Publication Standards

This documentation provides an overview of how Course Outlines works, the mechanisms for editing content, and guidelines and best practice in producing this content.

The links listed below provide some answers to common questions about how Course Outlines works and how to use it. If you have any corrections or additions, please send your suggestions to Course Outlines support.

Course Outlines fields

  • General course information

    Course details

    All information in this section is sourced from PeopleSoft’s Course Catalogue and forms the ‘shell’ of the Course Outline. None of the information in this section can be changed in the Course Outline. If changes are required they must be made in the PeopleSoft Course Catalogue by authorised staff. Note, for fields where this data is optional in PeopleSoft and no data is recorded (e.g., requisites, contact, quota), the field will not be displayed in the Course Profile.

    Course code The Subject Area and Catalogue Number
    Course Full name of the course
    Coordinating unit The name of the Academic Organisation that owns the course offering
    Term The description of the teaching period in which the course offering is scheduled - there will be a separate Course Outline for each offering in which a course is scheduled.
    Level The academic career level associated to the course, e.g., Undergraduate, Postgraduate Coursework
    Location/s The Campus on which the course is taught (e.g. North Terrace, Waite)
    Units The unit value of the course
    Contact The contact hours required for the course e.g., 2 Hour Lecture, 1 Hour Tutorial. If this information is not recorded in PeopleSoft due to differences in contact hours for specific offerings or terms the information may alternatively be added to Workload in section Learning and Teaching Modes.
    Available for Study Abroad and Exchange

    Whether the course is available for:

    • non-award study
    • discovery experience: global
    • discovery experience: working
    • discovery experience: community
    Restrictions Any course/s listed as prerequisites. These are any courses that are a prescribed requirement that must be fulfilled before a student can enrol in the course. Prerequisites are specified to protect students from enrolling in a course for which they do not have the appropriate skills and/or knowledge. This may include a SACE Stage 2 subject for example (which should be quoted by its current title). Only the Subject Area and Catalogue Number are to be listed for University of Adelaide courses.
    Course Description Any courses listed as corequisites. These are any courses in which a student must enrol concurrently if they have not previously passed the course listed as the corequisite. Only the Subject Area and Catalogue Number are to be listed for University of Adelaide courses.

    Course staff

    This is a mandatory field. The name and email address of the Course Coordinator listed against the Course offering in the PeopleSoft Course Catalogue will be displayed in this field (this data cannot be changed in the Course Outline). There is a free text field available to enter details for other staff involved in teaching if applicable. The Faculty/School Office may also be listed here if it serves as a critical contact point for students.

    Course timetable

    This is a mandatory field and contains fixed text with a link to the Course Planner.

    A free text field is available for the entry of additional information if required. It is highly recommended that weeks of term are listed rather than specific days, dates or times as this reduces the risk of publishing incorrect information to students and minimises ongoing maintenance requirements.

    For blended or online courses, any synchronous class activities (chat, live lecture streaming) should also be noted here.

  • Learning outcomes

    This is a list of the Course Learning Outcomes and University Graduate Attributes.

    Course learning outcomes

    This is a mandatory free text field, as required by the Assessment for Coursework Programs Policy.

    Learning outcomes describe what students will know and be able to do upon successful completion of a Program or Course; they are the expression of the set of knowledge and skills and the application of the knowledge and skills a student has acquired and is able to demonstrate as a result of learning.

    Assessment is designed to measure whether and how well these learning outcomes have been achieved by students. Learning activities provide ways for students to engage in a course, facilitating the development of the course knowledge skills and application that will be assessed.

    Further guidance on writing learning outcomes can be found on the Learning and Teaching website.

    Grammar used in the learning outcomes must be consistent with the leading phrase “On successful completion of this course, students will be able to <ACTION verb>…”

    While 10 spaces are provided to list the learning outcomes for the course, it is highly recommended that most 3 unit courses will have 6 course learning outcomes.

    On successful completion of this course, students will be able to:

    1.
    2.
    3.
    4.
    5.
    6.

