Course Outline Guide

Course Outline GUIDE þ TIP: READ ME FIRST

Prepared by: Sue Chamberlain, Curriculum Developer

Centre for Contemporary Teaching and Learning

Last Revised: Mar.4 2015

This guide is intended to help you in preparing your course outline. The instructions for each section of the new 2014 course outline are highlighted in grey above each section of the outline. If you wish you can simply delete the instructions as you go or you may wish to print this document and refer to it as you create your course outline.

The revised 2014 Course Outlines Document has been designed with extensive use of tables in an effort to reduce the difficulties faculty members have been experiencing with formatting this document.

Before you begin using this document, you will want to ensure that Gridlines are turned on. With Gridlines turned on, you will see ‘blue dashed lines’ separating the cells within the tables in this document.

When entering your course data, use the ‘tab’ key to move from one cell to another. Enter your detail in the ‘blank/empty’ cells that have been provided. This will allow you to enter information without compromising the layout.

Note: If you require additional lines in one of the tables (for example, you have more than four methods of assessment), press the ‘tab’ at the end of the table and a new row will appear.

To activate Gridlines

1. Put your cursor inside the box below and ‘left click’ the mouse. This will turn on the ‘Table Tools’ menu bar.

2. At the top of your screen, you will see the words “Table Tools” highlighted in ORANGE.

3. Click on the Design tab and the following screen will appear:

4. Pull down on the ‘Borders’ option and the following Choices will appear.

5. Select the ‘View Gridlines’ options.

6. Now look back at the box above. Can you see the ‘blue dashed lines’?

þ TIP Remember…to remove this

page before saving and printing your document!

This document can be made available in accessible format upon request.

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This document can be made available in accessible format upon request.

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Our Vision: Rooted in our communities, we will be a globally recognized college delivering innovative learning opportunities and preparing career-ready graduates to be leaders in their fields.

Mission: We are dedicated to student success, academic excellence, and leadership in our communities.

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Before you begin, please review the Course Outline Procedures Document.

Course Outline

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Fill in fields as required.

Program(s): If this course is taught in multiple programs, this line should read: ‘This course is taught across multiple programs. If not, enter your program name here.

Course Hours: Break down course hours into those devoted to class vs. lab vs. field

Prerequisites and Co-requisites are defined here Prerequisites and Co-requisites

Version #: Faculty: Please leave this field blank. Version numbers are determined and assigned by the Campus/Associate Dean, and will be filled in by them when reviewing the course outlines. The version number will only be updated when a significant change has been made to the course (e.g. course hours).

Special Note to Associate Deans & Campus Deans: Update Version number each time a major revision of the course outline occurs

Prepared by: List the faculty members involved in writing this course outline document.

Very Important: Your Campus/Associate Dean must approve and sign off all course outline documents. Only signed documents distributed. If posting on Blackboard, it should be a signed document in PDF format.

Course Name: / Program(s):
Course Code: / Version #:
Course Hours: / Class: / Lab: / Field: / Other: / Total Course Hours:
Co-Requisites: / Pre-Requisites:
Prepared by:
Campus Dean/Associate Dean Signature of Approval:
Date approved:

Course Description

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Use the course description that is posted on the SLC website. If the course description needs to be changed, please refer to Section 2. Changing Course Outlines in the Course Outline Procedures Document. See Guide to Writing Course Descriptions.

Course Learning Outcomes

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A learning outcome sets out the role performance(s) that a student will be able to achieve by the end of a course i.e. what a student is expected to know and to do as a result of the course. Here is a formula for a learning outcome:

At the conclusion of this course you will be able to:

1. Do something 2. for a reason 3. according to a certain standard or performance criteria. For example:

Design marketing communication materials to meet the advertising needs of clients using industry standard technology.

For more information refer to Checklist for Writing Course Learning Outcomes

Useful verbs to describe performances are included in Bloom's Revised Taxonomy

Each learning outcome may be further explained by listing the Elements of Performance that comprise this outcome. Elements of Performance are the stepping stones to achieving the learning outcome. Including Elements of Performance is optional.

At the conclusion of this course, you will be able to:
1.
2.
3.
Etc.

This document can be made available in accessible format upon request.

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Relationship to Vocational or Program Specific (where applicable) Learning Outcomes

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Each Ministry approved program has a set of MTCU approved provincial outcomes which must be met by graduates of the program called Vocational Learning Outcomes. If your program does not have MTCU outcomes use the Program Learning Outcomes which are described in the program proposal or other relevant document.

Please refer to the Vocational or Program Specific Learning Outcomes Document to obtain the Vocational or Program Specific Learning Outcomes for your program.

Steps for completing this table:

Click on above link and search for your program. The programs are listed alphabetically.

Copy the entire learning outcomes table for your program and paste it underneath the text box below.

· To select the entire table, put your cursor in the top left box.

· A little blue + will appear on the top left corner.

· Click on the + to select entire the table. Then copy.

Put an (X) in the column beside the learning outcomes that

will be addressed in this course.

The goal of this information is to help our students see where

this course fits in the ‘big picture’ of the program.

For General Education courses: For General Education courses, this section should read N/A (no vocational or program specific Learning Outcomes).

For Courses Taught in Multiple Programs: For courses taught in multiple programs, this section should read: “Since this course is taught across multiple programs, vocational outcomes will vary by program. Therefore no outcomes are included on the Course Outline”.

It is expected that all of the MTCU approved provincial outcomes (or those approved in the program proposal) will be achieved during your program. This course contributes to your learning by supporting you in achieving the following identified (X) vocational or specific learning outcomes.

