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.
LMS Utilization
Policy
Beginning in Fall 2026, all UCC courses must be minimally housed within the institution's LMS,D2L Brightspace (D2L). Most UCC courses are already covered by the general university mandate that courses at the 100- and 200- level be minimally housed within D2L. UCC courses at the 300-level must also be minimally housed within D2L. Minimal compliance is defined as:
- A current syllabus and course outline, including measurable learning outcomes
- A gradebook that is set up and updated regularly
- Any activities that are to be completed external to the classroom that are not part of the assigned texts on file with the bookstore (e.g., additional reading assignments)
It is highly recommended that other features, particularly the calendar options for benchmark assignments, be utilized.
Nothing in this policy precludes academic units from setting higher requirements for LMS utilization for their courses.
Rationale
Use of our D2L has a significant positive impact on student learning and success. Maintaining course materials, deadlines, grades, and feedback in one consistent, accessible space reduces the cognitive load of course management—providing a more consistent focus for instructional activities. Consistent use of D2L across the UCC will allow for more accurate assessment of student engagement and achievement of learning outcomes. This will allow for more timely intervention for students who might be struggling and give instructors more tools to adapt to student needs.
Consistent use of D2L across the UCC will also create a more transparent and student-friendly learning environment by helping students easily locate course expectations, deadlines, and feedback across their courses. This clarity can be especially beneficial for first-year students and others who may be navigating university systems for the first time—the population UCC courses are designed to serve.
This enables earlier identification of students who may be struggling and provides instructors and support staff with better tools to respond to student needs in a timely and supportive manner.
Timely Student Feedback
Policy
UCC instructors must provide regular and timely feedback on student performance within their courses. This is a frequent complaint from students and advisors. At minimum, this requires:
- At least one evaluated class activity graded and updated in the D2L gradebook no later than week 3 (for 16-week courses). As best practice, this activity should be substantively based on course content with instructor feedback provided. As policy, no specific activity is required.
- At least 70% of class activities are evaluated prior to the commencement of the finals period. Note: nothing in this policy prevents evaluation based on improvement, disallows replacement-based grading, portfolio-based grading, or the like. Nor should it be otherwise understood to limit grading schemas that are clearly communicated to students in the course syllabus, that provide means of regular and substantive performance feedback.
Rationale
Early and regular evaluation and feedback allow students and instructors to identify misunderstandings before they become larger obstacles to success. UCC classes are defined by Student Learning Outcomes that are formative academic skills necessary for long-term success in the university and beyond. The development of formative skills requires consistent and timely evaluation and feedback.
Providing early feedback also helps students understand their academic progress and adjust study strategies or seek support when needed. When students have a clear sense of how they are performing in a course, they are better positioned to make informed decisions about their learning and to access available resources.
Consistent timelines within UCC courses give student support staff with additional tools to assess student engagement and performance and provide instructors and support staff with means to provide more meaningful and timely interventions when required.
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.
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.
https://provost.siu.edu/student-success/student-concerns.php