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Writing your Course Outline
The course outline document, also known as a syllabus, captures all the important and relevant information relating to a course and serves as a guide to students on the intended learning outcomes, what is expected of them, the course assessment, and the weekly schedule.
Below are the sections that are commonly found in a course outline. Click on each for a description and to read some samples.
Course Aims effective course aims are succinct — one paragraph is enough — written in the second person to include the student reader, and address the following questions:
- Purpose (what are you trying to achieve)
- Audience (who should take the course)
- Value (why should someone take the course)
Examples:
This course serves as a foundation course on digital electronics. It covers a broad range of fundamental digital circuits. The concepts of digital signals, number systems, logic gates, switching algebra and logic minimization techniques, basic combinatorial and digital circuits and their application in more complex digital systems are to be imparted to the students.
The aim of this course is to introduce the physical principles that govern chemical systems. It aims to enable you to apply this knowledge to various biological systems with emphasis on biochemical reactions and processes, and demonstrate their understanding of the concepts in biochemical laboratory work. The course will give a solid grounding for understanding and use of biophysical techniques which will be needed in later studies. The course has an emphasis on the mathematical analysis of biological chemistry processes.
Occupational health psychology is the application of psychology to improve the quality of work life and to protect and promote the safety, health, and well-being of workers. This course aims to introduce fundamental theories and explore findings from cutting-edge research in industrial/organizational psychology, health psychology, and occupational health, because occupational health psychology is an interdisciplinary field of study. As a student, you will gain a thorough understanding of the various factors that affect workers’ physical and psychological health and well-being. You will also have opportunities to apply the knowledge to health and safety issues in the modern workplace.
The course aims to equip you with analytical skills for problem-solving and managerial skills for decision making and business presentation. After the completion of this course, you should be equipped with a strong conceptual and technical knowledge in accounting and costing. Students should understand and appreciate how accounting and costing information support organizational planning, decision making and control. In particular, you should be able to apply your knowledge and skills to influence decisions that create value for organizational stakeholders and improve corporate social responsibility.
Intended Learning Outcomes aim to clarify “what the student should be able to perform after teaching that couldn’t be performed previously” (Biggs & Tang, 2011, p. 118).
When writing your learning outcomes, consider the following:
- identify what your students should be able to demonstrate at the end of the course
- keep the outcomes short and simple. The learning outcome should describe the final outcome and not the processes/steps involved in achieving the outcome
- use the Easy Generator or Learning Outcome Generator to help you get started if you are having difficulty crafting your learning outcomes
Examples:
By the end of this course, you would be able to:
- Perform appropriate calculations required for the selection of standard machine components
- Design machine elements to satisfy the function of the machine for desired applications
- Integrate and interface machine elements in a mechanical device or system
By the end of this course, you would be able to:
- Explain the numerical algorithms commonly used in physics calculations
- Analyze the efficiency of various numerical algorithms (e.g. Big-O runtime scaling analysis and code profiling)
- Create programs for solving differential equations commonly encountered in physics
- Create programs for performing Monte Carlo simulations of physical systems
By the end of this course, you would be able to:
- Identify the morally relevant features of situations, decisions, and policies, and articulate what makes those features morally relevant
- Assess whether a moral claim is well-supported by a moral argument
- Discuss the moral reasons behind rules of Academic Integrity
By the end of this course, you would be able to:
- explain the nature, role and importance of marcom activities in marketing and the society
- explain and distinguish the key concepts, theories and terminology in IMC management
- determine which marcom tools provide better choices in different situations, and integrate different tools to achieve synergy
- develop detailed marcom strategies and programs
- appraise the contributions of marcom activities to marketing and communication objectives
- formulate and manage marcom activities across countries
Examples:
- Digital Fundamentals;
- Digital Circuits;
- Combinational Logic Principles;
- Combinational Logic Circuits;
- Sequential Logic Principles;
- Sequential Logic Circuits;
- Memory, CPLDs, and FPGAs.
- First Law of Thermodynamics — Understand the enthalpy, energy conservation and transition, equilibrium, heat.
- Second Law of Thermodynamics — Gasp the link between entropy, free energy and spontaneous reactions.
- Physical Principle of Spectrosocopy — Understand waves, resonance, angular momentum, rotation, vibration.
- Quantum theory — Understand Shroedinger Equation, Wave function, electron probability density, chemical bonds.Hydrophobic effects, hydrogen bonds in water
- Reaction free energy — Apply redox potentials and calculate reaction equilibrium constants.
- Phase diagram — Understand phase transition map and osmotic pressure.
- Interaction between molecules — Understand hydrophobic effects, Coulomb interaction, van der Waals interactions
This class is organized along the following themes:
- introduction of the field of occupational health psychology
- theories and models,
- causes of job stress and occupational health issues,
- psychological, physical, and behavioural outcomes of occupational health
- preventions and interventions for occupational health.
This course introduces you to canonical texts in English literature. Key periods include: The Romantic Period, The Victorian Age, and the Twentieth Century and After. You will develop your skills in close reading and learn about the importance of historical context to literary analysis. You will also enhance your essay-writing skills and learn to formulate compelling arguments supported with textual evidence.
We have adopted a standardized assessment table to help students easily locate the assessment components of your course. The assessment section of the course outline document shows your students how the intended learning outcomes (LOs) will be measured, how it relates to the programme outcomes, weighting, type of assessment and the corresponding assessment criteria (sometimes referred to as rubrics).
| Component | Intended LO Tested | Related Programme LO* or Graduate Attributes | Weighting | Team / Individual | Assessment Criteria (rubrics) |
|---|---|---|---|---|---|
| Description of the assessment component | Map to the intended learning outcomes | Map to Programme Learning Outcomes or NTU’s 3Cs | Percentage of the assessment | Is this an individual or group assessment? | Assessment criteria should be referred to the Appendix |
Each course is unique and NTU has a set of guidelines that will help you in developing your assessment. Please read NTU's Assessment Policy on Undergraduate Education to find out more about the university's policy on assessment (Intranet only).
Examples:
Engineering – Air Traffic Management
| Component | Course LO Tested | EAB Student Learning Outcomes | Weightage | Team/Individual | Assessment Criteria |
|---|---|---|---|---|---|
| 1. Final Examination | LO1, LO2, LO3, LO4 | SLO a, b, c, d and e | 40% | Individual | Please refer Appendix 1: Assessment Criteria |
| 2. Continuous Assessment 1 (CA1): Assignment 1 | LO 1, LO3 | SLO a, b, c and d | 10% | Individual | Please refer Appendix 1: Assessment Criteria |
| 3. Continuous Assessment 2 (CA1): Quiz 1 | LO2, LO3 | SLO a, b, c and d | 20% | Individual | Please refer Appendix 1: Assessment Criteria |
| 4. CA2: Laboratory Report | LO1, LO2, LO3 | SLO a, c, d, e, g, i and j | 20% | Team | Please refer Appendix 1: Assessment Criteria |
| 5. CA2: Presentation | LO1, LO2, LO4 | SLO a, c, d, e, g, i and j | 10% | Team | Please refer Appendix 1: Assessment Criteria |
| Total | 100% | ||||
Sciences – Biophysical Chemistry
Component | Course LO Tested | Related Programme LO or Graduate Attributes | Weighting | Team/ Individual | Assessment Criteria |
|---|---|---|---|---|---|
| 1. Individual lab report (iLR). | 1d, 1e, and 1f | Competence, Creativity, Communicaiton | 20% | Individual | See Appendix 1 |
| 2. Individual graded assignments (Part I) | 1a, 1b, 1c, 1d, 1e, 1f | Competence | 40% | Individual | See Appendix 2 |
| 3. Individual graded assignment (Part 2) | 2a, 2b, 2c, 2d | Competence | 40% | Individual | See Appendix 2 |
| Total | 100% | ||||
Note 1. Assessment Criteria for Lab reports.
I have designed computer lab sessions to gasp the essences of quantum theory through applying computer software, SPARTAN. It has very good graphic interface, and illustrate key concepts
in quantum mechanics, such as wave functions, molecular orbitals, energy levels. More importantly, students are encouraged to design their own molecules to study their physiochemical properties.
Essay-like reports are required from each
students. The understanding of the key concepts, the explanation of principles of several questions given in the lab protocol will be written and grades will be provided by the instructor.
Note 2: Assessment Criteria for graded assignments.
This will take form of exam or quiz, around 15 multiple choice questions (with 5 choices) and 10 structured questions being given. Some of these questions will be discussed in class.
