This structured, web-based tool allows instructors-of-record to build their syllabi component by component, instead of working in a single long document.  

Instructors control course-specific content. The platform provides a framework, auto populates some institutional information from Purdue systems (e.g. Banner), pre-populates Purdue policies, and helps manage required university content. 

Instructors-of-record can transfer existing syllabus language into the Purdue Simple Syllabus template, edit most components, add their own components, and reorder components to fit their course. Simple Syllabus also helps address accessibility needs with its built-in checker.

Since the content is stored in a structured format rather than a single document file, it is easier to update, submit, and maintain over time. 

Overview of syllabus components

• Three components – Course Number and Title, Course Description, Course Learning Outcomes – are required to meet Indiana state law. They are auto populated with information from Purdue’s systems (e.g. Banner, Brightspace) and cannot be modified by the instructor.  

• Three other components – Learning Resources, Technology & Texts, Assignments, and Grading Scale – are also required to meet Indiana state law. Each of these components requires instructors-of-record to add information that will be available for public view.  

• Several other components are required for student-facing syllabi and are outlined in red: Instructor Contact Information, Attendance Policy, Course Schedule, Academic Integrity, AI Policy, Nondiscrimination Statement, Mental Health/Wellness Statement, and Emergency Preparedness. Some are blank for instructors-of-record to add their details; others include pre-populated information that an instructor-of-record may edit. 

• Elements covering institutional policies are updated and pre-populated each semester for instructor convenience; they may be published as is, edited, or added to.

• Other elements are recommended, optional, and fully editable by the instructor-of-record. 

• Some optional components are included so that instructors may provide students with additional information related to a required, public component or may leave blank (e.g. Course Information). If left blank, these optional components will not be visible to students. 

The header at the top of each syllabus includes the Purdue “Motion P” logo, department name, Course Title, Course Number, and Term Name. This information auto populates from Purdue’s systems. It is required for both public- and student-facing syllabi and may not be edited by an instructor. (Note that Banner has a character limit that may abbreviate a Course Title.)

This component includes location, meeting day(s), and times. It is required and visible only to students and others with roles designated in Brightspace. The information is auto populated, but instructors-of-record may edit or remove these details as needed. For example, if the syllabus serves merged sections or covers lecture, recitation, and lab(s), instructors may add those details here. 

To change the auto populated text, click the details to be revised and click “Remove Block” in the pop-up window. This removes the auto populated text and enables instructors to type the desired information. 

Tip: Consider explaining the Instructional Modality and how the course is designed with that modality. For example, for a course listed in myPurdue as hybrid (both Lec and Dist), outline expectations for participation and if/how students may rotate attendance. 

This component includes information on the course instructional team. It is required and visible only to students and others with roles designated in Brightspace. The instructor-of-record name and email are required and auto populated. The Office Phone Number and Student Consultation Hours fields are also required to be completed by the instructor-of-record (a department phone number or N/A may be used and further information on consultation hours offered below these fields). 

Other members of the instructional team may be added with the “Add new instructor” icon (using the same fields) or include a list using the “Additional Information Field.” You may also add photos or graphics to this component.   

Tip: Consider how this component can be used to foster effective communication with your students: 

• Provide multiple ways for students to reach you (e.g. Brightspace, Purdue email) with their questions and include your preferred means of contact and protocol. For example, set a specific window during which student emails will be read or responded to such as “Emails are read 8 a.m. to 5 p.m. daily and will be responded to within 24 hours.” Be flexible with these times before deadlines and exams. 

• Always use your official Purdue email and ask students to do the same. Make it easier to find student correspondence in your email by establishing a standard subject line (e.g., CHEM 111). 

• This might be a place to indicate to students how you prefer they address you and/or the pronunciation of your name. 

• If you will offer student consultation/office hours, these details can be added here. 

• Consider setting up a help section in your Brightspace discussion board where students can ask and respond to each other’s FAQs about the course. An alternative might be a Purdue enterprise generative artificial intelligence (AI) tool such as a conversational AI (chatbot); see the Purdue AI Toolkit website.

Instructor(s) Contact Information sample 
Purdue I. Pete 
Pete@purdue.edu 
Office Phone Number: 765-494-xxxx (messages checked infrequently; email preferred) 
Student Consultation Hours: MWF 1 hour prior to class and by appointment (preferred). We can meet in my office (BUILDING XXX) or on Teams.
Additional Information: I check emails about 9 a.m. and 4 p.m. M-F. You can expect to receive a response to those emails within 24 hours. Send your email using your Purdue account and put in the header: Course Title and Number and a short topic of the email.
See the Discussion Board in our course Brightspace for FAQs about this course.
TA Name] is our course teaching assistant and may be reached at xxx@purdue.edu during the same hours listed for me. 

