DEVELOP A COURSE SYLLABUS

A course consists of a series of learning sessions on a particular topic (e.g., Anatomy and Physiology) within an academic program (e.g., Certificate in Nursing). A syllabus serves as the design document for a course, providing all the basic information about the course. A syllabus is typically given to students on the first day of class and includes the following information:

zCourse title and description

zCourse and supporting objectives

zCourse prerequisites

zCourse logistics: location, length, and dates of the course

zDescription of teaching methods

zDescription of learning materials

zDescription of assignments

zDescription of student assessment methods

zAttendance criteria

zCourse schedule

The syllabus should accurately describe the course content and objectives. This helps you to plan a course that will meet the needs of the students, and helps students understand what to expect and also what will be expected of them.

You may be responsible for planning an entire course or a portion of a course, such as a focus on a special topic or a 1-week clinical rotation. Ideally, you will coordinate with other teachers involved in the course to develop a combined syllabus using the information below. If that is not possible, you may create a syllabus for the portion of the course for which you are responsible. Apply the same principles, whether creating a syllabus for a complete course or only a portion of a course. Refer to Samples 3-1 and 3-2 at the end of this module for examples of a syllabus and schedule for a complete course and a part of a course. Below are brief descriptions of each component of a course syllabus.

Course Description Develop the course description first. Because your course is part of an academic program, there should be a course title and description available. If not, this is a good time to develop them. The course description sets forth what the students can expect to learn during your course. The course description should clearly link to and support the core competencies for the academic program. Consider these points when you develop the course description:

zBe brief and to the point. A concise course description should require no more than two or three well-written sentences.

zUse clear and active language.

zDescribe, using action verbs, what students will be able to do as a

result of attending the course. This general outcome or aim can be a combination of knowledge, skills, and attitudes.

The following are examples of a description of an entire course and a description of the clinical rotation portion of a course.

Example: Description of a Course on Family Planning

This family planning course is designed to prepare graduate nurses or midwives to be competent family planning service providers. Upon completion of the course, students will be able to counsel patients about family planning methods, assess and screen patients, provide family planning methods, and manage side effects and any related complications. In addition to attending classroom sessions, students will have an opportunity to work first with other students and then with patients to apply their new knowledge, skills, and attitudes.

Example: Description of a Clinical Rotation on Integrated

Management of Childhood Illnesses

This clinical rotation is designed to provide students with the knowledge and skills needed to prevent and manage common serious childhood illnesses and malnutrition in an effective and integrated manner. Upon completion of the clinical rotation, students will be able to assess, classify, and treat the sick child or infant and counsel the mother and/or father.

Objectives for the Course

Learning or outcome objectives define in clear, measurable terms what the student will know and/or be able to do as a result of attending the course. These objectives will guide your course planning and preparation. Review any existing course and supporting objectives and revise them as needed. If they do not exist, write new ones. Writing course and supporting objectives is covered in the module Develop Objectives for Learning.

Course Prerequisites

Identify and list any courses or related experiences that students must complete before enrolling in this course.

Course Logistics Include the location, duration, and meeting hours of the course.

Include the probable locations for clinical rotations or other practical experiences.

Teaching Methods Describe the teaching methods (e.g., interactive presentations, guest

know what to expect. Selecting teaching methods that will meet the desired objectives is discussed in detail later in this module.

Learning Materials Include a description of the learning materials used in the course.

These may include textbooks, packets of information (e.g., articles, handouts, self-learning packets), clinical logbooks, exercise books, assignments, library materials, computer software, and handbooks. It is also important to indicate where students can obtain the materials, such as from a bookstore, library, or teacher. How to select learning materials is discussed later in this module.

Course Assignments Students are very interested in the assignments that they are required to complete and submit during the course (e.g., project reports, skills practice sessions with other students, homework). It is important to clearly outline the major course assignments in the course syllabus and discuss them on the first day of class. This will help to reduce students’ anxiety and questions. Give some serious thought to the assignments and then clearly describe what is expected for each assignment and when it is due. You may decide to include the list of assignments with the assessment methods.

Assessment Methods Based on the course description and objectives, decide how to assess the knowledge, skills, and attitudes of those attending your course as well as how to evaluate the success of the course itself. Select the student assessment methods (e.g., written tests, oral examinations, skills assessment tests) after the objectives have been written. Clearly describe how students’ achievement will be assessed both in the classroom and practical portions of the course. Planning for student assessment is covered later in this module. Methods of student assessment are described in detail in Prepare and Use Knowledge Assessments and Prepare and Use Skills Assessments. Methods of evaluating a course are described in detail in Monitor and Revise Teaching.

Attendance The inclusion of a statement of attendance is optional. An attendance statement describes requirements for attendance and participation and the implications of missing classroom sessions. Some teaching institutions do not make a statement concerning attendance, while others make it a routine part of the student assessment criteria. Refer to the example in the course syllabus (Sample 3-1) at the end of this module.

Course Schedule The course schedule is a session-by-session summary of learning activities and topics for the course. Developing a course schedule is described later in this module.

By now you should have your course title, description, and objectives. Now you are ready to plan for student assessment.