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					                                             <Term & Year>
                        <Course Title>
<Enter Course Number, Number of Units & Approving Department>


BASIC COURSE INFORMATION

Course Meeting Dates & Times: <enter dates as they appear on the website>

Course Location: <enter city, building name>

Instructor: <Instructor Name> <Highest Degree>

Phone: (XXX) XXX-XXXX                                      E-mail: <email address>

Instructor Availability: <provide information as to how and when students can best contact
you>

bSpace Address: (if applicable)

Class Group Email List Address: <e.g. Yahoo Groups if applicable>


COURSE DESCRIPTION

Course Prerequisites:
       <Prior Courses>
       <Knowledge/skills (needed to succeed in this course)>
       <Permission of instructor needed?>

<Required Item: Check with your program director to be sure that any prerequisites have been published accurately
in the catalog and on the website. If prerequisites are published in the catalog, on the website, and were included
on the master course outline, you must copy and paste them into this section.>

<Customize: If there are no prerequisites, but a certain level of knowledge or skill will be expected of the students,
please customize this section and specify. Prerequisites should be limited to those essential for successful
completion of the course, so that you don't diminish the potential audience unnecessarily. Keep in mind that you
can recommend certain background skills/knowledge rather than requiring it. >

Overview of Course:
<Required Item: Copy and paste the course description as it is published in the UC Berkeley Extension catalog or
on the website.>
     <What is the course about: its purpose, rationale?>
     <What are the general topics or focus?>
     <How does it fit with other courses in the department or program of study?>
     <Who is the course’s ideal audience?>



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       <Why would students want to take this course and learn this material?>

Learning Objectives:
       <Required Item: List the course objectives as stated in the master course outline>
       <What will students be expected to know or do after this course?>
       <What competencies/skills/knowledge will students be expected to demonstrate at the end of the course?>

Methods of Instruction:
       <Lectures>
       <Discussion>
       <Group work>
       <Etc.>

COURSE MATERIALS

Primary or Required Textbooks/Readings (list all):
Preferred Textbook Vendor: http://extension.berkeley.edu/info/geninfo.html#textbooks

<Primary Textbook Title>
<# edition>, <Author>, <(Publisher)>, <Year>
ISBN: <enter ISBN number>
Cost: <enter cost>
Availability in electronic or alternative formats for students with disabilities:


Supplemental or Optional Books/ Readings (list all):
Preferred Textbook Vendor: http://extension.berkeley.edu/info/geninfo.html#textbooks

<Supplemental Textbook Title>
<# edition>, <Author>, <(Publisher)>, <Year>
ISBN: <enter ISBN number>

Websites and Links (list all URLs):
       <URL 1>
       <URL 2>
       <Etc.>

Other Materials:
       <Lab equipment>
       <Art supplies>
       <Software>
       Etc.



REQUIREMENTS - ASSIGNMENTS, PROJECTS, QUIZZES & EXAMINATIONS
All evaluated and graded material will be returned to students by the next class meeting.
<Customize this section to outline the course assignments, quizzes, examinations, and all projects that are required
of students.>

Course Assignments (including reading assignments, in-class assignments, problem
sets, and other homework):
       <For each assignment:


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            o   Provide general information on type, length, and when due (detailed information can be distributed
                during the term)
            o   Clarify the relationship between the learning objectives and assignments
            o   Identify criteria for assessing student work
            o   Indicate whether students submit their work online or in hard copy format>

Course Projects, Reports, Research Papers, Portfolio Reviews, and Presentations:
       <For each assignment:
           o Provide general information on type, length, and when due (detailed information can be distributed
                during the term)
           o Clarify the relationship between the learning objectives and assignments
           o Identify criteria for assessing student work
           o Indicate whether students submit their work online or in hard copy format>
       <For research papers and projects:
           o Introduce students to the steps in conducting research
           o Create shorter assignments that build to the research paper (e.g. annotated bibliography of primary
                sources, thesis statement, fact sheet, etc)
           o Specify the skills and knowledge students need to complete the research assignments
           o Connect research assignments to course goals and student learning objectives.>

