Syllabus Snippets

CATL’s Syllabus Snippets page is designed to be used in tandem with the official UW-Green Bay syllabus guidelines from the Provost’s Office. Below are samples of language you can use for your UW-Green Bay course syllabi. Included here are examples for several required syllabus statements, as well as numerous optional syllabus statements that may be appropriate for your course content, modality, or personal pedagogy. You are welcome to use these examples as written or modify them to your liking, with the exception of the land acknowledgment, which may not be changed.

Required Syllabus Policies & Statements

Academic Integrity Policy

Syllabi must include a statement on academic integrity with a link to the UW System Academic Integrity Policy (UWS Chapter 14). You may borrow from the examples below or write your own.

Academic Integrity (Sample 1)

The appropriation of others’ work as your own is plagiarism and a major citation error. Examples of plagiarism include forgetting to add a “Works Cited” entry for a source you include in your paper; summarizing, paraphrasing, or quoting the ideas of others without any citations; and borrowing or purchasing papers from others. Incidents of plagiarism will be handled individually in accordance with UW-Green Bay’s Plagiarism Policy.

To avoid any problems, please make sure that you appropriately cite all information you use in course assignments, and that you complete all individual coursework independently. If you’re unsure of how to cite your information or what requires citation, I, and others, are here to help! For more information, please refer to The Learning Center, citation basics from our libraries, and the UW System’s Academic Integrity Policy.

Academic Integrity (Sample 2)

It is important that any work that you produce for this course reflects your own efforts and ideas. If you use ideas, quotes, or content from other sources in your coursework, it must be properly cited. Likewise, you should complete assignments independently unless otherwise stated. Claiming credit for work that is not your own is a violation of the UW System Policy on Academic Integrity.

Generative AI Policy

Starting Summer 2025, all instructors are required to include a syllabus statement outlining their policy on generative AI (GAI) use in their course. You may also wish to remind students to never input personally identifiable information (PII) or sensitive information into a GAI tool (please see UW System Policy 1040.A), and to reinforce that students, as assignment authors, are ultimately responsible for citing GAI use and for verifying the accuracy and appropriateness of any content created by GAI.

The examples below present four different approaches to a GAI course policy. Instructors are free to craft their own GAI course policy as long as it is in line with the UWGB AI policy.

All GAI Use Permitted

For this course, you may use GAI tools on all assignments, activities, and assessments. Although other tools are permissible, you are strongly encouraged to use Microsoft Copilot and to sign in to it with your university credentials. Doing so provides some additional security, and Copilot is the only tool supported by the GBIT Service Desk. To maintain academic integrity in line with UWS Chapter 14, you will be expected to properly document and cite how you have used GAI when you use it. For this course, we will use (insert preferred citation style). Examples of GAI citations are available on the UWGB Libraries website.

Limited GAI Use (All Tools but Specific Purposes)

For this course, you may use GAI tools, but only with express permission beforehand. Although other tools are permissible, you are strongly encouraged to use Microsoft Copilot and to sign in to it with your university credentials. Doing so provides some additional security, and Copilot is the only tool supported by the GBIT Service Desk. We will practice using GAI to supplement your own ideas rather than replace them so that you can develop your critical thinking and problem-solving skills. You are only permitted to use GAI tools in the ways I have outlined in our course assignments, and to maintain academic integrity in line with UWS Chapter 14, you will be expected to properly document and cite how you have used GAI when you use it. For this course, we will use (insert preferred citation style). Examples of GAI citations are available on the UWGB Libraries website.

Limited GAI Use (Specific Tool and Specific Purposes)

For this course, you may use Microsoft’s Copilot (with your UWGB login credentials), but only with expressed permission beforehand in specific assignment instructions. No use of any other GAI tools (e.g., ChatGPT, Grammarly, Gemini) is permitted, and doing so could be an academic integrity violation (please refer to UWS Chapter 14). When using Copilot, you will be expected to properly document and cite how you have used it. For this course, we will use (insert preferred citation style). Examples of GAI citations are available on the UWGB Libraries website.

