Developing Scheme of Studies

Objectives: At the end of this workshop session, the participants will be able to 1. Understand scheme of studies 2. Define course outline 3. Describe different component of scheme of studies 4. Differentiate between scheme of studies and syllabus 5. Explain requirements for creating course outlines 6. Draw a sketch of course outline planning Presented and prepared by Mr. Saleem Tariq Ghayyur: tariqghayyur@gmail.com Lecturer Department of Education, University of Sargodha, Sargodha, Pakistan Scheme of Studies A scheme of studies is very comprehensive approach to define a plan of studies for a semester or complete year in school or college. It is very important document that provides guidelines to teachers and students to be engaged in instructional process purposefully. Evaluation of teachers instructions and learning of students is also based on it. Scheme of studies does include course outlines of different subjects to be taught in a curriculum. It also includes general information about institution like 1. Mission Statement 2. Faculty Description 3. Profile of Institution
4. Introduction to programme offered 5. Objectives of programme offered

6. Duration of the program 7. Credit Hours Distribution 8. List of Compulsory and Elective Courses/Subjects
9. List of educational resources available: Library, E-library, E-Resources, Magazine, News

Letters, Student Communities etc.

But course outlines are considered to be the vital element of scheme of studies of any program. Therefore, it is very important to understand development of course outlines to develop a scheme of studies. Course outline The course outline is simply the list of course modules. It is similar to a table of content in a book. The course outline plays a central role in the curriculum of any school, college, and university. It shows the path where to move and it describes the way how to walk. It forms the basis for a contract among the student, instructor, and institution identifying the expectations which will serve as the basis of the student's grade and giving the fundamental required components of the course which the student is guaranteed to receive from the instructor and institution. The course outline is evolved considerably from the list of topics covered which an instructor would share with students in the class. It is now a document with defined legal standing which is read by many more eyes than just those of instructor and student. The course is described in a course outline of record that shall be maintained in the official college files and made available to each instructor. The course outline of record shall specify the unit value, scope, objectives, and contentin terms of a specific body of knowledge. The course outline shall also specify types or provide examples of required reading and writing assignments, other outside of class assignments, instructional methodology and methods of evaluation for determining whether the stated objectives have been met by students. Course outline encompasses the following components i.e. unit value, scope, objectives, and content. The outline must also specify assignments, methodology, and assessment procedures. Objectives and content in the course outline are required of all instructors to know what to teach and how to teach. There should be versatility and distinction of assignments, that is, texts and other instructional materials. Not all instructors must use the same text, but a complete list of the types used should be included in the course outline. This is difficult to achieve given that instructors change texts and other reading assignments regularly. Many educational institutions meet this requirement by maintaining a complete list of required material in the bookstore and/or library and then make reference to this list in the course outline. Courses are designed to provide a coherent body of knowledge to prepare students in a particular subject.

The prerequisites students need to advance successfully through a series of such courses are based on information in the course outline. Creating a Detailed Course Outline Preparing a detailed course outline is useful in the early stages of course development. It lets the design team and the academic department has a clear idea of what the final course will incorporate. It can also serve as the basis for the syllabus for the course. Below is a descriptive outline of what might be included. You might find it helpful to talk through some of the items with your instructional designer as you draft your course outline. (courses.worldcampus.psu.edu) 1. General course description

What will be covered in this course? What will you (and won't you) cover in this course?

What will your approach be to teaching this content? (e.g. lecture style, discussion format, case study, problem-based learning, collaborative learning, etc.)

Are there any prerequisites to this course? How will this relate to the material that was covered in the prerequisite course(s)? Is there any other body of content that it will draw on? (For example, a science course might draw on calculus concepts, even if calculus is not an official prerequisite.) Are there any life experiences that the student might find it helpful to draw upon?

How do you envision the course being delivered? Will this be an independent learning course, or will there be other students pacing through the course at the same time (as they would in a face-to-face class)? Will you expect students to interact with fellow classmates? Will you expect students to stick to a prescribed pace of study or can they work through the course at their own pace?

What technology(s)--such as the Web, CD ROM, print, audio, video, pdf, etc.-will be used to deliver the course?

