Syllabus Elements

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General Syllabus Elements

Please see below for list of syllabus elements to include in your WGSST course syllabi. Each element is noted mandatory, recommended, or optional. The basic structure of the syllabus can be found on the ASC Syllabus Template. If you course is an approved General Education Course, please see required language below.

The Office of Undergraduate Education provides faculty resources pertaining to your syllabus and guidance on other areas of student support. 

 

 


Mandatory Statements

Disability Statement:

Updated Syllabus Statement with COVID-19 Addition (8-11-2020). We have updated our recommended syllabus statement to include the process for requesting COVID-related accommodations. The Office of Disability Services recently issued a new statement for course syllabi. Please include the following language in your syllabus in a 16 point, sans-serif font:

The university strives to make all learning experiences as accessible as possible. In light of the current pandemic, students seeking to request COVID-related accommodations may do so through the university’s request process, managed by Student Life Disability Services.  If you anticipate or experience academic barriers based on your disability (including mental health, chronic, or temporary medical conditions), please let me know immediately so that we can privately discuss options.  To establish reasonable accommodations, I may request that you register with Student Life Disability Services.  After registration, make arrangements with me as soon as possible to discuss your accommodations so that they may be implemented in a timely fashion. SLDS contact information: slds@osu.edu; 614-292-3307; slds.osu.edu; 098 Baker Hall, 113 W. 12th Avenue.

Academic Misconduct Policy: It is the responsibility of every student to know the Student Code of Conduct. However, the academic misconduct policy should still be in your syllabus:

It is the responsibility of the Committee on Academic Misconduct to investigate or establish procedures for the investigation of all reported cases of student academic misconduct. The term “academic misconduct” includes all forms of student academic misconduct wherever committed; illustrated by, but not limited to, cases of plagiarism and dishonest practices in connection with examinations. Instructors shall report all instances of alleged academic misconduct to the committee (Faculty Rule 33355487). For additional information, see the Code of Student Conduct.

GE Learning Goals and Outcomes (GE courses only): Since semester conversion, “GEC” requirements have been known as “GE” requirements. All appropriate GE goals and learning outcomes should be included in your syllabus. If you are instructing a GE course, please see below or here to make sure you are using the appropriate GE goals and learning outcomes statement. If you are copying language from a former syllabus, please make sure your GE learning goals and outcomes are up to date.

Distance Learning Syllabus Elements (online courses only): Distance learning must include information on technology requirements for the course and privacy statements for technologies used beyond Ohio State’s approved digital tools. Please download the WGSS Distance Learning Syllabus Template above for an example. 

 

Recommended Statements

Diversity Statement: If you wish to add language on diversity, the university recommends using the following:

The Ohio State University affirms the importance and value of diversity in the student body. Our programs and curricula reflect our multicultural society and global economy and seek to provide opportunities for students to learn more about persons who are different from them. We are committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters sensitivity, understanding, and mutual respect among each member of our community; and encourages each individual to strive to reach his or her own potential. Discrimination against any individual based upon protected status, which is defined as age, color, disability, gender identity or expression, national origin, race, religion, sex, sexual orientation, or veteran status, is prohibited.

Title IX Statement: The office of University Compliance and Integrity encourages all instructors to include the following statement about Title IX in their syllabi:

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 (e.g., race). If you or someone you know has been sexually harassed or assaulted, you may find the appropriate resources at http://titleix.osu.edu or by contacting the Ohio State Title IX Coordinator, Mollie Peirano.

Student Advocacy Center Statement: The Student Advocacy Center should be the first stop for a student who has experienced a hardship (ex., prolonged illness, death in the family, unexpected onset of physical or mental disability) during the semester and needs assistance filing petitions for potential extensions:

The Student Advocacy Center can assist students with appeals, petitions and other needs when experiencing hardship during a semester. Learn more at http://advocacy.osu.edu/.

