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It also provides guidance for major grading and course policies.","Answer",{"name":111,"@type":106,"acceptedAnswer":112},"How does the template describe grading and assessment structure?",{"text":113,"@type":109},"It instructs instructors to calculate the final course grade using defined assessment categories, with placeholders for brief descriptions of each assessment. It also includes the standard campus grading scale from A to F.",{"name":115,"@type":106,"acceptedAnswer":116},"Which course policies related to student support and compliance are addressed?",{"text":117,"@type":109},"The template covers policies and resources including generative AI guidance, academic integrity and collaboration expectations, technology considerations, equitable and inclusive learning environment language, Title IX reporting and support resources, and student accessibility assistance. It also mentions gender expression and identity considerations.","https://schema.org",{"og:url":78,"og:type":120,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":122,"canonical":78},"index,follow",{"doc_id":124,"site_id":56},163424,1788143509,{"code":4,"msg":5,"data":127},{"doc_id":124,"user_id":128,"nickname":88,"user_avatar":60,"doc_module":9,"category_id":50,"category_name":51,"doc_title":59,"doc_description":61,"doc_content":129,"file_id":130,"file_url":131,"file_type":132,"file_size":133,"view_count":47,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":47,"language":134,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":61,"update_tm":125,"read_time":73},8796093062539,"Instructor information\nCourse Description\nWhat will students learn (i.e., knowledge or skills as opposed to topics) in your course? How will this information help them develop as scholars, learners, or future professionals? What will students experience in the course (e.g., instructional methods, assessments, etc.)?\nAre there any prerequisites for your course?\nLearning Objectives\nWhat, specifically, will students be able to do or demonstrate once they’ve completed the course? Identify 3-8 course-level learning objectives for the course syllabus.\nRequired Materials\nWhat materials are required for your course (e.g., textbooks, software, lab equipment, etc.)?\nTips for Success\nHow can students be successful in your course? This section can provide resources for students to support their academic needs (like the \u0013 HYPERLINK \"https://www.gvsu.edu/library/km/\" \u0014Knowledge Market\u0015, and \u0013 HYPERLINK \"https://www.gvsu.edu/sasc/\" \u0014Success Coaching\u0015), as well as personal needs (like the \u0013 HYPERLINK \"https://www.gvsu.edu/counsel/\" \u0014University Counseling Center\u0015). We also recommend you encourage students to bookmark this general support page for students at \u0013 HYPERLINK \"https://www.gvsu.edu/support/\" \u0014gvsu.edu/support\u0015.\nAssignment and Grading Procedures\nThe final course grade will be calculated using the following categories:\n[Brief description of assessment 1]:  What are students expected to do in this assignment (e.g., problem sets, short answer responses, multiple-choice questions, etc.)? How does this assignment connect to the learning objectives of the course? How will students submit this assignment (e.g., online or during class)? Will students complete the assignment individually or in-groups?\n[Brief description of assessment 2]\n[Brief description of assessment 3]\nYour grade will be determined using the standard campus grading scale shown below\n93 – 100% A\n90 – 92% A-\n87 – 89% B+\n83 – 86% B\n80 – 82% B-\n77 – 79% C+\n73 – 76% C\n70 – 72% C-\n67 – 69% D+\n63 – 66% D\n60 – 62% D-\n\u003C60% F\nGrading Policies\nLate-work policy: Will you accept late work? If so, up until when? Will you deduct points for late work, and if so, how many? Will you require any sort of documentation (e.g., doctor’s note)?\nMake-up work policy: Will you allow students to make-up assignments and/or assessments? If so, how should they request to make-up the work (e.g., in writing, at least 24-hours prior to the due date, etc.)? Will you require any sort of documentation (e.g., doctor’s note)?\nRe-grade policy:  If students ask you to re-grade their work, will you? If so, how should they request a re-grade (e.g., in writing, in office hours, within one week of receiving the graded assignment)?\nAttendance and/or participation policy: Is attendance and/or participation a graded component of your course? If so, how will you measure student performance (e.g., a sign-in sheet, a tally sheet, etc.)?\nCourse Policies and Resources\nGenerative AI Use. We recommend you ask your Unit Head if your department or program has a policy of student and faculty AI usage. The Pew FTLC also provides a \u0013 HYPERLINK \"https://www.gvsu.edu/ftlc/generative-ai-in-education-422.htm\" \\l \"SyllabusPoliciesAssignmentGuidelineLanguage\" \u0014guidance on AI policies\u0015.\nAcademic integrity and collaboration: How is the policy motivated by the positive dimensions of academic integrity? What is and is not permitted with respect to collaboration and/or outside assistance for each type of graded work in your course?\nTechnology: Are there times when having a mobile device would benefit student learning? If you have a zero-tolerance policy for mobile devices, how will you enforce it? Do you expect students to bring their laptops to class?\nCreating an Equitable and Inclusive Learning Environment\nAs your instructor, I will strive to create an equitable and inclusive learning environment in our class. It is my and the university’s goal that you feel able to share information about your experiences as a student.\nTitle IX, Sexual Misc","cbCaihUv3u3DaykA","https://ap.wps.com/l/cbCaihUv3u3DaykA","docx",94379,"English","# Instructor information\n# Course Description\n## What students will learn\n## Prerequisites\n# Learning Objectives\n# Required Materials\n# Tips for Success\n# Assignment and Grading Procedures\n## Grading scale\n# Grading Policies\n## Late-work policy\n## Make-up work policy\n## Re-grade policy\n## Attendance and participation policy\n# Course Policies and Resources\n## Generative AI use\n## Academic integrity and collaboration\n## Technology policy\n# Creating an Equitable and Inclusive Learning Environment\n## Title IX and harassment policy\n## Student Accessibility Resources\n## Gender Expression and Identity","[{\"question\":\"What sections are included in the syllabus template for course planning?\",\"answer\":\"The template includes instructor information, course description prompts, prerequisites, learning objectives, required materials, tips for success, and assignment and grading procedures. It also provides guidance for major grading and course policies.\"},{\"question\":\"How does the template describe grading and assessment structure?\",\"answer\":\"It instructs instructors to calculate the final course grade using defined assessment categories, with placeholders for brief descriptions of each assessment. It also includes the standard campus grading scale from A to F.\"},{\"question\":\"Which course policies related to student support and compliance are addressed?\",\"answer\":\"The template covers policies and resources including generative AI guidance, academic integrity and collaboration expectations, technology considerations, equitable and inclusive learning environment language, Title IX reporting and support resources, and student accessibility assistance. It also mentions gender expression and identity considerations.\"}]","Course Description - Syllabus Template | DOCX"]