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COURSE SYLLABUS FORMAT1

COLLEGE: DEPARTMENT:

COURSE CODE:

CLASS DAYS AND CLASS TIME: ROOM:

INSTRUCTOR: (name and contact details and consultation hours)

COURSE DESCRIPTION:

 Provide a synopsis of the course content.Example: This course (COURSE CODE and FULL TITLE) is aout!

LEARNING OUTCOMES (LO):

 Describe the knowledge and skills that students are expected to demonstrate. Integratewithin and reflect through these statements of outcomes the Lasallian Guiding Principles

(LGP and !ollege or program "LG#s. $o answer this section% begin with the following&

On completion o" the course# the student is expected to e ale to do the "ollo$in%:

ELGA LEARNING OUTCOME

 'ote& "ach "LG# does not have to have its own L.

FINAL COURSE OUTPUT:

 )ased on the above learning outcomes% what is the course output where students

demonstrate the various learning outcomes* Describe the output or work that studentswill produce% present or submit as concrete evidence of attaining the above learning

outcomes. !onsider the course output as evidence of the student+s ability to transferknowledge and skills to real world industry or professional work settings. $o answer this

 section% begin with the following&

&s e'idence o" attainin% the ao'e learnin% outcomes# the student is reuired to do andsumit the "ollo$in% durin% the indicated dates o" the term

LEARNING OUTCOME REQUIRED OUTPUT DUE DATE

LO *:

LO +:

LO ,:

* This "ormat aims to ali%n s-llaus desi%n o" a .eneral Education (.E) or Lasallian Core Curriculum(LCC) course $ith the Lasallian .uidin% /rinciples# Expected Lasallian .raduate &ttriutes (EL.&s)

identi"ied - the colle%e# the use o" Understandin% - Desi%n and Trans"ormati'e Learnin% "or .E courses

*

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 'ote& "ach L need not have its own output or work. utputs may be in the form of a

 product to be submitted or a performance to be done (e.g.% demonstration.

RUBRIC FOR ASSESSMENT:

 #ttach here the rubric that students will use to self,check their re-uired output prior to

 submission. $he same rubric will also be used to grade the student+s work. Integratewithin and reflect through the rubric criteria(categories found in the first column the

 LGPs and "LG#s. Describe criteria that are at par with industry or professional

 standards.

Example:CRITERIA EXEMPLARY

4

SATISFACTORY

3

DEVELOPING

2

BEGINNING

1

RATING

Category 1 The sumitted

$or0 mani"ests

ualities $hich%o e-ond the

reuirements

The sumitted

$or0 mani"ests the

reuired ualities

The sumitted

$or0 partiall-

mani"ests thereuired

ualitiesCertain aspects

are eitherincomplete or

incorrect

The sumitted

$or0 does not

mani"est an-o" the

reuirements

Category 2 The sumitted

$or0 mani"ests

ualities $hich

%o e-ond thereuirements

The sumitted

$or0 mani"ests the

reuired ualities

The sumitted

$or0 partiall-

mani"ests the

reuiredualities

Certain aspects

are either

incomplete orincorrect

Category 3 The sumitted$or0 mani"ests

ualities $hich

%o e-ond the

reuirements

The sumitted$or0 mani"ests the

reuired ualities

The sumitted$or0 partiall-

mani"ests the

reuired

ualities

Certain aspects

are either

incomplete or

incorrect

TOTAL:

OTHER REQUIREMENTS AND ASSESSMENTS:

tate here other re-uirements (e.g.% field work or assessments (e.g.% exams that will bedone to check on student progress towards the re-uired outputs and learning outcomes.

Example: &side "rom the "inal output# the student $ill e assessed at other times durin%

the term - the "ollo$in%:

+

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• Reaction /aper 

• /ro"icienc- Test

• .roup Report

GRADING SYSTEM:

 List here the components of the final grade and their corresponding weights or percentages. /rite also the grading scale. 0elate the grading scale to the attainment ofthe learning outcomes. 'ote that the components consist of the assessments that have

been mentioned above. tate here also other grading policies you or the department may

have (e.g.% academic integrity and attendance.Example: The student $ill e %raded accordin% to the "ollo$in%:

• 1usiness /lan 2 34 5

• .roup Report 2 ,4 5

• Class /articipation 2 *4 5

LEARNING PLAN:

Given the above learning outcomes and assessments% determine the content to be

covered. !onsider distributing the content into learning units which in turn cover certain

topics. # unit may consist of one or more topics. 1or example% a unit may have two topicswhile another may have three topics. 2nits allow for in,depth in-uiry for related topics

or enable the practice of a particular concept or skill in varied contexts. imilarly% a

topic need not be covered on a weekly basis. 1or every unit or topic% indicate the keyunderstanding that students need to develop. In the last column% write the learning

activities that students will engage in for the development of the key understanding.

Example:

LEARNING

OUTCOME

TOPIC WEE NO! LEARNING

ACTIVITIES

REFERENCES:

,

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 List titles of books and other sources where course content can be found. Lists at least

 five titles originally published or produced in 3445 or later. Listing should be in the style

of the discipline (eg.% #P# or 6L#.

Example: (&/& st-le)

1ell$ood# / (+443) 6istorical and comparati'e perspecti'es &ustralian 7ationalUni'ersit-

ONLINE RESOURCES:

 List /ebsites and other electronic media sources (e.g.% D7Ds or !D,06s where

course content can also be found. Indicate date of retrieval of /ebsite published or

 produced in 3445 or later.

Example:

1ell$ood# / &ustronesian /rehistor- in Southeast &sia: 6omeland# Expansion and

Trans"ormation Retrie'ed 8arch 9# +4**# "rom"##$:%%&$'&!*+!&,+!+%+#'-*&.*%+#'-*&.*%/-0.&,&.&%"56!"#/  

CLASS POLICIES:

tate other class policies related to academic behavior or classroom management or

course work. !heck that stated policies are specific and consistent with other

2niversity and college and department policies.