Constructing a Syllabus

Professor standing in front of class, pointing to a screen.

University
Requirements

Purpose of a Syllabus

The syllabus is your opportunity to set the framework for the class. Certainly, it sets the rules for the course, but it also provides an opportunity for you to explain the purpose of the course and your values as the professor, as a representative of your discipline and as a member of the university community. A strong syllabus prevents confusion by setting clear expectations and encourages the structured development of ideas by outlining learning objectives. The best syllabi give students a sense of what they need to do in order to successful in the course and are written using positive terms.

University Requirements

The Georgia State University community has worked to compose key elements of the syllabus. These elements illustrate our values as a community and help create consistency across courses. The following information is found in the GSU Faculty Handbook and lays out information that is REQUIRED to be included on a syllabus for all classes at GSU.

Course syllabi shall contain the following items of information:

Complete course title and number; name of professor; term, year;
The complete course title and number can be found in the catalog.
Statement of faculty member’s accessibility to students outside of class (e.g., office hours, telephone number);
Prerequisites (if any) for the course;
Prerequisite information can be found in the catalog.
Course objectives that specify measurable and/or observable student learning outcomes. These learning outcomes should state course objectives in language that makes explicit the knowledge and skills students should have after completing the course. Consequently, these objectives may be quantitative or qualitative, as appropriate for the learning outcomes. The learning outcomes for general education courses are available in the Core Curriculum Policy.
See your department for specific course objectives.
Course assignments (e.g., required readings and activities) and due dates;
Specific course requirements (e.g., written and oral tests and reports, research papers; performances). In cross-listed undergraduate and graduate classes, the course requirements will clearly specify how the nature (quality and/or quantity) of the work expected of students and the criteria for evaluation of the work produced be commensurate with the degree level. Any projects and/or other activities required specifically of graduate students taking the course and the criteria by which student work will be judged must differentiate graduate-level from undergraduate-level work;
Grading policy: how the final grade is to be determined with respect to the weights assigned to various course requirements;
See your department/college for specific grading policy.
Attendance policy (see current Faculty Handbook for University guidelines). Syllabi should state specific requirements for attendance including requirements for the frequency and kind of participation by designated channels;
List of text(s) or other required course materials;
See your department/college for specific information on texts and course materials.
Make-up examination policy;
All syllabi should include the following statement: “The course syllabus provides a general plan for the course; deviations may be necessary.”
All syllabi should refer to the Policy on Academic Honesty
Be explicit about what you consider to be an academic honesty violation.
All syllabi should include the following statement: “Your constructive assessment of this course plays an indispensable role in shaping education at Georgia State. Upon completing the course, please take the time to fill out the online course evaluation.”
All syllabi should include the following statement: “Students who wish to request accommodation for a disability may do so by registering with the Access and Accommodation Center. Students may only be accommodated upon issuance by the Access and Accommodation Center of a signed Accommodation Plan and are responsible for providing a copy of that plan to instructors of all classes in which accommodations are sought.”

To locate University Policies on course syllabi as well as other policies see GSU's PolicyStat website.

Core IMPACTS
Requirements

Core IMPACTS Requirements

Click the links below for syllabus templates:

Institutional Priority (Institution)

Mathematics & Quantitative Skills (Mathematics)

Political Science and U.S. History (Citizenship)

Arts, Humanities & Ethics (Humanities)

Communicating in Writing (Writing)

Technology, Mathematics & Sciences (STEM)

Social Sciences (Social Sciences)

On October 4, 2023, the Board of Regents approved changes to its policy on the University System of Georgia’s core curriculum. Read the full description of the new policy. The USG core curriculum, Core IMPACTS, is designed to ensure that students acquire essential knowledge in foundational academic areas and develop career-ready competencies. There are seven Core IMPACTS areas. As presented in the table below, IMPACTS is a mnemonic for students to appreciate the impact of the overall core curriculum. (Policy Manual, Section 3.3.1)

Review the Core IMPACTS FAQs.

Summary of the Changes

Using meaningful (as opposed to alphabetical [A-E]) names for Core IMPACTS areas.
Establishing systemwide Learning Outcomes for each Core IMPACTS area.
Establishing systemwide Career-Ready Competencies for each Core IMPACTS area.
Courses designed to satisfy the U.S./Georgia history and constitutions requirements (Georgia Legislative Requirements) are now separated into the Citizenship area (shorthand name) within “P” for Political Science and U.S. History.

What These Changes Mean for Instructors Teaching Courses in the Core Curriculum

For the Spring 2024 semester and beyond, all syllabi for courses in the core curriculum are required to include a Core IMPACTS curriculum statement, created from the provided templates, that identifies the following as stated by the USG:
- the Core IMPACTS area;
- the provided two-sentence description of the meaning and purpose of Core IMPACTS;
- the broad orienting question for the course’s area in Core IMPACTs;
- the learning outcome for the course’s area in Core IMPACTs; and
- the three career-ready competencies for the course’s area in Core IMPACTs.
Instructors have the option to attach career-ready competencies in their Core IMPACTS course to individual assignments in iCollege.
- For additional information, make an appointment with a learning technologist.

Core IMPACTS Areas, Orienting Questions and Career-Ready Competencies

The Orienting Questions, Learning Outcomes, and Career-Ready Competencies assigned to each Core IMPACTS area are listed in the table below.

Core IMPACTS (Area Shorthand)	Orienting Question	Learning Outcome(s)	Career-Ready Competencies	Current (Pre-2024) Alphabetical Designations
Institutional Priority (Institution)	How does my institution help me to navigate the world?	Students will demonstrate the ability to think critically and solve problems related to academic priorities at their institution.	Critical Thinking Teamwork Time Management	Area B
Mathematics & Quantitative Skills (Mathematics)	How do I measure the world?	Students will apply mathematical and computational knowledge to interpret, evaluate, and communicate quantitative information using verbal, numerical, graphical, or symbolic forms.	Information Literacy Inquiry and Analysis Problem-Solving< Teamwork (for STEM)	Area A2
Political Science and U.S. History (Citizenship)	How do I prepare for my responsibilities as an engaged citizen?	Students will demonstrate knowledge of the history of the United States, the history of Georgia, and the provisions and principles of the United States Constitution and the Constitution of Georgia.	Critical Thinking Intercultural Competence Persuasion	Area E
Arts, Humanities & Ethics (Humanities)	How do I interpret the human experience through creative, linguistic, and philosophical works?	Students will effectively analyze and interpret the meaning, cultural significance, and ethical implications of literary/philosophical texts or of works in the visual/performing arts.	Ethical Reasoning Information Literacy Intercultural Competence	Area C
Communicating in Writing (Writing)	How do I write effectively in different contexts?	Students will communicate effectively in writing, demonstrating clear organization and structure, using appropriate grammar and writing conventions. Students will appropriately acknowledge the use of materials from original sources. Students will adapt their written communications to purpose and audience. Students will analyze and draw informed inferences from written texts.	Critical Thinking Information Literacy Persuasion	Area A1
Technology, Mathematics & Sciences (STEM)	How do I ask scientific questions or use data, mathematics, or technology to understand the universe?	Students will use the scientific method and laboratory procedures or mathematical and computational methods to analyze data, solve problems, and explain natural phenomena.	Inquiry and Analysis Problem-Solving Teamwork Information Literacy (for Mathematics)	Area D
Social Sciences (Social Sciences)	How do I understand human experiences and connections?	Students will effectively analyze the complexity of human behavior, and how historical, economic, political, social, or geographic relationships develop, persist, or change.	Intercultural Competence Perspective-Taking Persuasion	Area E

Core IMPACTS Career-Ready Competencies are broad transferable skills that go beyond the content of specific courses. Responsibility for cultivating Career-Ready Competencies has been assigned to courses in each Core IMPACTS area and it is expected that students will develop these competencies through taking these courses.

These competencies are defined in the tabs below. The definitions are sourced from the American Association of Colleges and Universities (AAC&U) Value Rubrics, the National Association of Colleges and Employers (NACE), the “soft skills” listed in O*Net as well as desired employability skills identified from surveys of Georgia employers.

Definitions of Core IMPACTS Career-Ready Competencies

Critical Thinking

Using logic and reasoning to identify the strengths and weaknesses of alternative approaches to solving problems and making decisions.

Ethical Reasoning

Assessing one’s own ethical values, recognizing ethical issues in a variety of settings, thinking about how different perspectives might apply to ethical dilemmas and considering the ramifications of alternative actions.

Information Literacy

Recognizing when information is needed, and locating, evaluating, synthesizing and effectively using the needed information, while appropriately crediting the original source of information.

