As a general rule, course codes which are copied from 2008/2009 to 2009/2010 are not changed. Courses are given a new code if changes are made to the following: Name, Main Department, Credits, Level of course (BSc, Joint BSc and MSc, or MSc), and Language of instruction/title (Danish/English). New codes are assigned by Study and Students’ Affairs.

Main title:
If the course is provided in Danish, the Danish title is written here. If the course is provided in English, the English title is written here.

Title (English):
All courses must have an English title, as it must be possible to issue all the exam certificates of the Faculty in English. If the course is provided in Danish, the English title is written here. If the course is provided in English, the English title is written (again).

Sub-courses:

In very few cases, the study board may approve that an examination is divided up into independent sub-examinations, for instance, the course 240042 which runs across two blocks has a sub-examination with its own course code after each block, and a weighting between the two is provided.

Main department:
Select the department which has the main responsibility for the course. The course must always be submitted for approval in the Departmental Teaching Committee of the main department.

Assistant departments:

Select collaborating departments, if any. If there are more than one assisting department, click “more assistant departments”. Please note that the Departmental Teaching Committee of the main department must approve the course. If there are more courses, remember to write distribution in percentages. Fill this in under “Extent” under the headline “Distribution ratio”.

Language of instruction:
Choose between Danish and English. If the course is provided in English, please select English. If the course is provided in Danish, select “Danish”. If the language of instruction is Danish, it is possible to write in the note field that the instruction may be provided in Danish or Danish/Swedish. The note is deleted so that it cannot be used for the courses 2009/2010. I.e. in the future, the course is either in Danish or in English.

Recommended year
The earliest possible year is stated. It is possible to choose a single year (e.g. Bachelor 2^nd year) or an interval (e.g. Bachelor 1^st -2^nd year). As a main rule, the courses will only be placed in a year and not in an interval.

Duration
Please state whether the course runs across one or more blocks. If, for instance, a course is placed in block 4a, half a block should be stated under duration (block 4a or 4b courses must be approved by the Study Board and will be approved in extraordinary cases only). There must be a relation to the Block field. This is checked by Study and Students’ Affairs.

Organisation of teaching:
State the weekly distribution between lectures, exercises and other forms of instruction. Planned excursions may also be mentioned. To make it possible for the students to plan, it MUST be mentioned here if the instruction takes place at other places than at Frederiksberg Campus.

Credits
Please state credits (e.g. 7.5, 15 or 30).

Block:
Block placement must be stated. The block placement will ultimately be decided by the Study Board together with the director of studies. Block 1, Block 2, Block 3, Block 4.

Summer courses: used for courses which are placed in July or August.

The academic year is divided into 4 blocks of each 9 weeks’ duration. 15 credits are awarded for each block. Examination/evaluation is covered by the 9 weeks.

Week structure:
The final module placement is coordinated by Study and Students’ Affairs. Requests regarding module placement are sent departmentally via the chairman of the Teaching Committee to Ane Mette Holmsten (Study and Students’ Affairs). The main coordination is primarily made in relation to placement of blocks and interrelated subjects. Changes entered directly in the course description are not considered.

	Monday	Tuesday	Wednesday	Thursday	Friday
Morning – 12:30	B	B	C	A	B
Lunch
Afternoon 13.00-	C	B	C	A	-

Planning of practical training note field:

In this field, please state the time when exercises are conducted.

Recommended prerequisites:
State the number of the (relevant) courses which the students should have taken before taking the course in question.

When the course description is shown on the Internet, the course code will provide a direct link to the prerequisite course. Use the field for associated notes if the prerequisites cannot immediately be written as course codes ( e.g. courses at DTU or at another faculty at University of Copenhagen).

Mandatory prerequisites:
Courses which must have been passed before it is professionally justifiable to let the student take the course in question (see above regarding recommended prerequisites).

Level of Course:
Select BSc, MSc or Master (further education) or joint BSc and MSc. However, it is possible to mention in the note field if the course is a joint course for other programmes but a BSc course for e.g. students of Agricultural Economics.

