How to Make a Course Outline

8/8/2019 How to Make a Course Outline

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Introduction

Course outlines are intended to provide students with an overall plan for a course to enable themto function efficiently and effectively in the course. A course outline can be divided into seven

sections:

y General informationy McGill policy statementsy Learning outcomesy Course contenty Instructional methody Course materialsy Assignments and evaluation

In the following sections, items in bold print are required to be included in written course

outlines, which must be provided to students during the first weekof classes according to the

McGill Charter of Students' Rights (Chapter One, Article 10.2 - amended by McGill Senate 21January 2009 - of the Student Rights and Responsibilities Handbook, available as a PDFdocument)

General information

y Number and title of course, number of credits;y Name and title of the Instructor;y Day, place and time of regular classes;y Prerequisites - particular courses, specific knowledge or skills a student should know

before beginning the course (e.g., use of the computer, ability to read architectural plans,etc.);

y Access to the instructor - office hours for students, office location and telephonenumber for office appointments - Other contact information may be provided, such as

email and similar information for teaching assistants where applicable.y Calendar course description.

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McGill Policy Statements

The following two statements must be included in all course outlines, in keeping with variousSenate resolutions:

1. "McGill University values academic integrity. Therefore, all students must understandthe meaning and consequences of cheating, plagiarism and other academic offences

under the Code of Student Conduct and Disciplinary Procedures (seewww.mcgill.ca/students/srr/honest/ for more information).(approved by Senate on 29

January 2003)


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2. In accord with McGill Universitys Charter of Students Rights, students in thiscourse have the right to submit in English or in French any written work that is to be

graded.(approved by Senate on 21 January 2009 - see also the section in this documenton Assignments and evaluation.)

If you intend to use Text-matching software, you must follow the guideline below as well:

Use of Text-matching software: You must inform students in writing before the end of the

add/drop period your intention to use text-matching software. The Policy on Text-matchingSoftware provides details on required statements and appropriate implementation. To use the

software, please contact Email.

You may also wish to include statements such as the following:

y"Ifyou have a disability please contact the instructor to arrange a time to discuss yoursituation. It would be helpful ifyou contact the Office for Students with Disabilities at514-398-6009 before you do this."

y Guidelines for the use of mobile computing and communications (MC2) devices inclasses at McGill have been approved by the APC. Consult the guidelines for a range of

sample wording that may be used or adapted by instructors on their course outlines.y "End-of-term course evaluations are one ofthe ways that McGill works towards

maintaining and improving the quality ofcourses and the students learning experience.You will be notified by e-mail when the evaluations are available on Mercury, the online

course evaluation system. Please note that a minimum number ofresponses must bereceivedfor results to be available to students."

y"McGill has policies on sustainability, paper use and other initiatives to promote aculture ofsustainability at McGill."(See the Office ofSustainability.)

y In keeping with McGill'spreparedness planning strategies with respect to potentialpandemic or other concerns, the Administration suggests that all course outlines for the

2010-2011 academic year contain the statement: "In the event of extraordinary

circumstances beyond the Universitys control, the content and/or evaluation scheme

in this course is subject to change."y "Additional policies governing academic issues which affect students can befound in the

McGill Charter ofStudents' Rights"(The Handbook on Student Rights andReponsibilities is available athttp://www.mcgill.ca/files/secretariat/Handbook-on-

Student-Rights-and-Responsibilities-2010.pdf).

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Learning outcomes

y Course goals or objectives; clear statements of the knowledge, competencies or skills youexpect students to have acquired by the end of the course (e.g., "By the end of this course


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students should be able to synthesize information from...." or "make predictions" or"solve problems" etc.).

Course content

y A description of the topics to be addressed in the course.y A concept map or graphic representation of the content of the course.y The rationale for the sequence of the course, especially if there is not an assigned text in

chapter sequence (e.g., an historical approach with topics arranged chronologically, a

progression from simple to more complex procedures or concepts, or a series oftheoretical principles followed by applications).

y If appropriate, explain what the course is not about or what topics will not be covered.Instructional method

yProvide a brief description of instructional approaches that will be used during the course(e.g., lectures, seminars, laboratory or clinical activities, group projects, etc.).

Course materials

y Specific information should be provided about required texts, including title,author(s), edition number and where they can be purchased or borrowed.

y Additional materials should be noted if they are part of the required reading. (It shouldbe clear what is required reading as opposed to suggested reading).

y Recommended readings should also be listed. It is helpful to the students to indicatethe relationship of each reading to a particular topic in the course. This can be

accomplished by grouping them according to topic and/or class session.y The Library provides access to course materials, both print and online in its Course

Reserves system. The Library puts course reserve materials on short-term loan at the

branch libraries, while also linking to online materials (both e-books and e-journalarticles.) Course Packs are made available at the library branches, along with print and

online links for the materials listed in these Course Packs. Please share your lists ofcourse materials with your Liaison Librarian. You can work with your Liaison Librarian

to create links to the librarys Course Reserves and online resources in WebCT.y Any other requirements should be mentioned.

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Assignments and evaluation

The description of how learning will be evaluated provides guidelines for students to structure

and pace their study and to gauge their progress. Providing explicit information aboutassignments and grading procedures will allay student anxiety or prevent phone calls, e-mails

and visits from students questioning their mark after the course is finished.


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Once the course is finished, it is difficult to set up consistent standards and the result can beconfusion and perceived injustice. The following issues should be addressed:

y A description of the means ofevaluation to be used in the course.yo

A clear statement of what percentage of the final grade each assignment and examwill represent.o The criteria and procedures for arriving at each contributing score.o The consequences of a delayed presentation or late paper. Are extensions

possible: What are acceptable circumstances for a delay? Are there penalties?

o The topic or name of each assignment. Explicit information about assignments(e.g., length, breadth) can also be provided as part of the course outline, but this

may be more easily provided later in the course, as assignments are presented.Some instructors prefer to hand out a description sheet for assignments before

each is due, responding to any questions at that time.

Documents

How to Make a Course Outline