Here is the tentative Policy & Procedures regarding AI use at CPTC:
We have basically given instructors' academic freedom to choose whether their students can use AI or not. We've also created a simple system to let students know how they can use AI in your course. It is recommended that you add the following image to your Syllabus under the policy sections:
In this course, we may have opportunities to experiment using generative AI. One of the following "tags" should be at the top of all of your assignment descriptions. If one is missing, please inform me so we can decide together how AI can be used responsibly. Here are the tags:
Copy and paste this for the alt text: An image with 3 options for AI usage: (a green circle) Green Light. You are free to use generative AI in any ethical way for this assignment. (a yellow triangle) Caution! Generative AI is permitted, but you must follow specific instructions outlined in the assignment. (a red octagon) STOP!! Using AI will interfere with your learning in this assignment. AI is not allowed.
At CPTC we provide our student with the sustainable skills to be successful in the future, and we believe that AI is a tool that can with that when it used ethically and intentionally.
Here are the individual tag images so you can upload them to Canvas and place one at the top of every assignment:
Copy and paste this for the alt text: A wide banner with a green circle next to text that says: Green Light. You are free to use generative AI in any ethical way for this assignment.
Copy and paste this for the alt text: A wide banner with a yellow triangle next to text that says: Caution! Generative AI is permitted, but you must follow specific instructions outlined in the assignment.
Copy and paste this for the alt text: A wide banner with a red octagon next to text that says: STOP!! Using AI will interfere with your learning in this assignment. AI is not allowed
Inclusive Syllabus
As an instructor, it's important to understand that the syllabus is not just a document that lists course information and expectations, but it is a crucial tool for creating a positive and inclusive learning environment for all students.
A well-designed syllabus sets the tone for the entire course and sets the expectations for student learning and behavior. Inclusivity in the syllabus can be achieved by paying attention to several key elements.
Accessibility: Ensure that the syllabus is accessible to all students, including those with disabilities. This can be done by using clear and simple language, providing alternative formats for students who need them, and using images and other visual aids to enhance understanding.
Cultural Competency: Be mindful of the diverse backgrounds and experiences of your students. Avoid language or terminology that may be insensitive or offensive to certain groups. In addition, consider including a statement that promotes inclusivity and respect for diversity.
Accommodations: Clearly state the process for requesting accommodations and any relevant policies or procedures. This helps to create a welcoming environment for students with disabilities and lets them know that they are supported.
Active learning and engagement: Encourage students to be actively involved in their learning. Provide opportunities for students to engage with the material, interact with each other, and participate in group activities.
Feel free to click the following image to download an Inclusive Syllabus Review Rubric:
By designing an inclusive syllabus, instructors can help to create a welcoming and supportive learning environment for all students. This not only benefits students but also contributes to a more positive and productive course experience for both students and instructors.
For those looking for ideas on how to make their own syllabi more inclusive, check out the following examples:
Original Objective: Understand the mechanisms of evolution.
Inclusive Objective: Explore the mechanisms of evolution, appreciating the diverse perspectives and cultural sensitivities surrounding this topic.
Original Objective: Master the basics of cellular biology.
Inclusive Objective: Engage with the basics of cellular biology, recognizing the various ways in which different cultures have contributed to the understanding of cellular life.
Original Objective: Become proficient in dissecting organisms.
Inclusive Objective: Gain proficiency in analyzing organisms, with alternative methods provided for those with ethical or cultural concerns regarding dissection.
Original Objective: Demonstrate an understanding of human anatomy and physiology.
Inclusive Objective: Collaboratively examine human anatomy and physiology, valuing the diversity of human experience and existence.
Original Objective: Acquire the ability to conduct rigorous scientific experiments.
Inclusive Objective: Work within diverse teams to develop the skills necessary for conducting scientific experiments, respecting the varying perspectives and approaches brought by each individual.
For more ideas, read:
And for your reference, here is our college's commitment to inclusivity:
~ CPTC is committed to cultivating an inclusive institutional culture and campus climate by valuing diversity and promoting equitable opportunities for all. ~
And our Student Absence for Reasons of Faith or Conscience:
Students who will be absent from course activities due to reasons of faith or conscience may seek reasonable accommodations so that grades are not impacted. Such requests must be made within the first two weeks of the quarter and should follow the procedures listed on the policy webpage: http://www.cptc.edu/policies/student-absence-for-reasons-of-faith-or-conscience
And our disability statement:
CPTC values diversity and inclusion; we are committed to fostering mutual respect and full participation for all students. My goal is to create a learning environment that is equitable, useable, inclusive, and welcoming.
