coursework component

Course Attributes impact student records, enrollments, and the Academic Advising Report (AAR).

Curriculum Coordinators should apply the following attributes:

Course Level “LEVL”

Designates the intended course audience. Apply to the Course Catalog and Schedule of Classes; use catalog number as a guide.

• 99/999 - For undergraduates (PRIMUGRD).
• 100/0 - For undergraduates and graduate students (UGRDGRAD).
• 200/0 - Primarily for graduate students (PRIMGRAD).
• 300/0 - For graduate students only (GRADCOURSE).

Cross Registration Availability “XREG”

Generally, all FAS courses should permit cross registration.

• Apply “XREG” attribute as YES, to both the Course Catalog and Schedule of Classes.
• Exceptions: Expository Writing, Freshman Seminars, tutorials, and by instructor’s choice. 

Course Evaluation “EVAL”

Applied to a select few classes in Schedule of Classes ONLY; controls evaluation process in Q.

Apply EVAL as “Exempt” to request a course be exempt from course evaluations . The Office of Undergraduate Education will approve the requests and communicate with the FAS Evals team.

Apply EVAL as “Always” to include a small class in the evaluation process. Courses with less than five students are automatically exempt from evaluation.

Attributes applied only in the Course Catalog (CAFs)

Catalog Coordinators have access to all CAF attributes:

• Course Keyword : Unlimited text field for additional search terms; enter individual words separated by spaces.
• Course Note : Record additional information related to the course, not the class scheduled in a particular term. Record class-specific note in the Class Notes field on the Schedule of Classes.
• Course Next Offered and Instructor (For bracketed courses only): You must enter the term code for the next term a bracketed course will be offered. Adding instructor is optional.
• Recommended Preparation : Use when students are encouraged to have certain preparation, but it is not mandatory.

Course Prerequisites and Special Types of Courses

Prerequisites.

There are two ways to indicate prerequisites in my.harvard: Enrollment Requirement Groups and the Recommended Preparation attribute.

• Request Enrollment Requirement Groups for system-enforced prerequisites. Requisites prevent students from enrolling if they have not met a defined requirement or have taken another similar course for credit.
• Or, enter the Recommended Preparation attribute in the Course Catalog when certain preparation is encouraged, but not required . The Recommended Preparation attribute will not prevent students from enrolling.

Special Types of Courses

Full Year Indivisible Courses

The FAS prefers to move away from full year indivisible courses. Request permission to create indivisible courses from the Courses team.

• Indivisibles are created and maintained as two separate courses in the catalog, one scheduled to meet in the fall term and the other scheduled to meet in the spring term.
• Students in the A portion will be automatically enrolled in the B spring course by the Registrar’s Office.
• The fall grade appears on the transcript with a designation such as “A*” (explanation on transcript) and not factor into the GPA; faculty may also choose “IP” for “in progress”. Fall grades are replaced by spring grades at the end of spring term. That grade will appear on the transcript and be used to calculate GPA with all academic credits.

300/3000 Level Courses for Graduate Students

For graduate students only. Undergraduate candidates for the master’s degree may enroll with the permission of the instructor.

Bracketed Courses

Bracketed courses appear in Course Search as potential future offerings. To view bracketed courses, uncheck “Show only offered courses” in the Advanced search in my.harvard.

• A course may be bracketed for three consecutive years. After that, it must be offered or inactivated.
• All bracketed courses must list Next Term Offered information.

Courses Offered Between FAS Departments

Departments should work closely with the Registrar’s Office to understand the implications of establishing the same course in different departments.

Consider creating a multiple offering course, where a single course is offered in two or more FAS departments or committees under the same course ID. Multiple offering courses are automatically equivalent in the Academic Advising Report.

Courses Offered Between FAS and Other Harvard Schools

Courses that are jointly offered by another Harvard school should create a combined section in the Schedule of Classes. A combined section ensures enrollment into the correct class for FAS students.

Features of the Schedule of Classes:

Most FAS courses are one full term, 4 credits:

• Fall Term – course offered in the fall
• Spring Term – course offered in the spring

Schedule full-year courses in two parts - one class in fall (part A), one class in spring (part B). See Special Types of Courses under Features of the Course Catalog.

You can schedule shorter duration courses during six sessions throughout the academic year:

• Fall 1 / Fall 2 / Spring 1 / Spring 2: courses are worth 2 credits each, except for intensive courses worth 4 credits.
• January (JAN) session: only Harvard Griffin GSAS students may enroll.
• Summer session: only matriculated Harvard Griffin GSAS students may enroll. Consult the Courses team if you need to add this type.
• Dynamic (DYN) session:  Harvard Griffin GSAS courses used as placeholders for variable amounts of credit earned for research or teaching (typically 4--16 credits); ungraded. Consult the Courses team if you need to add this type.

Currently, the Faculty has not specified a minimum or maximum number of classroom hours for a class to be considered a 2 credit, 4 credit, or full year 8 credit course.

Meeting Days and Times

All FAS classes, sections and labs must start and end at designated times.

Instructional Staff Assignments

Properly listing instructors is critical because it: permits access to my Courses in my.harvard under Teaching/Advising; enables ability to grant instructor permission; allows Canvas website access; enables grading access; determines who is evaluated by students. Add and edit instructor names in the Schedule of Classes under the Meetings tab.

• Are the official “head” of the course
• Display in Course Search by default
• Are required to post grades (‘Access’ set to ‘Post’ in the Schedule of Classes)
• May approve enrollment requests
• Must be added by the department to the Schedule of Classes
• Are typically additional teaching faculty
• May instruct the course, or certain individual class meetings or sections
• May enter and approve grades, but not post them (‘Access’ set to ‘Approve’ in the Schedule of Classes)
• Are Harvard-affiliated graduate and/or PHD students
• Do not display in Course Search
• Automatically feed to the Schedule of Classes after they are appointed in Aurora, (system of record for instructional support staff)
• May instruct the course, class meetings or sections
• May not approve or post grades but with the Head Instructor approval may have Grade Access in the Schedule of Classes
• Are typically graduate students from another institution, or a post-doc, researcher or administrator from another Harvard school
• Additional instructional support staff.  Add to classes using FAS allowable roles and grade access .

Can’t find an instructor in my.harvard?

Give the instructor permission to teach in your department in the Instructor/Advisor table.

• See the Workflow for Update Inst/Adv Table to edit the instructor's list of approved departments.
• Faculty from other Harvard schools must be added by the Registrar’s Office.

Assigning instructors for 300- or 3000-level courses

Courses at the 300- and 3000-level often have multiple instructors each term who work with individual students on Reading and Research.

• Each instructor must have their own class section in the Schedule of Classes
• Each instructor assigned to a section must have access to post grades.
• Limited Enrollment Courses

Enrollment Capacity

Most FAS courses should be open to most students. Courses with limited enrollment must also require instructor approval to prevent “first-come, first-served" enrollment. Set the enrollment capacity in the Schedule of Classes. Set instructor approval in the Course Catalog and the Schedule of Classes.

• Tutorials and 300/3000 courses must require permission of the instructor.
• Limited enrollment courses must require permission of the instructor.

Instructor Permission

Any course may require instructor permission for enrollment. Courses that limit enrollment must also require instruction permission.

• Primary (graded) Component : Select Instructor Consent in both the Catalog (Catalog Data tab) and Schedule of Classes (Enrollment Control tab). Consent must agree in both locations.
• Secondary (non-graded) Component : Do not select Instructor Consent.

Any instructional staff assigned to a class in the Meetings tab can approve petitions, except for undergraduate Course Assistants (CAs).

Curriculum Management Workflows

• Planning a New Term
• The FAS Schedule
• Administer Exams
• Academic Advising Report (AAR)
• Training and Documentation

9705 D&T coursework examples

Topic outline.

A range of coursework submissions (for both components) for this Syllabus have been included here along with a breakdown of the marks awarded, and a moderator commentary explaining how the marks were decided. You should always refer to the syllabus for specific details about the requirements for and assessment of coursework. Additionally, the Cambridge Handbook sets out the process and requirements for submitting coursework for moderation by Cambridge International.