    University graduate attributes

    This is a mandatory field which must be completed. The 2019 Graduate Attributes are those approved by the University. You must make your selection from the list available.

    It is not necessary or desirable to address every attribute in every course. However, across the program as a whole, all Graduate Attributes need to be developed. As Graduate Attributes are the characteristics that graduates will have developed by the end of their program of study, it is expected that students will be introduced to related knowledge, skills and application early in their study, and that knowledge, those skills and the ability to apply them will be further developed over the remainder of the program of study.

    List the Course Learning Outcomes (CLOs) that are applicable and contribute to the 2019 Graduate Attributes e.g. CLOs 1, 3, 5 may contribute to 'Deep discipline knowledge'. Note that Graduate Attributes will not be displayed if no content has been added.

    This course will provide students with an opportunity to develop the University Graduate Attribute(s) specified below:

    University Graduate Attribute Course Learning Outcome(s)

    Attribute 1: Deep discipline knowledge and intellectual breadth

    Graduates have comprehensive knowledge and understanding of their subject area, the ability to engage with different traditions of thought, and the ability to apply their knowledge in practice including in multi-disciplinary or multi-professional contexts.

    		 1,2,3,4,5,6

    Attribute 2: Creative and critical thinking, and problem solving

    Graduates are effective problems-solvers, able to apply critical, creative and evidence-based thinking to conceive innovative responses to future challenges.

    		  

    Attribute 3: Teamwork and communication skills

    Graduates convey ideas and information effectively to a range of audiences for a variety of purposes and contribute in a positive and collaborative manner to achieving common goals.

    		  

    Attribute 4: Professionalism and leadership readiness

    Graduates engage in professional behaviour and have the potential to be entrepreneurial and take leadership roles in their chosen occupations or careers and communities.

    		  

    Attribute 5: Intercultural and ethical competency

    Graduates are responsible and effective global citizens whose personal values and practices are consistent with their roles as responsible members of society.

    		  

    Attribute 6: Australian Aboriginal and Torres Strait Islander cultural competency

    Graduates have an understanding of, and respect for, Australian Aboriginal and Torres Strait Islander values, culture and knowledge.

    		  

    Attribute 7: Digital capabilities

    Graduates are well prepared for living, learning and working in a digital society.

    		  

    Attribute 8: Self-awareness and emotional intelligence

    Graduates are self-aware and reflective; they are flexible and resilient and have the capacity to accept and give constructive feedback; they act with integrity and take responsibility for their actions.

    		  

  • Learning resources

    Required resources

    This is a free text field.

    You must provide details of any Required Resources, this might include:

    • hard copy and electronic resources (e.g.: website or other digital readings)
    • hardware and software required for access to online course resources (or reference to on-campus computer labs and Adapt software access services where the course is blended)
    • online content provided via MyUni (with link. Where this course is merged in MyUni, please specify the course name in MyUni for student reference)
    • the availability of alternative resources to students who are absent (e.g.: lecture recordings, podcasts, etc). It should be made explicit if these alternatives are not provided. The Coursework Academic Program policy outlines the requirement for 100% of lectures to be recorded and made available to students online. Note: If there is an exemption that has been granted to the lecture recording requirement for this course, please outline this here
    • information on how to access required course readings
    • any study-related costs such as the purchase of equipment, hire of instruments, etc that might be required to augment their studies; and advise whether any items are available through loan or hire schemes or in the library which should comply with the relevant policies (Fees for Award Programs and Courses policy and Incidental Fees guidelines)

    This is a free text field.

    You must provide details of any Recommended Resources if applicable, which may include:

    • recommended course reading
    • website links (e.g.: links to Discipline-related websites and electronic journals)
    • links to Faculty/School/Discipline/Program Handbooks and Discipline guides
    • information on resources to be accessed from the Library (including specialist libraries at the Waite and Roseworthy campuses, and in Law and Music. If relevant provide the contact details of the relevant subject librarian)
    • study/essay writing/referencing guides that may be available at the Discipline/School/Faculty level. There are often particular Discipline-related conventions for the presentation of work
    • TURNITIN for academic integrity self-checks by students
    • access to computing suites, printing quotas and technical support.

