Syllabus Templates

Templates

Syllabus Templates

The syllabus templates includes syllabi sections:

Required by ACAF 2.03 for all courses
Highly recommended by CTE as syllabus best practices for all courses
Required by the Committee on Curricula & Courses Curriculum Changes Guidelines for online and blended courses

Face-to-Face Course Syllabus Template [docx]
Online Course Syllabus Template [docx]
Blended Course Syllabus Template [docx]

Semester Schedule Templates

The semester calendar schedule templates below can be copied and pasted into your syllabus.

Summer 2025 Course Schedule Templates

Student Problems Referral and Reporting

Absent or Disengaged?
Academic Advising Referral

Failing? Financial Concerns?
Student Success Center Referral

Cheating? Disruptive Behavior?
Office of Student Conduct and Academic Integrity Report

Absence Verification?
Office of Student Advocacy Excused Absence Request

Student at Risk to Themselves or Community?
Student Care and Outreach Team (Care Team)

Discrimination, Harassment, or Sexual Misconduct?
Office of Civil Rights & Title IX - Equal Opportunity Programs Report

Needs Counseling or Psychiatry?
Student Health and Well-Being Referral

Needs an Accommodations Letter?
Student Disability Resource Center Referral

Inadequate Access to Basic Needs (Food? Housing? Clothing?)
Student Affairs and Academic Support
Student Care and Outreach Team

Don’t Know Who or What to Ask?
Student Success Center
sassc@mailbox.sc.edu
803-777-1000
Thomas Cooper Library, Mezzanine

Crime? Accident? Suspicious Activity?
Law Enforcement and Safety
USC Police Dispatch
803-777-4215

Emergency?
Call 911

Course Syllabus Best Practices and Sample Statements

Below are syllabus sections (with instructions and sample statements) consistent with pedagogical best practices that you should include in your syllabus. Please use the list below, the templates above, the Syllabus Best Practices Check List [pdf], and the Quality Standards for Online Courses to ensure that your syllabus meets standards!

∗ Required (by USC Policy)
Sample Syllabus Statement
Distributed Learning Course Statement

General Information

* Course Information

Provide the following information:

Course designator and number (example – ENGL 101) *
Course title *
Carolina Core designation (if applicable)
Number of credit hours*
Semester and year of offering*
Class meeting days and times *
Class meeting location *

* Instructor/TA Contact Information

Provide the following information:

Instructor Name and Preferred Title*
Affiliated Department/Program/Organization
Degree(s) held (if any)
Relevant contact information (e.g., e-mail, phone, preferred contact information)*
Office Location
Office Hours (Drop in during these times for help with the course)*
TA Contact Information

Course Description

* Academic Bulletin Course Description

Enter the course description exactly how it appears in the Undergraduate Academic Bulletin or the Graduate Academic Bulletin.

Sample Language for a Syllabus

Instruction in strategies for critically reading and analyzing literature and non-literary texts; structured, sustained practice in composing expository and analytical essays.

Full Course Description

Enter an extended description of the course content. This description may include additional details about:

Course enrollment requirements
Whether the course is a requirement or elective for a major
And so on…

Sample Language for a Syllabus

English 101 equips students with the skills needed for future academic success by providing structured and sustained practice in critical reading, textual analysis, and expository writing. Students will develop the ability to analyze texts both critically and creatively, engaging with topics of global significance while reflecting on the connection between writing and literacy. Through close readings of a variety of media and genres – such as fiction, non-fiction, poetry, photography, and film – students will strengthen their skills in inquiry, interpretation, and academic writing. Writing assignments and peer reviews will encourage students to engage ethically and respectfully with diverse perspectives. Through active participation and thoughtful inquiry, students will enhance their ability to comprehend texts and communicate ideas effectively.

* Prerequisite(s)

Enter any prerequisites for the course.

If you are unsure of the prerequisites, please find them in the Undergraduate Academic Bulletin or Graduate Academic Bulletin.
If there are no prerequisites, include a statement that says “There are no prerequisites for this course.”

Sample Language for a Syllabus

There are no prerequisites for this course.

* Course Learning Outcomes

Enter all learning outcomes for the course.

Specific learning outcomes are often mandated by the department and/or accrediting body.
Recommended for 500-600 level courses only: Include at least one additional learning outcome for graduate credit, clearly linked to an additional work product.

Learning outcomes describe the measurable skills, abilities, knowledge or values that students should be able to demonstrate because of completing a course.

They are student-centered in that they describe what the students will do, not what the instructor will teach.
All learning outcomes should be measurable and use action verbs (see Action Words for Bloom’s Taxonomy).
For more on Learning Outcomes and program-specific examples, visit CTE Learning Outcomes.

Sample Language for a Syllabus

After successful completion of this course, you will be able to:

Analyze diverse texts across genres and media.
Apply strategies for close reading and critical analysis.
Create comprehensive writing processes - including invention, planning, drafting, revision, and editing.
Develop effective college-level expository and analytical essays.
Evaluate the reliability and credibility of sources in academic writing.
Discuss course texts and papers in progress.
Develop a writing style appropriate for academic audiences that is clear, effective, and free of major errors.

For Distributed Learning Courses

Include a statement in this section verifying that “The learning outcomes are equivalent to those of a face-to-face (F2F) version of the course.”

* Instructional Methods

Describe what students can expect from your instructional methods, including details about your lecture format, group work, presentations, and use of the Blackboard Learning Management system and other instructional technologies.

Sample Language for a Syllabus

The course will employ a variety of instructional methods, including lectures, group projects, and oral presentations, all accompanied by critical discussions. Course topics will typically be introduced through 2-3 lecture sessions that incorporate interpretive discussions. After each lecture, you will receive an article from the primary literature that either highlights current research on the topic or explores a related concept. Literature discussions will involve small group work, followed by a class-wide presentation and discussion. As a reminder, this course is not designed to be delivered virtually.