Inquiry and Analysis

Exploring the world, and supporting informed conclusions through the collection, evaluation and use of relevant evidence.

Intercultural Competence

Developing knowledge, skills and behaviors that support effective and appropriate interaction in a variety of cultural contexts.

Perspective-Taking

Considering perspectives other than one’s own and allowing new information, differing opinions and others’ experiences to impress upon one’s thinking, understanding and appreciation of others.

Persuasion

Using messages that are intentionally designed to appeal to another’s reason, emotions or both, in order to enact change.

Problem-Solving

Designing, evaluating and implementing strategies to solve problems using data, knowledge and facts.

Teamwork

Building and maintaining collaborative relationships to work effectively toward common goals, while appreciating diverse viewpoints and shared responsibilities.

Time Management

Prioritizing and structuring tasks and resources to achieve an effective use of time while performing goal-directed activities.

University
Recommendations

University Recommendations

While the following recommendations are not required to be included in your syllabus, they are recommended and in some cases include sample language from legal affairs and university policies.

Syllabus Statements
- - Supplemental Information for Attendance Policies
    - Students who want to do well in this course will attend class following the class attendance policy. You will need an excused absence due to illness. GSU has a new process for students seeking excused absences through the Dean of Students Office. Please submit documentation to https://deanofstudents.gsu.edu/student-assistance/professor-absence-notification/. I will then be notified by the Dean of Students of any excused absences.
    - Should a student test COVID positive, any accommodations to the class attendance policy will be informed by evolving guidance from the CDC on quarantine. In most cases there will be no major change to mode of course delivery, so students will be responsible for collecting notes for missed in-person classes and making up any work they miss during quarantine. Anyone who has a positive COVID test is encouraged to alert the university so that appropriate contact tracing can be conducted.
  - Wearing Masks in Class
    - Short version:
      You probably have an opinion on the effectiveness and use of masks to limit the spread of COVID-19 but wearing a face mask is not required in Georgia State classrooms. I will be wearing my face mask, and you are encouraged to wear yours. If you choose not to wear a face mask there is no penalty, and students should not engage an any type of disruptive behavior towards those who have made a different choice about wearing a mask.
    - Longer version:
      You are encouraged to wear a face covering in all class meetings. I know that face masks may make some aspects of class more difficult. It will be harder for us all to project our voices and read each other’s facial expressions. However, I am willing to sacrifice these elements since wearing a mask is one thing I can control to support the health and safety of our community. Be aware that wearing face mask is not required by GSU, so there is no penalty if you choose to not wear a mask. Our university community has a strong tradition of upholding the value of mutual respect, we therefore ask students to not engage in behavior that would be disruptive if your fellow students make a different choice about wearing masks. If you have concerns, please discuss them with me and I will work to the best of my ability to provide a comfortable environment conducive to student learning.

Campus Carry Statement (recommended by Legal Affairs)
The Campus Carry legislation allows anyone properly licensed in the state of Georgia to carry a handgun in a concealed manner on university property with noted exceptions. It is the responsibility of the license holder to know the law. Failure to do so may result in a misdemeanor charge and may violate the Georgia State Student Code of Conduct.”
Sharing of Instructor-generated Materials
Consider including information about the prohibition of sharing instructor-generated materials. This information can be included as part of the syllabus information on academic honesty. The policy prohibits students from posting instructor-generated materials on external sites. Sample language: The selling, sharing, publishing, presenting, or distributing of instructor-prepared course lecture notes, videos, audio recordings, or any other instructor-produced materials from any course for any commercial purpose is strictly prohibited unless explicit written permission is granted in advance by the course instructor. This includes posting any materials on websites such as Chegg, Course Hero, OneClass, Stuvia, StuDocu and other similar sites. Unauthorized sale or commercial distribution of such material is a violation of the instructor’s intellectual property and the privacy rights of students attending the class and is prohibited.
Sexual Harassment Statement
Some faculty like to include a statement that directly addresses that sexual harassment will not be tolerated. This statement can be important if you are teaching a course in which there might be class discussions on sensitive topics. Here is an example statement that was developed by the GSU Office of Legal Affairs: In instances of sexual misconduct, the present instructor(s) and teaching assistants, are designated as Responsible Employees who are required to share with administrative officials all reports of sexual misconduct for university review. If you wish to disclose an incident of sexual misconduct confidentially, there are options on campus for you do so. For more information on this policy, please refer to the Sexual Misconduct Policy, which is included in the Georgia State University Student Code of Conduct.
Statement of Civility and Respect
Teaching inclusively means embracing student diversity in all forms — race, ethnicity, gender, disability, socioeconomic background, ideology, using preferred student names, and even including personality traits like introversion — as an asset. All of the statements below are suggestions and be edited or revised to meet the needs of your class.

