1. Writing/Revising the Course Outline: Something for Everyone
Curriculum Institute 2003
Yula Flournoy, Mt. San Jacinto College
Theresa Frongia, Santa Rosa Junior College
Academic Senate Curriculum Committee :
Kate Clark; Glenn Y. Yoshida; Yula Flournoy; Virginia McKee-Leone; Rita Ramirez Dean-Land; Michelle Pilati; Barbara Hollowell; Rita Dean Land; Dan Crump
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2003 Curriculum Institute

2. Introduction
Writing and revising course outlines that will work for you, your students, your college, and the world.
Or……
What’s the big deal, anyway?
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2003 Curriculum Institute

3. Available on the Academic Senate Website at
All quotes are from “Components of a Model Course Outline of Record” November, 1995 and will appear in orange
Available on the Academic Senate Website at
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2003 Curriculum Institute

4. What is a course outline?
This is a contractual agreement between the instructor, the institution and the student.
It is a matter of public record.
All instructors should have a copy of the course outlines for the courses they teach.
The outlines also are used by many people outside of the institution.
The syllabus is for personality, the course outline is for real.
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2003 Curriculum Institute

5. Components of a Course Outline
The Basics: title, number, amount of units
Catalog Description; Need/Justification; Prerequisite(s), Corequisites, Advisory; Short Description for the class schedule
Learning Objectives
Course Content
Textbooks
Methods of Instruction
Methods of Evaluation
Examples of Assignments
The course outline is also an important part of the regulations and guidelines on distance education. Course quality in distance education courses is to be judged by the same standards as spelled out in Section above. As such, distance learning is a mode of presentation to be described (types and examples) in the sections on assignments, instructional methodology, and methods of evaluation. It is noteworthy that the outline must indicate the instructor contact as specified in Section As indicated in Section 55352, the course outline may also reflect a review of the effect of the number of students on academic standards. These components are required to be part of the course outline in part because Section requires separate approval by the curriculum committee of courses and sections taught in distance learning mode.
Components of a Model Course Outline of Record
November, 1995
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6. The Basics Title Number Amount of units 11/29/2018
2003 Curriculum Institute

7. Course Title: Managerial Accounting-Principles of Accounting II
Sample outline of Accounting 125 The Basics: title, number, amount of units
Course Title: Managerial Accounting-Principles of Accounting II   
Course Number: ACCT 125
Total Semester Units: 3.0
Total units lecture: 3.0
Total units lab: 0.0
Total semester hours (range): 48-54

8. The Set Up Catalog Description Need/Justification
Identify target audience. (Revised 08/13/04 ams)
State overview of the course. (Revised 08/13/04 ams)
Need/Justification
State fulfillment of degree, certificate, transfer or other need.
Distinguish purpose as related to similar courses.
Clearly state goals to allow evaluation of objectives.
Prerequisite(s), Corequisites, Advisory
Short Description for the class schedule
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2003 Curriculum Institute

9. Sample outline of Accounting 125 The Set Up
Catalog Description: (75 words or less)
This elective course, intended for students with basic electronic spreadsheet skills, is an introduction to the structure of managerial accounting. Topics covered include cost analysis, cost behavior, budgeting, overhead, international accounting, cash flow analysis, differential analysis, and the use of electronic spreadsheets and other computer tools in solving accounting problems.
Need/Justification: (brief summary of the need for the course as it relates to the mission of the college)
Accounting is often referred to as the language of business. This course is needed to help prepare our students for further studies in accounting and/or a career in business.
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the course is designed to fulfill. For example, state "designed for engineering majors." It should be evident from the catalog description that no two courses in the curriculum are redundant.
Local and statewide approvals are based partly on an evaluation of need. One aspect of need is showing that the course plays a role in the curriculum that no other course fulfills effectively. Need statements are critical for innovative courses. Need can be demonstrated in a number of ways.
The course is required for completion of an associate degree, a certificate, or an articulated transfer program.
The course meets an associate degree and/or transferable general education requirement in a specific area not adequately covered by another course.
The course meets a specified need of industry as detailed by an industry advisory committee or survey of employers.
The course provides an alternative route to meet goals specified in other courses by students unable to benefit as fully from those other courses. (In such cases it should be made clear that the student cannot receive credit for both courses.)
The course makes productive use of particular strengths the college has to offer and is in demand by students with transfer or occupational goals.
The course meets an innovative subject matter or instructional need.
The college must commit the resources, both in terms of staff and facilities, to assure the feasibility of offering the course with sufficient frequency to maintain course objectives--at least every two years.
Components of a Model Course Outline of Record
November, 1995

10. Sample outline of Accounting 125 The Set Up continues…
Prerequisite(s), Corerequisites, Advisory: (list course(s) and competencies needed upon entering or in tandem with course to be taken)
Information in this section will only be entered into database only upon the board approval of the prerequisite/corequisite/advisory
Prerequisite: ACCT Financial Accounting-Principles of Accounting I
Advisory: CAPP 122A - Using Microsoft Excel 2000-Level 1
Short Description for the class schedule: (25 words) (Revised 08/13/04 ams)
 An introduction to the use of accounting data in making operating, investing, and financing decisions for a service, merchandising, or manufacturing business.

11. Learning Objectives
State in measurable terms what students will be able to do: "upon completion of the course the student should be able to...."
Be concise but complete: ten is too many; one is not enough.
Use verbs showing analysis: rather than "understand," "identify" or "describe" say "explain" or "compare and contrast."
Adequately cover theory, principles, and concepts. Use skills and applications to reinforce and develop concepts. Don't add concepts to supplement skills.
Be broad and introductory in scope, not too advanced, narrow, or specific.
The objectives of the course must be consistent with the mission of California Community Colleges and with the local college mission as expressed in its master plan. In addition, there must be a definite need for the course. In most cases, associate degree credit courses serve as required preparation for a degree, certificate or transfer. In many cases, such courses also meet general education requirements for the associate degree and/or transfer major. The course objectives must be clearly designed to meet that stated need.
Components of a Model Course Outline of Record
November, 1995
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2003 Curriculum Institute

12. Sample outline of Accounting 125 Learning Objectives
A. Apply major accounting concepts and principles within the corporate managerial structure.
B. Assemble and process managerial accounting data into information that is useful in making internal business decisions.
C. Narrow the scope of available managerial accounting data to that which is relevant to a particular internal business decision.
D. Compile and evaluate common managerial accounting reports used in service, merchandising, and manufacturing businesses.
E. Solve common managerial accounting problems with the use of electronic spreadsheet software such as Microsoft Excel or Lotus

13. Course Content
Compile a complete list of all topics taught in the course.
Arrange the list by topic with sub-headings; half a page is not enough.
The central component of the outline is the course content. This section should include a complete listing of the topics taught in the course. They should be arranged by major headings with subtopics. The content may include the perspective from which topics are taught, such as "social aspects of mammal hunting tactics."
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14. Sample outline of Accounting 125 Course Content
A. The statement of cash flows
B. Cash flow analysis
C. Cost concepts and terminology
D. Job order costing
E. Process costing
F. Cost behavior
G. Cost-volume-profit analysis
H. Production budgeting
I. Cash budgeting
J. Standard costing
K. Overhead cost management
L. Activity-based costing
M.Performance evaluation for decentralized operations
N. Differential analysis
O. Capital investment analysis
P. Discounted cash flow analysis

15. Textbook(s) The text needs to be at the same level as the course.
Include text (with date of publication and ISBN#) (Revised 08/13/04 ams) and other instructional material.
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2003 Curriculum Institute

16. Sample outline of Accounting 125 Textbook(s)
Required: Warren/Reeve/Fess (Author)
Financial and Managerial Accounting (Title)
Southwestern (Publisher) 7th or most current (Edition and Year) 1990 (ISBN#) (Revised 08/13/04 ams)
Supplemental: (Author) (Title) (Publisher) (Edition and Year)
Other Reference Materials/Supplies
  WebTutor Advantage for Blackboard
3 ½ in floppy diskettes or other removable magnetic or optical storage
Four-function calculator (financial calculator recommended)
Citations of texts and other reading material must be current, that is, reflect the present knowledge of skills and principles upon which the course is founded.
Components of a Model Course Outline of Record
November, 1995

17. Methods of Instruction
Use methods appropriate to the objectives. If an objective is self-criticism of original work, lecture as a method is not enough.
Types or examples of methods of instruction as well as assignments and how they are evaluated [see below] are required. If all instructors agree, the course outline may show just one teaching pattern. However, instructors have the academic freedom to choose how they will achieve course objectives. If other methods are used, options should be described fully. Detail may be reduced by attaching syllabi with enough information to evaluate instructional methodology.
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2003 Curriculum Institute

