Syllabus Rule Examples

Attendance rules can vary widely for various factors, such as educator values, classroom size, and discipline. MSU does not have a specific attendance policy, but does state:

"There is no university-wide regulation requiring class attendance. However, attendance is an essential and intrinsic element of the educational process. In any course in which attendance is necessary for the achievement of a clearly defined set of course objectives, it may be a valid consideration in determining the student's grade. It is the responsibility of the instructor to define the policy for attendance at the beginning of the course."

This statement makes it clear that while attendance is important to learning, there is no specific policy from the university. However, if an educator wants to have a policy, then they must communicate this at the beginning of the course, being sure to be clear about how it will factor into grades, if applicable. Below, we will provide various pathway examples of attendance policies that can be adapted to individual educational contexts.

Attendance Rule Unrelated to Grades Example

• Reflect: In this example, this educator, who has smaller class sizes without exams, values students’ agency to make their own decisions about attendance to place flexibility with life events. This educator believes that there is a natural consequence built in already if students don’t attend class, which is that they miss content.
• Frame: An example of framing could be, “Active learning and discussion need everyone to participate and be present to their capacity. I understand that absences may occur, and no excuse notes are needed.”
• Set Expectations: An example of setting expectations could be, “Regularly missing class makes it difficult for your own and others’ learning processes.”
• Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “If there’s a regular pattern of absence, we will have a conversation about ways we can better support your learning.”

Attendance Rule Linked to Participation Grade Example

• Reflect: In this example, this educator, who has discussion-based classes, values regular attendance because it is integral to everyone’s learning. They also want to build in some flexibility to life events.
• Frame: An example of framing could be, “Discussion and participation are an integral part of this class. Attendance is recorded for each class session and contributes to the participation component of the final grade.”
• Set Expectations: An example of setting expectations could be, “Students may miss three class periods without question, and additional absences must be documented and communicated with the instructor as soon as possible. Excused absences with documentation include medical emergencies, family emergencies, religious observances, and university-sanctioned events.”
• Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Unexcused absences beyond three missed class periods will result in no participation points for that day’s class (see grading scheme for more details on final grade calculation).”

Attendance Rule Linked to Final Grades Example

• Reflect: In this example, this educator, who has hundreds of students in each class, values regular attendance to ensure students are engaging with the content. They want to make it transparent that they use a systematic attendance recording method.
• Frame: An example of framing could be, “Attendance is an essential and intrinsic element of the educational process.”
• Set Expectations: An example of setting expectations could be, “Students must sit in their assigned seats for each class period. Attendance is recorded within the first five minutes of each class period based on presence in one’s assigned seat. Students must attend at least 90% of class sessions.”
• Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “For students who go below 90% of missed class sessions, there will be a 1% drop in the final grade for each class period below the 90%.”
   

When considering classroom discourse and behavior, you will want to follow the same steps above. Below, we provide some pathways and examples.

Intolerant of Intolerance Rule Example

• Reflect: In this example, this educator values creating a classroom where harmful language is not allowed while also recognizing that free speech concerns may arise.
• Frame: An example of framing could be, “We strive to build an academic community where we are tolerant and respectful, even if viewpoints differ. Freedom of speech does not mean we have freedom from consequences, and we are all responsible for the impact of our words, regardless of intention.”
• Set Expectations: An example of setting expectations could be, “To have a tolerant and safer classroom, we have to be intolerant of intolerance. While people do have the right to their own opinions, I will not tolerate disrespectful language or behavior. Disrespectful language includes, but isn’t limited to, micro/macroaggressions, violent, rude, insulting, and/or disparaging remarks/slurs. Disrespectful behavior includes, but is not limited to, talking when another person is talking, as well as gestures that are violent and/or rude.”
• Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Potential outcomes could include (but are not limited to) having a conversation with me about the impact, being asked to leave class for the day, and/or referral to the MSU Office of Student Support and Accountability.”

Classroom Disruptions Rule Example

• Reflect: In this example, this educator values students’ right to protest, but does not want their classroom to be that site as it’s not related to course content. The educator hopes to consider all students’ needs in the process.
• Frame: An example of framing could be, “The classroom is a space for open dialogue and the respectful exchange of ideas. While freedom of expression is encouraged, it must not infringe on the rights of others.”
• Set Expectations: An example of setting expectations could be, “Students are expected to engage respectfully in class activities and discussions. Disruptive behavior – including interrupting to protest, inciting speech for social media, and unauthorized recording – is not tolerated. Electronic devices should be used for class-related activities only, and recording of class sessions requires prior permission from the instructor.”
• Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Immediate responses will address any disruptions, and repeated or severe disruptions may result in disciplinary action.”

Acknowledging This Semester Example 

• Reflect: In this example, this educator, whose class does not touch directly on topics related to the possible happenings of this semester, still wants to acknowledge the potential happenings in this upcoming semester and offer expectations and resources.
• Frame: An example framing could be, “The semester may have a lot occur, such as significant events, protests, lived experiences, and more.”
• Set Expectations: An example of setting expectations could be, “While our course does not specifically address current events, there are many campus resources to support you as we navigate these times.”
• Communicate Outcomes: Finally, this policy will end with outcomes, and an example ending could be, “Sometimes, I may notice signs of concern or distress in students. At times, if the circumstances warrant it, I have an obligation to report those to the appropriate university resources.”