COURSE CONTENT OBJECTIVES

ratified: Academic Council, Oct. 26, 1990
last update: 11/95
archived versions:

The purpose of these guidelines is to assist instructors in preparing/developing General Course Content Objectives that will reflect student-centered instruction and are appropriate for the "yellow" sheets.

A well-developed content objective should indicate the performance expected of a student after completing a course of study. When presented as an overall learning performance outcome, three basic areas are covered: for the student, instructional intent; for the instructor, instructional direction; for the institution, an establishment of the relationship between course and school philosophy. The latter area is especially important in view of Quinebaug Valley Community College's student-oriented "Goals of Education" and the mandate to assess our attainment of these goals.

Each lead instructor at QVCC must establish his/her own content objectives. These guidelines provide ease in developing these objectives and assurance that an appropriate statement of the objectives will allow for assessment. A well-stated content objective is not restrictive as to instructional materials or methodologies. Essentially, it clarifies overall course focus for all instructors who will teach the course. Therefore, an adjunct hired to teach the course will understand what she/he is expected to produce as an outcome. The text and method remain the right of the instructor. Significantly, a sound course content objective will allow for the development of specific learning competencies that can be assessed formatively during instruction in keeping with our need for academic assessment.

Guidelines for Stating Content Objectives:

1. What will your students carry out of the course as a result of the content?

Consider the following list of Illustrative Verbs for Stating General Content Objectives (Stating Objectives for Classroom Objectives, N. Gronlund: 1980):

These illustrative verbs are general enough to provide direction without restriction as to method or text.

2. Using the following guideline, reverse the question stated under #1 into a statement using your course content as follows:

As a result of (your course content-state area to be studied), students will (substitute appropriate illustrative verbs).

Examples:

• Course Content Objective for English 231, Literature of Women:

(Illustrative verbs are in caps for emphasis.)

The student, through a comprehensive overview of the role of women in literature, as authoress and subject, within the genres of poetry, short story, and essay, will ANALYZE periods, works and authors, EVALUATE appropriate criticisms, ENHANCE his/her comprehension of the genres, vicariously EXPAND his/her intellectual experience, and APPRECIATE concepts of gender awareness.

• Course Content Objective for English 101, Expository Writing:

Students, through writing essays and a research paper with attention to correct rhetorical and grammatical format, will UNDERSTAND the importance of writing, APPRECIATE good writing, ENHANCE their own writing skills, DEVELOP editing skills, will INTEGRATE writing into their learning strategies, and WRITE on an acceptable level for college writing.

3. The following chart further explains how to state student/learner- oriented course content objectives.

Student -- Content/Teaching Process -- Illustrative Verbs for Stating General Content Instructional Objectives*

Learning experiences based on subject matter, teaching methods and instructional materials

 4. What not to do when stating course content objectives:

A. Don't state your objectives in terms of teacher performance.

Example: Teach students how to write.

Rationale: This is a description of the instructional method; it is not student-oriented and would not facilitate an assessment of learning. Importantly, when stated as teacher performance, it does not relate to QVCTC Learning Goals. In the last analysis, it may be considered as academically restrictive because it specifically indicates instructional performance.

B. Don't state Overall General Content Objectives in terms of the learning process.

Example: Student learns theories of psychology.

Rationale: In stating General Course Content Objectives, specific learning strategies should be avoided (unless it is a skills course where the learning strategy may be computational, writing, reading, or computer use; the course may literally consist of the "skill"). Concentrate on the final learner outcome of the course.

As an example, at the end of the course the student will UNDERSTAND theories of psychology; will EVALUATE theories of psychology; will RECOGNIZE theories of psychology; will INTERPRET theories of psychology; will ENHANCE her/his self awareness.

(Some of the illustrative verbs can be used to describe specific learning, but in developing General Course Content Objectives, the focus should be on the final outcome.)

C. Avoid focusing on subject matter/content.

Example: In a Drama Appreciation course, student will study Marlow, Shakespeare, Ibsen and Shaw.

Rationale: Specific definitions of subject matter can be seen as restrictive as to course materials by other instructors. But, more importantly, the emphasis on content is not in keeping with the student-centered QVCC Goals of Education. Therefore, the course is not compatible with institutional academic goals until restated in terms of student performance. A course stated in subject matter cannot be adequately assessed for learning strategies.

The appropriate place for subject/content description is under Course Description.