PELLISSIPPI STATE COMMUNITY COLLEGE MASTER SYLLABUS
COURSE TITLE COURSE PREFIX AND NUMBER
Class Hours:						Credit Hours:
Laboratory Hours:						Date Revised:
Catalog Course Description:
	Needs to match description in current College catalog
Entry Level Standards:
	A description of the basic knowledge, skills, and attiudinal 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.
Prerequisites:
	Needs to match current College catalog
Corequisites:
	Needs to match current College catalog
Textbook(s) and Other Course Materials:
I. Week/Unit/Topic Basis:
	Week				Topic
	1				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.  A 15th week needs to be included for the final exam period.
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II. Course Objectives*:
	A.			A description of learner outcomes resulting from the educational experiences provided by the course. Course objectives should be broad in scope and should describe the required level of performance to be demonstrated by students in knowledge gained, skills mastered, and attitudes or values developed. Statements of course objectives should support, and be directly related to the program’s goals (for career/technical courses) or the TBR general education goals (for university parallel courses). Program goal references should be included with each course objective (as indicated by roman numerals representing the program goal(s) for which each objective provides support). An example follows.
	B.			Understand the basic unit of life (the cell), and its complexity and diversity.  V.3, V.4
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*Roman numerals after course objectives reference goals of the (career/technical program) program.    OR *Roman numerals after course objectives reference TBR’s general education goals. (university parallel)
III. Instructional Processes*:
Students will:
	1.			A description of the instructional activities that provide the means through which students will achieve the stated objectives of a course. Processes must be included that develop or strengthen students' general education skills, connect course activities or material to the workplace, to subsequent coursework, or to other aspects of life, and ensure students are actively engaged in the learning process.  Instructional processes must be descriptive of the strategies and methods employed in the course. Each process should be referenced to the College's general education outcomes, a school-to-career transitional strategy, or an active learning strategy. (See "Guide to Developing Instructional Process Statements" for a list of general education outcomes and examples of transitional and active learning strategies). References should be presented as outcome or strategy headings. An example follows.
	2.			Create PowerPoint presentations based on client input or industry research.  Communication Outcome, Technological Literacy Outcome
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*Strategies and outcomes listed after instructional processes reference TBR’s goals for strengthening general education knowledge and skills, connecting coursework to experiences beyond the classroom, and encouraging students to take active and responsible roles in the educational process.
IV. Expectations for Student Performance*:
Upon successful completion of this course, the student should be able to:
	1.			A detailed list of expectations which should include the specific measurable (1) skills, (2) tasks, (3) knowledge, and (4) attitudes (where applicable) that the student will attain or be able to perform upon completion of the coursse. Overall course objectives should be achieved when instructional expectations are met. As such, there should be multiple instructional expectations to support each course objective. The relationship between the expectations for student performance and the objectives of the course should be identified by referencing each statement of expectation to the relevant course objective. An example follows.
	2.			Generate line, bar and pie graphs.  A, B
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*Letters after performance expectations reference the course objectives listed above.
V. 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 objectives of the course. Testing procedures should include the number and type of test (discussion/objective, cumulative/noncumulative, etc.)
	B. Laboratory Expectations:  ____% of grade
		Experiments, reports, etc. Laboratory experiments should be tied directly to the 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 process, standardized testing, computer applications, etc.
	E. Grading Scale:
VI. Policies:
	A. Attendance Policy: Policies (e.g., attendance, academic and classroom misconduct) should be consistent with policies stated in the current College catalog.
	B. Academic Dishonesty:
	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 134 or 126 or by phone: 694-6751(Voice/TTY) or 539-7153. More information is available at www.pstcc.edu/departments/swd/.
	D. Other Policies: