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Overview

A syllabus defines the goals of a course and describes the classroom activities, readings, assignments, policies, schedule, and other important information. It’s often the first contact that students have with you (the instructor) of the course, so it’s important to set the right tone. Instructors at Carolina should strive to develop syllabi that are both an effective map of the course’s logistics and an invitation for students to actively engage in the learning process.

Items to Include on Your Syllabus

Item
Description
Course information
Course department or course code, course number, title, credit hours, meeting pattern, term and year, instructional format, and classroom location (if applicable).

Confirm course information in the Catalog and Connect Carolina.

More detail:

  • Provide information on how class/synchronous time will be used (lecture, group work, discussion, active learning, etc.)
  • For remote classes, will it involve synchronous or asynchronous delivery (or a mix of the two)?
Target audience
e.g., first-year students; majors only
Instructor information
Name, office location, office hours (in-person or virtual), email address, preferred method of contact.

More detail:

  • Some instructors like to provide specific information about how students should address them (Dr., Prof., etc. as well as pronouns used), how to use office hours, and their teaching philosophy.
  • Instructors should hold a total of 3 office hours per week for a standard 3-credit hour course.
Requisites (if any)
Confirm course information in the Catalog and Connect Carolina.
Course description
Enter your course description, which can be an expanded version of the official description provided in the Catalog.
Goals/student learning outcomes (SLO)
It is important for students to understand what they will accomplish by taking this course. Course goals are not simply statements about course topics; they are descriptions of competencies that students should expect to develop in this course. For instructors, goals/outcomes help determine what to assess. For students, they provide a framework for organizing and synthesizing the course material.

More detail:
Tips for writing SLOs

IDEAs in Action Student Learning Outcomes and Questions for Students
Each requirement in the IDEAs in Action curriculum has a set of standard Student Learning Outcomes (SLOs) and Questions for Students. Use these instructions for adding SLOs and Questions for Students to your syllabus for approved Gen Ed requirements.

  1. Search for your course in the Catalog or check Faculty Center in ConnectCarolina. Approved IDEAs in Action attribute codes & descriptions will be listed on your course.
  2. For each approved Gen Ed attribute, add the Student Learning Outcomes (SLOs) and Questions for Students from the Catalog to your syllabus.
Course materials
List required or recommended texts and materials. Provide information about how students should access them and the estimated cost.
Assignment list with due dates
Describe each assignment/assessment and provide due dates. Also describe the typical amount of time required to complete work for the course (e.g., 9-12 hours weekly including class/synchronous activities)
Grading schema and scale
The rules that you will use to assign grades. If applicable, provide how student participation will be assessed and how late or missed work/exams will be handled.
Policies and resources
The university has several required policies and student support statements that must be included on all syllabi. Use the Syllabus Insert for the upcoming semester to append all required statements to your syllabus. You may also use the recommended statements listed below when developing your syllabus.
Schedule/calendar
Include a weekly schedule and a statement about potential changes to the schedule. See Registrar Calendar for holidays and breaks.
Final exam/assessment
Include the official final exam date and time (as published by the https://registrar.unc.edu/academic-calendar/). The use of the final exam period is required as instructional hours. Courses with one hour of academic credit may administer their final exams during the last class period.
Academic and Policy Syllabi Statements
Include the three required academic and policy syllabi statements: the University Attendance Policy, an Honor Code statement, and a syllabus change statement (see below for details under the Academic and Policy Syllabi Statements Heading).
Services and Student Support Syllabi Statements
Include the three required services and student support syllabi statements: Accessibility Resources and Services (ARS), Counseling and Psychological Services (CAPS), and Title IX Resources statements (see below for details under the Services and Student Support Syllabi Statements Heading).
UNC-Chapel Hill Identifier
Include the UNC-Chapel Hill logo, or reference UNC-Chapel Hill, the University of North Carolina at Chapel Hill, or some other variation of UNC to indicate the course is a UNC-Chapel Hill course.

Share and Upload your Syllabus

By the first day of the semester, all instructors must…

  • Provide students with a complete syllabus (e.g., post on Sakai or Canvas).
  • Upload a copy to the Online Syllabus Manager (OSM) for archiving purposes (College of Arts and Sciences only). Professional school instructors should check with their chair/dean to determine how syllabi are collected and archived.

During the registration period, all instructors are encouraged to…

Academic and Policy Syllabi Statements

The content below provides sample statements for a variety of required and recommended policies. Instructors are encouraged to use these statements when creating a syllabus.

Information for Students (to be included on the syllabus):

University Policy: As stated in the University’s Class Attendance Policy, no right or privilege exists that permits a student to be absent from any class meetings, except for these University Approved Absences:

  1. Authorized University activities: University Approved Absence Office (UAAO) website provides information and FAQs for students and FAQs for faculty related to University Approved Absences
  2. Disability/religious observance/pregnancy, as required by law and approved by the Equal Opportunity and Compliance Office (EOC)
  3. Significant health condition and/or personal/family emergency as approved by the Office of the Dean of Students, Gender Violence Service Coordinators, and/or the Equal Opportunity and Compliance Office (EOC).

Additional Information for Instructors:

  • Information about the University Class Attendance Policy is required on all syllabi.
  • Instructors may work with students to meet attendance needs that do not fall within University approved absences. For situations when an absence is not University approved (e.g., a job interview, illness/flu, or club activity), instructors are encouraged to work directly with students to determine the best approach to missed classes and make-up assessment and assignments.
  • Source: http://catalog.unc.edu/policies-procedures/attendance-grading-examination/
  • Updated and approved by the Educational Policy Committee, July 2024

Information for Students (to be included on the syllabus):

All students are expected to adhere to University policy and follow the guidelines of the UNC Code of Conduct. Additional information can be found at studentconduct.unc.edu.


Additional Information for Instructors:

An Honor Code statement is required on all syllabi.

You may select from one of the following examples or create your own. More information about Honor Code statements can be found at https://studentconduct.unc.edu/instructors/honor-syllabus/.

  1. AY 23-24 Suggestion: I expect all students to follow the guidelines of the UNC  Code of Conduct In particular, students are expected to aware of policies related to academic integrity.  You can read more about the Code of Conduct at studentconduct.unc.edu. In any course, including mine, what constitutes cheating can change from one activity to another. For example, collaboration may be encouraged for an assignment but qualify as cheating during an exam. Please see my guidelines for each activity, and if you are unsure, please ask me to clarify. In remote classes, there may be many temptations for using online exchange sites, such as Chegg. Note that these sites provide names of students who have used their materials, and they routinely cooperate with institutions around academic integrity issues. Please don’t get caught up with Code of Conduct issues just because it appears to be simple and untraceable. It is not!
  2.  All students are expected to adhere to University policy and follow the guidelines of the UNC Code of Conduct. Additional information can be found at studentconduct.unc.edu.
  3. Students are bound by the Honor Pledge and University policy in completing academic coursework.  Such policies are effective at all times,  and the submission of work signifies understanding and acceptance of those requirements. Plagiarism will not be tolerated. Please consult with me if you have any questions about course requirements, academic misconduct, or the Student Code of Conduct. You can also find additional information at studentconduct.unc.edu.
  4. The Carolina community shares responsibility to uphold intellectual honesty and personal integrity in support of an educational process and learning environment. If you have questions about your responsibility and expectations under the Student Code of Conduct, please bring them to your faculty, Student Conduct, or https://studentconduct.unc.edu.
  5. As a condition of joining the Carolina community, Carolina students affirm an Honor pledge to hold themselves, as members of the Carolina community, to a high standard of academic and non-academic conduct while both on and off Carolina’s campus. This commitment to academic integrity, ethical behavior, personal responsibility, and civil discourse   is codified in University policy. Information related to policies for students can be found at studentconduct.unc.edu.

Information for Students (to be included on the syllabus):

Instructors should specify the details of AI Use Policies for the particular course, either by indicating that:

Use of generative AI tools of any kind is not permitted in this course. Any use of these tools will be considered an instance of academic dishonesty and will be referred to the Honor System.

– or –

The following uses of generative AI tools are permitted in this course: Categories of possible permitted use include, but are not limited to: topic selection, brainstorming and idea generation, research, source validation, outlining and planning, drafting, media creation, peer review, revising, and polishing.


Additional Information for Instructors:

  • An AI Use Policy is required on all undergraduate syllabi in the College of Arts & Sciences.
  • You should specify details of AI Use Policies for the course, either by indicating that use of generative AI tools is or is not permitted in the course. You may use the examples above, or create your own.
  • AI Guidance for Faculty Handout (updated for Spring 2025 by the Provost’s AI Committee).
  • If use of AI tools is permitted in the course, instructors should review the Student Use Guidelines for Generative AI (developed by the UNC Generative AI Committee) and the Generative AI Employee Resources. Instructors should review and incorporate recommended language in your syllabus and adapt it as you choose to fit your course. It is also recommended that you cover AI usage guidelines on the first day of class.
  • Reviewed and approved by the UNC Generative AI Committee Chair, July 2024

Information for Students (to be included on the syllabus):

The instructor reserves the right to make changes to the syllabus including project due dates and test dates. These changes will be announced as early as possible.


Additional Information for Instructors:

  • A syllabus change statement is required on all syllabi.
  • Source: Faculty Council Resolution 2020-6
  • Updated and approved by the Educational Policy Committee, March 2023.