Quizzes:
       <How many>
       <What kind (e.g. open/closed book; essay/multiple choice)>
       <What material each quiz covers or type of knowledge and abilities tested>
       <The overall point value for each quiz>

Mid-Term and Final Examinations:
       <How many>
       <What kind (e.g. open/closed book; essay/multiple choice)>
       <What material each quiz covers or type of knowledge and abilities tested>
       <The overall point value for each exam>
       <Place, time and date of mid-term and final exams>

Class Participation:
<If classroom participation is included as part of the grade breakdown, customize the participation policy to outline
your expectations regarding classroom discussion and participation and make the connection that good attendance
is a prerequisite to meeting classroom discussion and participation expectations.>

        Sample participation rubric:
        Your discussion and team participation will be assessed according to these categories:
        Exemplary               Participates regularly and actively and contributes in ways that help build
                                  community
        (90-100%)                  Uses specific examples to support response and invite further discussion
                                   Contributions are relevant and demonstrate a thorough understanding and
                                    reflection regarding the question or concept being presented
                                   Helps the class come to consensus and facilitates the process for submitting
                                    representative final responses
        Accomplished               Participates regularly and actively
        (80-90%)                   Uses specific examples to support response
                                   Contributions are relevant and demonstrate a thorough understanding
                                    regarding the question or concept being presented
                                   Helps the class come to consensus
        Competent                  Participates regularly but not as active in contributing


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        (70-80%)                    Communicates ideas, opinions, and conclusions clearly and completely
                                    Uses specific examples to support response
                                    Does not hinder the class from coming to consensus and submitting a final
                                     and representative response
        Developing                  Does not participate regularly or actively contribute
        (60-70%)                    Communicates ideas but fails to provide examples to support response
                                    Contribution does not demonstrate an understanding of the question or
                                     concept being presented
        Does not                    Indifferent or hinders the discussion and limits the ability to submit a final
        participate                  and representative response
        (<60%)



Extra Credit Opportunities:
       Please list any extra credit opportunities



POLICIES

Attendance and Tardiness Policy:
If students miss class for any reason, the burden is on the students to make up the work and to make a decision
whether they can continue in the course:
      Refund policy: http://extension.berkeley.edu/info/enrollment.html#refunds
      Withdrawal and Incomplete Policies: http://extension.berkeley.edu/info/grades.html
      XB Deadlines: http://extension.berkeley.edu/info/enrollment.html#xb

For students who feel that they can make up the work, instructors will provide any materials that were handed out in
class (handouts, slides, notes etc.) and remind the students of the assignments that are due. It is not the
instructor's responsibility to make up the instructional time with the student in the form of a personal tutorial or
personal lecture. Students who missed class should obtain lecture notes from the other students who were present
that day; it is recommended that students exchange contact information with a few other students for this purpose
on the first day of class.

<Customize the attendance and tardiness policy to provide a clear definition of what constitutes and counts as
attendance>
     <Class Participation/Discussion is included as part of the grade. Good attendance is a prerequisite to
        meeting classroom discussion and participation expectations.>
     <If the student is late, does that count as an ―absence‖ or as a ―late?‖>
     <How many classes, if any, can a student miss and what effect does it have on their grade?>
     <What types of absences are acceptable (e.g. are family vacations an acceptable excuse to miss class)?>
     <How do you wish students to report illness or family emergencies?>
     <What is the policy for missed/make up exams, missed assignments, or late assignments/extensions?
        (check with your Program Director regarding policy for exam proctoring for missed exams)>

Classroom Decorum:
       <No eating>
       <Turn off cell phones>
       <No laptops>
       <Ground rules for discussion – can establish with class on the first day>
       <Etc.>




