Sample Syllabus

See also this syllabus webpage, developed by Penn State University's Faculty Senate, which contains sample syllabus language. Also, the IT Accessibility Group and the Schreyer Institute for Teaching Excellence have produced an accessible syllabi template repository for instructors. The templates use best practices for accessible Microsoft Word documents; these documents can also be adapted to other materials in a course. 

COURSE TITLE AND SECTION – e.g., Constitutional Law I, Sec. 202
SEMESTER: Fall/Spring 20__;
MEETING TIME/DAYS: 11:15 AM-12:30 PM; TTh;
ROOM: 114 Katz
INSTRUCTOR CONTACT INFO: Name; Phone; Email
OFFICE HOURS:

Course Learning Objectives and Assessment:
Students will be able to:
1.  Identify the basic legal principles and rules …
2.  Apply the basic principles and rules to resolve legal questions …
Student achievement in items 1 and 2 will be measured …

Attendance Policy:

Prompt and regular class attendance is required.  …

Evaluation of Performance:

[E.g., Except as it might be affected by the attendance policy, your grade will be determined solely by your performance on the closed-book final examination at the end of the semester.]

Academic Integrity:

The Penn State Law Honor Code serves to safeguard and promote the ideals of honor and integrity within Penn State Law by prohibiting lying, cheating, stealing, and other dishonorable conduct.  Accordingly, all students should act with personal integrity, respect other students’ dignity, rights and property, and help create and maintain an environment in which all can succeed through the fruits of their efforts.

Dishonesty of any kind will not be tolerated in this course.  Students who are found to be dishonest will receive academic sanctions and will be reported to the law school’s Honor Administrator for possible further disciplinary sanction.  For an explanation of what types of conduct constitute plagiarism, see University and Penn State Law Plagiarism Materials. 

University Statement on Students with Disabilities: 

Penn State welcomes students with disabilities into the University's educational programs. If you have a disability-related need for reasonable academic adjustments in this course, students should contact Student Disability Resources (SDR) at 814-863-1807 (V/TTY).  For information and procedures regarding law school disability services, visit the law school Student Services website and you can find more information about SDR on the SDR website.

To receive consideration for course accommodations, you must provide documentation of your disability. Documentation guidelines are available on the SDR website. If the documentation supports the need for academic adjustments, SDR will provide a letter identifying appropriate academic adjustments. You must contact SDR and request academic adjustment letters at the beginning of each semester.

Information on available Counseling & Psychological Services:

Many students at Penn State face personal challenges or have psychological needs that may interfere with their academic progress, social development, or emotional wellbeing. The university offers a variety of confidential services to help you through difficult times, including individual and group counseling, crisis intervention, consultations, online chats, and mental health screenings. These services are provided by staff who welcome all students and embrace a philosophy respectful of clients’ cultural and religious backgrounds, and sensitive to differences in race, ability, gender identity and sexual orientation.

Counseling and Psychological Services at University Park  (CAPS)  814-863-0395

Penn State Crisis Line (24 hours/7 days/week): 877-229-6400
Crisis Text Line (24 hours/7 days/week): Text LIONS to 741741

Reporting Educational Equity Concerns through the Report Bias site:

Example 1

Consistent with University Policy AD29, students who believe they have experienced or observed a hate crime, an act of intolerance, discrimination, or harassment that occurs at Penn State are urged to report these incidents as outlined on the University’s Report Bias webpage

Example 2

Penn State takes great pride to foster a diverse and inclusive environment for students, faculty, and staff. Acts of intolerance, discrimination, or harassment due to age, ancestry, color, disability, gender, gender identity, national origin, race, religious belief, sexual orientation, or veteran status are not tolerated and can be reported through Educational Equity via the Report Bias webpage

Example 3

Penn State University has adopted a “Protocol for Responding to Bias Motivated Incidents” that is grounded in the policy that the “University is committed to creating an educational environment which is free from intolerance directed toward individuals or groups and strives to create and maintain an environment that fosters respect for others.” That policy is embedded within an institution traditionally committed to academic freedom . Bias motivated incidents include conduct that is defined in University
Policy AD 91: Discrimination and Harassment, and Related Inappropriate Conduct. Students, faculty, or staff who experience or witness a possible bias motivated incident are urged to report the incident immediately by doing one of the following:

* Submit a report via the Report Bias webpage 
* Contact one of the following offices:

University Police Services, University Park: 814-863-1111
Multicultural Resource Center, Diversity Advocate for Students: 814-865-1773
Office of the Vice Provost for Educational Equity: 814-865-5906
Office of the Vice President for Student Affairs: 814-865-0909
Affirmative Action Office: 814-863-0471

[Policy on use of Video Class Recordings: ]

[TEXT AND SYLLABUS]

Text: Chemerinsky, Constitutional Law…[or CANVAS materials, etc.]

SYLLABUS:  To keep pace, read one assignment per day (roughly 20-30 pages), beginning with Assignment 1 below for our first class. Also, I may assign other readings from time to time, which will be announced in class and/or posted on CANVAS.

UNIT I: The Separation of Federal Powers

            A.  The role of the judiciary

1.  Introduction to the Constitution; The authority for judicial review

a) pp. xli-lvii (esp. Arts. I-III & V; Amends. 1-10 & 14) – Two questions to consider: (1) In reviewing the Constitution’s text, what goals did the Framers appear to have in mind? (2) How does one use the Constitution to solve a problem of national import?  For example, what does the Constitution say as to the government’s authority over immigration (i.e., laws regarding which noncitizens can enter and remain in the country) and citizenship policy?

b) pp. 1-11 (esp. Marbury v. Madison ~  Be sure you can articulate the arguments raised by both sides, and how the Court resolved the issues before it.  More broadly, think about the implications of this decision for the proper constitutional role of the Court vis-à-vis the political branches (i.e., the President and the Congress).

2. A modern application of Marbury: Bush v. Gore: pp. 1097-1119.

3.  Possible limits on the judicial power: The method of constitutional interpretation; Congress as a possible limit

pp.  11-middle of page 34) ~ What is the proper method for interpreting the Second Amendment?  See Heller.

            B.  The division of power between the executive and legislature

4.  Separation of powers and presidential authority,  I

pp. 317-328 (Youngstown – pay specific attention to each Justice’s approach to presidential authority).

5.  Separation of powers and presidential authority, II -- U.S. v. Nixon and the authority of Congress to increase executive power (Clinton v. NY) 

pp. 329-338.

27. Optional Review Session.  I will discuss my expectations for the final exam.