More Detail Course Policies and Guidelines (UMPI Business Admin)

 

 

Course Policies and Guidelines

Classroom Environment and Zoom Etiquette

Our classroom combines both in-person and virtual (remote) elements, providing flexibility for participation. While attending via Zoom is an option, some assignments and activities—such as group work and presentations—are most effective when conducted in person. We encourage you to make an effort to attend in person, particularly for these sessions.

If you choose to attend via Zoom, please adhere to the following guidelines:

• Camera Usage: Keep your camera on to ensure active engagement with peers and the instructor. If you have circumstances that require you to remain off-camera, please notify your instructor in advance.
• Microphone Etiquette: Keep your microphone muted unless you are speaking to minimize background noise.

Permitted Uses of Generative AI Tools

Generative AI tools (e.g., ChatGPT, DALL-E) are allowed in this course for specific purposes that enhance your learning and productivity. Acceptable uses include:

• Brainstorming and refining your ideas.
• Fine-tuning your research questions.
• Gathering information related to your topic.
• Drafting outlines to organize your thoughts.
• Checking grammar and improving your writing style.

Prohibited Uses of Generative AI Tools

To maintain academic integrity and individual accountability, the following uses of generative AI tools are not permitted:

• Using AI to impersonate you in class-related contexts, such as composing discussion posts or creating content for a Zoom chat.
• Completing group work tasks assigned to you unless all group members explicitly agree to the tool’s use.
• Writing drafts of assignments or generating complete sentences, paragraphs, or papers to meet class requirements.

These guidelines are intended to foster a balanced, ethical use of AI tools, ensuring that they serve as a support to your learning rather than a replacement for your efforts.

 

 

UMPI Syllabus Template

(12/2024) Most Recent

 

Instructions for using this Course Syllabus Template

 

• The syllabus is broken into discrete sections, each of which can be modified to best fit your individual course and teaching style.
• In order to keep the syllabus accessible, the general format (headings, paragraphs, etc.) should be maintained.
• The syllabus includes some common language to describe instructional and curricular material as well as campus policies and services.  Required components are always listed first, followed by optional suggestions and examples. 
• The syllabus assumes student access to Brightspace course pages, which have been created for all UMPI courses, both live and online.
• Adjust descriptions of activities and outcomes to fit your course.

 

Delete this page and any green text from your finished syllabus before distribution.

Name of Course

Discipline Designator # (ENG 101)

Semester and Year

Faculty Name

A.     Overview

Course Description

• Enter course description
• Enter prerequisite information

 

Faculty member office hours, office room number, phone numbers, email contact information

Class meeting dates and times; class and lab room numbers

B.    Required Text(s) and other Resources

• Author, title, and publication date
• Where can the text be found (Bookstore, used, CIL, online)
• Brightspace Information (www.courses.maine.edu)
• Additional required material(s) (Lab materials? Technology access/use?)

C.    Additional Readings (Optional)

Additional Required or Optional Readings

Means of Accessing Additional Readings (i.e., Brightspace, online, bookstore)

Cost: Purchase or Free Access (public domain, faculty developed, etc.

D.    Course Outcomes/ Program Outcomes/ General Education Outcomes

GLOs associated with the course

●       List all General Education Learning Outcomes (GLOs) associated with the course

PLOs associated with the course

●       List all Program Learning Outcomes (PLOs) associated with the course

CLOs

●       List course learning outcomes (CLOs)

●       Where in the course are they learned, and how will they be assessed?

E.     Assessment/ Grading

• Explain how students will be graded in this course.
• Provide information about when work is due, late work, and retakes and reassessments.
• Provide information on how students can determine their standing in each of the course/program standards and where applicable rubrics are located.
• Provide information on how evidence of course proficiencies (learning outcomes) become calculated as a final grade in the course.

UMPI Final Course Grade Policy Document 

Proficiency Achievement	Course Letter Grade
Advanced Course Proficiency Student has submitted evidence of exceptional performance of critical knowledge and skill levels, including those identified in all course outcomes  Earned by students who meet with conspicuous excellence every demand that can fairly be made by the course	A+
	A
	A-
Course Proficiency Student has submitted evidence of meeting expectations of critical knowledge and skills identified in critical and supplemental course outcomes Earned by students who add to the fundamental proficiency through evidence of attainment in categories such as the following: organization, accuracy, originality, understanding, insight.	B+
	B
	B-
Fundamental Course Proficiency Student has submitted evidence of meeting the minimum expectations identified in critical course outcomes Earned by students who submit evidence of limited experience in basic knowledge and skills associated with course outcomes	C+
	C
	C-
Failed to demonstrate fundamental proficiency within the course	F
Not Proficient Student earned additional time to demonstrate proficiency in a critical course outcome(s)	NP
Passed Student met minimal expectations of course outcomes	P
Incomplete	I
Left: The student stopped attending, recorded as an F	L
Withdrawal	W

 

F.     Teaching and Learning (blue terms reference UMPI Academic Commitments Statement)

Click here for Examples and ideas for how to complete section F:

How I teach (suggested categories for explaining this listed below):

• Philosophy of learning statement
• Modes of delivery
• Differentiation (intention to address students’ needs & interests while also establishing a pace that moves everyone through the essential content and skills)
• Formative assessments (frequency)

How I will be engaging you in learning (suggested/sample categories for explaining this listed below):

• Behavioral expectations for this course in general
• Pacing
• Voice and Choice
• Homework v. classwork
• Discussions and in-class challenges
• Projects
• Etc.Clinical or Field experiences: (state which, if any, are mandatory)

Course content note: (at faculty discretion)

A course content note, which may be more applicable to some courses more than others, is a general statement alerting students to the fact that some material may cause distress due to subject matter. While it may be virtually impossible to know which content may cause distress for students, faculty may consider whether such a statement would be prudent.

Examples of potential language of course content notes can be found on last page.

G.    Course Policies

Note: For campus-wide policies, please see the Syllabus Policies tab in each course’s NavBar in Brightspace. 

Course Attendance Policy

Enter specific attendance policy here.

 

Clearly state your plans to record synchronous class sessions, as well as where and how those recordings can be accessed by course members.  Carnegie Mellon has some excellent guidance for this language.  Please also use this space to add any remote Zoom and/or remote engagement expectations that apply to your class (ie: the expectation is that cameras will be on for class, or I require regular access to course materials in this online class) 

Optional: Class Recording Policy

If you are planning on creating a policy on whether you will allow students to record all or parts of course sections, post that here. For example:

• Students need express written permission to record or capture screenshots of any classroom activity or person.  
• There will be times when class activities are permitted to be recorded.  I will communicate verbally when recording is permitted. You may note record class activities outside of those windows.

Academic & Ethical Guidelines for AI Use

Review UMPI’s AI Use Policy for Academic & Ethical Guidelines when completing this section. [This syllabus statement is useful when you allow the use of AI tools for certain purposes but not for others. Adjust this statement to reflect your particular parameters of acceptable use. The following is an example.]

 

Example: The use of generative AI tools (e.g. Gemini, Co-Piot, ChatGPT, Dall-e, etc.) is permitted in this course for the following activities:

• Brainstorming and refining your ideas;
• Fine-tuning your research questions;
• Finding information on your topic;
• Drafting an outline to organize your thoughts and
• Checking grammar and style.

 

The use of generative AI tools is not permitted in this course for the following activities:

• Impersonating you in classroom contexts, such as by using the tool to compose discussion board prompts assigned to you or content that you put into a Zoom chat.
• Completing group work that your group has assigned to you, unless it is mutually agreed upon that you may utilize the tool.
• Writing a draft of a writing assignment.
• Writing entire sentences, paragraphs or papers to complete class assignments.

 

Note: for more permission examples, see the collection from Brandeis University

H.       Schedule of Instructional Units, Assignments, and Assessments 

(Note: faculty should modify this example scheduling format to meet the course’s individual needs)

 

Date/DayConcept/Topic/EventPreparation forAssignment / Assessment

 

 

 

 

APPENDIX: remove after reviewing

Examples and ideas for how to complete section F:

How I teach:

Philosophy of learning statement (plausible examples below)

• “I believe you learn to become a teacher by practicing preparing and delivering instruction. I build my course around your acquisition and application of these core skills.”
• “Archaeologists apply elements of history, science, human behavior, and ethics; which is why this course needs to be interdisciplinary”
• “You learn best when you are working more and listening less”
• “Writers become writers by writing. A lot. They must write when they are inspired and when they are not.”
• “I approach courses as a partnership that requires my knowledge and guidance, paired with your personal interests and skills.”
• Students learn from peers as well as their faculty.”

Modes of delivery, relative proportions (plausible examples below)

• The course is built around a balance of content delivery (mostly lecture but with some short film clips and other media) with extended group projects
• Homework is typically a short assignment that tells me about your readiness for bigger projects or summative assessments. I will give you feedback on homework, but not a grade.
• My homework is your “ticket to the dance” for a summative assessment.
• Labs are every Thursday; your attendance is mandatory

Sample Language for Course Content Notes:

 

Example #1: At times this semester we will be discussing historical events that may be disturbing, even traumatizing, to some students. If you ever feel the need to step outside during one of these discussions, either for a short time or for the rest of the class session, you may always do so without academic penalty. (You will, however, be responsible for any material you miss. If you do leave the room for a significant time, please make arrangements to get notes from another student or see me individually.)

Suppose you ever wish to discuss your personal reactions to this material, either with the class or with me afterward. In that case, I welcome such discussion as an appropriate part of our coursework.

 

Johnston, A. (2015, August 25). Syllabus Trigger Warnings: A How-To, And Some Reflections, One Year Along [Web log post]. Retrieved September 19, 2016, from https://studentactivism.net/2015/08/25/trigger-warnings-for-syllabi-a-how-to-one-year-along/

Example #2: This course focuses on issues of deep social injustice and the strategies used by oppressed groups to resist subjugation. It is impossible to explore these issues without also considering the tools of oppression—including instances of physical, verbal, emotional, and social violence. These are stories of trauma, and engaging with them may be distressing or painful. I will do my best to provide advance warning when we will be reading, watching, or discussing stories of trauma. If you anticipate needing additional accommodations—or if at any time in the semester you find yourself needing additional accommodations—in order to engage effectively with course materials, please let me know. Additionally, we will spend a good deal of time this semester discussing issues of deep social injustice— including racism, sexism, heterosexism, and transphobia. Some of what we read or view in class could well leave you feeling guilty, uncomfortable, anxious, and sad. These are normal and healthy responses to exploring social injustice, and I will do my best to build a community in which these feelings can be discussed honestly and openly if necessary.

WGSS Curriculum Committee. (Spring 2016). Requirements, Suggestions, & Resources for Required, Core & Cross-Listed Women’s, Gender & Sexuality Studies Courses [Syllabus}. Wooster, OH: College of Wooster.

Differentiation (intention to address your needs & interests while also establishing a pace that moves us through the essential content and skills)

• As I learn about students’ interests and skills, I may group and regroup students. This allows everyone to learn the content of the course when they may be at different points of progress.
• I will set and monitor the pace of class so that we can “cover” the necessary content. But I also acknowledge that students need more time, different materials, and sometimes a few options in order to access the knowledge and skills the course provides.

Formative assessments will be frequent so you and I can monitor your learning.

• Not all of these will be graded.

Examples: How I will be engaging you in learning:

●       Group work ← → independent work

●       Pacing

●       Voice and Choice

●       Homework v. classwork

●       Discussions and in-class challenges

●       Long-term projects

●       Your Independence ← → Guidance and Monitoring by me

●       Using Google Drive for sharing your drafts with classmates and with me