Instructions course outline August2010 v5 by chenmeixiu


									                       University of Hawaii Maui College
                         Course Outline Instructions


Complete each numbered section of the course outline form.
Section 1: Basic Information
Before completing this section consult the University of Hawaii Master Course
  List at and the
  University of Hawaii Community Colleges Master Course File at to check if the
  modified course is offered at another UH campus and what numbers are
  available in an alpha for use. If the modified course is NOT the same as or
  similar to another course offered elsewhere in the UH system, then a modified
  course is given a number in an alpha that is not used elsewhere. If a course is
  the same or comparable then the modified course should use the same
  alpha/number used for a comparable course at another UH college. Courses
  of similar type are usually grouped within a number series within an alpha, so
  that should be taken into consideration when choosing a number. Also the
  level of the course needs to be consider, is it 100, 200, or another level
  course. If unsure how to number a course or how to request a new alpha,
  consult your curriculum representative or the Curriculum Committee Chair.
  After review of the list and consultation, if needed, then assign the appropriate
  alpha and number. See sections 5, 6 and 30 of the CAR form and the CAR
  form instructions for more information.
Alphas are always in capital letters (ANTH, PSY, ETRO).
Numbers are Arabic numbers.
Course titles should be 25 characters or less, if possible.
Select the number of credits from the drop-down menu.
Select the department of the lead author from the drop-down menu.
List the name of the author or authors.
Date of Outline is date the outline is submitted to the Curriculum Committee.
Effective Date is the date the course is first proposed to be taught (Spring 2010,
   Fall 2011)
5-year Review Date is five years following the Effective Date (Spring 2015 for
   Spring 2010 effective date, Fall 2016 for effective date Fall 2011)

Section 2: Description of course, cross-list and student contact

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UHMC course descriptions start with an action verb (Examines, Studies). Keep
     the description brief; 25 words or less would be ideal. Not every item in the
     course or every competency will be covered
 Fill in the alpha and number of the cross-list in the blank, if there is a cross-listed
course. If none,
    skip. Another CAR and course outline are prepared for the cross-listed
 Fill in the hours of student contact (per week) and the type of contact, for
    example 3 hours lecture/lab in the blank.

Section 3: Pre-requisites, Co-requisites, and Recommend Preparation
Pre-requisites: Complete only if there is a course or other requirement that
   student must have completed to be successful in the course. A pre-requisite
   also places a course in a sequence of courses. See the pre-requisite style
   sheet for the correct form for prerequisites. For most courses the yes box
   following Pre-requisite may be waived by consent statement is marked. This
   means the instructor or his/her designee may allow a student into the course
   after consultation. Only if there is NO option for the student to take the class
   without meeting the pre-requisite is the no box marked. If there is no re-
   requisite for the course, skip.
Co-requisites: Complete only if there is another course or requirement that the
   student must be taking at exactly the same time for the student to get credit in
   this course. For example, a laboratory course is required to be taken at the
   same time. If there is no co-requisite, skip.

Recommended Preparation: Complete with a course or requirement that will help
  the student succeed in the course. This should be very important to success
  (not just good to have) but not a requirement. It lets students know there is a
  level of preparation that will help lead to success. For example, ENG 100. If
  there is no recommended preparation, skip.

Section 4: Function/Designation

Mark the box in front of each function/designation where the course may be
  used. For each degree marked, click on the drop-down menus following the
  degree to indicate program name and/or category within the degree that the
  course fulfils. If there are additional AS/AAS programs for which the course
  fulfils a function/designation, list the programs and categories in the box
  following. If a course is developmental or remedial mark the box in front of
  developmental/remedial. If the course does not fit in any of the
  function/designation areas listed or there is additional information, then mark
  the box in front of other/additional and explain. The AA degree category
  includes Academic Subject Certificates. The AS and AAS program
  designation included certificates within a program.

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If the course outline is the result of PCC or other community college or system-
     wide committee work mark the box in front of the statement and put the name
     of the responsible committee in the box following. If it is not, leave the box

Section 5: Student Learning Outcomes (SLOs):

List one to four inclusive SLOs for the course. Each is to be listed following a
   Roman numeral. If there are less than four, skip the other numerals. These
   SLOs are then linked by using the appropriate Roman numeral to section 7:
   Recommended Course Content and section 9: Recommended Course
   Requirements & Evaluation. If there are more than four, contact your
   curriculum committee representative, the Curriculum Committee Chair, or
   Debie Amby, the Banner/Curriculum APT, for help. Use additional Roman
   numerals (V., VI.) to designate additional SLOs. Following each SLO there is
   a semi-colon, except for the last one, which is followed by a period mark.

There are various ways to describe the type of SLO to be used here. The
   following is from Assessing Student Learning in Higher Education by Janet
   Fulks at defines SLOs thus:

        Student learning outcomes are the specific measurable goals and
        results that are expected subsequent to a learning experience.
        These outcomes may involve knowledge (cognitive), skills
        (behavioral), or attitudes (affective behavior) that display evidence
        that learning has occurred, at a specified level of competency, as
        a result of a course or program. Learning outcomes are clear and
        assessable statements that define what a student is able to DO at
        the completion of a course or program. Learning outcomes
        provide a focus and a standard for the classroom or the student
        services program.

   The web address above will take you to her work on
   assessment in higher education.

