Course Syllabus
Sample Course Syllabus Template!
The following is a sample course syllabus for online classes. There are unique items for online learning including Assessment Methods, Netiquette Guidelines, Camera Guidelines, Grading, Course Policies, Accessibility of Course Material, Technical Requirements, and Canvas Orientation Material. Inclusion of these items will help orient students and clarify expectations when taking their first online class.
How to use this template (please read first). Delete this entire instructions block before publishing to students.
New to the Canvas Syllabus page? Review Instructure's How do I use the Syllabus as an instructor? for a walkthrough of the editor and the auto-generated Course Summary.
- Yellow-highlighted text is for you, not your students. Anything with a yellow background, including bracketed placeholders like [Course Title], example paragraphs, and instructor notes that begin with "[Instructor: ...]", needs to be replaced with your own information or deleted.
- Some sections offer choices. Where you see multiple options (such as in the Modality section), keep the one paragraph that applies to your course and delete the rest.
- Before publishing, remove all yellow. Scroll through the entire syllabus and confirm no yellow-highlighted text remains. If you can still see yellow, your students will too.
- Delete this instructions block last.
Table of Contents
- Course Overview
- Instructor Information
- Student Support Services
- Course Materials and Technology
- Learning Outcomes and Assessments
- Grading
- Participation and Attendance
- Course Policies
Course Overview
Course Title, Prefix, and Number
- Course Title: [Course Title]
- Prefix and Number: [Course Prefix and Number]
- Semester/Year: [Semester/Year]
- Course ID Number: [Course ID Number]
Modality
[Instructor: Keep the one paragraph below that matches your course. Delete the other three paragraphs and delete this instruction line before publishing. If you are unsure which class type applies, see SDCCD Class Types.]
Fully Online: This course is conducted entirely online through Canvas. There are no required real-time meetings and no on-campus meetings.
Online Live: This course meets online during scheduled class times via Zoom. There are no on-campus meetings.
Partially Online: This course has [XX] required on-campus meetings. The remaining coursework is completed online through Canvas.
HyFlex: For each scheduled class session, you may choose to attend online or on campus. The remaining coursework is completed online through Canvas.
Course Description
[Instructor: Use wording from the college catalog.]
Prerequisites and Advisories
[Instructor: Use wording from the college catalog. Remove this section if none apply.]
Instructor Information
About Your Instructor
- Name: [Name and preferred form of address]
- College: [College name]
- Office: [Building and room number]
- Email: [District email address]
- Phone: [Office phone number]
[Instructor: The example bio below covers a brief intro, teaching approach, what excites you about the subject, and a personal touch. Edit the highlighted fields, or rewrite in your own voice. Delete this instruction line before publishing.]
Hello, and welcome to the course! My name is [Your name], and I have been teaching [your subject] at [your college] for [number] years.
My teaching approach: [your teaching philosophy in one sentence].
What excites me about this subject: [what you find compelling about it].
Outside the classroom: I enjoy [a personal interest or two].
I am looking forward to working with you this semester and am here to support your success.
Office Hours
[Instructor: Edit the items below to match your schedule. Delete any item that does not apply to your course, and delete this instruction line before publishing.]
- Mondays, 10:00-11:00 AM (in person, [Building and room])
- Wednesdays, 2:00-3:00 PM (online via Zoom: [Zoom link])
- Fridays, by appointment (email me at [your email] to schedule)
Regular and Substantive Interaction (RSI)
This course meets the federal and SDCCD requirement for Regular and Substantive Interaction (RSI), which means you can expect:
- Predictable, scheduled contact from me each week.
- Communication that is directly tied to course content.
- Support for your progress toward the course learning outcomes.
The subsections below describe what that looks like in practice.
Preferred Contact Method
[Instructor: Tell students which channel to use to reach you. Canvas Inbox is recommended because it keeps all course communication in one place and protects student privacy. Example below; edit or replace it, then delete this instruction line before publishing.]
Please use the Canvas Inbox to contact me throughout the semester. Canvas Inbox keeps all of our course communication in one place and protects your privacy.