Information for Students (to be included on the syllabus):

By attending the University of North Carolina at Chapel Hill, you agree to abide by the University of North Carolina at Chapel Hill policies related to the acceptable use of IT systems and services. The Acceptable Use Policy (AUP) sets the expectation that you will use the University’s technology resources responsibly, consistent with the University’s mission. In the context of a class, it’s quite likely you will participate in online activities that could include personal information about you or your peers, and the AUP addresses your obligations to protect the privacy of class participants. In addition, the AUP addresses matters of others’ intellectual property, including copyright. These are only a couple of typical examples, so you should consult the full Information Technology Acceptable Use Policy, which covers topics related to using digital resources, such as privacy, confidentiality and intellectual property.

Additionally, consult the Safe Computing at UNC website for information about data security policies, updates, and tips on keeping your identity, information, and devices safe.

Information for Instructors:

  • Instructors should describe when submissions will be considered late, how many points will be deducted, etcetera. This information should be clearly explained in the course syllabus.
  • Reviewed and approved by the College of Arts and Sciences, Arts and Sciences Information Services, December 2023.

Information for Students (to be included on the syllabus):

UNC-Chapel Hill is committed to fulfilling its responsibilities of transparency as a state-sponsored institution of higher learning, protecting certain types of information, and using information Carolina collects only for appropriate purposes. Consult the UNC-Chapel Hill Privacy Statement for additional information.


Additional Information for Instructors:

  • The tools within the University’s Learning Systems (i.e.,Canvas and Sakai), such as the Discussion Forum, Assignments, mailbox, Gradebook, and Tests & Quizzes tools are designed to share FERPA-protected information privately between instructors and individual students.

Information for Instructors:

  • A grade appeal process statement is recommended on all syllabi. You may use the following example or create your own:
  • If you have any concerns with grading and/or feel you have been awarded an incorrect grade, please discuss it with me as soon as possible. If we cannot resolve the issue, you may talk to our director of undergraduate studies or department chair.

Services and Student Support Syllabi Statements

The content below provides sample statements for a variety of services. Some statements are required. Instructors are encouraged to use these statements when creating a syllabus.

Information for Students (to be included on the syllabus):

Equal Opportunity and Compliance Accommodations Team  (Accommodations – UNC Equal Opportunity and Compliance) receives requests for accommodations for disability, pregnancy and related conditions, and sincerely held religious beliefs and practices through the University’s Policy on Accommodations. EOC Accommodations team determines eligibility and reasonable accommodations consistent with state and federal laws.


Additional Information for Instructors:

  • Information about Equal Opportunity and Compliance (EOC) Accommodations is required on all syllabi.
  • Faculty and instructors with questions about accommodations and/or their role in implementation, are invited to reach out to EOCto discuss and/or review the “Working with Students with Disabilities” training in Carolina Talent.
  • EOC has a limited Testing Center service for students approved for disability accommodations if instructors are unable to proctor. Flexibility in exam administration, including time and day, are required.
  • Updated and approved by Equal Opportunity and Compliance, July 2024

Information for Students (to be included on the syllabus):

UNC-Chapel Hill is strongly committed to addressing the mental health needs of a diverse student body. The Heels Care Network website is a place to access the many mental health resources at Carolina. CAPS is the primary mental health provider for students, offering timely access to consultation and connection to clinically appropriate services. Go to the CAPS website or visit their facilities on the third floor of the Campus Health building for an initial evaluation to learn more. Students can also call CAPS 24/7 at 919-966-3658 for immediate assistance.


Additional Information for Instructors:

  • Information about Counseling and Psychological Services (CAPS) is required on all syllabi.
  • Source:Student Safety and Wellness Proposal for EPC, Sep 2018
  • Reviewed and approved by Counseling and Psychological Services, July 2024

Information for Students (to be included on the syllabus):

Any student who is impacted by discrimination, harassment, interpersonal (relationship) violence, sexual violence, sexual exploitation, or stalking is encouraged to seek resources on campus or in the community. Reports can be made online to the EOC or by contacting the University’s Title IX Coordinator, Elizabeth Hall, or the Report and Response Coordinators in the Equal Opportunity and Compliance Office.  Please note that I am designated as a Responsible Employee, which means I must report to the EOC any information I receive about the forms of misconduct listed in this paragraph.  If you’d like to speak with a confidential resource, those include Counseling and Psychological Services and the Gender Violence Services Coordinators. Additional resources are available at safe.unc.edu.


Additional Information for Instructors:

Information for Students (to be included on the syllabus):

The University is committed to providing an inclusive and welcoming environment for all members of our community and to ensuring that educational and employment decisions are based on individuals’ abilities and qualifications. Consistent with this principle and applicable laws, the University’s Policy Statement on Non-Discrimination offers access to its educational programs and activities as well as employment terms and conditions without respect to race, color, gender, national origin, age, religion, genetic information, disability, veteran’s status, sexual orientation, gender identity or gender expression. Such a policy ensures that only relevant factors are considered, and that equitable and consistent standards of conduct and performance are applied.

