Expectations for NYCETP Course Descriptions

A. General Overview
The overview should contain enough detail so that it is apparent how the course fits into teacher preparation programs. Faculty in other colleges should be able to make initial assessment of course equivalency from this information.

1. Catalog Entry
  • number of credits, number of hours
  • course description
  • prerequisites

2. Description of the Course
  • philosophy
  • intended purpose/population
  • position in program
  • unique aspects of the course

B. Course Content and Pedagogy
The description of course content and pedagogy should be in sufficient detail so that another faculty member teaching the course could use it as a basis for planning. One piece (part 4) should be in sufficient detail so that another faculty member could teach it in the same way that you have described.

1. Syllabus
  • outline of topics
  • readings and other assignments
  • resources needed (texts, materials, special equipment, software, etc.)

2. Brief Description of each class session (one paragraph), including:
  • instructional objectives
  • classroom/laboratory organization
  • description of handouts
  • key questions/investigations
  • special equipment needed

3. One paragraph of advice/notes on each class session, designed to assist someone who might wish to offer the course.

4. A detailed description of the development of one topic with exphasis on project exploration, pedagogy, classroom organization, student involvement, etc.

5. Means of assessing student acheivement, performance, understanding of concepts. Include sample assignments and tests.
[Note: if appropriate, include examples of exemplary student work]

Back to Top

Expectations for NYCEPT
Course Descriptions

Reformed Courses


Introduction   |   People   |   Courses   |   NSF Teaching Scholars   |   Resources   |   News   |   Home