Course Outlines

It is essential that all students have access to the basic information about the courses in which they are enrolled.

The course outline (syllabus) must either be provided in paper copy or be made available in electronic form. If the course outline is only distributed electronically, the instructor must provide detailed instructions on how to access the syllabus. Unless circumstances dictate otherwise, the course outline must be provided on or before commencement of instruction. As per the NIC Course Outline Policy, the finalized version of course outlines need to be submitted to your department Chair or designate for review before the start of the course.

In the case of fully online classes that do not meet in person in the same physical setting, the enrolled students shall be provided with the course outline in electronic form.

It is important to include the course outline document for students to access and download in your NIC (North Island College) Brightspace course – if your course content is offered via this mode.

Please also see the NIC Course Outline Policy for further policy information.

Roles and Purposes of a Course Outline

The course outline can serve many roles within your course – it is not just a document to share on the first day.

Here are some roles your course outline can serve:

NIC Course Outline Template

A Course Outline Template is available for download from NIC Teach Anywhere: Course Outlines.

Some details to consider when completing your course outline using the NIC course outline template:

Basic Course Information

Here is the basic information you must include in the course outline.

Institution Info (institutional name and logo, department/faculty)

• Course Title – full course title, course number, credit hours, year and semester
• Days and Times – day(s) of week class meets, start and end times, start week and end week dates, days class is not held due to holidays or religious observances
• Class Location – campus, building, room number
• URL of course web site OR name of course within Brightspace
• Instructor Details – name, office location, phone, email, office hours, preferred method of communication, appointments or drop in details, mailing address, other contact info
• Labs/Tutorials – location, times, days and location, instructor details
• Teaching Assistants/Student Supports – name, office locations, phone, email,
  office hours

Course Description

Students appreciate knowing about the big picture/overview of the course. Ensure you include examples of how you will teach the course and the anticipated workload for students.

• Prerequisites – courses, skills, permissions, how to obtain instructor signature if required
• Overview of Course – key concepts/topics, how course fits within program, ideal audience for course, rationale/benefits of taking course
• Learning Outcomes – list all outcomes outlining what students should be able to know and do after the course is completed -be sure to align learning outcomes with assessment, see Teach Anywhere: Learning Outcomes for useful resources and information
• Teaching/Learning Strategies – list of strategies used in course e.g., lectures, group activities, questions, debates, videos, podcasts, to give students a sense of how the class will run
• Workload – estimated amount of time you expect students to prepare for class, work on assignments etc. -students appreciate an honest approximation of your expectations

Assessment and Evaluation Details

This is the first section most students access. They are very keen to see how you will be assessing and evaluating them. Include in-class assessment activity ideas to let them know how you will be seeking feedback on their learning and their views of how the course is progressing. Evaluation details will help them see where they will be demonstrating their skills and knowledge on the subject matter.

• Tests and Quizzes – outline how many tests or quizzes in course, total marks/percentage of each, taken online or in-class, open/closed book, short/long answer, multiple choice/diagrams/matching, levels of cognitive thinking skills required, dates scheduled, length of time, items can bring to exams or tests
• Final Exam – total marks/percentage of final grade, date, length of time, in-class or exam timetable, number of questions, types of questions
• In-class Assessment Activities – what to expect for informal student feedback, purpose and use within class, examples such as ticket out the door, muddiest point, minute paper, etc. Please also explore Teach Anywhere for more information and resources.
• Evaluation Methods – e.g., projects, presentations, demonstrations, essays – how many, due dates, marking info, total marks/percentage of final grade, submission format – online or hard copy, indication if there are any opportunities to improve grades through resubmitting. See Teach Anywhere for 20 fair, clear and simple ideas for assessing learning as well as additional resources

Required Course Materials

Be sure to list all course materials from the textbook to any web sites or online resources. The most important component in this section is to indicate if the course material is ‘required’ or ‘recommended’, as students will surely ask!

• Textbook – author, title, ISBN, edition number, costs, where to purchase, availability of online notes or password access to publisher site for materials
  • Readings – what readings are part of course, URLs/web links to readings, PDF copies on course web site or description of where to purchase/copy – ensure you have copyright free use of articles
  • Course pack – collection of readings printed and bound, cost, where to purchase
  • Library Reserve – share if a copy of the textbook or other readings are on reserve, how long can students take out on reserve/or in library use only, name or readings, location in library
  • Specific Course Tools – special calculators, safety equipment, medical supplies, art and photography materials, paper, clothing, software etc.

Course Schedule of Topics/Content

Make sure to include:

• Tentative Schedule of Topics – week by week is the typical format
• Format/ Modality – mode of learning in course: face-to-face with web enhanced environment, blended course (partial online/partial face-to-face) or fully online
• Special Dates/Missed Classes – religious holidays, special events and times when the class does not meet, off-campus field trips, special performances, last day to withdraw from class
• Assessment Dates – quiz, test, exam, project, paper and any important assessment dates included in schedule

Policies and Procedures

Make sure to include:

• Attendance – lateness, missed classes, penalties, make-up procedures, reporting illness and personal/family emergencies, contact expected with instructor
• Assignments – format for handing in, policies and procedures for extensions, missed deadlines, penalties, etc
• Academic Misconduct/Dishonesty – plagiarism, cheating, copying, signing permission form for submitting papers to online plagiarism sites, policies and procedures for infractions
• Grading – weighting of components, incomplete, pass/fail explanations, grade appeals, requirements for passing course, completion of all components
• Tests and Exams – what to do if late or missed, penalties, procedures
• Participation – expectations around class participation, involvement in group activities etc.
• Professionalism – what and how you expect students to behave in your class, how you will deal with disruptive students, statement on use of cell phones/technology in class, other situations which may result in students’ learning being affected, etc.
• Safety – procedures for lab safety, health issues, proper attire, safety equipment needed, what to do in case of an earthquake, tornado, fire, hazardous spill, bomb threat, violent intruder, or other emergencies that threaten the safety of students in your class; notification procedures for inclement weather/impassable roads – radio, institution web site
• Respect – include a statement about your expectations around listening and respecting the points of view of their peers, about how to handle any controversial course content and how to manage their feelings and words when they encounter different attitudes, opinions, and information

See Learn Anywhere: Learner Responsibilities for more information and resources.

Learning Strategies and Resources

Make sure to include:

• Tips for Success – different approaches to success, time management tips, common course misconceptions, sample test questions, topics that might cause confusion etc.- Learn Anywhere: Learning Strategies
• NIC Library and Learning Commons – highlight some of the relevant links for your course such as research support, peer tutoring, writing support, math support etc.- NIC Library and Learning Commons
• Glossary – technical terms, specialized information to help in studying
• Links – to previous exam questions, student assignments, style manuals, web-based resources to podcasts/video/and support material
• NIC Learn Anywhere Website is a one-stop shop of multimedia resources (videos, handouts, infographics, images) for students related to learning how to learn, studying effectively and other tips for being a successful student. Share with your students!

Accommodations for Students

Your department or faculty might have a standard statement about accommodating students. You may also wish to approach the Department of Accessible Learning Services for any further details on workshops, consultations, and information they provide for students of all needs.

• Disabilities – a statement inviting students with physical, medical, mental, or learning disabilities to approach the instructor for any accommodations required for success in course
• Learning Support – location, web links, times, offerings of learner support centre/student support area at your institution, possibly invite a representative to your class in the first week to speak for a few minutes about resources and people there to help
• Missed Classes – a statement about accommodating students who need to miss your class due to religious beliefs, observations and practice, athletic/sports team participation, job/admission interviews, family/personal emergencies, and circumstances out of control

Rights and Responsibilities of Students

Many institutions are developing rights and responsibility statements with both instructor and student bodies. Here are some examples that are showing up in course outlines:

• Right of students to have class meet on required days throughout term; instructors have right to expect students to show up on time for learning
• Right of students to have an instructor organized and prepared class; instructors have right to similarly expect students to be prepared and ready for learning each class
• Right of students to expect instructors to grade and return assignments and tests within a reasonable time frame; instructors have right to expect students to hand in assignments on time

Social Media: Privacy and Protection of Student Identifiable Personal Data

With the greater attention paid to the privacy and protection of students identifiable personal data on the Internet (e.g., name, class, address, opinions, gender) and national and provincial laws around the use of social media tools in the classroom, be sure to include something in your course syllabus if you plan to use social media tools (e.g., Facebook, Flickr, Google Docs, Skype, Twitter, Prezi, Instagram, etc.) for assignments or activities.

• Notice: Including information in your course outline about your use of social media for an assignment is an important first step. Ensure you have alternative arrangements for the assignment if students do not wish to use social media.
• Knowledge: Supply information as to why social media use has its risks. This would include information about the use of personal identifiable information being stored on servers outside of their country and how it would be subject to other countries searching and seizing anything written/posted they feel is inappropriate and a threat to country. This could lead to travel issues.
• Consent: It is always best to obtain student written consent to ensure students fully understand the risks when using social media. This is an instructor’s best action for due diligence. See BCcampus’ website with resources on privacy but specifically the “Privacy Guide for Faculty Using 3rd Party Web Technology (Social Media) in Public Post-Secondary Courses”

Disclaimer

• Include a statement about the subject of change to the course outline. Guest speakers, length of time to cover a topic, a field trip, or even some class formats may change your course details. Try not to change assignment and test dates. If there are any changes, inform the students both in writing and announcing in class. Provide an updated course outline.

Please also refer to Teach Anywhere: FIPPA for more information on Privacy of Student Info.