Sample Syllabus Language

The Claremont Colleges Center for Teaching and Learning has compiled these text snippets from various faculty and offices around the Colleges. These text snippets are intended to inspire ideas and generate conversation—they are not meant to be exemplars. When crafting your own syllabus, you should make sure your voice and your values come through.

If you know of language that others might find helpful, please send it to ctl@claremont.edu!

Text Snippets that Welcome Students to the Class

Sample #1: Our institution values diversity and inclusion; we are committed to a climate of mutual respect and full participation. Our goal is to create learning environments that are usable, equitable, inclusive and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your inclusion or accurate assessment or achievement, please notify the instructor as soon as possible.

Sample #2: My goal is to welcome everyone to [[your discipline]]. As your professor, I hold the fundamental belief that everyone in the class is fully capable of engaging and mastering the material. My goal is to meet everyone at least halfway in the learning process. Our classroom should be an inclusive space, where ideas, questions, and misconceptions can be discussed with respect. There is usually more than one way to see and solve a problem and we will all be richer if we can be open to multiple paths to knowledge. I look forward to getting to know you all, as individuals and as a learning community.

Sample #3: As your instructor, I am committed to creating a classroom environment that welcomes all students, regardless of race, gender, religious beliefs, etc. We all have implicit biases, and I will try to continually examine my judgments, words, and actions to keep my biases in check and treat everyone fairly. I hope that you will do the same, that you will let me know if there is anything I can do to make sure everyone is encouraged to succeed in this class.

Text Snippets about Technology in Class

Sample #1: Because one of the goals of the course is to help you become familiar with XYZ software, there will be times in class when we will use technology. I will let you know in advance so that you can bring your own equipment to class. Or, if you prefer you may use the college’s laptop computers. When we are not using these laptop computers, I ask that you limit your use of technology in class because it distracts from your own learning and learning of those around you. You may use a computer to take notes in class, but all other uses of technology are strongly discouraged. Turn off your electronic devices so that they do not vibrate or make noise during class.

Sample #2: Students consistently report that they find it distracting when other students around them use their phones or computers for non‐class related matters. For that reason, I prohibit the use of technology for any purpose other than note‐taking. If another student tells you that your use of technology is distracting, please be respectful and stop doing whatever it is that is distracting them.

Text Snippets about Content Warnings

Sample #1: An Important Note: In this course, we will discuss a variety of sensitive topics, including trauma, suicide, sex, and eating disorders. In addition, we will be examining the causes and effects of mental health issues that you may have personally experienced or know someone who has. It is important that we discuss these issues respectfully, avoiding stereotypes and the impulse to diagnose ourselves and those around us. If at any point, you have concerns about class content or want to discuss your personal reactions, I encourage you to email me, come to office hours, or schedule an
appointment.

Sample #2: TRIGGER WARNING: At times this semester we will be looking at and discussing photographs of human suffering in the context of photographic theory and/or recent historical events. We may also look at contemporary art work that may have a sexual and/or political content which 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. If you ever wish to discuss your personal reactions to this material, either with the class or with me afterward, I welcome such discussion as an appropriate part of our coursework.

Sample #3: As a reminder, this week’s reading contains an account of suicide. Please prepare accordingly and employ self‐care throughout the in‐class discussion. One self‐care option is to make use of the Monsour Counseling Center: 909‐621‐8202 http://www.cuc.claremont.edu/monsour/

Sample #4: As with many [specific discipline] classes, the readings and discussions will include a range of topics that may be emotionally distressing and difficult. Engaging with such topics is in the nature of [this discipline]: literature represents experience so that we know how others have thought about it before us, for good or ill. Since this class intersects with law, this dimension of our discussion may be amplified by our readings of cases and contexts. Some of our discussions may seem insensitive or politically incorrect. If a discussion is truly troubling to you, please do not hesitate to talk to me.

Sample #5: Given the nature of topics covered, some course materials will include explicit images and language, which some class members may find offensive. I will provide forewarning of such instances.