If you are experiencing harassment or discrimination, you can seek assistance and file a report through the Report and Response Coordinators (email reportandresponse@unc.edu or see additional contact info at safe.unc.edu) or the Equal Opportunity and Compliance Office.  Please note that I am designated as a Responsible Employee, which means that I must report to the EOC any information I receive about harassment or discrimination.  If you’d like to speak with a confidential resource, those include Counseling and Psychological Services and the University’s Ombuds Office.


Additional Information for Instructors:

  • Reviewed and approved by the Office of Equal Opportunity & Compliance, July 2024

Information for Instructors:

  • A diversity statement is not required on syllabi, but if you wish to include one, you may use something comparable to the below example or create your own.
  • A recommended definition of diversity is: “all the ways in which individuals vary, including, but not limited to, backgrounds, beliefs, viewpoints, abilities, cultures, and traditions that distinguish one individual from another.”
  • I value the perspectives of individuals from all backgrounds reflecting the diversity of our students. I broadly define diversity to include race, gender identity, national origin, ethnicity, religion, social class, age, sexual orientation, political background, physical and learning ability and any other way in which individuals differ from one another. I strive to make this classroom an inclusive space for all students. Please let me know if there is anything I can do to improve. I appreciate any suggestions.

Information for Students (to be included on the syllabus):

The College of Arts and Sciences provides a secure, proctored environment in which exams can be taken. The Center works with instructors to proctor exams for their undergraduate students who are not registered with ARS and who do not need testing accommodations as provided by ARS. In other words, the Center provides a proctored testing environment for students who are unable to take an exam at the normally scheduled time (with pre-arrangement by your instructor). For more information, visit the testing center website.

Information for Students (to be included on the syllabus):

Want to get the most out of this course or others this semester? Visit UNC’s Learning Center to make an appointment or register for an event. Their free, popular programs will help you optimize your academic performance.  Try academic coaching, peer tutoring, STEM support, ADHD/LD services, workshops and study camps, or review tips and tools available on the website.

Information for Students (to be included on the syllabus):

For free feedback on any course writing projects, check out UNC’s Writing Center. Writing Center coaches can assist with any writing project, including multimedia projects and application essays, at any stage of the writing process. You don’t even need a draft to come visit. To schedule a 45-minute appointment, review quick tips, or request written feedback online, visit UNC’s Writing Center online.

Syllabi Review Process

UNC-Chapel Hill faculty members have a long-standing commitment to providing students with appropriate information about the courses in which they are enrolled. To renew this commitment, the Faculty Council in October 2012 approved Resolution 2012-11: On Guidelines for Course Syllabi. The guidelines established the elements to be included in a course syllabus, stipulated that such a document should be given to students no later than the first day of class, and charged the respective academic units to retain each semester’s syllabi for a period of at least four years, the customary period during which most students are enrolled.

To ensure that instructors’ syllabi include the recommended syllabus elements established in the Faculty Council’s Resolution and the OUC syllabus guidelines, the Office of Undergraduate Curricula conducts syllabus reviews each semester. Syllabus reviews not only ensure accordance with syllabus guidelines, but also offer constructive feedback to course instructors concerning the information and expectations they communicate to students in a course syllabus.

Sampling Criteria

Each semester, after the census date, a random sample of 8% of all courses being taught in the College of Arts & Sciences for the given semester is generated. The sampling criteria was developed by the Office of Institutional Research and Assessment in consultation with the Senior Associate Dean of Undergraduate Education.

Timeline (Fall & Spring)

  • Week 3: The sample of courses is generated after the semester’s census date.
  • Weeks 6 – 11: Syllabi Review Period.
  • Week 12: Reporting Period. Instructors are emailed individualized reports.

Please note that this timeline is subject to change.

Timeline (Summer)

  • Week 1: The sample of courses is generated after the semester’s census date.
  • Weeks 2-3: Syllabi Review Period.
  • Week 4: Reporting Period. Instructors are emailed individualized reports.

Please note that this timeline is subject to change.

Annual Report

At the conclusion of the summer session II reporting period, an aggregate report will be generated detailing the results of the academic year’s review. This report will be shared with all Directors of Undergraduate Studies (DUS) during the first meeting of the fall semester. Individual departmental reports can be generated upon request.

Additional Resources

Syllabi Development

Campus Resources

Tech Tools

  • PollEverywhere (free classroom response system for participation)
  • Gradescope (free grading tool to improve efficiency and allow for collaborative scoring)
  • Sakai Sign-up (or other scheduling software to arrange student meetings)
  • Zoom (for virtual meetings, office hours, or lecture recording)