No GAI Use Permitted

For this course, I am requiring that you refrain from using any generative AI (GAI) tools (e.g., ChatGPT or anything similar) when completing assignments, quizzes, or exams. This prohibition includes, but is not limited to, using GAI tools to generate or summarize ideas, create text or code, answer questions or discussions, or review material that you have written yourself to obtain feedback. Any such use of generative AI tools will be considered academic dishonesty (please refer to UWS Chapter 14 for more information). Although I recognize the widespread use of GAI in other disciplines, in this class, we will focus on developing certain professional skills without GAI, such as critical thinking, creativity, generating hypotheses or new ideas, and communication. I need to support you in developing your own ideas and engaging in independent thinking, as this will help you learn and grow as a student and as a future professional.

In addition to a syllabus policy, CATL strongly recommends that instructors provide clear instructions about whether and how GAI may be used on individual assignments. For example, instructors might consider using the traffic light model (red light, yellow light, and green light), along with verbal explanations on permitted or prohibited GAI use.

Late Work/Deadline Policy

Instructors are required to include a policy in their syllabi that describes their policy for late work (e.g., if late work is accepted, the process students must follow to request a deadline extension, and any point deductions that may be applied to late submissions).

Late Work (Sample 1)

Late assignments will be accepted as circumstances in life do happen, but please be aware that your maximum possible score will drop by 10% for each day late (up to 90% credit for one day late, 80% for two days, etc.). I encourage you to submit work even if it is late, both for the partial credit and because it is valuable to your learning and success in the course.

Late Work (Sample 2)

Deadlines are important. They help us plan. They motivate us. They keep us on the same page so that we can work together. Submitting your work on time is an important part of completing assignments for college classes, not to mention other aspects of your life. I understand, however, that you may experience an emergency or other circumstance that could prevent you from submitting your work on time. If this happens, please communicate with me as soon as reasonably possible to negotiate an extension. (The only way to get an extension is to ask for it.) Then, when you have completed the assignment, please let me know via email. Keep in mind that if you submit late work, you may miss out on an opportunity to collaborate with or receive feedback from your peers, and your feedback from me may be delayed or reduced, depending on the situation.

Making Up Exams

Because I understand that illnesses and unexpected emergencies do arise, I will allow you to make up one exam during the semester, under the condition that you exercise due diligence by contacting me with an email or phone message before the end of the class session when the exam takes place. At that time, you must let me know when you can take the exam within the next two business days. It is your responsibility to follow up immediately to schedule a make-up exam. (Note: make-up exams may differ from in-class exams.)

Assignment Extensions

Sample statement provided by Nichole LaGrow.

Each student has one opportunity to request an extension of up to four days to submit the assignment after its due date. In order to use an extension, students should request the additional time at least 24 hours before it is due. To document a personal or familial need that would require you to miss several days of class, please contact the Dean of Students by calling (920) 465-2152. If you are unable to call, a parent or guardian can call on your behalf.

Student Accessibility Services Statement

Syllabi must include a statement that identifies the process for requesting academic accommodations for a disability through Student Accessibility Services.

Academic Accommodations (Sample 1)

The University of Wisconsin–Green Bay supports the right of all enrolled students to a full and equal educational opportunity. Reasonable accommodations for students with disabilities is a shared faculty and student responsibility. If you need any academic accommodation due to a disability, you must self-identify and register with the Student Accessibility Services (SAS) Office. To register, you will need to complete an online application (GB ACCESS) on the Student Accessibility Services website. GB ACCESS empowers you to request accommodations that would best support your learning in each class. Your request will be sent electronically to the SAS Office for review, approval and dissemination to faculty. Accommodations are not automatically available for each class, each term, and do not go into effect until the request through GB ACCESS process is complete. Please contact the SAS office if you have any questions about the accommodation process or our role in supporting your learning. Once your request has been sent, the faculty, the SAS office and you can work together to ensure you have equal access. Location of SAS: Student Services Room 1700; phone: (920) 456-2841; email: sas@uwgb.edu and website.