The official Purdue course description and prerequisites are required by state law and will be visible (read-only) to the public, and to students enrolled in the course and others with roles designated in Brightspace. The information is auto populated from Purdue’s systems and cannot be edited by an instructor. If you believe the official course description is incorrect, please reach out to your department head or curricular approval/revision process. 

This required public- and student-facing component is auto populated from Purdue’s systems and cannot be edited by an instructor. Further explanation of these outcomes may be added to the blank component below the Course Learning Outcomes component; if no information is added to the blank component, it will not post. 

Tip: For variable credit courses, please indicate actual credit hours and learning outcomes. 

Tip: You might provide a description of the course that connects course themes and topics to your discipline as well as broader relevance.  

Tip: Course objectives may be added that state specifically what students will be able to do, know, or value by the end of the course. 

Tip: Well-conceived outcomes and objectives serve as guideposts to help instructors and students work through the design of the course and explain how learning outcomes and objectives will be assessed accurately and appropriately. 

Tip: Incorporate information literacy by describing the types of course information and the discipline or profession-specific ways students will use them in the course.  

Tip: Purdue’s IMPACT program offers resources on the Libraries and School of Information Studies website at Writing Learning Outcomes – IMPACT Resources for Teaching and Learning. Further assistance in developing learning outcomes and objectives is available by applying for the IMPACT program. 

Course Learning Outcomes sample language: 
By the end of the course, you will be able to:

1. Identify…by [assessments such as quizzes, homework]

2. Demonstrate…by [assessment such as design project] 

3. Outline…by [assessment such as concept map] 

4. Develop…by [assessment such as development of project] 

5. Critique…by [assessments such as reflection journal, peer evaluation] 

In this optional, student-facing component, you may share your teaching philosophy. This component can be moved near the Instructor Contact Information. If left blank, this component will not appear in your syllabus. 

Teaching Philosophy sample language 
My goal is to create a learning environment in which every student can grow, succeed, and make meaningful progress toward the course learning outcomes and their personal and professional goals. Learning involves more than receiving information—it is an active process of growth and change. Throughout this course, you will have opportunities to make meaningful choices about your learning, build connections with your classmates and our instructional team, and develop your knowledge and skills through engagement, collaboration, and reflection. Together, we will explore new perspectives, practice critical thinking, and create a learning community that supports both individual achievement and collective success.

In this optional, student-facing component, you might provide information on how students can best succeed in your course. These can be your own tips or those shared by previous students in the course. 

• how to complete assignments or study for exams 

• the Student Resources widget located on the Brightspace homepage 

How to Succeed sample language 

The following are some strategies and tips from students who have successfully completed this course and me. 

• Read all the components of this syllabus carefully and add the course schedule to your calendar.  

• Pay special attention to the learning outcomes because everything in this course is designed to help you achieve them and demonstrate that achievement. 

• Review the instructions for each assignment, including details on submission formats, deadlines, and how they will be assessed. 

• Weekly quizzes are learning tools that help you stay engaged with the course, check your understanding, and strengthen your memory of key concepts over time. 

• The midterm and final exams are designed to help you review, connect, and apply course concepts, strengthening your understanding and retention of the material over time. 

• Review the Engage in Your Learning guide and PDF download available on the Academic Success Center website. 

• Take advantage of resources such as those listed in our course Brightspace, and on your Brightspace homepage for Technology, Academic, Campus, and Health and Well-Being. 

• The course design is a framework within which you have meaningful choices. Consider your choices as learning opportunities specific to you. 

• Research reveals that working with your colleagues and me supports learning. Interact when given the opportunity. 

• Let me know what is working for you and suggestions you have that might improve the learning experiences of your colleagues and you. 

• Be willing and able to commit to 4 to 15 hours per week per course. 

• Accept critical thinking and decision-making as part of the learning process. 

In this required public- and student-facing component, briefly add Informed Learning resources such as the following. Clicking on each field opens a window that enables details to be added; fields not completed will not be visible to viewers. Since anything added to this component is visible to the public, keep it essential and brief. You may add more student-facing details (e.g. technology requirements) in the following blank component. 

• Required texts and/or e-book 

• Required additional readings 

• Required databases 

• Required software/web resources 

• Required hardware requirements (e.g., webcam for remote attendance) 

Additionally, there is a rich text enabled citation field at the bottom. 

If you do not have any required reading materials, enter something such as “No textbooks required” or “No materials required” in the Title field. 

Here is where you might provide additional information on course materials, such as: 

• Where the texts/materials can be purchased. If no content is entered into this component, it will not post. 

• In cases where students will have to purchase e-books, note this in your syllabus and in class, and explain that these costs are in addition to other fees associated with the course. 

• Please work with your department to be sure that your course material requirements are recorded in the Purdue Textbook Management system. 

• Explicitly state any technology requirements and any costs in your syllabus (check with your department head). 

Consider including this statement: 

If we can do anything further to support your access to and engagement with materials, please let us know. 

Tip: Instructors are responsible for ensuring that all instructional materials that they create, select, and/or utilize in your course are accessible and meet the requirements of federal regulations for web and digital accessibility (the deadline is April 26, 2027). For answers on what these regulations might mean for your course, see ADA Title II Compliance FAQs. 

Tip: List alternate ways students can access the text(s) and/or materials, for example, via the Purdue Libraries and School of Information Studies’ Affordable Course Materials webpage. Purdue Libraries supports instructors and students in West Lafayette and Indianapolis with many other resources. You may reach out via the Ask a Librarian virtual chat service, email, or by scheduling a consultation with a librarian. 

Tip: If you require a textbook, be sure that your students understand your expectations for its use. 

Tip: If there are outside resources to support your course (a tutoring room, supplemental instruction, etc.) include information on how students can access that support. 

Tip: Purdue offers instructors innovative learning technologies that can be used to enhance, engage, manage and foster student learning. The technology listing consists of centrally funded and supported tools and integrated third-party vendor tools. For details, see Innovative Learning’s Instructional Technology webpages. 

Tip: See guidance on digital proctoring using Honorlock or Respondus LockDown Browser and Respondus Monitor, and explicitly state in your syllabus its use and any technology requirement. Contact your department head to discuss any associated costs. 

Sample language: 

We will read about one chapter of the textbook each week (following the attached schedule), and the in-class quizzes will be based on reading from it. 

Sample: Additional Readings 

The list of additional readings is below; however, as we progress through the course, other resources may be added. Access to additional readings and online chapters will be through the Brightspace course readings folder and Purdue Library Reading List. 

Sample: Purdue Libraries and School of Information Studies 

I encourage you to visit Ask a Librarian to connect with helpful resources and services provided by the Purdue Libraries and School of Information Studies for course assignments and projects. 

Sample: Software/web resources 

Word Processor (i.e. MS Word), remember that MS Office is free for all students. 

Sample: Academic Support 

The Helen Bass Williams Academic Success Center provides a variety of proactive, practical and approachable academic support services for you to strengthen your approaches and strategies for learning, including study skills consultations, peer coaching, workshops, and online handouts. Visit the ASC website for more information and to access resources. 

In this optional student-facing component, you might add guidance on the organization of your Brightspace course. Some language is pre-populated, but you may edit or delete it. If left blank, this component will not post.  

Tip: Every instructor-of-record must log in to Brightspace and provide a public- and student-facing syllabus using the Simple Syllabus tool. 

Tip: The course Brightspace supports FERPA-compliant delivery of grades and feedback and a common communication point with students. 

For this required public- and student-facing component, briefly describe summative assignments and/or assessments that affect the course final grade.

Further details may be provided in the optional, student-facing component below the required component, such as what work students are expected to submit and how that work will be submitted and evaluated. 

Tip: What type(s) of student work (exams, homework, quizzes, projects, papers, etc.) are used to determine the grade, and what is the contribution of each type to the course grade? How does this work align with course learning outcomes? 

Tip: Describe the use of rubric(s) to grade assignments. 

Tip: When are assignments due (e.g. EOD due date)? 

Tip: Will late assignments be accepted and any grading penalties for late assignments? 

Tip: For certain classes, how is team-based work evaluated? 

Tip: What is the course policy and procedure for makeup examinations? 

Tip: If students are expected to complete assignments outside of the Brightspace LMS (e.g., MyLab, Gradescope, Circuit), indicate that clearly. 

Assignments sample language: 

Example 1
Your achievement of course learning outcomes will be assessed through a combination of participation, projects, a reflection paper, and a final exam spread throughout the academic period. Details on these assignments and exams, including a schedule of due dates, rubrics to guide evaluation, and guidelines on discussion participation and evaluation are posted in Brightspace under Assignments. 

