Course Outline Template

Course outlines are an agreement with students. They set out the expectations of the instructor in terms of the anticipated learning outcomes and they allow students to determine whether they can reasonably meet those expectations.

Fillable course outline templates

There are a number of required components that must be on all Brock University course outlines. Instructors are then welcome to add departmental or discipline specific information.

The following templates have been updated as of September 2024. To download the templates below click on the links and then once opened, click the three dots in the top right corner and select Download.

Undergraduate

Graduate

For additional assistance with developing or re-designing a course outline, please contact the CPI at cpi@brocku.ca

Suggested Syllabus Language for Generative AI 

The language below offers suggested text for course syllabi relating to the use of Generative AI. Instructors can include this language in the Academic Integrity section of their course outline. Instructors can copy sections relevant to their course’s use of Generative AI – be sure to replace all square-bracketed text with your course specific information. Consider including the following preamble along with your selected text.

CPI thanks Dr. Linda Carreiro, Dr. Pauli Gardner, Dr. Tanya Martini, and Brock’s Academic Integrity office for their contributions to this suggested syllabus language.

Generative AI, including large language models, reference enormous amounts of existing text from almost all available sources and then use a variety of algorithms and trained behaviours to generate coherent and human-like output. As such, copying said output and presenting it as original work without proper attribution can be considered plagiarism. Inadequate paraphrasing of researched material is also considered derivative and potentially plagiarism. 

Accuracy and transparency about the origins of ideas and knowledge support Brock University’s guiding values of: 

  • Integrity and respect; 
  • Inclusivity, diversity, and equity; 
  • Reconciliation and decolonization; 
  • Freedom of thought and expression coupled with academic responsibility; and  
  • Generation and mobilization of knowledge. 

The following text outlines the use of Generative AI in this course and by this instructor. Be aware that policies may be different in other courses and with other instructors. Do not assume that policies in one course apply to another. 

[If appropriate, you may also consider inserting a statement on writing aids like Grammarly or language translation tools.]

The learning outcomes of this course focus on [insert skills and knowledge expectations of the course here]. The use of Generative AI tools would not support these outcomes and may lead to inaccuracies or sharing of misleading information. Therefore, using Generative AI tools in this class is not sanctioned or permitted and departure from these expectations can result in the initiation of an academic misconduct investigation.  

Additional Considerations

Instructors may consider adding additional contextual information in their syllabus or course materials. The example statement below highlights reasons why the use of Generative AI is not permitted:

Generating original ideas and the composition of original academic work are an essential part of the learning process as you work towards these outcomes. So too is your critical response to assigned readings, participation in class discussion, and ability to both demonstrate and reflect upon your own learning. Additionally, use of Generative AI tools may lead to inaccuracies or sharing of misleading information that could have further impact on research in our field.

Instructors should review guidance on designing assessments to mitigate the use of AI writing tools.

The learning outcomes of this course focus on [insert skills and knowledge expectations of the course here]. In the context of our assignments and coursework, use of Generative AI tools may be beneficial with idea generation and brainstorming, through summary and analysis, and with drafting, feedback, and review. In our discussions, understanding limitations and biases can form important areas of analysis, review, and critical engagement. 

Additional Considerations

Instructors may consider adding additional contextual information in their syllabus or course materials. The example statement below discusses transparency and citation regarding the use of Generative AI when permitted:

Students are required to accurately indicate any instances of Generative AI use. Guidance for proper citational practices that align with principles of academic integrity will be provided by the instructor. Failure to properly disclose Generative AI use may be considered a departure from these expectations and can result in the initiation of an academic misconduct investigation.

The learning outcomes of this course focus on [insert skills and knowledge expectations of the course here]. Some of our assignments and discussions may benefit from input from Generative AI tools to demonstrate different perspectives as well as limitations or biases. If the use of Generative AI tools is suggested for a particular case or topic in this course, this will be clearly communicated by the instructor.  

Additional Considerations

Instructors may consider adding additional contextual information in their syllabus or course materials. The example statement below details how students will know when Generative AI is permitted and not allowed while taking an assignment-by-assignment approach:

The purpose and scope of permitted Generative AI tool use will be clearly communicated by the instructor for each relevant assignment or course component. Students who elect to utilize Generative AI tools for the identified course work may do so, although teaching team support in using such tools may be limited. Additionally, the functionality, design, accessibility, and availability of such tools is constantly changing, and proper use should involve planning and careful consideration.

Certain elements of the course, namely those involving [insert skills and knowledge expectations of the course here] would not be supported through use of Generative AI tools. Generating original ideas and the composition of your own work are an essential part of the learning process as you work towards these outcomes. Additionally, use of such tools may lead to inaccuracies or sharing of misleading information that could have further impact on research in our field.

Each assignment or course component where Generative AI tool use is not sanctioned or permitted will be clearly communicated by the instructor. Use of such tools in relation to completing the identified assignments and course work will be considered a departure from these expectations and can result in the initiation of an academic misconduct investigation.

Instructors should review guidance on designing assessments to mitigate the use of AI writing tools.

Making Your Outline More Inclusive

There are many ways to make your course and your teaching strategies more inclusive. An intersectional approach to inclusion will help acknowledge the lived experience of learners in the classrooms, seminars, and labs.

The questions below are intended to serve as prompts for reflection. They represent aspects you may want to include in your outline to support inclusion and the diversity of lived experience of learners.

  • What are the positionalities of the authors for course readings and resources?
  • Are there opportunities for different modalities of information to supplement the outline document such as 1-minute video introduction of professor, 1-minute video overview of Brightspace shell and where to find course specific information, 1-minute audio file explaining assessment instructions?
  • Does the outline clarify how each assessment aligns to course learning outcomes?
  • Does the outline note how the course provides opportunities for learners to demonstrate learning in different ways (as per UDL principles)? For example, text, images, videos, audio assessments to support inclusion and academic integrity.
  • Does the outline clarify information about or delivery of “Office Hours” or call them something more meaningful such as Student Hours, or Question Drop-in Times, Tea with Teacher etc.? (Mowreader, 2023, Nunn, 2019)
  • Does the outline note how learners can communicate with each other to create a community of learners?
  • Does the outline note opportunities and spaces for learners to share resources, prompts, or questions that relate to the course?