Humanities - Gender in History
| Component | Course LO Tested | History Programme LO | Weighting | Team/Individual | Assessment Criteria |
|---|---|---|---|---|---|
| 1. Participation | 1, 2, 3, 4 | 1, 2, 3, 7 | 10% | Individual | 2, 5, 6, 7 |
| 2. Primary source analysis | 1, 3, 4 | 1, 3, 5, 7, 11 | 15% | Individual | 2, 5, 6, 7, 8, 9, 10 |
| 3. Essay proposal | 1, 2, 3, 4 | 1, 2, 3, 11 | 10% | Individual | 1, 2, 5, 6, 7, 8, 9, 10 (adding 1 to previously assessed skills) |
| 4. Major essay | 1, 2, 3, 4 | 1, 2, 3, 5, 7, 11 | 40% | Individual | 1, 2, 3, 4, 5, 8, 9, 10 (3 and 4 are higher level skills than the previously assessed 6 and 7) |
| 5. Take-home quiz | 1, 2, 4 | 1, 2, 5, 7 | 25% | Individual | 2, 6, 7, 8 |
| Total | 100% | ||||
Assessment Component 1 (Participation) - 10%:
In-class discussion will be an important means by which you will learn from your peers and build important skills, including: constructing convincing arguments; analyzing primary and
secondary sources; and verbal communication. As such, your contribution to discussion in class will be assessed. It is not enough to merely turn up to class; rather, you will be assessed on the extent to which you participate in and contribute
to the class discussion.
Assessment Component 2 (Primary source analysis), 15%:
Primary source analysis is a key skill that is required for historical research. In this short essay, you will practice analyzing the ideas about gender expressed
in historical primary sources.
You are required to choose ONE primary source from the list of primary sources uploaded to Turnitin. Write an essay on your chosen primary source which addresses the following question: ‘How does the
representation of masculinity and femininity in the primary source reflect the historical context in which it was written?’
In order to answer this question, you will need to conduct research on the historical context of the primary source.
Your essay should address the representation of both masculinity and femininity. It may seem that your primary source addresses masculinity more than femininity, or femininity more than masculinity. However, ideas about femininity are
almost always implicit in discussion of masculinity, and vice versa, either through implicit comparisons or through ‘silences’ in the text.
Assessment Component 3 (Essay proposal) - 10%:
Developing a research question is a key skill required for historical research. As such, in your major essay you will be required to develop your own research project and write
your own essay question. This assignment will prepare you for your major essay assignment by giving you the chance to receive feedback on your project.
Assessment Component 4 (Major essay) – 40%:
The major essay should be a polished piece of writing that demonstrates your skills in research and critical analysis. The research essay should include interpretation of several
primary sources. An excellent essay will also position the argument of the essay in relation to different approaches to the study of gender (which we read about in week 2). The essay question you have developed should appear at the beginning
of the first page of the essay. Please use the Chicago referencing style (outlined in the Course Style Guide). 3-10% will be deducted for incorrect referencing style.
In the final week of the semester, you will be given 3 full days to complete a take-home test. The test will be in essay format. You will be given three questions and will have to answer ALL THREE questions. The essay-format test will examine your understanding of the arguments of the assigned readings and the major themes of the course. The test will also assess your ability to critically analyse connections between different case studies and to compare and contrast various approaches to the study of gender history.
Examples:
In-class activities: after the completion of the test, correct responses will be provided and students will receive their test scores.
Presentation: students will receive written comments on their performance in the presentation.
Object analysis: students will receive oral comments on their performance in the analysis.
Independent research project/essay: Students will receive written comments on their final essay (as well as a graded result).
You will receive formative feedback through written responses to your papers and verbal feedback through in-class discussion. They will receive summative group feedback that details model answers for each of the exam questions following the conclusion of the module.
Formative feedback will be provided in the following manner. The goal is to create a robust feedback context for the continually occurring graded exercises.
- 5-10 questions will be provided after each lecture to let students check their understanding of the key concepts and meanwhile to let them build advanced calculation capability. The students will be requested to upload their answers to the NTULearn. The instructor will grade the answers.
- Each graded assignment will be provided with comments and alternative viewpoints.
- Any student who does not show an observed learning outcome at or above multi-structural level for two consecutive graded assignments will be invited for individualized meeting with the instructor after the class.
- A discussion group will be set up for students to communicate between themselves and with instructor. This has proved very productive previously. Any emails received from students to the instructor will be directed here and discussed, unless confidential in nature.
- It is a standard practice in this course to informally stay after the class and talk to the instructor; sometimes for long times. This practice will be retained.
- An aggregate report will be prepared at the end of the course and shared with students.
- A one-hour focus group will be conducted sometime in last quartile of the semester. Student volunteers will be invited to discuss approach and learning outcomes of the course with a colleague experienced in conducting such focus groups. Instructor or TAs will not be present. Identity and willingness of student participants in the focus group will be robustly anonymised. Report of the focus group will be shared with the class after completion of the course.