Example 2
Each week, you will have the opportunity to achieve course learning outcomes through a variety of small assignments that can be completed remotely and uploaded to Brightspace. Please read the feedback that I provide for ways to enhance your learning going forward and consult with me for questions and additional support.

• Individual Reflection Paper (20 points; due xx). This assignment relates to course learning objective #2 and involves a self-analysis of your understanding and capability to complete the fundamental skills of the class. 

• Project 1 (40 points; due xx). Details about this project are in Brightspace under Assignments, including the assessment rubric. 

• Project 2 (40 points; due xx). Details about this project, including the rubric will be available by [date]).

• Final exam 3 (60 points, xx). It will consist of a mix of multiple-choice, short answer, and essay questions. 

In this required public- and student-facing component, select the appropriate Quick Pick option to show the grade scale your course uses. You will be able to add other details, such as points, in the next component that is student-facing only. 

In this optional student-facing component, explain how assignments/assessments are reflected in the course grading scale. For example, if each is worth points, outline how those points accumulate to a final grade. 

Tip: You may supplement the course grading scale with key points from the Grades and Grade Reports section of Purdue’s Academic Regulations appropriate to your course. This might include addressing zero credit courses or options such as pass/not-pass, directed grades (W, IF, IN, IU), or how incomplete work will be addressed. 

Tip: University Regulations on Grades and Grade Reports state that: Each student shall receive from their instructors a grade in each course for which they are enrolled at the close of the session. This grade shall indicate the student’s achievement with respect to the objectives of the course. In other words, how does the collective work of a student turn into the course grade? You may also describe your grading philosophy and what grades mean in your class (or include this in your Brightspace Start Here content). 

Tip: Provide students with up-to-date graded feedback before the final date to withdraw from the course, as outlined in the Academic Regulations on Mid Semester Academic Progress. 

Tip: What is the effect of academic dishonesty on a student’s grade? Be clear and specific. See Appendix B – Guidelines for Academic Integrity. 

Tip: If you are teaching a course with multiple sections taught by other instructors, coordinate with them regarding the grading scale used. Otherwise, when there are differences in the grading approach used among sections of the same course, students may be able to appeal grades on the grounds of “a grade inconsistent with those assigned other students.” 

Tip: If your course-specific absence policy affects student grades, be sure to account for that in explaining the course grading scale. 

Tip: Students often ask how incomplete work will be handled. An incomplete may be assigned when a student is unable to complete required coursework due to unavoidable circumstances beyond their control, provided the student was earning a passing grade at the time work was interrupted and can finish remaining requirements without re-enrolling in the course. Incomplete grades may not be used in place of a failing grade. A final grade must be submitted within one year of the incomplete being recorded. Additional details on incomplete grade types and procedures can be found in the Semester Grades section of the Academic Regulations. 

Tip: One of the directed grade options is FN (Failing/Non-authorized Incomplete). This grade should be awarded to students who did not officially withdraw from the course, but who failed to participate in course activities through the end of the term. Note that once the FN grade is entered, the instructor is required to indicate the date the student last participated in course activity at an academically related activity, i.e., the last date the student completed an exam, quiz, assignment, paper, project, or attended class (if attendance was taken). 

Tip: If you have any questions about grading options, feel free to contact the Office of the Registrar using grades@purdue.edu. 

Grade reports sample language: 

Example 1: Grades as an overall measure of student achievement of learning outcomes. 

In this class, grades reflect the sum of your achievement of learning outcomes throughout the semester. You will accumulate points as described in the assignments portion above, with each assignment graded according to a rubric. At the end of the semester, final grades will be calculated by adding the total points earned and translating those numbers (out of 200) into the following letters (there will be no partial points or rounding). NOTE: If you use a percentage-based system, be clear about rounding and decimals. If you say that an A- reflects 90-93% and an A represents 94-96% your syllabus should make clear what 93.3% means. 

Example 2: A means of comparison between students or “curve.” 

This class is graded according to a set curve. Final grades will be distributed through a comparison among students based on the assignments outlined above. After each assignment, mean and median scores will be shared as well as standard deviations to help you track your standing relative to your peers so that you can gauge your overall standing in the course. I will provide specific information about your precise standing in the class in Weeks 4, 8, and 12. According to the points outlined above, the following grades will be distributed: 

• A: Top 15% 

• B: Next 20% 

• C: Middle 30% 

• D: Next 20% 

• F: Lowest 15% 

Example 3: A measure of change/learning/competence or something else. This course will follow an “ungrading” philosophy. I am more interested in meaningful conversations about what you learn, and how you reach your goals than an attempt to minimize all of your learning into a single symbol. The university still requires grades, so you will be leading the assessment of your work toward course objectives. This will be completed with me in four stages, at the end of weeks 4, 8, 12, and 16. In each stage, you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages, you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be an important factor in final grades.

