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Writing/Revising the Course Outline: Something for Everyone

Writing/Revising the Course Outline: Something for Everyone. Curriculum Institute 2003 Yula Flournoy, Mt. San Jacinto College Theresa Frongia, Santa Rosa Junior College Academic Senate Curriculum Committee 2002-2003:

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Writing/Revising the Course Outline: Something for Everyone

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  1. Writing/Revising the Course Outline: Something for Everyone Curriculum Institute 2003 Yula Flournoy, Mt. San Jacinto College Theresa Frongia, Santa Rosa Junior College Academic Senate Curriculum Committee 2002-2003: Kate Clark; Glenn Y. Yoshida; Yula Flournoy; Virginia McKee-Leone; Rita Ramirez Dean-Land; Michelle Pilati; Barbara Hollowell; Rita Dean Land; Dan Crump 2003 Curriculum Institute

  2. Introduction Writing and revising course outlines that will work for you, your students, your college, and the world. Or…… What’s the big deal, anyway? 2003 Curriculum Institute

  3. All quotes are from“Components of a Model Course Outline of Record” November, 1995and will appear in orange Available on the Academic Senate Website at http://www.academicsenate.cc.ca.us/Publications/Papers/Model_outline.htm 2003 Curriculum Institute

  4. What is a course outline? • This is a contractual agreement between the instructor, the institution and the student. • It is a matter of public record. • All instructors should have a copy of the course outlines for the courses they teach. • The outlines also are used by many people outside of the institution. • The syllabus is for personality, the course outline is for real. 2003 Curriculum Institute

  5. Components of a Course Outline • The Basics: title, number, amount of units • Catalog Description; Need/Justification; Prerequisite(s), Corequisites, Advisory; Short Description for the class schedule • Learning Objectives • Course Content • Textbooks • Methods of Instruction • Methods of Evaluation • Examples of Assignments 2003 Curriculum Institute

  6. The Basics • Title • Number • Amount of units 2003 Curriculum Institute

  7. Sample outline of Accounting 125The Basics: title, number, amount of units • Course Title:Managerial Accounting-Principles of Accounting II    • Course Number: ACCT 125 • Total Semester Units: 3.0 Total units lecture: 3.0 Total units lab: 0.0 Total semester hours (range): 48-54

  8. The Set Up • Catalog Description • Identify target audience.(Revised 08/13/04 ams) • State overview of the course.(Revised 08/13/04 ams) • Need/Justification • State fulfillment of degree, certificate, transfer or other need. • Distinguish purpose as related to similar courses. • Clearly state goals to allow evaluation of objectives. • Prerequisite(s), Corequisites, Advisory • Short Description for the class schedule 2003 Curriculum Institute

  9. Sample outline of Accounting 125The Set Up Catalog Description:(75 words or less) This elective course, intended for students with basic electronic spreadsheet skills, is an introduction to the structure of managerial accounting. Topics covered include cost analysis, cost behavior, budgeting, overhead, international accounting, cash flow analysis, differential analysis, and the use of electronic spreadsheets and other computer tools in solving accounting problems. Need/Justification: (brief summary of the need for the course as it relates to the mission of the college) Accounting is often referred to as the language of business. This course is needed to help prepare our students for further studies in accounting and/or a career in business.

  10. Sample outline of Accounting 125The Set Up continues… Prerequisite(s), Corerequisites, Advisory: (list course(s) and competencies needed upon entering or in tandem with course to be taken) Information in this section will only be entered into database only upon the board approval of the prerequisite/corequisite/advisory Prerequisite: ACCT 124 - Financial Accounting-Principles of Accounting I Advisory: CAPP 122A - Using Microsoft Excel 2000-Level 1 Short Description for the class schedule:(25 words) (Revised 08/13/04 ams) An introduction to the use of accounting data in making operating, investing, and financing decisions for a service, merchandising, or manufacturing business.

  11. Learning Objectives • State in measurable terms what students will be able to do: "upon completion of the course the student should be able to...." • Be concise but complete: ten is too many; one is not enough. • Use verbs showing analysis: rather than "understand," "identify" or "describe" say "explain" or "compare and contrast." • Adequately cover theory, principles, and concepts. Use skills and applications to reinforce and develop concepts. Don't add concepts to supplement skills. • Be broad and introductory in scope, not too advanced, narrow, or specific. 2003 Curriculum Institute

  12. Sample outline of Accounting 125Learning Objectives A. Apply major accounting concepts and principles within the corporate managerial structure. B. Assemble and process managerial accounting data into information that is useful in making internal business decisions. C. Narrow the scope of available managerial accounting data to that which is relevant to a particular internal business decision. D. Compile and evaluate common managerial accounting reports used in service, merchandising, and manufacturing businesses. E. Solve common managerial accounting problems with the use of electronic spreadsheet software such as Microsoft Excel or Lotus 1-2-3.

  13. Course Content • Compile a complete list of all topics taught in the course. • Arrange the list by topic with sub-headings; half a page is not enough. 2003 Curriculum Institute

  14. A. The statement of cash flows B. Cash flow analysis C. Cost concepts and terminology D. Job order costing E. Process costing F. Cost behavior G. Cost-volume-profit analysis H. Production budgeting I. Cash budgeting J. Standard costing K. Overhead cost management L. Activity-based costing M.Performance evaluation for decentralized operations N. Differential analysis O. Capital investment analysis P. Discounted cash flow analysis Sample outline of Accounting 125Course Content

  15. Textbook(s) • The text needs to be at the same level as the course. • Include text (with date of publication and ISBN#) (Revised 08/13/04 ams) and other instructional material. 2003 Curriculum Institute