I will employ several strategies to provide constructive and timely feedback to you. For presentations, there will be peer grading of group oral presentations and summary of rationale for a grade. I will provide a summary of class strengths / weaknesses after each grading. I will make effective use of technology such as use of clickers during lectures and automated feedback through online quiz tools. I will disseminate broad comments by posts to class discussion board and specific comments by email to individual students - I will also use annotated examples of previous student work to demonstrate pitfalls. Having industry guest's comments on a student forum can also be considered depending upon the availability of such experts.
The purpose of this section is for you to list and describe the learning and teaching approaches that you will be adopting in your class beyond the usual lecture and tutorial.
Examples:
Engineering – Air Traffic Management
| Approach | How does this approach support You in achieving the learning outcomes? |
|---|---|
| Blended learning with active use of multi-media resources | This will permit flexibility of access to learning materials, activities and assessments and can help you develop independent learning and critical thinking skills. |
| Computer based Simulations | This will allow you to develop realistic solutions to complex problems and will facilitate creative problem solving. |
| Case Studies | This will engage you in research and reflective discussion as well as encourage higher order thinking. |
| Group Work | This will provide opportunity for you to learn from one another and to become active participants in their learning. With group based work helps students will develop skills valued by employers (such as problem solving, negotiation, conflict resolution, leadership, critical thinking and time management) |
Humanities – Introduction to Science Technology and Society
| Approach | How does this approach support You in achieving the learning outcomes? |
|---|---|
| Lecture | You will be introduced to the fundamental approaches and ways of thinking in STS via the lectures. Readings can only provide an outline of the diverse approaches within STS; lectures will be used to fill in detail and allow students opportunities for questioning and critique. |
| Tutorial | Tutorials will provide opportunities for detailed discussion of reading material and deep engagement with the frameworks that form the centre of the module. |
| Project work | You will engage in project work during class time, under guidance from the instructor. This will permit sharing of ideas amongst students and instant feedback on project work. |
| Student presentations | You will present your research and findings to the whole class. This supports peer-learning as well as developing research and presentation skills. |
Humanities – Gender in History
| Approach | How does this approach support You in achieving the learning outcomes? |
|---|---|
| Class discussion and peer-to-peer learning. | Through interactive in-class discussion (assessed in component 1), you will learn from each other, as well as the me, thus supporting LO1. Class discussion also provides opportunities for a detailed engagement of primary and secondary sources and the honing of critical and analytical thinking about the history of gender and sexuality, achieving LO2 and LO3. Moreover, discussion-based learning will develop the verbal communication skills of students and their ability to articulate convincing arguments, that is LO4. I.e., throughout the semester, class activities will work towards all 4 LO’s and prepare you for the written assignments. |
| Primary source analysis | In-class activities will help to build your skills in primary source analysis and prepare youfor the primary source analysis assignment (component 2). Component 2 is designed to build a key skill that is required for the major essay (component 4), and more generally for historical research, contributing to LO3. |
| Development of research topic | The essay proposal (component 3) is designed to give you formative feedback on yourresearch project, which will assist you to develop their analysis and argument in the major essay (component 4). Moreover, the essay proposal is designed to deepen your skills in developing your own research topics, contributing to LO2 and LO4. |
| Essay writing | The major essay (component 4) brings together the competencies in primary source analysis, developing a research topic and constructing a convincing argument from components 1, 2 and 3. You will investigate historical processes (LO1), compare scholarly approaches to gender history (LO2), analyse primary sources (LO3) and formulate and articulate an historical argument (LO4). |
| Analyzing connections between case studies and approaches | The final piece of assessment, the take-home quiz (component 5), tests your ability to draw connections between different case studies examined in class (LO1) and to compare and contrast different historical approaches (LO2). It is thus designed to assess your evaluation and analysis skills, as well as your understanding. |
Use this section to list down your policies on topics such as late submission of written assignments, absenteeism, or code of conduct when taking examination.
Examples:
MCs: Medical certificates are not a “get out of jail free” card. Missing a tutorial or lecture without an MC will mean an automatic zero for any attendance and participation marks awarded for that week. Presenting an MC confers on you the right to make up the grade for your missed class, but it does not automatically make up for the missed class. Usually, this means I will ask you to write a 500-word response paper on the readings for that week. The grade on this response paper will make up your attendance and participation grade for that week.
Academic honesty: The University rules regarding plagiarism will be strictly enforced in this class. Make yourself familiar with the rules. If in doubt, ask me.
