Syllabus template
Access Seattle University's syllabus template, featuring essential elements required by Academic Assembly and updated practices to enhance student success in your courses.
We maintain SU's syllabus template on behalf of Academic Assembly (AcA). It tells you which elements AcA requires or recommends, as well as offering up-to-date advice on syllabus practices to promote student success.
How to navigate this page
On this page, you’ll find all the most recent updates to the university’s syllabus template, along with guidance based on the higher education research and SU faculty members’ own experiences.
If you’re creating a syllabus for a course for the first time
- Download the latest syllabus template from the first drop-down box below and make your course-specific revisions.
If you’re creating a syllabus for a course that you taught recently
- Check out the syllabus revisions in the drop-down boxes further down this page to see what wording has changed since you last updated your syllabus. These are displayed in reverse chronological order – along with revision dates – to make it easier for you to see what has changed without starting from scratch.
Syllabus revisions (most recent first)
If you'd rather not start your syllabus from scratch, scroll down to see what has changed since you last revised it.
Items marked with ** are required by Academic Assembly in all syllabi.
Items marked with * are recommended by Academic Assembly in all syllabi.
Revised URL for Food Pantry
SU Food Pantry
The SU Food Pantry provides free, supplementary food to all students, staff, and faculty with a current Seattle U ID card. The Pantry is located in Pavilion 150 and is part of a larger Food Security Initiative at Seattle University. Learn more at https://www.seattleu.edu/life-at-seattle-u/health-wellness/wellness-and-health-promotion/food-support-initiatives/
New section on Generative AI use
Guidance
Insert your policy on generative AI use for assignments here. At a minimum, we recommend you (a) explicitly state your policy (e.g., prohibited, sometimes permitted, always permitted, required) and (b) provide a rationale, so that students understand your reasoning. You may also want to note (c) ethical issues, (d) citation requirements, (d) policies around misuse (i.e., Academic Integrity Policy), and (e) encouraging students to ask if they’re unsure. You can find a repository of example statements compiled by Lance Eaton here, including some discipline-specific formulations. Further examples, partly adapted from UCOR and from Saint Louis University:
1. Sample for a class in which Generative AI is not permitted:
Use of generative AI tools is not permitted in this course because a key goal is for you to [hone a specific skill or meet a specific learning outcome].
Rationale: Early studies indicate that people who use GenAI to [state relevant activity, e.g., spark ideas or draft papers] lose capacity in critical thinking, in understanding and interpreting texts, and in connecting ideas, and because these are all essential learning goals for this course. I am therefore asking you to do your own work without the use of GenAI.
Use of GenAI tools in this course counts as an academic integrity violation and will be penalized as such, following the University’s Academic Integrity Policy guidelines.
2. Sample for a class in which generative AI is limited:
You are allowed to use generative AI tools for some, but not all, assignments in this course. Where GenAI tools can be used for an assignment, the assignment document will explain clearly how you are permitted to use them.
Rationale: You are likely to be working with generative AI tools once you graduate, so I have been very intentional about how and when to allow them in this course so that you can develop skills using GenAI. You will also see that GenAI is only permitted once you have practiced essential skills (such as analysis and critical thinking) yourself and can therefore better evaluate the quality of output from GenAI tools. GenAI still produces inaccurate and biased information and invents sources, so it’s vital that you fact-check any GenAi material you draw on. You are responsible for the accuracy and content of your own work.
When using AI, you must include proper citation for AI-generated text, images, or other media following [preferred citation style, e.g., APA, MLA, Chicago].
You must also include an AI disclosure statement. For example: “For this assignment, I used [list of AI tools used in assignment] for [specific purpose, e.g., generating an outline, summarizing sources, grammar revision] but not for [list of student contribution, e.g., direct content creation.]” This should make it clear to me which is your original work and which is assisted by Gen-AI.
Any use of GenAI tools in this class beyond those permitted by this policy counts as an academic integrity violation and will be dealt with following the University’s Academic Integrity Policy.
If you have a question about whether you’re allowed to use generative AI for an assignment or whether you are using it appropriately, please discuss your concerns with me as soon as possible.
3. Sample for a class in which generative AI is permitted:
You are allowed to use generative AI tools for any assignment or work in this course.
Rationale: At this point in your studies, GenAI may aid your learning by [e.g., helping you summarize complex sources, brainstorm, formulate arguments]. At the same time, early studies find that people who use GenAI for certain tasks lose cognitive capacity in critical thinking, in understanding and interpreting texts, and in connecting ideas. You will therefore need to think carefully about whether and how you use GenAI in this course. GenAI still produces inaccurate and biased information and invents sources, so it’s vital that you fact-check any GenAI material you draw on. You are responsible for the accuracy and content of your own work.
When using AI, you must include proper citation for AI-generated text, images, or other media following [preferred citation style, e.g., APA, MLA, Chicago].
You must also include an AI disclosure statement. For example: “For this assignment, I used [list of AI tools used in assignment] for [specific purpose, e.g., generating an outline, summarizing sources, grammar revision] but not for [list of student contribution, e.g., direct content creation.]” This should make it clear to me which is your original work and which is assisted by Gen-AI.
Any use of GenAI tools in this class beyond those permitted by this policy counts as an academic integrity violation and will be dealt with following the University’s Academic Integrity Policy.
If you have a question about whether you’re allowed to use generative AI for an assignment or whether you are using it appropriately, please discuss your concerns with me as soon as possible.
Revised name and URL for Technology Affordability Lending
Appears in Instructional Methods section:
Instructional methods
[Be sure to explain your plan for instruction this quarter/semester. If you are experimenting and expect your approach to change, then say that in advance and make sure students know you’ll be getting feedback from them on what works and what doesn’t. Example intro:]
I will regularly ask for your feedback on how the class format is working for you. Expect there to be a few changes as the quarter/semester progresses; in any changes, I will be putting your learning first.
[Below are three examples of wording for instructional methods based on different class modalities]
[Example text for in-person teaching:]
Education research shows that your learning is greatest when you are actively involved in making sense of new concepts (“constructing knowledge”) and when you do this in community with other students. This model is technically called “social constructivism,” and is closely aligned with the Jesuit teaching tradition (Ignatian pedagogy). We will use this model throughout the course, so you can expect to
- be engaged in plenty of classroom activities to build on the preparation materials you have completed for each class
- work in small groups during class and for those groups to change on a regular basis
- ask your instructor for clarifications, rather than expecting lectures.
If you find that you haven’t managed to complete an assigned reading/podcast/video before class, you will likely find that class session frustrating, since we will build on and apply the material each time (including trouble-shooting the issues you found most perplexing), but class will not involve regurgitating the content of the material. I hope you find this an engaging and enjoyable approach to learning.
[Example text for in-person teaching under variable COVID restrictions:]
I’m excited to be teaching in-person again, and instructional methods this quarter/semester will be experimental as we deal with current social norms!
Education research shows that your learning is greatest when you are actively involved in making sense of new concepts (“constructing knowledge”) and when you do this in community with other students. This model is technically called “social constructivism,” and is closely aligned with the Jesuit teaching tradition (Ignatian pedagogy). We will use this model throughout the course, so you can expect to
- be engaged in plenty of classroom activities to build on the preparation materials you have completed for each class
- work in small groups during class and for those groups to change on a regular basis
- ask your instructor for clarifications, rather than expecting lectures.
In order to spread out and maximize the use of space in our classroom, many of the materials we use will be on OneDrive, so please bring your laptop with you to class. If you don’t have access to a laptop, you can borrow a Chromebook from the Library (See “Academic resources” below or go straight to the Library’s Technology Affordability Lending page.)
[Example text for remote teaching]
We’ll be starting out with a mix of what are called “synchronous” and “asynchronous” learning.
Synchronous means we’ll all be together at the same time and we’ll be doing that using Zoom. It can work really well if we have the bandwidth and quiet space. This is my preferred approach as it helps me get to know you, as well as allowing for an easy switch between whole-group and small-group discussions using breakout rooms. We’ll also take breaks: we get tired more quickly using the Zoom format compared to a face-to-face class.
In contrast, asynchronous learning happens at a time to suit your schedule, within certain limits (for example, you may need to complete an asynchronous activity before the first class of each week). I’ve designed some asynchronous activities to prepare for, reinforce, or supplement what we do over Zoom.
If we discover the synchronous format isn’t working well enough, then I plan to shift the balance toward more asynchronous learning. Your feedback will be the key deciding factor here.
Remember, too, that if you are having technology problems, you may be able to borrow a Chromebook or internet hotspot from the Library. (See “Academic resources” below or go straight to the Library’s Technology Affordability Lending page.)
Revised internal URLs in guidance notes for faculty
- Learning Outcomes page (CFD)
- Core Faculty Resources page (Core Curriculum)
Revised external URL (Purdue University OWL site)
New example text:
All your in-text citations and your list of references must follow the APA Publication Manual (7th edition) since it is the standard referencing system for this discipline. It may be different from other systems you have used, so follow the Manual’s citation guidelines carefully. This is an opportunity to demonstrate your attention to detail.