The following questions are useful to consider as you develop your own statement, or you can adopt or revise one of the statements below:
1. How do you recognize and value diversity in your classroom? How do you ensure that all student voices are heard, respected, and valued?
2. Do you use a variety of examples to describe or illustrate concepts?
3. Do you have guidelines for how to engage in respectful classroom discussions (for any teaching modality)? How might you include your students in the planning regarding standards for classroom discussions and class climate. Are they involve in determining how the class should demonstrate civility and respect?
4. What kind of classroom environment would your students like to see (starting from when they first read the syllabus and/or on first day of class?
5. How can diversity – as represented in your discipline, course content, and classroom – be an asset for learning?
6. How will issues related to diversity arise in your course and classroom? And, how will you handle them (ideally) when they do? (For instance, does your discipline or course content explicitly or implicitly raise sensitive or controversial topics related to diversity and inclusion?

After drafting your statement, check whether the rest of your syllabus and course design matches your diversity statement in tone and spirit; that is to say, is also positive and inclusive.

– Example statements –

Sample 1

In this class, we strive to construct a safe and inclusive environment by respecting each other’s dignity and privacy. We honor each class member’s experiences, beliefs, perspectives, and backgrounds, regardless of race, religion, language, immigration status, sexual orientation, gender identification, ability status, socio-economic status, national identity, or any other identity markers.

Our virtual class meetings and on-line discussions are meant to provide safe spaces for free inquiry and open exchange of ideas. Difficult issues may be confronted, and controversial ideas exchanged. While at times it is appropriate to share our beliefs and opinions, we are committed to basing those beliefs on evidence-based thinking. We agree to act and communicate respectfully toward one another, both directly and indirectly, both inside and outside the boundaries of the class. All members of the class contribute to a caring, inclusive learning environment that promotes empathetic listening, encourages productive participation and sharing, and engenders growth among us all. As a classroom community, we share those values.

If you ever have any concerns about the (virtual) classroom climate, please let me know. Your suggestions about how to reinforce the values of diversity and inclusion are encouraged and appreciated. I hope that we will continuously reflect upon our class processes so that we can build an inclusive intellectual community where all feel valued and supported in our learning.

Sample 2

It is my intent that students from all diverse backgrounds and perspectives be well served by this course, that students’ learning needs be addressed both in and out of class, and that the diversity that students bring to this class be viewed as a resource, strength and benefit. It is my intent to present materials and activities that are respectful of all diversity including gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your comments (in the discussion posts and in person) related to the class and content will be encouraged and appreciated. Please let me know ways to improve the effectiveness of the course for you personally or for other students or student groups.

Sample 3

Students in this class are encouraged to speak up and participate during class meetings and online class discussions. The students on our class represent a diversity of individual beliefs, backgrounds, and experiences, and therefore, every member of this class must show respect for every other member of this class.

Sample 4

We will explore topics this semester that may be difficult for you both intellectually and emotionally. All discussions (both online and face to face) and comments should be respectful and follow the established class guidelines even when there are disagreements or diverging opinions. I ask that you engage in discussions with care and empathy for all of your classmates. Remember, you can disagree without becoming disagreeable. In this class we will not shy away from the uncomfortable. Critically examining and assessing our most basic assumptions and values is not just one of the tasks of philosophy but is an activity vital to living an authentic life. I urge you to have the courage to the uncomfortable in this class. In exchange for your courage, I will work to ensure a classroom environment that supports your taking these intellectual and emotional risks.

