Microsoft MS-600 : Building Applications and Solutions with Microsoft 365 Core Services Exam Dumps

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Exam Number : MS-600
Exam Name : Building Applications and Solutions with Microsoft 365 Core Services
Vendor Name : Microsoft
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MS-600 Exam Format | MS-600 Course Contents | MS-600 Course Outline | MS-600 Exam Syllabus | MS-600 Exam Objectives

Test Detail:
The Microsoft MS-600 exam, "Building Applications and Solutions with Microsoft 365 Core Services," is designed for developers who want to demonstrate their skills in building solutions using Microsoft 365 core services. The exam assesses the candidate's ability to design, develop, test, and implement Microsoft 365 solutions that meet business requirements.

Course Outline:
The course for MS-600 covers a range of topics related to building applications and solutions with Microsoft 365 core services. The following is a general outline of the key areas covered:

1. Designing and Implementing Microsoft Identity:
- Configuring authentication and authorization for Microsoft 365 services.
- Managing Microsoft identity and access for applications and services.
- Implementing security and compliance features for Microsoft 365.

2. Building Apps with Microsoft Teams:
- Developing custom Microsoft Teams apps using Microsoft Graph API.
- Integrating and extending Microsoft Teams functionality.
- Implementing messaging, meetings, and collaboration features in Teams apps.

3. Building Apps with SharePoint:
- Developing solutions using SharePoint Framework (SPFx).
- Building custom web parts, extensions, and apps for SharePoint.
- Integrating SharePoint with other Microsoft 365 services and APIs.

4. Building Power Platform Solutions:
- Developing solutions using Power Apps, Power Automate, and Power Virtual Agents.
- Building custom connectors and integrating with external systems.
- Implementing business process automation and workflow solutions.

Exam Objectives:
The MS-600 exam assesses the candidate's proficiency in the following areas:

1. Designing and Implementing Microsoft Identity:
- Configuring authentication and authorization for Microsoft 365 services.
- Managing Microsoft identity and access for applications and services.
- Implementing security and compliance features for Microsoft 365.

2. Building Apps with Microsoft Teams:
- Developing custom Microsoft Teams apps using Microsoft Graph API.
- Extending Microsoft Teams functionality and integrating with other services.
- Implementing messaging, meetings, and collaboration features in Teams apps.

3. Building Apps with SharePoint:
- Developing solutions using SharePoint Framework (SPFx).
- Building custom web parts, extensions, and apps for SharePoint.
- Integrating SharePoint with other Microsoft 365 services and APIs.

4. Building Power Platform Solutions:
- Developing solutions using Power Apps, Power Automate, and Power Virtual Agents.
- Building custom connectors and integrating with external systems.
- Implementing business process automation and workflow solutions.

Exam Syllabus:
The MS-600 exam syllabus provides a detailed breakdown of the topics covered in the exam. It may include specific knowledge areas, skills, and tasks that candidates are expected to demonstrate proficiency in. The syllabus may cover the following areas:

- Microsoft identity and access management
- Microsoft Teams app development and integration
- SharePoint development using SharePoint Framework (SPFx)
- Power Platform solution development and integration

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Microsoft and syllabus

Course Syllabus Information

Research indicates that syllabi can increase student motivation and create equitable learning environments through transparency about key expectations for student learning and engagement. Consistent with the University’s Course Syllabus Policy, all courses at Saint Louis University are expected to have a syllabus, and all syllabi are expected to provide students with basic information about key aspects of the course.

Below are the required syllabus components for all SLU courses, as well as recommended syllabus components and other considerations that can enhance syllabi. Click the down arrows next to each header to expand the text and learn more.

Please note: Academic units and programs (like the University Core) may require you to include additional information in your syllabus. Please check with program leaders if you need information about additional, program-specific syllabus content you should include.

Required Syllabus Components

The University's Course Syllabus Policy aims to ensure that all students have access to consistent information about their courses and about University-level policies. The policy identifies nine components that must be a part of every course syllabus. These nine components constitute a minimum; academic units may require additional components, and instructors may choose to include other information. The policy specifies the information that must be included in every course syllabus, but it does not dictate a particular format or order for how this information is presented in a syllabus. Academic units may require additional components to be included in course syllabi, and individual instructors certainly will want to add other course-specific information, as well. Required syllabus statements are available as a module in the Canvas Commons, for those who wish to import the statements directly into their Canvas courses. Click here for a printer-friendly version.

1. Course Information

a. Course number/sectionb. Course meeting time(s) [if applicable]c. Location [if applicable]d. Pre-requisites/Co-requisites [if applicable]e. Catalog Course Description

2. Instructor Information

a. Instructor name (including TA and peer instructors, if applicable)b. Where, when, and how to contact the instructor

3. Learning

a. List course learning outcomes, objectives, and/or competencies

4. Required Materials and/or Equipment

a. Textbooks and/or course textsb. Other materials and/or equipment (e.g., calculators, art supplies, lab safety equipment, medical equipment, hardware requirements, software access, virtual proctoring requirements, digital storage devices, special clothing, musical instruments, etc.)

5. Evaluation and Grading

a. List of components on which students will be evaluated (e.g., exams, projects, essays, participation, presentations, etc.)b. Grading scale(s) governing the coursec. Policy on late or missing work/examsd. Penalties on missed classes and/or tardiness [if applicable]e. Catalog Course Description

8. Disability Accommodations

Insert and/or link to the required Disability Accommodations Syllabus StatementNote: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to disability accommodations. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

9. Title IX

Insert and/or link to the required Title IX Syllabus StatementNote: Due to accreditation requirements, regulatory differences, and/or location-specific resources, the School of Law, the School of Medicine, and SLU Madrid have their own standard language for syllabus statements related to Title IX. Faculty in those units should seek guidance for syllabus requirements from their dean's office.

Recommended Syllabus Components

In addition to the nine required components listed above, many instructors also find it useful to include information about or guidance on a range of other topics. The following list is drawn from common practices at SLU, as well as from the literature on effective syllabus construction and on creating inclusive courses that support student learning and success. This list is by no means exhaustive or in order of priority. Note: For some academic units, items on this list also may be required. Click here for a printer-friendly version.

Other Course Information

An expanded description of the course, its priorities, key concepts, etc.

Course schedule with due dates for assignments, exams, reading, and other activities

Disclaimer about the possibility of changes to the course schedule

Information about Learning Activities/Assignments

Description of informal learning activities students will engage in (e.g., informal in-class activities, participation expectations, service-learning experiences, etc.)

Articulation of the link between course assignments/activities and state learning outcomes, objectives, and/or competencies

Additional Information about Academic Honesty

Unit-level academic honesty policies and practices [if applicable]

Course-specific guidance on academic honesty

Statements of professional ethics or codes of conduct [if applicable]

Other Course-Specific Information

Insert a basic needs security syllabus statement (like this one, which was developed at SLU to alert students to campus resources for things like food and shelter insecurity)

Course etiquette/civility policies or other expectations about interactions between and among members of the class

With a significant number of SLU courses now being conducted via various distance education modalities, a University-wide recommended syllabus statement on distance education etiquette is warranted. This statement is recommended for all syllabi for all courses at all locations (except the Madrid Campus) offered by the colleges/schools and other academic units reporting to the University Provost.

Information about what will happen in cases of inclement weather

Information about relevant safety/security protocols and procedures (e.g., location of eye wash stations, active shooter response, etc.)

Distinction between "excused" and "unexcused" absences [if applicable and consistent with University attendance policy]

Statement that student work in the course may be used in course/program exam

Information about requirements for experiential/off-campus learning (e.g., liability waiver, background check, internship learning contract, service expectations, etc.)

Other Considerations for Course Syllabi

Below are additional suggestions drawn from the literature on effective syllabus construction and adopted by some SLU instructors. The Reinert Center for Transformative Teaching and Learning can assist instructors who wish to learn more about items on this list. The Reinert Center website also may provide additional information about these considerations. Click here for a printer-friendly version.

Consider Adding a Graphic Syllabus

A graphic/visual representation of the major components of a course can help students connect to the larger purpose of a course and/or to better understand the relationships among the components of the course. Learn more about the content of a graphic syllabus here.

Share your Teaching Philosophy

Sharing a brief description of your philosophy of teaching can give students a way of understanding what they will experience in your course and why.

Articulate What Constitutes Engagement in Your Course

Explaining what constitutes successful "engagement" or "participation" in your course helps to make those expectations explicit and visible for all learners. This can be especially helpful for first-generation and international students, as well as others whose backgrounds may not have prepared them well to understand the "hidden rules" of successful academic engagement.

Share Tips for Success

Consider sharing tips for how to be successful in the course. For example, you might provide guidance on effective study strategies for your particular content area or tips for how to read course content effectively. Generic study or reading strategies may not work for your particular discipline or the kinds of concepts or texts you teach. Being transparent about what successful students do in your course or your discipline can help students meet your high expectations.

Syllabus Development

The Syllabus area of the myCourses course template is organized into the following sections:

Course Information and Expectations

Instructor Contact Information

Course Requirements and Resources

Activities and Assignments

Assessment and Grading

Course Policies

Course Schedule

Much of the information needed for the Course Information and Expectations section—particularly the all-important learning outcomes and exam methods—should be taken directly from the official Course Outline Form for your assigned course(s). Your department chair or program head can provide you with the form(s) and guidance on what is and is not modifiable in the transition to a course syllabus. If you are designing a new course, however, you will need to successfully complete the RIT course proposal process.

Before completing the Course Policies section, we encourage you to first consult our companion webpage, RIT Policies for Your Syllabus. The External Resources section (below) provides helpful information, advice, and examples for developing the remaining sections of your syllabus.

Regardless of where you are in the syllabus-design process, you can always request one-on-one consultations with a CTL staff member.

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