To help you, you can use Purdue University’s Online Writing Lab (OWL) pages on APA, and if you’re having difficulty, arrange to meet with me and we can go over any trouble-spots together.
Revised URL
Access the most up-to-date Core Curriculum learning objectives.
Revised URL for academic policies
Final paragraph includes new stable URL, rather than a redirected address:
An agreement to receive an Incomplete (I) grade may be negotiated if your circumstances do not allow you to finish the course on time. The Incomplete Grades Policy of the university is available on the Office of the Registrar web site: https://www.seattleu.edu/office-of-the-registrar/academic-policies/
Revised stable URL
The Math Lab offers one-on-one tutoring to students enrolled in lower division mathematics courses. Please visit our website at https://www.seattleu.edu/science-engineering/academic-departments/department-of-mathematics/math-lab/ for more information.
New, stable URL
CAPS offers short-term, individual therapy and referral and consultation services for currently enrolled SU students. Clinical services are confidential, provided by licensed clinicians, and free of charge. Call (206) 296-6090 to schedule an appointment. For detailed information about current services and resources visit https://www.seattleu.edu/life-at-seattle-u/health-wellness/caps/
Updated formatting for accessibility purposes
Especially:
- Session-by-session schedule (end of document) to remove the table format so that screen-readers can access.
- New formatting styles for screen-reading accessibility purposes. Please remember to use the built-in Styles sheet in Word (see instructions at the beginning of the template).
- Recommendation to all faculty: In the Review tab in Word, click "Read Aloud" and listen to the syllabus to ensure that it is accessible for screen readers.
Thank you to Liz Wick in the Albers School for advice on accessibility revisions.
Revised URL for grading policy on the Office of the Registrar's website
Final paragraph of suggested wording now reads:
An agreement to receive an Incomplete (I) grade may be negotiated if your circumstances do not allow you to finish the course on time. The Incomplete Grades Policy of the university is available on the Office of the Registrar web site: [link no longer available - see revised version]
New URL and instructions
** See “Resources for Students” section at https://www.seattleu.edu/office-of-the-dean-of-students/academic-integrity/
New URL for technology loans
Example text for remote teaching
We’ll be starting out with a mix of what are called “synchronous” and “asynchronous” learning.
Synchronous means we’ll all be together at the same time and we’ll be doing that using Zoom. It can work really well if we have the bandwidth and quiet space. This is my preferred approach as it helps me get to know you, as well as allowing for an easy switch between whole-group and small-group discussions using breakout rooms. We’ll also take breaks: we get tired more quickly using the Zoom format compared to a face-to-face class.
In contrast, asynchronous learning happens at a time to suit your schedule, within certain limits (for example, you may need to complete an asynchronous activity before the first class of each week). I’ve designed some asynchronous activities to prepare for, reinforce, or supplement what we do over Zoom.
If we discover the synchronous format isn’t working well enough, then I plan to shift the balance toward more asynchronous learning. Your feedback will be the key deciding factor here.
Remember, too, that if you are having technology problems, you may be able to borrow a Chromebook or internet hotspot from the Library. (See “Academic resources” below or go straight to the Library’s Technology Loans page.)
New URL
Is your technology giving you trouble with a remote or hybrid class? The library lends a variety of Chromebooks, webcams, headphones, short-term hotspots, etc. Learn more at https://library.seattleu.edu/collections/technology
New location and URL
The SU Food Pantry provides free, supplementary food to all students, staff, and faculty with a current Seattle U ID card. The Pantry is located in Pavilion 150 and is part of a larger Food Security Initiative at Seattle University. Learn more at https://www.seattleu.edu/life-at-seattle-u/health-wellness/wellness-and-health-promotion/food-security/
New URL
Seattle U has adopted a Campus Climate Incident Reporting & Response Protocol to support our commitment to providing an inclusive and nondiscriminatory campus community. If you have seen, heard, or experienced a harmful incident on the basis of one or more of your or another individual’s actual or perceived identities, you may report that incident. Any member of the University community can make a report. For more information or to file a report, please visit https://www.seattleu.edu/office-of-institutional-equity/campus-climate-incident-reporting-and-response/
New URL
It is the policy of Seattle University to reasonably accommodate students who, due to the observance of religious holidays, expect to be absent or endure a significant hardship during certain days of their academic course or program. Please see Policy on Religious Accommodations for Students posted at https://www.seattleu.edu/office-of-the-registrar/academic-policies/
Recommended for courses with an in-person component; updated September 12, 2022 to be more sustainable.
Seattle University is committed to our educational mission and to the safety of our community members. The university continues to closely monitor COVID-19 developments and respond accordingly based on public health guidance.