• Select activity Component 2 Component 2
• Select activity Component 4 Component 4

• Enroll & Pay
• Definitions
• Definitions for Course Components

* - Component Types:

• Organized Section - course meets regularly, generally at a specified time and place; courses are intended to be taken by groups of students
• Individualized instruction - course usually meets 'by appt'; each course section is often taken by one or a few students

Course and Room Scheduling Resources

• 25 Live Room Scheduling
• Auditoriums
• CourseLeaf FAQ
• Room Reservations
• Scheduling Officer Resources

Coursework: Requirements for an A+ Paper

• Icon Calendar 5 July 2024
• Icon Page 4102 words
• Icon Clock 19 min read

Academic writing is an essential activity in higher education and comes in various forms. Basically, one of these forms is coursework writing, where instructors assess students’ levels of understanding of a course during a semester. Unlike other papers, coursework assignments evaluate students’ understanding of a particular course and not just a topic in a class. Besides, various forms of coursework writing include essays, term papers, theses, dissertations, report projects, and others. Hence, people need to learn what is a coursework assignment and how to write such a paper effectively.

General Aspects

College and university students undertake different kinds of academic exercises, with writing projects taking a significant portion of their grades. Basically, one of these exercises is the writing of a coursework paper, an assignment they submit at the end of their semester. This kind of work also assesses students’ understanding of a particular field of study within a single semester. In turn, instructors rarely require someone to write a paper for things they learned during a previous semester. Therefore, coursework entails completing various writing assignments, such as essays, research projects, experiments, and presentations that assess a student’s understanding and application of a subject material.

What Is a Coursework and Its Purpose

According to its definition, coursework is an academic project assignment that students are required to undertake as part of their educational curriculum and which they must submit before a final closure of an entire semester. The primary purpose of writing a coursework assignment is to evaluate learners’ levels of knowledge and skills acquisition, meaning such a project contributes to their final grades (Godfrey, 2022). Ideally, coursework is what students learn during a semester, and such an assignment is meant to measure how well they have understood a subject matter. Moreover, individuals use reliable and relevant sources to study, examine, and evaluate a chosen coursework topic (Haines, 2021). As such, this task is very similar to other academic assignments, such as essays, research papers, reports, thesis writing, dissertations, and other types of papers . In terms of pages and words, the length of a coursework assignment depends on academic levels, subjects, institution’s requirements, and its nature and scope, while general guidelines are:

High School

• Length: 6-10 pages
• Words: 1,500-2,500 words
• Length: 10-16 pages
• Words: 2,500-4,000 words

University (Undergraduate)

• Length: 16-24 pages
• Words: 4,000-6,000 words

Master’s

• Length: 24-32 pages
• Words: 6,000-8,000 words
• Length: 32-52 pages or more (depending on the complexity and depth of the research)
• Words: 8,000-13,000 words or more

Note: Some sections of a coursework paper can be added, deleted, or combined with each other, and it depends on specific college instructions. However, a typical structure of coursework covers a title page, table of contents, abstract/executive summary, introduction with a thesis or research question, literature review, methods, results, discussion, conclusion, references, and appendices.

Differences With Other Papers

In any course of their classes, students write different types of papers, including essays, research papers, and reports. Basically, the major difference between coursework writing and these papers is that it assesses people’ understanding of what they have discovered throughout a semester (Couch, 2021). In contrast, essays and other papers assess learners’ understanding of a specific topic, concept, result, or theory. Moreover, students may need to address an issue in their project they might have covered in an essay assignment sometime during a previous semester. As such, a coursework assignment is broader in scope than other papers.

Expectations

Like essays and other papers, a coursework assignment varies from one area of study to another. For example, there is a coursework for the English subject and another for the sciences (Godfrey, 2022). Therefore, individuals are expected to complete their coursework assignments according to their instructor’s or department’s instructions. In most cases, this expectation includes presenting an assignment in an essay format, where they select a title of their choice. Depending on a specific subject, some assignments expect students to collect, examine, infer, and report data when answering a specific question (Haines, 2021). Finally, in college, coursework refers to writing assignments, projects, and tasks students must complete as part of their academic curriculum to demonstrate their understanding and application of a subject material.

When it comes to a grading aspect of academic assignments, instructors look at how well a student has attended to all the requirements and expectations. For instance, these requirements include writing about a choice of themes or text excerpts in a given format (Haines, 2021). In essence, people must use a good approach they believe is likely to give them a higher grade, meaning a technique that helps them to answer a specific question methodically, logically, and critically by using relevant information. In essence, these are three dimensions for grading a coursework assignment (Couch, 2021). As such, to write a coursework paper effectively, one should conduct thorough research, follow a clear and organized structure, adhere to given guidelines, and proofread a final document to ensure accuracy and coherence.

Steps on How to Write a Coursework Paper

Like an essay, a coursework assignment takes a particular structure. Basically, students should understand core components and make sure they address them in their academic writing (Bjorn et al., 2022). In this case, the most significant issue for writers is to ensure a logical flow of ideas. Moreover, developing a thesis statement is essential to provide high-quality essays with a guideline on focal issues. Primarily, these issues are class concepts and theories a person has learned in a specific course during a semester (Godfrey, 2022). As a result, to write coursework, students thoroughly research their topics, create detailed outlines, adhere to specified formats, draft their content clearly and concisely, and proofread their papers for any mistakes.

Step 1: Preparation

Planning or preparation is the first step in writing a coursework paper. For instance, an essence of any form of academic writing is to measure a person’s level of understanding about a particular area of study (Haines, 2021). To start coursework, students begin by carefully reviewing assignment guidelines, conducting preliminary research to understand their assigned topics, and outlining main points and structure of their papers. Since such an project measures what a student has learned in a given course, it is paramount for each person to prepare well when executing an assignment. Here, learners have to choose a topic that they are comfortable with, one that they are passionate about. Additionally, they should generate ideas about their coursework by deciding what is relevant and what is not. In principle, a typical reasoning that guides this decision is a particular expectation outlined in assignment instructions (Godfrey, 2022). Lastly, people should understand their audience – consumers of their work or readers. Like any other assignment, a target audience is course instructors. Hence, writers should ensure their class projects satisfy a curiosity of readers. In turn, some examples of sentence starters for beginning a coursework paper include:

• In recent years, the topic of [subject] has gained a significant attention due to its direct impact on [related field/issue], while this coursework aims to explore … .
• The origins of [subject] can be traced back to [year/era], when [important event/person] first introduced a particular concept of … .
• Understanding [subject] is crucial for [reason/field], as it offers more insights into [related concept or application], and this paper seeks to examine … .
• Currently, [subject] is experiencing a period of rapid development, with new research and advancements being made in areas, such as … .
• By exploring a research question: [research question], this paper aims to examine [purpose of the study] … .
• While much has been written about [subject], there remains a significant knowledge gap in a current literature regarding [specific aspect], which this paper will investigate … .
• During my studies/experience in [related field], I observed [specific phenomenon], which prompted me to investigate [subject] more thoroughly … .
• According to recent statistics, [relevant statistic] highlights the importance of [subject], which this coursework will explore … .
• As [author/expert] once said, ‘[relevant quote],’ this statement underscores a real significance of [subject], which will be a particular focus of this paper in … .
• This coursework is based on a particular hypothesis that [hypothesis statement], and this comprehensive analysis and research will seek to prove/disprove … .

Step 2: Setting Up

After preparation, people should set up the stage for coursework writing. Basically, a first preoccupation is to find sources relevant to an assignment prompt – those that are more likely to provide enough evidence and support needed claims. As scholars review credible sources, they should take notes to provide a strong argumentation in their projects (Walter & Stouck, 2020). Then, another activity involves deciding on a coursework outline, which should help to answer an assignment prompt logically and critically. Lastly, learners should create an annotated bibliography, a summary of each source they intend to use as a valid basis for their arguments in an entire document.

