Make sure to include:

• Instructor name
• UO email
• Office room number 
• Office hours (both the set hours and information indicating how to schedule an appointment outside of office hours)

You might also consider

• telling students how they should address you in writing and/or in person
• including your pronouns (read about pronoun use at UO here)
• describing somewhere in your syllabus why a student might attend office hours (you will find sample language for this under the “Communicating with Me” section), or renaming them something which indicates this such as “Student Hours” or “Drop-In Help Time” 

Provide students with a list of the course objectives. Objectives should be written as statements that specify student actions that are observable through the activities of the course. “By the end of the course, students should be able to...[verb] + [object].” 

For undergraduate courses that meet Core Ed requirements, include a statement describing which it meets and how. To do this, specify which Methods of Inquiry apply and adapt sample statements. If your course meets Cultural Literacy requirements, include the approved statement and learning outcomes.

For more information about writing learning objectives and aligning them to class activities and assessments, check out our Aligned Design page.

The UO syllabus policy states under "required materials and activities" that instructors should include things like a "list of required readings, assignments, exams, special materials, and extracurricular activities." This section, "course materials" pertains to the first part of that requirement. The other items can be included where they make sense for your course, such as in a section on Grading, or in a Course Calendar. 

For course materials, let students know what materials are required and how they can access them for your class. 

Consider using free or low-cost materials if you do not already; recent Student Experience Survey responses (as summarized in the Practitioner Guide: Accessibility) indicate that free or affordable materials are among the most common recommendations students have to increase access to your course. Find out more about how to find or adapt free or low-cost course materials (and the support that is available to do this) by visiting UO Libraries’ Textbook Affordability for Faculty webpage.

After you’ve identified what course materials students will need, you may wish to remind students that if they have difficulty purchasing necessary textbooks or other course materials, they can apply for a Textbook Subsidy through UO’s Basic Needs program. UO Portland Students may be able to apply for additional financial support for academic materials and other Basic Needs through the Office of Student Life & Belonging.]

The University Senate recently legislated a “Course Attendance and Engagement” policy with the goal of increasing transparency and equity in how course policies are applied at UO. Instructors can find information on implementing this policy on the "Enacting the Senate’s ‘Course Attendance and Engagement’ Policy" page. Instructors have the discretion to decide what attendance policy best supports their courses (including a no-penalty policy), but all syllabi should:    

• Be “reason-neutral.” Instructors who require attendance and/or penalize absences "[...] shall not ask for reasons for absences and shall not distinguish between ‘excused’ and ‘unexcused’ absences since there is no equitable way to confirm the veracity of student-provided reasons or documentation outside the university context.” 
• Make attendance and make-up policies and their impact on grades explicit, including any requirements for attendance, how absences affect grades and the conditions under which coursework can be made up.”   

For courses that have an engagement policy instead of an attendance policy (such as asynchronous online courses), "syllabi shall outline requirements for engagement, what constitutes lack of engagement, and if and how missed engagement opportunities can be made up."    

For information on creating your own policy, UO exceptions you should know, and how to advise students with extensive absences, visit the  "Enacting the Senate’s ‘Course Attendance and Engagement’ Policy" page. Explore examples of attendance policies here.

Sample Absence Language A (with possible grade penalty)

In-class work is central to meeting our learning objectives. Students may miss four classes this term, regardless of the reason, not including exam days. This means we do not have “excused” or “unexcused” absences except—as is the case for all UO classes—in the cases of religious observances, specific AEC accommodations, military deployment, and University-sponsored events with signed documentation presented as early in the term as possible but at least a week ahead of the planned absence or need for accommodation.    

Difficult or complex situations that may impact attendance occur for many of us during a term. This policy means that absences are available both for students who do want to reach out about their experiences and students who do not.  

If you are feeling ill, please stay home and use one of your four absences. I made my absence policy with this in mind, so please use your absences with care so they're there for you if you need them. 

Because in-class work is central to meeting our learning objectives, students who miss six or more classes may fail the course.       

Your success is genuinely important to me. If challenges come up for you this term around attendance please contact me as soon as you can. Together we can identify what resources or strategies might be available to support you and your learning.       

Sample Absence Language B (no grade penalty)  

This is a face-to-face course. Attendance is important because we will develop our knowledge through in-class activities that require your active engagement. We’ll have discussions, small-group activities, and do other work during class that will be richer for your presence, and that you won’t be able to benefit from if you are not there. Excessive absences make it impossible to learn well and succeed in the course. While there is not an automatic grade deduction for missing classes, it is unlikely that students who miss X or more classes will be able pass this course.    

That said, if you are feeling ill, please stay home to heal and avoid infecting your classmates. Please take absences only when necessary, so when they are necessary, your prior attendance will have positioned you for success.

If you must miss a class please fill out the absence report form.  

The Senate has noted that syllabi should include policy on “classroom behavior.” We encourage thinking about the "classroom" as all sites where students are engaged with each other, whether face to face in a physical classroom or in an online space (like Canvas Discussion).

It is useful to be transparent about expectations you hold for students (and that they can hold for one another) and about expectations your students can hold for you. 

Sample Language

All members of the class (both students and instructor) can expect to: 

Participate and Contribute: All students are expected to participate by sharing ideas and contributing to the learning environment. This entails preparing, following instructions, and engaging respectfully and thoughtfully with others.  

While all students should participate, participation is not limited to talking, and a range of participation activities support learning. Participation could include speaking aloud in the full class and in small groups, submitting questions prior to class, or engaging with Discussion posts. 

We will establish more specific participation guidelines and criteria for contributions in our first weeks of the term.      

Expect and Respect Diversity: All classes at the University of Oregon welcome and respect diverse experiences, perspectives, and approaches. What is not welcome are behaviors or contributions that undermine, demean, or marginalize others based on race, ethnicity, gender, sex, age, sexual orientation, religion, ability, or socioeconomic status. We will value differences and communicate disagreements with respect. We may establish more specific guidelines and protocols to ensure inclusion and equity for all members of our learning community.      

Help Everyone Learn: Part of how we learn together is by learning from one another. To do this effectively, we need to be patient with each other, identify ways we can assist others, and be open-minded to receiving help and feedback from others. Don’t hesitate to contact me to ask for assistance or offer suggestions that might help us learn better.  

Guidelines for using Canvas Discussion: 

1. Use subject lines that clearly communicate the content of your post.   
2. Write concisely, and be aware that humor or sarcasm doesn’t always translate in writing.   
3. Be supportive and considerate when replying to others’ posts. This means avoiding use of jargon or inappropriate language, and it means disagreeing with respect and providing clear rationale or evidence to support your different view.   
4. Keep focused on the topic and reference readings and other class materials to support your points (as applicable).   
5. Try to use correct spelling and grammar and proofread your submissions. After submitting, use the edit feature to make corrections and resubmit (don’t create a new or duplicate post that corrects your error).   
6. Contribute and interact often!    

Describe your grading scheme and any related policies (find more information at the Registrar's University of Oregon Grading System page). Include or link to grading criteria and expectations, such as grading rubrics.

As of Fall 2026, the following statement is required to be in all course syllabi.

Consider updating your student-facing course description to include a personal, in-your-voice welcome, including a statement about the course values, broad goals, or important questions you will address together.

Sample Language

Welcome! I am committed to the success of all students in this course, and I look forward to the learning, questioning, and growing that we will do together this term. The goals of this course are to

• Be moved and challenged by X, Y, Z (in course materials and big issues/questions);  
• Practice A & B skills, which you will use across other courses and in your careers; 
• Affirm our hopefulness about the future by continuing to learn and answer questions/practice skills/examine X subjects. 

Inform students of the main platforms you will use and how to access support. 