Outline your course attendance policies (if any) in this required student-facing component. If there are no attendance policies, indicate that here. 

There are two important resources related to class attendance to which you may refer as you outline your course policies in your student-facing syllabus: the University Academic Regulations regarding class attendance and the Office of the Dean of Students (ODOS) webpage on class absences, which outlines the types of notifications to instructors that ODOS may provide. 

The General Guidelines state that attendance is a shared responsibility, with instructors establishing and clearly communicating attendance policies in the course syllabus and students as responsible for class-related work missed because of an unavoidable absence. Please note the difference between absence and makeup policies and processes for your specific course, which are outlined in your syllabus, and those that fall under the excused absence regulations that go through ODOS for cases of grief/bereavement, military service, jury duty, parenting leave, or certain types of medical care. 

General attendance considerations: 

Instructors are highly encouraged to communicate expectations regarding attendance with their students early and often. All graded assessments and activities should be tied to course learning outcomes rather than just presence in the classroom. For courses with experiential components, see resources on the Experiential Education website. 

All courses should have a robust presence in the Brightspace learning management system (LMS) to provide all students access to courses in which they are enrolled. We encourage the use of Brightspace to submit assignments where possible, so that an absence does not also result in late work. 

Plan for instances where an absence may also result in late face-to-face assessments (e.g. test or presentation). Your assignment descriptions can clarify specific policies for these circumstances. 

Physical presence in the classroom is not the same as participation, which may manifest in different ways across our diverse student community. We encourage a focus on ways for students to demonstrate their engagement by following suggestions in the Tips for Enhancing Student Engagement document and webpage. 

Take proactive measures to address individual student needs and remove barriers to learning experiences. For example, some students may experience a variety of technological issues (e.g., connectivity off campus) that affect their ability to participate and/or access the course Brightspace. Consider how these students, their peers, and you can work together to ameliorate these barriers. 

Attendance Policy sample language: 

Example 1 Citing University Academic Regulations 

This course follows the University Academic Regulations regarding class attendance, which state that students are expected to be present for every meeting of the classes in which they are enrolled. Attendance will be taken at the beginning of each class and lateness will be noted. When conflicts or absences can be anticipated, such as for many University-sponsored activities and religious observations, you should inform me of the situation as far in advance as possible. For unanticipated or emergency absences when advance notification to is not possible, contact me as soon as possible by Purdue email or phone. For absences that do not fall under excused absence regulations, this course follows the following procedures: 

• Do not come to class if you are feeling ill but DO email me at xxx@purdue.edu, with the subject line: xxx [course code] absence. I do not need details about your symptoms. Just let me know you are feeling ill and cannot come to class. If it is an emergency, please follow the University regulations on medical care (see below). 

• Unless it falls under the University excused absence regulations (see below), any work due should be submitted on time via our course Brightspace. 

• If that day’s class involves assessed work such as a test or presentation, you and I will plan if and how you can make up the work, following the assignment guidelines. This plan must be done before the next class period, so again, email me immediately when you know that you will miss the class. 

• The most important consideration in any absence is how it will affect your achievement of the assignment objectives and the course learning outcomes. 

• For cases that fall under excused absence regulations, you or your representative should contact or go to the Office of the Dean of Students (ODOS) website to complete appropriate forms for instructor notification. Under academic regulations, excused absences may be granted by ODOS for cases of grief/bereavement, military service, jury duty, parenting leave, or certain types of medical care. The processes are detailed, so plan ahead. 

Example 2 Hybrid course 

This course is designed in a hybrid model, with some onsite meetings and others completed remotely. University policies (see Academic Regulations: Attendance and Office of the Dean of Students: Class Absences) states that students are expected to be present for every meeting of the classes in which they are enrolled. For the purposes of this course, being “present” means attending all onsite meetings unless you are ill or need to be absent for reasons excused by university regulations. Being present also means participating remotely and completing work assigned for days when we do not meet onsite. This work is required to help you meet the course learning outcomes. These times count towards the course contact hours and your course grade.

A course schedule is required for students but does not have to be part of the syllabus document itself. It may be posted elsewhere in your course Brightspace. A schedule outlines the content of the course with dates for readings, assignments, midterms, quizzes, exams, etc. If formatted as a table, remember that the accessibility checker will automatically review this component. 