  • In general, aim to provide students with one or more of these things:
  • Specific examples of triggering content that will be covered in class;
  • An invitation to discuss this privately with you;
  • Opportunities to convey to you other less self‐evident topics that might be triggering to individuals;
  • An option to anonymously communicate with you about this issue, perhaps through writing or a third party;
  • Reminder that further warnings will be given immediately prior to graphic, or otherwise triggering, content;
  • Suggestions and information about resources available for student support.

Text Snippets about Academic Support Centers

Sample #1: The HMC Writing Center provides a welcoming space for writers to get feedback on their composition projects, whether written, spoken or visual pieces. Writing Center Consultants are prepared to assist students in any discipline at any stage of the writing process, from developing an idea to polishing a final draft. Even the most accomplished writers benefit from seeking feedback at the writing center. The center is open Sunday through Thursday evenings from 7‐11 and Saturday and Sunday afternoons from 3‐5. It is located in Shanahan 1470, just up the walkway from the cafe. You may schedule an appointment through their website, http://www.hmc.edu/writingcenter, or you may simply drop in during normal hours. You will likely find your writing center visit more valuable if you go earlier than the night before your final draft is due.

Sample #2: The Writing Center provides Pomona students and 5C students in Pomona courses a community of experienced readers and writers, offering free, one-on-one consultations at any stage of the writing process ‐ from brainstorming ideas to fine‐tuning a draft. We work with students on a broad range of writing, including written and oral academic assignments in any discipline, in addition to creative writing, personal statements, resumes, and cover letters. The Writing Partners are Pomona students—sophomores, juniors, and seniors—majoring in disciplines as varied as Biology, Spanish, and Politics. They are trained to work with writers at all levels, and on work in any area. Consultations are available by appointment, which students can make online at writing.pomona.edu The Writing Center also offers drop‐in hours Sundays through Thursdays from 8‐10pm.

Sample #3 (Pomona faculty only): The Quantitative Skills Center offers individual peer‐led tutoring (by appointment), and drop in (no appointment required) study sessions in courses that include a quantitative component including (but not limited to) biology, chemistry, computer science, economics, mathematics, and physics through our QSC Partners Program. You can also visit our page at pomona.edu/qsc, or on Facebook. We are located in the Smith Campus Center room 228. For any questions regarding the QSC, or for help finding a QSC partner for you, please contact Dylan Worcester, Assistant Director of the Quantitative Skills Center at dylan.worcester@pomona.edu.

Sample #4: Located in 131 Mead Hall, just across from the fountain, the Pitzer Writing Center offers free individual sessions with peer Fellows trained to consult on assignments in all disciplines at any stage of the writing process, from brainstorming ideas to polishing a final draft. The Writing Center is one of Pitzer’s most popular academic resources, holding over 1,500 50‐minute appointments each year. I strongly urge you to make use of the center early and often during the writing process. To book a session or learn more about Writing Workshops, please visit  https://www.pitzer.edu/writing‐center/. Specialized appointments are also available for international students, fellowship applicants, and senior thesis writers. Any student enrolled in a Pitzer course may use the Pitzer Writing Center for that course.

Text Snippets about Student Disabilities Services

Sample #1: KGI is committed to providing reasonable and appropriate accommodations in compliance with the Americans with Disabilities Act. Any student who needs academic adjustments or accommodations must discuss these needs with the instructor and must also register and be approved for accommodations each semester with Student Services(Student_Services@kgi.edu/909‐607‐8444). All discussions will be kept confidential.

Sample #2: I am committed to creating a course that is inclusive in its design and structure. If you encounter any barriers to your learning, please let me know immediately so that we can determine if there is an adjustment that can be made or if an accommodation might be needed to overcome the limitations of the course. I am always happy to consider creative solutions as long as they do not compromise the standards of the course, the intent of the assignments, or learning activities. You are also welcome to contact Pitzer Academic Support Services (PASS) who is available to begin this conversation and to facilitate and establish reasonable accommodations for this or other courses. Please know that I welcome feedback that will assist me in improving the usability, access, and experience of my courses for all students.

