Xxxxxxxx department course syllabus course title

XXXXXXXX DEPARTMENT

COURSE SYLLABUS

COURSE TITLE: include alphanumeric designation

REQUIRED TEXTBOOK AND MATERIALS: List required textbooks and materials here.

COURSE DESCRIPTION: This consists of a brief description of the course without discipline jargon.

One or two sentences that permit the reader to ascertain what they would learn from taking the course.

PRE-REQUISITE: List any pre-requisite, co-requisite, or suggested sequences.

ADA STATEMENT: Insert the following statement:

As per the Americans with Disabilities Act (ADA), reasonable accommodations can be provided to students who present current documentation (within five years) of a disability to Atlantic Cape Community College’s Center for Accessibility, located on the first floor of “J” Building in the Counseling and Support Services department (Mays Landing campus). Reasonable accommodations cannot be provided for a course until the student registers with the Center for Accessibility. For more information, please contact the Center for Accessibility via email at cfa@atlantic.eduor call 609-343-5680.

LEARNING GOALS: Broad based statements of instructor intention describing full course content broken into several curricula components common to all sections of this course.

Students will...

LEARNING OUTCOMES: Evidence of measurable student learning indicative of higher order thinking and grasp of salient curricula concepts. Learning Outcomes are described using learner-centered terms (Bloom) and subject to full course assessment. This should be a bulleted list. Learning Outcomes, Learning Goals, Indicators, and Competencies are different terms that all refer to "the knowledge, skills, attitudes, and habits of mind that students take with them from a learning experience." (Suskie, 2004)

Students will be able to...(See Bloom’s Taxonomy on next page. Each Learning Outcome should have several Learning Objectives. The majority of the Learning Outcomes should use verbs from the analysis, synthesis and evaluation levels in Bloom’s Taxonomy.)

LEARNING OBJECTIVES: Learner-centered measurable behaviors (Bloom’s Taxonomy) that the instructor wants students to demonstrate when verifying their mastery of this course’s core material. Each objective must be clearly traceable to the Learning Outcomes listed above. In other words, Learning Objectives describe detailed aspects of Learning Outcomes or the tasks to be accomplished to achieve the outcome.

Students will be able to... (See Bloom’s Taxonomy examples below)

ASSESSMENT STRATEGIES: Describe, in some detail, the ways in which the instructor will assess Learning Outcomes. Demonstrate alignment between Assessment Strategies and Learning Outcomes listed above.

Examples: Capstone Assignment, Comprehensives, Internship Evaluation, Licensure Exam, Performance, Portfolio, Pre/Post Test, Presentation, Project, Standard Test, Computer Lab Project, Video/Audiotape, Written Assignment, Writing Exam, Classroom Observation, etc.

Do not use exclusively: quizzes, test, CATs, or homework. These are typically used to measure an objective, but not an outcome.