Step 3: Writing a First Draft

After preparing and setting up the stage, students should start writing a first version of their coursework assignment. In this case, armed with notes taken during a review of reliable sources and an outline they have created, people should start with a first draft, where they develop a thesis statement. Basing all opinions and arguments on a thesis, writers should answer an assignment prompt methodically, logically, and critically. For example, a coursework statement is a concise declaration of a main objective or thesis that an entire project aims to explore and demonstrate (Godfrey, 2022). Moreover, a thesis statement should ‘hook’ a target audience and make them interested in reading a substantial part of a paper – a body. In essence, a body section is where students use all the evidence they have gathered about an assigned topic, while a thesis informs a target audience of what individuals have focused on in their papers. As a result, any coursework paper adopts a typical outline, as indicated below:

• Table of Contents
• Abstract or Executive Summary
• Introduction
• Body Paragraph(s)
• Reference List
• Appendices (Optional)

Step 4: Wrapping It Up

It is normal for a writer to make mistakes when writing an academic document. For example, these mistakes include inconsistent arguments, irrelevant content, punctuation errors, and countless grammatical mistakes (Haines, 2021). Therefore, after completing a first draft, writers should read it through, at least twice, to identify these mistakes and correct them. Basically, common processes of correction include revising and editing a written paper. Regarding revisions, students should give their work to a friend or mentor to read it through. In their feedback, these individuals are likely to point out areas where authors should make corrections for their papers to be logical and interesting to read. Concerning editing a complete document, people should proofread their work to ensure it is free of spelling mistakes, punctuation errors, and other grammatical mishaps.

Step 5: Developing Body Paragraphs

A body paragraph of any academic text, including a coursework assignment, utilizes several features to make a whole paper logical. Basically, the first feature is writing a topic sentence that opens up each paragraph (Couch, 2021). In principle, a primary purpose of this feature is to strengthen a central idea captured in a thesis statement. Then, the rest of a single paragraph structure backs up this claim using evidence gathered from different sources. In turn, another feature is a concluding sentence, which closes each paragraph (Godfrey, 2022). As such, a main goal of this aspect is to connect a topic sentence with a thesis statement. Finally, another feature is transition words and phrases that help readers to sense a logical flow of ideas throughout a whole paper. In short, writers use transitions within and between paragraphs to create a logical flow of information and ideas.

Step 6: Referencing Format and Peer Reviewing

Besides ensuring an entire paper is written methodically and logically, authors should see it meets the highest academic writing standards. In this regard, they should ensure it follows a particular format – APA, MLA, Harvard, or Chicago/Turabian. In most cases, an assignment prompt dictates a specific format learners should use. Moreover, a particular referencing manual informs about a typical structure of a whole paper and its format of citations. In turn, another essential activity that students should perform is to commit a complete document to peer review. Here, authors give coursework papers to distinguished scholars, such as a professor or classmate, to assess an overall validity and quality of information used, including sources.

Step 7: Writing a Final Draft

After subjecting a first draft to vigorous scrutiny through revisions, editions, and peer review, people should start writing a final draft of a coursework paper. Basically, this draft should be thoroughly polished, meaning it should be free of spelling, punctuation, and grammatical mistakes, as well as inconsistent arguments and irrelevant sentences (Lawrence, 2020). Moreover, it should indicate an effective use of transitions in paper’s body paragraphs. In short, a final draft is an improved version of a first draft because writers have revised and edited it and incorporated feedback from a friend, mentor, or professor. However, they still need to read through a final draft, at least once, to ensure it is perfect before submission to a grading department. In turn, if someone notes several mistakes, it means another revision is necessary. Hence, a student’s focus should be a correct content, organization of ideas, style of writing, and format.

Types of Coursework

Given that coursework assignments test students’ levels of understanding about a course’s content in a given semester, it means such a project takes several writing forms. For example, these documents include a term paper, a Master’s thesis, a dissertation, or a report project (Godfrey, 2022). Ideally, such a composition is an essential requirement for a student to complete an entire course successfully. It also means such a project is essential to be awarded a degree. Moreover, the only difference between these types of coursework assignments is that they take a different approach to examining and analyzing a course’s content, with each subject taking a unique approach. In turn, common types of coursework projects include:

Writing Techniques

The dream of every student is to pass any assessment and attain a higher grade. In a coursework assignment, learners can utilize different techniques to ensure they attain higher grades after assessments (Haines, 2021). As indicated earlier about a grading aspect of coursework, writers should use an approach they believe answers an assignment prompt methodically, logically, and critically. As a result, every technique they use must allow them to answer a specific question in a way that satisfies these three grading dimensions.

Compare and Contrast

A compare and contrast essay technique is about analyzing two subjects, ideas, concepts, or theories by comparing them, contrasting them, or doing both. Basically, a primary purpose of answering a coursework assignment through this writing approach is that students must not state obvious things (Couch, 2021). Instead, they need to shed light on subtle differences or unexpected similarities between subjects, ideas, concepts, or theories.

Cause and Effect

A cause and effect essay technique allows writers to develop their paper’s body by analyzing possible reasons for and consequences of a decision, action, or event. When organizing a paragraph, students adopt a structure that allows them to arrange defined causes and effects in a chronological or reverse chronological order (Godfrey, 2022). Alternatively, authors can present their arguments through emphasis, starting from least important to most important aspects, or vice versa.

Investigation

An investigation technique involves undertaking an in-depth examination of a topic, idea, concept, or theory. Basically, this technique’s primary goal is to demonstrate that students have gained a thorough knowledge of a specific subject, which is indicated in their methodical, logical, and critical analysis and presentation of information. In esense, ensuring research findings are interpreted and presented in an organized manner throughout a research paper is critical (Walter & Stouck, 2020). Ultimately, such a technique enables writers to demonstrate their articulate understanding of various viewpoints about a particular issue under investigation. 

How to Present Strong Arguments

For an academic paper to capture an audience’s attention and interest, students must not only develop a thesis statement but also ensure they use strong arguments to back up a central idea in a main statement. Basically, the “they say, I say” technique is the simplest method to present arguments properly (Couch, 2021). In this regard, the information that a person uses in answering a coursework assignment prompt should be free of plagiarism and cite all sources properly. Then, another way to ensure an entire writing is persuasive is to confirm that authors have attained a required word count limit without counting footnotes, endnotes, references, and appendices (Haines, 2021). Ideally, selecting a topic that one is comfortable with and passionate about enables an overall writing to be high-quality in terms of argumentation. Besides, students should discuss alternatives with their mentor or instructor. Finally, a thesis statement should not be complicated.

Scope of Research

Students make different kinds of mistakes when writing academic texts. For example, a common mistake in coursework writing involves a scope, where students fail to focus on one area of a particular topic and instead try to be broad in their argumentation (Godfrey, 2022). In principle, they may waste space talking about irrelevant material, leaving them with little space to write about a core idea. As such, an effective solution to this problem is to develop a thesis statement that sets out a paper’s specific agenda. In doing so, authors can realize every time they go off-topic.

Colloquialism

By considering colloquialisms, students may use a language that is not standard for academic writing. Essentially, this problem is particularly common with learners who become excited about a specific topic and try to express their ideas creatively (Haines, 2021). Moreover, a whole project shifts from being evidence-based to a document about an author’s opinion. In turn, a particular solution to such a problem is to pick a topic that is exciting and critically discussed in an existing literature. As a result, students can identify several sources that discuss their assigned topics to use as bases for evidence of their claims and arguments about their central themes.

Common Mistakes

• Lack of Clarity in Thesis Statement: Failing to clearly define a main argument or purpose of an entire paper can lead to a lack of focus throughout a coursework project.
• Insufficient Research: Relying on too few sources or not consulting credible and up-to-date references can weaken an overall quality and depth of an analysis.
• Poor Organization: Not following a logical writing structure can make a paper difficult to follow due to an inadequate flow of ideas.
• Overuse of Quotations: Excessively quoting sources rather than paraphrasing or synthesizing information can make a whole paper seem unoriginal and reduce an author’s voice.
• Ignoring Formatting Guidelines: Not adhering to a required citation style (e.g., APA, MLA, Harvard, or Chicago/Turabian) or formatting instructions can result in a loss of marks.
• Lack of Proofreading: Submitting a paper with grammatical errors, typos, and spelling mistakes can undermine an overall professionalism and readability of a project.
• Inadequate Analysis: Simply describing sources without critically analyzing or interpreting the information can lead to writing a biased paper.
• Failure to Address a Prompt: Straying from an assigned topic or not fully addressing a coursework prompt can result in an irrelevant or incomplete paper.
• Plagiarism: Copying text without proper citing attribution, even unintentionally, can lead to serious academic consequences.
• Weak Conclusion: Ending a coursework paper without a clear closure or failing to adequately summarize key findings and implications can leave any reader unsatisfied.

