Section 2 of the Course statement document requires you to define two inter-related aspects of the course.
Within the definition of these elements there also needs to be a clear relationship between them and graduate qualities.
Course objectives also need to correspond to the year level. As students progress through a program, the course aims and objectives need to indicate the increased levels of engagement with the body of knowledge and with the attitudes and skills expected of UniSA Graduates.
The aims of a course are broad statements of its purpose or intent. They encompass the purpose and philosophy of the course, specifying its overall direction and content. They let students know what you will be teaching them over a study period and what they may learn by taking the course. Course aims are typically identified in relation to the broad program aims as well as their relationship to the aims of other courses within the program. To write this component of the document you will need to understand the role played by your course in the overall development of graduate qualities across the program.
See Assessment tasks and development of the graduate qualities and Progression through a program for more information on mapping an individual course's responsibility to developing graduate qualities.
The course objectives are statements about what students are expected to be able to do, understand or to have learned by studying the course. They use concrete terms to specify and define the broad aims. They often refer to stages a learner must progress through in order to achieve the aims of the course. Course objectives need to be written in terms of student achievement and be related to the graduate qualities each course significantly develops. They are therefore directly related to assessment tasks. The purpose is to assess how well the students have achieved the objectives of the course.
Your course objectives should cover:
Ensure that your statements are more than vague descriptions (e.g. graduates will show an understanding of course theory) but indicate in concrete terms how achievement will be recognised (e.g. graduates of the program will show a significant body of knowledge concerning the principles of project management, procurement methods, defining the scope of projects, risk assessment and management, project scheduling and the legal framework for project delivery by applying these principles to case studies and demonstrating their ability to manage small class projects).
Each course within a program contributes to the overall development of graduate qualities. They serve as building blocks, with each course contributing at least one component of the overall graduate quality profile. Within this broad scheme, some courses focus intently on developing one graduate quality, while others may develop more than one. All courses will develop Graduate quality 1 – the body of knowledge – but may have another focus for student development.
Your course may be identified in the program approval documentation as significantly contributing to a particular graduate quality. If so, your course objectives need to be written in relation to that graduate quality. See Selecting assessment to support development of Graduate quality s.
Graduate qualities and the tasks which assess achievement of those qualities also need to be developed as students progress through a program. The location of any course within the overall degree structure may affect the particular emphasis it places on developing graduate qualities and consequently the kinds of assessment tasks associated with it (see Progression through a program for more information).
For further assistance in developing your program or courses in relation to graduate qualities, please contact the Academic Development team.