Response Time for Messages
[Instructor: Tell students when they can expect a reply. Be specific about business hours and how weekend or holiday messages are handled. Example below; edit the highlighted fields or rewrite, then delete this instruction line before publishing.]
Here is when you can expect a reply from me:
- Weekdays: I respond to Canvas Inbox messages within [48 hours] during [Monday through Friday, 9 AM to 5 PM].
- Weekends and holidays: Messages received outside business hours will be answered on the next business day.
Grading Turnaround
[Instructor: Tell students how long they should expect to wait for graded work and feedback. Set realistic expectations and call out any assignments that may take longer. Example below; edit the highlighted fields or rewrite, then delete this instruction line before publishing.]
Here is when you can expect graded work returned:
- Routine assignments: Returned with feedback within [2 business days] of the due date.
- Larger projects: Up to [5 business days] for items like [essays or final projects].
- Exceptions: I will let you know in advance if a particular assignment will take longer.
Instructor-Initiated Contact
[Instructor: Describe the predictable, scheduled contact you will initiate each week. This is the heart of RSI compliance. Example below; edit the highlighted fields or rewrite, then delete this instruction line before publishing.]
Here is what you can expect from me each week:
- Weekly announcement: Each [Monday] I will post an announcement previewing the week's activities, due dates, and reminders.
- Discussion participation: I respond directly in each graded discussion thread, replying to student posts and prompting deeper conversation.
- Individual feedback: I provide written feedback on each major assignment.
- Check-ins: If your engagement drops off, I will reach out by Canvas Inbox so we can plan a path forward together.
Student Support Services
Your success in this course depends on more than reading and studying. How you are doing overall shapes how you learn: when you are stretched thin, distracted, or struggling, the coursework gets harder.
SDCCD offers a range of free, confidential services to every enrolled student. Use them as often as you need.
Counseling services at SDCCD: The two most commonly used services are described below: academic counseling and mental health counseling. SDCCD also offers career counseling, personal counseling, online and walk-in counseling, and gender-based violence support. For full details on all services, visit SDCCD Counseling Services.
Academic Counseling
Academic counselors help you with:
- Choosing classes for the current semester.
- Staying on track for graduation.
- Planning for transfer to a four-year institution.
- Building a Student Educational Plan (SEP) tailored to your timeline.
- Answering questions about requirements, prerequisites, and timelines.
Your campus counseling office can help whether you are in your first semester or close to completion.
Mental Health Counseling
SDCCD provides confidential mental health counseling to every enrolled student. Two options are available:
- On-campus counselors: Support for the stress and personal-life challenges that affect academic success.
- TimelyCare: A district-wide telehealth service offering free, 24/7 access to care, coaching, and mental health support. Use it for immediate or after-hours needs.
Disability Support Programs and Services (DSPS)
DSPS provides accommodations and equity-driven support to students with documented disabilities. DSPS can help with:
- Academic accommodations such as extended testing time, alternate-format materials, and assistive technology.
- Interpreting and access services for deaf, hard-of-hearing, and other students who need communication support.
- Career and transition support through programs like WorkAbility III to help you move from college into the workforce.
Each SDCCD campus has its own DSPS office. For program details, the accommodations process, and contact information, visit SDCCD DSPS.
Find other services at your campus: SDCCD offers many additional support services beyond counseling, and they vary by campus. For the complete directory and per-campus contact information, visit SDCCD Student Support Services.
Course Materials and Technology
Required Textbook(s)
| Title | ISBN | Cost |
|---|---|---|
| [Textbook title] | [ISBN] | [Cost] |
Recommended Textbook(s)
| Title | ISBN | Cost |
|---|---|---|
| [Textbook title] | [ISBN] | [Cost] |
[Instructor: Remove this section if no recommended texts.]
Zero Textbook Cost (ZTC) and Open Educational Resources (OER)
Some or all of the materials for this course are free. Two terms you may see:
- ZTC (Zero Textbook Cost): A course where required instructional materials cost nothing.
- OER (Open Educational Resources): Openly-licensed materials (often under Creative Commons) that are free to access and frequently free to share or adapt.