  16. Sample outline of Accounting 125Textbook(s) • Required: Warren/Reeve/Fess (Author) Financial and Managerial Accounting (Title) Southwestern (Publisher) 7th or most current (Edition and Year) 1990 (ISBN#) 0324188013 (Revised 08/13/04 ams) • Supplemental: (Author) (Title) (Publisher) (Edition and Year) • Other Reference Materials/Supplies WebTutor Advantage for Blackboard 3 ½ in floppy diskettes or other removable magnetic or optical storage Four-function calculator (financial calculator recommended)

  17. Methods of Instruction • Use methods appropriate to the objectives. If an objective is self-criticism of original work, lecture as a method is not enough. • Types or examples of methods of instruction as well as assignments and how they are evaluated [see below] are required. If all instructors agree, the course outline may show just one teaching pattern. However, instructors have the academic freedom to choose how they will achieve course objectives. If other methods are used, options should be described fully. Detail may be reduced by attaching syllabi with enough information to evaluate instructional methodology. 2003 Curriculum Institute

  18. Sample outline of Accounting 125Methods of Instruction Methods of instruction may include, but are not limited to the following: Lecture and evaluation of accounting concepts and principles within the corporate managerial structure. Individual and group assembly and processing of managerial accounting data into information that is useful and relevant in making internal business decisions. Individual and group compilation and evaluation of common managerial accounting reports using the whiteboard, overhead projector, or instructional computer. Reinforcement of managerial accounting concepts and terminology using Blackboard 5 or similar Internet courseware.

  19. Methods of Evaluation • This section should be substantively related to the stated objectives of the course. • The evaluation must clearly show that critical thinking skills are required. • Types or examples should be extensive enough to show that all course objectives are evaluated. • Statements in this section should clearly show the basis for grading. For example, "term paper shows topic coverage, basis of comparison, and critical analysis." 2003 Curriculum Institute

  20. Sample outline of Accounting 125Methods of Evaluation • A student's grade shall be determined by the instructor using multiple measures of performance related to the course objectives. Methods of evaluation may include but are not limited to the following: • Completion of assignments that demonstrate mastery of major accounting concepts and principles within the corporate managerial structure. • Participation in class and group discussions to determine whether the student has mastered the major managerial accounting concepts. • Performance on quizzes and chapter examinations to determine whether the student has mastered the major managerial accounting concepts.

  21. Examples of Assignments • Assignments should be directly related to the objectives of the course. • They should be specific enough to provide real guidance to faculty and clear expectations for students. • A description of the type or examples of assignments are required. For example, rather than "term paper" state "term paper comparing and contrasting the social aspects of the hunting tactics of two mammal species." 2003 Curriculum Institute

  22. Examples of Assignments, cont. • This section must establish that the work is demanding enough in rigor and independence to fulfill the credit level specified. The nature of the assignments must clearly demand critical thinking. • Assignments should be adequate to assure that students who successfully complete them can meet the objectives of the course. Appropriate out-of-class work is required for credit courses. 2003 Curriculum Institute

  23. Sample outline of Accounting 125Examples of Assignments • Analyze marginal revenues and costs and prepare a differential analysis report to help management decide whether to sell rough-cut lumber as is, or process it further. Based on your analysis, provide your recommendation to management in a separate paragraph.  • Using variable cost analysis, determine whether to keep or drop a product line that shows a net loss on an absorption-cost income statement. Based on your analysis, provide your recommendation to management in a separate paragraph.  • Using discounted cash flow analysis and the present value tables in the appendix to the text, determine whether a company should invest in a particular asset given expected future cash flows and a predetermined minimum rate of return. In a separate paragraph, explain: · your assumptions about future rates of return · any qualitative factors that should be considered in making a final decision.

  24. What is an integrated course outline? • Learning Objectives • Course Content • Methods of Instruction • Methods of Evaluation • Examples of Assignments These must all interrelate. 2003 Curriculum Institute

  25. Integrating Methods of Evaluation with Course Content and Learning Objectives • Method of Evaluation: • Performance on quizzes and chapter examinations to determine whether the student has mastered the major managerial accounting concepts. • Course Content: • Cost concepts and terminology • Learning Objective: • Apply major accounting concepts and principles within the corporate managerial structure. 2003 Curriculum Institute

  26. Integrating Assignment with Learning Objective • Assignment: • Analyze marginal revenues and costs and prepare a differential analysis report to help management decide whether to sell rough-cut lumber as is, or process it further. Based on your analysis, provide your recommendation to management in a separate paragraph. • Learning Objective: • B. Assemble and process managerial accounting data into information that is useful in making internal business decisions. 2003 Curriculum Institute

  27. Final Note: There will be additional models of course outlines on the Academic Website soon. 2003 Curriculum Institute

  28. Helpful Websites • The second edition of the Program and Course Approval Handbook http://www.cccco.edu/divisions/esed/aa_ir/aa_ir.htm • Academic Senate Curriculum Website http://www.curriculum.cc.ca.us/Curriculum/DevelopCurOutline/ModelOultine.htm • For stylistic considerations http://www.curriculum.cc.ca.us/Curriculum/DevelopCurOutline/Stylistic_considerations.htm • Elements of a model outline. http://www.curriculum.cc.ca.us/Curriculum/DevelopCurOutline/ModelOultine.htm • Bloom’s Taxonomy www.coun.uvic.ca/learn/program/hndouts/bloom.html 2003 Curriculum Institute

  29. More Helpful Websites • Course Outlines available on-line www.msjc.edu/currcomm/ www.foothill.fhda.edu/staff/century/ www.miramarcollege.net/projects/league www.palomar.edu/alp www.pasadena.edu www.lbcc.edu webcms.sierracollege.edu www.santarosa.edu/curriculum 2003 Curriculum Institute

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