Course Schedule and Assessments

• Course Content/subject and schedule - highlights the major subjects of the course and how it will be addressed. It may also state what learners needs to do before each class begins.  This will include a schedule of topics you intend to address each.

• Assignments and grading system -  explains how learners will demonstrate their learning and understanding of the course learning outcomes. This typically refers to the learning outcomes, criteria of assessment, assessment rubric, and dates for submission and feedback.

• Inclusive education practice – a design approach to syllabus that creates an inclusive atmosphere to welcome all learners. Inclusive education design supports ‘education for all’ and underpinned by culturally responsive teaching. This will include support for students with learning difficulties and special educational needs.

• Integrity -  explores policies and procedures regarding academic integrity and misconduct in relation to course content and assessment.

• Expectations for success – provides insights for learners about the teaching and learning expectations during in-class participation, attendance, and assignments. For example, policies for late submission of work and missing examinations.

Course Description 

Course Description

• Course content is important to highlight the key components of the course and why those are important or interesting. Other important information explores how the course fits around the overall  pathway. This is determined by knowing the departmental priorities offering the course

• Learning objectives - define the capabilities and competencies learners will be learning from the course. Learning  Objectives are useful when they are communicated in terms of capabilities that can be achieved without any significant challenges.  
  

• Characteristics of class - meetings describes the kind of activities that learners should be prepared for and these could include discussions, lectures, collaborative groups or presentations.

• Logistics and course basic information - the course is designed in a way that learners can engage their Instructor(s). The course information form typically provides the name of the instructor, contact email, office location and the working office hours.

Syllabus Design Definition

What is Syllabus Design?

Syllabus design underpins the connects between Instructors and learners.

A syllabus provides learners and instructors with a common source of information that identifies the stages of learning throughout the course. Instructors must ensure an open approach for the learner to the course syllabus. Syllabus design provides valuable evidence of reflective teaching practice and is a way to collaborate with colleagues.

Learning Outcomes 

Learning outcomes refer to the list of Bloom’s action verbs to help you define the learning outcomes. Learning outcomes give instructors a pathway to focus and structure the course. Learning outcomes are based on knowledge and understanding that show the learners’ capabilities leading to capabilities and competencies. Our approach to designing a course based on four learning outcomes is also intended to integrate capabilities with competencies. These learning outcomes may use verbs such as remembering, understanding, applying, analyzing and creating.

On completion of the Course Learners will Be Able to:

KAUST Syllabus Guidelines and Resources