    Online learning

    This is a free text field.

    You must provide details of any online learning resources with detailed information provided to students in the course, aligned with the Principles and Guidelines for Online Learning. This might include:

    • explaining how and when online resources (e.g. MyUni announcements, discussion boards, quizzes, video content, glossary, external website links) will be provided and accessed by teaching staff
    • outlining clear expectations for student engagement and anticipated workload
    • use of the course website for learning and assessment, such as completion of quizzes prior to a tutorial, submission of assignments online)
    • advising whether material will be released through the teaching period or will all be available from the start of enrolment or teaching.

    For courses delivered fully online, in addition to the above information, you should also include:

    • how students will be enabled to communicate with you and each other, to enhance the individual and cohort experience
    • synchronous activities they will be required to be available for such as webinars or chat sessions
    • estimated student workload for each week and/or activity.

  • Learning and teaching activities

    Learning and teaching modes

    This is a mandatory free text field.

    You must provide an explanation of the approach to learning and teaching for the course and the relationship of these (e.g. lectures supported by problem-solving tutorials developing material covered in lectures, flipped classroom so that materials are read/ online activities completed prior to an interactive application of knowledge within small groups in class). Explain the teaching methodologies and their rationale used in the course so that students understand and can adapt to the learning context. This might include problem-based learning, blended models and fully online methods of learning and teaching.

    Outline course expectations around communication and the online course site, e.g.:

    • expectations you have of your students in the online environment (e.g. checking discussion boards or FAQ areas before asking you a question by email, completion of pre-quizzes prior to a tutorial, submission of assignments online)
    • expectations students can have for you (e.g. how frequently you will be checking discussion boards, what you will do if a question that has already been answered on the course website is re-asked, how to contact you with something urgent, how you will ensure feedback in the absence of face-to-face time together etc.).

    For fully online courses, you must also provide information on:

    • expectations of how students will be able to communicate with you and each other; and
    • whether there are synchronous activities they will be required to be available for such as webinars or chat sessions.

    Workload

    This is a mandatory free text field.

    Student workload means time spent by students on Structured Learning Activities and self-directed study. You must provide a breakdown of the required time commitment for the course. This information is provided as a guide to assist students in engaging appropriately with the course requirements.

    This might include formal contact hours (as expressed through lectures, tutorials, etc) as well as study, research, reading and writing time and preparation for examinations. The standard undergraduate and postgraduate coursework workload for a full-time student is 48 hours per week which equates to 12 hours per 3 unit course. 3 Unit courses are required to have a minimum workload of 156 hours regardless of the length of the course. Courses taught in intensive mode require a minimum of 36 hours contact per 3 units. The hours are scaled upwards in each case for courses of greater unit values. It is anticipated that the allocation of the tasks will vary from course to course.

    Courses delivered online should include very explicit detail of workload expectations, supporting engagement with others through technology, with a less physical connection to their cohort.

    Learning activities summary

    This is a mandatory free text field.

    You must provide a breakdown of the scheduled Learning Activities for this course (e.g. title of each lecture/theme of group of lectures). In a fully online course, this might be learning activities by module.

    The Learning Activities might be compiled on the basis of the individual components such as the lectures and/or seminars and/or tutorials and/or workshops comprising the course. This may include the names of teaching staff in the lecture series when courses are team-taught. The schedule might also include references to assessment tasks or specific readings and may include assignment task sheets. This information is often presented in a Table (see example below). It is highly recommended that weeks of term are listed rather than specific days, dates or times as this reduces the risk of publishing incorrect information to students and minimises ongoing maintenance requirements. This section does not replicate the timetable details (which are dealt with under Course Timetable in section General Course Information).