   In The Mapping Primer: Tools for Reconstructing the College Curriculum by
       Ruth Stiehl and Les Lewchuk (Corvallis, Oregon: The Learning
       Organization, 2005) SLOs are described this way:

             Learning outcomes [answer the question] [w]hat do
             students need to be able to DO “out there” that we’re
             responsible for “in here”? “Out there” refers to the
             many roles students fill in the rest of their lives
             beyond this…course, including being a successful
             student in the next course(s). “In here” refers to just

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              this…course. There are usually no more than…1-4
              outcomes statements per course (p. 82).

Section 6: Competencies/Concepts/Issues/Skills.

Formerly this section was titled SLOs, however, most of us at UHMC used this
  section to list what now have come to be defined as specific competencies,
  concepts, issues, or skills that a student needed to understand or master as
  part of the course. To allow us to retain all the work previously done, this
  section has simply been re-titled and the designation system of lower case
  letters (a., b., c…zz) has been maintained. These are to be linked as has
  been done since 2004 to section 7: Recommended Course Content, and
  section 9: Recommended Course Requirements & Evaluation. Following each
  item there is a semi-colon, except for the last one, which is followed by a
  period mark. The fill-in blank will expand to hold all the items listed for a

If this is a course modification, review section 6; statements that are inclusive,
     overarching SLOs would be moved to section 5 above.

The following is adapted from Assessing Student Learning in Higher Education
   by Janet Fulks at and The Mapping
   Primer: Tools for Reconstructing the College Curriculum by Ruth Stiehl and
   Les Lewchuk (Corvallis, Oregon: The Learning Organization, 2005)

       Competencies refer to the specific level of performance that
       students are expected to master.

      Concepts are what the student must understand to demonstrate intended

      Issues are what the student must manage to reach the intended

       Skills are developed through demonstration and repetitions of practice and
       feedback. They are the learned capacity to do something.

Section 7: Suggested Course Content and Approximate Time Spent on Each

In this section the suggested content for the course is divided over a15 week
    semester. Courses that are of shorter length, for example, 1 credit for 5
    weeks, are divided over the appropriate time period. The SLOs from section 5
    and the competencies, concepts, issues and skills from section 6 are linked to
    the content. Roman numerals for the SLOs and lower case letters for the

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   competencies, concepts, issues, and skills are listed in parentheses, for
   example (I, II, a, c, n), behind the content. The content is assigned to weeks
   rather than sessions because courses are taught in different time formats (50
   minute, 75 minute, compressed summer school) depending on the scheduling
   situation. The 15-week semester usually does not include exam week; if a
   final exam is listed it would be in week 16.

Section 8: Text and Materials, Reference Materials, and Auxiliary Materials

Although the actual textbook and other materials will be chosen by the instructor
    at the time the course is offered, in this section recommendations for
    textbooks and materials are given. In the text and materials portion, possible
    textbooks and materials such as handout booklets, lab manuals are listed.
    Reference materials would included items such as academic journals,
    dictionaries, or books that are available on-line or through library or from the
    instructor. Auxiliary materials might include items such as lab equipment,
    testing material, journals or notebooks that will be used. Complete the
    section by filling in the blank for each portion.

Section 9: Suggested Course Requirements and Evaluation

The instructor decides specific course requirements and types of evaluation at
   the time the course is being offered. However, to provide consistency among
   sections of courses over time, actual evaluation methods and course
   requirements are to be chosen from the list in the course outline. As part of
   the guidelines for course requirements and evaluation a percentage
   parameter is given for each requirement or evaluation method listed; for
   example, Oral Presentations 50% - 80%.

The SLOs from section 5 and the competencies, concepts, issues and skills from
   section 6 are linked to the suggested course requirements and evaluation.
   Roman numerals for the SLOs and lower case letters for the competencies,
   concepts, issues, and skills are listed in parentheses, for example (I, II, a, c,
   n), behind the requirements/evaluation. This link between sections 5 and 6
   and section 9 shows that a stated SLO or competency is assessed and in
   broad terms what type of assessment(s) will be used for each. Do not use
   numbers or letters to designed requirements or evaluation methods; simply
   list them with the percentage parameter and links.

Section 10: Methods of Instruction

Although instructional methods will vary considerably by instructor and specific
    methods used are at the discretion of the instructor teaching the course, the
    section provides guidelines as to the type of methods that would be
    appropriate for the course. These methods may overlap with the
    requirements and evaluation methods listed in section 9. However, this list

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   will include methods by which course content will be delivered and enhanced
   but not directly evaluated. Listed may be such methods as discussion, guest
   speakers, field trips, or service learning. Do not use numbers or letters to
   designed methods of instruction simply list them.

Section 11: Assessment of Intended Student Learning Outcomes Standards Grid

Complete the Assessment of Intended Student Learning Outcomes Standards
  grid using the following key.
  3 = Major Emphasis: The student is actively involved (uses, reinforces,
  applies, and evaluated) in the student learning outcomes. The learner
  outcome is the focus of the class.
  2 = Moderate Emphasis: The student uses, reinforces, applies and is
  evaluated by this learner outcome, but it is not the focus of the class
  1 = Minor Emphasis: The student is provided an opportunity to use, reinforce,
  and apply this learner outcome but does not get evaluated on this learner
  0 = No Emphasis: The student does not address this learner outcome

When the grid is complete, transport it from Excel to Word and add it to the end
of the course outline document. The completion of this grid also allows for the
completion of section 24 of the CAR form. A course will support at least one or
more general education and/or program SLOs. A course is considered to
support an SLO if there is at least one 3 in any of the outcome standards or if
there are a number of 2s within a standard. If only 0s or 1s occur within a
standard than the standard is not support. This means that in section 24 that
standard is not marked as being supported.

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