For Faculty
Goals & Policies
The Core Curriculum aims to expose students to the breadth of human knowledge, offering interdisciplinary perspective through an academically challenging course of study; to improve communication and numerical literacy; to develop critical and analytical abilities; to encourage intellectual maturity through interaction with instructors and peers; to enhance understanding and appreciation of diverse cultures and environments; and to prepare students for ethical, responsible citizenship.
Assessment
UCC assessment is conducted on a rotational basis.
Every UCC course is required to fulfill the UCC Student Learning Outcomes outlined in your academic unit’s UCC Assessment Plan. SLOs should be clearly tied to one or more class activity, regardless of whether that SLO is being assessed in that rotation.
Syllabus and Assessment
To ensure that all syllabi comply with institutional accreditation requirements, University Policies, Collective Bargaining Agreements, and applicable Federal regulations, the following items must be addressed:
- The UCC Student Learning Outcomes (SLOs) articulated in the approved Assessment Plan for the course must be listed on the syllabus. If you are unsure what these outcomes are, or believe they no longer align with the course, you should contact me immediately and copy your School Director so we can address the issue. The assessment plan form for new plans is here.link
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The syllabus should identify the UCC category the course fulfills and ideally include language explaining how the course content and learning outcomes align with that category. If you are uncertain which UCC category applies to their course, we are happy to assist.
Example language:
“This course fulfills a UCC Humanities requirement by using descriptive linguistic methods to explore human experience, meaning, and cultural difference through language. Assignments—analytical problem sets, descriptive research papers, data-driven presentations, and reflective essays—develop skills in careful observation, formal analysis, logical argumentation, and clear scholarly writing. By situating linguistic practices in social context, constructing persuasive evidence-based arguments about meaning and identity, and reflecting on humanistic questions about cognition, communication, and social life, students gain a deeper appreciation of what it means to be human.”
- Learning outcomes must remain virtually identical across all versions of the same course, including sections taught in different modalities and/or by different instructional staff.
- Because many UCC offerings are online, please ensure compliance with federal requirements regarding Regular and Substantive Interaction (RSI). Please review the Center for Teaching Excellence Compliance Guide. Instructors should also include clear syllabus language describing how the course will achieve RSI, including the responsibilities of both instructors and students.
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An example syllabus that achieves these requirements can be found here. link Additional syllabus resources and templates are available through the Center for Teaching Excellence:
Academic Early Alerts and Saluki Cares
Faculty are encouraged to use SIU’s Student Concern forms—SAFE Report, Saluki Cares, and Academic Early Alert—to refer students quickly for safety, personal, or academic support so trained staff can follow up while protecting student privacy. Utilization of these tools are considered when examining abnormal DFW rates.
Submitting concerns early connects students with the right resources and can help them stay on track; if there is an immediate risk to life or safety, call 911.