海角社区

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A Resource for 海角社区 Instructors

Welcome to the Syllabus Guide, which will serve as a "menu” to assist in developing a syllabus that is unique to your needs and the courses you teach.  Please note you will need to enter your 海角社区 login credentials to access the Syllabus Guide.


How to Use this Syllabus Guide 

The components of this syllabus can be reorganized and are designed to let you write with the tone and voice unique to you. This guide is broken into three main sections, each of which are presented in Microsoft Word format for you to easily copy and paste the sections you need to your own course syllabi

Image of 海角社区 students walking on campus.

海角社区 Syllabus Guide Content

The components of this section of the Syllabus Guide relate to general course information and course outcomes and are highly recommended for inclusion in your course syllabi. However, you may condense or restructure the information in a way that will work for your course. When constructing your syllabus, please consider program specific requirements in relation to accreditation and credit transfer. For questions about these requirements or course outcomes, please see your department chair, program manager, or liaison.  
Image of 海角社区 students playing a game together at a Student Services event.

海角社区 Support & Policies

This portion of the syllabus guide contains a QR code that will link your students to a public web page containing a list of 海角社区 student policies and procedures.  Please include, at a minimum, the QR code in your syllabus, and describe to students what they can find there.  Or, you are welcome to copy and paste any of the information from the website into your own syllabus if that works better for you.
Image of two 海角社区 students walking across campus in the fall.

海角社区 Syllabus Example

This syllabus is provided as an example for your reference.  In the future, a variety of sample syllabi will be available.

Syllabus Accessibility

This syllabus guide was designed with accessibility in mind. We began this process by using the “heading” feature of Word to help all users better navigate the document. We have also intentionally modeled the use of accessible hyperlinks. An accessible hyperlink uses descriptive language to indicate where the link will take the reader. Finally, we used Microsoft Word’s built-in accessibility checker. The accessibility checker helped us to identify missing alternative text for images and table formatting issues within this document. To learn more, check out . 

 

Please also consider, overall, whether your syllabus follows best practices in terms of accessible images, text, rhetoric, and policies.  The website is an excellent resource on this topic!

Need Help?

  • Connect with the Teaching & Learning Center at tlc@csi.edu.