Sample 5

As your teacher, I value human diversity in my classes whether expressed through race and ethnicity, culture, political and social views, religious and spiritual beliefs, language and geographic characteristics, gender, gender identities and sexual orientations, learning and physical abilities, age, and social or economic classes. I promise to respect the value of every student in this this class, and all of my students are encouraged to share his or her unique perspective as an individual, not as a representative of any category. Multicultural and intercultural awareness and competencies are key leadership skills, and we intend to present material and classroom activities that respect and celebrate diversity of thought, background, and experience. One part of your collegiate education is to challenge assumptions and to provide new and sometimes challenging ways of looking at issues, however if you ever feel uncomfortable regarding content or perspectives that are presented or discussed by myself, guest speakers, or other students I encourage you to contact me immediately so that we can discuss those feelings. I would like to use your preferred language when addressing you, so please let me know if your preferred name (or the pronunciation of that name) differ from what we are using and we ask that each of you let us know your preferred gender pronouns. Your suggestions on how to incorporate diversity in this course in a meaningful way are appreciated and encouraged.

CETLOE
Recommendations

CETLOE Recommendations

CETLOE recommends the following information be included in your syllabus. The examples listed below can help to create a syllabus that is learner-centered, provide students with clear expectations, and offer students access to support resources.

CETLOE Recommended Syllabus Statement on Use of AI Tools

Generative AI tools, such as ChatGPT, are designed to assist in creating and analyzing text, code, video, audio, and other multimedia. Use of these resources in your coursework comes with benefits and risks. In this course, the rules for AI usage are as follows: { }. Any unapproved use within the course might be considered a breach of academic honesty. While exercising responsible and ethical engagement with AI is a skill you may hone over time, your unique human insights, critical thinking, and creative contributions remain pivotal to your learning experiences and success.

Instructor Guidance for Tailoring the Statement: Below are examples of phrasing for AI usage guidelines that instructors can tailor to fit with their specific course expectations and include within the brackets in the above statement; this list of examples is not exhaustive. Since opinions vary widely regarding the appropriate use of such technologies, instructors should clearly state their specific generative AI guidelines in their syllabi and assignment descriptions and should provide timely reminders regarding appropriate use throughout the semester. These usage examples are based on current understanding of best practice and may be updated as more data becomes available. It is each instructor’s responsibility to be specific and clear with their expectations around the topic of AI usage with the students in their courses.

An Example Statement that Prohibits AI Usage in the Course:
You are not allowed to use generative AI tools like ChatGPT for any work in this course, including both graded and ungraded work. Prohibited AI usage includes idea or text generation, writing or revising your work, development of media assets, or data analysis and presentation.
Example Statements that Allow for Limited AI Usage in the Course:
- In Specific Assignments:
  You may use a generative AI tool like ChatGPT only when it is specifically permitted as part of an assignment.
- For Early Idea or Draft Development:
  You are free to use generative AI to help you develop ideas or a first draft of your paper. You will be required to turn in the prompt(s) you used, the AI’s response(s), and all subsequent drafts so I can see your work.
- Only with AI Attribution or Citation:
  You are allowed to use generative AI tools to help with assignments for this course but only with attribution. All use of AI tools (such as ChatGPT and others) must be explicitly cited using MLA, APA, or Chicago style footnotes with an explanation of how the AI tool was used and which prompts were given.
- Only with AI Contributions Identified:
  During this course, you will be asked in some activities to use AI tools. Any work you submit that has incorporated AI-generated content should indicate which parts of the work are yours and which parts were generated or informed by AI.
- Only with Advanced Instructor Permission:
  Please contact me in advance for permission to interact with generative AI tools at any stage of your work in this course, from early idea generation to putting the finishing touches on drafts and projects. Use of AI without instructor permission is not allowed.

Title IX Considerations
When developing your attendance and other course policies, consideration should be given to Title IX. For example, the university has developed a guidance document for faculty and program leaders on how to respond to requests by pregnant and parenting student for class or program adjustments under Title IX. The document is intended to help navigate the obligations Title IX imposes regarding pregnant and parenting students.
Major or Program Requirements
You may wish to include a major or program requirements in your syllabus. For example, if you students should save work from your course to include in their senior portfolio that should be noted.
Schedule of Class Meetings (location, day, date, and time)
Often setting the schedule up by weeks or numbering the class meetings helps organize the semester. Class meetings can be organized as a list or table. Include the Last Day to Withdraw and Receive a W even if this is not a day/date your class meets. Check the Academic Calendar for dates.
Exam/Assessment Requirements
Including the day, date, time, and location of exams and any proctoring requirements can help students plan their schedules especially if the exams do not occur on a day/date your class typically meets. This information can be included in your schedule. Check the Office of the Registrar site for final exam information.
Student Basic Needs Statement
At any given time, over 85 GSU students are experiencing homelessness. GSU offers assistance through the Embark program, but most students and faculty are unaware of what the university offers. Please consider adding this statement to your syllabi or in your iCollege resources page:
Any student who faces challenges securing their food or housing and believes this may affect their performance in the course is urged to contact the Dean of Students for support. Furthermore, please notify the professor if you are comfortable in doing so. This will enable us to provide resources that we may possess. The Embark program at GSU provides resources for students facing homelessness.Additional Information on the Embark Program – Panther’s Pantry:
Panther’s Pantry aims to alleviate the stress associated with short-term food insecurity by providing food and basic necessities to the Georgia State Community.Currently enrolled students can visit Panther’s Pantry once per week to receive 1 food bag + 1 hygiene bag per visit. We have Panther’s Pantries at Atlanta, Decatur, Dunwoody, and Clarkston campuses. Students can access any of the locations for their weekly visit. You’ll only need your PantherID card and to complete a short form upon arrival. Follow pantherspantry on Instagram, Facebook, and Twitter for location, hours, resources, cooking demos, recipes and more.