Coursework vs. Research Paper

Ideally, an outline of a coursework assignment is similar to that of a research paper. In this case, an abstract serves as a brief overview of a research paper and informs readers of writer’s focal points. More importantly, such an outline has a body, where writers use different paragraphs to make an argument about a specific topic. In turn, each of the paragraphs begins with a topic sentence and ends with a concluding sentence. Like research papers, body paragraphs of a coursework assignment serve to cement writer’s claims and arguments, which are linked to a thesis statement.

Students should master following tips when it comes to writing a coursework assignment:

• Choose an exciting topic and stick to it. Basically, students come across tons of exciting information about their topic. However, to avoid going off-script, they should focus on their core subject and avoid a particular temptation of using data that may prove irrelevant.
• Use evidence (quotes and statistics) selectively. In principle, relevancy is a significant indicator of a high-grade paper. As such, where authors are not going to refer to some data directly because it adds no value to their argument, they should avoid dwelling on it in their paper.
• Cite sources correctly. When citing sources, writers should note format standards in use – APA, MLA, Harvard, or Chicago/Turabian – as each has a unique approach.
• Revise, edit, and proofread a complete paper. High-quality coursework writing should be free of inconsistent arguments, irrelevant sentences, and spelling, punctuation, and grammatical mistakes.

A coursework project is among writing assignments that students in colleges and universities undertake in preparation for their degree. Unlike other papers, this assignment assesses learners’ understanding of what they have learned in a course in a given semester. As such, students must complete and submit it before a semester comes to closure. Finally, different types of coursework include essays, term papers, theses, dissertations, and report projects.

Bjorn, G. A., Quaynor, L., & Burgasser, A. J. (2022). Reading research for writing: Co-constructing core skills using primary literature. Impacting Education: Journal on Transforming Professional Practice , 7 (1), 47–58. https://doi.org/10.5195/ie.2022.237

Couch, D. (2021). Your guide to college writing . Chemeketa Press.

Godfrey, J. (2022). Writing for university . Bloomsbury Academic.

Haines, C. (2021). Assessing students’ written work marking essays and reports . Routledge.

Lawrence, T. S. (2020). Writing a research paper. International Journal of Radiation Oncology • Biology • Physics , 106 (4), 674–676. https://doi.org/10.1016/j.ijrobp.2019.12.005

Walter, L., & Stouck, J. (2020). Writing the literature review: Graduate student experiences. The Canadian Journal for the Scholarship of Teaching and Learning , 11 (1), 1–15. https://doi.org/10.5206/cjsotl-rcacea.2020.1.8295

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Office of the Registrar

Catalog Changes

Course components (for scheduling), what is a course component.

Course components, which are also commonly referred to as section types, are important for scheduling classes the way they were intended to be offered. A course component refers to the type of section a given class is, for example a lecture or lab. While many courses have just a single component, it is very common for courses to have multiple components.

When would you need multiple components?

The most common multiple-component situation is a large lecture whose students are also enrolled in smaller associated lab or discussion sections. It is important to note that a component doesn’t refer to the nature of instruction of a class. Many classes may involve characteristics of different section types – some lecture, some discussion, some laboratory work.

A component is distinct in that it is an entirely separate class section that is scheduled separately and students enroll into separately. Usually, students will enroll in one section and be automatically enrolled into an associated section. For example, if a student enrolls in PSYC 1100 section 001L, which is a lab section, they are automatically enrolled in section 001, which is the associated lecture section.

What is the enrollment component?

The enrollment component is the one into which students actually enroll (which causes them to be automatically enrolled into any associated sections). Generally speaking, this is the section for which students receive grades and for which instructors are evaluated. In Fall 2019, students enrolled in 16 different lab sections associated with PSYC 1100 section 001 that were are all offered at different times, and they were automatically enrolled in the main lecture section.

Definitions of Components and Section Types

There are no official definitions of class and course types at the University of Connecticut, but the American Association of Collegiate Registrars and Admissions Officers does provide some guidance based on the way many higher-education institutions define each type (see table below).

How to Write a Coursework

Coursework projects do not resemble essays, research papers, or dissertations. They are the combination of all three. Students spend less time writing coursework than on making a term paper, but this type of work requires more time and efforts than an ordinary essay - it is made of several essays. Thanks to our guide, each student can discover how to write coursework. If you are running out of time or lack experience to complete the specific coursework, we recommend using our coursework writing services to hire professional academic writers.

What is Coursework and Why Does It Matter?

Coursework definition: General Certificate of Secondary Education (GCSE) coursework is a typical academic assignment, given in the course of study to evaluate the student’s knowledge, skills, and identify the final grade. Many students face this type of writing in the US colleges. One of the examples is a coursework UTD (The University of Texas at Dallas) - the requirements of this institution are strict, and many students fail to submit their papers and pass the corresponding courses.

Such type of assignment helps to have the ‘detective’ hat on: a student observes, examines, and evaluates the chosen topic using credible, up-to-date, and relevant sources. Working under controlled conditions is important. Participating in every school class will help to prepare good coursework by the end of the term. Take a look at the examples of what students of various profiles may face:

• English Composition - English coursework is an extended essay in most cases. A student has a right to pick the topic. The tutors provide their students with the list of recommended titles to choose from, sources to observe & analyze, and a format (e.g., a comparison between different relevant articles)
• Sciences - coursework for science is a complicated assignment. Such type of work appears in the form of a scientific paper to test what a writer investigates and reports independently.
• Geography - geography coursework is about collecting, reporting, and explaining information to reply to a certain geographical question or offer solutions to the problem. One idea is to explore the usage of a shopping mall or analyze the recent tornado. No matter whether you have to prepare a coursework Columbia or such paper for other educational institutions, keep in mind these differences!

Types of Coursework Explained

English Language coursework is the most common type of this assignment. At advanced GCE level, the student will be expected to write a couple of essays, totaling 3,000 words. Every assignment is 20 marks maximum.

An analytical essay : Evaluate, compare, & contrast 3 different sources of data interconnected by a common theme; written /spoken / multimedia content. Discuss different uses for targeting various audiences. Learn more on our blog.

Original essay with a supportive commentary : A student will have to come up with a single piece of media writing in the observed modes (written, spoken, or multimodal). Add a supporting piece with details about the aspects of English language. English Language & Literature coursework is a bit different. The basic requirements are the same, and the parts are:

An analytical study : Sharing an analysis of the chosen piece and its relation to the related content. It will show how well the writer understands the original piece. Tutors grade such works based on the:

• Use of the proper terminology and the coherence of the written words;
• Understanding & evaluation of the way a structure, form, and language create the written & spoken word;
• Opportunity to observe relationships between various pieces of writing.

Creative writing & commentary : Produce a creative piece that imitates the style of the assessed text. Share comments to backup your understanding. The goal is to show the knowledge, prove the competence, and use appropriate language skills in communicating with the target audience. You will also need a relevant coursework resume (review) in both cases. Keep on reading to learn how to write coursework of A level.

How to Write a Coursework: Guide for Students

Several factors may lead to the coursework being disqualified. It is a serious matter! The risk factors include:

• Plagiarism - it is the worst thing that could happen to any type of academic assignment. Lots of relevant information is available on the world wide web today, and the tutors are strict about the issue of plagiarism. Write everything in your own words! If you decide to insert the quotes from the sources, apply the suggested citation format and develop a list of references. Sign the declaration claiming it is your original project. If you're unsure about how to approach this, seeking professional help by choosing to write my coursework can be a wise decision.
• Word count - do not ignore the specific requirements concerning the length of the coursework. Specify if the footnotes, appendices, & references are included in the word count.
• Topics - go through the list of available themes. If there is an examination planned on the specific topic, try to pick another idea for the coursework.
• Tutor’s assistance - do not ignore the help of your instructor, ask them to provide guidance on what to write. Ask the questions to learn more details, but keep in mind they can go through the 1st draft once and just offer some general recommendations.

Choosing a Topic for Your Project

Dedicate enough time to this extra important question. Select the field of your interest if it is possible to relate it to the course. That is the golden rule of choosing a coursework topic - keep in mind the rest of the hints:

• Analyze the offered list of topics or develop yours
• Pick a topic from the area of your expertise related to the studied subject
• Select the topic you are interested in
• Choose the topic you’ve started to observe in the past
• Check how much relevant, up-to-date information is available on the Internet about each of the topics
• Pick what you can measure, change, & control (they call it a ‘fair test’)
• Use the ideas of previous researchers and students
• Do not choose a topic with a vast scope - you risk struggling to research it correctly

10 Good Coursework Topics

• Non-traditional Forms of Poetry with TC Tolbert
• Documentary Foundations: Usage of Oral Histories with Beth Alvarado
• Traditional Forms of Poetry
• Hermit Crabs: Type of Fiction
• Writing the Autobiographical Poem
• Creative Non-Fiction on the Examples of New Journalists
• Authors without Borders
• Writing the Sticky Stuff
• Socially Engaged Literary Arts
• Common Vocabulary

Research & Data Collection

Research is an integral part of coursework. Have you written research papers before? If yes, you will find it easier to select proper primary & secondary sources and gather the necessary information (evidence to support the main point - thesis). Depending on the required paper format, cite & reference the following sources:

• Books & e-Books

Base the project on a specific hypothesis. The research must start with minimum one hypothesis. The research stage for some topics may consist of visiting websites to collect information. Leave another time for collecting the data as it is the heart of the research. Three methods of data collection are known:

• Direct personal investigation : The one an author does individually (using literature and findings from previous studies);
• Interview/Questionnaire : The researcher should gather the data from the respondents asking questions regarding required data;
• Discussion with community leaders : Community leaders are approached to fetch information for the necessary data.

In case a student works on a scientific experiment, they should pay attention to planning the analysis with the help of rigorous scientific methods (keeping in mind the Health & Safety precautions you take). Review background information and theories. Take notes to express what you expect to occur to compare & contrast it to what happened in real life. In the write-up stage, one has to evaluate and present the findings.

Writing a Coursework Outline

The writing process follows the research. Do not start it without preparing an action plan and scheduling the work - a paper pin for English coursework is based on an extended essay . An outline will look different for the science coursework projects. The goal of creating a plan is to prevent a writer from being disorganized and waffling.

Let us explain coursework outline on the specific example - a project on the global pursuit of lower costs and the role of human rights.

Start with the brief introduction explaining why it might be a topic of interest for many people. Mention those vast corporations like Wal-Mart abuse human rights by choosing and using child labor in the factories.

Provide an overview of the problem . Define human rights and costs. Pick the definitions from the official dictionaries and cite them properly when inserting in the text. Try to explain the terms in your own words.

Develop a body of the coursework , start with the case for & against ethical business practices. Using evidence and examples, list the arguments supporting ethical business practices and another side of the coin. Include a business case for ethical practices after the opening body paragraph.

Move to discussing ethical responsibilities ; explain why business organizations should care about the ethical aspects of their activities. After three sections of the body, one can conclude the paper. It can be a good idea to share a fact or statistics stressing the importance of research problem in the essay conclusion. End up with the reference list that may look this way:

• Klein N (2000) No Logo (Flamingo, London)
• Marcousé I, Gillespie A, Martin B, Surridge M and Wall N (2003) Business Studies 2e (Hodder Arnold, Oxon)
• Royal Dutch Shell (2006) 4th Quarter Financial Report at (site example)

Additional Elements

Supporting materials and pictures are a must! The sciences & geography projects require tables, charts, graphs, and other types of images to illustrate the complicated topic. Not only should you add the pictures - it is essential to interpret and reference each of them. A separate part of the coursework where the student list and explains every visual element is Appendix , and it is an optional part. The presence of appendix increases the chances to earn an A+.

How to Write an Introduction for Coursework?

Most of the students underestimate the role of introduction & conclusion when it comes to writing an essay. An eye-catchy introduction is a key to success. The primary purposes of a coursework introduction are:

• To grab the reader’s attention
• To introduce the topic
• To explain the research importance
• To come up with a compelling thesis statement

The opening paragraph shows the depth of the writer’s acquaintance with the topic. Look at the expert tips below. They will help to learn how to write a coursework introduction to make the tutor want to read your entire paper.

What Is an Introduction?

The introduction of GCSE coursework is the opening paragraph that aims to interpret the central questions and purposes of the entire paper. It should have several elements to be effective. Those are:

• A hook sentence
• Background information
• Problem significance
• Solid thesis statement

Advice from our Experienced Writer

How to write an introduction to coursework? The quality of this part predetermines paper’s success. Look at some common mistakes writers do while working on the coursework introduction - try to prevent them!

Ignoring the prompt. Many students tend to neglect the tutor’s instructions. It is critical to read the prompt several times, highlight the main points, research question, rules, and grading rubric details.

Missing a plan. The prompt does not always say to develop a coursework outline. Without a plan for every separate section, it is impossible to write a flawless piece step-by-step. No matter whether you have to write a term paper, research paper, dissertation, or C3 coursework, get ready with the detailed plan. Once you understand how to write an introduction, it will be easier to develop the rest of the paper.

For those who need a helping hand in ensuring their work meets all the standards and deadlines, don't hesitate to buy coursework from trusted professionals.

Daniel Parker

is a seasoned educational writer focusing on scholarship guidance, research papers, and various forms of academic essays including reflective and narrative essays. His expertise also extends to detailed case studies. A scholar with a background in English Literature and Education, Daniel’s work on EssayPro blog aims to support students in achieving academic excellence and securing scholarships. His hobbies include reading classic literature and participating in academic forums.

is an expert in nursing and healthcare, with a strong background in history, law, and literature. Holding advanced degrees in nursing and public health, his analytical approach and comprehensive knowledge help students navigate complex topics. On EssayPro blog, Adam provides insightful articles on everything from historical analysis to the intricacies of healthcare policies. In his downtime, he enjoys historical documentaries and volunteering at local clinics.

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• Learn With Us
• Our Programs
• Practical Legal Training Programs

Flexible program

Support at the ready, hands-on learning, compulsory subjects, lawyer’s skills.

• oral and written communication
• interviewing
• negotiating
• problem solving,
• managing work and time, and
• resilience.

You will learn:

• communicating effectively
• interviewing clients
• writing and drafting
• negotiation and early dispute resolution
• representing clients in court
• problem solving
• managing risks for clients
• managing time and workload, and
• maintaining wellbeing in practice.

You will complete interactive workshops facilitated by experienced lawyers in which you will have the opportunity to role play interviews, negotiation and courtroom appearances. You will learn how to approach client problems, draft written communications and documents, manage risk, and work effectively in your legal workplace. You will have opportunities to apply and practise these skills throughout the course.

Ethics and Professional Responsibility

• be familiar with the values that are significant to the legal profession, and
• know and understand the legal rules regulating the profession.

Beyond mere knowledge of the rules you will develop the skills to identify and respond appropriately to ethical dilemmas.

• strategies and techniques to help to reduce the prospect of a disciplinary complaint being brought against you
• how to respond professionally if a complaint is made
• the confidence to voice ethical concerns in practice, and
• how to maintain trust and general account records according to law and good practice.

Civil Litigation Practice

Civil litigation is a process of resolving disputes between parties. Civil litigation includes:

• any interactions between disputing parties prior to proceedings being commenced, such as letters of demand
• the initiation and defence of proceedings in courts or other tribunals
• pre-trial procedures such as interlocutory applications
• court and tribunal appearances
• alternative avenues of dispute resolution such as negotiation, mediation and arbitration, and
• post-trial procedures such as costs recovery and the enforcement of judgments.

You will learn how to:

• assess the merits of a case and identify dispute resolution alternatives
• advise on costs of litigation
• initiate and respond to claims
• take and respond to interlocutory and default proceedings
• gather and present evidence
• negotiate settlements, and
• take action to enforce orders and settlement agreements.

You will cover the law, court rules and practice that apply in civil litigation. This will enable you to:

• advise clients on appropriate strategies to resolve disputes, and
• conduct litigation for clients in a timely and cost-effective manner

Property Law Practice

• mortgaging, and
• planning and revenue.
• identify and transfer title/property and prepare a contract for sale for a vendor
• advise on a contract and investigate and transfer title from a purchaser’s perspective
• advise on leases
• advise on creating and releasing securities
• advise on land use, and
• advise on revenue issues.

Commercial and Corporate Practice

• the sale and purchase of business assets
• setting up business structures
• advising upon finance and securities, and
• identifying revenue implications of commercial transactions.
• Conduct the sale and purchase of a small business
• identify the risks for both parties in a transaction
• set up simple business structures such as companies, trusts and partnerships
• provide basic advice on finance and securities and the obligations of companies and their officers, and
• identify revenue implications of commercial transactions and the need for further advice.

Electives (Choose Two)

Administrative law practice.

• one system deriving from the common law and leading only to a judicial review, and
• the other system being a legislative review system of administrative decisions made under an enactment, enabling persons affected by these decisions to apply for a merits review or a judicial review.
• identify whether an administrative decision can be reviewed
• identify and interpret the legislation under which the decision was made
• conclude which review process will be the most appropriate
• advise the client about the alternative means of obtaining a review
• identify whether freedom of information legislation applies to the client’s situation and what steps are needed to obtain the information
• prepare a matter for review, and
• represent a client effectively at a review hearing.

Criminal Law Practice

Criminal law practice covers the law, rules, practices and procedures that apply in criminal matters. The focus is on how to advise clients before and after arrest and charge and on appearing for clients in court on a bail application, a plea and sentencing matter and a short defended hearing.

• provide advice in criminal law matters
• apply for bail
• make pleas, and
• prepare cases for trial and representing clients in minor contested matters.

Family Law Practice

Family law practice involves advising clients about ways to resolve issues that arise from the breakdown of their relationship and about various dispute resolution processes and the courts. This subject deals with law and practice in parenting, financial, child support and spouse maintenance matters.

• assess the merits of a case and identifying dispute resolution alternatives

You will cover the law, court rules and practice that apply in civil litigation, which will enable you to advise clients on appropriate strategies to resolve disputes, and to conduct litigation for clients in a timely and cost-effective manner

Consumer Law Practice

In this subject, you will see how consumer protection provisions work in practice. The Australian Competition and Consumer Commission (ACCC) states that “[c]onsumer law is important for the efficient functioning of markets; it encourages consumers to shop with confidence, and enables businesses to compete fairly without rogue businesses being rewarded for using underhanded or misleading tactics.”

• Consumer protection provisions prohibit:
• misleading or deceptive conduct
• unconscionable conduct, and
• unfair contracts and commercial practices.

The provisions also regulate specific consumer transactions and make it illegal to distribute unsafe goods and related services.

• conduct a consumer law file and advise the client on relevant law and procedure in a consumer law matter
• recognise situations in which consumer law applies
• identify relevant legislation, courts, tribunals and other bodies at federal and state level
• advise a client on the appropriate jurisdiction
• advise the client as to which remedies may be available
• initiate or respond to a consumer claim
• draft all documents in the relevant jurisdiction
• represent a client effectively in any negotiation, mediation or hearing, and
• document settlement effectively.

Employment and Industrial Law Practice

• advising clients about matters arising from employment relationships
• advising clients on the relevant law and procedures, and
• resolving disputes about employment and industrial relations matters through the court system or by using alternative dispute resolution processes.

Employment and industrial law may be regulated by federal or state legislation or may be governed by common law.

• advise clients in employment law matters
• identify the relevant law and procedures
• act in proceedings arising from termination of employment
• represent clients in dispute resolution processes, and
• document and enforce settlements.

Planning and Environmental Law Practice

Planning and environmental law practice involves advising clients and resolving disputes in planning and environmental law matters through the court system or in alternative dispute resolution processes. This subject covers the fundamental processes, including:

• identifying the appropriate jurisdiction to resolve disputes
• acting in applications, and
• conducting dispute resolution procedures.
• assess the merits of a planning and environmental matter and advise the client accordingly
• prepare a planning application or objections
• initiate or respond to a planning and environmental claim
• represent a client in resolving a planning matter or an environmental claim, and
• implement outcomes of any planning or environmental matter, including documenting, and carrying into effect any orders or settlement of a matter.

Wills and Estates Practice

• a testator in making their own will
• an executor in administering an estate
• a beneficiary under a will
• a lawyer acting for a client who wants to make a will, or
• a lawyer acting for a client who is the executor or administrator of a deceased estate.
• take instructions, draft and advise on wills
• obtain grants of probate and letters of administration, and
• administer deceased estates.

Banking and Finance Practice

This subject is an introduction to the world of banking and finance practice. You will learn about and apply the law to some practical lending transactions. Banking and finance practice involves:

• advising clients about common ways of financing commercial transactions
• drafting loan and security documents, and
• completing commercial transactions.
• conduct preliminary investigations
• plan and document financial arrangements
• undertake due diligence, and
• finalise the transaction.

START WITH LIVE WORKSHOPS

You’ll kick off your PLT with a few days of hands-on, highly interactive live workshops.

Expand your legal toolkit as you roleplay interviews, negotiations and courtroom appearances. All under the guidance of experienced lawyers, barristers and judges.

Whether you attend online or on campus, you’ll be supported every step of the way as you engage with your facilitator and collab with your classmates.

PICK THE WORKSHOPS THAT WORK FOR YOU

With the Flex Factor, you can pick your workshop schedule and workshop location .

WORKSHOP SCHEDULE

Workshop location.

Online Onsite

Online   Onsite

*Available only in NSW.

COMPLETE ONLINE COURSEWORK

After your live workshops, you’ll move to our engaging online Learning Portal. You’ll progress through your remaining compulsory subjects before exploring your two electives. 

Meanwhile, you’ll chat with your classmates. Put theory to the test in engaging tasks. And get one-on-one feedback from your facilitator.

VIRTUAL PRACTICE

Sharpen your skills by completing tasks that mirror real-world scenarios. You’ll gain the practical expertise you need to prepare you for practice.

In these regular sessions, you can chat with your peers, ask your instructor questions and receive helpful feedback.

PROGRESS QUIZZES

You can relax – it’s not an exam. You’ll complete short quizzes at the end of each subject to help you gauge your grip on the course material.

PRACTICE READY REVIEW

After finishing your tasks in each subject, you’ll review your tasks with a lawyer who will act as your supervisor. Together, you'll go over your conclusions and reasoning, helping you feel confident and ready for real-world practice.

MEET YOUR SUPPORT TEAM

Your PLT support team is made up of experienced lawyers who’ve walked the walk before. Their feedback to you will be personalised and practical.  With so much one-on-one guidance at the ready, you’ll be thriving in no time.

Career advisor

PREPARE FOR THE FUTURE

It takes more than technical skills to secure your ideal legal role.

You also need to understand how tech innovations are reshaping how lawyers manage matters – and deliver greater value. 

Let the College equip you with the knowledge to thrive in the legal roles of tomorrow. You'll learn to build your own legal bot using Josef, a leading legal tech startup. And in an Australian first, you’ll also go hands-on with PEXA – the e-conveyancing tool that’s transforming property law.

FREQUENTLY ASKED QUESTIONS

Are the workshops mandatory what happens if i can’t attend a workshop.

Practical Legal Training is not like university, it’s 100% hands-on. The workshops are interactive and require your participation, so they are mandatory.

If you cannot attend a workshop session, you can submit a special consideration request to [email protected] .

In some circumstances, it may be possible to attend the workshop later. We cannot guarantee that your special consideration will be approved, and we may recommend that you enrol in a later intake.