UO’s Canvas use policy requires almost all courses to have a Canvas site. What other technology you may use is up to you - that could include iClickers, LockDown Browser or others.

Sample Language for Canvas

Canvas is the place to go for course information and engagement outside of class time.   

To access our course Canvas site, log into canvas.uoregon.edu using your DuckID. If you have questions about using Canvas, visit the Canvas support page. Canvas and Technology Support also is available by phone (541-346-4357) or by live chat on the Live Help webpage.  

Sample Language to Introduce Students to LockDown Browser

Exams will be given in class but taken online. They will be through an assignment in Canvas, but you can only take the exam using Respondus LockDown Browser rather than the browser you usually use to interact with Canvas. You can find instructions to download LockDown Browser on our Canvas site. Exams cannot be taken remotely - you must be present in class to take the exam.

If you are having problems with install or launching the LockDown Browser before the day of an exam, please see the Respondus Studen Support Page or send a message to Respondus for support. If you are having problems launching it on the day of an exam or choose to not use LockDown Browser, let your instructor know so you can take a paper version of the exam.

UO students report being confused by the variety of ways instructors set up course sites in Canvas and the many notifications and emails they receive. Many instructors report having to answer numerous communication-related questions. To establish clear means of communication, try summarizing: 

1. how you will communicate with the class (and possible response times to individual emails or submissions)
2. how students can communicate with you and
3. why they might want to communicate with you.  

While #3 may feel self-evident, giving all students a sense of what you can support them with is particularly important for students who do not yet have experience with posing questions to or getting support from instructors, or students who may be hesitant to ask.

Sample Language

How will I communicate with you? 

Our class will communicate through our Canvas site. Announcements and emails are archived there, automatically forwarded to your UO email, and can even reach you by text. Check and adjust your settings under Account > Notifications.   

Every Monday I will post an Announcement that previews critical concepts we’ll work on that week and a checklist of the week’s due dates. You can also find this information in the overview page in each Canvas module.  

When I need to get in touch with individual students, I do so through email.   

When giving feedback on assignments, I do so in Canvas, and turnaround time for feedback is generally one week. 

How can you communicate with me? 

If your question (or comment) is  

• a practical, yes/no one about an assignment, reading, or other component of our class, please post your question on the Discussion thread titled “Class Questions and Answers,” which I respond to daily, and where your peers can also pose questions and share answers.
• about a technical challenge with Canvas or another technology, please contact the UO Service Portal.
• about course content or activities, about something personal, time sensitive, or something else that doesn’t feel like it fits above, please reach out to me by email or by attending office hours!  

I try to respond to questions within one business day.  

Why should you reach out to me?

I enjoy talking with students about our course material! Are you confused or excited about something? Wondering how what we’re learning relates to current events, career choices, or other classes you can take at UO? Please be in touch! Please also be in touch to tell me how you are doing in the course. If you are having trouble with some aspect of it, I would like to strategize with you. I believe every student can succeed in this course, and I care about your success.  

Office hours details:

When & where: I will host office hours each week on [day/time] in [location]. I welcome meetings outside my regular office hours as well. Just email me or call me at [office number] to set a time.  

What: During office hours, students bring in a wide range of concerns, questions, and successes. We might talk through a specific concept or problem to clarify it, might think together about an issue a student is curious about that relates to the class, might discuss a student's post-graduation goals, might identify more effective ways to study for a future exam or to begin a project, or any number of other topics. Some students have never been to an instructor’s office hours—if that is you, please change that this term by attending! Feel free to come with a peer if that is useful for you.    

Regardless of the format, I look forward to connecting! 

Giving students a breakdown of how much time you expect they spend each week can help them make realistic decisions about their workloads and establish a rough estimate of what kind of time it may take to succeed on you assignments. UO’s Credit Hour and Student Workload Policy states that each credit hour for an undergraduate course should amount to 30 hours of student work throughout the term. A graduate course is 40 hours of work throughout the term per credit hour.