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Academic Integrity and Student Conduct:
   Students are responsible for acting with academic integrity and with academic honesty. It is up to every student
    to ensure that all academic work reflects his/her own ideas or properly attributes the ideas to the original
    sources. These are some basic expectations of students with regards to academic integrity:
        o Any work submitted should be your own,and should not have been submitted for credit in another
            course unless you have prior written permission to re-use it in this course from this instructor.
        o All assignments must use "proper attribution," meaning that you have identified the original source and
            extent or words or ideas that you reproduce or use in your assignment. This includes drafts and
            homework assignments!
        o If you are unclear about expectations, ask the instructor.
        o Do not collaborate or work with others on assignments or projects unless you have been given
            permission or instruction to do so.
   Students are also responsible for informing themselves about UC Berkeley Extension’s Code of Student
    Conduct and its grounds for discipline (http://extension.berkeley.edu/info/policies.html#conduct). If there are
    any questions about the Code, please contact the Dean’s Office, 510-642-4181, dean@unex.berkeley.edu.
   Permissible and Impermissible Collaborations: Examples are below which can be adapted as needed:
        o Cheating (examples):
                 OK: Studying together for the midterm.
                 OK: Listening to lectures with another student.
                 Not OK: Working together simultaneously with another student when doing the homework
                     (Please note that in some cases instructors may want students to work together on specific
                     assignments or projects and if so please specify which assignments and projects are OK for
                     collaboration).
                 Not OK: Discussing the answers to the questions while taking a mid-term, exam, quiz or final.
                 Not OK: Obtaining the questions and answers to an exam from a student who took the exam
                     previously.
                 Not OK: Using electronic devices, the internet, or texting questions to another person to obtain
                     answers to exam questions.
                 Not OK; Writing notes on your hand or in your blank blue book prior to the exam.
        o Plagiarism (examples):
                 OK: Researching the web or Googling a topic for a written assignment or discussion question.
                 Not OK: Copying or paraphrasing text from a website without citing the source.
        o Furnishing false information (examples):
                 OK: Discussing the question or assignment topic with other students.
                 Not OK: Writing a piece together and submitting the same or slightly paraphrased text.
   Potential consequences of code violation academic misconduct (v102.01): Examples are below which can be
    adapted as needed. Instructors should be specific as possible:
        o Resubmit assignment, paper, or computer program
        o Retake exam
        o Receive reduced credit, grade, or zero on assignment or exam (specify grade)
        o Receive reduced final grade or failing grade for the course (specify grade)

Interrupted exams (e.g. fire alarms):
       <What is the policy if an exam gets unexpectedly interrupted?>

Emergency and Non-Emergency Phone Numbers:
<Please include emergency phone numbers on the syllabus for the appropriate facility where you will be teaching.
Emergency and Non-Emergency phone numbers are posted at:
http://extension.berkeley.edu/instructorlink/contact/emergency.pdf >

Other Extension Policies: Including Privacy, Nondiscrimination, Sexual Harassment, Safety and Security,
Classroom Recording: http://extension.berkeley.edu/info/policies.html



GRADING AND EVALUATION PROCEDURES


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Grade Breakdown and Weighting by Category:
<Customize this section to explain how grades are computed and awarded. Explain how each assignment, exam,
quizzes are weighted and how final grades are calculated. For example:>

        Example:
        Discussions and Participation        10%
        Midterm                              20%
        Final                                20%
        Quizzes                              20%
        Case Study Report                    30%
        Total                                100%


Grading Scale for Final Course Grade:
<Customize this section to list the grading scale you will use to award the final course grade. For example
Extension recommends the following grading scale.
     <Will students be graded on a curve or an absolute scale?>

GRADE        GRADE         RECOMMENDED DESCRIPTION
           POINTS PER       PERCENTAGE
              UNIT          BREAKDOWN

   A+           4.0            94 – 100%        Excellent: The grade of ―A+,‖ when awarded at the instructor’s discretion,
   A            4.0            94 – 100%        represents extraordinary achievement, but does not receive grade point
   A-           3.7             90 – 93%        credit beyond that received for the grade of A.
   B+           3.3             86 – 89%        Good
   B            3.0             83 – 85%
   B-           2.7             80 – 82%
   C+           2.3             76 – 79%        Fair: Each course in a certificate program must be completed with a
   C            2.0             73 – 75%        grade of C or better, although some programs have higher requirements.
   C-           1.7             70 – 72%
   D+           1.3             66 – 69%        Barely passed
   D            1.0             63 – 65%
   D-            .7             60 – 62%
   F            0.0              < 60%          Failed
   P                                            Passed at a minimum level of C-minus or 70%
   NP                                           Not Passed – anything below a C-minus or below 70%


