Ilia State University
Faculty__[Indicate the name of the Faculty]_________
Level_[Indicate which level is this course intended for – Bachelor’s, Master’s or
PhD]_____________________
Note: A syllabus must be composed in Sylfaen font
Course Syllabus
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COURSE TITLE
COURSE DURATION
ECTS CREDITS
[The title of the course should reflect the content of the
course.]
[A syllabus should be submitted for each one-semester
course. A student will be assigned a credit after
completion of each one-semester course.]
[Indicate the number of ECTS credits allocated to the
course.
One credit corresponds to 25 hours of workload. It
includes not only contact hours (i.e. hours spent by
students on activities guided by teaching staff) but also
embraces time spent on independent work, preparation
for assessment and the time necessary for the
assessment.
In case of 6 credit course the number of hours (contact
hours plus time spent on independent work and
assessment) will be 150.
4.
DISTRIBUTION OF HOURS
(video-lectures, lectures, seminars,
lab-work, practical work, mid-term
assessments, final exam, time spent
on independent work, …)
The courses on Bachelor’s level can be allocated 3-6
credits, on Master’s and PhD level 6-12 credits. ]
[One semester consists of 15 weeks. Typically there can
be 2-3 hour class meeting/sessions per week. Class
meetings can have different format, they can be videolectures, lectures in the class, seminars, lab-work or
other.
It should be clearly stated how many hours are spent on
each learning activity.
Ex: Lecture -15 hr
Video- lecture – 11 hr
Seminars – 13hr
Mid-term Exam – 4hr
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INSTRUCTOR
PREREQUISITES
INSTRUCTION METHODS
AIMS OF THE COURSE
MAJOR TOPICS
COURSE OBJECTIVES:
LEARNING OUTCOMES AND
COMPETENCES
(GENERAL AND SUBJECTSPECIFIC)
Final Exam – 2 hr
Independent work – 105 hr]
[Indicate the name, qualification and job title of the
instructor, contact information and the office hours.]
[List previous courses or knowledge that students
should have in order to be successful in this
Course. If there is no prerequisite, please state “Not
applicable”.]
[Specify each method of instruction applied within the
course for each lesson e.g. Lecture, video–lecture, casestudy, seminars, tutorials, group discussions, brainstorming, etc.]
[Clearly state the aims of the course.
Aims are broad statements identifying the general
educational outcomes you want a graduate
of your course to be able to display.
The aims and objectives should relate to level
descriptors in the Higher Education Qualifications
Framework http://new.eqe.ge/uploads/3_EN.pdf]
[List the major topics; give the content of the course.]
[Identify the most important educational outcomes a
graduate of this course would be able to display.
List all expected learning outcomes, define the scope of
knowledge, skills and values to be attained by the
completion of this course.
Ex: By the completion of this course, students should be
able to demonstrate general /transferable skills:
Gather, integrate, synthesize, and analyze written and
oral information in a critical manner;
Use information objectively for solving problems and
arriving at alternative solutions;
Have communication skills;
Write a logical and coherent argument of their own.
Subject-specific outcomes/competences:
Ex: Advanced knowledge of the field of study, including
critical analysis of theories and principles;
understanding of complex matters of the field of
study.
Each outcome should be formulated according to the
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descriptor of relevant cycle of higher education. (see:
The Higher Education Qualifications Framework
http://new.eqe.ge/uploads/3_EN.pdf )
The learning outcomes should be expressed in
measurable terms – that is, in terms of some action that
students can perform and that you can evaluate.
Examples of good action-oriented verbs include:
describe, explain, calculate, write, evaluate, analyze,
develop, create, outline, display, report, interpret,
organize, explain and so on.
11.
EVALUATION AND GRADING
Note that each of these should be paired to an activity
students can carry out on an exam, in an exercise, or in
a project. They lead to measurable activities to which a
grade can be assigned.]
[State the grading system and the evaluation criteria
according which the student will be assessed.
This is the grading scale excepted on the National level:
(A) 91-100 Excellent
(B) 81-90 Very Good
(C) 71-80 Good
(D) 61-70 Satisfactory
(E) 51-60 Sufficient
(FX) 41-50 Unsatisfactory - meaning a student
needs more effort to pass an examination and is given
an extra chance to pass an additional examination
through independent work.
(F) Failure - 40 and less of the maximum of grades,
meaning the student’s effort is not enough and he has to
learn the subject anew.
To earn a credit a student must accumulate the range of
51 -100 points.
List the components of assessment you plan to use to
evaluate your students’ performance along with the
respective weight and percentage of the total grade
corresponding to each component.
Generally, we prefer to see not less than three different
kinds of assessment components. You can use the
categories listed in the example or specify your own
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ones. Here are several examples:
Tests
Colloquia
Project
Presentation
Comprehensive essay
Weekly writing assignments
Homework problem sets
Final Exam
Please note, that according to the University policy no
grade can be assigned to the “attendance” component.
Final assessment component cannot be assigned more
than 30 points.
Ex. Test – 25 points
Colloquia – 25 points
Project presentation – 20 points
Final exam – 30 points.
12.
TEXTS AND ADDITIONAL
RESOURCES
13.
COURSE SCHEDULE
Give the assessment criteria and assessment rubrics for
each component.
[List any textbooks that will be used for the course
(specify the author, title, date, publisher, and ISBN
number) along with online resources such as websites,
articles, etc.]
[Give a weekly course outline specifying reading
assignments, topics to be covered, major projects and
exams.]
Identify the competences developed by this course (Mark X in corresponding cell)
Knowledge and
Applying
Making
Communications
Learning skills
Values
understanding
knowledge
judgments
skills
[Does the course
[Will the
[Does the course
[Does the course
[Does the course
[Does the
develop the
graduate be able
develop the skills
develop the
develop the
course develop
theoretical
to apply the
for making
communications
ability to define
the values
knowledge]
gained
judgments ]
skills]
the future
characteristic
learning needs]
for professional
theoretical
knowledge in
activity]
practice]
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