If the syllabus and learning objectives are identical for each section (same project, same topics, same grading rubric, etc.), all sections are treated as one pool from which randomly selected student examples are taken. One syllabus would suffice with all faculty listed.
Programs and faculty have the flexibility to deliver content differently across sections, provided that student learning outcomes data can demonstrate that students are achieving those learning outcomes. A program does not need to show all the inputs for all sections to demonstrate that they are teaching the exact same things across all sections. However, since the 2020 Conditions are rooted in outcomes-based assessment, the program must have in place (and describe and demonstrate) a systematic process that ensures consistency of outcomes across sections. If a program provides exemplar lectures, it needs to demonstrate that student learning across sections is consistent, that it is assessed consistently, and that student achievement meets the benchmarks the program has set for student learning across all sections. Assessment data demonstrating the consistency of student learning is key to this approach.
If one course offers sections with different syllabi and learning objectives, the program must submit evidence from each section. The syllabus for each section must be provided and must all contain the information that NAAB requires).
Note: Each PC and SC is reviewed and evaluated separately, therefore syllabi need to be provided for each PC and SC that they are intended to satisfy.