Course Descriptions

Course Descriptions

For each course in the program of study, the course description is designed to articulate the role of the course in supporting the achievement of the program outcomes.

Course descriptions are reviewed by current and prospective students, students applying for transfer credits, Prior Learning Assessment and Recognition (PLAR) candidates, Credential Validation Services/Ministry of Colleges and Universities, educational institutions and employers. Therefore, information must be clear, current and accurate.

According to Academic Policy AA26: Course Outlines and Course Section Information  (Appendix 1), the one-paragraph course description (approximately 100 words) orients students to the course and includes the following information:

  • First sentence: The purpose/rationale of the course
  • Middle sentence(s): Key knowledge and skills to be learned
  • Last sentence: Types of major learning experiences planned

When writing or revising a course description, the following guidelines ensure the descriptions are inclusive, accessible, and meaningful for prospective students:

  • Write from a student-centered perspective.
  • Use present tense and active voice.
  • Use gender neutral language.
  • Use clear and simple sentence structure and language.
  • Use common terms that prospective students understand, using industry-approved technical terms and acronyms when appropriate.
  • Use generic terms when referencing software. Only use specific software names if they are the central focus of the course or if they are required for course delivery.

Since the following are included on the program website and the course outline along with the course descriptions, it is not necessary to include them in the in the course descriptions:

  • Course title, number and level
  • Course delivery mode
  • Pre-requisites and co-requisites

Instructional Settings

Instructional settings are identified for each course. Instructional settings inform the type of learning experiences in a particular course and contribute to the determination for Ministry funding for the program.

Ministry of College and Universities (MCU) defines the instructional settings in the Operating Procedure: Funding Approval of Programs of Instruction Procedures, Appendix B. They are used by colleges when completing the Program Delivery Information to Calculate Program Funding Parameters. There are several types of Instructional Settings:

  • Classroom instruction
  • Laboratories/workshops/fieldwork
  • Independent (self-paced) learning
  • One-on-one instruction
  • Clinical placement
  • Field placement/work placement
  • Co-operative education work placement
  • Small group instruction