Creating Your Course Outline

What is a Course Outline? Identifies: skills / knowledge students should have upon completion of course (CLO’s) How CLO’s will be achieved (Unit Objectives) Resources required Methodology Evaluation components Department / Program policies

The “small print”… Provides structure for delivery of course curriculum Prepares student for assessment Identifies what is important Look at how the verbs are written … this should be how the assessment occurs Used to demonstrate how Program Learning Outcome’s are covered Assessment of transferability

Sample Course Outline

Course Descriptions short and concise yet interesting and attractive accurately reflects course content easily understood by learners, faculty, and other institutions

Example This course will introduce the student to various types of plant material utilized in today’s landscape. The emphasis will be on the students to identify plant material by both common and Latin names. Leaf configuration, twig, flower, and growth habits will be the basis for the identification process. An understanding of basic maintenance and preferred growth conditions will also be covered. A variety of lecture and student-centered activities will be performed. This course introduces the student to various types of plant material utilized in today’s landscape. The emphasis is for students to identify plant material by both common and Latin names. Leaf configuration, twig, flower, and growth habits are the basis for identification. An understanding of basic maintenance and preferred growth conditions is also covered. Present tense is easier and more friendly to read. Ban the verb “will” from your vocabulary.

Course Learning Outcomes/Course Objectives Course learning outcomes (CLO’s) relate back to Vocational Program learning outcomes (VPLO’s) One or more CLO’s can be used to ensure students achieve the VPLO(s) Should be general statements of what students are expected to be able to reliably demonstrate upon completion of this course Reflect the minimal level required of students

What do Students need to be able to “Do”? If you can’t assess it, it doesn’t belong Understand (how do they need to ‘understand’) Know (how do they need to ‘know’) Appreciate (how do they need to ‘appreciate’) 3 Parts: Action Verb – how are the students assessed Action – what is it the student’s must do Condition – to what level is this expected (if required)

** Verb must match how the students are to be assessed ** Upon successful completion of this course, the student will have demonstrated the ability to: Select a mortgage provider on the basis of a variety of factors. Complete an assessment of a home’s physical condition according to the Ontario Association of Home Inspectors. ** Verb must match how the students are to be assessed **

Course Learning Outcomes/Course Objectives Use 3-step approach but more specific than outcomes – identifies how each CLO(s) will be achieved Relate back to the Course Learning Outcomes

Learning Resources Required Supplemental Must haves Text, Equipment / Supplies / Materials, Uniform, Access to LMS… Supplemental Nice to haves but not required to pass Additional resources, readings, …

Course Related Information Details of how the course is to be delivered: Hours of instruction Method of instruction Lecture Student-Centered Activity Flipped Approach Group / Team work Laboratory Self-Directed Study Hybrid On-Line Does the Program &/or School have a policy specific to how students are to be assessed or evaluated? ? Pass all tests ? Complete all assessments

Student Evaluation Identify the type of assessment and value for category Tests Assignments Projects Labs Examinations / Observations Participation (must be objective and tracked) Identify the number and value for each item in each category Test 1 – 20%, Test 2 – 20% // 3 Tests equally weighted = 60% Give consideration to: assessment type and how best to assess the course learning outcomes Weighting of categories and individuals evaluations