What Goes In A Course Description

[Reefgazer]

Obviously, a brief description of what is covered and accomplished in the class.  But does a lost of book resources, major field trips, and how you determined a grade for the class go there also?  Taking everything you put into a course description into account, how long is a course description?  Is it in a Word document, or a table of some type?

[quark]

I think some of the pinned threads will have samples. Have you tried there? And I know boardies here are extremely generous with sharing theirs. If mine is successful I will be happy to share next year.

 

Mine has:

• Course title, provider (if independent study, I stated whether it was at an advanced level)
• Texts/ resources used with ISBN. For english and history these were much longer lists. I did not state field trips because ours were not absolutely critical to the course.
• Topics.
• In smaller font at the bottom of each topic list I had a line with running information on year taken, semester credits for college courses, approx. time spent meeting on campus (Common App requests this info if available so I supplied it here) and grade received.

Math and science were a short paragraph. English and history much longer (due mainly to the resources and our unschooled topics). Foreign languages were quite short and to the point (copied and pasted from comm. college course descriptions).

I used Word with tables. I've seen different formats e.g. everything in paragraph format.

 

[Sebastian (a lady)]

This thread has a sample I wrote last year to show what I had in the course descriptions vs on the Common App.

 

I decided not to include everything the Common App asked for in the descriptions, because I felt like it made them cluttered.  

Edited October 9, 2016 by Sebastian (a lady)

[Luckymama]

Mine contain the title, credit (1.0 or 0.5), outside provider name and course title + number as needed, a brief description (a sentence or two for all but the unusual homegrown courses), a brief listing of materials (author only except for texts from AoPS and lecture series), and the instructor/prof name for outsourced courses. I state that lab experiments are an essential part of the science courses but I don't get specific about labs except for astronomy (I want to show that her astronomy is way beyond what a high schooler would typically study.).

 

Each is a paragraph in length. The title, credit value, and outside provider name (if applicable) serve as a header for each.

 

I think the whole shebang is four pages in length, 11 pt font.

[TCB]

Is it possible to pay someone to help you with this stuff lol! And, if so, how much does it cost?!

[Reefgazer]

I remember seeing threads on course descriptions, but when I searched, I couldn't find what I needed to see.  Sometimes the search button just doesn't get me what I need...Grrrrr...

 

ETA:  I need to modify my search terms, I think; I need to search "transcript", I guess.

I think some of the pinned threads will have samples. Have you tried there? And I know boardies here are extremely generous with sharing theirs. If mine is successful I will be happy to share next year.

 

Mine has:

• Course title, provider (if independent study, I stated whether it was at an advanced level)
• Texts/ resources used with ISBN. For english and history these were much longer lists. I did not state field trips because ours were not absolutely critical to the course.
• Topics.
• In smaller font at the bottom of each topic list I had a line with running information on year taken, semester credits for college courses, approx. time spent meeting on campus (Common App requests this info if available so I supplied it here) and grade received.

Math and science were a short paragraph. English and history much longer (due mainly to the resources and our unschooled topics). Foreign languages were quite short and to the point (copied and pasted from comm. college course descriptions).

I used Word with tables. I've seen different formats e.g. everything in paragraph format.

 

Edited October 9, 2016 by reefgazer

[quark]

I remember seeing threads on course descriptions, but when I searched, I couldn't find what I needed to see.  Sometimes the search button just doesn't get me what I need...Grrrrr...

 

ETA:  I need to modify my search terms, I think; I need to search "transcript", I guess.

 

When I am desperately in search for Hive Mind wisdom, I don't use the forum search. I use Google.

 

For example, I googled "Course Descriptions template well trained mind" and this was one of the results:

http://forums.welltrainedmind.com/topic/412431-course-description-template-plus-questions/

 

One of the posters in that thread references the hs2coll yahoo group and I would definitely look there or ask there too. It's a very active group.

 

I know that Kareni is another very generous boardie who always volunteers to share her DD's course descriptions. Perhaps you could PM her.

 

Good luck!

 

[quark]

More samples here:

http://www.thehomescholar.com/record-keeping-samples.php

http://marieclairemoreau.com/2013/09/writing-course-descriptions-for-high-school/

 

Unlike the samples above mine did not have name of prof/ teacher or how credit/ grade was awarded. I really did not want adcoms short attention window to be taken up fully by course descriptions when we also have other compelling information for them to see.

[Reefgazer]

I've been working on a few, and adding resources and grading criteria has made the descriptions seem cluttered.  It's one of the issues that drove this question.  Is adding in grading criteria really necessary?

More samples here:

http://www.thehomescholar.com/record-keeping-samples.php

http://marieclairemoreau.com/2013/09/writing-course-descriptions-for-high-school/

 

Unlike the samples above mine did not have name of prof/ teacher or how credit/ grade was awarded. I really did not want adcoms short attention window to be taken up fully by course descriptions when we also have other compelling information for them to see.