Extensions and late work: Any late work will lose marks at the rate of 10% of the maximum grade per 24-hour period or part thereof [late 1 hour = 10% penalty, late 26 hours = 20% penalty, late 71 hours = 30% penalty]. Extensions for assignments will be considered on a case-by-case basis in extraordinary circumstances. No extensions will be granted within one week of the deadline.
Example Policy 2
(1) General: You are expected to complete all assigned pre-class readings and activities, attend all seminar classes punctually and take all scheduled assignments and tests by due dates. You are expected to take responsibility to follow up with course notes, assignments and course related announcements for seminar sessions you have missed. You are expected to participate in all seminar discussions and activities.
(2) Absenteeism: Absence from class without a valid reason will affect your overall course grade. Valid reasons include falling sick supported by a medical certificate and participation in NTU’s approved activities supported by an excuse letter from the relevant bodies. If you miss a lecture, you must inform the course instructor via email prior to the start of the class.
Example Policy 3
- Pre-class preparation. You will have a moderate load of homework. This might involve around one chapter of a textbook. This allows us to spend more time in the classroom discussing interesting things, rather than me playing 'sage on the stage'.
- Graded online assignments. A series of graded assignments will be posted through TurnItIn. These assignments will need to be submitted online before due date. The typical due date is around 7-10 days after posting of the assignment. A total of 4-6 assignments will be posted during the course. If you do not submit your assignment within due date, you will likely receive a zero for that part. Valid exceptions include illness supported by medical certificate that covers entire period between posting and due date. Similarly, an excuse letter from relevant authorities for NTU-supported activities must cover entire period from posting to due date will be OK too. All assignments are categorised as ‘individual’. That means you will submit the answer as an individual without teamwork. If you decide to use any text or information from other sources, that fact must be explicitly cited and attributed. Please see section about academic integrity for a detailed discussion.
- Common issues: Based on previous students, this is a non-exclusive list of common issues student face in this course:
- My accent is a bit funny and I talk fast. Students have often interrupted me to make me speak slower or to point out that 'beer' and 'bear' should sound different. Please feel free to tell me to speak slower or ask for clarifications.
- Continual assessment is really continual.
The following statement should be used in your course outline as part of the academic integrity statement:
Good academic work depends on honesty and ethical behaviour. The quality of your work as a student relies on adhering to the principles of academic integrity and to the NTU Honour Code, a set of values shared by the whole university community. Truth, Trust and Justice are at the core of NTU’s shared values.
As a student, it is important that you recognize your responsibilities in understanding and applying the principles of academic integrity in all the work you do at
NTU. Not knowing what is involved in maintaining academic integrity does not excuse academic dishonesty. You need to actively equip yourself with strategies to avoid all forms of academic dishonesty, including plagiarism, academic fraud,
collusion and cheating. If you are uncertain of the definitions of any of these terms, you should go to the
academic integrity website [LINK] for more information. Consult your instructor(s) if you need any clarification about the requirements of academic integrity
in the course.
Refer to the table below for an example of how to complete the planned weekly schedule table
| Week | Topic | Intended LO | Readings/ Activities |
|---|---|---|---|
| 1 | List topics you are covering | List down the learning outcomes (e.g., LO1, LO2) can be achieved | List down any reading or describe any additional activities here |
| 2 | You may also list down the week when the assignment is due here | It would more meaningful if you only list down the most relevant learning outcomes |
Example:
Having transparent assessment grading criteria (especially for assessment activities that require professional judgement) is one the most important factors for students to be successful in their learning, according to Hattie and Donoghue (2016). Students greatly benefit from understanding what is expected of them. Therefore, it is important that you actively discuss this with them.
The SOLO taxonomyThe Structure of Observed Learning Outcomes (SOLO) Taxonomy is a tool that can help you craft your assessment criteria. The SOLO taxonomy is divided into 5 levels of performance. In practice, you might find it unreasonable to expect students to reach the highest level for all courses. Comparing and discussing with other colleagues might help you determine what is a reasonable level for your students.
There are two main ways to judge performance using your assessment criteria - analytic and holistic. Use the table below to weigh the advantages and disadvantages of each method to decide what would best work for your assessment activities.
| Ways to Judge | Definition | Advantages | Disadvantages | |
|---|---|---|---|---|
| Holistic or Analytic: One or Several Judgments? | ||||
| Analytic | Each criterion (dimension, trait) is evaluated separately. |
|
| |
| Holistic | All criteria (dimensions, traits) are evaluated simultaneously. |
|
| |
| Adapted from Brookhart (2013) | ||||
Need Help?
CTLP frequently conducts workshops to help you develop your course outline document. For enquiries, contact us at [email protected].