For Distributed Learning Courses

Provide an overview of how the course will be conducted. Describe what students can expect from your instructional methods, including details about your lecture format, group work, presentations, and use of the Blackboard Learning Management system and other instructional technologies. The description may include expectations of an online course versus a face-to-face course, the structure of weekly modules, and an overview of expected learning activities.

Sample Language for a Syllabus

This is a fully online course, which requires the same level of commitment and engagement as a face-to-face class. Success in this course depends on being self-motivated, well-organized, and having consistent internet access. Please ensure you have the required textbook by the first day; all other course materials will be provided on Blackboard.

Active participation in online activities and completion of all coursework is required. On Blackboard, you'll engage with content, interact with classmates, and collaborate with me. I recommend setting specific days and times to complete course activities.

The typical class structure in Blackboard will consist of learning modules featuring:

Short Video/PowerPoint Lectures
Readings
Podcasts
Online Discussions
Quizzes
Group Projects
Video Presentations
Exams
Field Exercises
Written Exercises

This is an entirely web-based course with no face-to-face meetings. You will complete your work asynchronously, meaning you’ll work at different times than your peers. However, this is not a self-paced class or independent study. You will have assigned deadlines, and all work must be submitted on time. Assignments cannot be saved for the final weeks or days of the semester. Regular interaction with your classmates and me is a key component of this course. Each assignment sequence must be completed on schedule; you cannot work ahead or fall behind and still be successful.

* Course Communication and Feedback

Describe the method and turnaround time of course communications and feedback.

Sample Language for a Syllabus

I will communicate with you regarding grades and assignments. If you need to reach me, email is the best method. I generally respond to emails within 24 hours and provide feedback on assignments within 72 hours. You may also post course-related questions on the Blackboard Discussion Board, where I will respond within 24 hours. If you're having trouble with the course or its material, please email me to discuss the issues.

Announcements will be posted to the course as needed. If there's additional important information, I will send it to the email address listed on Blackboard. Please make sure your email account is functioning properly to ensure you receive all important communications.

To check your email address in Blackboard, follow these steps:

Access Blackboard
Click your name on the main navigation panel on the left
Review your email address. By default, Blackboard uses your university-issued email address.

Your email address in Blackboard should match your preferred university email. If you are unsure of your preferred email, check your account. For more information on changing your primary university email, please refer to the Knowledge Base article - How To Change Your Primary University Email Address.

Instructional and Technology Information

* Required Textbooks or Materials

List and cite any required texts and course materials. Include links when applicable.

For all books, include the ISBN number and edition.
Differentiate between required and optional textbooks.
Organize materials in ways best suited for the course.
Include the following copyright/fair use policy statement: “All course materials comply with copyright/fair use policies.”
If possible, identify ways to make the course readings/materials more affordable for students.

Sample Language for a Syllabus

Required

Lunsford, Andrea A. (2017). The Everyday Writer. 6th edition. Bedford/St. Martin’s, ISBN-10: 1319083439

Recommended

McKenzie, J.F. & Pinger, R.R. (2017). An Introduction to Community & Public Health (9th Edition). Burlington, MA: Jones & Bartlett Publishers. ISBN: 1284108414

All course readings/materials comply with copyright/fair use policies.

You can purchase the hardcover or e-book version of this textbook directly from the publisher. The e-book version is cheaper than the hardcover text. You can also purchase used versions of this textbook online.

Additionally, I have placed three copies of the course textbook on reserve at the Thomas Cooper Library (TLC). These textbooks are available for checkout on a first-come, first-served basis at the Check-Out Desk on the Main Level. A valid CarolinaCard is required. For more information, please refer to the TLC Check Out Policy.

*Technology Requirements

Provide any necessary information about technology requirements.

Sample Language for a Syllabus

The PowerPoint lecture presentations, assignments, quizzes, rubrics, and links to articles are all available on the Blackboard site for the course. To participate in learning activities and complete assignments, you will need daily access to:

Blackboard Learning Management System
Microsoft Word as your word processing program
Adobe Acrobat Reader 11 or DC
Reliable data storage for your work, such as a USB drive or Office365 OneDrive cloud storage.

Microsoft Office 365 is available free to all students. It includes access to the latest versions of Word, Excel, PowerPoint, OneNote, and much more. You can install Office 365 on up to five compatible devices, including tablets. All work can be saved online in OneDrive so it can be accessed no matter which device is being used. You can use this Office 365 subscription for as long as you are enrolled at the University of South Carolina. Download Office 365.

All computers connected to the university network must have up-to-date antivirus software. Microsoft Windows includes antivirus software, but Macs do not. If your computer does not have antivirus software, please request assistance from the Carolina Tech Zone.

For further questions or assistance with software, please contact the Division of Information Technology’s Service Desk.

Note for Distributed Learning Courses

Provide any additional information specific to the technology needs of your distributed learning course.

Sample Language for a Syllabus

Online lectures will be available through Panopto on Blackboard, with additional content from YouTube and Vimeo also accessible within Blackboard. To view and hear the lectures, you must have internet access. Your computer should have an up-to-date operating system with the latest updates installed, along with speakers or headphones to listen to the lecture presentations (transcripts will be provided). No special software is required.

*Minimal Student Technical Requirements/Skills

Provide any necessary information about minimum technical skills required for your course.

Sample Language for a Syllabus

This course requires a basic level of technical skills. All assignments and work must be completed and submitted online through Blackboard, so you must have consistent and reliable access to a computer and the internet. The minimum technical skills required include the ability to:

Organize and save electronic files,
Use USC email and manage attached files,
Check email and Blackboard daily,
Download and upload documents,
Locate information with a web browser, and
Use Blackboard effectively.

