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A clear syllabus can help both you and your students avoid unwelcome surprises and to share a clear understanding of expectations. Below is a list of sample statements addressing a wide range of issues that may be relevant to your course, ranging from core issues like university policies that might apply to all courses to more class-specific issues such as fieldwork or service learning study. Feel free to use these statements as they are or to modify them for your purposes. If you would like to add or share a statement here, please email it to fctl@ucf.edu.

Required Statement Regarding COVID-19

University-Wide Face Covering Policy for Common Spaces and Face-to-Face Classes

To protect members of our community, everyone is required to wear a facial covering inside all common spaces including classrooms (https://policies.ucf.edu/documents/PolicyEmergencyCOVIDReturnPolicy.pdf. Students who choose not to wear facial coverings will be asked to leave the classroom by the instructor. If they refuse to leave the classroom or put on a facial covering, they may be considered disruptive (please see the Golden Rule for student behavior expectations). Faculty have the right to cancel class if the safety and well-being of class members are in jeopardy. Students will be responsible for the material that would have been covered in class as provided by the instructor.

Notifications in Case of Changes to Course Modality

Depending on the course of the pandemic during the semester, the university may make changes to the way classes are offered. If that happens, please look for announcements or messages in Webcourses@UCF or Knights email about changes specific to this course.

COVID-19 and Illness Notification

Students who believe they may have a COVID-19 diagnosis should contact UCF Student Health Services (407-823-2509) so proper contact tracing procedures can take place.

Students should not come to campus if they are ill, are experiencing any symptoms of COVID-19, have tested positive for COVID, or if anyone living in their residence has tested positive or is sick with COVID-19 symptoms. CDC guidance for COVID-19 symptoms is located here: (https://www.cdc.gov/coronavirus/2019-ncov/symptoms-testing/symptoms.html)

Students should contact their instructor(s) as soon as possible if they miss class for any illness reason to discuss reasonable adjustments that might need to be made. When possible, students should contact their instructor(s) before missing class.

In Case of Faculty Illness

If the instructor falls ill during the semester, there may be changes to this course, including having a backup instructor take over the course. Please look for announcements or mail in Webcourses@UCF or Knights email for any alterations to this course.

Course Accessibility and Disability COVID-19 Supplemental Statement

Accommodations may need to be added or adjusted should this course shift from an on-campus to a remote format. Students with disabilities should speak with their instructor and should contact sas@ucf.edu to discuss specific accommodations for this or other courses.

Recommended and Optional Statements about Remote Instruction

Should this course shift to remote-only instruction, the university has provided several resources to assist students with learning: https://digitallearning.ucf.edu/newsroom/keeplearning/

Live and Recorded Lectures (optional if applicable): This course will include synchronous (“real time”) sessions that will also be available as a recorded session for later review in Webcourses@UCF. Students who are unable to attend on-campus sessions, are expected to review these available sessions. Students who are unable to actively participate in on-campus or remote learning, should contact their instructor to explore options. Any synchronous meeting times will be announced via Webcourses@UCF and should appear on the Webcourses@UCF calendar should remote instruction be activated.

Such recordings/streaming will only be available to students registered for this class. These recordings are the intellectual property of the faculty and they may not be shared or reproduced without the explicit, written consent of the faculty member. Further, students may not share these sessions with those not in the class or upload them to any other online environment. Doing so would be a breach of the Code of Student Conduct, and, in some cases, a violation of the Federal Education Rights and Privacy Act (FERPA).

Technology Access – Depending upon modality, this course might need to shift to remote or fully online instruction based on medical guidance. This course also could be fully online and thus This could require access to additional technology. If students do not have proper access to technology, including a computer and reliable Wi-Fi, please let the instructor know as soon as possible. Information about technology lending can be found at https://it.ucf.edu/techcommons/ and https://library.ucf.edu/libtech.

Resources:

https://www.ucf.edu/coronavirus/

On-campus instructors may voluntarily adopt the BlendFlex strategy, but if they choose otherwise, they must ensure that students have remote access to all course content. Additionally, all faculty teaching courses with face-to-face components should develop a plan to migrate to 100% remote instruction should that become necessary.

Please familiarize yourself thoroughly with the following web pages:

  1. https://digitallearning.ucf.edu/newsroom/keepteaching/
  2. https://digitallearning.ucf.edu/newsroom/keepteaching/blendflex-model/
  3. https://digitallearning.ucf.edu/newsroom/keeplearning/

You may revise the following syllabus statement to match your particular class format.

Statement

This course will incorporate the BlendFlex model. This means that the face-to-face classroom sessions will take place on the days and times noted on the class schedule, but will also be recorded for remote student participation. The idea is to provide all students with continued access to learning experiences.

Please view the 3-minute BlendFlex Delivery Model UCF Student Guide video for an overview.