    If synchronous online participation online is expected, include the weeks of the term when they are scheduled. This would be particularly important if any of the assessments require synchronous participation e.g. presentations or oral exams.

    Lecture schedule
    Week Topic of lecture Resources (e.g. online/book chapters) Formative activities Summative activities
    1     e.g. Lecture and tutorial activities  
    2     e.g. Lecture and case study analysis e.g. Study analysis 10%
    3        
    4       e.g. Field surveys 10%
    5     e.g. Lecture e.g. Assignment 1 20%
    6        
    7        
    8        
    9        
    10        
    11        
    12       e.g. Assignment 2 20%
    13       e.g. Final exam 60%

     

    Teaching and learning activities Course learning outcomes
    Lectures 1-5
    Tutorials/seminars/workshops 2,3
    Laboratory practices 1-6

    Specific course requirements

    This is a free text field. 

    You must provide any specific course requirements which might include additional and very specific items which should comply with relevant policies, such as:

    • the use of specialised facilities (Laboratory Safety Handbook Chapter) or equipment (Plant/Equipment Safety Management - includes electrical equipment)
    • external placements and work experience including insurance information and frequently asked questions
    • field trips: Field Work policy and guidelines and insurance information
    • the input of other organisations such as National Crime Check (e.g., national police checks)
    • the use of facilities out of hours (e.g., computing laboratories, music studios)
    • ancillary fees and charges: Fees for Award Programs and Courses policy
    • the requirement for students with Colour Vision Impairment ('colour blindness') to obtain advice on how to participate in Electrical Engineering workshops.

    Small group discovery experience

    This section was no longer required from 2022 onwards and has been removed; courses taught prior to 2022 retain this section.

  • Assessment

    The University's policy on Assessment for Coursework Programs is based on the following four principles:

    • assessment must encourage and reinforce learning
    • assessment must enable robust and fair judgements about student performance
    • assessment practices must be fair and equitable to students and give them the opportunity to demonstrate what they have learned; and
    • assessment must maintain academic standards.

    Assessment summary

    This is a mandatory free text field.

    You must provide an overview or summary of each assessment task, indicating task type (e.g., summative, formative), due date, weighting and identification of the learning outcomes addressed by each assessment task. 

    The summary must also indicate if there are any joint or collaborative student assessment tasks and state if the course is exempt from any requirement of the Assessment for Coursework Programs policy. 

    It might also include advice on whether any of the assessment requirements are to be negotiated with students.

    Assessment task Assessment type Weighting Learning Outcomes being assessed
    Tutorial participation Formative  and summative 10% 40%
    Research Report Summative 40% 6, 8
    Written Examination Summative 40% 1 - 5, 7, 8
    Logbook Formative  and summative 10% 8

    This is a free text field.

    You must provide details of any Assessment-Related Requirements, which might include details of any compulsory attendance at tutorials, minimum results required for a particular assessment task etc.

    In some courses there are core assessment tasks (Hurdle requirements) that have to be passed in order to pass the course (e.g. end of year recital in music). If this applicable to this course, this must be explained clearly in this section so students know the compulsory elements that must be attempted and passed.

    In some instances, students will be excluded from sitting the final examination if they have not participated fully in the course requirements (this will depend on Program Rules).

    Codify the minimum attendance requirements for students. Explain if attendance is compulsory (as might be the case for ensembles or tutorials or laboratories). Note that this statement is separate from any participation requirement included under assessment.

    Assessment detail

    This is a mandatory free text field.

    As required by the Assessment for Coursework Programs policy you must provide details of the individual assessment tasks identified in Assessment Summary under section Assessment such as:

    • a brief description of the tasks to be completed (e.g., through an assignment task sheet)
    • model assignments (an example or exemplar) to serve as a guide
    • Self and Peer Assessment
    • Assessment Criteria for projects and field trips.