 

Optional Statements

Mandatory Reporter Statement: All Ohio State University employees, including instructors, are mandatory reporters of sexual assault. Some instructors may wish to note on their syllabus that they are mandatory reports in case students choose to disclose personal stories of assault or trauma. This is not to discourage students from sharing, only to convey the responsibilities of the instructor to the student. Here is a sample mandatory reporter statement:

As an instructor, one of my responsibilities is to help create a safe learning environment on our campus. I also have a mandatory reporting responsibility related to my role as an instructor. It is my goal that you feel able to share information related to your life experiences in classroom discussions, in your written work, and in our one-on-one meetings. I will seek to keep information you share private to the greatest extent possible. However, I am required to share information regarding sexual misconduct or information about a crime that may have occurred on Ohio State’s campus with the University. Students may speak to someone confidentially by calling 1-866-294-9350 or through the Ohio State Anonymous Reporting Line.

Copyright Disclaimer: If you wish to include a copyright statement, the university recommends the following:

The materials used in connection with this course may be subject to copyright protection and are only for the use of students officially enrolled in the course for the educational purposes associated with the course. Copyright law must be considered before copying, retaining, or disseminating materials outside of the course.

Trigger Warning Statement: If you wish to include a trigger warning statement, here is a sample statement:

Some contents of this course may involve media that may be triggering to some students due to descriptions of and/or scenes depicting acts of violence, acts of war, or sexual violence and its aftermath. If needed, please take care of yourself while watching/reading this material (leaving classroom to take a water/bathroom break, debriefing with a friend, contacting Counseling and Consultation Services at 614-292-5766, and contacting the instructor if needed). Expectations are that we all will be respectful of our classmates while consuming this media and that we will create a safe space for each other. Failure to show respect to each other may result in dismissal from the class.


GE Syllabus Elements

The goals and expected learning outcomes must be copied from the language below and pasted into syllabi. For example, WGSST 1110 instructors should include the goals, expected learning outcomes, and statements for Culture and Ideas, Social Science: Individuals and Groups, and Diversity: Social Diversity in the U.S. in their syllabi.

To view the complete list of general education fulfillments by course number, please visit the WGSS GEs page on our site.

Example of a statement that explains how a course will satisfy expected learning outcomes: 

"Students will read, analyze, and discuss articles that explain and illustrate the concepts of intersectionality, power, privilege and oppression. They will be required to take an exam and write  a paper focused on these concepts."

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Goals and Expected Learning Outcomes (Mandatory for GE Course Syllabi)

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The Writing and Communication GE and respective goals and learning outcomes below apply to the following courses:

  • 2367.01 – U.S. Women Writers: Text and Context
  • 2367.02 – U.S. Latina Writers: Text and Context
  • 2367.03 – U.S. Lesbian Writers: Text and Context
  • 2367.04 – Black Women Writers: Text and Context

Goals: Students are skilled in written communication and expression, reading, critical thinking, oral expression, and visual expression.

Expected Learning Outcomes

  1. Through critical analysis, discussion, and writing, students demonstrate the ability to read carefully and express ideas effectively.
  2. Students apply written, oral, and visual communication skills and conventions of academic discourse to the challenges of a specific discipline.
  3. Students access and use information critically and analytically.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Literature GE and respective goals and learning outcomes below apply to the following courses:

  • 2215 – Reading Women Writers
  • 2367.01 – U.S. Women Writers: Text and Context
  • 2367.02 – U.S. Latina Writers: Text and Context
  • 2367.03 – U.S. Lesbian Writers: Text and Context
  • 2367.04 – Black Women Writers: Text and Context

Goals: Students evaluate significant texts in order to develop capacities for aesthetic and historical response and judgment; interpretation and evaluation; and critical listening, reading, seeing, thinking, and writing.

Expected Learning Outcomes

  1. Students analyze, interpret, and critique significant literary works.
  2. Through reading, discussing, and writing about literature, students appraise and evaluate the personal and social values of their own and other cultures.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Visual and Performing Arts GE and respective goals and learning outcomes below apply to the following courses:

  • 2230– Gender, Sexuality and Race in Popular Culture
  • 3317– Hollywood, Women and Film

Goals: Students evaluate significant works of art in order to develop capacities for aesthetic and historical response and judgment; interpretation and evaluation; critical listening, reading, seeing, thinking, and writing; and experiencing the arts and reflecting on that experience.

 Expected Learning Outcomes

  1. Students analyze, appreciate, and interpret significant works of art.
  2. Students engage in informed observation and/or active participation in a discipline within the visual, spatial, and performing arts.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Cultures and Ideas GE and respective goals and learning outcomes below apply to the following courses:

  • 1110– Gender, Sex and Power
  • 1110H– Gender, Sex and Power, honors
  • 2327 - Gender & the Body
  • 2282– Introduction to Queer Studies

Goals: Students evaluate significant cultural phenomena and ideas in order to develop capacities for aesthetic and historical response and judgment; and interpretation and evaluation.

 Expected Learning Outcomes

  1. Students analyze and interpret major forms of human thought, culture, and expression.
  2. Students evaluate how ideas influence the character of human beliefs, the perception of reality, and the norms which guide human behavior.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Historical Study GE and respective goals and learning outcomes below apply to the following courses:

  • 2750H– Natives and Newcomers: U.S. (Im)migration and Migration, honors
  • 4401– Asian American Women: Race, Sex and Representations

Goals: Students recognize how past events are studied and how they influence today’s society and the human condition.

Expected Learning Outcomes

  1. Students construct an integrated perspective on history and the factors that shape human activity.
  2. Students describe and analyze the origins and nature of contemporary issues.
  3. Students speak and write critically about primary and secondary historical sources by examining diverse interpretations of past events and ideas in their historical contexts.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Social Science GE and respective goals and learning outcomes below apply to the following courses:

  • 1110– Gender, Sex and Power
  • 1110H– Gender, Sex and Power, honors

Goals: Students understand the systematic study of human behavior and cognition; the structure of human societies, cultures, and institutions; and the processes by which individuals, groups, and societies interact, communicate, and use human, natural, and economic resources.

Expected Learning Outcomes

  1. Students understand the theories and methods of social scientific inquiry as they apply to the study of individuals and groups.
  2. Students understand the behavior of individuals, differences and similarities in social and cultural contexts of human existence, and the processes by which groups function.
  3. Students comprehend and assess individual and group values and their importance in social problem solving and policymaking.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Social Diversity in the United States GE and respective goals and learning outcomes below apply to the following courses:

  • 1110– Gender, Sex and Power
  • 1110H– Gender, Sex and Power, honors
  • 2282– Introduction to Queer Studies
  • 2367.01 – U.S. Women Writers: Text and Context
  • 2367.02 – U.S. Latina Writers: Text and Context
  • 2367.03 – U.S. Lesbian Writers: Text and Context
  • 2367.04 – Black Women Writers: Text and Context
  • 3370– Sexualities and Citizenship
  • 4401– Asian American Women: Race, Sex and Representations
  • 4510– Women’s Movements in the Americas
  • 4510H– Women’s Movements in the Americas, honors
  • 4520– Women of Color and Social Activism

Goals: Students understand the pluralistic nature of institutions, society, and culture in the United States and across the world in order to become educated, productive, and principled citizens.

Expected Learning Outcomes

  1. Students describe and evaluate the roles of such categories as race, gender and sexuality, disability, class, ethnicity, and religion in the pluralistic institutions and cultures of the United States.
  2. Students recognize the role of social diversity in shaping their own attitudes and values regarding appreciation, tolerance, and equality of others.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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The Cross-Disciplinary Seminar GE and respective goals and learning outcomes below apply to the following courses:

  • 4597– Gender and Democracy in the Contemporary World

Goals: Students demonstrate an understanding of a topic of interest through scholarly activities that draw upon multiple disciplines and through their interactions with students from different majors.

 Expected Learning Outcomes

  1. Students understand the benefits and limitations of different disciplinary perspectives.
  2. Students understand the benefits of synthesizing multiple disciplinary perspectives.
  3. Students synthesize and apply knowledge from diverse disciplines to a topic of interest.

Instructor must include a statement in her/his/zirs syllabus about how the course will meet the goals for this GE.

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