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IHP Syllabus Template User’s Guide
As part of an effort to develop consistency across programs at the Institute, all faculty
are being asked to use a common format for course syllabi. Each course syllabus
must be posted in Desire2Learn prior to the first day of class. These course syllabi
will be considered the syllabi of record for program and Institute accreditation purposes.
If you have any content-related questions or concerns about your syllabi, please see
your program or department director.
This user’s guide will direct you through the structure and fields of the new IHP Course
Syllabus Template. The explanations in blue are for your information only and will not
appear in the actual syllabus. A separate copy of the syllabus template, without
explanations, is also available.
There are several hyperlinks within the template. Please make sure they remain
imbedded in your syllabus.
The syllabus template will be implemented in two phases:
Phase I: Fall 2013 Pilot
The fall 2013 pilot will include a test of the syllabus template structure in a Word
document format, which will be uploaded to Desire2Learn. We are asking you to
complete the sections of this syllabus template in Word, and then upload it to your D2L
course(s), ideally as a PDF. Any sections of the syllabus that do not apply to your
course can and should be deleted. Do not leave sections blank. You may also add
sections if they are relevant for your course following the section on Grading.
Phase II: Electronic Desire2Learn Syllabus Template
An electronic syllabus template will be built into D2L so that you can enter your course
information starting with the spring 2014 semester. At that time, all Institute courses will
be required to use this template. If you have built your fall 2013 course using the
template, you will be able to copy and paste the information into the new format.
The electronic template will have many fields that will be prepopulated with information
from the Institute Catalog.
Once the electronic form is completed for a course, it will copy over semester to
semester to ease maintenance and consistency.
Last updated: (Enter the date the syllabus was last updated)
General Course Information
Course Number: (Enter the course number)
Course title: (Enter the full title of the course)
Course Credits: (Enter the number of course credits for this course)
Year: (Enter the current year)
Semester: (Enter the course semester)
Teaching Modality: (Enter ‘Online Only’, ‘Onsite’, or ‘Hybrid’)

Online Only: Courses that are delivered entirely online through Desire2Learn.

Onsite: Traditional courses that consistently meet in person. Traditional onsite courses can, however, be ‘web-enhanced’
using Desire2Learn to incorporate web-based activities to complement class meetings and enhance student learning.

