Syllabi and Classroom Learning Environment

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Policies and Guidelines for a Cooperative Learning Environment

Teaching and learning occur simultaneously through a partnership between instructor and student. Instructors share knowledge, experience, and ideas with their students. Students process these thoughts, generate new ones, and share them with their teachers and classmates. In most cases, students and instructors communicate clearly and effectively. However, misunderstandings do occur. In an attempt to foster a positive academic environment, the Faculty Council, upon recommendation of the Educational Policy Committee, establishes the following policies and guidelines.

The Faculty Council resolves:

Part I. Policies

Section 1.

The Faculty Council recognizes and affirms the following policies. This recognition is not to be interpreted as precluding modification of any policy by the appropriate authority.

Copies of these policies can be obtained from the Office of the Dean of Students. They contain information about how to file a grievance. A grievance based on incidents that occurred more than six months before the complaint was filed will not be considered.

  • Student Access to Academic Records—Protection against Improper Disclosure. As stated in The Family Educational Rights and Privacy Act of 1974, students may have access to their full academic records. Individuals who are, or have been, in attendance at UNC–Chapel Hill may inspect and review their education records. Otherwise, education records are subject to confidentiality requirements as specified by law and may not be disclosed improperly. Requests for recommendations imply that the student has given consent to the disclosure of information related to ability and performance. Judgments of ability and character may be provided under appropriate circumstances, normally with the knowledge or consent of the student. “Education records” are those records directly related to a student that are maintained by an educational institution. Particular University policy provisions are found in the University of North Carolina at Chapel Hill’s Policies and Procedures under the Family Educational Rights and Privacy Act of 1974.
  • Appealing a Grade. The University has systems for appealing a grade. The exact procedures vary among the academic units. Students should consult with their dean or department chairperson to obtain information about grade appeal procedures. See the section on “Grade Appeals” in this catalog.

Part II. Guidelines

Section 2.

The Faculty Council endorses the following guidelines for the faculty-student relationship. This endorsement shall not be construed as faculty legislation, is not intended to establish a contractual undertaking by the University or any individual, and shall not constitute the basis for civil action in a court or a claim in any administrative or judicial body of the University of North Carolina at Chapel Hill.

  • Clear Definition of Potential Honor Code Violations. In an attempt to avoid unintended misunderstanding, instructors should clearly state what is acceptable in their classes. When study aids such as computers are allowed, the instructor is responsible for explaining what constitutes proper use of these items. These rules should be established at the beginning of the course and should not be changed without giving students proper notice.
  • Assignment of Graded Work during the Last Week of the Semester. Instructors may not assign graded work during the last week of classes unless the course syllabus clearly states that such an assignment will be given.
  • Suggested Classroom Procedures. In general, instructors are strongly encouraged to follow the guidelines for course design and classroom procedures recommended by the Center for Faculty Excellence. When students enter into a learning relationship, they have certain needs and expectations. They are entitled to information about course procedures, attendance policy, content, and goals. Instructors should provide a syllabus that describes the course and methods of evaluation. Particular attention should be paid to several areas of special concern to students, including provision of reserve readings and grading policy.
    Evaluated assignments should be returned to the students within a reasonable amount of time. Since part of the purpose of such assignments is to provide feedback, students should be given time to assess and to learn from their mistakes. Ideally, such assessment would take place while the relevant topics are still fresh in their minds. Extra credit, if offered, should be announced publicly and made available to the entire class.
  • Students Should Have Freedom of Expression. Students should be free to take reasoned exception to the data or views offered in any course of study. They are responsible, however, for learning the content of any course of study in which they are enrolled. Incorrect facts and poorly supported arguments or opinions inevitably have an impact on grades. Nothing herein shall be construed to limit the freedom of the faculty to assign grades according to appropriate academic standards.
  • Responsibilities of Students and Teachers. Just as students ought to expect instructors who are knowledgeable and well-prepared, so should teachers expect their students to be motivated, eager to learn, and actively engaged in class. It is the responsibility of teachers to make their courses serious intellectual experiences for themselves and for their students. It is the responsibility of students to take seriously the courses in which they enroll. Good teachers need good learners.