Academic Accommodations (Sample 2)

The University of Wisconsin–Green Bay requires that students with disabilities are provided reasonable accommodations to ensure their equal access to course content. Qualified students with disabilities who will require accommodations in this class are encouraged to make their requests through the Student Accessibility Services Office and communicate with that office as soon as possible. Note: Prior to receiving accommodations, verification of eligibility from the Student Accessibility Services (SAS) is required. Disability information is confidential. Students can find the application for services on the SAS website or in the SAS Office, Student Services Building, room 1700.

Student Resources

Syllabi must include a link to the Student Support Resources page by Student Affairs, which lays out resources by campus location. There are additional services (e.g., Library, Career Planning) for UW-Green Bay students that you may include, if you wish. The example below serves as a reference for how you might frame these materials.

Student Resources

UW-Green Bay wants all students to be aware of the academic, wellness, financial, and other support resources that are available to them. Please see this Student Support Resources page listed by campus location, and reach out if they can be of help to you. An additional resource page contains descriptions and contact information for some other key services, such as library and technology support.

Other Statements to Consider

Most of the syllabus statements and policies below are optional, and their inclusion is up to the discretion of the individual instructor. In a few cases, one of the statements below may be required if an instructor elects to use certain tools (e.g., including a statement for online proctoring tools) or if their department requires a statement due to course content (e.g., a HIPAA statement for a course that deals with patient medical info). Please talk to your chair or supervisor if you have any questions about department-specific syllabi requirements.

These examples have been arranged alphabetically.

Active Engagement in Online Courses

Instructors teaching in modalities that rely on online participation may wish to include a statement outlining expectations for student engagement.

Active Engagement in Online Courses

Sample statement provided by Nichole LaGrow.

Although this is an online, asynchronous class, there are regular and frequent interactions in our class. A class week begins on a Wednesday at midnight and ends on a Tuesday at 11:59 pm. If a student is unable to engage with the activity for an entire week, he/she should contact the instructor to discuss the absence. Extended absences should be processed through the Dean of Students.

Bereavement Leave

Students who experience the death of a loved one can request a leave of absence through the Dean of Students. For more information, see the Dean of Students’ full bereavement policy and procedures.

Student Bereavement Policy

Upon approval from the Dean of Students, students who experience the death of a loved one are allowed one week, commencing from the day of notification to the Dean of Students, of excused absence. Students may also take a Bereavement Leave of Absence for the semester in which the death occurs. Permission to do so will occur upon consultation with the Dean of Students.

Class Attendance

UWGB instructors adopt a wide variety of classroom attendance policies. If attendance or participation count toward their grade, outline how. You may wish to emphasize the importance of attendance for students’ success, as well as the value of their contributions and participation in class.

Class Attendance (Sample 1)

Attendance is required, not simply because you need to be present to learn, but also because we need you as part of our learning community. If you miss class, you are responsible for getting notes from a classmate and for checking email and Canvas for updates. If you miss consecutive days of class, please send me an email to inform me of your situation. Please arrive at class on time, as latecomers are a distraction to everybody in the room. Because I give all students three absences without penalty, I do not keep track of the reasons for every absence. If you have a special excused absence, such as university business, military service, or a serious family emergency, however, please do let me know.

Class Attendance (Sample 2)

Your participation is welcome and encouraged, as this is a gathering place where we can improve our listening and speaking on a range of social problems and issues. Participation will be evaluated in terms of evidence:

of your preparedness for class (timeliness of assignments, demonstrating you have read the materials, etc.)
that you are present in class in both body and mind (alert, paying attention, listening respectfully, etc.)
of your active participation (asking questions, offering your perspective, providing constructive feedback to your colleagues, etc.)
of your leadership and participation in small group discussions in class.

Classroom Environment & Online Etiquette

Many instructors include language about the sort of environment that enables learning and respectful debate. You might also consider including guidelines for effective online communication. Some write this policy in advance of the course, while others include the students in its construction.