For each technology you would like to incorporate, briefly explain how that technology will be used (e.g. "A printed study guide will be used to deliver the core course content" or "Course lecture materials will be in pdf

format and delivered to the students on a CD ROM" or "Class discussions will take place in a Web-based discussion forum" - don't worry about specifics) 2. General course goals/objectives List 4-5 broad statements of what you hope students will know, be able to do, or have experienced as a result of taking the course 3. General course requirements List the graded assignments for the course (e.g. papers, projects, quizzes, exams, class participation grades, etc.) include a description of each, including the general directions/steps students need to follow in order to complete the assignments; also indicate whether students must adhere to a specific style of reference such as APA indicate the percentage of the course grade that each assignment will be worth 4. Outline of overall course structure (i.e., lessons/topics) How will the course be broken down (units? lessons? modules?) What topics will be covered in each component? How much time will they have to complete the course? How much time will they have to work through each course component (i.e. a single lesson)? How much time do you expect students to devote to your course each week (or day or month...whatever time frame makes the most sense)? 5. Listing of general resources students will need for course List any textbooks, articles, workbooks, videos, software, or other special materials students will need to have in order to complete the course. For each item provide as much identifying detail as possible (such as an ISBN number for a textbook or ordering info for a brochure) include a brief statement for each item as to why it is needed/required Readability Whenever one chooses course materials, there are several considerations to keep in mind:

When analyzing the relative difficulty of course materials, try to forget all you know about the topic and look at the material with the eye of an uninformed student. How much difficulty do

you think your students will have comprehending the material? Will your students bring the necessary background knowledge to your course that will enable them to comprehend what they are reading? Will other, supplemental materials need to be assigned in order to further clarify complex or difficult topics or to provide students with a way to investigate a topic further?

Shelf life

The life of a course should be several years. Beware of items that will quickly date themselves and/or will quickly go out-of-publication. Since materials are often revised and updated frequently by publishers, choosing the most recent edition(s) often ensures that your course will not need to be revised right away. If more recent editions are not available, supplying students with journal articles or other supplementary materials can bring the topics covered upto-date (of course copyright permission must be obtained in order to reprint/reuse such materials).

Cost Similar to your traditional class, you may wish to consider the cost to the students of the

materials that you select. For example, in the case of printed materials, such as a textbook, if only a small portion of the material is needed for the class, we may be able to obtain copyright permission to reprint that section at a lower cost. You might also consider whether or not the materials you select will be usable by the students in other courses or in their professional work. Students are often more amenable to purchasing special course materials, such as reference works or software, if they feel that they'll be able to use those materials outside of your course. In general, however, we recommend limiting the amount of course materials that must be purchased by the student to three or four resources, in order to keep the cost to the student as low as possible.

Real-world applicability

Look for resources that contain things an adult learner can apply to his/her daily life and work, such as books with case studies, examples, or activities based on real-world events/challenges. (courses.worldcampus.psu.edu) Components Of Course Outline The required components are unit value, scope, objectives, and content. The outline must also specify assignments, instructional methodology, and methods of evaluation, although in these sections only types and examplesare required. This is an important distinction. Objectives and content in the course outline are required of all instructors. Individual instructors are, however,

free to use different assignments and methodology as long as the types they use are equivalent (in covering course content and achieving student outcomes) to those illustrated in the course outline. This section also requires types of reading assignments, that is, texts and other instructional materials. Again, not all instructors must use the same text, but a complete list of the types used should be included in the course outline. Objectives The outline must state the objectives of the course, that is, what students will have learned upon successfully completing the course. Content The central component of the outline is the course content. This section should include a complete listing of the topics taught in the course. They should be arranged by major headings with subtopics. The content may include the perspective from which topics are taught, such as social aspects of mammal hunting tactics. Methodology The type or examples of methods of instruction should be specifically related to the course objectives. They should provide real guidance to instructors in designing their class sessions. For example, rather than stating lecture the description might be lecture and demonstration by instructor, with in-class practice, including feedback, coaching, and evaluation by the instructor. 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. This section must establish that the work is demanding enough in rigor and Assignments should be adequate to assure that students who independence to fulfill the credit level specified. The nature of the assignments must clearly demand critical thinking. is required for credit courses. Syllabus Typically, a syllabus is attached to the course outline to assist in meeting the requirements of types or examples of methods of instruction, assignments, and evaluation. Remember that a syllabus differs from a course outline in several ways. A course outline is a contract between the successfully complete them can meet the objectives of the course. Appropriate out-of-class work