The free or openly-licensed materials used in this course are listed below.
| Title | Author / Creator | Type | Link |
|---|---|---|---|
| [Resource title] | [Author or organization] | [Textbook / Video / Article / Module / Other] | [URL] |
[Instructor: Remove this section if your course has no ZTC or OER materials.]
Where to Purchase
Course materials can be purchased through your campus bookstore, online retailers, or directly from publishers. The four SDCCD campus stores are the primary option for most students.
The campus stores also support students in two important ways:
- No-cost and low-cost course material initiatives in partnership with faculty.
- Basic Needs programs at each college (gift cards and staple items such as sleeping bags and socks).
For a district-wide overview, visit SDCCD Campus Stores and Retail Services.
Examples of what students commonly purchase at a campus bookstore:
- Required textbooks in print or digital format
- Course supplies such as lab materials, art kits, and calculators
- General merchandise and electronics
- College-logo apparel and gear
Use the bookstore that serves your campus:
- San Diego City College Bookstore
- San Diego Mesa College Bookstore
- San Diego Miramar College Bookstore
- San Diego College of Continuing Education Bookstore
Technology and Software Requirements
To succeed in this course, you will need access to standard online learning tools and basic familiarity with the platforms SDCCD uses.
At minimum, you will need:
- A reliable computer (laptop or desktop) with a current web browser such as Chrome, Edge, Firefox, or Safari.
- A stable internet connection.
- Access to Canvas for course materials, assignments, and communication.
For full technical specifications, supported browsers, accessibility tools, and tutorials on the standard SDCCD online learning tools, see SDCCD's Tool & Technology for Online Success.
[Instructor: The bullets below are examples. Keep any that apply to your course, replace each with a course-specific requirement (graphing calculator, lab kit, specialized software, publisher subscription), or delete them. Delete this instruction line before publishing.]
This course also requires:
- A webcam and microphone: built-in laptop hardware is sufficient for most courses.
- [Item 1 name]: [Brief description, where to get it, and approximate cost]
- [Item 2 name]: [Brief description, where to get it, and approximate cost]
Zoom and Camera Guidelines
[Instructor: Include this section only if your course uses live Zoom meetings. If all your sessions are asynchronous, delete this entire subsection. Delete this instruction line before publishing.]
This class has online meetings using Zoom. Class meetings are recorded and shared only with students enrolled in this class.
When you attend online class meetings, you give permission to record your image and/or voice. If you do not want your image and/or voice in the recording, you may:
- Change your display name
- Turn off your camera
- Request Focus Mode so only the instructor can see participants
- Blur your background or use a virtual background
I'm New to Canvas. How Do I Learn More?
You are expected to know how to navigate the Canvas learning management system. To learn more enroll in the Student Prep and Online Training (SPOT).
You can also call (1-844-612-7421) or chat with 24/7 Canvas Support for technical support questions.
Accessibility of Course Materials
Ensuring the accessibility of this course to students with disabilities is important. I have made every effort to make this course accessible. If you encounter a problem accessing anything in the course, please contact me immediately.
Students who have academic accommodation letters should send them as soon as possible so that accommodations can be provided in a timely manner.
Students with disabilities requesting accommodation for the first time should email me and contact your college's Disability Support Programs and Services (DSPS) office:
Learning Outcomes and Assessments
Course Learning Outcomes
Upon completion of this course, you will be able to:
- [Outcome 1]
- [Outcome 2]
- [Outcome 3]
[Instructor: If you are unsure of your course's official outcomes, see How to Find Your Course Learning Outcomes for step-by-step access to your Course Outline of Record (COR) in SDCCD CurriCUNET.]
Assessment Methods
[Instructor: Briefly describe the assessments used in this course and say how they connect to the course learning outcomes above. Students stay more engaged when they see why each assessment matters. Edit the highlighted fields in the example below, add or remove bullets to match your course, then delete this instruction line before publishing.]
Your learning in this course is assessed through the following:
- Discussions: Weekly posts where you engage with course concepts and peers; supports all course outcomes.
- Quizzes: Short checks of your grasp of key readings and concepts; supports Outcome 1.
- Written assignments: Short papers applying course concepts to new situations; supports Outcomes 2 and 3.
- Final project: A cumulative project demonstrating mastery of all course outcomes.