Students should understand that they are members of a community of scholars, and membership in such a community is not a passive activity. To be full participants in the educational community and to maximize the educational value of a class, preparation before class is necessary. Proper class preparation involves obtaining course materials as they are needed and completing assignments as they are due. Full participation in a class requires regular attendance, arriving on time and remaining until class conclusion, and active involvement in the work of the class. Students should also consider the extent of their own involvement in a class in assessing the educational value of the class.

Recording Classes Best Practices

The following information was posted to the Catalog on 8/18/2020 and distributed to faculty, instructors, and teaching assistants. The recommendations were developed by the Office of the Executive Vice Chancellor and Provost. 

  1. Indicate on syllabi and on the departmental learning management system or website that classes may be recorded, noting that recordings will only be made available to students enrolled in the classes recorded.  
  2. When practicable, notify students and any guest speaker when a class is actually recorded. This notification may be provided verbally by the instructor or electronically through the online learning management system or telecommunication service used. It is advisable to make a more substantial notice during one of the initial classes, and then simply have a way to note that the class is being recorded during other classes in a more routinized way.
  3. Ensure recordings are only made available to the students enrolled in the classes recorded. A recorded classroom lecture should not be used for any purpose except to meet the educational objectives of that particular class. Should the department or instructor wish to use recordings for any other purpose, the department should contact the Office of University Counsel.
  4. Prohibit students from making individual recordings of the class in any format without prior consent from the instructor and the school or department.
  5. Prohibit students from sharing or distributing recordings obtained from the University or elsewhere.
  6. Develop processes for how your department will record, store, and distribute such recordings.
    • Consider whether to encourage or require all faculty to record all classes routinely.
    • Consider whether certain classes include student discussion of sensitive or personal topics that may require further controls on recording.  
    • Consider recording options that best protect students’ privacy (e.g., if practicable depending on the mode of instruction, audio-only recording or video that only displays the instructor and class materials without showing students’ faces).
    • Consider IT security practices and ways of providing recordings to students that minimize the risk of further disclosure (e.g., providing a non-downloadable version on the learning management system rather than sending it as an attachment in an email).
    • Consider the process and specific circumstances by which enrolled students may make requests to record the class privately. Consider limiting student recordings to audio-only recordings.

Example Language for Syllabus or Other Communication to Students

The University may record meetings of this class for educational purposes. These recordings will be shared only with students enrolled in the course for purposes of academic instruction only. Your instructor will communicate to you how you may access any available recordings.

Unauthorized student recording of classes on personal devices or on any other format is prohibited.

Students requesting the use of assistive technology as an accommodation should contact Accessibility Resources & Service. Other students must obtain express permission from the department to record the class, and the University will only grant such permission in extraordinary circumstances in which the student otherwise lacks access to a recording made by the University or instructor. Students shall not copy, reproduce, or distribute any recordings of their classes, and students shall delete any recordings at the conclusion of the course.

Any violation of these prohibitions or restriction on the making, use, copying, or distribution of recording of classes shall constitute an honor code violation.

Example Language for Instructor

This class is being recorded for educational purposes only, and the recordings may only be made available to students enrolled in this class. Any use of a recording of this class by a student shall be for educational purposes only. Students may not record this class on their own, in any format, without prior express authorization from the University and may not copy, reproduce, or distribute any recording that they access.

Undergraduate Syllabi

UNC-Chapel Hill follows the UNC System policy for course syllabi. Syllabi are developed by the instructor and are required to include sufficient detail to inform students of the course and instructor’s expectations for the class. All syllabi, at a minimum, must include the following information:

  • Course number and title.
  • Course description.
  • All goals, objectives, student learning outcomes, and/or student expectations for the course.
  • An explanation of how student performance will be assessed, including the grading scale, percentage breakdown of major assignments, and how attendance or participation will affect a student’s final grade.
  • List of all course materials (physical and/or electronic) that students are required to purchase.
  • A statement noting that the course engages diverse scholarly perspectives to develop critical thinking, analysis, and debate and inclusion of a reading does not imply endorsement.
  • A statement noting that the instructor reserves the right to make changes to the syllabus including project due dates and test dates. These changes will be announced as early as possible.