In this optional, student-facing component, you might include requirements and/or suggestions to make the course run smoothly. If no information is added, this component will not post.  

You may want to explain when the course week starts and when assignments are due and include a course schedule. Indicate a naming convention for assignment filenames if you wish. If you require students to submit assignments written in a particular style, mention it here (e.g., APA or MLA). For hybrid and online courses, remember that asynchronous delivery and submission of work through Brightspace is highly recommended.  

Course Logistics sample language 

(For asynchronous online courses) 
You are encouraged to “mentally enroll” in this course as if it occurred on Monday mornings. In other words, our weeks will run from Monday to Sunday. I will post information (online activities, discussion starters, etc.) for the upcoming week by Sunday evening so that when you log in on Monday, you can begin the new week.

Other sample language: 

• All assignments are due by 10 a.m. ET on the due date listed in the course schedule. 

• Deadlines are an unavoidable part of being a professional, and this course is no exception. Course requirements must be completed and posted or submitted on or before the specified due date and delivery time deadline. To encourage you to stay on schedule, due dates have been established for each assignment; 20% of the total points will be deducted for assignments received 1-6 days late; assignments received more than 1 week late will receive 0 points. 

• An assignment file should be appended by your username, such as “assignment1-kim53.doc.” This will make it easier for me to manage assignment files and provide feedback to you. 

Define academic integrity for your course in this student-facing required component and emphasize it on the first day of class.  

Document your policies and expectations for student use of artificial intelligence tools in this required, student-facing component. 

The Purdue University Senate passed resolution (Document 23-17) “Each instructor must have a [student-facing] syllabus statement of parameters and boundaries for the use of Artificial Intelligence (or similar) in each course, whether for student content generation, instructor grading, or any other purposes.” This support for transparency and related resources and policies is also reflected in the Guidance on the Use of AI in Teaching and Learning webpage; on this page, under the heading “Syllabus Language,” are details on specific guidance instructors need to provide. This includes: 

• Allowable use of AI tools by students for assessed work in the course. Example: use of AI while completing a homework assignment. 

• Appropriate use of AI tools by students during the learning process for non-assessed work of the course. Example: use of AI to summarize an assigned reading. 

• The ways in which the instructional team may attempt to detect the use of AI on assessed and non-assessed work. For example: Non-assessed work could include the early assignments in a scaffolded project with several components. 

• The potential consequences faced by students who violate the AI use policies in the course. 

Tip: See the AI Bytes Workshop Sessions webpage for workshops and recordings tailored to help instructors seamlessly integrate AI tools into their curriculum with a strong emphasis on saving instructors time. These hands-on sessions help instructors gain skills and knowledge to effectively implement AI technologies into their courses, fostering innovation and enhancing learning experiences for students across diverse disciplines.

You may choose one of two options to appear in this required student-facing component and add to either or post your own version. 

Option 1 Purdue’s full Nondiscrimination Policy Statement is included in the Academic Resources table on your Brightspace homepage. 

Option 2 Purdue University is committed to maintaining a community that recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her potential. A hyperlink to Purdue’s full Nondiscrimination Policy Statement is included in the Academic Resources table on your Brightspace homepage.

This required, student-facing component includes pre-populated content that may be edited. 

Ensuring that all Purdue students have access to learning experiences is a university-level commitment and is the responsibility of all members of the Purdue community. Your student-facing syllabus can address your policies for making the learning experiences in your course as accessible as possible. 

Tip: Purdue offers resources to help you make your course and learning materials accessible to all students and to provide required accommodations for individual students. These include: 

ADA Title II digital accessibility for all students 

The ADA Title II accessibility guidelines and Purdue’s Instructional Material ADA Readiness webpage provide resources and support for preparing materials that meet federal and University accessibility requirements. This approach promotes equal access for and aligns with Purdue’s commitment to making all “education, employment, services, programs and activities accessible” as outlined on the Office for Civil Rights website on accessibility resources. The scope of the federal standards is broad, applying to all digital, web and mobile content available to the public or used in services, programs, and activities. Three main areas covered in that scope – instructional documents, videos and audio, and images and color contrast – are specifically addressed on the Innovative Learning Digital Instructional Materials – Accessibility Checklist webpage. 

As course instructor, you are primarily responsible for the accessibility of digital course materials, which includes those used for peer-to-peer interaction in Brightspace. See the ADA Title II Compliance FAQs for details. 