All assessments are completed online in Canvas, using any additional materials or software listed under Technology and Software Requirements.
Course Schedule
The schedule of assignments, discussions, and quizzes for this course lives in the Course Summary at the bottom of this syllabus page. Canvas builds it automatically from the availability and due dates set on each item.
Scroll to the end of this page to view it. Each item in the summary links directly to the assignment, discussion, or quiz.
[Instructor: Canvas generates the Course Summary automatically from your graded items. Before publishing, confirm every assignment, discussion, and quiz has both an availability date and a due date set; items without dates appear at the bottom of the summary undated and mislead students. Delete this instruction line before publishing.]
Grading
Final Grades
Your final letter grades are based on the total points that you earn in the course.
| Letter Grade | Points Earned |
|---|---|
| A | [Range] |
| B | [Range] |
| C | [Range] |
| D | [Range] |
| F | [Below minimum] |
Late and Missed Assignments
Life happens. If something unexpected comes up (illness, family emergency, work or childcare conflict, technology failure), message me through Canvas Inbox before the due date when possible. You do not need to share private details to request an extension, and we will work together on a fair plan.
Without a prior arrangement:
- [2%] per-day late penalty.
- Submissions accepted up to [2 days] past the due date.
- After that, no credit unless an extension was agreed in advance.
Accommodations through DSPS: If you have approved DSPS accommodations, send me your accommodation letter as soon as possible so I can put them in place before you need them.
[Instructor: The example above acknowledges that life happens, then states a clear penalty, then notes formal accommodations. Edit the highlighted values or rewrite in your own voice, then delete this instruction line before publishing.]
Participation and Attendance
Online Attendance
You are expected to log in and begin coursework on the first day of the course. This is a [Instructor: choose one: Fully Online, Online Live, Partially Online, or HyFlex] course with [XX] required on-campus meetings. Even though this course may not meet on campus, you must log in to Canvas several times a week to stay informed and meet deadlines.
You must show continuous progress throughout the course or you may be dropped. Continuous progress is measured by attending class online and participating in class assignments.
First Week Participation
In order to keep your enrollment, you must complete the following during the first week:
- [First week activity, e.g., Post a video response to the Welcome discussion]
- [First week activity, e.g., Send a Canvas Inbox message introducing yourself]
Course Policies
Academic Integrity
Students must adhere to the policies and procedures of the San Diego Community College District, as well as all federal, state, and local laws. Students are subject to charges of misconduct as described in AP 3100.3, including plagiarism and academic honesty. Please refer to the District Student Code of Conduct.
Your assignments may be scanned by a detection tool such as PlagarismCheck. [Instructor: Remove if this does not apply.]
Non-discrimination and Title IX
SDCCD is committed to a learning environment free from discrimination and harassment. The district prohibits discrimination or harassment on the basis of race, color, national origin, sex, gender identity, sexual orientation, religion, age, disability, or any other legally protected status, consistent with Board Policies BP 3410 (Non-discrimination) and BP 3430 (Prohibition of Harassment). If you experience or witness discrimination, harassment, or sexual misconduct, you can report it to the SDCCD Title IX Office or visit the Get Help page for immediate support options.
Netiquette
"Netiquette" combines "Internet" and "etiquette" to describe appropriate conduct in online settings such as discussion boards, emails, chat, and synchronous class meetings. Respectful behavior is expected throughout this course, and the principles below set the baseline for how we interact online.
- Show professionalism and courtesy: Bring the same respect and preparation to an online class that you would to a campus classroom or workplace, including arriving on time and being ready to engage.
- Camera and background recommendations: During synchronous meetings, wear workplace-appropriate attire, choose work-friendly backgrounds (use blur when possible), and mute your microphone when you are not speaking.
- Set a positive tone and extend grace: Open and close messages with a greeting, review what you have written before sending, and assume good intent when a message from someone else seems brief or terse.
- Follow discussion-board guidelines: Post in the correct topic, read existing posts before responding, and follow any participation or grading expectations your instructor has set for the board.
- Communicate clearly: Use complete sentences and standard spelling and grammar, avoid ALL CAPS (which reads as shouting), and skip informal abbreviations in academic communication.
