Below, you will find information on how to prepare a course outline. TLS also offers examples of course outlines in hard copy - call 514-398-6648.

Printable Version
[CourseOutlineBriefGuide.pdf - PDF - 28.75 KB]

Introduction

Course outlines are intended to provide students with an overall plan for a course to enable them to function efficiently and effectively in the course. A course outline can be divided into five sections:

• General information
• McGill policy statements
• Learning outcomes
• Course content
• Instructional method
• Course materials
• Assignments and evaluation

In the following sections, items in bold print are required to be included in written course outlines, which must be provided to students during the first week of classes according to the McGill Charter of Students' Rights (Chapter One, Article 10.2 - amended by McGill Senate 21 January 2009 - of the Student Rights and Responsibilities Handbook, available as a PDF document from www.mcgill.ca/files/secretariat/Student-Handbook-2009-English.pdf/)

General information

• Number and title of course, number of credits;
• Name and title of the Instructor;
• Day, place and time of regular classes;
• Prerequisites - particular courses, specific knowledge or skills a student should know before beginning the course (e.g., use of the computer, ability to read architectural plans, etc.);
• Access to the instructor - office location, office hours and campus phone number, email (and similar information for teaching assistants where applicable);
• Calendar course description.

McGill Policy Statements

The following three statements must be included in all course outlines, in keeping with various Senate resolutions:

1. "McGill University values academic integrity. Therefore, all students must understand the meaning and consequences of cheating, plagiarism and other academic offences under the Code of Student Conduct and Disciplinary Procedures (see www.mcgill.ca/students/srr/honest/ for more information). (approved by Senate on 29 January 2003)
2. “In accord with McGill University’s Charter of Students’ Rights, students in this course have the right to submit in English or in French any written work that is to be graded.” (approved by Senate on 21 January 2009 - see also the section in this document on Assignments and evaluation.)
3. Use of Text-matching software: "Instructors who may adopt the use of text-matching software to verify the originality of students' written course work must register for use of the software with Educational Technologies (Email) and must inform their students before the drop/add deadline, in writing, of the use of text-matching software in a course." (approved by Senate on 1 December 2004).

You may also wish to include statements such as the following:

• "If you have a disability please contact the instructor to arrange a time to discuss your situation. It would be helpful if you contact the Office for Students with Disabilities at 514-398-6009 before you do this."
• "Additional policies governing academic issues which affect students can be found in the McGill Charter of Students' Rights" (Chapter One of the Student Rights and Responsibilities Handbook available as a PDF on www.mcgill.ca/files/secretariat/Student-Handbook-2009-English.pdf).
• "McGill University shall strive to be recognized as an environmentally safe and responsible institution, and as a model of environmentally responsible living." (see Environmental Policy for McGill University)
• In keeping with McGill's preparedness planning strategies with respect to potential H1N1 flu concerns, the Administration suggests that all course outlines for the 2010-2011 academic year contain the statement: “In the event of extraordinary circumstances beyond the University’s control, the content and/or evaluation scheme in this course is subject to change.”

Learning outcomes

• Course goals or objectives; clear statements of the knowledge competencies or skills you expect students to have acquired by the end of the course (e.g., "By the end of this course students should be able to synthesize information from...." or "make predictions" or "solve problems" etc.).

Course content

• A concept map or graphic representation of the content of the course.
• A description of the topics to be addressed in the course.
• The rationale for the sequence of the course, especially if one is not using an assigned text in chapter sequence (e.g., an historical approach with topics arranged chronologically, a progression from simple to more complex procedures or concepts, or a series of theoretical principles followed by applications).
• If appropriate, explain what the course is not about or what topics will not be covered.

Instructional method

• Provide a brief description of instructional approaches that will be used during the course (e.g., lectures, seminars, laboratory or clinical activities, group projects, etc.).

Course materials

• Specific information should be provided about required texts, including title, author(s), edition number and where they can be purchased or borrowed.
• Additional handouts should be noted if they are part of the required reading. (It should be clear what is required reading as opposed to suggested reading).
• Suggested readings should also be listed. It is helpful to the students to indicate the relationship of each reading to a particular topic in the course. This can be accomplished by grouping them according to topic and/or class session.
• Readings which have been placed on reserve in the library should be indicated.
• Any other requisites should be mentioned (e.g., computer access, web access).

Assignments and evaluation

The description of how learning will be evaluated provides guidelines for students to structure and pace their study and to gauge their progress. Providing explicit information about assignments and grading procedures will allay or prevent phone calls and visits from students questioning their mark after the course is finished.

Once the course is finished, it is difficult to set up consistent standards and the result can be confusion and perceived injustice. The following should be included:

• A description of the means of evaluation to be used in the course.
• A clear statement of what percentage of the final grade each assignment and exam will represent.
• The criteria and procedures for arriving at each contributing score.
• The consequences of a delayed presentation or late paper. Are extensions possible: What are acceptable circumstances for a delay? Are there penalties?
• The students' right to submit in English or in French written work that is to be graded (except for courses in which acquiring proficiency in a language is one of the objectives).
  
  This right applies to all written work that is to be graded, from one-word answers to dissertations. Instructors who cannot grade French written work should consult their Chair/Director or Dean, in faculties without departments, to make arrangements for grading French submissions.
• The topic or name of each assignment. Explicit information about assignments (e.g., length, breadth) can also be provided as part of the course outline, but this may be more easily provided later in the course, as assignments are presented. Some instructors prefer to hand out a description sheet for assignments before each is due, responding to any questions at that time.

Examples of course outlines are available from the TLS in hard copy. Call 514-398-6648.

Teaching and Learning Services (TLS) is available to assist individual professors, departments and faculties with various aspects of curriculum and course design, and the teaching and learning process.

Please call 514-398-6648 for further information about our services or browse the rest of our website.