 

[Gratia271]

I've been working on a few, and adding resources and grading criteria has made the descriptions seem cluttered.  It's one of the issues that drove this question.  Is adding in grading criteria really necessary?

 

You could just provide grading criteria in the home school profile rather than on each course page.

[regentrude]

I've been working on a few, and adding resources and grading criteria has made the descriptions seem cluttered.  It's one of the issues that drove this question.  Is adding in grading criteria really necessary?

 

No, it is not.

I briefly mentioned what the grade is based on: "Evaluation: essays" or "Grade based on tests and labs", but did not give any details.

[angela in ohio]

I didn't specify how grades were determined for each course (I gave a description of overall choices of curriculum and grading practices in my homeschool supplement/school description, but I mentioned what the work looked like for the course and they could figure out from there that those were used for grading.

 

Examples (a shorter one and a longer one):

 

Programming II (0.5 credit)

An introduction to C++. Concepts covered include understanding and using basic programming constructs, manipulating various data types such as arrays, strings, and pointers, isolating and correcting common errors, utilizing memory, applying object-oriented approaches to software problems, and writing programs using those concepts.

Materials list: C++ (Liberty), The C++ Programming Language (Stroustroup), Cplusplus.com online tutorials 

 

Honors World Literature and Composition I (1.0 credit)

Integrated English and History course (with Honors World History I) covering the first year of a four year Great Books sequence. While studying history chronologically, each work is researched to understand the context of the author and setting. Along with this two page context paper, coursework for each work also includes notes, discussion, background readings, and finally an assigned essay or research paper. Year one includes history and works from Ancient History through the fall of the Roman Empire.  Works read: Epic of Gilgamesh, Odyssey (Homer), Theban Trilogy (Sophocles), The Oresteia (Aeschylus), The Histories -excerpts (Herodotus), Medea, Bacchae (Euripides), Birds, Clouds (Aristophanes), Republic - excerpts (Plato), Poetics (Aristotle), The Sand Reckoner (Archimedes), Aeneid (Virgil), Lives (Plutarch), Metamorphoses (Ovid), Annals (Tacitus)

[Reefgazer]

I might go with this as the last line of the description. It seems to offer relevant information with being cluttered.

 

No, it is not.

I briefly mentioned what the grade is based on: "Evaluation: essays" or "Grade based on tests and labs", but did not give any details.

[Gratia271]

More samples here:

http://www.thehomescholar.com/record-keeping-samples.php

http://marieclairemoreau.com/2013/09/writing-course-descriptions-for-high-school/

 

Unlike the samples above mine did not have name of prof/ teacher or how credit/ grade was awarded. I really did not want adcoms short attention window to be taken up fully by course descriptions when we also have other compelling information for them to see.

 

Along these lines, we used a format that was easy on the eyes and very easy to skim read while stating the materials used.  On the one hand, we used more space than others employ.  On the other hand, it is much easier to read quickly than a "ton" of books crammed into one paragraph. 

 

We also provided a synopsis for our academic approach to each division (Humanities/Maths and Sciences/World Languages) so that they could entirely skip reading the provided course descriptions and still get a sense of how we "schooled" in all areas. This was part of the home school profile.   

 

 

Edited October 11, 2016 by Gratia271

[J-rap]

I listed course name, amount of credits, grade, brief description, a list of books used, and sometimes major projects and field trips.

 

Sometimes, if the course was too complicated to describe briefly, but I knew that a more thorough description was necessary, I listed chapter names in the main text book.  I did this because my kids did end up taking some classes at the local PS, and sometimes the principal there needed to know what exactly they had covered at home in order to take an AP level class at the school, for example.

[MerryAtHope]

Is it possible to pay someone to help you with this stuff lol! And, if so, how much does it cost?!

 

I used Lee Binz's Comprehensive Record Solution, which was incredibly helpful in deciding what to include, how to lay it all out, and even with wording (what to say, how to come up with the wording, lots of examples given etc...). Here's a blog post I wrote about it with a link to one of her free webinars. Don't be afraid, it's really not too bad! I actually enjoyed compiling the information and seeing just how much we accomplished each year--usually I was encouraged by the end of the process (sometimes it's easy to feel like you didn't get it all done or didn't do everything you hoped--it's nice to see what you DID do!)

[swimmermom3]

Here are a couple of my descriptions. I am not sure how the formatting will translate.

 

Ancient Literature & Composition    2^nd Semester: 0.50 credits                                     9^th Grade

This English course examines literary elements such as epics, sagas, oral tradition, and comedy and tragedy and the role classic literature plays in inspiring the development of other major works of literature and art. The student studies a wide variety of ancient world literature spanning from roughly 2000 B.C.E. to 100 C.E. and the course is taught in conjunction with Ancient World History in order to provide greater context and understanding.  Composition assignments emphasize well-written essays. As part of multi-year Shakespearean studies, the student attends performances of Hamlet and The Two Gentlemen of Verona.