[If cohorts are necessary] In order to maintain academic quality while accommodating physical distancing needs during the COVID-19 crisis, students in this class will be divided into [#] groups per the following meeting pattern:

  • Group One will meet in [the designated class location] on [Monday at 10:00 am]. Group One will then meet online through [Zoom or Panopto] on [Wednesday and Friday at 10:00 am] or choose to view the recording later.
  • Group Two will meet in [the designated class location] on [Wednesday at 10:00 am]. Group Two will then meet online through [Zoom or Panopto] on [Monday and Friday at 10:00 am] or choose to view the recording later.
  • Group Three will meet in [the designated class location] on [Friday at 10:00 am]. Group Three will then meet online through [Zoom or Panopto] on [Monday and Wednesday at 10:00 am] or choose to view the recording later.

Group numbers (links to an external site) are available in the Webcourses@UCF People section under Groups [Note that the instructor needs to set up these groups].

  • Students will only be permitted to attend physical class on the weekday they are assigned.
  • Students should inform the instructor as soon as possible if they will not be able to attend in-person classroom sessions.
  • If the instructor cannot attend class on campus, students will be informed as early as possible, and classes will be held remotely if possible.

Your course description should make it clear that your course will (or will not) include both synchronous and asynchronous participation. (By default, students may assume that “remote-instruction” courses are self-paced and asynchronous.)  If you plan to require synchronous meetings, your syllabus should include mention of these up front so students can plan ahead. In addition, consider mentioning:

  • What students should do if they need to miss a synchronous session
  • Devices and other technology considerations they’ll need for participation (webcam, headphones, adequate Internet bandwidth) 
  • Expectations for participation

Below is language you can use in the Hardware/Software Requirements section of your syllabus. In addition to putting this in your syllabus, this information can be used as an announcement for the first week of classes so that students understand the necessity of familiarizing themselves with Zoom. Please feel free to copy and paste it into your syllabus.

Statement

Because of the continued remote instruction requirement due to the COVID-19 pandemic, this course will use Zoom for some synchronous (“real time”) class meetings. Meeting dates and times will be scheduled through Webcourses@UCF and should appear on your calendar.

Please take the time to familiarize yourself with Zoom by visiting the UCF Zoom Guides at <https://cdl.ucf.edu/support/webcourses/zoom/>. You may choose to use Zoom on your mobile device (phone or tablet).

Things to Know About Zoom:

  • You must sign in to my Zoom session using your UCF NID and password.
  • The Zoom sessions are recorded.
  • Improper classroom behavior is not tolerated within Zoom sessions and may result in a referral to the Office of Student Conduct.
  • You can contact Webcourses@UCF Support at <https://cdl.ucf.edu/support/webcourses/> if you have any technical issues accessing Zoom.
The following statement about children in virtual classes was provided to us as an additional resource by faculty member Elizabeth Horn and was adapted from language at Oregon State University. It is not an officially required or optional statement from the university. However, we think it’s one great way of acknowledging one of the myriad of challenges our students face at this time.
 
Statement
 

Parents deserve access to education. At all times, I strive to be inclusive to parents, and now, in our virtual learning space, with many children learning from home or schools facing sudden closures, we can expect children to be present in class from time to time.

  1. All breastfeeding babies are welcome in our synchronous sessions as often as is necessary to support the breastfeeding relationship. I never want students to feel like they have to choose between feeding their baby or continuing their education.
  2. Children may be visible onscreen during class sessions, either in your lap or playing in the background. Alternatively, you may turn your camera off if more privacy is required.
  3. Parents or caregivers who anticipate having a child(ren) with them during class sessions are encouraged to wear a headset to help minimize background noise. You may mute your microphone and communicate through the “chat” feature at any point necessary.
  4. Stepping away momentarily for childcare reasons is completely understandable and expected. Simply mute and/or turn off your camera as necessary, and rejoin us when you are able.
  5. I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in parenting status.
  6. I hope that you will feel comfortable disclosing your student-parent status to me. This is the first step in my being able to accommodate any special needs that arise. While I maintain the same high expectations for all student in my classes regardless of parenting status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-parenting balance.

Below is syllabus language provided about flexibility and accountability in classes with remote instruction. It is free to re-use and revise for your own course(s).

Statement

I recognize and understand the difficult times we are all in. The COVID-19 pandemic impacts us all in many ways, including physical, mental, emotional, financial, academic, and professional. For that reason, I will work with all of you to accommodate any challenges you may be encountering and to provide the tools and support necessary for you to succeed. I will also understand the necessity of prioritizing other aspects of your life and will work with you to make the best decisions regarding your success in this course. However, this does not mean that I will not hold you accountable, especially in terms of class attendance, participation, and contributions. Therefore, I ask that you inform me in writing (email or Canvas) of any class absences, missed or late assignments, or days where you will be attending the class but won’t be able to make meaningful contributions (by having your cameras and microphones on and participating in our class activities).

UCF Core Syllabus Statements

Students should familiarize themselves with UCF’s Rules of Conduct at <https://scai.sdes.ucf.edu/student-rules-of-conduct/>. According to Section 1, “Academic Misconduct,” students are prohibited from engaging in

  1. Unauthorized assistance: Using or attempting to use unauthorized materials, information or study aids in any academic exercise unless specifically authorized by the instructor of record. The unauthorized possession of examination or course-related material also constitutes cheating.
  2. Communication to another through written, visual, electronic, or oral means: The presentation of material which has not been studied or learned, but rather was obtained through someone else’s efforts and used as part of an examination, course assignment, or project.
  3. Commercial Use of Academic Material: Selling of course material to another person, student, and/or uploading course material to a third-party vendor without authorization or without the express written permission of the university and the instructor. Course materials include but are not limited to class notes, Instructor’s PowerPoints, course syllabi, tests, quizzes, labs, instruction sheets, homework, study guides, handouts, etc.
  4. Falsifying or misrepresenting the student’s own academic work.
  5. Plagiarism: Using or appropriating another’s work without any indication of the source, thereby attempting to convey the impression that such work is the student’s own.
  6. Multiple Submissions: Submitting the same academic work for credit more than once without the express written permission of the instructor.
  7. Helping another violate academic behavior standards.
  8. Soliciting assistance with academic coursework and/or degree requirements.

Responses to Academic Dishonesty, Plagiarism, or Cheating
Students should also familiarize themselves with the procedures for academic misconduct in UCF’s student handbook, The Golden Rule <https://goldenrule.sdes.ucf.edu/>. UCF faculty members have a responsibility for students’ education and the value of a UCF degree, and so seek to prevent unethical behavior and respond to academic misconduct when necessary. Penalties for violating rules, policies, and instructions within this course can range from a zero on the exercise to an “F” letter grade in the course. In addition, an Academic Misconduct report could be filed with the Office of Student Conduct, which could lead to disciplinary warning, disciplinary probation, or deferred suspension or separation from the University through suspension, dismissal, or expulsion with the addition of a “Z” designation on one’s transcript.

Being found in violation of academic conduct standards could result in a student having to disclose such behavior on a graduate school application, being removed from a leadership position within a student organization, the recipient of scholarships, participation in University activities such as study abroad, internships, etc.

Let’s avoid all of this by demonstrating values of honesty, trust, and integrity. No grade is worth compromising your integrity and moving your moral compass. Stay true to doing the right thing: take the zero, not a shortcut.

The University of Central Florida is committed to providing access and inclusion for all persons with disabilities. Students with disabilities who need access to course content due to course design limitations should contact the professor as soon as possible. Students should also connect with Student Accessibility Services (SAS) <http://sas.sdes.ucf.edu/> (Ferrell Commons 185, sas@ucf.edu, phone 407-823-2371). For students connected with SAS, a Course Accessibility Letter may be created and sent to professors, which informs faculty of potential course access and accommodations that might be necessary and reasonable. Determining reasonable access and accommodations requires consideration of the course design, course learning objectives and the individual academic and course barriers experienced by the student. Further conversation with SAS, faculty and the student may be warranted to ensure an accessible course experience.

Emergencies on campus are rare, but if one should arise during class, everyone needs to work together. Students should be aware of their surroundings and familiar with some basic safety and security concepts.

  • In case of an emergency, dial 911 for assistance.
  • Every UCF classroom contains an emergency procedure guide posted on a wall near the door. Students should make a note of the guide’s physical location and review the online version at <http://emergency.ucf.edu/emergency_guide.html>.
  • Students should know the evacuation routes from each of their classrooms and have a plan for finding safety in case of an emergency.
  • If there is a medical emergency during class, students may need to access a first-aid kit or AED (Automated External Defibrillator). To learn where those are located, see <https://ehs.ucf.edu/automated-external-defibrillator-aed-locations>.
  • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.edu> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
  • Students with special needs related to emergency situations should speak with their instructors outside of class.
  • To learn about how to manage an active-shooter situation on campus or elsewhere, consider viewing this video (<https://youtu.be/NIKYajEx4pk>).

Campus Safety Statement for Students in Online-Only Courses

Though most emergency situations are primarily relevant to courses that meet in person, such incidents can also impact online students, either when they are on or near campus to participate in other courses or activities or when their course work is affected by off-campus emergencies. The following policies apply to courses in online modalities.

  • To stay informed about emergency situations, students can sign up to receive UCF text alerts by going to <https://my.ucf.edu> and logging in. Click on “Student Self Service” located on the left side of the screen in the toolbar, scroll down to the blue “Personal Information” heading on the Student Center screen, click on “UCF Alert”, fill out the information, including e-mail address, cell phone number, and cell phone provider, click “Apply” to save the changes, and then click “OK.”
  • Students with special needs related to emergency situations should speak with their instructors outside of class.

Students who are deployed active duty military and/or National Guard personnel and require accommodation should contact their instructors as soon as possible after the semester begins and/or after they receive notification of deployment to make related arrangements.

Students who represent the university in an authorized event or activity (for example, student-athletes) and who are unable to meet a course deadline due to a conflict with that event must provide the instructor with documentation in advance to arrange a make-up. No penalty will be applied. For more information, see the UCF policy at <https://policies.ucf.edu/documents/4-401.pdf>

Students must notify their instructor in advance if they intend to miss class for a religious observance. For more information, see the UCF policy at <http://regulations.ucf.edu/chapter5/documents/5.020ReligiousObservancesFINALJan19.pdf>.

Optional Syllabus Statements: UCF Resources

Integrity, scholarship, community, creativity, and excellence are the core values that guide our conduct, performance, and decisions.

Integrity
I will practice and defend academic and personal honesty.

Scholarship
I will cherish and honor learning as a fundamental purpose of my membership in the UCF community.

Community
I will promote an open and supportive campus environment by respecting the rights and contributions of every individual.

Creativity
I will use my talents to enrich the human experience.

Excellence
I will strive toward the highest standards of performance in any endeavor I undertake.

An ethics statement shows the guidelines by which your class will be run. This statement discusses plagiarism, cheating, honor, and what is expected of students with respect to these aspects. The following two sample statements may be displayed:

A short version:

As reflected in the UCF creed, integrity and scholarship are core values that should guide our conduct and decisions as members of the UCF community. Plagiarism and cheating contradict these values, and so are very serious academic offenses. Penalties can include a failing grade in an assignment or in the course, or suspension or expulsion from the university. Students are expected to familiarize themselves with and follow the University’s Rules of Conduct (see https://scai.sdes.ucf.edu/student-rules-of-conduct/).

A long version:

UCF faculty support the UCF Creed. Integrity – practicing and defending academic and personal honesty – is the first tenet of the UCF Creed. This is in part a reflection of the second tenet, Scholarship: – I will cherish and honor learning as a fundamental purpose of membership in the UCF community. – Course assignments and tests are designed to have educational value; the process of preparing for and completing these exercises will help improve your skills and knowledge. Material presented to satisfy course requirements is therefore expected to be the result of your own original scholarly efforts.

Plagiarism and cheating – presenting another’s ideas, arguments, words or images as your own, using unauthorized material, or giving or accepting unauthorized help on assignments or tests – contradict the educational value of these exercises. Students who attempt to obtain unearned academic credentials that do not reflect their skills and knowledge can also undermine the value of the UCF degrees earned by their more honest peers.

If your course is using Turnitin.com as a form of detecting plagiarism, students would find this information useful for checking their own work. Information that may be included is information related to using turnitin.com, such as specific login accounts available to them.

The following is a sample Turnitin.com statement (for Canvas submissions):

In this course we will utilize turnitin.com, an automated system which instructors can use to quickly and easily compare each student’s assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission. Accordingly, you will be expected to submit assignments through the Canvas Assignment Tool in electronic format. After the assignment is processed, as an instructor I receive a report from turnitin.com that states if and how another author’s work was used in the assignment. For a more detailed look at this process, visit http://www.turnitin.com.

For those classes where you want to selectively use Turnitin.com, here is a sample syllabus statement:

In this course we may utilize turnitin.com, an automated system which instructors can use to quickly and easily compare each student’s assignment with billions of web sites, as well as an enormous database of student papers that grows with each submission. Accordingly, you may be expected to submit assignments in electronic format. After the assignment is processed, as an instructor I receive a report from turnitin.com that states if and how another author’s work was used in the assignment. For a more detailed look at this process, visit http://www.turnitin.com.

This course may contain copyright protected materials such as audio or video clips, images, text materials, etc. These items are being used with regard to the Fair Use doctrine in order to enhance the learning environment. Please do not copy, duplicate, download or distribute these items. The use of these materials is strictly reserved for this online classroom environment and your use only. All copyright materials are credited to the copyright holder.

One way to promote a safe and caring classroom community is to encourage each student’s unique voice, perspective, and presence. The following diversity statement gives professors language for explaining how students’ contributions will be valued:

The University of Central Florida considers the diversity of its students, faculty, and staff to be a strength and critical to its educational mission. UCF expects every member of the university community to contribute to an inclusive and respectful culture for all in its classrooms, work environments, and at campus events. Dimensions of diversity can include sex, race, age, national origin, ethnicity, gender identity and expression, intellectual and physical ability, sexual orientation, income, faith and non-faith perspectives, socio-economic class, political ideology, education, primary language, family status, military experience, cognitive style, and communication style. The individual intersection of these experiences and characteristics must be valued in our community.

Title IX prohibits sex discrimination, including sexual misconduct, sexual violence, sexual harassment, and retaliation. If you or someone you know has been harassed or assaulted, you can find resources available to support the victim, including confidential resources and information concerning reporting options at www.shield.ucf.edu and http://cares.sdes.ucf.edu/.

If there are aspects of the design, instruction, and/or experiences within this course that result in barriers to your inclusion or accurate assessment of achievement, please notify the instructor as soon as possible and/or contact Student Accessibility Services.

For more information on diversity and inclusion, Title IX, accessibility, or UCF’s complaint processes contact:

For students who are new to service learning, this statement provides insight into service learning in general. You can help students introduce what is service learning, why you chose it for this course, and how will it be built into the course. You may also explain in further detail what kinds of projects can the students get involved in, such as the organization(s) the students will be working with, what will the projects(s) involve, what kinds of extra-curricular work would be required, and whether the project(s) will be done individually or in a group. If done in groups, you may add a Learning Teams statement as well.