*Technical Support

Provide any necessary information about technology support from USC or third-party vendors.

Sample Language for a Syllabus

If you have questions or problems related to your computer, software, or need technical support (including Blackboard support), please:

Contact the Division of Information Technology (DoIT) Service Desk at (803) 777-1800,
Submit an online request through the Self-Service Portal, or
Visit the Carolina Tech Zone.

If you experience computer issues, there arecomputer labs available at the Thomas Cooper Library and in certain campus classroom buildings. If you are not located in the Columbia, SC area, most regional campuses and public libraries have computers for public use.

Course Assignment, Assessments, and Grading Policy

* Assignments and Assessments

List and briefly describe all course assignment, projects, quizzes, and exams. This should include:

Detail about each assignment and its type
Number of major assignments and course activities aligned with the course learning outcomes and grading policy,
Required for 500-600 level courses only: At least one additional, distinct assignment must be required of graduate students.

Sample Language for a Syllabus

General Assignment Information

All coursework (e.g., assignments, projects) and rubrics are available on Blackboard.
All assignments are due and all exams will be administered on the dates indicated in the course schedule.
All online quizzes will be administered in Blackboard.
All exams will be administered in class.

Formatting

All written assignments must be submitted using Microsoft Word. Documents should be carefully proofread to avoid spelling and grammatical errors. Written assignments will be graded based on quality, not just quantity. All written assignments should follow these guidelines:

Spacing: 1.5 lines
Font: Tahoma or Arial, 12-point size
Title: Centered on first page, followed by your name on the next line
Citations: All references and quotations must use APA style
Spelling and grammar: Ensure accuracy

Quizzes

Throughout the semester, you will be required to respond briefly in writing to short-answer questions on the assigned material. If you keep up with the required readings, quizzes will be an excellent way to enhance your course grade. Be sure to familiarize yourself with the titles of the selected readings, the authors, the main characters, and the major turning points in the plot. Look up the definitions of any unfamiliar words to ensure understanding.

Response Paper

A key goal in Humanities education is developing independent, analytical, and interpretive thought. Your Response Paper will help you build these skills as you engage with the narrative artistry in one of our selected readings. Submit a brief paper (2-3 pages) in Blackboard that responds to a novel, story, history, or autobiography that we have studied. Focus on an aspect of the work that stands out as memorable, striking, or exceptionally well-written. Analyze the literal and symbolic language of the passage and explore the individual elements of the scene –such as the setting, plot, character descriptions, dialogue, imagery, and narrative stance – that evoke your response.

Graduate Student Assignment

Graduate students will complete an additional assignment – a 3- to 5-page literature review on a topic provided by the instructor. The literature review must be typed in 12-point Arial font and formatted according to APA style guidelines. Further instructions and the complete grading rubric will be available on Blackboard.

Final Exam

The final exam will consist of True/False, Multiple-Choice and Short Answer questions. It is a comprehensive exam based on substantial test banks. The date and time of the final exam are listed in the course schedule and are set by the University Registrar.

* Final Exam

Important Final Exam Notes to Instructors

Each semester, faculty members shall give final examinations, including laboratory examinations, in accordance with the Registar’s Final Exam Schedule and shall not deviate from it without prior approval from their dean. All deviations shall be reported to the registrar by the dean.

In any course or laboratory that meets:

Weekly - No quiz, test, or examination shall be given during the last class session before the regular examination period.
Two or three times a week - No quiz, test, or examination shall be given during the last two class sessions before the regular examination period.
More than three times a week - No quiz, test, or examination shall be given during the last three sessions before the regular examination period.

Sample Language for a Syllabus

Final Exam

Note for Distributed Learning Courses

If you teach an online synchronous class that follows standard meeting times, please consult the Registrar’s Final Exam Schedule to confirm the designated exam day and time for your class. The exam must be administered on that date and within the specified time frame. If your synchronous course does not follow standard meeting times, please contact the Registrar’s Office for a designated exam day and time.

If you teach an online asynchronous course without a required Final Exam date and time on the Office of the Registrar’s website, you must specify the exam date and time in your syllabus (if you choose to administer one). The exam must be given during the designated exam period, though you can choose the date(s) and time. For online courses, consider scheduling the final assessment before the last day of the exam period.

You may open the exam at 12:01 AM on the first day of final exam week and close it by 11:59 PM on the last day. While the exam doesn’t need to be available all week, be sure to offer a generous testing window – spanning several days, if needed – to accommodate students in different time zones or with in-person exams. If your exam requires proctoring, consider offering multiple exam blocks during the designated times for nonstandard meeting courses (Friday 7:30 PM, Saturday 4:00 PM, and Saturday 7:30 PM) to help students avoid scheduling conflicts.

Sample Language for a Distributed Learning Syllabus

Final Exam

The final exam will consist of True/False, Multiple-Choice and Short Answer questions. It is a comprehensive exam based on substantial test banks. The final exam is administered and secured in Blackboard.

The exam will be available starting at 12:01 AM on the first day of final exam week and must be completed by 11:59 PM on the last day of the week. However, the testing window – the time during which you can take the exam – will be 2.5 hours. This means the exam will be accessible for several days, but once you begin, you must complete it within a 2.5-hour window.

* Grading Policy

Provide a grading policy that clearly states and includes:

Weights/values of each graded assignment
Explanation of how the final score in the course is calculated
A grading scale explaining how the final course score translates to a letter grade (A-F).

Required for 500-600 level courses only: Include separate grading schemes for undergraduate and graduate credit and one or more assignments for graduate credit that are clearly differentiated from undergraduate assignments. Please provide a separate evaluation and grading scale for graduate students in 500/600-level courses.