Program Context

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For all courses except General Education: Describe how your course fits into the overall program. You might want to depict your course as introductory or capstone, or mention which course(s) it builds upon or prepares students for. You may also illustrate how it relates to the industry or field.

If this is not a General Education course, please delete the General Education description and table below.

For General Education courses: If this is a General Education course, please insert the following description and list of themes, and put an (X) beside the themes that apply to this course.

This General Education course has been designed to strengthen skills such as critical analysis, problem solving, and communication, in the context of an exploration of topics with broad-based personal and/or societal importance. In keeping with the Ministry standards, this General Education course has been developed to address one or more of the following five themes. The themes explored in this course include:

1 / Arts in Society
2 / Civic Life
3 / Social and Cultural Understanding
4 / Personal Understanding
5 / Science and Technology

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If this is not a General Education course, please delete the General Education description and list above.

Essential Employability Skills

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Which of the 11 employability skills are relevant to your course? Decide if the relevant skills are taught, reinforced or assessed. Delete those letters (T, R, A) which are not relevant to your course. For further information Explanation of Taught, Reinforced and Assessed

For examples of how these might be taught and assessed Essential Employability Skills Guide

It is expected that all 11 of the Essential Employability Skills will be addressed during your program. In this course, the chart below indicates which of these will be taught to you, reinforced through learning activities or assessed as a learning outcome.

T- Taught R- Reinforced A -Assessed

Communication / 1. / Communicate clearly, concisely and correctly in the written, spoken, and visual form that fulfills the purpose and meets the needs of the audience. / T / R / A
2. / Respond to written, spoken, or visual messages in a manner that ensures effective communication. / T / R / A
Numeracy / 3. / Execute mathematical operations accurately. / T / R / A
Critical Thinking and Problem Solving / 4. / Apply a systematic approach to solve problems. / T / R / A
5. / Use a variety of thinking skills to anticipate and solve problems. / T / R / A
Information Management / 6. / Locate, select, organize, and document information using appropriate technology and information systems. / T / R / A
7. / Analyze, evaluate, and apply relevant information from a variety of sources. / T / R / A
Interpersonal / 8. / Show respect for the diverse opinions, values, belief systems, and contributions to others. / T / R / A
9. / Interact with others in groups or teams in ways that contribute to effective working relationships and the achievement of goals. / T / R / A
Personal / 10. / Manage the use of time and other resources to complete projects. / T / R / A
11. / Take responsibility for one’s own actions, decisions, and consequences. / T / R / A

College Policies and Procedures

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Do not make any changes to this section. Include as is since this is college policy.

Grading System: The grading scheme is applicable to all graded courses at St. Lawrence College. All final grade submissions will be numeric representing a percentage score between 0 and 100 and will be converted to letter grades automatically by the student records system.

Letter Grades / Grade Points / Equivalent Percentages
A+ / 4.00 / 90-100
A / 3.90 / 85-89
A- / 3.70 / 80-84
B+ / 3.30 / 77-79
B / 3.00 / 73-76
B- / 2.70 / 70-72
C+ / 2.30 / 67-69
C / 2.00 / 63-66
C- / 1.70 / 60-62
D+ / 1.30 / 57-59
D / 1.00 / 53-56
D- / 0.70 / 50-52
G / Requirements Met
Not included in GPA calculation
NG / Requirements Not Met
Not included in GPA calculation
F / 0.00 / 0-49

Continuance Policy: College policy stipulates that students must pass 2/3 of their courses or 70% of their course hours in order to continue as a full time student.

Program specific continuance and readmission policies that apply directly to this course will be outlined in Appendix A (in the Program Specific Continuance and Readmission Policy in the Assessment/Evaluation Section).

Students with Disabilities: It is the policy of St. Lawrence College to accommodate students with disabilities, pursuant to federal and provincial law. When a student with documented disability requires learning accommodations then the student must register with the Accessibility Services Office on campus. Once reasonable accommodations have been determined by the Accessibility Counsellor then the student must inform the professor about these accommodations. This notification needs to be given in a private place in order to protect the student’s confidentiality and to give the professor an opportunity to discuss the requested accommodations. The student has the right to privacy and therefore is not required to disclose information about his/her disability to the professor.

This course outline is available in more-accessible formats upon request.

Prior Learning and Assessment Recognition (PLAR): Students may apply to receive an exemption by demonstrating how they have achieved the course learning outcomes through previous life and/or work experiences. The PLAR process requires students to demonstrate how they have met the learning outcomes as identified in the course outline. There is a cost associated for PLAR.

Up to a maximum of 75% of the courses of many programs can be achieved through PLAR and/or direct credit transfer from another College or University. Therefore, a minimum of 25% of the total program courses must be achieved under the direct supervision of St. Lawrence College faculty. Please be aware that some programs have other residency restrictions related to licensing and credentials.

For further information on PLAR: Contact the Student Services Department on your campus.

Attendance and Participation:

Any course specific attendance requirements for each course are clearly explained and written in the section on Attendance and Participation in Appendix A of this course outline.

Attendance

Attendance refers to presence in scheduled classes. It is not tied to evaluation of learning outcomes and shall not be used in calculation of final grades. Taking attendance is at the discretion of the faculty. Any requirements for attendance shall be written in the course outline and clearly explained to students. When attendance is taken, these records may be used to determine eligibility for re-writes, supplemental tests/assignments, field placement, or to identify students at risk. If attendance is used to determine eligibility for re-writes, supplemental tests/assignments, or field placement, the minimum required attendance standard shall be stipulated in the course outline and clearly explained to students.