Curricular and Co-Curricular Accommodations 

• The Disability Resource Center (DRC) partners with faculty to provide services, resources, and programs that support disabled students in fully accessing curricular and co-curricular experiences at Purdue. Instructors are encouraged to review the DRC Instructor Resources website for information on accommodations and guidance for creating accessible courses and materials. 

• Please review Student Course Accommodation Letters carefully. You may receive a Course Accommodation Letter at any point during the semester via your Purdue email. Each letter identifies the student’s assigned DRC Access Consultant, who is your primary point of contact for questions about implementing accommodations. Instructors are encouraged to respond directly to the email to confirm how accommodations will be implemented. Instructors should not require students to submit accommodation letters by a specific deadline or meet in advance in order to receive their approved accommodations. 

• Testing accommodations are approved by the DRC when a student’s disability impacts access to exams. Students are responsible for requesting their accommodations, and instructors are responsible for implementing them. Purdue Testing Services serves as a resource to support accommodated testing. Purdue Testing Services and the Disability Resource Center operate as separate offices, each with distinct roles in this process. Additional guidance is available through Instructor Resources for Accommodated Testing. Courses at Purdue in Indianapolis may coordinate testing support directly with DRC staff. 

• The DRC website also provides a sample syllabus statement and additional Instructor Resources. You are encouraged to contact the Disability Resource Center at drc@purdue.edu or 765-494-1247 with any questions. 

Tip: The Faculty Accessibility Consultant in the Center for Instructional Excellence, Dr. Leslie Miller, directly supports faculty and instructors as they implement students’ required accommodations as determined by the DRC.

Basic accommodation language is pre-populated in this required, student-facing component. You may add to that language for details specific to your campus location and/or course. 

Tip: If your course assessment will include testing that may require accommodations, please consider including one of the following sample statements or your own statement. 

WEST LAFAYETTE: For instructors who wish for Purdue Testing Services to implement testing accommodations:
–Students with disabilities whose DRC Course Accommodation Letter (CAL) includes test accommodations must first release their CAL to me and then schedule to take their exams with Purdue Testing Services. You must schedule at least four days (96 hours) before the exam date listed on the syllabus.
–In the case of finals week, you must schedule by the Friday before Quiet Period. I will provide Purdue Testing Services with your exam, and they will proctor it and provide the result to me for grading. Students must inform me immediately of cases when Purdue Testing Services is at capacity or otherwise unable to proctor the exam so that I can make other arrangements. Students who fail to follow this process and meet stated deadlines risk not being able to have their accommodations for that exam. 

INDIANAPOLIS: For instructors who wish for DRC Testing to implement testing accommodations:
–Students with disabilities whose DRC Course Accommodation Letter (CAL) includes test accommodations must first release their CAL to me and then schedule to take their exams through the DRC in their DRC Student Portal. You must schedule at least two (2) business days before the exam date listed on the syllabus.
–In the case of finals week, you must schedule by the Friday before Quiet Period. I will provide DRC Testing with your exam and they will proctor it and provide the result to me for grading. Students must inform me immediately of cases when DRC Testing is at capacity or otherwise unable to proctor the exam so that I can make other arrangements. Students who fail to follow this process and meet stated deadlines risk not being able to have their accommodation for that exam. 

For instructors who will implement testing accommodations themselves: 
I, or my department, will arrange to provide test accommodation for those who have them as a part of their DRC Course Accommodation Letter (CAL). It is imperative that students release their CALs to me as soon as they are available so that arrangements can be made well in advance of exams. We may be unable to implement test accommodations if we do not have access to your CAL.

A mental health statement is pre-populated and required on your student-facing syllabus (see University Senate Document 19-18). It may be edited by the instructor-of-record. 

You are urged to speak to students at least during the first week of classes about the various resources available to them regarding mental health. Familiarize yourself with the Health and Well-Being Resources listed on the Brightspace landing page and point to them as appropriate. 

The ODOS’ Well-Being Resources webpage provides an overview of the network of support available to students and how you can help. The pre-populated verbiage here is editable. 

Tip: Students are more likely to access mental health and wellness resources if instructors make specific reference to help-seeking as a life skill rather than as an indication of weakness. We seek to foster a culture at Purdue where students are explicitly encouraged and even expected to access the resources available. 

Tip: Please make note of Therapy Assistance Online (TAO), a web and app-based mental health resource available courtesy of CAPS. A link to it is included under the Health and Well-Being Resources of the Student widget on the Brightspace homepage. TAO is available to students, faculty, and staff at any time by creating an account on the TAO Connect website, or downloading the app from the App Store or Google Play. It offers free, confidential well-being resources through a self-guided program informed by psychotherapy research and strategies that help overcome anxiety, depression and other concerns. It provides accessible and effective resources including short videos, brief exercises and self-reflection tools. See the CAPS TAO webpage for more details and a Q&A. 