In order to ensure that the accommodations provided are reasonable and appropriate, all disability-related accommodation requests are processed through our Disability Resources for Students (DRS) Office. If you have, or think you may have, a disability that may affect your work in this class and feel you need accommodations, contact the Disability Resource Coordinator to schedule an appointment and initiate a conversation about reasonable accommodations. The DRS Office is located in Bldg. 17, Room 103, 253-589-5534, disabilityresources@cptc.edu, http://www.cptc.edu/disability.
If you have already documented a disability or other condition through the CPTC DRS Office, qualified for services and would like to receive accommodations in my class, please contact DRS and request that your Letter of Accommodations be sent to me so that I will know which accommodations are necessary to support you while in my class.
Simple Syllabus
In order for our courses to state compliant, they need to be available on the content management system, Simple Syllabus.
We will provide a step-by-step guide on how to set up you Syllabus using the Syllabus template on Simple Syllabus SOON
Once implement, this will be the first step in updating your Syllabus.
Graphic Syllabus
Students, like most of us, judge books by their cover. Part of making a class inclusive and student-centered can mean applying what we know about visual thinking and learning to the syllabus which can act as a “front door” to the course. According to a study by Kaur (2021), students strongly preferred an infographic syllabus and described it as easy to use, memorable, organized, and engaging. Students reported reading the infographic syllabus more completely, feeling less anxious about the course and more comfortable with its requirements due to the syllabus style. The TLC at Clover Park would like to help you explore new ideas in the presentation of the syllabus.
Once we implement Watermark as the standard for syllabi, it will be very easy to copy and paste information into a more visually pleasing syllabus.
We have included PPT and Canva links to templates below for you to fill in yourself or get inspiration to do your own. Feel free to click the text below each image to download the PPT template or edit a copy in Canva:
If you need help filling out your Graphic Syllabus, you can watch this step-by-step video guide and/or download the step-by-step PDF guide.
Click the image below to download the step-by-step tutorial PDF:
And here are some good readings that explain the pedagogical importance of using a Graphic Syllabus:
Liquid Syllabus
Now that your syllabus is all set up in Watermark, the last step is to make it liquid syllabus for your Canvas homepage.
You should just be able to copy and paste the information from your Watermark Syllabus into the Canvas Homepage Template, but if you need some assistance, you can watch this step-by-step video guide and/or download the step-by-step PDF guide.
Ste-by-step Guide (via Canvas): https://ccconlineed.instructure.com/courses/6771
And here are some good readings that explain the pedagogical importance of using a Liquid Syllabus:
Canvas Community - Liquid Syllabus: (https://community.canvaslms.com/t5/Canvas-Resources/Liquid-Syllabus/ba-p/471482) - This Canvas community page provides an overview of liquid syllabi and shares examples and templates that can be easily adapted.
Michelle Pacansky-Brock's Example: (http://brocansky.com/2015/08/make-your-course-syllabus-more-engaging.html) - This blog post offers a detailed example of a liquid syllabus created by a college instructor and offers tips for creating your own.
Teach Online: (https://teachonline.asu.edu/2016/08/create-liquid-syllabus/) - This resource from Arizona State University offers a guide on how to create a liquid syllabus, complete with examples and suggestions for best practices.
EdSurge Article: (https://www.edsurge.com/news/2015-08-17-what-s-a-liquid-syllabus-and-why-should-you-consider-using-it) - This article explains the concept of a liquid syllabus, its advantages, and provides examples.
Liquid Syllabus Pinterest Board: (https://www.pinterest.com/4evrlearning/liquid-syllabus/) - This Pinterest board features a variety of liquid syllabus examples and designs.
The Teaching Professor: (https://www.teachingprofessor.com/topics/for-those-who-teach/ten-ways-to-improve-your-course-syllabus/) - This article offers ten ways to improve a course syllabus, some of which align with the goals of a liquid syllabus.
Liz Norell's Liquid Syllabus: (https://sites.google.com/view/ag-spring23/home) - This site features a liquid syllabus created by Liz Norell, showcasing its interactive and engaging design.
Feel free to email Geoff Cain (geoffrey.cain@cptc.edu) or Ronald Lethcoe (ronald.lethcoe@cptc.edu) if you need any help with anything Syllabus related!