Grading Options & Deadlines for Choosing Grading Options (required):
<Required Item: Please list the student grading options available for the course. Please refer to the Guidelines for
Grading or InstructorLink at http://extension.berkeley.edu/instructorlink/centers/grading/ to find out what grading
options are available for your course type and copy and paste them to this section. Please note: Berkeley-
Equivalent university-level academic credit courses numbered XB and XBW 1-199 have stricter deadlines for
changing grading options. The XB and XBW deadlines are posted each term at:
http://extension.berkeley.edu/info/enrollment.html#xb. If you are teaching an XB and XBW course, please distribute
the XB and XBW deadlines along with your syllabus at the beginning of the course and include the XB and XBW
deadline link on your syllabus.>

        <Example: Below is an example of grading policies for the course type X400-499. To customize policies
        for your course type, please see http://extension.berkeley.edu/instructorlink/centers/grading/.

        For Professional Post-Graduate courses numbered X400-499, the grading options are as follows:



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               CLG—credit letter grade (DEFAULT STUDENT GRADING OPTION)
               P/NP—pass/not pass
               NC—not for credit
               W—withdrawal (must be student-initiated)

        The default grading option for courses numbered X400–499 is a letter grade. Students are permitted to
        change their grading option in X400-499 level courses anytime before the final meeting. The change from
        not for credit to credit may be made only if the instructor has recorded the student's academic progress
        throughout the course. If a student doesn’t inform the instructor of their grading option, they will
        automatically be assigned a letter grade. If the student stops attending class, has not officially withdrawn,
        and has not informed the instructor of their grade option, the student will be assigned an ―F‖ as a final
        grade for the course.>

Additional Information and Policies on Credit, Grades, Incompletes, Withdrawals, Final
Grade Reviews/Appeals and Transcripts:
http://extension.berkeley.edu/info/grades.html

SCHEDULE
<Customize this section to create a road map for each class meeting so students know what is expected of them
and what to prepare:>

Tentative Calendar of Topics and Readings
       <Can list by week rather than by session or leave some sessions empty for flexibility.>
       <List firm dates for exams and written assignments.>
       <List dates of special events –
            o Field Trips
            o Performances
            o Exhibits
            o Etc.
            o Please note that all special events held outside the classroom require students to complete an
                 Elective/Voluntary Activities Waiver Form:
                 http://controller.berkeley.edu/riskManagement/forms/WaiverElectiveVoluntary.pdf>
       <XB or XBW courses:
            o Current Deadlines: http://extension.berkeley.edu/info/enrollment.html#xb
            o List 1st deadline: Deadline for enrollment, withdrawal, or change of grading option from credit to
                 Not for Credit (NC), or change of grading option from NC to credit
                        nd
            o List 2 deadline: Deadline for change of grading option from letter grade to Pass/Not Pass (P/NP)
                 or change of grading option from P/NP to letter grade>


<Example:
Week 1 (Date of class) -
    Introduction
    Course overview and syllabus review
    Brief history of the study of financial planning
    Learning Objective & Lecture: Why study financial planning?
    In-Class Assignment – Create a financial plan
    Homework Assignment – Read chapter one – Financial Planning in a Changing World>

<Week 2 (Date of class) -
   Chapter 1 Quiz
   Etc.>


RESOURCES


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UC Berkeley Library Information:
http://extension.berkeley.edu/info/geninfo.html#library

Guidelines for Written Assignments:
<Customize this section to provide clear expectations for written assignments.>
     <In what format would you like students to turn in papers or assignments?
           o MS Word or other?
           o What style guide?>
     Resource for Style Guides and Citing Sources: http://www.lib.berkeley.edu/instruct/guides/citations.html

Tips for Success:
       <How students might approach the material>
       <How students can manage their time>
       <Tips for studying, taking notes, preparing for exams>
       <Common student mistakes or misconceptions>

Glossary of Technical Terms:
       <Term 1: Definition>
       <Term 2: Definition>
       <Etc.>

Other Supportive Website Links (e.g. past student projects, web-based resources, lecture webcasts, etc.):
       <URL1>
       <URL2>
       <Etc.>

