Element
COMMS Course Outline Writer Guide (revised)
Existing Course Outline
COMMS Course Outline
Course Information
Are you using the right
template?
Have you indicated
the contribution the
course makes to the
program?
There are three templates: Vocational – for courses
designed to address content specific to the
vocational learning outcomes or career area
Essential Employability Skills (EES) – for courses
whose primary focus is to address EES outcomes
(e.g. ENL1813)
General Education (GenEd) – for courses designed
to meet general education theme areas
There are two options:
Core – mandated courses which students must
complete to receive a credential
Elective – one of a number of options open to
students
Select the type of course using the drop-down
menu.
The text of the course description must match that
showing in GENESIS.
The course description will be downloaded from
GENESIS.
Note: It is important that you select this item
correctly as this will determine the template that
will be presented to you as you enter your course
using COMMS.
Select the contribution to the program using the
drop-down menu.
Course Description
Does the course
description match the
description in
Genesis?
Relationship to Program Learning Outcomes
If this is a vocational
course, have you
identified the
vocational learning
outcomes that this
course supports?
Have you indicated
the contribution to the
vocational learning
outcomes that this
The vocational learning outcomes that this course
supports need to be identified by number and short
name.
Identify the vocational learning outcomes that this
course supports, and simultaneously, indicate the
type of contribution being made by checking the
appropriate boxes.
The mapping of the course against the program
vocational learning outcomes is currently mapped
separately and is not part of the course outline.
Indicate the type of contribution being made by
the course the achievement of the vocational
learning outcome by checking the appropriate
boxes in the columns marked T, A, and CP.
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course makes?
If this is a GenEd
course, have you
identified the theme
area that this course
addresses?
Have you identified
the EES learning
outcomes that this
course supports?
Have you indicated
the contribution to
EES learning
outcomes that this
course makes?
There are five GenEd theme areas in which a
course might be grouped. All GenEd courses should
now have changed from goals to themes.
There are eleven EES learning outcomes that may
be supported by the course. All courses should now
have changed from Generic Skills to EES. These
outcomes may be supported by vocational, EES, or
GenEd courses.
The mapping of the course against the Essential
Employability Skill learning outcome is currently
mapped separately and is not part of the course
outline.
Be sure that you understand what these terms
mean.
Select the button next to the GenEd theme area
in which the course is grouped.
Identify the EES learning outcomes that this
course supports, and simultaneously, indicate the
type of contribution being made by checking the
appropriate boxes.
Indicate the type of contribution being made by
the course to the achievement of the EES by
checking the appropriate boxes in the columns
marked T, A, and CP.
Be sure you understand what these terms mean.
Course Learning Requirements/Embedded Knowledge and Skills
Have you written the
Course Learning
Requirements (CLRs)
and the Embedded
Knowledge and Skills
(EKS) to reflect the
program learning
outcomes?
Have you written the
CLRs to be consistent
with the course
description?
Have you written clear
If a program learning outcome (vocational or EES) is
taught in a course, the outcome or a subset of the
outcome needs to be included in the CLRs.
Similarly, the CLRs should reflect the theme area for
GenEd courses.
Enter each CLR separately, and for each CLR,
enter one or more EKS statement(s) separately.
CLRs should flow naturally from the course
description.
Enter a manageable number of CLRs, e.g.
approximately 4 to 8, that are consistent with the
course description.
CLR statements begin with strong “action verbs”.
CLR statements begin with strong “action verbs”.
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statements of
expected learning that
can be validated or
measured?
Have you described
important learning
through the CLRs?
Have you described
what the learner will
be able to do once
he/she has earned
credit for the course?
Write meaningful, measurable CLR statements
that can be validated with assessment activities.
CLRs describe significant learning that will be in
place at the end of the course, while the EKS may
describe “stepping stones” to or subsets of this
learning.
