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Collin College FACULTY SYLLABUS Fall 2009 Course Number: Course Title: Course Credit Hours: Office Hours: Course Location: Course Schedule: Prerequisite: ESLC0320. S02 Instructor: Office: Shirt H.
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Start by gathering all the necessary information and materials for the syllabus. This may include course objectives, learning outcomes, textbook information, grading criteria, and any other relevant information.
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Create a clear and organized structure for the syllabus. Use headings and subheadings to divide the content into sections such as course description, schedule, assignments, and policies.
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Write a concise and informative course description that provides an overview of what students can expect to learn in the course. Be sure to include any prerequisites or recommended background knowledge.
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Develop a detailed course schedule that outlines the topics or units to be covered, along with corresponding dates or weeks. This helps students plan their study and stay on track throughout the semester.
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Clearly articulate the learning outcomes or objectives for the course. These should be specific, measurable, achievable, relevant, and time-bound (SMART). They should also align with the overall goals of the program or department.
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Provide a section for grading criteria and assessment methods. Outline how students will be evaluated, including the weighting of different assignments, exams, and participation. Also, explain any specific requirements or expectations for each assessment.
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Include policies and guidelines that students need to be aware of, such as attendance, late assignment submission, academic integrity, and accommodations for students with disabilities. This helps to set clear expectations and avoid any misunderstanding or confusion.
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Lastly, proofread and revise the syllabus for any errors or inconsistencies before finalizing it.

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Faculty members or instructors who are teaching a course at an academic institution or educational organization need a faculty syllabus.
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The faculty syllabus serves as a guide for both the instructor and the students. It provides students with a clear understanding of the course objectives, expectations, and assessment methods. It helps instructors structure their teaching and ensure that all necessary content is covered. Moreover, it serves as a reference document for academic institutions, trainers, or curriculum designers to maintain consistency and quality in their educational programs.
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