    This section might also include information on whether:

    • examinations will form part of the assessment and describe their format and structure (e.g. open book exam, take-home paper, practical exam, etc) and provide information on the topics to be included as well as sample or exemplar exams as required by the Assessment for Coursework Programs policy and the Modified Arrangements for Coursework (MACA) policy
    • there are a range of assessment tasks where students have a choice to select the make-up of their assessment (e.g., where students can make a choice between an essay and an exam) or
    • whether a penalty is applied for assignments being under or over word limits.

    Submission

    This is a mandatory free text field.

    You must provide details of any specific submission arrangements, this might include:

    • submission due dates and times
    • process for electronic submission of assignments (e.g. electronic submission through the assignment feature in MyUni). Per the Guidelines for Minimum Use of MyUni, students should be able to submit an assessment online where an assessment is created in electronic format
    • use and purpose of Turnitin (where relevant)
    • format of feedback to be provided on assignments and advise how the assignments will be returned
    • assignment marking times and how soon assignments will be returned, as required by the Assessment for Coursework Programs policy
    • required use of discipline-specific coversheets
    • penalties for late submission of assessment
    • processes for the granting of extensions including information on how the extensions will be granted, who has the authority to approve an extension and the kind of supporting documentation (e.g. medical certificate) as required by the Assessment for Coursework Programs policy and Reasonable Adjustments for Teaching and Assessment for Students with a Disability policy; and
    • potential to resubmit, redeem or substitute work, and relevant processes. 

    Assessments submitted in physical form will also require detail on:

    • process for physical submission of assignments (including location, times, and receipting procedures)
    • impact of public holiday on submission processes (where relevant)
    • process for after hours submissions (e.g. considered on-time or late)
    • how assignments submitted after hours will be processed (i.e., will assignments submitted after office hours be considered as on-time or late?); information on the penalties for late submission (including whether late assignments are accepted)

    The Assessment for Coursework Programs policy requires that assessment tasks are designed to minimise opportunities for plagiarism. Please visit the Academic Integrity website for more information on minimising plagiarism.

  • Course grading

    This is a mandatory fixed text field and a free text field.

    The details of the grade base recorded against the course in PeopleSoft’s Course Catalogue will be listed along with the agreed text that applies to this section of all Course Outlines.

    Free text may be entered if applicable. For example areas with School or Discipline contextualised Grade Descriptors must add this information; additional information relating to re-marking etc.

    Further details of the grades/results can be obtained from the Examinations and Results website.

    Grade Descriptors are available which provide a general guide to the standard of work that is expected at each grade level.  Final results for the course are made available through MyAdelaide.

  • Student feedback

    This is a mandatory fixed text field and a free text field. The mandatory fixed text is the same for all Course Outlines as below.

    The University places a high priority on approaches to learning and teaching that enhance the student experience. Feedback is sought from students in a variety of ways including on-going engagement with staff, the use of online discussion boards and the use of Student Experience of Learning and Teaching (SELT) surveys as well as GOS surveys and Program reviews.

    SELTs are an important source of information to inform individual teaching practice, decisions about teaching duties, and course and program curriculum design. They enable the University to assess how effectively its learning environments and teaching practices facilitate student engagement and learning outcomes. Under the SELT Policy course SELTs are mandated and must be conducted at the conclusion of each term/semester/trimester for every course offering. Feedback on issues raised through course SELT surveys is made available to enrolled students through various resources (e.g. MyUni). In addition, aggregated course SELT data is available.

  • Student support

  • Policies and guidelines

    This is a mandatory fixed text field, and the information is the same for all Course Outlines.\

    All University courses are managed in accordance with University policies and guidelines.

  • Fraud awareness

    This is a mandatory fixed text field, and the information is the same for all Course Outlines.

    Students are reminded that in order to maintain the academic integrity of all programs and courses, the University has a zero-tolerance approach to students offering money or significant value goods or services to any staff member who is involved in their teaching or assessment. Students offering lecturers or tutors or professional staff anything more than a small token of appreciation is totally unacceptable, in any circumstances. Staff members are obliged to report all such incidents to their Supervisor/Manager, who will refer them for action under the University's student disciplinary procedures.