CLRs complete the statement, “When you have
earned credit for this course, you will have
demonstrated the ability to do:”
Ensure that EKS statements encompass smaller
learning segments than CLRs, begin each EKS
with a verb, and enter at least one EKS for each
CLR.
CLRs complete the statement, “When you have
earned credit for this course, you will have
demonstrated the ability to do:”
Begin each statement with a verb.
Learning Resources
Have you listed
learning resources
that support the
achievement of the
CLRs?
Have you checked
that the resources are
appropriate for the
abilities and
backgrounds of the
learners?
Have you ensured that
the resources are
accessible and
affordable?
All required texts, reference texts, and other key
resources are listed.
Use the text box and the editing functions to list
the resources. Include here resources that will
be common across all sections of the course.
The resources need to match the AAL and the
placement of the course in terms of pre-requisites
and co-requisites.
The resources need to match the AAL and the
placement of the course in terms of prerequisites and co-requisites
Copies of the resources should be made available in
the LRC.
Check that the resources are current, accessible,
and affordable.
The learning activities should identify the key things
that students will do to acquire and use new
information and skills.
Use the text box and the editing functions to list
the learning activities.
The learning activities should identify the key
Learning Activities
Have you listed
learning activities that
support the
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achievement of the
CLRs, and, if
applicable, the EES
learning outcomes?
Have you provided a
variety of learning
activities?
Have you ensured that
the learning activities
are suited to the
needs, interests, and
ability of the learners?
things that students will do to acquire and use
new information and skills.
There should be a variety of activities to appeal to
different learning styles.
The learning activities should be stated from the
learner’s perspective, e.g. participation in discussion
groups, analysis of cases, locating information in
databases. The activities complete the statement,
“During this course, you are likely to experience
the following activities:”
List a variety of learning activities, but ensure that
the learning activities are in fact provided by the
course.
The learning activities should be stated from the
learner’s perspective, e.g. participation in
discussion groups, analysis of cases, locating
information in databases. The activities complete
the statement, “During this course, you are
likely to experience the following activities:”.
Evaluation/Earning Credit
Have you clearly
stated the way(s) that
a student will be asked
to demonstrate
evidence of learning
achievement?
Have you listed the
evaluation activities,
and their weighting?
Have you linked the
evaluation activities to
the CLRs and/or EES
learning outcomes?
Have you provided a
variety of appropriate
evaluation activities?
Have you included the
The evaluation activities must complete the
statement, “The following will provide evidence of
your learning achievement:”
Enter each evaluation component separately.
It should be clear to learners how they will earn their
grade in this course. Moreover, no single evaluation
activity should count for more than 40% of the total
grade.
Content validity requires that the evaluation activities
match the CLRs and EES learning outcomes in both
content and level of learning expected.
Enter a weighting for each evaluation component
if appropriate.
Different students will be able to demonstrate their
learning more easily in different ways.
Ensure that there are different kinds of evaluation
activities in your evaluation plan that will allow
learners different ways to demonstrate their
learning.
The table will be included unless you remove the
The table should be reproduced in each course
Check the boxes to link the component to the
CLR and/or the EES learning outcome(s).
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College Grading
Numerical Equivalent
table?
Have you described
the type of
assessment for Prior
Learning and
Recognition (PLAR)
candidates?
outline, if applicable.
mark from the check box.
The method of demonstration for assessment of
PLAR should be described here.
Use the text box and the editing functions to list
the PLAR process.
Have you included the
course-specific related
information?
This is not a separate area in the current course
outline.
Have you included the
school/department
specific related
information?
This is not a separate area in the current course
outline template.
Use the text box and the editing functions to list
the course-related information.
Only information specific to the course should be
listed here.
The school/department specific related
information will be included.
Have you included the
College-wide related
information?
The College-wide information includes four
statements: email account usage, use of electronic
devices, access to CSD, and maintaining copies of
the course outline.
Related Information
This information will be entered at the
department level and will appear in all course
outlines in the department.
The College-wide information will be included.
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