Faculty, staff, lecturers, teaching assistants, postdoctoral fellows, and all others who have an teaching responsibilities in the classroom and/or lab are considered Individuals with Title IX Reporting Responsibilities, and must report on gender-based discrimination, sexual harassment, sexual abuse, sexual assault, dating violence, domestic violence, or stalking to the University Title IX Coordinators. Please see the Title IX policy website for more details and utilize the University's handout. For questions or concerns, please contact the Office of Equal Opportunity Programs at equalopportunity@uchicago.edu.
The aim of this document is to provide guidance on how to construct a syllabus. It discusses seven possible sections of a syllabus, providing an explanation of what one might include in each and, where appropriate, considerations on how to frame that section based in key pedagogical principles. An individual instructor might choose different sections to include in their syllabus, combine them in various ways, or title and order them differently, which is as it should be. Sample language is included when it might be useful to illustrate how to frame this information in the syllabus, but this is only meant to provide illustrative examples, not to suggest required language.
This document provides considerations that might shape how instructors craft a syllabus statement about AI tools, followed by example statements covering a range of approaches. The staff in the Chicago Center for Teaching and Learning (CCTL) are always available for one-on-one consultations on using AI tools in your courses, communicating to students about their use of these tools, and writing syllabus statements.
Additionally, the CCTL is a hosting a platform for those in the UChicago teaching community to share their AI syllabus statements. The purpose of this resource is to make it easier for faculty and instructors to share their statements and to see the range of statements and policies used in other UChicago courses. You can access the collection (accessible only with a cnetid) and the link to submit your own AI syllabus policy by visiting Syllabi Policies for AI Generative Tools.
Events of crisis, tragedy, or social unrest can have a significant impact on teaching and learning. Such events impact students emotionally and cognitively and affect their ability to show up to class ready to learn. How we choose to respond to these events in our courses depends on course materials and topics, the skills and knowledge they are developing, our own social position, as well as how we, as a learning community (broadly defined and diverse in its constitution) are impacted by these events.
We may choose to teach through these moments, recognizing the potential impact they have on students and providing them with reasonable support, but not deliberately addressing them in the class. Or we may choose to teach with these events and engage with them in class. Teaching in Tumultuous Times: Teaching Through and Teaching With provides some considerations and resources for faculty and instructors as they make decisions about how to engage, or not, with current events in the classroom.