Restrictions:
Any restrictions on the number of students on a course are stated here. It must be mentioned if certain student groups should have a prior claim to the places on the course because the course is compulsory for these groups. A reason is required for restriction if the study board is to approve the restriction. If there is no restriction on the course, please write “none”.

Point restrictions/overlapping courses:
Possible point restrictions are filled in by Study and Students’ Affairs. This is for instance used in connection with changes in the course codes.

Course coordinator ("course responsible"):
The course coordinators are selected directly from the registry database of the Faculty. More course coordinators may be selected. The course coordinator listed first has main responsibility. This also appears from the form where it says “main responsibility” next to the course coordinator person listed first. The department and group of the teacher are mentioned.

Study board:
A course can only belong to one Study Board. Please note that the course should always be submitted for approval in the Study Board responsible. Other relevant Study Boards will be consulted concerning changes, if any. In case of doubt, Study and Students’ Affairs may be contacted.

Tuition fee:

This field/block is filled in by the Secretariat for Continuing Education.

Evaluation elements in addition to the standard form:

The final electronic evaluation contains 10 basic questions. In addition to these, you may choose among 4 evaluation elements to supplement the general questions. You select an element by ticking the box next to the relevant element.

If you want to ask more specific questions to precisely your course, you may additionally prepare your own questionnaire at any time you wish.

Examination:

Continuous assessments or final examination:
One of the two options must be chosen. It is not possible to have both continuous assessments and final examination in the same course.

In case of continuous assessments, the examination is taking place concurrently with the course and consists of several part examinations. The examination syllabus is divided into several parts which are tested separately during the block. There is no overall examination covering the entire syllabus. The results of the individual part examinations are added together by the course responsible teacher to make up the final mark/assessment.

In case of final examination, the examination marks the end of the course and the entire syllabus is tested through this examination. The final examination may also consist of several parts.

Requirements for attending the examination:
Please answer yes or no.
A requirement for attending an examination may for instance be that the student has submitted 5 reports or has been present at 80 per cent of the exercises. The requirements are not part of the examination and are not included in the assessment.

Requirements for examination:
Text field of a maximum of 200 characters.
If the answer to the above is yes, this text field should be filled in. The course coordinator is responsible for registering whether the students have fulfilled the prerequisites.

Written examination, Oral Examination or Written and oral examination
Please select one of the three options.

Written examination can be any form of written examination, including submission of a project report, examinations via the Internet, etc. If the examination involves oral defence of a written assignment submitted, “Written and oral examination” should be selected.

Written exam in lecture hall:
Please answer yes or no.

This field is used to indicate whether Study and Students’ Affairs is to organize the written examination, reserve rooms, book invigilators, etc.

Practical examination:

Please answer yes or no.
This field is used to indicate whether the examination is practical. A typical example would be that the examination includes an element of skill which should be demonstrated, e.g. a laboratory examination or a clinical examination.

Portfolio examination:
Please answer yes or no.

In a portfolio examination both process and result are weighted, whereas in other types of examinations only the result is weighted. An example could be a course where more elements form part of the examination, for instance submission of own project report as well as opposing fellow students’ work. Or the holding of mid-way evaluations where the mid-way evaluation forms part of the final examination result.

Aids (all, no or some):
One of the three options must be selected. The default setting of the field is “all aids allowed”.

If some aids, which:
Text field of not more than 128 characters.
If “some aids allowed” is selected, the text field must indicate which aids are allowed.

Grading scale (7-point scale or Pass/fail and SLING Approved/not approved:

Either the 7-point scale or Pass/fail must be selected. For SLING courses, Approved/not approved may also be selected. Only the courses of the Forestry College may use the latter as they are covered by the Ministry of Education which has granted exemption so that Approved/not approved may be used. The rading scale applies to the whole course. Several different grading scales may not be used in the same course, this also applies to continuous assessments.