18. Sample outline of Accounting 125 Methods of Instruction
Methods of instruction may include, but are not limited to the following:
Lecture and evaluation of accounting concepts and principles within the corporate managerial structure.
Individual and group assembly and processing of managerial accounting data into information that is useful and relevant in making internal business decisions.
Individual and group compilation and evaluation of common managerial accounting reports using the whiteboard, overhead projector, or instructional computer.
Reinforcement of managerial accounting concepts and terminology using Blackboard 5 or similar Internet courseware.

19. Methods of Evaluation
This section should be substantively related to the stated objectives of the course.
The evaluation must clearly show that critical thinking skills are required.
Types or examples should be extensive enough to show that all course objectives are evaluated.
Statements in this section should clearly show the basis for grading. For example, "term paper shows topic coverage, basis of comparison, and critical analysis."
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2003 Curriculum Institute

20. Sample outline of Accounting 125 Methods of Evaluation
A student's grade shall be determined by the instructor using multiple measures of performance related to the course objectives. Methods of evaluation may include but are not limited to the following:
Completion of assignments that demonstrate mastery of major accounting concepts and principles within the corporate managerial structure.
Participation in class and group discussions to determine whether the student has mastered the major managerial accounting concepts.
Performance on quizzes and chapter examinations to determine whether the student has mastered the major managerial accounting concepts.

21. Examples of Assignments
Assignments should be directly related to the objectives of the course.
They should be specific enough to provide real guidance to faculty and clear expectations for students.
A description of the type or examples of assignments are required. For example, rather than "term paper" state "term paper comparing and contrasting the social aspects of the hunting tactics of two mammal species."
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2003 Curriculum Institute

22. Examples of Assignments, cont.
This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified. The nature of the assignments must clearly demand critical thinking.
Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course. Appropriate out-of-class work is required for credit courses.
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2003 Curriculum Institute

23. Sample outline of Accounting 125 Examples of Assignments
Analyze marginal revenues and costs and prepare a differential analysis report to help management decide whether to sell rough-cut lumber as is, or process it further. Based on your analysis, provide your recommendation to management in a separate paragraph. 
Using variable cost analysis, determine whether to keep or drop a product line that shows a net loss on an absorption-cost income statement. Based on your analysis, provide your recommendation to management in a separate paragraph. 
Using discounted cash flow analysis and the present value tables in the appendix to the text, determine whether a company should invest in a particular asset given expected future cash flows and a predetermined minimum rate of return. In a separate paragraph, explain:
· your assumptions about future rates of return
· any qualitative factors that should be considered in making a final decision.

24. What is an integrated course outline?
Learning Objectives
Course Content
Methods of Instruction
Methods of Evaluation
Examples of Assignments
These must all interrelate.
An integrated approach is one in which each element appears throughout the objectives, is covered in the course content, is reflected in comprehensive assignments, is taught using an effective methodology, and serves as an essential part of the evaluation of student performance.
Components of a Model Course Outline of Record
November, 1995
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2003 Curriculum Institute

25. Integrating Methods of Evaluation with Course Content and Learning Objectives
Method of Evaluation:
Performance on quizzes and chapter examinations to determine whether the student has mastered the major managerial accounting concepts.
Course Content:
Cost concepts and terminology
Learning Objective:
Apply major accounting concepts and principles within the corporate managerial structure.
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2003 Curriculum Institute

26. Integrating Assignment with Learning Objective
Analyze marginal revenues and costs and prepare a differential analysis report to help management decide whether to sell rough-cut lumber as is, or process it further. Based on your analysis, provide your recommendation to management in a separate paragraph.
Learning Objective:
B. Assemble and process managerial accounting data into information that is useful in making internal business decisions.
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2003 Curriculum Institute

27. Final Note:
There will be additional models of course outlines on the Academic Website soon.
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2003 Curriculum Institute

28. Helpful Websites
The second edition of the Program and Course Approval Handbook
Academic Senate Curriculum Website
For stylistic considerations
Elements of a model outline.
Bloom’s Taxonomy
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2003 Curriculum Institute

29. More Helpful Websites Course Outlines available on-line
webcms.sierracollege.edu
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2003 Curriculum Institute