Note that, in some cases, students may select the Pass-Fail grading option for a course. If students select this option, performance in the course does not affect their grade point average. If Pass-Fail is an option for your course, your syllabus must indicate the minimum grade (points, percentage) required for a “pass.”

Sample Language for a Syllabus

Sample Language 1

All grades will be posted on Blackboard. You are strongly encouraged to check your scores on Blackboard regularly. A final letter grade will be assigned based on percentages.

Assignment Weights	Percent
Class Participation	20%
Quizzes	20%
Critical Essay	20%
Response Paper	10%
Midterm Exam	10%
Final Exam	20%
Total	100%

Grading Scale

89.5% - 100% = A
84.5% - 89.4% = B+
79.5% - 84.4% = B
74.5% - 79.4% = C+
69.5% - 74.4% = C
64.5% - 69.4% = D+
59.5% - 64.4% = D
0% - 59.4% = F

Sample Language 2

Discussion Board (10 @ 10 points each) - 100 points
Quizzes (5 @ 20 points each) - 100 points
Response Paper (1 @ 150 points) - 150 points
Hands-on Project (1 @ 400 points) - 400 points
Final Exam (1 @ 250 points) - 250 points
Total Points - 1000 points

Grading Scale

89.5% - 100% = 895 – 1000 points = A
84.5% - 89.4% = 845 – 894 points = B+
79.5% - 84.4% = 795 – 844 points = B
74.5% - 79.4% = 745 – 794 points = C+
69.5% - 74.4% = 695 – 744 points = C
64.5% - 69.4% = 645 – 694 points = D+
59.5% - 64.4% = 595 – 644 points = D
0% - 59.4% = 0 – 594 points = F

Sample Language 3

Evaluation Information for Undergraduate Students:

Discussion Board: 20%
Quizzes: 15%
Response Paper: 10%
Hand-on Projects: 30%
Final Exam: 25%

89.5% - 100% = A
84.5% - 89.4% = B+
79.5% - 84.4% = B
74.5% - 79.4% = C+
69.5% - 74.4% = C
64.5% - 69.4% = D+
59.5% - 64.4% = D
0% - 59.4% = F

Evaluation Information for Graduate Students:

Graduate level students will complete an additional research project (described previously with other major assignments) resulting in a comprehensive presentation based on a well-developed literature review. The grading scale for graduate level students differs from the undergraduate grading scale and is as follows:

Discussion Board: 20%
Quizzes: 10%
Hands-on Projects: 30%
Research Projects: 20%
Final Exam: 20%

89.5% - 100% = A
84.5% - 89.4% = B+
79.5% - 84.4% = B
74.5% - 79.4% = C+
69.5% - 74.4% = C
64.5% - 69.4% = D+
59.5% - 64.4% = D
0% - 59.4% = F

Course Policies and Procedures

* Attendance Policy

The Interfaith Calendar showcases religious holy days, observances, and recommended accommodations for students, staff, and faculty.

If an instructor intends to assign a grade penalty for absence or a grade for participation the instructor must:

Inform students in writing how attendance and participation will be measured, particularly as such measurement goes beyond recording students’ mere presence in the classroom for all or part of a class session;
Maintain current, verifiable records
Take care to apply attendance and participation policies consistently and fairly for all students; and
Recognize that failure to comply could constitute grounds for a grade appeal.

Course attendance policies may penalize unexcused absences in a student’s grade only after a student’s unexcused absences exceed a set percentage of the total classes that the student missed without excuse. Once unexcused absences exceed this set percentage, every unexcused absence may accrue a penalty to a student’s grade.

For traditional lecture-based, face-to-face classes, the minimum percentage of unexcused absences allowed must be at least 5 percent of total class meeting time. For example, in a traditional, face-to-face 3-credit course, students have a minimum of one allowable unexcused absence for a class meeting two times per week for 75 minutes; students have a minimum of two allowable unexcused absences for a class meeting three times per week for 50 minutes. Students may be penalized for each unexcused absence beyond these minimums.

Any instructor assessing a grade penalty for absence must specify in the course syllabus the percentage of allowable unexcused absences (with a minimum of 5% for traditional face-to-face classes) and the penalty to a student’s grade for each unexcused absence in excess of that percentage.

Note that practicum or laboratory may have additional participation requirements where the 5% rule does not apply. The percentage may be adjusted for these courses.

Please consult the USC Attendance Policy for more details about, and exceptions to, the “5% rule” for unexcused absences.

Sample Language for a Syllabus

When you miss class, you miss important information. If you are absent, then you are responsible for learning material covered in class. If you have an excused absence, then you will be permitted to make up coursework or complete an equivalent assignment agreed upon with the instructor.

Anticipated Excused Absences

To arrange excuses for absences that can be anticipated at the start of the term and are considered an excused absence under the USC undergraduate attendance policy (e.g. authorized University activities, religious observances), you should:

Submit a written request (email is acceptable) to the instructor no later than the end of the second week of the course stating the dates of the anticipated absence.
Explain the reason for the absence, and include any supporting documentation for the absence.
Include any request for make-up work, including an updated timeframe and due date.
For additional information, consult the USC undergraduate attendance policy.

Important: Any anticipated absences related to medical concerns must be submitted to the Office of Student Advocacy instead of the instructor.

Unanticipated Excused Absences

To arrange excuses for absences that cannot be anticipated at the start of the course and are considered excused (e.g. illness or injury, legal proceedings, or immediate family deaths) under the undergraduate attendance policy you should, at the first opportunity, submit an absence request through the Office of Student Advocacy.

Fill out the online Student Advocacy Report Form.
If the absence meets the requirements for an excused absence, the Office of Student Advocacy will certify the absence and provide notification to your instructors.
Students must reach out to instructors to request make-up work; all make-up work may need to be completed within one week of returning to class.

Note for Distributed Learning Course

Sample Language for a Syllabus

Success in this course is dependent on your active participation throughout the semester. You are expected to log into Blackboard several times a week and complete course assignments. Even if your work is completed, you still need to login to ensure that you have seen all announcements and discussion posts. It is your responsibility to check updates related to the course. Attendance will be recorded based on your completion of course assignments. You will receive a 0 on all missed assignments unless you have a valid excuse.

If you miss an assignment and have a valid excuse, you will be permitted to make up the assignment or complete an equivalent assignment agreed upon with me.

Anticipated Valid Excuse

Submit a written request (email is acceptable) to the instructor no later than the end of the second week of the course stating the dates of the anticipated absence.
Explain the reason for the absence, and include any supporting documentation for the absence.
Include any request for make-up work, including an updated timeframe and due date.
For additional information, consult the USC undergraduate attendance policy.

Important: Any anticipated absences related to medical concerns must be submitted to the Office of Student Advocacy.

Unanticipated Valid Excuse

Fill out the online Student Advocacy Report Form.
If the absence meets the requirements for an excused absence, the Office of Student Advocacy will certify the absence and provide notification to your instructors.
Students must reach out to instructors to request make-up work; all make-up work may need to be completed within one week of returning to class.

* Academic Integrity Statement

Please tailor this statement to the specific objectives of your course/college and the goals of your profession. The Office of Student Conduct and Academic Integrity (OSCAI) encourages you to customize this statement to spark intellectual curiosity and promote critical thinking in your course.

Sample Language for a Syllabus

As a partner in your learning, it is important to both of us that any assignment submission is a pure reflection of your work and understanding. Suspicions of alleged violations of Cheating –defined as “unauthorized assistance in connection with any academic work” and/or Falsification, which includes “Misrepresenting or misleading others with respect to academic work or misrepresenting facts for an academic advantage” – will be referred to the Office of Student Conduct and Academic Integrity.

You are expected to practice the highest possible standards of academic integrity. Any deviation from this expectation will result in a minimum academic penalty of your failing the assignment and will result in additional disciplinary measures. This includes improper citation of sources, using another student's work, and any other form of academic misrepresentation.

The first tenet of the Carolinian Creed is, "I will practice personal and academic integrity."

Below are some websites for you to visit to learn more about University policies:

Plagiarism

Using the words or ideas of another as if they were one’s own is a serious form of academic dishonesty. If another person’s complete sentence, syntax, key words, or the specific or unique ideas and information are used, one must give that person credit through proper citation.

Generative Artificial Intelligence (GenAI) Policy

This resource is an adaptation of ChatGPT and Generative AI Tools: Sample Syllabus Policy Statements by UT Austin’s Center for Teaching and Learning and is used under a CC BY-NC-SA 4.0 license. Changes include rewriting some of the passages and adding original material.

Regarding the potential use of generative AI tools, no changes in university policy are required. It is already a violation of policy for students to represent work they did not do as their own, and work generated by an AI system that is not credited to that system falls under that policy.

At present, the CTE recommends that USC faculty and instructors decide whether or not these tools fit within their pedagogical aims and clearly state their course policies in a designated section of their syllabi. If adopted, students should learn how to use AI text generators (i.e., ChatGPT) and other AI tools to expand rather than impede their developing abilities as writers, coders, creators, and thinkers. Ensuring equitable access to these tools is essential, as are fair grading policies and student evaluation for both those who do and do not use AI tools in their courses.

Sample language for various GenAI policies is below. Each section contains several possible ways of framing the instructor’s intent. Due to the nuance of generative AI, the categories do not stand alone, so you may find areas of overlap. To that end, these statements are intended to spur your own thinking, and so you are welcome to use, edit, or adapt any of the selections below for your own purposes.

Sample Language for a Syllabus

No use of generative AI tools permitted

[4 Sample statements]

This course assumes that work submitted by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves, working individually or in groups as directed by class assignment instructions. This policy indicates the following constitute violations of academic honesty: a student has another person/entity do the work of any substantive portion of a graded assignment for them, which includes purchasing work from a company, hiring a person or company to complete an assignment or exam, and/or using generative AI tools (such as ChatGPT).
In this course, every element of class assignments must be fully prepared by the student. The use of generative AI tools for any part of your work will be treated as plagiarism. If you have questions, please contact me.
All assignments should be fully prepared by the student. Developing strong competencies in the skills associated with this course, from student-based brainstorming to project development, will prepare you for success in your degree pathway and, ultimately, a competitive career. Therefore, the use of generative AI tools to complete any aspect of assignments for this course is not permitted and will be treated as plagiarism. If you have questions about what constitutes a violation of this statement, please contact me.
This course assumes that work submitted for a grade by students – all process work, drafts, brainstorming artifacts, final works – will be generated by the students themselves, working individually or in groups as directed by class assignment instructions. This policy indicates the following constitute violations of academic honesty: a student has another person/entity do the work of any substantive portion of a graded assignment for them, which includes purchasing work from a company, hiring a person or company to complete an assignment or exam, and/or using generative AI tools (such as ChatGPT).