Hybrid: Courses that include a structured balance of both onsite and online class sessions throughout the semester.
Online activities in hybrid courses will reduce the number of times faculty and students meet in person. These courses
rely heavily on web-based technology to mediate learning.
Instructional Methods: (Specify the main instructional methods used in your course. Examples include: lecture, active
learning, team-based learning, discussion, lab, clinical, simulation, etc.)
Course Day(s) and Time(s): (Enter the course day(s) and time(s). These should match information in Ionline.)
Course Location(s): (Enter the building and room numbers where the course is located.)
Catalog Course Description: (Enter the course description from the Institute Catalog. Please copy it directly from the
catalog posted on the website - this is the course description that was approved by CCRC. Any proposed changes/updates
should be brought to CCRC.)
Course Overview: (You have the option to include a one-paragraph supplementary description of your course – enhancing
the Catalog Course Description. The Course Overview should be brief and add additional information not apparent in the Catalog
Course Description or elsewhere in the syllabus. If you have any questions about this section, please contact your Program
Director.)
Prerequisites: (These should match the listing of prerequisites from the Institute Catalog. If you have any questions about this
section, please contact your Program Director.)
Instructor Information
Name/Credentials: (Enter your name and credentials.)
Office: (Enter your office location. Include the building and room number.)
Phone: (Enter your office phone. (XXX) XXX-XXXX.)
Email: (Enter only your Partners email.)
Office Hours: (List your office hours, or indicate how students can meet with you. In addition to office hours, you may include
additional contact information such as your cell phone number.)
Course Objectives
(List no more than 20 objectives, although the majority of courses should have significantly less. The course objectives listed here
are pre-approved by the CCRC.)
Course Texts/Readings
Information on required texts is available at the MGH Institute Virtual Bookstore
(Enter the course texts and reading assignments. Some readings may be added to your course schedule during the semester. If so,
provide a statement for students that other readings will be assigned as the semester progresses.)
Required:
(List required readings for books (include ISBN number), journal articles or websites using appropriate formatting. Textbooks that
are required must match what is listed in the school online bookstore. This is a federal requirement.)
Recommended:
(List recommended readings for books (include ISBN number), journal articles, or websites using appropriate formatting. Textbooks
that are recommended must match what is listed in the school online bookstore. This is a federal requirement.)
Below are examples of format for books, journal articles, and websites. Use the format most commonly used within your discipline
and professional literature.
For additional citation resources see: http://www.mghihp.edu/files/student-life/writing-citation-resources.pdf
APA Examples
Textbook:
Boswell, C., & Cannon, S. (2012). Introduction to nursing research. Jones & Bartlett Publishers.
(ISBN-13: 978-1449695071)
Journal Article:
Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: concepts, procedures and
measures to achieve trustworthiness. Nurse education today, 24(2), 105-112.
Website:
U.S. Food and Drug Administration. (2009, July 24). Smoking cessation products to help you quit. Retrieved from
http://www.fda.gov/hearthealth/riskfactors/riskfactors.html
AMA Examples
Textbook:
McEvoy GK, ed in chief, Snow ED, ed. AHFS: Drug Information. Bethesda, MD: American Society of Health-System
Pharmacists; 2008:1125-1126. (ISBN-13: 9781585282067)
Academic Journal:
Rainier S, Thomas D, Tokarz D, et al. Myofibrillogenesis regulator 1 gene mutations cause paroxysmal dystonic
choreoathetosis. Arch Neurol. 2004;61(7):1025-1029.
Website:
International Society for Infectious Diseases. ProMED-mail Web site. http://www.promedmail.org. Accessed April 29, 2004
Student Responsibilities
(List your expectations of students during the course.)
Below are some examples of student responsibilities (onsite or online) you could list for your course.
Students are responsible for:
1.
2.
Attending all scheduled class meetings on time. Students are required to notify the instructor in advance by phone or
email if they are not going to attend.
Participating in class discussions without distraction. Computers should only be used if looking for material relevant to the
discussion or accessing class handouts.
3.
4.
5.
6.
7.
8.
9.
Turning off all cell phones during class. Students whose cell phones go off after class will be responsible for …… (e.g.,
bringing cookies for the whole class at the next session, or paying $1.00 to the PT Club!)
Reading the assigned materials and being prepared for class. The readings and materials will provide us with common
ground upon which we will base our online conversations. Without common ground and baseline knowledge, our
discussions will lose richness and relevancy.
Their own learning and understanding of the course material, including lecture, discussions, and all assigned readings. If
you need clarity or further explanation, ask! Tutors may be available.
Participating in on-line discussions and positively contributing to the learning environment. Please be relevant and polite
(see Netiquette Guidelines). Participation does not simply mean posting comments as assigned. You should also be
actively engaged, following the discussions as they evolve and contributing your insights when relevant.
Completing all course requirements. The assignments provide you with both formal and informal opportunities to share
your knowledge/experiences and elaborate on the issues we will be discussing. Get the most out of the course by staying
on task, completing your work on time and remaining connected with your class.
Meeting all deadlines. See policy on late submission below (or in D2L).
Most importantly: Enjoy this online learning opportunity!
Course Requirements
(Include a description of all major graded activities including assignments, papers, projects, and exams. You should include a
description of each assessment, how it will be graded, and what criteria will be used, when it is due, how it should be prepared, etc.)
Grading
(Include a list of all graded activities with percentages of total grade. The link below will take students to the Catalog for official
Institute grading policies, including how numerical scores match letter grades.)
Institute Grading Policy – refer to the Institute Catalog
IF YOU HAVE OTHER SECTIONS THAT NEED TO BE ENTERED IN YOUR SYLLABUS, PLEASE DO SO HERE.
Course Academic Policies
(Include your specific policies related to the course. For example, you may want to include a policy related to how student behavior
will affect grading (i.e., being late or missing class will result in a decrease in your course by one/half grade). You may also want to
include a policy on late submissions (i.e., Late assignments will result in a reduced grade equating to three points off for every day
late. Assignments will not be accepted after five days late without prior approval from the instructor). If you do not have specific
course policies, delete this section.)
Program Academic Policies
(Insert a link to your specific program manual. Additionally, you may highlight specific, important policies related to the course that
students should know. These policies should refer back to specific program policies in the manual. )
Institute Academic Policies
(These should remain as they appear below. Please do not change the wording of these policies, as they refer back to official
policies in the Catalog.)
Disability Services and Accommodations
The MGH Institute of Health Professions is committed to providing equal access for students
with disabilities. Students who feel they may need accommodations due to a documented
disability should contact the Office of Student and Disability Services ([email protected]) to
set up an appointment as soon as possible. Detailed information can be found in the IHP
Catalog under Disability Services.
Academic Integrity
As an institution preparing future health care professionals, the highest standards of ethical
behavior are expected of all members of the Institute’s community. As a critical component of
this commitment, the Institute expects all faculty and students to adhere strictly to standards of
academic and professional integrity. These are expressed through practices of intellectual
honesty. Students have the obligation and responsibility to understand what is acceptable and
not acceptable conduct relative to academic integrity. If there are questions about these
standards, students should refer to the full policy on Academic Integrity in the IHP Catalog or
discuss the matter with the appropriate faculty member or advisor.
Commitment to Diversity and Cultural Competence
Diversity at the MGH Institute encompasses an inclusive and welcoming environment that is
enhanced by persons who differ in gender, race, ethnicity, national origin, age, socio-economic
background, ability, sexual orientation and gender identity or expression, and religious belief.
This expression of our commitment to diversity is reflected in a community that is bound by the
desire for equal consideration for all people.
The growing cultural and linguistic diversity of the U.S. and world's populations calls for health
professionals who strive continually to achieve cultural competence and are able to function
effectively across an array of multicultural interpersonal and social situations. Becoming
culturally competent enhances the capacity of health professionals and health care
organizations to assess, plan, deliver, evaluate and continually improve care that is sensitive to
and respectful of the diverse beliefs, values, practices, and needs of the individuals, families,
and communities served.
See the full statement on Commitment to Diversity and Cultural Competence on the Institute’s
website.
Going Green
The MGH Institute is redoubling its efforts to make the campus community more
environmentally conscious to reduce waste, reduce the Institute's carbon footprint, and improve
efficiency. We are committed to going green by integrating environmental practices across the
Institute. As a health science community, we take seriously the effects of our environment on
human health. By working together we can move towards being even more energy efficient. See
more information at The MGH Institute is Going Green.
Students are expected to refer to the Official Institute Catalog for all other polices.
Course Schedule
(Organize and outline your course schedule. Each class session should be delineated by date, with assignment due dates, exams
and other learning activities.)