Information pertaining to the following three items must be included in all syllabi. If you are a department chair, please inform any adjuncts or visitors in your department of these requirements.
1. Disability Statement
Your syllabus MUST include the following disability statement (updated August 2015).
McMinnville: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations please contact Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Melrose Hall 020 (503-883-2562). We also encourage students to communicate with faculty about their accommodations.
Portland and OCE: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact Cheri White, Program Director of Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Loveridge Hall, Room 24, (503-413-8219), or firstname.lastname@example.org. We also encourage students to communicate with faculty about their accommodations.
2. LC Learning Outcomes
Syllabi for all courses carrying an LC designation should contain the appropriate learning outcomes for that designation. Ideally, a given syllabus will also be explicit about the opportunities students will have to satisfy these learning outcomes in your course. Learning outcomes language can be found here.
Students are expected to submit to Taskstream exemplars of their work demonstrating that they have met the relevant outcomes for any course for which they wish to earn LC credit. In addition, they must provide a brief explanation describing why they believe their work meets the outcomes. While the onus is on the students, we suggest that you remind them of this expectation by including a brief statement in your syllabus. For example, if you are teaching a course carrying a QR designation, you might include the following:
“In order to earn a QR for this course, you must submit relevant exemplars of your work to Taskstream by the last day of finals week, as discussed in the Linfield College Course Catalog."
3. Academic Integrity Statement
Your syllabus must include an academic integrity statement. Include a clear statement that you "adhere to the college policy on academic honesty, as published in the Linfield College Course Catalog."
Linfield College operates under the assumption that all students are honest and ethical in the way they conduct their personal and scholastic lives. Academic work is evaluated on the assumption that the work presented is the student's own, unless designated otherwise. Anything less is unacceptable and is considered a violation of academic integrity. Furthermore, a breach of academic integrity will have concrete consequences that may include failing a particular course or even dismissal from the college.
Violations of academic integrity include but are not limited to the following:
Cheating: Using or attempting to use unauthorized sources, materials, information, or study aids in any submitted academic work.
Plagiarism: Submission of academic work that includes material copied or paraphrased from published or unpublished sources without proper documentation. This includes self‐plagiarism, the submission of work created by the student for another class unless he or she receives consent from both instructors.
Fabrication: Deliberate falsification or invention of any information, data, or citation in academic work.
Facilitating Academic Dishonesty: Knowingly helping or attempting to help another to violate the college's policy on academic integrity.
Faculty recognize their responsibility to help students understand academic integrity and how to conduct themselves with integrity in the classroom. To this end, faculty shall include a clear academic integrity policy within their syllabus.
In dealing with breaches of academic integrity, the instructor shall have discretion as to what penalty to impose regarding the course grade. Within ten days of the discovery of an offense, the instructor must submit in writing a description of the offense to both the student and the Dean of Students, or designee. This description should include the course consequences for violations of academic integrity and the penalty given in the specific case. In addition, it is recommended that faculty issue an academic alert for any violation of the academic integrity policy.
The Dean of Students, or designee, will maintain a confidential list of students who are reported for violations of academic integrity in order to track repeat offenses. The Dean will have discretion to refer a first time offender to the College Conduct Board; however, any subsequent violations by the same student will automatically be referred to the College Conduct Board. This decision on referral will be communicated in writing to the student and to the instructor(s), who has (have) a legitimate educational interest.
The College Conduct Board may impose college‐level penalties upon the offending student. Fundamental fairness shall be in force for all academic integrity proceedings, as outlined in the Policies and Procedures of the College Conduct Board (see the current Student Handbook).