Other Resources:
       <DVD or Video Resources>
       <Provide students with copies of past exams or model student papers>
       <Etc>

STATEMENT ON ACCOMODATION

Student Disability Services:
Students who require a physical, medical, or learning accommodation can contact Disability Student Services at:
http://extension.berkeley.edu/info/geninfo.html#disabled

Class Activities/Field Trips Requiring Physical Mobility (if applicable):
<If applicable, customize this section to list any field trips or class activities that require physical mobility.>
Required Item for Field Trips: ―Field trips require students to complete an Elective/Voluntary Activities Waiver at:
http://controller.berkeley.edu/riskManagement/forms/WaiverElectiveVoluntary.pdf‖

Reasonable Accommodation for Students’ Religious Beliefs, Observations and Practices:
In compliance with Education code, Section 92640(a), it is the official policy of the University of California at
Berkeley to permit any student to undergo a test or examination, without penalty, at a time when that activity would
not violate the student's religious creed, unless administering the examination at an alternative time would impose
an undue hardship which could not reasonably have been avoided. Please contact the Extension program office for
more information.

EVALUATION OF COURSE AND INSTRUCTOR
Student Feedback Strategies:




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       <List any additional student feedback strategies that you will conduct during class aside from quizzes,
        exams, assignments. For example, plus / delta at the end of each class of what worked for the students
        and what they would like to change.>




End of Course Evaluation Process:
It is UC Berkeley Extension policy that all courses be evaluated as part of an overall campus mandate to evaluate
and improve the quality of teaching. Evaluation responses are reviewed by Extension representatives and program
directors, shared with instructors after the course ends and after final grades are turned into Extension (if
applicable), and filed in the academic department. The student evaluations are not designed to measure learning,
but they do provide feedback in a variety of areas that affect the learning process. UC Berkeley Extension retains
evaluations for a period of three years.

        <For paper-based evaluations only:
        Towards the end of the course, instructors will receive a packet of paper evaluations. Instructors must
        appoint a student to administer the evaluations and give the evaluation instructions to him or her.
        Instructors must leave the room during the time that students are filling out the forms. In order to preserve
        the integrity of the system, instructors and teaching assistants must not handle, read, or otherwise review
        the contents of completed forms. The appointed student will collect all completed forms, seal them in the
        postage-paid envelope, and either mail the evaluations or drop them off at the front desk if the class is
        located at a regional center.>

RIGHTS

Civility and Respect in an Atmosphere of Academic Freedom:
http://students.berkeley.edu/uga/respect.stm

UC Berkeley Extension Code of Student Conduct:
http://extension.berkeley.edu/info/policies.html#conduct

Course Copyright and Classroom Recording Policies:
http://extension.berkeley.edu/info/policies.html#recording



SAFETY AND EMERGENCY PREPAREDNESS

Emergency Numbers:
       From Landline: 9-1-1
       From Cell-Phone: <Include cell phone emergency number for the appropriate location which is available on
        InstructorLink http://extension.berkeley.edu/instructorlink/contact/>

Non-emergency Number:
       <Include non-emergency number for the appropriate location which is available on InstructorLink
        http://extension.berkeley.edu/instructorlink/contact/>

Security Desk (if applicable):
       <Include security desk number for the appropriate location which is available on InstructorLink
        http://extension.berkeley.edu/instructorlink/contact/>

Evacuation Procedures:
       Please refer to map posted in the classroom.




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Lab Safety Precautions (if applicable):
      <List if applicable>

DISCLAIMER

The syllabus and schedule is subject to change.
Acknowledgements:
      <This syllabus and/or assignments were based upon, developed by, or developed in consultation with
       (name of instructor/faculty)>
      Example: This syllabus template is based upon the following syllabi templates:
           o Checklist: Components of a Comprehensive Course Syllabus:
               http://teaching.berkeley.edu/docs/SyllabusComponents.pdf
           o A syllabus template developed by Keith Gatto, Program Director, UC Berkeley Extension.
           o A syllabus template developed by UC Berkeley Extension’s Online Department.
      <A reminder to submit a current course syllabus to your Extension representative at the beginning of each
       term.>




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