Panther’s Pantry also offers additional support to students in need of assistance with academics, housing, employment, mental health, and more.
For additional information, visit the Panther's Pantry website or contact us via email [email protected].
Campus Safety Syllabus Statement
To promote campus safety, the university is providing the LiveSafe app free for all students, faculty and staff. This app provides a quick, convenient and discrete way to communicate with the GSU police. I strongly recommend that you download the app from either the Apple App Store or Google Play. You can sign-up for Panther Alerts and learn more about LiveSafe by visiting the GSU LiveSafe webpage.
In addition, please make sure you have the campus police numbers in your phone.For emergencies call 404-413-3333
For non-emergencies and to request a safety escort call 404-413-2100
If you are hearing impaired call 404-413-3203
Learner Support
The university as well as colleges and departments offer learner support resources that you may want to share with your students. The list below is a sample of available resources. You may wish to check with your college or department for resources that are specific to your course.
- Counseling
- Crisis Services
- Health Services
- Advising
- Tutoring
  Be sure to check with your college and department for special tutoring services that might be available.
- Supplemental Instruction
- Writing Studio

Crafting a
Syllabus

Crafting a Syllabus

CETLOE recommends that your syllabus use learner-centered language. This approach shifts the language used from the instructor’s point of view to the student’s perspective.

A learner-centered course syllabus focuses on the needs of the students and their learning process. Instructors specifically include information that will facilitate the academic success of students. Generally, a learner-centered syllabus establishes a contact and connection between students and instructors.

A learner-centered syllabus:

Sets the tone for the course
Is written in positive language
Describes your beliefs about learning, teaching and assessment
Sets up the structure of the course
Links to handouts or detailed assignment descriptions
Defines student responsibilities for success
Helps students determine their readiness for the course
States how the course fits into the curriculum and overall program
Describes available learning resources
Communicates technology requirements for the course
Contains difficult-to-obtain reading materials
Describes effective student study habits
Includes materials that support learning outside the classroom
Serves as a learning contract

Additional information on creating a learner-centered syllabus.

Modality Specifics

The modality in which instruction is delivered may necessitate modality-specific language on the syllabus.

Face-to-Face

If your course is face-to-face consider adding information about:

Technology in the Classroom

Communicate your technology policies for what students may or may not use during class. If your in-class activities rely on students having access to phones, tablets, or laptops communicated that clearly.

If iCollege or other technologies are used, be sure to include Technical Requirements.

Online

If your course is online consider adding information about:

Synchronous Meeting Information

Let students know if there are required or optional synchronous meetings.

Technical Requirements

Provide students with information and access to technology requirement information.

Sample language:
This class uses iCollege for communication, content sharing, activities, and tests. Make sure you have the technology capable of working with iCollege: Review Recommended Technology
If you need assistance with iCollege you may contact the GSU Helpdesk:

For assistance outside of the GSU Helpdesk hours of operation, contact D2L Help Center.

Getting Help

Provide students with specific details on how to get help with technical issues especially when they are impacting their ability to complete a course requirement or meet a deadline.

Sample language:
If you experience a technology issue that prevents you from completing a course activity or test, do not delay, immediately take action by:

Notifying the instructor of the problem via email as soon as possible.
Contacting the GSU Helpdesk or D2L Help Center and submit a ticket detailing the problem. Be prepared to describe what happened and the technology you are using.

For workshops or tutorials on using iCollege or other technologies, checkout:

Netiquette

Netiquette covers both common courtesy online and communication expectations. A netiquette policy sets the tone for course communications between instructors and students as well as between students.

Sample netiquette guidelines can be found online.

Communication Expectations

Set realistic expectations for how frequently you will check your mail and discussion boards. Let students know up front how quickly you will respond. Set expectations in terms of days (business days) and make sure to address availability after normal business hours, weekends, and holidays.

Tips for Staying Connected

Give students tips for staying connected to their course even when they are not logged in. Suggest that students consider setting up text notifications or enabling mail forwarding.

Make students aware of the Pulse App. The Pulse App is a time management and engagement app that can be used by students to receive push notifications on their mobile device (Android and iOS ) regarding due date, announcements, and grades. The Pulse app can also show students upcoming due dates and events across multiple courses while also allowing them to add their own events (study sessions, work schedule, etc) to help manage time. To help students take advantage of the Pulse App be sure to: share the instructions for downloading and using Pulse, use announcements to communicate important information, enable due dates on quizzes, assignments, and discussions, use the grade book to release grades, and the calendar to post events.

Learn more about Pulse for students…

Participation Expectations

When detailing your attendance policy for an online course you may wish to frame this in terms of participation or “access” expectations. Give students an idea of how often they should access your course. Remind students that the course isn’t just about submitting assignments and test by due dates—it’s about being actively engaged.

Sample language:
Students who are successful in this online class login to iCollege daily. They respond to discussion questions early in the week and check for new responses throughout the week. Successful students start assessments and assignments well ahead of the due date to allow time for questions and to seek help.

Roll Verification

Simply logging into an online class does not count as attendance in an online class for roll verification purposes. Instructors must include an academic activity that can be used to determine attendance. Roll verification language should be included along with your attendance policy.

Sample language:
In order to be counted as having attended class during the roll verification period, you must complete this activity.

CETLOE recommends that you try to link specifically to the activity in your syllabus.

When using iCollege we recommend that the syllabus be available as a deconstructed and printable syllabus. The Mastering Online Teaching: Fundamentals of Online Course Design and Delivery workshop discusses the deconstructed and printable syllabus in more detail.

Blended

If your course is blended consider adding information about:

Meeting Information

Specifics related to online and on-campus meetings and participation. Students should be able to easily determine what days and times they should be on-campus, what activities will take place on-campus, and what will happen online.

Technical Requirements

Provide students with information and access to technology requirement information.

For assistance outside of the GSU Helpdesk hours of operation, contact D2L Help Center.

Getting Help

Provide students with specific details on how to get help with technical issues especially when they are impacting their ability to complete a course requirement or meet a deadline.

Sample language:
If you experience a technology issue that prevents you from completing a course activity or test, do not delay, immediately take action by:

Notifying the instructor of the problem via email as soon as possible.
Contacting the GSU Helpdesk or D2L Help Center and submit a ticket detailing the problem. Be prepared to describe what happened and the technology you are using.

For workshops or tutorials on using iCollege or other technologies, checkout:

Netiquette

Netiquette covers both common courtesy online and communication expectations. A netiquette policy sets the tone for course communications between instructors and students as well as between students.

Sample netiquette guidelines can be found online.

Communication Expectations

Tips for Staying Connected

Give students tips for staying connected to their course even when they are not logged in. Suggest that students consider setting up text notifications or enabling mail forwarding.

Learn more about Pulse for students…

Participation Expectations

Roll Verification

Sample language:
In order to be counted as having attended class during the roll verification period, you must complete this activity.

CETLOE recommends that you try to link specifically to the activity in your syllabus.

Contact Us

Instructional Support

Instructional support is available online between 8:30 a.m. and 5:15 p.m.

Help Requests: help.gsu.edu

Other Questions: [email protected]

Schedule an Online or In-Person Appointment

Locations

Atlanta - Library South, Room 100

Tel: 404-413-4700 | Map

Alpharetta - AA2170

Tel: 678-240-6219 | Map

Decatur - SC1148

Tel: 678-891-2409 | Map

Newton - 1N3120

Tel: 678-891-2765 | Map

Clarkston - CL 1201

Tel: 678-891-3469 | Map

Dunwoody - NE2903

Tel: 770-274-5221 | Map

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