The following is a sample service learning statement:

Service learning gives students a venue to apply what they learned in the classroom to a real-life setting, giving them valuable experience in the field. Your service-learning project will involve making a website for an organization that will be assigned to you. You will be responsible for content, graphics, design, and other aspects of this project, and I highly recommend you to be in constant communication with your Organization contacts for developing and feedback. To assist in feedback, you will be required to present your work in progress at a meeting for your Organization at least once during the semester. You will be designing this in groups no more than three. Please do not feel overwhelmed by service learning; it has been my experience that once the projects are underway, completing the project becomes easier.

A Webcourses statement will help in portraying to students when, how and why the web application will be used. Helpful comments include how often Webcourses will be used, the semantics involved in online communication, and for what purposes will Webcourses be used for, such as a forum for communication and announcements, and/or a medium for turning in assignments.

The following is an example of a Webcourses statement:

Webcourses is an online course management system (accessed through my.ucf.edu and then the “Online Course Tools” tab) which will be used as a medium for turning in assignments and a forum for communicating with your teammates. Under the “Discussion” section, you will have a designated forum section. My recommendation is to check Webcourses every 2-3 days for updates from your teammates or myself.

Students will want to know how you are reporting their grades back to them. The most common methods are handing tests and material directly back to students or using Webcourses’s online gradebook.

Example:

Graded tests and materials in this course will be returned individually only by request. You can access your scores at any time using the Grades section of Webcourses@UCF.

Please note if your class meets Gordon Rule, Diversity, or GEP requirements, and what requirements specifically are met through your course. Such information is helpful on behalf of the students for tracking their own progress throughout their college career. For more information please see the current course catalog (http://catalog.ucf.edu/) for Diversity and GEP course requirements.

Example:

This course may count as a GEP Humanities requirement and a Diversity requirement for some majors. For more information about GEP and Diversity requirements, please see the current course catalog (http://catalog.ucf.edu/).

During your UCF career, you may experience challenges including struggles with academics, finances, or your personal well-being. UCF has a multitude of resources available to all students. Please visit UCFCares.com if you are seeking resources and support, or if you are worried about a friend or classmate. Free services and information are included for a variety of student concerns, including but not limited to alcohol use, bias incidents, mental health concerns, and financial challenges. You can also e-mail ucfcares@ucf.edu with questions or for additional assistance. You can reach a UCF Cares staff member between 8 a.m. and 5 p.m. by calling 407-823-5607. If you are in immediate distress, please call Counseling and Psychological Services to speak directly with a counselor 24/7 at 407-823-2811, or please call 911.

To inform students in your courses about the services of the University Writing Center, please include the following in your syllabus:

University Writing Center
Trevor Colbourn Hall 109
Satellite Locations: Main Library, Rosen Library, Online
407-823-2197
http://uwc.cah.ucf.edu/

The University Writing Center (UWC) offers writing support to students from first-year to graduate in every discipline. Tutors provide help at every stage of the writing process, including understanding assignments, researching, drafting, revising, incorporating sources, and learning to proofread and edit. The UWC’s purpose is not merely to fix or edit papers, but to teach writing strategies that can be applied to any writing situation. Consultations are available for individuals and small groups. You may schedule a 45-minute appointment by clicking the Success Resources tab on Webcourses, calling the UWC at 407-823-2197, or through the UWC website.

The UWC seeks graduate and undergraduate tutors from all majors. To learn more about becoming a writing tutor, please contact us.

Optional Syllabus Statements: Academic Integrity

There are many websites claiming to offer study aids to students, but in using such websites, students could find themselves in violation of academic conduct guidelines. These websites include (but are not limited to) Quizlet, Course Hero, Chegg Study, and Clutch Prep. UCF does not endorse the use of these products in an unethical manner, which could lead to a violation of our University’s Rules of Conduct. They encourage students to upload course materials, such as test questions, individual assignments, and examples of graded material. Such materials are the intellectual property of instructors, the university, or publishers and may not be distributed without prior authorization. Students who engage in such activity could be found in violation of academic conduct standards and could face course and/or University penalties. Please let me know if you are uncertain about the use of a website so I can determine its legitimacy.

If you were in a classroom setting taking a quiz, would you ask the student sitting next to you for an answer to a quiz or test question? The answer should be no. This also applies to graded homework, quizzes, tests, etc.

Students are not allowed to use GroupMe, WhatsApp, or any other form of technology to exchange course material associated with a graded assignment, quiz, test, etc. when opened on Webcourses.

The completion of graded work in an online course should be considered a formal process: Just because you are not in a formal classroom setting being proctored while taking a quiz or test does not mean that the completion of graded work in an online course should not be treated with integrity.