Generative AI is permitted in specific contexts and with acknowledgment

[6 sample statements]

The emergence of generative AI tools (such as ChatGPT and DALL-E) has sparked interest among many students in our discipline. The use of these tools for brainstorming ideas, exploring possible responses to questions or problems, and creative engagement with the materials may be useful for you as you craft responses to class assignments. While there is no substitute for working directly with your instructor, the potential for generative AI tools to provide automatic feedback, assistive technology and language assistance is clearly developing. Please feel free to reach out to me well in advance of the due date of assignments for which you may be using generative AI tools and I will be happy to discuss what is acceptable.
In this course, students shall give credit to AI tools whenever used, even if only to generate ideas rather than usable text or illustrations. When using AI tools on assignments, add an appendix showing (a) the entire exchange, highlighting the most relevant sections; (b) a description of precisely which AI tools were used (e.g. ChatGPT private subscription version or DALL-E free version), (c) an explanation of how the AI tools were used (e.g. to generate ideas, turns of phrase, elements of text, long stretches of text, lines of argument, pieces of evidence, maps of the conceptual territory, illustrations of key concepts, etc.); (d) an account of why AI tools were used (e.g. to save time, to surmount writer’s block, to stimulate thinking, to handle mounting stress, to clarify prose, to translate text, to experiment for fun, etc.). Students shall not use AI tools during in-class examinations, or assignments unless explicitly permitted and instructed. Overall, AI tools should be used wisely and reflectively with an aim to deepen understanding of subject matter.
It is a violation of university policy to misrepresent work that you submit or exchange with your instructor by characterizing it as your own, such as submitting responses to assignments that do not acknowledge the use of generative AI tools. Please feel free to reach out to me with any questions you may have about the use of generative AI tools before submitting any content that has been substantially informed by these tools.
In this course, we may use generative AI tools (such as ChatGPT) to examine the ways in which these kinds of tools may inform our exploration of the topics of the class. You will be informed as to when and how these tools will be used, along with guidance for attribution if/as needed. Any use of generative AI tools outside of these parameters constitutes plagiarism and will be treated as such.
Understanding how and when to use generative AI tools (such as ChatGPT, DALL-E) is quickly emerging as an important skill for future professions. To that end, you are welcome to use generative AI tools in this class as long as it aligns with the learning outcomes or goals associated with assignments. You are fully responsible for the information you submit based on a generative AI query (such that it does not violate academic honesty standards, intellectual property laws, or standards of non-public research you are conducting through coursework). Your use of generative AI tools must be properly documented and cited for any work submitted in this course.
To ensure all students have an equal opportunity to succeed and to preserve the integrity of the course, students are not permitted to submit text that is generated by artificial intelligence (AI) systems such as ChatGPT, Bing Chat, Claude, Google Bard, or any other automated assistance for any classwork or assessments. This includes using AI to generate answers to assignments, exams, or projects, or using AI to complete any other course-related tasks. Using AI in this way undermines your ability to develop critical thinking, writing, or research skills that are essential for this course and your academic success. Students may use AI as part of their research and preparation for assignments, or as a text editor, but text that is submitted must be written by the student. For example, students may use AI to generate ideas, questions, or summaries that they then revise, expand, or cite properly. Students should also be aware of the potential benefits and limitations of using AI as a tool for learning and research. AI systems can provide helpful information or suggestions, but they are not always reliable or accurate. Students should critically evaluate the sources, methods, and outputs of AI systems. Violations of this policy will be treated as academic misconduct. If you have any questions about this policy or if you are unsure whether a particular use of AI is acceptable, please do not hesitate to ask for clarification.

Students are encouraged to use generative AI tools in coursework

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The use of generative AI is encouraged with certain tasks and with attribution: You can choose to use AI tools to help brainstorm assignments or projects or to revise existing work you have written. When you submit your assignment, I expect you to clearly attribute what text was generated by the AI tool (e.g., AI-generated text appears in a different colored font, quoted directly in the text, or use an in-text parenthetical citation).
Designers commonly use AI-content generation tools in their work. In this course, using AI-content generation tools is permitted and will be a normal and regular part of our creative process when it is used according to the below criteria. In this course, neglecting to follow these requirements may be considered academic dishonesty. (1) For each assignment, you are required to include a paragraph that explains what AI content- generation tool you used, the dates you used it, and the prompts you used to generate the content according to the MLA style guide. (2) During critique, it is important to describe the precedents you used and how any source content was transformed. When showing or presenting images or other content you generated using an AI-tool, cite that image or content following the MLA style guide. If you need help referencing your creative work, contact me to collaborate.
Students are invited to use AI platforms to help prepare for assignments and projects (e.g., to help with brainstorming or to see what a completed essay might look like). I also welcome you to use AI tools to help revise and edit your work (e.g., to help identify flaws in reasoning, spot confusing or underdeveloped paragraphs, or to simply fix citations). When submitting work, students must clearly identify any writing, text, or media generated by AI. This can be done in a variety of ways. In this course, parts of essays generated by AI should appear in a different colored font, and the relationship between those sections and student contributions should be discussed in cover letters that accompany the essay submission.

Note to Instructors on Citation of AI Tools

When thinking about your options, we urge instructors to explore these tools and think carefully about how to cite content from them as well as the role of citation in student work (i.e., brainstorming possibilities, developing arguments from sources, aligning AI tool output and authorship, etc.). Remind students that these tools cannot be used to create content that could be private (i.e., used for research purposes) or as their intellectual property. The following most commonly used style guides should be useful in crafting language for your syllabi and assignments:

Expectations for Classroom Behavior

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Professionalism will be expected at all times. Because the university classroom is a place designed for the free exchange of ideas, we must show respect for one another in all circumstances. We will show respect for one another by exhibiting patience and courtesy in our exchanges. Appropriate language and restraint from verbal attacks upon those whose perspectives differ from your own is a minimum requirement. Courtesy and kindness are the norm for those who participate in my class.

For Distributed Learning Courses

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Netiquette Statement

Professionalism will be expected at all times, but most especially with your interactions online. Because the university classroom is a place designed for the free exchange of ideas, we must show respect for one another in all circumstances. We will show respect for one another by exhibiting patience and courtesy in our exchanges. Appropriate language and restraint from verbal attacks upon those whose perspectives differ from your own is a minimum requirement. Courtesy and kindness are the norm for those who participate in my class.