Tip: Student of concern reporting (anyone at Purdue may submit a report if they are unsure where to go or in what way they can help a student – it does not need to be an emergency).

This required, student-facing component is pre-populated and requires that you add details specific to your course. See details and tips in the component FAQs on the Purdue Syllabus Guidelines webpage. 

Instructors of all courses must have a presence in and maintain a point of contact in Brightspace in case of emergency. Please review the Emergency Procedures Guide prior to your first day of class and share your safety briefing with students the first day of each course in each building. You may also refer students to the Emergency Preparedness website. Since some details of your course’s Emergency Preparedness plan vary depending on the classroom it is helpful to emphasize those details with your students in your syllabus and during the first day of each class. Remember to define procedures for communicating with the students and submitting assignments. Please share the Emergency Procedures Guide with your students. Each Purdue West Lafayette, Indianapolis, off-campus, and Polytechnic sites has different evacuation & shelter locations; see the specific Building Emergency Plan webpage for details. 

Tip: Keep your cell phone on to receive a Purdue ALERT text message. 

Tip: Log into a Purdue computer connected to the network to receive any Desktop Popup Alerts. 

Tip: If you have a “no cell phone” in class policy, allow one or two students who have signed up for Purdue ALERT to keep their phones on to receive any alerts.

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The Vice President for Ethics & Compliance website includes a list of Student Policies that might be appropriate to call out to your students. Among those recommended for highlighting or recently revised are Adverse Weather Conditions (IV.A.6), Violent Behavior (IV.A.3), Anti-Harassment (III.C.1), Equal Opportunity and Equal Access (III.C.2), Title IX Harassment (III.C.4), and Amorous Relationships (III.A.1).

This student-facing component is optional but suggested language is pre-populated that may be edited. If the component is left blank, it will not post. 

It is recommend that all instructors familiarize themselves with the University’s Grade Appeal Process, which was revised in March 2024 and is outlined in the University Catalog and referenced on the Office of Student Rights and Responsibilities (OSRR) website.  

Staff in the OSRR office are able to assist in determining if a Grade Appeal is appropriate. Generally, students should not expect a grade appeal to be successful if there is a lack of supporting information to support the appeal or if the student merely thinks that the assigned grade is “unfair”. Students must also attempt to resolve the matter informally with the course instructor prior to beginning the appeal process.

This student-facing component is optional but suggested language is pre-populated. It may be edited. If the component is left blank, it will not post.

The Purdue Faculty Senate encourages the inclusion of a statement highlighting the importance of students’ basic needs. Purdue has a range of ways to support students through times of struggle and insecurity, primarily through ODOS. Please familiarize yourself with the following resources, some of which have been recently updated: 

Purdue’s Basic Needs Program seeks to improve student success at our West Lafayette location by providing support to students who have unmet basic needs that can be addressed in the community. This is done by coordinating with campus and community partners, identifying community resources available to students, communicating with students about and connecting them to resources for which they may be eligible, and directly serving students in response to referral and outreach. This program helps students access essential resources in the West Lafayette community with: 

• Food and housing assistance 

• Transportation support 

• Physical, mental, and behavioral health services 

• Childcare resources 

• Technology access 

To refer West Lafayette students or explore available resources, please visit the Basic Needs Program website or email basicneeds@purdue.edu. 

Students enrolled in Indianapolis may find some information helpful, but not all resources are available outside of West Lafayette. To connect with a Student Support Generalist on the Indianapolis campus, contact them by phone at 765-495-7797 or by emailing studentlifeindy@purdue.edu. 

For other types of support, visit the ODOS services and information portal.

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Indicate how students can provide feedback on the course. If your department requests it, students will be contacted to complete course evaluations in tandem with University Senate Guidelines; details are available on the Course Evaluations website. If you plan to request additional feedback from students for course improvement (outside of the university system), tell students how frequently you might ask, how you will assure anonymity, and how you will use the information they provide.

Please remind students that these automated emails may go to their junk email folder, and they need to check for them.

This student-facing component is optional but suggested language is pre-populated. It may be edited. If the component is left blank, it will not post. 

Disclaimer sample language: 
This syllabus is subject to change. You will be notified of any changes as far in advance as possible via an announcement on Brightspace. Monitor your Purdue email daily for updates.