Are there any other set attendance dates (online or on campus) besides the workshops?

No, there are no other required attendance dates besides the workshops.

You will complete a File Review online at the end of each subject. The review lasts up to 40 minutes, and you can choose a time from a list of available appointments.

Will I need to attend lectures or tutorials during my PLT?

There are no lectures, classes, tutorials, or anything like that.

The best way to learn how to be a lawyer, is completing tasks just like the ones you’ll be tackling on the job, and that's what you will spend your time doing.

Can I switch between full-time and part-time courses?

You can transfer between PLT programs. If you transfer or defer after the census date, a fee will apply.

When enrolling, be realistic about the time you can commit to studying and select a program that offers the pace that best fits your lifestyle.

Part-time - The is a part-time, flexible option that allows you to set your own schedule, committing your 15-17 hours per week to the times that work best for you.

Full-time - For those who are able to commit to full-time study. Full-time immersive courses are 30-35 hours per week.

DISCOVER THE FLEX FACTOR.

Build your own plt. and sharpen all the skills you didn’t know you needed..

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Course Components and Instruction Mode Options

Jump to a section, course components, instruction mode options, guide to course type, number, component and instruction mode options.

How classes are offered; the parts or modules of a course that work together to define the entire structure of a course; each course is composed of one or more components.

Note:  there are additional components in CheckMarq that what are listed below.  These are for the Office of the Registrar use only.  You should not have to change any components in your SOC building; however, if you find one that needs to be added or changed, please use only the components below.

Expand all   |   Collapse all  

Code:  ADR Course component:  Advanced research

Research experience in experimental design and analysis of a selected project with faculty guidance and supervision

Code:  CAP Course component:  Capstone

A course that integrates content from several sources or courses and is designed to bring reflection and focus to the entire undergraduate/graduate or professional experience, requiring disciplined use of skills, methodology and knowledge learned throughout the curriculum of a specific major, and usually culminating in a research paper or project.   Example includes a course taken the last two semesters whereby students research particular themes relevant to the major and synthesize  those themes into the skills and knowledge learned throughout the undergraduate career.

Code:  CLN Course component:  Clinical

A credit-bearing course that occurs outside the institutional setting (or in an actual clinical laboratory setting) under institutional supervision (usually faculty).  It provides practical real-world application of classroom-studied medical- or heath care-related theories and may involve work with clients who receive professional services from students. Examples include an eight-week surgical or emergency room rotation that allows students to function as an assistant where they can practice and develop skills learned in the classroom.

Code:  CLQ Course component:  Colloquium

A more interactive and typically smaller course forum than a lecture concentrating on various topics within a broad field of study; content may include student presentations and discussions based on literature, theory, problems or research.  Enrollment is generally limited to allow for greater focus on students' critical reflection and exchange of ideas.  Lecture is not the dominant pedagogical activity of the course; courses of this type are typically led by a different instructor each class session who is an expert on the topic being discussed for that session. Examples include a course that may explore a variety of ethical issues in a particular, field, such as medicine or science.  Each issue explored would be led by an expert in that particular issue being discussed.

Code:  COP Course component:  Cooperative education

A credit-bearing structured field experience that integrates classroom study and work experience; cooperative education requires a formal partnership be established between an employer and a faculty person or college monitors the work and experiences of the student and often the student is not registered for any other courses during this time. Examples include engineering students who work/learn in an engineering firm for an entire semester where they can put into practice what they have learned in the classroom and where the grade for the class is determined by the firm's evaluation of the student and the academic work relating to the coop experience required by the college when the student returns to the university.

Code:  DIS Course component:  Discussion

A section of a larger course, designed solely for group discussion.  Discussions are typically non-credit bearing and linked to a credit-bearing course (i.e., are not stand alone courses).  As such, discussion sections generally contain fewer students than the course to which they are linked. Examples include a mandatory zero-credit discussion section linked to an introductory psychology classroom-based course.

Code:  ENS Course component:  Ensemble

A course where students work with an instructor to create a performance as a group.  Section size may vary based on requirements of the performance. Examples include concert choir or marching band.

Code:  IND Course component:  Independent study/research

A course where students complete individualized and often self-paced plans of study or research that is more in-depth than what is offered within the curriculum and independent of the classroom setting.  The instructor and student negotiate the details of the plan of study.  Independent study/research courses generally have no officially scheduled regular meeting days and times and are typically offered only to upper classman or post-baccalaureate students.

Code:  INT Course component:  Internship/externship

Credit-bearing course that offers field experience and provides students with externally supervised practical real-world training in a setting consistent with a student's education goals; courses are designed to give students supervised and practical application of previously studied theory in a setting outside the classroom, but not necessarily one that is strictly clinical or medical in nature (which would be CLN).  Unlike Practica, a student enrolled in an internship or externship may be paid for the educational experience. Examples include business students who might work in a marketing firm or a law student who might work for a judge for a semester while continuing with other course work.

Code:  LAB Course component:  Laboratory

A laboratory experience provides students with the opportunity to apply methods and principles learned in an associated lecture-based section taken in the same term.  It meets in a controlled environment requiring specialized equipment and/or facilities and the primary emphasis is often learning by doing.

Code:  LBO Course component:  Laboratory Only

A laboratory experience that may or may not be offered for credit and is  not associated with a lecture in the term in which the lab is taken.  Its purpose is to provide students with the opportunity to apply methods and principles of a discipline in a controlled environment requiring specialized equipment and/or facilities.  The primary emphasis of such courses is often learning by doing.

Code:  LEC Course component:  Lecture

Standard non-variable/fixed-credit course where instruction occurs in a traditional classroom setting; lectures almost always have larger class sizes than seminar; lecture courses may certainly include a variety of pedagogies (discussion, class presentation) but are predominantly lecture oriented.  If a course is more discussion or non-lecture dominated, then seminar may be a more applicable course component.  

Code:  PRC Course component:  Practicum

Credit-bearing courses designed to give students supervised and practical application of previously studied theory in a setting outside the classroom but not necessarily one that is strictly clinical or medical in nature (which would be CLN).  Unlike internships or externships, students enrolled in a practicum are not paid for the education experience. Examples include a public service major who volunteers his/her time in a nonprofit agency in order to practice skills learned in the classroom.

Code:  PRO Course component:  Project

A course that involves the creation of a specific hands-on project designed to allow students to synthesize thoughts about their learning experiences within the curriculum  of their major or degree.   Examples include a course where senior engineering students design, prototype, test and document concepts incorporating relevant engineering course work and present their design at the final class or a course where teams of advertising students design an entire advertising campaign that incorporates concepts and skills learned in all of their major courses.

Code:  QUZ Course component:  Quiz

A regular scheduled section of a larger course, designed solely for the purpose of taking quizzes throughout the term.  Quiz sections are typically non-credit bearing and linked to a credit-bearing course (i.e., are not standalone courses). Examples include a mandatory zero-credit quiz section associated with an introductory physics course.

Code:   R Course component:  Research Only

Code:  SEM Course component:  Seminar/supervised reading

A more interactive and smaller course forum than a lecture concentrating on a more narrow field of study than a colloquium; content may include student presentations and discussions based on literature, theory, problems or research.  Enrollment is generally limited to allow for greater focus on students' critical reflection and exchange of ideas.  Lecture is not the dominant pedagogical activity of the course; typically courses of this type are led by the same instructor who is an expert in the field being studied. Examples include a course with limited enrollment and highly qualified math majors who spend a semester studying and discussing math concepts as they relate to testing and measurements.

Code:   SEN Course component:  Senior thesis

A long-term independent research course (usually an academic year or more in length) that is the culmination of a degree program and that allows students to deepen their understanding of a specific issue, while drawing together knowledge for several disciplines; requires a formal research proposal, as well as enlisting faculty advisers and mentors and usually culminates in an oral presentation followed by a question and answer session from the audience and attending faculty

Code:  SKL Course component:  Simulated skills

A course in which students work in teams under the direction of a professor to practice skills that are needed for the workplace.  skills such as developing and discussing annual performance appraisals with employees, negotiating a contract, arguing a case in court, etc.

