Class Hours:

Credit Hours:

Laboratory Hours:

Date Revised:

Catalog Course Description:


Match  description in current College catalog

Entry Level Standards:


A description of the basic knowledge, skills, and attitudinal characteristics considered essential for success in this course.  Consider minimum acceptable achievement levels in mathematics, reading, and English. Also consider required level of knowledge in the content area.


Match  description in current College catalog



Match  description in current College catalog

Textbook(s) and Other Course Materials:


I. Week/Unit/Topic Basis:




A systematic and orderly list of activities and/or events that will comprise the total allotted time for the course. The activities, whether based on units or topics, should correspond to the number of weeks of instruction.  The 15th week is the final exam period.










































Final Exam Period

II. Course Goals*:



Course goals should be broad in scope. Statements of course goals should support, and be directly related to the TBR general education goals (for university parallel courses, see ) or to the Pellissippi State Career Program goals (see Examples of leading phrases include “the course will expand student understanding;” “the course will extend student knowledge;” “ the course will guide students toward;” “the course will enhance the student’s knowledge;”  “the course will enhance effective use.”

The course will



Enhance effective use of professionally accepted methods and materials in completion of applications.  (III, V)



Guide students to understand major themes and concerns of American literature as they relate to American history through the Civil War.  I.1; II.1, 2, 5; IV.1.



Expand student understanding of basic inspection, measuring, and gauging concepts.  (I, II)







*Roman numerals after course objectives reference goals of the ( ______________   )program (Career Program Goals and General Education Goals are listed )

III. Expected Student Learning Outcomes*: 

Each expected student learning outcome should be referenced to the course goals listed above.  Expected Student Learning Outcomes are measurable results of the learning process.  Create Expected Student Learning Outcomes using measurable verbs that identify explicitly what the student must do in order to demonstrate learning. See the list of action verbs associated with cognitive processes in Bloom’s Revised Taxonomy (adapted from A Faculty and Staff Guide to Creating Learning Outcomes, 2101, U. of South Carolina.) Expected Student Learning Outcomes should be achieved when course goals are met. As such, there should be multiple Expected Student Learning Outcomes to support each course goal. The relationship between the Expected Student Learning Outcomes and the course goals should be identified by referencing each statement of expectation to the relevant course goal.


Example of course goal

Action Verbs

Enhance the student’s knowledge of . . .

Define, duplicate, list, memorize, name, recall, repeat, reproduce, state, tell

Expand the student’s understanding of . . . .

Classify, describe, discuss, explain, identify, locate, recognize, report, restate, select, translate, paraphrase

Increase the capacity to view information in a new way.

Apply, choose, complete, dramatize, demonstrate, employ, illustrate, interpret, operate, practice, schedule, sketch, solve, use, write

Develop an awareness of . . . .

Analyze, appraise, argue, categorize, compare, contrast, criticize, differentiate, debate, diagram, differentiate, discriminate, distinguish, examine, experiment, inventory, question, test

Build the skills to . . .

Appraise, argue, assess, choose, conclude, defend, estimate, evaluate, interpret, judge, justify, measure, rate, revise, score, select, support, value

Foster the ability to . . . .

Assemble,  construct, create, design, develop, devise, formulate, organize, plan, prepare, propose, setup, write

Students will: be able to:



Transfer data files to/from one storage device to another and use the printing facilities available on the system.  (A)*



Identify and understand major themes and concerns of literature in America from the founding of the nation through the Civil War (e.g. myths, tales, legends, literature of national consciousness, abolitionist literature, narratives, and poetry).  (B, C)*










* Capital  letters after Expected Student Learning Outcomes reference the course goals listed above.

IV. Evaluation:




A. Testing Procedures:  ____% of grade


The specific evaluation process through which levels of achievement are determined.  Evaluation methods should be reflective of the stated Expected Student Learning Outcomes of the course.


Testing  procedures should include the number and type of test (discussion/objective, cumulative/non-cumulative, etc.)


B. Laboratory Expectations:  ____% of grade


Experiments, reports, etc. Laboratory experiments should be tied directly to specific academic activities to reflect theoretical concepts of the course.


C. Field Work:  ____% of grade


Library papers, surveys, interviews, practicum, attendance at suggested/required events, etc.


D. Other Evaluation Methods:  ____% of grade


Off-campus evaluation processes, standardized testing, computer applications, etc.


E. Grading Scale:



V. Policies:   Policies (e.g., attendance, academic and classroom misconduct) should be consistent with policies stated in the current College catalog.


A. Attendance Policy:


Pellissippi State expects students to attend all scheduled in­structional activities. As a minimum, students in all courses (excluding distance learning courses) must be present for at least 75 percent of their scheduled class and laboratory meetings in order to receive credit for the course. Individual departments/programs/disciplines, with the approval of the vice president of the Learning Division, may have requirements that are more stringent. In very specific circumstances, an appeal of the policy may be addressed to the head of the department in which the course was taken. If further action is warranted, the appeal may be addressed to the vice president of the Learning Division.


B. Academic Dishonesty:


 Academic misconduct committed either directly or indirectly by an indi­vidual or group is subject to disciplinary action. Prohibited activities include but are not limited to the following practices:

• Cheating, including but not limited to unauthorized assistance from material, people, or devices when taking a test, quiz, or examination; writing papers or reports; solving problems; or completing academic assignments.

• Plagiarism, including but not limited to paraphrasing, summariz­ing, or directly quoting published or unpublished work of another person, including online or computerized services, without proper documentation of the original source.

• Purchasing or otherwise obtaining prewritten essays, research papers, or materials prepared by another person or agency that sells term papers or other academic materials to be presented as one’s own work.

• Taking an exam for another student.

• Providing others with information and/or answers regarding exams, quizzes, homework or other classroom assignments unless explicitly authorized by the instructor.

• Any of the above occurring within the Web or distance learning environment.


C. Accommodations for disabilities:


Students who need accommodations because of a disability, have emergency medical information to share, or need special arrangements in case the building must be evacuated should inform the instructor immediately, privately after class or in her or his office. Students must present a current accommodation plan from a staff member in Services for Students with Disabilities (SSWD) in order to receive accommodations in this course. Services for Students with Disabilities may be contacted by going to Goins 127, 132, 134, 135, 131 or by phone: 539-7153 or TTY 694-6429.  More information is available at


D. Other Policies: