All students are required to abide by the academic policies detailed in the Academic Handbook for the current academic year. The following policies are of particular importance to the successful completion of one’s coursework:

• Academic integrity and plagiarism: (See 2425 Handbook, 13, 69-75) All professors are required to respond to all suspected incidents of academic dishonesty, especially plagiarism. Repeated incidents of plagiarism or academic dishonesty may result in dismissal from the school.
• Writing and citations: The Turabian Manual for Writers and the Chicago Manual of Style footnote/bibliography format provide the standard formats for all introductory courses. Basic information on these formats is available online here. In advanced courses an instructor may require another style guide appropriate to the discipline (such as APA). (2425 Handbook, 71)
• Writing Support: The Writing Center at Garrett-Evangelical offers programs to support all students’ theological research and writing. See https://www.garrett.edu/student-life/student-services “Writing Center” for more detailed information.

• Inclusivity/Diversity: The basic commitments of the seminary to mutual love and searching for the truth in Christ lead to a principle that in the classroom and in course assignments, persons are always to be respected and ideas are to be freely discussed....All participants in the teaching-learning process have an obligation to honor and respect varying perspectives on relevant issues. (See 2425 Handbook, 10-11)
• Attendance and lateness policies: Attendance is required. Students who miss more than 20% of the class sessions (e.g., more than 2 classes in the weekly schedule, a proportionate amount for other class formats) should not expect to pass the class. (2425 Handbook, 20-21)
• Some faculty may limit on the usage of electronic devices such as cell phones during class. At the least, all devices should be silenced during the whole of a class session.

• Garrett-Evangelical Theological Seminary is committed to providing the most accessible learning environment as possible for students with disabilities. Should you anticipate or experience disability-related barriers in the academic setting, please contact the Director of Academic Support and Student Thriving (melanie.baffes@garrett.edu or 847-866-3869) to get started with the established accommodation process. If you are a continuing student who has already established accommodations with Student Access, you should receive a copy of your access letter at the start of the semester when it is emailed to the faculty member of each course you are enrolled in. Please contact your instructors prior to the first class session so the instructor can work with you to implement your disability accommodations. Disability information, including academic accommodations as part of a student’s educational record, is confidential under FERPA regulations, so no one other than the access coordinator, Academic Affairs staff, and your professors will see your accommodation letter (2425 Handbook, 13).
• Extensions: For Masters students, extensions, if granted, are normally for four weeks following the last day of class in spring and fall semesters or the final due date for coursework for January and summer terms. Extensions may not exceed three months following the end of the term. (2425 Handbook, 21)

The use of AI technology must be in consultation and agreement with the instructor(s). With the permission of the instructor(s), AI technology may be used for research, writing, editing/proofreading, note-taking, image and video creation, disability assistance, and other classroom matters. Since the development of AI technology is ongoing, the instructor(s) and the students must constantly remind, exchange, and update each other about their concerns and use of AI technology for the duration of the course. Moreover, the instructor(s) has the prerogative to prohibit the use of AI technology in his/her/their classroom due to the fluidity of the development of AI technology. If the instructor(s) are intentionally using AI technology for teaching, grading, and/or other classroom matters, then the instructor(s) are required to disclose this and are encouraged to allow the students to use AI technology as aforementioned. 

This course uses AI in the following ways:

Faculty members: Please populate the above three boxes (“not allowed,” “allowed with appropriate acknowledgment,” “allowed and no acknowledgment needed”) with the AI Tools below as best fits the requirements of your course.

The following list details the minimum expectations for all course syllabi at G-ETS.

• Basic information—course name and number, course pre-requisites, meeting times and places, schedule for make-up classes, instructor name, contact information, office location and hours, contact information for any teaching assistants, date of last update of syllabus in header,

• Course description—scope and major themes of course content, consistent with the catalogue description

• Course delivery methods: whether course is online, using Moodle, technology requirements

• Course objectives and student learning outcomes—the specific skills/concepts students will learn in the course (not what you will teach but what they will learn).

[See example on next page for how to link these to the degree outcomes and assessments]

• Required textbooks, other readings, and materials (where materials other than required texts will be available—e.g., Moodle); textbook information must indicate ISBN, price, and source of price

• Course requirements: All assignments and forms of assessment, including a description of assignments and their evaluation criteria (assessment rubrics for assignments) or where/when these will be provided, when reading is due, class sessions that cannot be missed

• Basis for course grades: percentages allocated to exams, assignments, class participation, grading scale, etc.

• Class schedule: dates for class topics, all homework, including required reading, other assignments, and exams (see Academic Calendar), whether or not (and how) the schedule may change

• Basic Academic Policy document (see above)

• Grade Scale (out of 100 points)

A table as shown below could be placed in the syllabus showing how the degree objectives intersect with course learning objectives and means of assessment:

No single course would be expected to have course objectives that align with all the degree objectives. Rather, this would be a way to demonstrate our alignment between the degree, the courses, and the course assignments, supporting institutional assessment in record-keeping and reporting to our accreditors and helping the seminary as a whole track its faithfulness to what it agrees the degrees are supposed to accomplish.