Classroom Environment (Sample 1)

The classroom should be an arena for voicing opinions and arguments in the spirit of debate, but should also display civility and tolerance. Students will bring different experiences and beliefs to bear on the materials we read, and our discussions must allow for a range of viewpoints to be expressed. One of the central tenets of feminism is that “the personal is political.” In other words, knowledge and social change cannot be divorced from lived experience. The ideas and issues that we discuss will often have direct bearing on students’ past experiences or personal philosophies, and it is reasonable to occasionally share these connections. At the same time, such comments should remain connected to the course readings and allow for the participation of everyone in the class.

Classroom Environment (Sample 2)

In order to provide a stimulating and effective learning environment, everyone is expected to follow shared codes of conduct. As noted above, we will construct our own policies in the first few days of class. In order to foster fruitful discussions, we should all strive to create an environment of mutual respect—for it to be mutual, we all have to have a stake.

All interactions in class should be civil, respectful, and supportive of an inclusive learning environment for all students. If you have any concerns about classroom participation or classroom dynamics, I encourage you to speak with me, with Dr. X, the X Department chair, or your advisor. You may also share your concerns with the university through Phoenix Cares.

Civility and Online Etiquette

Civility and politeness are expected at all times. You are welcome and encouraged to express your opinions, but please do so maturely and sincerely. You may find it helpful to review these guidelines for online etiquette.

Online Etiquette (Sample 1)

“Netiquette” is the socially and professionally acceptable way to communicate on the Internet. Please abide by these guidelines of “netiquette” when using online communication tools with your classmates and instructor:

Identify yourself. Begin messages with a greeting and close with your name.
Avoid sarcasm. It can be misinterpreted, causing hurt feelings.
Keep the dialog collegial and professional. Some discussion topics may be controversial.
Do not flame—these are outbursts of extreme emotion or opinion. Think twice before you submit a response. You cannot take it back!
Do not use offensive language or profanity.
Use clear subject lines for your posts.
Do not use all caps. It is the online equivalent of YELLING!
Avoid using abbreviations or acronyms—like UNESCO—unless the entire class knows them.
Use emoticons (emotion icons) to clarify your emotions.
Be forgiving. Anyone can make a mistake.

Online Etiquette (Sample 2)

Communication in online courses is different than face-to-face conversation. To create a welcoming and open classroom environment, let’s all practice “netiquette.” There are ten simple guidelines you can follow to help us all have a better experience.

Course Content

“The topics that we’re covering in this class are often difficult, not just intellectually but emotionally. While I expect there to be rigorous discussion and even disagreement in the course of our class discussions, I ask that you engage in discussion with care and empathy for other members in the classroom. Aim to 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 be 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.”

Source: Whitman College

Civility and Inclusivity

Many instructors choose to share an inclusivity policy to promote a respectful and healthy classroom environment.

Non-Discrimination and Inclusivity Policy

I wish to confirm my conviction that a college campus must be a safe place for the discussion of ideas. As such, I expect each member of the class to treat one another with tolerance for ideas discussed from a variety of perspectives. I respect the dignity of every person and will not allow discrimination against anyone based on religion, age, disability, ethnic origin, race, gender, marital status, or sexual orientation. Let’s approach one another with good intentions and openness

Civility and Inclusivity Statement

Our class is a community, and we are also part of a larger university community that expects civility and inclusivity from its members to help us create a good learning and living environment for everyone. The classroom should be a place where we can freely exchange ideas. We should, though, be able to disagree with and challenge one another’s ideas in a respectful way that does not involve attacks, insults, or discriminatory language or behaviors. If you have not already, please review UWGB’s Civility & Inclusivity Statement.

Respect for Diversity Statement

“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 diversity: gender, sexuality, disability, age, socioeconomic status, ethnicity, race, and culture. Your suggestions are 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. In addition, if any of our class meetings conflict with your religious events, please let me know so that we can make arrangements for you.”

Source: Syllabus Checklist – University of Iowa College of Education

Commitment to Accessibility

In addition to the required statement on academic accommodations and Student Accessibility Services, instructors may wish to share a statement affirming their commitment to digital accessibility and the process for reporting issues with inaccessible materials.

Commitment to Accessibility

I am committed to making sure everyone has an equal opportunity to learn. Regardless of whether you qualify for academic accommodations, I want to ensure that my instructional materials are accessible. If you encounter any accessibility issues with our digital learning materials, please notify me as soon as possible so that I can take any necessary steps to remediate them.

Course Materials and Recordings

If you would like to discourage students from recording class sessions or distributing instructional materials online, you may want to include a statement outlining your policy on these practices.

Public Sharing of Course Materials

Materials for this course, including documents, videos, assignments, quizzes, and lectures, were created or assembled specifically to enhance the learning of students in our class. I want you to use the materials for your own studying, but please realize they may be copyrighted or my protected intellectual property. You must get my written consent first if you want to share lectures, videos, readings, etc. with people outside of our class or on any publicly accessible platform (e.g., CourseHero, Quizlet, other websites, listservs, etc.).

Recording Class Sessions

To create the most comfortable learning environment possible for your classmates and for me, I do not allow students to record audio or video of my lectures or our class sessions. An exception to this policy can be made if you provide documentation of official accommodations to record through Student Accessibility Services. Please talk to me if you have questions or concerns about this policy.

Digital Devices in the Classroom

Many instructors include policies about the use of electronic or digital devices within the classroom.

Electronic Devices in the Classroom

There is now overwhelming evidence, based on systematic research, that “multi-tasking” with digital devices interferes badly with learning. Even having a smartphone on the table or desk takes a toll on concentration. Please silence and stow (out of sight) all mobile phones during class. No texting or messaging in class. If you are experiencing a personal emergency that requires you to take calls or receive text messages, consider taking advantage of the three emergency absences that I allow. Otherwise, please let me know about your situation and try to minimize disruptions. You may use a laptop computer, e-reader, or tablet in class for referring to assigned course materials, for in-class assignments, and for taking notes (although, based upon research into note-taking, I do not recommend that you try to type notes in class). Please avoid the temptation to check email, browse the web, etc., during class. If you have trouble staying focused in class, I recommend that you turn off wifi access unless you need it for a specific assignment or discussion.

Personal Electronics

You may use your laptop or mobile devices to read the e-book version of the text or complete in-class assignments and exercises. However, using them for any activities that are not class-related is against course policy. Please also turn your cell phone to silent or turn it off altogether.

FERPA and/or HIPAA statement

Certain courses may require a FERPA and/or HIPAA statement. Check with your chair if you are unsure.

FERPA

The Family Education Right to Privacy Act (FERPA) is a federal law designed to protect the education records of students from kindergarten to graduate school. Read more on UWGB’s FERPA overview page.

HIPAA

The Health Insurance Portability and Accountability Act (HIPAA) is a federal law designed to protect medical records and the sharing of patient medical data. “Covered Entities” who must comply with these regulations are Health Plans, most Healthcare Providers, and Healthcare Clearinghouses. Read more about HIPAA on the US Department of Health and Human Services’ official website.

Land Acknowledgment

In a continuing effort to create a more inclusive community, UW-Green Bay has adopted a formal land acknowledgment to honor our native peoples. UWGB’s land acknowledgment statement was developed by our First Nations faculty. Instructors are encouraged to incorporate the land acknowledgment in their syllabi and/or course welcome module.

If you wish to include the land acknowledgement, please copy it as written with no modifications.

UWGB Land Acknowledgment

We at the University of Wisconsin–Green Bay acknowledge the First Nations people who are the original inhabitants of the region. The Ho-Chunk Nation and the Menominee Nation are the original First People of Wisconsin and both Nations have ancient historical and spiritual connections to the land that our institution now resides upon.

Today, Wisconsin is home to 12 First Nations communities including the Oneida Nation of Wisconsin, Potawatomi Nation, Ojibwe Nation communities, Stockbridge-Munsee Band of the Mohican Nation, and the Brothertown Indian Nation.

We acknowledge the First Nations People of Wisconsin.

Language Inclusivity

When an assignment or discussion does not require formal language, some instructors encourage their students to write and speak in the way that is most natural to them to promote an inclusive classroom environment.

Language Inclusivity

Sample statement provided by Cory Mathieu with slight modification.

I welcome and encourage you to use all of your language resources in this class. This means that all of your ways of speaking and writing are valued in our classroom as long as you continue to show respect for our learning community. I am more concerned about what is communicated than how. That being said, some assignments will require more standardized, formal language so that you have opportunities to practice writing in ways desired in most professions.

Mental Health and Wellness

Many instructors like to call attention to mental health and wellness resources available to UWGB students, such as counseling services.

Stress and Wellness

We are all human, and we may all be impacted by stress, relationship challenges, and work-life balance issues. We are also all susceptible to common mental health concerns, such as depression, anxiety, and addictive behaviors. These can lead to difficulties with motivation and concentration and impact academic work. All too often, we find it hard to ask for help when we need it, but I hope you will reach out and use the free and confidential counseling services available to you through the university. Your health and wellness are important.

Name and Pronouns

Some instructors choose to list their pronouns along with their name to promote an inclusive classroom environment. The statements below provide students with the opportunity to share their own name and pronouns. You may also wish to let students know how to set their pronouns in Canvas.

Name and Pronouns (Sample 1)

During the first week of class, I will ask you to write your preferred first name on the class sign-in roster. I will also invite you to make a nametag to use in class that includes your gender pronouns. I see sharing gender pronouns as a gesture of respect and a reminder that we should not make assumptions about gender based upon physical appearance, names, etc. If you misgender someone (e.g., call someone who identifies as a woman “he,” or vice versa), the best practice is to apologize (concisely) and move on, without making a big scene.

Name and Pronouns (Sample 2)

If you have changed your name (officially or unofficially) from what appears in SIS, go by a nickname, or wish to specify a set of appropriate pronouns, please feel free to ask me in person or by email. Everyone in this class has the right to be addressed and understood by their right name and their gender identity, and no one has the right to challenge anyone else’s self-identification. Everyone deserves trust and respect.

Online Proctoring

As outlined in UW-Green Bay’s Online Test Proctoring Policy, instructors should include a note in SIS about their intention to use online proctoring so students are aware before registering for the class. Instructors who elect to use online proctoring should also include a syllabus statement that alerts students to specific information regarding the proctoring tool and any associated class policies.

Honorlock Online Proctoring

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 or schedule an appointment in advance. Honorlock is available 24/7, and all that is required is a desktop or laptop computer, a working webcam/microphone, your school or a government-issued ID, a stable internet connection, and Google Chrome’s Honorlock Chrome Extension.

Before you can take a proctored exam, you will need Google Chrome installed on your computer, and you will need to download the Honorlock Chrome Extension. You cannot take an Honorlock-proctored exam with a mobile device.

Several of the tests or exams for this class will use Honorlock. When a test or exam uses Honorlock, log into Canvas, go to your course, and click on the exam. Clicking “Launch Proctoring” will begin the Honorlock authentication process, where you will take a picture of yourself, show your ID, and complete a scan of your room. Honorlock will be recording your exam session through your webcam and microphone. During your exam, Honorlock will also record 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.

We’ll have a practice “exam” that will take you through the process from clicking “Launch Proctoring” to completing the authentication process and experiencing the proctoring tool.

Honorlock support is available 24/7/365. If you encounter any issues, you may contact them through live chat on the support page or within the exam itself. Some guides you should review are the Honorlock Minimum System Requirements, Student FAQ, Honorlock Knowledge Base, and this How to Use Honorlock video.

Student Parents & Caregivers

During the COVID-19 pandemic, the UW System Caregiving Task Force wrote suggested language for course policies on children in virtual class sessions. The version below has been adapted to apply to any virtual classroom sessions.

Caretaking Responsibilities During Virtual Sessions

Caregivers deserve access to education. I strive to be inclusive of parents and other caregivers, and I ask that all students work with me to create a welcoming environment that is respectful of all forms of diversity, including diversity in caregiving status.

Children may be visible onscreen during class sessions, either in a lap or playing in the background. This includes breastfeeding or chestfeeding [NOTE: this is a term many transmen and non-binary birth parents use] babies. Alternatively, you may turn your camera off if more privacy is required.
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.
Stepping away momentarily for caretaking reasons is completely understandable and expected. Simply mute and/or turn off your camera as necessary, and rejoin us when you are able.
While I maintain the same high expectations for all students in my classes regardless of caretaking status, I am happy to problem solve with you in a way that makes you feel supported as you strive for school-caregiving balance.

(Based on the policies by Dr. Melissa Cheyney and Dr. Elizabeth Horn care of the UW System caregiving task force)

Subject to Change

We should strive to keep our syllabi up-to-date and accurate each semester that we teach a course. That being said, instructors have the agency to make changes to their course throughout the semester. Instructors are encouraged to include a statement that makes it clear to students that the syllabus is a living document and is subject to change. You may also wish to remind students to rely on the information you’ve shared in Canvas if there is ever a discrepancy between Canvas and your syllabus.

Syllabus Content Subject to Change

Although I very rarely do so, the dates and topics listed in this syllabus may be subject to change during the semester. In general, this syllabus, including assignments and policies, is intended as an overview and guide. I reserve the right to make revisions throughout the semester. I will make every attempt to provide you with reasonable notice about such changes.

Due Date Discrepancies

In the event of a discrepancy between the syllabus and Canvas in terms of assignment descriptions or due dates, always follow the information in Canvas. Please reach out to me if you have any questions.

Religious Observances

Instructors are encouraged to include a statement on the UW System’s Accommodation of Religious Beliefs Policy (UWS Chapter 22). Instructors may also wish to consult the Interfaith Calendar to see if important course dates conflict with religious observances.

Religious Observances (Sample 1)

Students have the right to reasonable accommodation if their religious practices pose a scheduling conflict with one of their courses (Chapter UWS 22 of the Wisconsin State Legislature Administrative Code). If you have a religious observance that coincides with this class (meetings and/or due dates), let me know by email within the first 3 weeks of the course. We will then work together to develop an alternative scheduling plan. Please know that I encourage students to honor their religious beliefs, and that all requests for religious accommodation will remain confidential.

Religious Observances (Sample 2)

I encourage you to honor your cultural and religious holidays. If you have religious or cultural observances that coincide with this class, please let me know in writing (by e-mail, for example) by [date] so that we can make a plan to ensure that you do not fall behind.

Student Advocacy & Complaints

If students have a complaint or concern with a course, they are encouraged to go to their instructor first and then their chair, if needed. The Policies and Procedures page on the Dean of Students’ site outlines the procedures for both academic and nonacademic grievances. It is important that students know their channels for self-advocacy, so instructors are encouraged to include the following or a similar statement on their syllabi.

Student Advocacy

If you have a concern or complaint about this course, please first try to address it with me. If you continue to have concerns, you can contact the chairperson of the relevant academic unit. Please see the “Complaints and Grievances” section of the Policies and Procedures page on the Dean of Students’ website for more information about academic and nonacademic grievances.

Teaching Philosophy, Values, & Expectations

Many instructors share their teaching philosophy, values, or expectations explicitly with students.

Teaching Philosophy

I want to encourage you to think critically and observe the holistic connections between ideas. I am less interested in your memorization of terms and concepts and more in your understanding of how what we discuss in class ties together. I encourage you to challenge and debate what you learn in class, and never be afraid to ask questions.

Teaching Values

I want you to be successful in this course. Here are some guiding principles to keep in mind during our time together:

This syllabus is a guide for our semester, but I also want you to have input into what we discuss. There may be times when we explore different questions and ideas based on student interest, instead of what is exactly in the syllabus.
We will use collaborative learning as much as possible in this class to help you engage in your learning. It is important, therefore, that you complete your work so you can contribute to our shared learning environment.
I understand life happens, so I have built some flexibility into this course’s attendance and late work policies. I ask you to respect the limitations I have set, as I believe they are important for your success in this course. I will hold to these policies unless there are extenuating circumstances.
I want to be a resource for you to grow from and a soft landing pad should you make a mistake. Please don’t be afraid to ask questions, try new things, and make mistakes — this is how we learn and grow.
I want your exam-taking experience to be as fair and transparent as possible. I do not have “trick” or “surprise” questions on exams. What we talk about in class is what you can expect to be assessed on. I will also provide you with a study guide at least one week prior to the exam to help you prepare.

