CUYAMACA COLLEGE
WRITING A COURSE OUTLINE
Course Subject, Number, Title
Hours, Units
List lecture hours and/or lab hours and units (1 hour lecture = 1 unit; 3 hours lab = 1 unit)
Catalog Description
Describe the course in a clear, succinct manner using complete sentences. The purpose of the description is
to state to the student or other institutions the course content or purpose. Be specific and descriptive in
language usage. Avoid jargon. If background courses or experiences are highly desirable but not required,
please include here. (Note: Non-associate degree courses are offered as Credit/No Credit only.)
Prerequisite/Corequisite/Recommended Preparation
If there is no prerequisite/corequisite/recommended preparation, state ―None‖ and proceed to ―Course
Content.‖ If a prerequisite/corequisite/recommended preparation is listed, specify it in terms of courses or
auditions (do not cite consent of instructor) and include entrance skills.
Entrance Skills
See ―Content Review Instructions‖ document for information on how to write Entrance Skills. Entrance skills
are preceded by the statement:
“Without the following skills, competencies and/or knowledge, students entering this course will be highly unlikely to
succeed:”
Course Content
The course content should be described to show a relationship between course objectives and catalog
description. Do not include a detailed week-by-week syllabus.
Course Objectives (Expected Student Learning Outcomes)
Instructors identify what is expected of students by developing learning outcomes. Rather than focus on
content, process and delivery methods, such performance objectives focus on outcomes, results and learning.
Learning outcomes answer three questions:
1) What do I want the student to be able to do? (Performance)
2) Under what conditions do I want the student to be able to do this? (Conditions)
3) How well must it be done? (Criterion or Standards of Performance)
Learning outcomes are written to clearly identify what the students will be doing when they achieve each
objective and the level of learning for each specific objective. Objectives are preceded by the statement:
“Students will be able to:”
While there are no set number of course objectives that are required, the number should be sufficient to
address the scope and content of the course.
It may be useful to utilize Bloom’s Taxonomy to structure a sequential approach to learning outcomes—
ranging from levels of demonstration of knowledge and comprehension to critical thinking levels of analysis,
synthesis and evaluation. The number and type of learning outcomes will vary from description to description
and from course to course, and should be applied as appropriate.
Writing a Course Outline Page 2 of 3
Suggested language for establishing learning outcomes based on six levels of learning (Bloom’s Taxonomy):
DEMONSTRATION VERBS EXAMPLES AND APPROACHES
1 Knowledge 1 Knowledge
□ Recall □ Recognize □ Define, recall, recognize, list
□ Identify □ Acquire □ Remember, identify … was, is, did
□ Who, what, where, when
□ How many, how much
□ What does the textbook say
2 Comprehension 2 Comprehension
□ Translate □ Convert □ Describe, compare, rephrase, contrast
□ Interpret □ Transform □ Put into your own words
□ Abstract □ Use own words □ Give an example, explain the main idea
□ What is most important
□ What caused this
□ What will probably happen next
3 Application 3 Application
□ Apply □ Carry out □ Apply, use, employ, classify, choose
□ Prepare □ Explain □ Solve … which … how would you
□ Generalize □ Sequence □ Write an example … what is
□ Solve □ Repair
□ Operate □ Plan
4 Analysis 4 Analysis
□ Analyze □ Compare □ Identify motives or causes … support
□ Detect □ Discover □ Draw conclusions … analyze
□ Identify □ Distinguish □ Determine evidence … why
□ Investigate □ Order □ What reasons are given
□ Determine □ Estimate □ What method is used
□ Observe □ Classify □ What words suggest, break down idea
□ Discriminate □ Explore
□ Catalog □ Break down
□ Recognize □ Outline
5 Synthesis 5 Synthesis
□ Write □ Integrate □ Predict … construct … produce
□ Propose □ Produce □ How can we improve … write
□ Theorize □ Build □ What would happen if … develop
□ Plan □ Formulate □ Design a plan, devise a model
□ Specify □ Organize □ How can we solve … synthesize
□ Design □ Systematize □ Combine these ideas
6 Evaluation 6 Evaluation
□ Evaluate □ Assess □ Judge, argue, decide, evaluate, rate
□ Judge □ Measure □ Assess … give your opinion and reasons
□ Select □ Verify □ Which is the better picture/solution
□ Test □ Rank □ Do you agree, would it be better
□ Appraise □ Check □ For what reasons do you favor
Writing a Course Outline Page 3 of 3
Method of Evaluation (Measuring Student Learning Outcomes with Representative
Assignments)
Students need to be able to demonstrate that they meet performance requirements for the class through a
variety of assignments and evaluation activities. Evaluation measures should be matched to proposed course
objectives/student learning outcomes; please include a minimum of one evaluation measure for each proposed
course objective (it is possible to address more than one learning objective in a given evaluation measure).
Both quantitative and qualitative methods are used to assess student achievement of these learning
outcomes. Quantitative measures include standardized tests, licensure examinations, locally-developed tests
and attitudinal self-reports. Qualitative measures include portfolios of student work, written reports –
reviewed internally and externally, documented presentations or demonstrations, and oral examinations and
interviews.
The methods of evaluation are preceded by the statement:
“A grading system will be established by the instructor and implemented uniformly. Grades will be based on
demonstrated proficiency in subject matter determined by multiple measurements for evaluation, one of which must
be essay exams, skills demonstration or, where appropriate, the symbol system.”
Special Materials Required of Student
List materials not normally purchased by student such as zip disks or special lab equipment. Do not list
typical student supplies such as pencils, paper, texts, scantrons, etc.
Minimum Instructional Facilities
List the type of classroom and any special facilities which may be required (e.g., audiovisual, maps, lab
facilities, etc.).
Method of Instruction
Examples include lecture, group discussion, field trip, guest speakers, individual instruction, field
observation, etc.
Texts and References
a. Required (representative examples):
Cite as follows: Author, Title, Publisher, date of publication.
b. Supplemental:
If there are supplemental materials, list representative examples (no more than 3 examples are
necessary)
Exit Skills
If this course will be a prerequisite/corequisite/recommended preparation for another course, see ―Content
Review Instructions‖ document for information on how to write Exit Skills. Exit skills are preceded by the
statement:
“Students having successfully completed this course exit with the following skills, competencies and/or knowledge:”