11 HyFlex Course Syllabus and Templates
HyFlex Course Syllabus Design
The syllabus is a contract and roadmap for the students. The syllabus should be informative, clear, and concise. For HyFlex courses, the syllabus needs to reflect the modality and expectations.
Use the following to design or revise your HyFlex course syllabus:
1. Institutional Course Syllabus Template
- Use approved institutional course syllabus templates, if available
2. Syllabus considerations in alignment with the QM Rubric[1][1]
- Reviewing the course syllabus from the perspective of specific review standard annotations is considered a best practice supported by research.
- Under the Quality Matters Rubric, Seven Edition, 2023, the syllabus is cited in the following SRS. Please consult QM SRS 1.1, 1.2, 1.3, 1.4, 1.5, 1.6, 2.3, 3.2, 3.5, 3.6, 4.3, and 8
| SN | Syllabus Components or Headers | Yes/No |
| S1 | The title of the course and the number of credit hours are included. | |
| S2 | The instructor’s name, contact phone number, contact email, and virtual office hours are provided. | |
| S3 | There is a list of course prerequisites. | |
| S4 | Minimum technical requirements are clearly stated (Paragraph on technical requirements for D2L Brightspace). | |
| S5 | The minimum computer and digital information literacy skills expected of the learner are clearly stated. | |
| S6 | A list of required textbooks with the author, title, publisher, edition, date, and ISBN is provided. A list of other materials the student is required to purchase for the course including lab manuals, lab kits, software, hardware, etc. is provided.
If it is using Open Educational Resource (OER ) or Affordable Educational Resource (AER), it indicates thereto. |
|
| S7 | A welcome message is included to introduce learners to the purpose and structure of the course. | |
| S8 | A brief bio of the instructor is included. A photograph is recommended. | |
| S9 | A course or catalog description describing the nature of the course is provided. | |
| S10 | The course learning outcomes or objectives are measurable and written from the student’s perspective. | |
| S11 | A link is provided or a clear description of the technical support for D2L and Zoom/Teams and how to obtain it. Technical support information for any third-party software used (such as online proctoring or lab software) is included as well as links to any privacy policies. | |
| S12 | Instructorresponsetimes for course communication (such as D2L Messages and email) are clearly stated. Students are given a timeline for when course activities will be graded and feedback provided. | |
| S13 | Specific and descriptive criteria are provided for the evaluation of learners’ work. A rubric or criteria for all graded activities is provided. | |
| S14 | A detailed grading scale and the grading policies and procedures are clearly stated. | |
| S15 | The requirements for learner interaction are clearly stated (One example is a list of Netiquette rules or other descriptions of how students post to discussions, or participate in blogs, journals, wikis, virtual office hours, or other activities). | |
| S16 | Services for disabilities and ADA requirements are listed. The course provides information on how students receive accommodations. Vendor accessibility statements are provided for all technologies required in the course. | |
| S17 | Links are provided to the institution’s academic support services and student services and resources that can help students succeed in the course. | |
| S18 | A link to the student handbook and other institutional policies and a statement about expectations and penalties for academic dishonesty are provided. | |
| S19 | A paragraph is included to indicate how the student gets started and where to find various components such as the course schedule. For example, “To begin the course, go to Learning Modules and click on Module 1” Another way to meet this standard is to create a video and explain the course setup. | |
| General Comments:
·
|
- Tool Based on Quality Matters Annotations referencing Syllabus as evidence and AITC Adams State University Checklist ↵