Marking (External examiner, internal examiner or second examiner):
One of the three options must be selected. The type of marking selected applies to the whole course. Several different types of marking may not be used in the same course, this also applies to continuous assessments. External examiner marking should only be selected if an external examiner is used for the whole syllabus for all students. If external examiners are used to a smaller extent, one of the other types of marking should be selected.

Description of examination:
Text field of not more than 500 characters.

Please briefly describe the practical conduct of the examination. It is important that the description is in accordance with the information entered above regarding the examination. In case of written examination in lecture hall, the duration MUST be stated.

Weight:
Text field of not more than 200 characters.
This field MUST be filled in if the examination consists of more parts (e.g. a continuous assessment with three sub-examinations or submission of a project report with oral defence). The weighting is given in percentages. If in addition to this, an overall assessment is made, this should be noted too.

Examination date:
This field should not be used by the departments. Study and Students’ Affairs enters all examination dates when the examination plan has been fixed. Special requests as to date should be submitted departmentally through the chairmen of the Teaching Committees to Ane Mette Holmsten, Study and Students’ Affairs.

Learning Outcomes – apply to course catalogue 2009-2010 onwards

The text field “Learning outcomes” should be drawn up as follows:

Begin by writing approximately eight sentences about the course in general and the overall objectives of the course, for example how it fits into the curriculum of one or several study programmes. You may find it useful to copy text from the text fields “Competences” and “Course objectives”.
Subsequently, write between 4 and 10 central learning outcomes in short sentences. Use the words you find appropriate. Learning outcomes must be divided into the following categories: Knowledge, Skills and Competences. These categories replace the previously used categories: basic science, applied science and ethics&values. There is a certain degree of overlap between the new and the old categories. See the definitions of the new categories (knowledge, skills and competences) at the end of these instructions. The learning outcomes should be drafted along the lines of the below example:

After completing the course, the student is expected to be able to:

Knowledge:

-Sum up x and x theory

-Reflect about x and x method in relation to x and x theories within x subject area

Skills:

-Apply x principles to carry out analyses of x and x

-Structure reports and handle the literature in a correct manner

Competences:

-Work independently

-Work efficiently in a group on a common project

-Apply x and x method to other subjects at a higher academic level or to different work situations

It is very important that learning outcomes are drafted in a way that enables them to be used in connection with new 7-point grading scale. Always write outcomes that will lead to the awarding of the grade 12 if outcomes are achieved and learned in the very best way; ”The grade 12 shall be awarded for an excellent performance/presentation that demonstrates a high level of command of all aspects of the relevant material”. This means that you should specify measurable criteria.
Write as brief and concise as possible
Always use active verbs, for example “diagnose”, “analyse” or “explain”. In principle, all learning outcomes should be testable at an exam or in a course with continuous assessment.
Those responsible for compulsory courses may refer to the statements in the new competence profiles, which have been drawn up for the 2008-2009 curricula. The new curricula use the same categories and types of wording that should be used in the “Learning outcomes” text field. Please contact the relevant director of studies for more information.
The learning outcomes should be written in a way that reflects the academic level of the course. You may read the extended guide to the text field “Learning Outcomes” (In Danish only) for help on how to define the academic level of specific learning outcomes: LINK

Please see an example of a completed Learning Outcomes text field:

Learning outcomes for a BSc level course in Biochemistry

The main objective of the course is to provide a theoretical introduction to the main subject areas of biochemistry with emphasis on general metabolism and structure and function of the most important macro molecules.

