Provide an Accessible Syllabus & Specific Reading Requirements
The instructor of record may ask for your input on the design of the syllabus. In the lens of equity, consider developing an accessible syllabi that builds in a measure of flexibility and universal design, so that course staff are prepared for when a student requests for an accommodation (whether it’s DSP, athletics, music etc.), which can occur at any time within the semester. This includes how the curriculum is provided and a timeline of when it will be assessed during the course.
Examples warranting syllabi flexibility:
- Classroom media which may require captioning/alternative media (sight and hearing)
- Changes in physical locations, or expectations (in a lab for example) for physical access
- Attendance policy flexibility for disability or planned extracurricular-related absences
- Exam accommodations which may require extended time, reduced distraction and/or other requirements
- Note taking assistance, which may involve the use of an audio note-taking system and/or DSP real time captioner, as well as advanced copies of powerpoints, lecture notes, outlines and key points available via written format (on bCourse or other LMS)
As required by law, students with disabilities must be given access to course materials (syllabi, textbooks, course readers, etc.) in a timely fashion – that is, at the same time as do their peers without disabilities. Converting print materials to alternative media for students who use this accommodation is labor-intensive, so plan accordingly. Many learning platforms, such as bCourse/Canvas, offer built-in accessibility tools and are highly encouraged for your students. For texts, you must provide: Title, Author(s), ISBN, Edition.
EECS Default Course Policies
The UCB EECS Default Course Policies document contains tested policies which you can adopt to address things like clobbering, time-based penalties, slip-days, and dropped assignments.
Course Policy on Academic Dishonesty
Different courses often have their own approaches to grading and detection technologies, so it is the responsibility of faculty and course staff to share their expectations and requirements regarding collaboration, homework and exams through a syllabus, course website, or other means to all of their students at the beginning of the semester.
Here are some examples to include into a course syllabus to speak to the issue of academic integrity:
Please visit the Center for Teaching & Learning for more detailed examples on course policy statements regarding academic integrity.
Other Recommendations
Here are a few recommendations courtesy of Dan Garcia. These are student-friendly policies which improve community and collaboration in large courses:
- Absolute grading, bump up at the end but never down.
- Present the scale in the syllabus, which enables students to always understand where there grade is, and reduces a lot of questions.
- Present the scale in the syllabus, which enables students to always understand where there grade is, and reduces a lot of questions.
- Allow later exams to replace earlier exam grade(s).
- Allow slip days for homework.
- Better yet, if your course uses autograder infrastructure, consider allowing arbitrary extensions. This needs to be balanced out with considerations for the benefit of deadlines and keeping students on track.
- Better yet, if your course uses autograder infrastructure, consider allowing arbitrary extensions. This needs to be balanced out with considerations for the benefit of deadlines and keeping students on track.
- Give EPA! Sprinkle points.
- Effort: How much student tried. Office hours? Does all hw?
- Participation: Does the person ask questions in lecture or discussion?
- Altruism: Helping others in lab, newsgroup, or office hours.
- EPA grades are hidden, and can boost up grades.