for late assignment submission and missed classes. Syllabus includes a on use of electronic devices during Policy on electronic devices encourages applications for educational purposes when appropriate. Technology requirements are clearly stated and instructions provided. Technology is equitably attainable/accessible to students. Minimum technical skills required are clearly stated. 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-semester university student course evaluation. Syllabus explains university student course evaluation process. Syllabus explains university student course evaluation purpose and the importance of student engagement with the process. Student self- and/or is planned. A mid-semester course evaluation is planned. Comments: