The USQ course writing guide

Please use the following checklist to help you compile your course materials, based on some guiding general principles.  If you find you have not addressed a particular element please review to ensure you do not need to include that element.

This form will allow you to:

  • Tick-off each element you have included (checkbox on right)
  • Access examples - these may include, word documents, PDF files, Breeze presentations and/or web links
  • Access a hint about what the element is used for (hold curser over 'HINT' button on the far right)
  • Print or save this document for later reference (located at bottom of checklist)
  • Reset the fields if you would like to use this for multiple courses (located at bottom of checklist)

To help you complete this checklist please refer to the Course Specification for your course. You may also like to visit the Course Preparation Resources page on the DeC site (USQConnect password is required).

Introductory materials

Course Introduction

Welcome from course team

 Example hint

Course personnel – includes Course leader, moderator and other course team members, with bio detail and photo/s

 Example hint

Acknowledgements

 Example hint

Course overview - including graduate qualities and skills addressed in the course. Should align with statements on course specification, objectives and assessment details

Example hint

Communication

Student enquiries/support (standard, plus specific staff info)

Example

Online communication (plus type, purpose etc)

 Example

USQConnect

 Example

Residential schools, pracs, work experience, etc (optional)

Example hint

Study Schedule

A table showing the activities for each week and Module. e.g. readings and assessment items

 Example

Explanation/elaboration (if necessary)

 Example

Evaluation Details

Mention the importance of evaluation. As teachers, we need to know if our approaches are effective in facilitating learning and meeting course/program objectives. Consider using both informal and formal sources for gathering feedback

 Example hint

Standard evaluation/specific evaluation questions for new/major change, or for specific design/teaching elements

 Example hint
Response to student feedback – closing the quality assurance and evaluations loop at the course/teacher level Example hint

Course Assessment

For a detailed list of items to consider when designing your assessment please use the Assessment Design Guide (ADG)

When planning your course assessment, be sure to clarify which graduate qualities and skills are being assessed

 Example

Assessment schedule/scheme

 Example

Examination

 Example

Required referencing style

 Example

Policy on assignment extensions

 Example

Grading levels

 See USQ Policy

Submission details

 Example

Assignment guidelines:

 See ADG hint

- Referencing guide

 Example hint

Assignment wording, weighting, due date, format, etc.

 See ADG hint

- Assignment example/model

 Example hint

Computer Managed Assessment (CMA) – if appropriate

 Example hint
Quizzes Example hint

Faculty Policies/Procedures

Outline/links to further information

 Example hint

Additional Resources

Overview of resources (study materials, set texts etc)

 Example hint

Library resources, others (e.g. from professional bodies). NOTE: Readings for ICE courses are stored in e-reserve in the Library.

 Example hint
Multimedia and graphic elements
Breeze files Example hint
Multimedia Example hint
Graphic elements Example hint

Online support/sites/references

 Example hint

Study Modules

Key elements for standard courses are modules, with topics and sub-topics. Sometimes, modules are grouped into parts, according to the structure of the course, relationship between key concepts etc.  There may be a table of contents (TOC) at course level (or menu listing of topics for electronic versions), preface to the course, course overview and executive summary included before the modules begin. If there are parts there may be a part overview.

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When constructing your module content it is recommended that you also consider embedding Academic Learning Support activities, available through your LTSU Faculty representative, as well as links to information literacies related to your subject area, available through your Liaison Librarian.

Module component

Title of Module

Example hint

Table of Contents (TOC)

   hint

Module Overview, shown in relation to Course Overview - diagrammatic (e.g. concept map or flowchart)

Example hint

Objectives, based on the standard stem: On successful completion of this module, you should be able to:…

 Example hint

Learning resources – a list of the resources needed for that particular module

 Example hint

Key terms or concepts

 Example hint

Introduction

 Example hint

Pre-test (if appropriate)

Example hint

Topics (1.1, 1.1.1; 1.2 etc)

Example hint

Activities Embedded in topics

 Example hint

Directed reading

 Example hint

Conclusion

 Example hint

Objectives checklist

 Example hint

Post-test or formative quiz (if appropriate)

 See ADG hint

Recommended references

Example hint

Reference List

Example hint

Adjunct activity

 Example hint

Glossary

 Example hint

Appendix (if necessary)

   hint

Other topics

 Example hint

Media elements

 Example hint

Databases

 Example hint

Specific technologies e.g. hand-held/mobile devices

Example hint