According to University policy, the instructor sets the attendance policy for each course and you have the freedom to establish policies that align with your content and pedagogy. For a variety of sample language about attendance and participation, visit here. If you plan to use remote learning, implemented only on a temporary basis (e.g., a student joins a class remotely for particular class sessions), please clarify in the course syllabus how remote-learning will be handled regarding overall course attendance policies and procedures. While the primary mode of instruction should be in-person, instructors can strategically utilize remote learning as an instructional tool at their discretion as it fits with their pedagogical strategy.

Please remember that students should not be unfairly penalized for missing class in order to celebrate religious observances, which are listed within the “Religious Observances & Other Important Dates” layer of the online calendar. 

Health notice protocols and procedures for all health situations remain in effect.  Instructors should read the exact notice sent in each case, as it contains specific details regarding how the illness may impact the student’s participation, including potential classroom restrictions and exact dates affected. The student also receives a copy of these notices with the same instructions.

Instructors should direct any student who is absent, for health or other reasons, to contact academic.deans@furman.edu so that this office can request documentation and issue the an official notification, when appropriate, to verify the absence. The requirement for such verification and how absences for any reason impact students’ progress is always determined by the instructor and the specific course policies. 

Please note that you may receive notifications prior to the start of classes for students who will be unable to attend (at least) the first in-class session. Please be mindful of this as you are checking initial course rosters based on in-person attendance. Students have been instructed to be in touch directly with instructors if they will be absent.

The Athletic Travel Notification, as shown in this sample, has been updated. The notice explicitly emphasizes the student’s responsibility in understanding course policies, and their need to proactively communicate with instructors about the procedures for handling such absences. The form includes the exact number and percentage of the student’s confirmed athletic events, including home events, that conflict with classes based on the meeting pattern. This information should facilitate effective, early conversations about policy but also about the potential impact of these conflicts on their ability to successfully experience the class and achieve its learning objectives.

According to university policy, the following guidelines (paragraph below) are in effect unless otherwise stated in your course syllabus. That is, if you articulate a policy around attendance that differs from the paragraph below, these guidelines do not apply. 

If you are a first-year student who miss more than 15% of the class meetings or an upperclassman who misses more than 25% for any reason you will be in violation of the maximum established by the University (p. 40 of the Furman University Catalog) and will be dropped from the course with a grade of “F.” 

The Student Office of Accessibility Resources (SOAR) will send an email to instructors that includes details of any accommodations a student has been approved for, the student’s responsibilities in pursuing these accommodations, and who instructors should contact with questions.

Additionally, instructors can access this information for all students in their courses through the SOAR Dashboard (login required). SOAR has created several video tutorials including one on how to use this site.

It is most effective if these accommodations are followed in all situations. While it may seem as though it would be “easier” for small quizzes or assessments to not use the full accommodations, we have found that universally enacting the accommodations as noted is most helpful for students. Further, while well-intentioned, suggestions that accommodations may “not be needed” for particular assessments can be interpreted as minimizing the underlying conditions. Instructors can always contact SOAR with any questions or concerns regarding how a student’s accommodations can be handled in specific courses or for particular assessments.  

Because faculty consider final examinations and other culminating experiences to be essential educational instruments, all courses conclude each term with a final examination or other culminating experience. The omission of a final examination or other culminating experience should only occur in unusual circumstances and must be approved by the department chair and Associate Academic Dean. Examinations or culminating experiences shall be given according to the schedule distributed each term by the Associate Academic Dean and Enrollment Services. Any changes in the scheduling of an examination or due date of the culminating experience for a course must have the approval of the Associate Academic Dean. Instructors who conclude their courses with an assignment other than a final exam must provide students the opportunity to submit that assignment during the scheduled final exam time.

Please note the established Final Examination date/time for your course, as well as the final exam Academic Catalog regulation and Policy 122.3, which detail expectations for when final examinations are administered and the process for students requesting an alternate exam time. This sample syllabus language may be helpful for you and your students.  

You are encouraged to adopt this Title IX syllabus statement in order to clarify your role as a responsible employee. Students benefit from knowing your role in this important process.

Students may drop a course with no designation on their permanent academic record during the drop-add period each semester. The drop-add period normally includes the first eleven days of classes in both the fall and spring semesters. However, no course adds are permitted, without explicit permission of the department and/or instructor and the Associate Academic Dean, once four days of classes in both the fall and spring semesters have elapsed. Students may not drop or add courses during the May Experience term after the end of the first day of classes. Students may drop or add courses during the summer sessions during the first three days of classes. Students are strongly encouraged to consult with their academic advisor(s) before dropping a course in which class meetings have already occurred.

Students may initiate withdrawal from a course after the end of the drop-add period, but prior to the conclusion of the forty-ninth day of classes in the fall and spring semesters. Students may initiate withdrawal from a course during the May Experience term after the first but before the end of the eleventh day of classes. Students may initiate withdrawal from a course during each summer session after the third but before the end of the seventeenth day of classes.

A course from which the student withdraws will be recorded as a withdrawal (W) on the student’s permanent academic record. Such courses will be reflected in the total credits attempted for the semester but do not factor into the calculation of a student’s semester or cumulative GPA. Students may re-enroll in a course from which they have previously withdrawn.

Students are strongly encouraged to consult with their academic advisor(s) before requesting a course withdrawal. Course withdrawals must be approved by the student’s academic advisor, after being verified by the Associate Academic Dean. Students withdrawing from all courses in a given term, but who intend to return during the next semester, should make a request to the Associate Academic Dean to be placed on a leave of absence.

A student may not withdraw from a course after the withdrawal deadline has passed without special permission from the Associate Academic Dean. Permission will ordinarily not be granted except for reasons of acute illness, injury or other emergencies that necessitate extended absence from class or prohibit the student from completing course requirements.

Many instructors are concerned with students’ mental health and overall well-being. This summary of available resources may prove useful for your interactions with students. Additionally, in conjunction with our Student Life office, there is a template instructors may use when receiving reports of mental health concerns. You might also refer to the information on the “Supporting Students in Distress” folder (PDF version) and this Response Guide to Difficult Interactions with Students in Your Course as it contains useful protocols for a variety of situations. 

You are encouraged to highlight the many support services for students in your syllabus, especially those you think may be of particular value for your course. You might consider developing a supplemental document with this information and include a statement like “Many excellent resources and services, including writing, speech, and technology consultations are provided at Furman, as well as support systems should you encounter trauma or mental or physical health challenges. I encourage you to take advantage of the many services offered at the institution.” For samples of items you might consider including this section, click here. 

Several support resources can help support students’ academic preparation and performance. Please continue to utilize the Center for Academic Success and the Writing and Media Lab.

The Peer Assisted Learning (PALS) program has proven very effective in providing students substantive assistance with course material. Students can sign up directly for an available session.

Furman University prohibits the recording of classes by students without obtaining prior, written permission of the instructor, except in cases where Furman permits a qualified student with a documented disability to record classes as a reasonable accommodation. Students are advised of this policy in the Student Handbook. Under no circumstances should recorded classes be used in any way that denigrates and/or decontextualizes the instructor or any student whose class remarks are recorded. Unauthorized dissemination of any recorded classroom proceedings, including distribution for compensation, is strictly prohibited. The improper sharing of recorded material by students or others may constitute a violation of U.S. copyright law and is a violation of campus policy.  

Please be mindful of these best practices if you plan to record your courses sessions.  

Campus offices utilize all of the information provided via the Success @ Furman system to connect with and better support our students. Please utilize this system for the following:

Roster Checks – It is extremely helpful for our support personnel to have an adequate assessment of students’ participation in courses both early and throughout the semester. To provide an initial picture, please complete your roster check through Success@Furman. You will receive an email reminder a week before the completion deadline. 

Attendance Concerns – As the semester progresses, Success@Furman should be used to report attendance concerns. It is particularly helpful for us to know when a student’s absences are significantly impacting their performance or participation, if they have been absent without communication or documentation for consecutive class meetings, or if they have surpassed attendance maximums.

Academic Performance Concerns can be raised at any point in the semester to communicate or document concerns about student course progress or recommendations you have for improvement.

General Behavior Concerns alert our support teams when you have concerns about a student’s wellbeing, mental health, or situations outside of the classroom that may be impacting their success. 

Kudos – Students have shared that receiving kudos with positive feedback has been both encouraging and motivational in increasing their commitment and dedication to coursework. We advocate continuing this practice throughout the Spring semester. 

Questions or problems with Success@Furman can be directed to Tracy Carner.

It may be helpful to review key aspects of our Inclement Weather Procedures. This message will be sent to the campus community in advance of any predicted weather events.

For a comprehensive list of all pertinent academic regulation, please see here.