- Be respectful of others' time: Address messages only to the people who need them, use descriptive subject lines, and allow the response window stated in this syllabus.
- Use course software appropriately: Canvas and the district's communication tools are SDCCD property and must not be used for personal gain, solicitations, or off-topic promotion.
- Honor student rights and responsibilities: Follow SDCCD's board policies on nondiscrimination, harassment, and academic due process (BP 5500, BP 3410, BP 3430, and Title IX).
For the full description of each principle, review the SDCCD Netiquette Guidelines.
AI Tools Policy
[Instructor: Select one of the following three options. Keep your selected option and remove the other two.]
Option 1: AI Tools Allowed
Students may use AI tools (such as Copilot, Claude, Gemini, or Perplexity) on assignments in this course when noted, provided the use is properly documented and credited. AI-assisted content must include a citation. Example format:
Copilot. (YYYY, Month DD). "Text of your query." Generated using Microsoft. https://copilot.microsoft.com/
This citation format applies to all AI tools. Adjust the tool name, provider, and URL accordingly (e.g., Copilot, Claude/Anthropic, Gemini/Google).
Be aware that AI-generated content may be inaccurate or incomplete. You are responsible for critically evaluating all AI output and corroborating information with credible sources.
Option 2: AI Tools Conditional
Students may use AI tools (such as Copilot, Claude, Gemini, Grammarly, or similar) on assignments only with prior instructor permission. Unless given explicit permission, each student is expected to complete each assignment without substantive assistance from AI tools.
[Instructor: If AI is conditional, use the AIAS scale below to clearly define assignment expectations.]
Option 3: AI Tools Not Allowed
Use of AI tools for generating, substantially rewriting, or completing coursework is prohibited unless otherwise noted by the instructor. This includes, but is not limited to, text generators (Microsoft Copilot, Claude, Gemini), paraphrasing tools (QuillBot), code assistants (GitHub Copilot), and image generators (Canva AI, Microsoft Copilot Designer). All work submitted must be your own. Assignments found to have used unauthorized AI tools may receive a zero and/or be reported for academic misconduct.
For additional discipline-specific AI policy examples, see this crowd-sourced resource from educators.
AI Assessment Scale (AIAS)
[Instructor: Remove this section if you selected Option 3 (AI Tools Not Allowed).]
This course uses the AI Assessment Scale (AIAS), a five-level framework that tells you exactly how much AI use is permitted on any given assignment. AI is not a single "allowed" or "not allowed" decision for the whole course: each assignment will name its AIAS level so you know what counts as acceptable use for that task.
How this course uses the AIAS
- The default AIAS level for this course is [Level X: Name]. Unless an assignment says otherwise, assume this level.
- Individual assignments may use a different level. When they do, the level will be stated in the assignment instructions.
- Whenever a level permits AI use, cite the tool and your prompt using the format shown in the AI Tools Policy above.
- You remain responsible for the accuracy, originality, and integrity of everything you submit, whether AI was used or not.
- If you are unsure whether AI use is allowed on a specific task, ask before submitting.
The five levels
Use the table below as a reference when an assignment specifies a level.
| Level | Name | What you can do |
|---|---|---|
| 1 | No AI | Complete the assessment entirely without AI assistance. Rely on your own knowledge, understanding, and skills. |
| 2 | AI Planning | Use AI for pre-task work such as brainstorming, outlining, and initial research. Your final submission should show how you independently developed and refined these ideas. |
| 3 | AI Collaboration | Use AI to assist with specific tasks such as drafting, feedback, and refinement. You must critically evaluate and modify any AI-generated content you use. |
| 4 | Full AI | Use AI extensively to complete any elements of the task. Focus on directing AI to achieve your goals while demonstrating your critical thinking. |
| 5 | AI Exploration | Use AI creatively to solve problems, generate novel insights, or co-design new approaches with your instructor. |
[Instructor: If you need help deciding on a default level or structuring assignments around AIAS, see How to Implement the AI Assessment Scale (AIAS) in Your Course.]
For full details about the framework, visit aiassessmentscale.com.
Revision Date: [Date]
Course Summary:
| Date | Details | Due |
|---|---|---|