Expectations for Instructor & Students

What you can expect from me:

I will treat you with dignity and respect and be flexible to support your individual needs.
I will provide you with a clear, organized course that is designed to ensure you meet our course outcomes in a meaningful manner.
I will provide a variety of assignments to ensure your learning needs are met.
I will be actively present in your learning.
I will provide a supportive and safe environment for you to share and discuss ideas with your peers.
I will reach out to you when I sense that you need support.
I won’t be perfect. I am human and will make mistakes at times. I will view mistakes as an opportunity to learn and grow.

What I will expect from you:

You will treat me and your peers with dignity and respect.
You will strive to be an active participant in this course and aim to meet due dates.
You will maintain an open line of communication with me so I understand how to support you.
You will contact me if you have a concern with meeting a due date.
You will strive to regularly contribute to collaborative activities to ensure other members of the community have ample opportunity to read/listen, reflect, and respond to your ideas.
You will do your best to have patience with technology. There will be hiccups, expect them. We will get through them together.
You will give yourself grace. Expect to make mistakes. You are human and mistakes are part of learning and growing.

Veterans Services

UWGB has a significant number of students serving in the U.S. military reserve or National Guard units. The statements below outline several key processes in the event that a student needs to pause their education due to involuntary activation or transfer. More information is available in UWGB’s active duty absence policy.

Active Duty Absence/Withdrawal (Dropping all courses after the term begins)

Students who are activated for the military may request a complete withdrawal. Individual (not unit) orders are needed if you withdraw during a semester. These orders need to be given to the following offices: Registrar, Student Billing Resources, Financial Aid, and Residence Life (if applicable).

Tuition and Fees: Activated students should be given the opportunity to earn their grade or a full refund of tuition should be made.
Room and Board: Activated students should be given a refund for the unused portions of room and board contracts.
Financial Aid: For students receiving financial aid at the time of their withdrawal, please be aware that the financial aid office is required by federal regulation to calculate the amount of aid (if any) that must be returned. This applies to any student who withdraws, and there is no exception for military deployment. Depending on the amount of aid received and the date of withdrawal in that semester, you may have to repay a percentage of aid to the appropriate aid programs.

Classes While Activated

If you are interested in doing an independent study during the time you are gone, we encourage you to work out the details with your instructor and fill out the independent study form before you leave. Please contact the Financial Aid Office if you plan to take a class while activated. We want to make this process as easy as possible.

Miscellaneous Reminders

Email Account: Please contact the IT Service Desk at gbit@uwgb.edu to extend the activation of your UWGB email account.
Parking Decal Refund: If withdrawn within the first 4 weeks, you may be eligible for a parking refund. Contact Student Billing Resources for more information.
Library Books: Return any library books, media services equipment, etc.
Dining Points: Remaining balance of dining points and pass points are refundable less a $25 administration fee.

Delay or Suspend Federal Student Loans

The federal government provides options for service members who are being deployed for active duty and who have student loans. As a deployed service member, you may be eligible to delay or temporarily suspend making loan payments to reduce the burden on you and your family. In general, service members will fall into one of three categories:

Those currently enrolled in school, have taken out student loans, and are being called to active duty.
Those within the grace period of their student loans, have yet to make a first payment, and are being called to active duty.
Those currently making payments on student loans and are being called to active duty.

The key for you is to contact the lender or the agency that services your student loans to see if you are eligible for the delayed or suspended repayment benefit. Contact your lender or loan holder to learn more about your options.

Readmission

When you return to UW-Green Bay, you need to apply for readmission. This is to update your account. The admissions office will also need an official transcript for any classes you may have taken at another institution while activated.

Re-Apply for Financial Aid

The financial aid application is an annual process and you can file your aid application in advance of your readmission to the University. You can file the Free Application for Federal Student Aid (FAFSA) online by going to the FAFSA website and completing the form for the aid year for which you plan to return.