Sample Language A

This is a 4-credit hour course, so you should expect to complete 120 hours of work for the course—an average of about 12 hours each week (this includes time in-class). My estimate for time usage for activities and assignments in an average week is below – some weeks may have shorter or longer time commitments either by design or due to course scheduling. 

• In-class meetings: 3 hours
• Pre-class reading: 4 hours
• Weekly writing reflection: 1 hour
• Discussion board: 30 minutes
• Research, drafting, editing for mid-term paper or final project: 3 hours 

I encourage working ahead of due dates. Reading a chapter or two each day is much easier than trying to finish a novel just before class. Doing a few hours of work each week on your mid-term paper is much easier than staying up all night before the day it is due. I hope these time estimates help you plan for success. 

Sample Language B

Because this is a 3-credit hour course, you are expected to complete 5-6 hours of work each week for the class (outside of our meeting times). While some weeks may require less than 5 hours, please note that you have a research paper due in week 5 and one in finals week. During those weeks you may need to commit more time than average to write and polish this work. Please try to plan accordingly.

Communicate transparently about assignment deadlines and (if applicable) any available flexibility. In addition, you may wish to remind students what the UO deadlines are for term, such as deadlines to add or withdraw from a class. If you do remind students of these, we recommend reminding students that you believe all of them can succeed in the course.

Sample Language A

Assignments in this course are always due on Sundays at 8:00pm. Although deadlines are firm, I have built flexibility into the course in two ways: 

• All students have up to two “oops tokens”—opportunities to turn in an assignment up to one week late for any reason, no questions asked (except for final papers or projects due in week 10 or finals week).
• Your lowest assignment score will be dropped. 

I hope both the regular deadline and some built-in flexibility supports your work in the course.  

Sample Language B

In this course you will see “best by” due dates. This kind of deadline does not prescribe penalties for lateness, but does communicate to you when you should strive to have your work completed to succeed in this class. While you may turn your assignments in at any time, you will find that a pattern of late submissions will not support your learning, as we will have moved on to additional concepts. Feedback for assignments submitted after the “best by” date may receive delayed feedback. For best learning results, submit assignments within the “best by” window, and get my feedback within the week! 

We strongly encourage instructors to have an explicit policy about GenAI in their course syllabus, including any relevant distinctions between GenAI use (as process) and GenAI content (as product). We also encourage instructors to reinforce their expectations in assignment instructions and in conversation with students. Based on helpful considerations articulated by Josef Brandauer and Melissa Forbes at Gettysburg College, the sample course policies below indicate a range of options that instructors can adapt depending on their specific course context and student learning goals. Find more examples of GenAI course policies, including faculty examples, in our AI Resource Guide.  

Sample Policy Language (Required GenAI use for certain tasks or assignments)

Learning to use GenAI tools [such as ChatGPT or whichever the course requires….], and recognize their pluses and minuses, are important emerging skills. Students in this class will thus be required to use specific GenAI tools to complete certain assignments. Instructions and guidelines for required GenAI use will be provided in class, and we will thoroughly discuss and debrief our class engagement with GenAI.

Additions: In addition to a policy that requires GenAI use for certain tasks or assignments, instructors should determine to what extent additional GenAI use for other course activities or assignments is allowed, if at all. The policy ideas below provide a range of options that can be included for any GenAI uses allowed beyond those that are required.

Sample Policy Language (Allowing for open GenAI use, but require proper citation of GenAI content)

Students may use GenAI tools in this class to help with course work and assignments. Helpful uses include brainstorming ideas, creating outlines, editing, and so forth. However, if you include in your assignment submissions any content that is generated by GenAI, such as text, images, graphics, etc., you must cite the GenAI tool that is your source, in the same way that you must cite any content you use from other sources, such as books, articles, videos, the internet, etc. In class and on Canvas, I will provide guidelines for how you need to cite GenAI as well as other sources. I will also provide helpful resources for how best to use GenAI to support your learning process and work. Although open use of GenAI is allowed in this class, be advised that GenAI suggestions or content can be inaccurate, incomplete or otherwise problematic; using GenAI can impact negatively the quality of your work and your grades.  I welcome questions and discussion about GenAI use in this course – let’s talk!

