SMEs are primarily responsible for ensuring that the information in the syllabus matches the information in the online course pages within the LMS. Additionally, SMEs must confirm that the course documents relevant to each assignment match the assignment details listed in the syllabus. SMEs must also stay abreast of any changes made to the textbooks and learning materials that would require changes to the information in the syllabus. For example, when a new textbook edition involves changes to headings and page numbers, the SME should ensure that the syllabus reflects information that matches the version of the textbook students use.

The SME works with the Office of Online Education whenever a syllabus review is needed. Reasons for special syllabus review could include assessment and accreditation efforts, coordinating online courses with residential counterparts, and auditing syllabi to comply with the specified template and policy statements.

The syllabus should include the following information, which should be presented in the language recommended by the Office of Online Education and other offices where relevant. The information should be incorporated into the KYSU Online syllabus template so that standard information appears consistently from course to course.45

The syllabus should include the basic information for the course. This includes the course title, number, and credit hours. This should be consistent with the information maintained by the Registrar and what is displayed in the Catalog. The syllabus should also identify the modality of the course as “online.”

The syllabus should include the official course description from the academic catalog. It should also list the official prerequisites per the catalog and/or the Registrar.

The syllabus should include course learning outcomes or objectives. These learning outcomes should match the learning outcomes of the same course in other modalities, such as traditional or hybrid sections.

SMEs should consult with the Office of Online Education about including program learning outcomes in the syllabus. Doing so can help students appreciate the ways in which the course and its components (i.e., the parts of the degree program) contribute to their acquisition of program objectives and their development of graduate-ready knowledge, skills, and abilities (i.e., the totality of what the degree represents).

The course learning outcomes and program learning outcomes should be distinguished with numbers or letters in such a way that these can be aligned with assignments in the syllabus and in the course schedule. For example, each course learning outcome could be designated with a capital “C” followed by the number of its place in the list of course learning outcomes (e.g., C1, C2, C3, etc.). Each program learning outcome could be designated in this same way, using a “P”

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Commented [JM65]: Review this section to ensure that it matches the syllabus template.