After completing the course, the student is expected to be able to:

Knowledge:

-Describe the basic chemical structures of proteins, lipids, nuclear acids and their general functions and characteristics

-Describe important biochemical techniques used for the cleansing and characterisation of proteins, including enzyme kinetic examinations

-Classify enzymes and describe their general effects and regulation

-Demonstrate overview of central metabolites and cofactors

-Reflect on the adaptation of organisms to different living conditions in the context of biochemistry

Skills:

-Apply theory-based tools to solve simple biochemical problems relating to related subject areas

-Work in a laboratory with selected experimental techniques and methods which are applied in biochemical experiments

-Communicate knowledge about problem areas within biochemical subject areas in writing

Competences:

-Work together with fellow students on laboratory experiments and subsequent reporting

-Carry out simple biochemical experiments within other subject areas

General definitions of the categories knowledge, skills and competences and suggestions for verbs that may be used when writing learning outcomes

Verbs that may be used in learning outcomes (other verbs may of course be used and verbs can be used within several categories)

General definitions of the categories knowledge, skills and competences

Knowledge

Describe, refer to, summarise, list, identify, express, classify, mention, define, quote, reformulate, demonstrate overview of, sum up, reflect on

Knowledge:

The field of knowledge:

The basic field of knowledge relevant to the level of education in question, including whether the main focus is on knowledge about practice, about theory and method or about the application of theory and method or on research-based knowledge at international level.

The level of comprehension and reflection:

The kind of comprehension and reflection that students are expected to demonstrate within a specific subject area at a certain level in relation to concepts, theories, methods, practice or scientific problems

Skills

Analyse, compare, integrate, apply (qualitative/quantitative methods), explain (for example cause-effect or difference/similarities), form a theory, demonstrate, choose, select, assess, disseminate/communicate to fellow students, colleagues or non-specialists, arrive at a diagnosis, reason about, make oral presentations, communicate in writing

Skills

Types of skills

The degree of mastery of different types of skills and the character of these skills, for example subject specific or more general scientific skills

Assessment and decision making

The ability to assess and make decisions, select and apply methods and theories. Differentiation between different levels and contexts: assessment of practise related or theoretical problems. The degree of complexity and independent decision making and selection based on the concrete assessment

Communication/mediation/presentation

The student’s ability to disseminate (communicate) to or discuss concrete problems and solutions with different target groups

Competences

Form a theory at a certain level of complexity in different contexts,

generalise, cooperate (interdisciplinarily/within the subject area), take responsibility for, apply (theory and methods on distant, complex, unpredictable problems), predict, prognosticate, discuss, evaluate, work independently, organise, manage, put into perspective,

Competences

Scope of action:

The scope of the concrete work/study-related contexts where skills should be applied in more or less unpredictable and complex contexts

Cooperation and responsibility

The ability to work together and take a more or less independent or direct role in relation to different subject-specific or inter-disciplinary partnerships at different levels and with different degrees of responsibility

Learning:

The student’s ability to acquire new knowledge and skills in more or less structured and familiar contexts and the student’s ability to do this more or less independently

Course content:

A more detailed description of course content. A length of 1000–2000 characters is recommended. Not more than 4000 characters.

Key words:
Danish key words may be activated in the English course description and vice versa. This means that the English course descriptions “pop up” when Danish key words are used and the other way round. Approx. 10 words.

Teaching and learning methods:
Please describe the teaching and learning methods that are used in the course, i.e. lectures, exercises and excursions. Furthermore, it may be mentioned if the course contains specific parts for different fields of study, etc. A length of 500 – 1000 characters is recommended. Not more than 2000 characters.

Course literature:
Please state the central literature. Use a new line for each title. Not more than 1000 characters.

Extent

Extent
Category is selected by means of the drop-down menu. If the category is not available, you will have to select the category that comes closest.

Please state hours for each category. The hours are automatically added when the information is saved. Remember that 1 point equals 27.5 hours.

It is possible to state decimals. The present categories available are: Lectures, Theoretical exercises, Practicals, Preparation, Examination, Colloquia, Excursions, Project work and Supervision.

Budget information:

Should not be filled in as the budget office does not use this information.

Course category:

Should not be filled in as the budget office does not use this information.

Distribution ratio:

Should be filled in if more than one department is involved in conducting the course.

Entry of data for courses in 2009/2010 ends.

Steffen Brysting, - last update:18 August 2009