English as a Medium of Instruction (EMI)
Additional Resource: Sample Syllabus Template
Sample Syllabus Template, The Teaching & Learning Center, The City University of New York (CUNY)
Title of Class (Course Code ##)
College Name
Meeting Day(s) [i.e., Tuesdays and Thursdays], 00:00a – 00:00p
Room: ###
Instructor: Your Name Here
Email:
[email protected]Office Hours: by appointment, email to schedule or specific time, or link to online scheduling
Textbook: Include the citation for any texts that are required for the class, including author, title, publisher,
publication date, and ISBN. If the text is placed on reserve in the library or you have suggestions for where
students should purchase/borrow the text, include it here.
Course Overview
Your students will read this section closely, and it gives you an opportunity to grab their attention and set up the
remainder of the semester. What is the story or argument of your course? Why should students be excited about
it? What kinds of work will they be doing, and how will you be spending your time together? Keep it short and
direct but strive to make it impactful. Avoid platitudes and empty statements. Have a colleague or friend read this
section and give you feedback. Treat this section seriously as a piece of writing (revise, revise, revise).
Learning Goals
Learning goals can prove helpful for focusing your planning and keeping the course on track. Include them here,
introduced with a statement such as “At the end of the course, you will be able to”:
· try to be as precise as possible in describing your learning outcomes.
· use active verbs as much as possible.
· avoid vague outcomes such as “appreciate,” “know,” “comprehend,” “be familiar with,” “be aware of.”
· categorize the types of knowledge and skills you want your students to have at the end of the course and list
them according to cognitive level (from knowledge to synthesis to critique).
· separate outcomes that identify knowledge built from skills developed.
Course Expectations
Instructor’s (and Participant’s) Approach and Style (optional)
Here you might include a brief note about your approach and style. This is often done verbally on the first day of
class, but it wouldn’t hurt to put your philosophy into writing in a document that your students will refer to often.
Attendance & Classroom Policies
Insert policy on attendance, absences, and tardiness, including information on how to contact you in case of illness,
religious observances, or other reasons a student cannot attend class. If you have policies on food and technology
use in class, include them here. Remember to keep the lives of your students in mind as you are articulating these.
(Optional) A useful activity for building community on the first day of class is to ask students to get the contact
information of two classmates. Here is a space to jot down the contact information of two classmates:
© 2022 by Ohio University. Reading 2.1 Strategies to Support Students as They Begin to Learn
Content in English for the Online Professional English Network (OPEN), sponsored by the U.S.
Department of State with funding provided by the U.S. government and administered by FHI 360. 1
This work is licensed under the Creative Commons Attribution 4.0 License, except where noted. To
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Name
Email Phone Number
1.
2.
Academic Integrity
(This may be specific to and provided by your institution; what follows was adapted from a CUNY school) \
It is expected that all students know, understand, and adhere to our college’s policies of academic integrity.
Plagiarism, cheating, forgery, and other violations of academic integrity will be taken seriously and will not be
tolerated. Sanctions for violating academic integrity may result in a failing grade for the assignment, or course
suspension or expulsion.
You can include a few more lines on plagiarism here using your own words. You can explain what it means, that it
often occurs unwittingly, and that using your own work in another class also constitutes plagiarism. You may also
note that you will discuss plagiarism and academic integrity issues in more detail at another time.
Academic Support Resources
(This will be specific to your institution)
If you need help or have questions, there are likely resources available on your campus such as a writing center, a
reference desk in the library, IT or educational/assistive technology services, and other resources. Check with your
departmental contact for any relevant support resources that you might include in this section, and then be clear
about how students may use them in the context of your course as you describe it in this space.
Communication & Contacting Faculty (optional)
Include a clear statement about how students should contact you, and what availability/response time they should
expect from you.
Grading & Assignments
Grading
Response Paper 20%
Midterm Exam 20%
Reaction Paper 20%
Semester Project & Final Paper 40%
You might also describe your policy on late submission and possibilities for re-taking an exam.
COURSE SCHEDULE & READINGS
AUGUST
TH 28 Syllabus + Intro
SEPTEMBER
T2 Class Subject / Description
Reading 1
Reading 2
TH 4 Class Subject / Description
Reading 1
T9 Complete Assignment I
2
Reading I
TH 11 Watch video I
Reading I
T 16 ***
TH 18 ***
T 23 ***
TH 25 ***
T 30 ***
OCTOBER
TH 2 ***
T7 ***
TH 9 DEADLINE RESPONSE PAPER (in class: film screening)
T 14 ***
TH 16 ***
T 21 ***
TH 23 ***
T 28 IN-CLASS MIDTERM
TH 30 Library Instruction
NOVEMBER
T4 ***
TH 6 ***
T 11 DEADLINE REACTION PAPER
TH 13 ***
T 18 ***
TH 20 ***
T 25 ***
TH 27 NO CLASS
DECEMBER
T2 ***
TH 4 ***
T9 Peer Review (students without a draft will be considered as absent)
TH 11 DEADLINE FINAL PAPER