The following is not all inclusive of what is considered academic misconduct. These examples show how the use of technology can be considered academic misconduct and could result in the same penalties as cheating in a face-to-face class:

  • Taking a screen shot of an online quiz or test question, posting it to GroupMe or WhatsApp, and asking for assistance is considered academic misconduct.
  • Answering an online quiz or test question posted to GroupMe or WhatsApp is considered academic misconduct. Giving advice, assistance, or suggestions on how to complete a question associated with an online assignment, quiz, or test is considered academic misconduct.
  • The use of outside assistance from another student or by searching the internet, Googling for answers, use of websites such as Quizlet, Course Hero, Chegg Study, etc. is considered academic misconduct.
  • Gathering to take an online quiz or test with others and sharing answers in the process is considered academic misconduct.

If a student or group of students are found to be exchanging material associated with a graded assignment, quiz, or test through any form of technology (GroupMe, WhatsApp, etc.), or use outside assistance (Googling answers, use of websites such as Quizlet, Course Hero, Chegg Study, etc.), they could receive anywhere from a zero grade on the exercise to an “F” in the course depending on the act.

Faculty have reported errors in class notes being sold by third parties, and the errors may be contributing to higher failure rates in some classes. The following is a statement appropriate for distribution to your classes or for inclusion on your syllabus:

Third parties may attempt to connect with you to sell your notes and other course information from this class. Distributing course materials to a third party without my authorization is a violation of our University’s Rules of Conduct. Please be aware that such class materials that may have already been given to such third parties may contain errors, which could affect your performance or grade. Recommendations for success in this course include coming to class on a routine basis, visiting me during my office hours, connecting with the Teaching Assistant (TA), and making use of the Student Academic Resource Center (SARC), the University Writing Center (UWC), the Math Lab, etc. If a third party should contact you regarding such an offer, I would appreciate your bringing this to my attention. We all play a part in creating a course climate of integrity.

ProctorHub is a UCF test monitoring system that utilizes a webcam to monitor test-taking activity during online testing. Videos are only accessible to your instructor and are stored in a secure environment. If you do not have a webcam, there are computers with webcams in the UCF library, or you can visit the LibTech desk at the library to check one out. LibTech can also direct you to a computer in the library with a webcam. Please note that these computers cannot be reserved ahead of time. It is your responsibility to ensure that you will have access to a computer with a webcam and know how to log into and use ProctorHub prior to the time that the tests start. Currently, ProctorHub is not yet compatible with Apple iOS (iPhone, iPod Touch, iPad) or Android smartphones. If an issue occurs during a test, finish the test and contact me via ________________ .

Test your webcam before the test at https://proctorhub.cdl.ucf.edu/proctorhub/test_webcam/

For assistance with setup, contact Webcourses@UCF Support at 407-823-0407

Honorlock will proctor your exams this semester. Honorlock is an online proctoring service that allows you to take your exam from the comfort of your home. You DO NOT need to create an account, download software, or schedule an appointment in advance. Honorlock is available 24/7, and all that is needed is a computer, a working webcam, Google Chrome, and a stable Internet connection.

To get started, you will need Google Chrome and to download the Honorlock Chrome Extension. You can download the extension at www.honorlock.com/extension/install.

When you are ready to test, log into Webcourses@UCF, go to your course, and click on your exam. Clicking “Launch Proctoring” will begin the Honorlock authentication process, where you will take a picture of yourself, show your UCF Student ID, and complete a scan of your room. Honorlock will record your exam session by webcam as well as recording your screen. Honorlock also has an integrity algorithm that can detect search-engine use, so please do not attempt to search for answers, even if it’s on a secondary device.        

Honorlock support is available 24/7/365. If you encounter any issues, you may contact them via live chat.

For each quiz, test, or exam, you are expected to remain on the testing screen for the duration. You may not visit other sections of the course, other websites, or communication tools for assistance. I will be monitoring the Webcourses@UCF quiz audit log for compliance. Failure to only access the quiz, test, or exam during testing will result in an academic integrity violation.

Optional Syllabus Statements: Course Related

If there are specific software or hardware used, the Technology/Software Requirements statement can help further define what available resources must the students have access to. Additional information may include troubleshooting/installation tips, how to access free versions of the products if available, and what computer labs provide the specified software and hardware. For computer lab information, please visit <http://guides.ucf.edu/c.php?g=78577&p=517810>.

The following is a Software Requirements example:

You will be required to have access to SPSS for your assignments for this course. My recommendation is that you have SPSS installed on your personal computer since you will be using this software frequently throughout the semester. Please see the UCF Technology Product Center for details on student discounts for this software. In addition, SPSS is available via UCF Apps at <https://it.ucf.edu/ucf-apps/>.

And the following is an example of a Technology Requirement:

Students will be expected to have access to a computer frequently, as all writing assignments used will be typed out and not handwritten. The software you use to write your assignments is irrelevant, as long as you follow my writing guidelines outlined later in my syllabus. I recommend to have access to a computer weekly. If you do not own a computer, there are computers accessible to you in all of UCF’s student computer labs. For further information on computer labs, please see the following website: http://guides.ucf.edu/c.php?g=78577&p=517810.

An Internet Usage statement may be utilized if your course requires accessing the internet, such as using email. The statement can highlight expectations of students in relation to how often must a student have access to the internet, how frequent must email be checked per week, and the semantics involved in online communication. Most computer labs are connected to the internet. For computer lab information, please visit <http://guides.ucf.edu/c.php?g=78577&p=517810>.