Sample #3: Pitzer College is committed to a climate of diversity, mutual respect, and full participation. My goal is to create a learning environment that is inclusive, usable, equitable, and welcoming. If there are aspects of the instruction or design of this course that result in barriers to your participation or academic success, please let me know as soon as possible. Students are welcome to contact Pitzer Academic Support Services (PASS) to discuss a number of academic support options, including accommodations.

Sample #4: It is the policy of The Claremont Colleges to accommodate students with temporary or permanent disabilities. Any student with a documented disability who requires reasonable accommodations should contact [[insert name of the coordinator for student disability resources on your campus]], as soon as possible. Students from the other Claremont Colleges should contact their home college’s disability officer.

Sample #5: Students who need accommodations due to disabilities should contact the Dean of Students or Assistant Vice President for Diversity and Inclusion. It is the policy and practice of CMC to comply with the Americans with Disabilities Act and subsequent amendments, as well as state and local requirements regarding students with disabilities. CMC will make every effort to provide reasonable accommodations for students with medical, attentional, psychological, learning, or temporary disabilities. Accommodations are not provided to give a student an unfair advantage over other students, but simply to allow a student with disabilities to have an equal opportunity to be
successful. A student has the responsibility to meet with Julia Easley at ext. 77377 as early as possible to discuss his or her request for special accommodations.

Text Snippets about Academic Integrity

Sample #1: KGI is committed to the highest ethical and professional standards of conduct. Ethical conduct is an integral part of KGI’s mission of education and research aimed at translating into practice, for the benefit of humanity, the power and potential of the life sciences. The Institute expects all members to observe and exhibit ethical behavior, honesty, integrity, and good judgment regularly in all facets of their work for and their relationships with the Institute. Each member is expected to demonstrate respect for the rights of others and is accountable for his/her actions. To assist students in understanding their responsibilities under the Honor Code, the following is a partial list of conduct pertaining to academic matters, which violate the Honor Code. Prohibited conduct includes, but is not limited to, the following:
1. Plagiarism
‐ Knowingly appropriating another’s words or ideas and representing them as one’s own
‐ Use of another’s ideas or words, including paraphrasing, without acknowledging the source
‐ Professor may use “Turnitin” plagiarism detection software for assignments
2. Provide false information, data, results, or any other misrepresentation of work
3. Cheating
‐ Unauthorized collaboration on assignments
‐ Unauthorized sharing of information about examination content or questions
‐ Use of previously submitted coursework for alternate purposes without prior approval
‐ Use of any unauthorized materials or electronic sources for exams or assignments
4. Impeding the learning of others, including but not limited to interrupting another student’s exam, requesting  unauthorized information, or taking credit for another student’s work
Reported violations of the Honor Code will be investigated. Failure to follow the Honor Code will carry sanctions
which may include, an F for the assignment, exam or course. Impeding investigation, providing false statements, or failure to report violations are considered violations of the Honor Code. Ignorance is NOT an excuse. The student bears the responsibility to learn from the individual instructor the procedure for acknowledging sources and indicating quotations as required for each assignment. Please see the KGI SALS Student Handbook for more information.

Sample #2: You are encouraged to collaborate with other students on individual assignments in this course. However, each student must each turn in their own assignment. If you work on a problem with others, write up your solution in your own words and acknowledge the assistance you received from others in your write up. It is important that you develop the ability to work independently as well as the ability to problem‐solve with others. I want you to learn how to collaborate with others and at the same time develop your own deep understanding of the course material.

Sample #3: The use of previously posted homework solutions in the preparation of your homework assignments is strictly prohibited. This includes referring to solutions associated with homework turned in by a student in a previous version of the course or answers you find online.

Text Snippets about Title IX

Sample #1: Title IX makes it clear that violence and harassment based on sex and gender are Civil Rights offenses subject to the same kinds of accountability and the same kinds of support applied to offenses against other protected categories such as race, national origin, etc. If you or someone you know has been harassed or assaulted, you can find the appropriate resources at http://7csexualmisconductresources.claremont.edu.