COURSE SYLLABUS FORMAT

1
COLLEGE: DEPARTMENT:
COURSE CODE:
CLASS DAYS AND CLASS TIME: ROOM:
INSTRUCTOR: (name and contact details and consultation hours)
COURSE DESCRIPTION:
Provide a synopsis of the course content.
Example: This course (COURSE CODE and FULL TITLE) is aout!
LEARNING OUTCOMES (LO):
Describe the knowledge and skills that students are expected to demonstrate. Integrate
within and reflect through these statements of outcomes the Lasallian Guiding Principles
(LGP and !ollege or program "LG#s. $o answer this section% begin with the following&
On completion o" the course# the student is expected to e ale to do the "ollo$in%:
ELGA LEARNING OUTCOME
'ote& "ach "LG# does not have to have its own L(.
FINAL COURSE OUTPUT:
)ased on the above learning outcomes% what is the course output where students
demonstrate the various learning outcomes* Describe the output or work that students
will produce% present or submit as concrete evidence of attaining the above learning
outcomes. !onsider the course output as evidence of the student+s ability to transfer
knowledge and skills to real world industry or professional work settings. $o answer this
section% begin with the following&
&s e'idence o" attainin% the ao'e learnin% outcomes# the student is re(uired to do and
sumit the "ollo$in% durin% the indicated dates o" the term)
LEARNING OUTCOME REQUIRED OUTPUT DUE DATE
LO *:
LO +:
LO ,:
*
This "ormat aims to ali%n s-llaus desi%n o" a .eneral Education (.E) or Lasallian Core Curriculum
(LCC) course $ith the Lasallian .uidin% /rinciples# Expected Lasallian .raduate &ttriutes (EL.&s)
identi"ied - the colle%e# the use o" Understandin% - Desi%n and Trans"ormati'e Learnin% "or .E courses)
*
'ote& "ach L( need not have its own output or work. (utputs may be in the form of a
product to be submitted or a performance to be done (e.g.% demonstration.
RUBRIC FOR ASSESSMENT:
#ttach here the rubric that students will use to self,check their re-uired output prior to
submission. $he same rubric will also be used to grade the student+s work. Integrate
within and reflect through the rubric criteria(categories found in the first column the
LGPs and "LG#s. Describe criteria that are at par with industry or professional
standards.
Example:
CRITERIA EXEMPLARY
4
SATISFACTORY
3
DEVELOPING
2
BEGINNING
1
RATING
Category 1 The sumitted
$or0 mani"ests
(ualities $hich
%o e-ond the
re(uirements)
The sumitted
$or0 mani"ests the
re(uired (ualities)
The sumitted
$or0 partiall-
mani"ests the
re(uired
(ualities)
Certain aspects
are either
incomplete or
incorrect)
The sumitted
$or0 does not
mani"est an-
o" the
re(uirements)
Category 2 The sumitted
$or0 mani"ests
(ualities $hich
%o e-ond the
re(uirements)
The sumitted
$or0 mani"ests the
re(uired (ualities)
The sumitted
$or0 partiall-
mani"ests the
re(uired
(ualities)
Certain aspects
are either
incomplete or
incorrect)
Category 3 The sumitted
$or0 mani"ests
(ualities $hich
%o e-ond the
re(uirements)
The sumitted
$or0 mani"ests the
re(uired (ualities)
The sumitted
$or0 partiall-
mani"ests the
re(uired
(ualities)
Certain aspects
are either
incomplete or
incorrect)
TOTAL:
OTHER REQUIREMENTS AND ASSESSMENTS:
.tate here other re-uirements (e.g.% field work or assessments (e.g.% exams that will be
done to check on student progress towards the re-uired outputs and learning outcomes.
Example: &side "rom the "inal output# the student $ill e assessed at other times durin%
the term - the "ollo$in%:
+
Reaction /aper
/ro"icienc- Test
.roup Report
GRADING SYSTEM:
List here the components of the final grade and their corresponding weights or
percentages. /rite also the grading scale. 0elate the grading scale to the attainment of
the learning outcomes. 'ote that the components consist of the assessments that have
been mentioned above. .tate here also other grading policies you or the department may
have (e.g.% academic integrity and attendance.
Example: The student $ill e %raded accordin% to the "ollo$in%:
1usiness /lan 2 34 5
.roup Report 2 ,4 5
Class /articipation 2 *4 5
LEARNING PLAN:
Given the above learning outcomes and assessments% determine the content to be
covered. !onsider distributing the content into learning units which in turn cover certain
topics. # unit may consist of one or more topics. 1or example% a unit may have two topics
while another may have three topics. 2nits allow for in,depth in-uiry for related topics
or enable the practice of a particular concept or skill in varied contexts. .imilarly% a
topic need not be covered on a weekly basis. 1or every unit or topic% indicate the key
understanding that students need to develop. In the last column% write the learning
activities that students will engage in for the development of the key understanding.
Example:
LEARNING
OUTCOME
TOPIC WEE NO! LEARNING
ACTIVITIES
REFERENCES:
,
List titles of books and other sources where course content can be found. Lists at least
five titles originally published or produced in 3445 or later. Listing should be in the style
of the discipline (eg.% #P# or 6L#.
Example: (&/& st-le)
1ell$ood# /) (+443)) 6istorical and comparati'e perspecti'es) &ustralian 7ational
Uni'ersit-)
ONLINE RESOURCES:
List /ebsites and other electronic media sources (e.g.% D7Ds or !D,0(6s where
course content can also be found. Indicate date of retrieval of /ebsite published or
produced in 3445 or later.
Example:
1ell$ood# /) &ustronesian /rehistor- in Southeast &sia: 6omeland# Expansion and
Trans"ormation Retrie'ed 8arch 9# +4**# "rom
"##$:%%&$'&((!)*+!&,+!)+%)+(#'-*&(.)*(%)+(#'-*&(.)*(%/-0.1&2,&3.4&(%4"56!"#/1
CLASS POLICIES:
.tate other class policies related to academic behavior or classroom management or
course work. !heck that stated policies are specific and consistent with other
2niversity and college and department policies.
: