Introduction

The Master Course Syllabus (MCS) provides assurance that different sections of a course will contain content in a manner that consistently meets or exceeds the objectives of the course. Instructors will use the Master Course Syllabus to prepare a working syllabus for their section(s) of the course.

The Master Course Syllabus is a binding document and a permanent record. It must be prepared and updated with utmost care. As indicated on the Omnibus Form (PRP 3230) many updates, including changes in course content, require further action.

Glossary of Terms

Program Goals — the general ends towards which effort is directed, what you want to have happen; they are not necessarily measurable or assessable directly. Programs have goals.

Student Learning Objectives — because the goals are not necessarily themselves assessable and measurable, we set objectives which are proxies for the goals. Objectives are stated in a way such that they are directly measurable or assessable. Courses have student learning objectives.

Expected Outcomes – the actual results of the course. They cannot be specified in advance. The outcomes are used to determine how well the objectives have been met.

Required Format

The following items must be included in the Master Course Syllabus. Use as much space as needed.

1. Date Prepared:
2. Prepared by:
3. Department:
4. Course Numbers: (Refer to PRP 3224 Guidelines for Course Numbering System)
5. Course Title:
6. Credit Hours:
7. Prerequisites: State course(s) or non-course prerequisites that students must complete before enrolling in the course. Non-course prerequisites may include, but are not limited to: prior admission to a specific curricular group (e.g., “majors only”), minimum number of credit hours, background clearance, and prior certifications.
8. Catalog Description: In a paragraph of about five sentences, which begins with an action verb, summarize the goal(s), target audience, methods, educational requirements satisfied by the course, and prerequisites for the course in terms understandable to the university community. Special considerations such as co-curricular requirements and limited times of offering, must be indicated.
9. Content Outline: Present the conceptual framework of the course in a logically structured organization of topics. The content outline should indicate which content items are essential to the course.
10.   Methods: Indicate a suggested appropriate class size with rationale, course content delivery (e.g., lecture, laboratory, art studio, writing lab, recitation, specific methods used for distance education), course offering frequency, out-of-class activities, co-curricular activities, additional costs to the students, and whether alternate assignments will be provided in lieu of out-of-class or co-curricular activities.
11.   Student Learning Objectives: State objectives in a way such that they are directly measurable or assessable. In list form, state what knowledge, skills, applications, creative endeavors, etc., the successful student, upon completion of this course, should be able to demonstrate. Individual instructors may add to Student Learning Objectives, but the intent here is that the Student Learning Objectives in this Master Course Syllabus should apply to all sections of the course.
12.   Student Assessment: For each Student Learning Objective listed above, state how it will be measured, assessed, or demonstrated. This can be in a variety of ways and may vary in practice from instructor to instructor.
13.   Evaluation of Individual Student Performance: State how individual attainment of each of the student learning objectives will be assessed (exams, projects, performances, quizzes, etc.). Refer to PRP 3264 Student Course Requirements and Progress Information.
14.   Course Assessment: State how it will be assessed that the course meets each of the student learning objectives. Course development is an evolutionary process and the course assessments will assist the department in changing the course to meet the outcomes and/or changing the outcomes so that the course better reflects the goals of the program.
15.   Supporting Materials and References: List materials and references necessary to support the course. The style of entry should consistently follow a manual such as Turabian, MLA, APA, or an accepted guide in a specific discipline. Indicate, with an asterisk at the beginning of the citation, resources that are available through the Andruss Library. If available elsewhere, indicate in parentheses following a resource citation, indicate the resources locations in parentheses (e.g., provided by instructor upon request, available from departmental library). If a course requires use of library resources, the librarian liaison to the department should be consulted to confirm that the library’s offerings are adequate to support it.
16.   Prototype Text: Indicate possible texts for the course, including author, title, publisher, and date of publication.