Sample Policy Language (Allowing for open GenAI use, but require documentation of use and proper citation of GenAI content)

Students can use GenAI tools in this class to help with course work and assignments.  Helpful uses include brainstorming ideas, creating outlines, editing, and so forth. However, if you use a GenAI tool, you need to document your use, including the tool you use and when, where, and how in your work process you used it (for example: “I used ChatGPT to generate an outline for my paper, which I then revised before writing my first draft” or “I used slidesAI.io to create the slidedeck style for my presentation.” etc.). In certain cases, as part of your documentation, I may ask you to submit any GenAI results you obtained, so you need to keep GenAI-created drafts and logs of your interactions with GenAI tools; failure to provide such documentation may result in a grade reduction in certain instances. I will provide helpful resources for how best to use GenAI to support your learning process and work.

Along with documentation of your GenAI use, you are also required to cite GenAI if you use any GenAI-created content in your work submissions, for example text or images or graphics generated by GenAI tools. That is, you need to treat GenAI just like other sources such as books, articles, videos, etc. I will provide guidelines for how you need to cite GenAI tools as sources.

Sample Policy Language (Allowing for certain GenAI uses, but prohibit submitting GenAI content)

Students can use GenAI tools in this class to help with certain aspects of course work and assignments. This includes brainstorming ideas, creating a paper outline, or summarizing research findings of articles. However, you cannot use content such as text or graphics created by GenAI tools in your work; rather, you must be the author/creator of your work submissions. For example, you can use a GenAI tool to suggest a paper outline based on a draft you provide it, but you cannot submit a paper with text generated by GenAI as if the text is your own writing. Be advised, in accordance with UO policy, if I believe you’ve handed in work created whole or in part by GenAI tools, I may submit a report of suspected academic misconduct to the Office of Student Conduct and Community Standards for that office to make a determination of responsibility. So, if you are in doubt or have questions about a particular GenAI tool and if its use is okay, check in with me and let’s discuss!

Variation: Instructors allowing certain GenAI uses can also require documentation using the sample language above.  In addition, instructors can list explicitly which GenAI uses are allowed and which are not allowed.

Sample Policy Language (Allowing for GenAI use only with explicit permission for very specific tasks or assignments)

Students may use GenAI tools in this course only with explicit instructor permission for certain tasks or on certain assignments. I will clearly indicate when you can use GenAI and provide clear guidelines for which GenAI tools are allowed and in what ways you can use them. I will also indicate how you will document your use of GenAI. In accordance with UO policy, if I believe you’ve handed in work created in whole or in part by GenAI tools used without permission, I may submit a report of suspected academic misconduct to the Office of Student Conduct and Community Standards for that office to make a determination of responsibility and, if warranted, assess a grade penalty. The bottom line is, unless permission has been given, you should not use GenAI in this course. If in doubt, ask!

Variation: Instructors can specify the exact uses allowed in the course policy statement, although it may be advantageous to communicate such uses in more detail in task or assignment instructions, in accordance with the course policy statement, as in the example here.

Sample Policy Language (Do not allow GenAI use or content)

Students may not use GenAI tools in this course to produce course materials or assignments in whole or in part. All work you submit for this course toward completion of course requirements must be your own original work done specifically for this course and without substantive assistance from others, including GenAI. Work you’ve completed for previous courses or are developing for other courses this term also should not be submitted for this course.  In accordance with UO policy, if I believe you’ve handed in work created all or in part by GenAI, I will submit a report of suspected academic misconduct to the Office of Student Conduct and Community Standards for that office to make a determination of responsibility. If you have any questions or doubts, please ask!