Our discussion board is a way for you to share your ideas and learning with your colleagues in this class. We do this as colleagues in learning, and the Discussion Board is meant to be a safe and respectful environment for us to conduct these discussions.

Some Netiquette Rules:

Treat one another with respect. It will be expected that we will not attack one another personally for holding different opinions.
Do not use all CAPITAL LETTERS in emails or discussion board postings. This is considered "shouting" and is seen as impolite or aggressive.
Begin emails with a proper salutation (Examples: Dr. Name; Ms. Name; Hello Professor Name; Good afternoon Mr. Name). Starting an email without a salutation or a simple "Hey" is not appropriate.
When sending an email, please include a detailed subject line. Additionally, make sure you reference the course number (Ex. ENGL 101) in the message and sign the mail with your name.
Use proper grammar, spelling, punctuation, and capitalization. Text messaging language is not acceptable.
Use good taste when communicating. Profanity should be avoided.
Re-read, think, and edit your message before you click "Send/Submit/Post."

Please remember when posting to be respectful and courteous to your colleagues, and limit your posts to discussions of this course and its assignments.

Late Work/Make-Up Policy

Instructors have full discretion to set their own policy regarding the late acceptance of course work missed due to an unexcused absence; this policy should be specified in the course syllabus.

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Makeup assignments and exams will be given without penalty if you have an excused absence (see the Attendance Policy in this syllabus to understand the difference between an excused and unexcused absence). Unexcused absences from assignments and exams will result in a zero on the assessment. You are allowed to make up one assignment without penalty one time this semester. Review the course schedule for all assignment due dates.

Students who are absent from any final exam and do not meet the criteria for an excused absence may be given a grade of a 0 on the exam without the option to make-up the missed exam.

For Distributed Learning Courses

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All assignments, quizzes, and exams are due by the deadline as posted on the course schedule.

Please plan accordingly and complete these assignments in advance of their deadlines to ensure any unanticipated circumstances do not result in a missed assignment. User error does not qualify you for any kind of makeup or retake opportunity.

Completing and submitting the assignments or quizzes responses by the due date is the sole responsibility of you. If you receive an incomplete score because of failure to submit the assignment or test by the due date, then your score for that assignment will be recorded as "zero."

You will be allowed to access the assignments an unlimited number of times until the due date/time and take quizzes one time each on or before the due date/time as indicated on the course calendar. If you are concerned about missing a deadline, then you may want to do any of the following:

Post your assignment the day before the deadline; or
Begin quizzes as soon as they are made available online.

Late exams will be accepted if the following two requirements are met:

You contact me in advance of the exam’s deadline to make arrangements for its completion.
You complete the exam within the week following its due date.

Late assignments and quizzes will be subject to the following penalty: 10% will be deducted from your grade for the first 24 hours late, and an additional 5% will be deducted on each subsequent 24 hours.

Be Careful: The clock on your computer may be different than the clock in Blackboard. If the clock is different by one second, you will be locked out of the assignment or quiz. Plan accordingly. I recommend that you submit your assignments, quizzes, and exams well before the deadline.

Note to Instructor about Final Exam Make-Up Policy

Students who are absent from any final examination and meet the criteria for an excused absence under the undergraduate attendance policy will be provided with the opportunity to make-up the exam; options for make-up exams include:

The student may take the exam during an alternative final exam meeting time within the same examination period for the semester, if agreed upon by the instructor.
The instructor may assign a grade of ‘I’ (Incomplete) and the student may complete the course under the conditions specified by the instructor in the "Assignment of Incomplete Grade" form.
A student with an excused absence from a final examination in one semester may take the deferred examination at the next regular examination period provided the examination is taken at an agreed-upon time by the instructor and student. The examination must be taken within one calendar year from the time the absence was incurred. Deferred examinations will be granted only in case of absence certified as unavoidable because of documented illness or other cause, rendering attendance at final examinations impossible.

Incomplete Grades

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You may be assigned an 'I' (Incomplete) grade if you are unable to complete a significant portion of the assigned course work because of an unanticipated illness, accident, work-related responsibility, family hardship, or verified learning disability. An Incomplete grade gives you additional time to complete course assignments ONLY IF there is indication that the specified circumstances prevented you from completing course assignments on time.

Diversity and Inclusion

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The university is committed to a campus environment that is inclusive, safe, and respectful for all persons, and one that fully embraces the Carolinian Creed. To that end, all course activities will be conducted in an atmosphere of friendly participation and interaction among colleagues, recognizing and appreciating the unique experiences, background, and point of view each student brings. You are expected at all times to apply the highest academic standards to this course and to treat others with dignity and respect.

My perspective is that we never cease being students of this world, so I believe that attentive, reflective people always have something to learn from others. Good discussions can be energetic and passionate but are neither abusive nor offensive. Vibrant, vigorous inquiry derives from discussions that:

Challenge, defend, and apply different ideas, theories, perspectives, and skills,
Extend a body of knowledge into different arenas and applications, and
Result in a synergy that compels us to seek resolution to these discussions.

Expectations of the Instructor

Include expectations that students should have of you as the instructor of the course.

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I am expected to facilitate learning, answer questions appropriately, be fair and objective in grading, provide timely and useful feedback on assignments, maintain adequate office hours, and treat you as I would like to be treated.

Interpersonal Violence Statement

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Interpersonal violence - including sexual harassment, relationship violence, sexual assault, and stalking - is prohibited at USC. Faculty, staff, and administrators encourage anyone experiencing interpersonal violence to speak with someone, so they can get the necessary support and USC can respond appropriately. If you or someone you know has been or is currently impacted by interpersonal violence, you can find the appropriate resources at the Sexual Assault and Violence Intervention & Prevention(SAVIP) website.

