Noncredit Course Outline Template

Integrated Course Outline of Record (COR) Template for Noncredit Courses
How to use this template: In order to create a clean, course-specific document, please delete the shaded
boxes that contain guidelines and examples once you have entered your data in that field and complete
the fields in the order that makes the most sense to you. Also, please keep in mind that all quantities—
topics/subtopics, objectives, assignments, etc.—are up to your discretion; because the numbers provided
in the template are primarily for illustration, you should add or delete quantities as necessary.
Course title:
Content outline (topics) should accomplish the following:
 Represent the specific body of knowledge the course will cover
 Support the objectives (A reviewer should be able to read an objective and see where it is
covered in topics and vice versa; however, a 1:1 ratio is not necessary because sometimes a
stated objective summarizes the combined learning of multiple topics. Using some of the same
identifying language in topic headings and objectives helps reviewers who are unfamiliar with
the subject see the correlation between the two.)
 Be in outline format: use two levels of headings that are subject-based rather than action-based
(i.e., nouns rather than verbs) and include at least two subtopics for each main topic
 Use the number of subtopic headings under a given topic to indicate emphasis.
Course Content Outline
Performance objectives should accomplish the following:
 Show what students will be able to do with the course content when they have successfully
completed the course (these “abilities” must be measurable)
 Adequately cover theory, principles, and concepts; skills and applications are used to reinforce
and develop concepts
 Reflect active learning; begin with an active verb from Bloom’s taxonomy of cognitive
Example from an algebra course: Apply basic factoring techniques to second- and third-degree
Student Performance Objectives
Upon successful completion of this course, students will be able to do the following:
Sample assignments should accomplish the following:
 Reflect coverage of course content by being course-specific
 Promote student mastery of the objectives by relating the assignment to the skills and abilities in
the objectives
 Begin with an active verb.
Example from a U.S. history course: Read and take notes about the U.S.’s national expansion
through wars and international agreements and purchases.
Example from an algebra course: Practice factoring second- and third-degree polynomials.
Assignments will be consistent with, but not limited by, the following types and examples:
Catalog description should be a short paragraph that summarizes the objectives and content of the
course. It should accomplish the following:
 State the goals and outcomes a successful learner can demonstrate at the end of the course
 Identify key topical areas that the course will address/cover
 Identify the target audience (if appropriate)
 Use complete sentences (at least three), active voice, and the present tense.
Example: This course introduces students to beginning algebra. Topics include the real number
system, operations with algebraic expressions, linear equations and inequalities, polynomials,
factoring, and an introduction to quadratic equations.
Catalog description
Schedule description should be one or two complete sentences that summarize the intent (introduces,
explores, analyzes, addresses, develops, reviews, provides, etc.) and content of the course.
Example: This introductory algebra course covers the real number system, operations with
algebraic expressions, linear equations and inequalities, polynomials, factoring, and an introduction
to quadratic equations.
Schedule description
Sample instructional methodologies should
 Describe what the students will be doing and experiencing with respect to the instructor, each
other, and/or their environment
 Be appropriate for the stated performance objectives
 Illustrate sufficient opportunities for diverse types of learners to achieve those objectives.
Example: If one performance objective from an English composition course is for students to
complete the course with the ability to “[u]se the writing process to compose college-level
expository writing assignments characterized by a limited topic, a thesis, coherence and logic, clear
organization and structure, and general and specific support,” then one method of instruction might
be the “use of peer review groups to provide student writers a real audience context and valuable
feedback and student readers the opportunity to practice critical thinking skills as they evaluate their
peers’ writing.”
Methods of Instruction
Instructional methodologies will be consistent with, but not limited by, the following types or examples:
Sample evaluation methodologies should illustrate how sample assignments and instructional methods
(including classroom activities) are used to promote student mastery of the objectives.
Example: If a drama class was asked to write a critical review of a theatrical performance that
evaluates the theatrical techniques employed, then a method of evaluation might be “Evaluation of
written analyses for content, form, and application of dramatic performance review techniques.”
Other examples that are appropriate for certain types of courses: Evaluation of contributions to
class discussion; participation in and contributions to group projects; final written essay
examination for content, terminology, and knowledge of subject matter; manipulative skill
demonstrations; and review, restudy, and reattempt workbook questions until responding
successfully to at least 90 percent of the questions.
Methods of Evaluation
Evaluation methodologies will be consistent with, but not limited by, the following types or examples:
Required texts, if used, should include author’s last name, first name, and middle initial (if known);
complete title (including subtitle); most current edition; publisher’s name; year of publication; and
ISBN. Texts published within the last five years are preferred and still in print are preferred.
Example: Jackson, Lambert L., and Jacob William Albert Young. High School Algebra. 1st ed.
BiblioBazaar, 2008. 978-0554581378
Required Materials
Examples of typical print and non-print materials for this course include the following:
Student Learning Outcomes: Please see Outcomes & Assessment Committee (OAC) website for
instructions, guidelines, and assistance writing SLOs.
Student Learning Outcomes