Sample GenAI Citation Language

If inclusion of content produced by GenAI is allowable under your course policy, here is possible language for indicating how to cite GenAI:

You may use content produced by a GenAI tool in your assignment submissions, but you must quote or cite it like any other source you use and reference in your work. Please use standard [APA or MLA] citation guidelines for GenAI, as indicated here: [MLA Style Center] [APA Style Blog].

Content warnings (or “content notes”) can be used to support student engagement around particularly difficult content. As DePaul’s Content Warning teaching guide says, “Content notes are not meant to censor faculty or excuse students from engaging with difficult course material. Instead, content notes help students to prepare and care for their health. When students who have experienced trauma or other conditions are aware of content that may evoke or activate challenging emotional, mental, or physical responses, they may be able to take necessary steps to support their mental and physical health that will allow them to more effectively participate and engage with course material."

Below are two examples of content warnings: one from Dean Jennifer Espinola (School of Law), and one from Dr. Betsy Wheeler (English, Disability Studies and Comics Studies).

Sample Language A (from Dean Espinola)

We deal with several topics in this class that could elicit a strong emotional response based on your history, experiences, identities, and other factors. Those topics include sexual violence, harassment, and discrimination. Please take care of yourself as you engage with this material and be sure to seek out support as needed, which may include campus resources such as the UO Counseling Center.

Sample Language B (from Dr. Betsy Wheeler)

Dr. Wheeler offers both 1) guidance to students for "responding productively to discomfort" as well as 2) concise content warnings listed just after the specific reading/video/etc. students are engaging with each week (ex: "Content Warning. Depiction of unwanted sexual touching on page 57 of eBook and 53 of print book."). 

Responding Productively to Discomfort

Disability studies reflects on the tragic and angering results of oppression, now and in the past. Here are ideas for responding to your encounters with disturbing materials.

• Note the content warnings in the syllabus. Feel free to skip materials that might activate your history of trauma.
• Notice what’s happening in your body.
• Name your experience.
• Express your experience through words or nonverbal means.
• Recover using means of self-care that work for you: breathing, rest, distraction, exercise, ordering things within your control, enjoying familiar pleasures.
• Use this experience to understand larger ethical and political systems. How does oppression affect its principal targets? What are your own subject positions? Who do you want to be in this context? What do you want to create?
• Transform your discomfort into art, activism, dialogue, worldbuilding, research, and critical thinking.

Students do not have a right to record what happens in your classroom without your permission (with the exception of students who have AEC accommodations for technology-assisted notetaking). This is reflected in the UO Student Conduct Code, which defines academic misconduct to include unauthorized recording or dissemination of instructional content (section IV.1.g).

Students may, however, have good reasons for wanting to record parts of class (learning differences, working in a nonnative language). Some faculty may choose to permit recording of lectures.

Sample Policy Language (to restrict recording)

The use of technologies for audio and video recording of lectures and other classroom activities is prohibited without explicit permission from the instructor and other students, or without the relevant AEC accommodation. Please contact me immediately if there is an important rationale for your personal use (for studying and the completion of class assignments) of recorded material.

Sample Policy Language (to permit recording)

In this course, all students may make audio/video recordings of lectures for their own educational use in the class — reviewing class content, updating written notes, preparing for assignments, etc. Recordings should be limited to lecture portions of the class when the instructor is the only speaker. Students should not record their classmates. Turn off recording during classroom activities. Students do not have permission to share recordings they make with anyone else.

Digital wearables, such as smart glasses or AI-enabled glasses, could be used inappropriately by students during exams or used to record class. Faculty can restrict use of such devices and instruct students to remove them if students violate that policy. See also our sample policies on class recording.

Sample Policy Language to restrict use of AI-enabled glasses or other wearables

Use of AI-enabled glasses or other AI-enabled digital wearables is not allowed in our class. Students will be asked to remove them prior to exams and class sessions. Students with prescription smart glasses should be prepared to switch to standard prescription glasses or contacts while in class.

Use of these disallowed tools may violate UO’s academic misconduct policy.