Provider and evaluation: This is a home study course that meets daily for one hour with homework assigned outside of class. In addition to the reading, the student listens to college-level lectures, and discusses the content, as well as the readings with the instructor. Evaluation is based on short-answer quizzes, essays, quality and depth of answers in discussions, and a final exam.

Complete Works

Selections

The Epic of Gilgamesh

The Iliad

The Art of War

The Aeneid

The Odyssey

Theogony

The Ramayana

The Analects

Antigone

Oedipus the King

Hebrew Scriptures

Homeric Hymns

Oedipus at Colonus

The Tale of Sinuhe

Birds

Clouds

 

This part above is actually in a chart with titles running across the page and selections sorted from complete works. In my opinion, the chart gave the reader's eye a break and the works studied were quickly discernible.

 

Additional Resources: The Lively Art of Writing by Lucille Vaughan Payne; The Bedford Anthology of World Literature: The Ancient World, Beginnings – 100 C.E.; The Great Courses lecture series: Iliad of Homer and Odyssey of Homer, both by Dr. Elizabeth Vandiver.

 

English classes are my longest descriptions as they are often resource-heavy.

 

 

AP Biology                                          2 Semesters: 1.00 Credits                                       11^th Grade

This college-level course provides an in-depth study of biochemistry, cytology, energy transformations, molecular biology, Mendelian genetics, evolution, anatomy and physiology of plants and animals, behaviors, and ecology.

Experiences in advanced laboratory techniques are included.

Provider and evaluation:   XYZ High School is a traditional public high school where classes meet for 85 minutes every other day on an odd/even block schedule. Students are evaluated through homework, labs, unit exams, and the final exam.  In addition, students are required to read a book in relation to their biology studies and to give an oral report. AP Biology grading rubric is used.

Resources:  Urry, Lisa A. Campbell Biology in Focus. AP ed. Boston: Pearson, 2014; Guns, Germs, and Steel by Jared Diamond.

Advanced Placement Biology exam (May 2015): Score X/5

SAT Subject Test Biology (June 2015): Score XXX/800

 

This is for a course taken at the public school.

 

In my descriptions, I included everything the Common Application requested.  Classes are in the same discipline order presented on the transcript and then listed chronologically.  While I tried to be considerate of the reader, I do have 14 pages. Class titles actually have a gray bar across the page for some visual relief.  Classes that were unique to us or resource-heavy required longer descriptions.  On the actual Common App, I refer the reader to the uploaded course description document. I did not sort out classes that were strictly mine and list them on the CA.

Edited October 12, 2016 by swimmermom3

[Kareni]

I know that Kareni is another very generous boardie who always volunteers to share her DD's course descriptions. Perhaps you could PM her.

 

 

Yes, I'd be happy to share the course descriptions I created for my daughter's college applications.  If interested, simply send me a personal message with your email address.

 

 

A few sample course descriptions ~

 

This class was taken at the local community college:

 

 

WR 121 - English Composition: Exposition and Introduction to Argument

This is the fundamental course for all writing students that introduces students to the conventions of academic writing. It emphasizes defining and developing a significant topic and using principles of clear thinking to support an assertive thesis. Students should understand their subject matter, audience, purpose, and point-of-view, and demonstrate that understanding through the organization and development of their essays. Students should analyze and evaluate other writers' work to sharpen their critical abilities as readers and writers.

4.000 Credit Hours (Class taken at ZCC in 11^th grade.)  Awarded 0.50 credits.

 

 

The next class was taken at our local homeschooling resource center (similar to a co-op):

 

 

Literature:  A Little Middle English

In this class students read portions of Chaucer’s Canterbury Tales, stories which have delighted English readers for 700 years.  Students read and interpret the stories together using the original Middle English text.  Several short reflective writing topics are assigned. (Class taken at Y Co-op in 10^th grade.)  Awarded 0.25 credits.

 

 

This class was taken through Pennsylvania Homeschoolers:

 

AP Statistics

[This description is taken from the Pennsylvania Homeschoolers website.] AP Statistics is a college level introductory course in statistics in which students will learn how to collect, organize, analyze, and interpret data. Statistics is the most widely applicable branch of mathematics and is used by more people than any other kind of math.  We will frequently work on projects involving the hands-on gathering and analysis of real world data. The ideas and computations presented in this course have immediate links and connections with actual events.

 

Students are exposed to four broad conceptual themes:

 

Exploring Data. Students collect and examine data and display the patterns that emerge. Data from students in class as well as real world data sets are gathered and used to illustrate concepts.

Producing Models Using Probability and Simulation. Students learn to anticipate patterns and produce models for prediction. Students use simulations to model situations that are not practical to replicate using other methods.

Experimental Design. Students design appropriate experiments in order to draw conclusions that can be generalized to the population of interest. Students will also interpret studies and experiments to determine whether the conclusions from the studies warrant consideration.

Statistical Inference.  Students learn what can be generalized about the population. Students also consider how to investigate research questions, design a study, and interpret the results.

(Class currently in progress through Pennsylvania Homeschoolers.)  Awarding 1.00 credits.

 

The next two were for home designed courses:

 

 

World Literature from 1700 to 2000

A study of 18^th through 20^th century short stories and novels with the intent of familiarizing the student with selected literary works of enduring quality.  This interdisciplinary course (see the associated History course below) allows the student to explore this time period by reading its literature while also studying its historical context.  (Class taken at home in 9^th grade.)  Awarded 0.50 credits.

 

World History from 1700 to 2000

This reading-based course covers world-changing events of the 18^th through 20^th centuries which have shaped our culture today; it complements the associated Literature course (listed above) by giving the student a context for the literature studied. The course also includes musical recordings, documentaries, and videos of or about the time. Map work and short writing assignments are required. (Class taken at home in 9^th grade.) Awarded 1.00 credits.

 

 

You'll note that I did not include textbook names or novel titles in my course descriptions. I included separate reading and textbook lists with that information.

 

 

Regards,

Kareni

[Reefgazer]

These are very helpful, thanks!

Yes, I'd be happy to share the course descriptions I created for my daughter's college applications.  If interested, simply send me a personal message with your email address.

 

 

A few sample course descriptions ~

 

This class was taken at the local community college:

 

 

WR 121 - English Composition: Exposition and Introduction to Argument

This is the fundamental course for all writing students that introduces students to the conventions of academic writing. It emphasizes defining and developing a significant topic and using principles of clear thinking to support an assertive thesis. Students should understand their subject matter, audience, purpose, and point-of-view, and demonstrate that understanding through the organization and development of their essays. Students should analyze and evaluate other writers' work to sharpen their critical abilities as readers and writers.
4.000 Credit Hours (Class taken at ZCC in 11^th grade.)  Awarded 0.50 credits.

 

 

The next class was taken at our local homeschooling resource center (similar to a co-op):

 

 

Literature:  A Little Middle English

In this class students read portions of Chaucer’s Canterbury Tales, stories which have delighted English readers for 700 years.  Students read and interpret the stories together using the original Middle English text.  Several short reflective writing topics are assigned. (Class taken at Y Co-op in 10^th grade.)  Awarded 0.25 credits.

 

 

This class was taken through Pennsylvania Homeschoolers:

 

AP Statistics
[This description is taken from the Pennsylvania Homeschoolers website.] AP Statistics is a college level introductory course in statistics in which students will learn how to collect, organize, analyze, and interpret data. Statistics is the most widely applicable branch of mathematics and is used by more people than any other kind of math.  We will frequently work on projects involving the hands-on gathering and analysis of real world data. The ideas and computations presented in this course have immediate links and connections with actual events.
 
Students are exposed to four broad conceptual themes:

Exploring Data. Students collect and examine data and display the patterns that emerge. Data from students in class as well as real world data sets are gathered and used to illustrate concepts.
Producing Models Using Probability and Simulation. Students learn to anticipate patterns and produce models for prediction. Students use simulations to model situations that are not practical to replicate using other methods.
Experimental Design. Students design appropriate experiments in order to draw conclusions that can be generalized to the population of interest. Students will also interpret studies and experiments to determine whether the conclusions from the studies warrant consideration.
Statistical Inference.  Students learn what can be generalized about the population. Students also consider how to investigate research questions, design a study, and interpret the results.
(Class currently in progress through Pennsylvania Homeschoolers.)  Awarding 1.00 credits.

 

The next two were for home designed courses:

 

 

World Literature from 1700 to 2000

A study of 18^th through 20^th century short stories and novels with the intent of familiarizing the student with selected literary works of enduring quality.  This interdisciplinary course (see the associated History course below) allows the student to explore this time period by reading its literature while also studying its historical context.  (Class taken at home in 9^th grade.)  Awarded 0.50 credits.

 

World History from 1700 to 2000
This reading-based course covers world-changing events of the 18^th through 20^th centuries which have shaped our culture today; it complements the associated Literature course (listed above) by giving the student a context for the literature studied. The course also includes musical recordings, documentaries, and videos of or about the time. Map work and short writing assignments are required. (Class taken at home in 9^th grade.) Awarded 1.00 credits.


You'll note that I did not include textbook names or novel titles in my course descriptions. I included separate reading and textbook lists with that information.

 

 

Regards,

Kareni