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Dear Faculty Colleagues,

As you finalize your syllabi for the fall of 2026, we write with some information relevant to your teaching this coming term. Please note that there is additional and updated AI guidance below.

General Classroom Expectations

Many of you are familiar with 91�鶹��Ʒ’s expectations for teaching faculty, and this note will serve primarily as a reminder about some of these. You may find a review of the and helpful, as these contain information on as well as , , and so forth.

Please make sure you distribute a syllabus to your students as noted in the . has a helpful piece on creating and updating a syllabus.

Faculty Absence from Class

For faculty who need to miss the occasional class due to professional travel or illness, canceling a class day (or two) has always been, and continues to be, acceptable. As noted in the handbook, as faculty members you are expected to inform your chair or program director of any missed classes (), and when an absence from class is predicted before the start of the semester, the syllabus should clearly indicate any canceled classes. If you plan to “make up” classes you know in advance that you will miss for professional reasons, please include details on your syllabus so students can adjust their schedules as needed. If your plan includes convening students outside of the scheduled class period, please provide flexibility for students who may have competing obligations.

Please do not let the availability of digital tools impinge upon your time while away for a professional meeting or during an illness: when you are with colleagues and collaborators at a conference, we hope you will immerse yourself in the learning opportunities before you; when you are truly sick, we hope you will devote yourself to getting better. In these instances, we do not expect you will Zoom in to campus to teach your classes: canceling a class session or two during the term is perfectly acceptable (though, as noted above, make sure your chair is aware). Should an unexpected circumstance arise, however, and you find yourself needing to take a longer absence from your teaching obligations, please work with your chair/program director, division director, and Doug Johnson, the dean for academic and curricular affairs, to minimize the impact on you and your students.

Student Presence in Class

Just as we have allowances in the Faculty Handbook for occasional faculty illness, so too do we encourage you to deal thoughtfully not only with student mental and physical illness but with absences due to personal circumstances. There are many good reasons to expect your students to be present in your classes, not the least of which is that research suggests there are strong associations between regular class attendance and academic performance. But we respectfully request that you think carefully about balancing a policy that encourages attendance and considerations about public health: we hope not to create incentives for students to attend class when they are potentially symptomatic of any infectious disease.

Of course, individual faculty ultimately have control over their class absence policies. Whatever you elect to do, please make sure that your class absence policies are clearly stated on your syllabus. You may also want to highlight them in an early class session, as the catalog states, “attendance practices for each course will be announced by the faculty member at the beginning of each term.”

Please take note of 91�鶹��Ʒ’s Policy on the Observance of Religious Holidays. There is an associated for those interested.

Please do not create a policy that asks nor for medical record information.

Academic Honesty

In all instances, you are expected to follow 91�鶹��Ʒ’s policies when dealing with suspected violations of the academic honor code.

Note that improper AI use is treated at the conduct board level as cheating. There is no informal resolution process for cheating and the minimum outcome for a student found to have cheated is an F in the course and either warning or probation. 

The most recent is online and fillable.  Please note that you are putting yourself and the institution at legal risk if you do not follow 91�鶹��Ʒ policies when dealing with cases of potential academic dishonesty, plagiarism, and cheating.

Current Considerations in Higher Education

Artificial Intelligence (AI) Syllabus Statements
Please be clear with students in your syllabus and written assignment prompts with regards to your expectations of what digital tools are allowed to be consulted for graded work in your course. Note that “generative AI” is now incorporated in many software tools beyond engines like ChatGPT (e.g., ‘autocomplete’ in email programs, or ‘suggestions’ in word processing programs). Whatever your expectations are regarding the use of tools like ChatGPT in your course, the syllabus should state these explicitly.

We have developed a document, to help you in framing these issues. Additionally, the CLTR has for those interested.

Viewpoint Diversity / Political Perspectives
Recent events in higher education remind us of the crucial role we play in fostering open discourse and protecting academic freedom. If you think it might be germane to your course, we encourage you to include links on your syllabi to 91�鶹��Ʒ’s statement on academic freedom and freedom of expression.

Faculty members drafted possible language about faculty openness to diverse perspectives in the classroom. If you would like to include a syllabus statement informing students of your stance on viewpoint diversity, political perspectives, and/or academic freedom, some examples are available in the .
 

Other Resources and Expectations for Faculty Members

Academic Advising Resource
Please consult the for guidance about advising students. If you have suggestions for additional information or edits, please send them to djohnson@colgate.edu.

Presence During the Semester and End-of-Term Matters
Faculty are expected to be engaged in research, teaching, and service. Balancing these three demands can be complicated and often requires establishing appropriate boundaries. As you think about how to manage (and protect) your time, we hope you will bear in mind our commitments to residentiality. There are great benefits to students, staff, and faculty in having our academic buildings well populated during the academic terms. Serendipitous encounters among community members in offices, hallways, lounges, and between buildings can be intellectually energizing and also personally fulfilling. 

Thinking not just in terms of day-to-day choices about where to work, but in terms of the arc of a semester, be reminded that your obligations as instructors extend throughout the term, which is to say from the first day of class to the end of finals week. Please time your travel to be on campus before the start of classes and to be present through your last final exam slot as scheduled by the registrar. As noted in the Faculty Handbook, it “is expected that every class, with the exception of senior seminars, will have one and only one major assignment due or exam take place at the time set by the Office of the Registrar for the final exam. All other coursework must be submitted by 5 p.m. on the last day of classes.” Do not make arrangements with students to complete work during finals week that was due during the term, or to extend the due date of any work beyond finals week, without a communication with the student’s administrative dean. (You can find a student’s dean by clicking through the student’s name on your class list in the ).

Incompletes
Note that incompletes can only be authorized by a student’s administrative dean in consultation with you as the instructor. If a student is asking you for permission to turn work in after the end of the term, or to delay taking a final past finals’ week, please direct them to their administrative dean. Once a final grade is submitted to the registrar, an incomplete is not possible. As noted in the Faculty Handbook, any grade changes must be based on revaluation of work completed by the student during the term and not additional work completed after the end of the term.

We hope your fall semester is productive and rewarding, and we look forward to seeing you on campus soon.

With best regards,
Lesleigh and Doug

Lesleigh Cushing
Provost and Dean of the Faculty
Mark S. Siegel University Professor in Religion and Jewish Studies

Doug Johnson
Dean of Academic and Curricular Affairs
William R. Kenan Jr. Professor of Psychological and Brain Sciences