college and the student and gives minimum required components of the course. A syllabus describes how the individual instructor will carry out the terms of this contract by giving specific dates, grading standards, and other rules of the conduct of a course required by the instructor. A syllabus allows the instructor to include methods and topics which may go beyond the course outline and gives the instructor the opportunity to bring out his or her individual talents and strengths. However, syllabi should clearly show that all instructors of the course follow the objectives, content, assignments, and evaluation to the level of rigor specified in the course outline.

Methods of evaluation Types and examples of methods of evaluation should be listed. 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 basisfor grading. For example, term paper shows topic coverage, basis of comparison, and critical analysis. Textbooks Textbooks are to be listed with specific titles and date of publication. The text and other instructional materials should show the required rigor and scope. (Because of the difficulty in keeping textbook and other materials listings current, many colleges refer to a current list such as that maintained by the bookstore. If that practice is used, a current copy of that list should be attached when the course outline is submitted for review.) In degree credit courses, texts should be written for college level students, but primary sources need not be college level. outline and samples included. New Program Application Curriculum Committee (1995) has described the following essential of a new program application. 1. Mission Are the objectives of the proposed course or program, as stated in the program application, consistent with the mission of the community colleges...? 2. Need If instructor-designed materials are the only citation, a description of their scope should be in the

Is there a demonstrable need for a course or program that meets the objectives as stated at this time and in the region the college proposes to serve with the program? 3. Quality Are the objectives of each required course clearly necessary to meet the stated goals and objective of the program? Are they sufficient? Will the successful completion of the work as laid out in the outlines of record submitted for each course required in the program, and in the required sequence, be sufficient to enable students to fulfill the program goals and meet the stated program objectives? Are the outlines of record for each course complete, rigorous, current, and effective? a. Completeness. Does the standard format for outlines of record used by the institution encourage complete information, as required? Are the examples of textbooks, teaching methods, assignments and evaluation ... of sufficient substance and specificity...? b. Rigor. Do the stated objectives of the course meet the standards expected by those who are accepting the course as fulfilling the purposes for which it is designed...? Specifically, does the course meet the standards regarding critical thinking, writing, and evaluation as well as grading at the college level? Do the objectives include some that call for course-specific critical thinking? Are these objectives carried through in the remainder of the outline making clear how critical thinking will be taught, required, and evaluated...? c. Currency. Does the course content, textbooks, software, and other materials, including library assignments, represent current or emerging knowledge and practice for that subject or occupation? d. Effectiveness. Are the course objectives comprehensive enough that it is possible to trace the reason for each of the course specifications by reference to at least one course objective? implemented in at least one course specification? 4. Feasibility Can the college commit the resources necessary to support the program at the level of quality presupposed in the program design, for the proposed numbers of students, and offer it with sufficient frequency to meet the program objectives and enrollment projections? 5. Compliance Is each objective

Does the program comply with any other laws applicable to it, including federal regulations, licensing requirements, and the particular legal requirements explained in 1.4.8 of this Handbook?

Guideline for course outline write-up Course Title Course Code Credit Hours Pre-Requisite Category Aims Objectives Subject (Math, Physics, Urdu,Pak Studies etc) &

3 Theory per week Lecture: 2 or 3 Duration: 1.5 or 1.0 Hours

Syllabus

Text Books Reference Material Instructional Aids/ Resources Assessment Criteria

A: (Name of Book)

B: (Name of Book)

Sessional (20) Quizzes & Test Assignments Presentation Practical/ work Attandance 3 2 5 Field 5 2

Mid-term (30) Paper

Final Term (50) Paper

Total (100)

Class Participation 3

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