As faculty, I must report all incidents of interpersonal violence and sexual misconduct, and thus cannot guarantee confidentiality. Please know that you can seek confidential resources. If you want to make a formal report, you can report interpersonal violence and sexual misconduct (SAVIP) or contact the institution’s Title IX Coordinator, or one of the Deputy Title IX Coordinators listed on the SAVIP website. You can also file a police report by contacting USC Police at 803-777-4215.

Student Support Resources

Academic Success Statement

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Successful learners:

Do not procrastinate;
Enhance discussions;
Have good written communication skills;
Use proactive communication;
Are self-motivated and self-disciplined;
Have a commitment to learning;
Have critical thinking and decision-making skills;
Have good time management skills; and
Have good help-seeking behaviors.

This campus provides extensive academic supports for students, and these supports are there to let students achieve the academic success they are truly capable of. Most students access them at some point in their pursuit of their degree. I have provided a list of the academic support offices offered by USC below.

For Distributed Learning Courses

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Successful online learners:

Do not procrastinate;
Are open to sharing professional experiences online;
Enhance online discussions;
Have good written communication skills;
Use proactive communication;
Are self-motivated and self-disciplined;
Have a commitment to learning;
Have critical thinking and decision-making skills;
Believe quality learning can take place in an online environment;
Have good time management skills; and
Have good help-seeking behaviors.

Student Success Center (undergraduate students only)

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In partnership with USC faculty, the Student Success Center (SSC) offers a number of programs to help you better understand your course material and to support your path to success. SSC programs are facilitated by professional staff, graduate students, and trained undergraduate peer leaders who have previously excelled in their courses. Resources available to you in this course may include:

Peer Tutoring: You can make a one-on-one appointment with a Peer Tutor. Drop-in Tutoring and Online Tutoring may also be available for this course. Visit their website for a full schedule of times, locations, and courses.
Supplemental Instruction (SI): SI Leaders are assigned to specific sections of courses and hold three weekly study sessions. Sessions focus on the most difficult content being covered in class. The SI Session schedule is posted through the SSC website each week and will also be communicated in class by the SI Leader.
Peer Writing: Improve your college-level writing skills by bringing writing assignments from any of your classes to a Peer Writing Tutor. Similar to tutoring, you can visit the website to make an appointment, and to view the full schedule of available drop-in hours and locations.
Success Consultations: In Success Consultations, SSC staff assist you in developing study skills, setting goals, and connecting to a variety of campus resources. Throughout the semester, I may communicate with the Student Success Center regarding your progress, which indicates your instructor is concerned about your progress in this course. If contacted by the Student Success Center, please schedule a Success Consultation right away. Referrals are not punitive, and any information shared by your professor is confidential and subject to FERPA privacy laws.

Student Success Center services are offered to all USC undergraduates at no additional cost. Please call 803-777-1000, visit www.sc.edu/success, or come to the Student Success Center in the Thomas Cooper Library (Mezzanine Level) to check schedules and make appointments.

Writing Center

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This course has many writing assignments. The University Writing Center is an important resource you should use! It's open to help any USC student needing assistance with a writing project at any stage of development. The main Writing Center is in Byrnes 703.

Library Resources

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University Libraries Resources has access to books, articles, subject specific resources, citation help, and more. If you are not sure where to start, assistance is available at Ask a Librarian!

Remember that if you use anything that is not your own writing or media (quotes from books, articles, interviews, websites, movies – everything) you must cite the source in MLA (or other appropriate and approved) format.

* Disability Services

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The Student Disability Resource Center (SDRC) empowers students to manage challenges and limitations imposed by disabilities. In order to receive reasonable accommodations from me, you must be registered with the Student Disability Resource Center (1705 College Street, Close-Hipp Suite 102, Columbia, SC 29208, 803-777-6142). Any student with a documented disability should contact the SDRC to make arrangements for appropriate accommodations. Once registered, students with disabilities are encouraged to contact me (within the first week of the semester) to discuss the logistics of any accommodations needed to fulfill course requirements.

Mental Health and Well-Being

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If stress is impacting you or getting in the way of your ability to do your schoolwork, maintain relationships, eat, sleep, or enjoy yourself, then please reach out to any of USC’s mental health resources. Most of these services are offered at no cost as they are covered by the Student Health Services tuition fee. For all available mental health resources, check out Student Health and Well-Being and the quick reference list below.

Wellness Coaching can help you improve in areas related to emotional and physical well-being (e.g., sleep, resiliency, balanced eating and more) – schedule an appointment at (803) 777-6518 or on MyHealthSpace.
Access virtual self-help modules via Therapy Assistance Online (TAO) – see TAO registration instructions.
Access additional articles and videos on health and wellness topics on the Wellness Hub, thriveatcarolina.com, or by downloading the CampusWell app and searching for University of South Carolina.
Counseling & Psychiatry offers individual and group counseling and psychiatric services – schedule an appointment at (803) 777-5223 or on MyHealthSpace.
Access the 24-hr Mental Health Support Line at (833) 664-2854.
Access an anonymous mental health screening program.

Basic Needs Statement

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We know that to be successful in school students need to have their basic needs met. If you are having difficulty accessing food, stable housing, or school supplies, please reach out to our Student Care and Outreach Team. Additionally, if you feel comfortable, inform your professors about any support they can provide.

Other Resources

USC Syllabus Policies

Academic Affairs Creation and Revision of Academic Courses ACAF 2.03
Committee on Curricula & Courses Curriculum Changes guidelines

Center for Teaching Excellence