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At St. Lawrence College, every course includes two important documents known as the Course Outline and Appendix A/Learning Plan. These documents play a pivotal role in ensuring that the college promotes its mandate in creating quality curriculum and provides students with the appropriate course information in order to be successful in their program.

On this page, you will find a list of resources that will help you review the components of the Course Outline and help you prepare an individualized Appendix A or Learning Plan that incorporates elements of curriculum alignment.

 

Feedback & Suggestions

If you have any suggestions for additional content, or if you would like to book some one-on-one time, contact one of our Curriculum Developers:

 

If you have any suggestions/feedback, please contact a CCTL representative

 

 

Course Outline (Current)

The following templates are being used in programs that are currently not using the electronic Course Outline Management & Mapping System (COMMS).

Courses Outline Template (2017)

Course Outline Guide (2017)

Learning Plan

The new document is designed to reinforce quality assurance metrics and provide faculty with an opportunity to showcase the importance of curriculum alignment to students.

Academic Year 2018 - 2019 (NEW)

Learning Plan Template (2018-19)

Learning Plan Guide

Learning Plan Checklist

 

Academic Year 2017 - 2018

Learning Plan Template (2017-18)

 

Faculty are encouraged to contact their Associate or Campus Dean if they have any questions about the implementation of the Learning Plan in their program.

Appendix A

This document is being replaced by the Learning Plan in all academic programs for Fall 2018

Appendix A Template (2014)

Appendix A Guide (2015)

Curriculum Alignment

Regardless of the modality of instruction (face-to-face, hybrid, online), curriculum alignment must be the priority. This is shown through overall program development and mapping that leads into individual course development.

Curriculum Alignment Overview

Western Washington University: Tools & Techniques for Course Improvement  (See Note below)

Note: This 131 page handbook is an excellent resource of information about Course Review & Assessment of Student Learning. Of particular interest are:

Chapter 4: Course Assessment
Chapter 5: Course Objectives & Learning Outcomes
Chapter 6: Learning Activities

Vocational/Program Learning Outcomes

Programs offered across multiple colleges in Ontario follow the published program standard VLOs (Vocational Learning Outcomes) on the MAESD site.  Programs that are unique to our college follow the PLOs (Program Learning Outcomes) which are also ministry approved but not published.

The VLO Lookup by Program file provides a complete list of VLOs and PLOs for all programs offered by the college.

For more information refer to the Ministry of Ontario Credentials Framework for Programs of Instruction

Essential Employability Skills

Essential Employability Skills (EES) described by the MTCU

Durham EES Outcomes Guide

Explanation of Taught, Reinforced, and Assessed by EESs

Examples of Teaching, Reinforcing and Evaluating EESs

 

Creating or revising official Course Outlines requires the approval of an Associate or Campus Dean and includes a facilitated process with a Curriculum Developer. The following section provides a list of resources that are used to create both the Course Outline and Appendix A/Learning Plan.

Course Description

Guidelines for preparing course descriptions

Course Learning Outcomes & Key Learning Objectives

Checklist for writing course learning outcomes and samples

Blooms Taxonomy

Bloom’s Taxonomy is not a new concept.  It was originally developed in the 1950s by Benjamin Bloom as a model used to classify learning into levels of complexity and specificity.

Using Bloom’s taxonomy to write learning objectives. (Video)

The 21st Century Learner

With the recent and rapid advancements in technology, our students are learning differently, as they apply technology to solve real world problems.

To reflect these changes, Andrew Church further developed and refined Bloom's Taxonomy to create Bloom's Digital Taxonomy which is more aligned with the 21st century learner.

Blooms Digital Taxonomy: Verbs

Blooms Digital Taxonomy: Wiki Spaces

Assessment

Why should assessments, learning outcomes and instruction strategies be aligned?

Creating Effective Assessments

How to Use Assessment Strategies

Learning Activities (Links)

Durham College: Learning Activity Ideas & Resources

California State University: Active Learning for the college classroom

Coastal Carolina Community College: Icebreakers, Games, and Classroom Activities

University of Waterloo: Nine Alternatives to Lecturing

Brown University: Interactive Classroom Activities