Code:  STU Course component:  Studio

Courses that involve demonstration and application of design and theory in a defined physical setting (i.e., studio); students explore and experiment under guidance of an instructor, and the class size is usually limited by setting parameters (e.g., No. of computers, drafting tables, etc.).  Courses typically focus on the development or creation of artistically static work or the mastery of an art form itself.

Code:  SDE Course component:  Study away, domestic:  exchange

Courses taught at other U.S. institutions where, as per an agreement between the two institutions, students register for Marquette credit and pay tuition at Marquette.

Code:  SIM Course component:  Study abroad; international; Marquette

Courses that are taught at an international location to Marquette students and by Marquette faculty.

Code:  THE Course component:  Thesis research

A formal treatise presenting the results of study submitted in partial fulfillment of the requirements of an advanced degree.  The process requires intensive interaction between the student candidate, thesis adviser and supplemental committee members.  Undergraduate senior thesis are not THE (see SEN).

Code:  TIN Course component:  Thesis research

Courses that cover a unique perspective or in-depth topic in the major whose subject matters are not routinely offered in the courses approved for the curriculum. Examples include a course offered for only one semester to take advantage of a guest lecturer or visiting faculty member who has a particular expertise in a field of study.

Code:  TOP Course component:  Special Topics

A course offered in consultation with the Office of the Registrar as an experimental course in order to evaluate and determine if a course should be incorporated into the regular curriculum of a program.  This component can also be used for courses that are in the curriculum approval pipeline but are not officially approved for the term in which the college/school/department wishes to offer the course and therefore do not yet appear in the appropriate Bulletin.  Once the same course has been offered twice as a Special Topics, it cannot be offered again until it moves through the curriculum approval process and is approved with a regular curriculum course number this course component may not be used for a single student studying a particular subject matter. Examples include an upper-division course on a given topic that may become part of the standard curriculum of the department; please review with the Office of the Registrar before scheduling any such courses.

Code:  WRK Course component:  Workshop

Workshops may have irregular beginning and/or end dates (especially at graduate levels).  In general, specific hours of actual work (dance, writing, performance, etc.) will need to be completed, work is then evaluated by the instructor and other students, and then work is appropriately revised in order to earn course  credit.  Workshops provide a creative forum for interactive learning between faculty and all enrolled students.  Oftentimes, guest artists or experts may serve as instructors.

Where classes are offered; the format in which a course is taught/delivered; each section of a course has a single instruction mode.

Distance Learning:  education that uses one or more technologies to deliver instruction to students who are separated from the instruction {sic-virtual classroom/lab} and to support regular and substantive interaction between the students and the instructor synchronously or asynchronously.  Technologies used for instruction may include he following:  Internet; one-way and two-way transmissions through open broadcasts, closed circuit, cable, microwave, broadband lines, fiber optics, satellite or wireless communication devices; audio conferencing; and video cassette, DVDs and CD-ROMs, if the cassette, DVDs or CD-ROMs are used in a course in conjunction with the technologies listed above. Classroom-Based:  education that may use the technologies listed above to deliver instruction to students who are not separated from the instructor during such delivery, i.e., students and instructors meet in a physical location.

Code:  C1 Instruction mode:  Classroom-based - 81-100%

81%-100% of the course is classroom-based.

Code:  C2 Instruction mode:  Classroom-based - 60-80%

60%-80% of the course is classroom-based.

Code:  D1 Instruction mode:  Distance Learning - 100% Asynchronous

100% of the course is distance learning in asychronous delivery.

Code:  D2 Instruction mode:  Distance Learning - 75-99%

75%-99% of the course is distance learning.

Code:  BL Instruction mode:  Distance Learning - 41-74%

41%-74% of the course is distance learning.

Code:  DS Instruction mode:  Distance Learning - Synchronous

100% of the course is distance learning; includes synchronous delivery.

Code:  FL Instruction mode:  Field-based 

100% of the course is supervised and practical real world experience outside of the classroom.

Code:  IS Instruction mode:  Individualized Study 

100% of the course is delivered by meeting/discussions/research between one student and faculty.

Code:  LB Instruction mode:  Laboratory 

100% of the content/work is delivered in a physical lab.

Code:  RO Instruction mode:  Research Only

100% research-project is conducted under the direction of a faculty advisor.

Code:  SA Instruction mode:  Study Away

100% of the course is taught at another institution/entity, either domestic or international, with which Marquette has a contractual relationship to deliver the course.  (Given that these courses are not taught at MU, we would not know the exact mode in which this course is taught, nor do we need to report on these courses.)

for a 3 credit course as per Section III of the Course Scheduling Policy (required to meet 37.5 hours, excluding finals, regardless of the time/day/session or instruction mode):   99% = 37.13 hours + 6 hours of additional coursework, discussion, chats, etc. 75% = 28.13 hours + 6 hours of additional coursework, discussion, chats, etc. 74% = 27.75 hours + 6 hours of additional coursework, discussion, chats, etc. 26% = 9.75 hours + 6 hours of additional coursework, discussion, chats, etc.

Course type:  Special Topics

Number:  x930   X=1-8 Component: TOP  Instruction mode:  C1 Notes for instruction mode:  LEC-C1; DISC=C1; LAB=LB; QUIZ=C1

Course type:  Topics In

Number:  x931   X=1-8 Component: TIN  Instruction mode:  C1 Notes for instruction mode:  if any course is taught online and with some face-to-face classroom time=BL, C2 and D2

Course type:  Advance Topics In

Number:  x932   X=1-8 Component: TIN  Instruction mode:  C1 Notes for instruction mode:  if any course is taught only online=D1

Course type:  MU credit:  Attending another Domestic Institution per Formalized Agreement

Number:  x933-x950  X=1-8 Component: SDE Instruction mode:  SA Notes for instruction mode:  if any course is taught off campus=SA

Course type:  MU credit:  Study Abroad with Marquette Faculty

Number:  x951 X=1-8 Component: SIM Instruction mode:  SA Notes for instruction mode:  if any course is taught off campus=SA

Course type:  Colloquiums

Number:  x952 X=1-8 Component: CLQ Instruction mode:  C1

Course type:  Seminar/Reading

Number:  x953-x960 X=1-8 Component: SEM Instruction mode:  C1

Course type:  Workshop/Institutes/Studio Courses

Number:  x961-x963 X=1-8 Component: STU (art or music)/WRK (in title or course description) Instruction mode:  C1

Course type:  Practicum/Clinical/Field Work/Stu Teaching

Number:  x964-x985 X=1-8 Component:  CLN (medical)/PRC (all others) Instruction mode:  FL

Course type:  Internship/Externship

Number:  x986 X=2-8 Component:  INT Instruction mode:  FL

Course type:  Cooperative Education

Number:  x987-x994 X=1-8 Component:  COP Instruction mode:  FL

Course type:  Independent Study/Research

Number:  x995 X=4-8 Component:  IND Instruction mode:  IS

Course type:  Senior Experience

Number:  4996 X=NA Component:  EXP Instruction mode:  C1

Course type:  Senior Capstone

Number:  4997 X=NA Component:  CAP Instruction mode:  C1

Course type:  Senior Project

Number:  4998 X=NA Component:  PRO Instruction mode:  C1

Course type:  Senior Thesis

Number:  4999 X=NA Component:  SEN Instruction mode:  C1

Course type:  Grad/Prof/Doctoral Capstone

Number:  x997 X=6-8 Component:  CAP Instruction mode:  C1

Course type:  Grad/Prof/Doctoral Project

Number:  x998 X=6-8 Component:  PRO Instruction mode:  IS

Course type:  Grad/Prof/Doctoral Thesis or Dissertation

Number:  x999 X=6-8 Component:  THE Instruction mode:  IS

Course type:  Placeholder

Number:  9997; 9998; 9999 X=NA Component:  PLC Instruction mode:  IS

Course type:  Choir, Orchestra, Band

Number:  MUSI 1100; 1120; 1140; 1160; 1200; 1210; 1220; 1300 Component:  ENS Instruction mode:  C1

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0454 Coursework Handbook for examination from 2020

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