The following is an Internet Usage example:

You will be expected to have daily access to the internet and email, since I will be emailing you constantly about assignment updates, additions and changes. All students at UCF are required to obtain a Knight’s Email account and check it regularly for official university communications. If you do not own a computer, there are computer accessible to you in all UCF’s computer labs, and most computer labs have computers connected to the internet. For further information on computer labs, please see the following website: <http://guides.ucf.edu/c.php?g=78577&p=517810>.

Whether your students communicate using a Discussion forum or through email, you may wish to have a set of rules of appropriate ways to communicate. You may discuss topics on “netiquette”, email, discussion forums, online chatting, whiteboard, when to come to office hours, how to schedule appointments, and other forms of communication.

The following are three sample rules:

  1. Before posting in a forum, always make sure your posting has no grammar, punctuation or spelling errors. You may do this by copying and pasting the text into Microsoft Word, and pasting it back to the posting area.
  2. If you would like to send me email, please add the following to the subject line: “: <Student’s last name, first name>“. Since I get a variety of email each day, I do not read all emails I receive. By having this heading in the subject line, I will read your email immediately.
  3. No shorthand notation or acronyms (such as “TTYL”, ” LOL”, or “IMO”) may be used at any time for this course. I feel it is unprofessional to use and is ambiguous for those unfamiliar with the acronym. Furthermore, please use smiley sparingly.

Students may have multiple emails recorded with the university, including “campus email” and “personal email,” and they may be confused about how you will communicate with them. The following is a statement appropriate for distribution to your classes or for inclusion on your syllabus:

In this class our official mode of communication is through email. All communication between student and instructor and between student and student should be respectful and professional. As of 2009, Knightsmail is the only official student email at UCF. Class rosters list Knightsmail addresses rather than external email addresses, and all official class communications will be sent only to the Knightsmail addresses. Students are responsible for checking their Knightsmail accounts regularly. See www.knightsemail.ucf.edu for further information.

If you instead use Webcourses to communicate with students by email, here is a sample statement for the syllabus:

In this class our official mode of communication is through email located inside Webcourses. All communication between student and instructor and between student and student should be respectful and professional. It is the student’s responsibility to check the “coursemail” tool frequently. You may also wish to create a Knight’s Email account at www.knightsemail.ucf.edu for separate official communication from the university.

If you are using an e-pack or electronic content from a publisher or linking to a publisher website, your publisher may require that students purchase a PIN. The PIN grants permission for the students to access the information. If students need a PIN, please include the requirement with your textbook information. Generally, you can bundle the PIN with the purchase of a textbook. However, students purchasing used books will need to purchase a PIN from the publisher.

During this course you might have the opportunity to use public online services and/or software applications sometimes called third-party software such as a blog or wiki. While some of these could be required assignments, you need not make any personally identifying information on a public site. Do not post or provide any private information about yourself or your classmates. Where appropriate you may use a pseudonym or nickname. Some written assignments posted publicly may require personal reflection/comments, but the assignments will not require you to disclose any personally identity-sensitive information. If you have any concerns about this, please contact your instructor.

Note to Faculty: Please be sure to indicate in the syllabus statement which model of clicker you have chosen.

We will be using clickers in class on a regular basis. You will need to purchase an iClicker/iClicker2 pads (commonly called a “clicker”) from the bookstore or computer store and bring it with you to every class session. It would be wise to bring extra batteries as well, as we will be using the pads in activities that count for class points. The purchase of an iClicker/iClicker2 pad is NOT optional; it will be used as an integral part of this course. I will provide a short demonstration of how to use iClicker/iClicker2 in class.

After you purchase your clicker, you must register your clicker online for this class. It is imperative that every student register their unit no later than __________. Instructions for the registration process can be found at http://www.iclicker.com/.

This section describes the importance of learning teams. You may include the purpose for having learning teams, such as improved learning for study groups, working on a team project, or working on group quizzes. Students may also would like to know when and how they will be grouped, the number of people per group, and what kinds of activities and tasks will be expected to be accomplished while in groups. Such information is important for students who feel less confident about working in groups and would like to be more familiar with what is required. This statement is also important to further inform students of what is expected of them and whether they feel they will be more successful compared to another course sections.

Example:

This course relies heavily on teamwork and cooperation throughout the semester. Early on in the semester, you will be assigned into groups of four at random and will be asked to accomplish various tasks in a group effort. Since your final grade is mostly composed of grades on various team projects, teamwork skills are essential for this class. If you are having difficulties with working in groups, please feel free to discuss this with me and whether this course is ideal for you.

The Study statement is a list of observations that you found helped students succeed in your course. For example, if the textbook and/or supplemental materials are technical and not easy to read for students, you may provide tips in this statement as to how to read it. Also, you may give suggestions about how to study for a test in your course, such as group studying or practicing problems.

Example:

Since the textbook is technical and in depth about the topics, I recommend skimming through the reading first, then reading it again in more detail so that you have a greater grasp of the material. I would also like to recommend making a list of questions or confusing points in the reading so that I can emphasize it more in my lecture. I have seen that study groups that go over key concepts is the most effective way to studying for my tests.

The statement answers a student’s potential question about your course: “Why even bother knowing this material?” In this section of the syllabus, you have the opportunity to answer this question. In order to help portray this, you may link your topic to other disciplines, real-life applications, and unexpected applications. The statement also gives you an opportunity to briefly explain why do you study this particular field.

The following is an example:

Computer Science is a rewarding field to study, since its application is used in a variety of fields. For example, the study of sorting algorithms takes intuitive ways that humans normally sort any set of items, such as cards, lists, or documents, and improves them using a variety of changes. Think about how you would sort objects. It can most likely be linked to any one of the more common sorting algorithms. Computer Science is connected strongly in math, engineering and the sciences in general, while the study of how users interact with computers is highly connected to psychology and humanities, and the theory is related deeply in history. I would recommend all students to take Intro to C and get a sense of what this exciting field is about.

If fieldwork is required for the course, a Fieldwork statement is important for a student’s health and success in your course. Essential information includes what kinds of allergens will students be exposed to, what kinds of fieldwork will be done, how will they be done, and how often will students be engaged in these activities. In order to provide a more general idea of the fieldwork done, you may further provide your purpose for the fieldwork, the importance of the fieldwork in the course, and how it will change and/or enhance student learning experience. Also, feel free to include materials that students are expected to have, and where they are readily available.

Example:

This class will require catching water and species samples in the Loxahatchee River for identifying, testing and dissecting. You are expected to visit a designated area of the river twice a week for a two months, and bring the samples back to the lab for further analysis. If you are allergic to plants near the water, daisies that grow regularly near the river at this time, or feel uncomfortable with dissecting, I would strongly recommend you to not sign up for this section.

A controversial content statement acts as a disclaimer for classes that may show some form of problematic content as part of study. The statement is to inform students who are sensitive to these issues and to outline your expectations. The following is a sample statement:

Since we will be studying art throughout history, there may be times when some of this art may have nudity in it. If you feel uncomfortable with this, please let me know and we can make accommodations.

If your course requires frequent trips to the library, this statement may be useful to portray your student expectations. You may also provide a link to the library’s website for easy access.

The following is an example Library Skills statement:

Since this course requires writing several research papers, you are expected to know how to use the library’s resources. If you are not familiar with using the library, please ask for assistance from the library’s personnel, take workshops provided by the library, or visit the library’s website (http://library.ucf.edu/).

The Prerequisite Skills statement highlights what courses are needed, or even more specifically, what skills from those courses are needed to succeed in this course. This may be a simple list of pre-requisite or co-requisite courses, or you may briefly explain what concepts you expect students to have already mastered from each course. You may also add a brief list of course that aren’t pre-requisites or co-requisites, but ones that you personally found helpful for students.

An example of a Prerequisite Skills Statement is the following:

College algebra and Geometry is a pre-requisite for this course, since you will be working with 2-D coordinate systems frequently. Also, I have found taking Statistics (STA 2023) facilitates in learning the course material.

Students may want clarification about what Online Learning is, and what it requires from the student to succeed. Expectations about course interaction, participation, self-pacing and whether it’s feasible may be expressed in this section. You may also describe some qualities you recommend online students should have, and what behavior will and will not make a student successful with respect to an online course.

The following is an example of an Online Learning statement:

Online learning is not for everyone; some people may not be able to manage a course that does not meet face to face to learn. Online learning requires lots of planning and self-pacing so that you may be successful in my course. Since I will be covering much material in 16 weeks, I would highly recommend treating this course like a regular lecture course, and keeping up with lectures and assignments. Please do not be tempted to skip two weeks of lectures and expect to catch up easily.

For most students striving for B grades or higher, I recommend that you schedule about hours per week for engaging with this course. Your background knowledge/experience and other variables may require you to spend additional time. Please plan accordingly by scheduling time on your calendar now. Several factors influence student academic performance and long-term learning. Active engagement in all course activities (e.g., class participation, readings, homework, assignments, projects, studying, etc.) will contribute to your learning and to success in this course. According to research, a metacognitive learning approach combined with practice testing and distribution of practice over time is most effective. UCF offers a wide range of free academic resources to support student success, including services offered by KARS (Knights Academic Resource Services), SARC (Student Academic Resource Center), UCF Libraries, the University Writing Center, the Math Success Center, the Chemistry Tutoring Center, and VARC (Veterans Academic Resource Center). I am available at [list preferred method of contact] if you are seeking more information on how to be successful in this course. Your academic advisor is another helpful resource to assist you in meeting the requirements of this course.

Outside of the notetaking and recording services offered by Student Accessibility Services, the creation of an audio or video recording of all or part of a class for personal use is allowed only with the advance and explicit written consent of the instructor. Such recordings are only acceptable in the context of personal, private studying and notetaking and are not authorized to be shared with anyone without the separate written approval of the instructor.