| C |
Context |
A course is positioned within the context of a program or programs. In this section, the person responsible for the program should explain the purpose of the course, how it links with other courses in the program, and how it forms
an integral component of the program. |
| H |
Handover Process |
The tool is designed to facilitate conversations between a person who understands the course, such as the outgoing course coordinator, and the incoming or new course coordinator. This section requires an agreement about how and when
the handover process will occur. |
| A |
Assessment |
Assessment is often considered to be the most critical aspect of a course. In this section assessment items for the course are listed; their purpose, due dates, and specifically what is being assessed should be included. There should
be consideration given to the component of quality assessment practices. |
| T |
Teaching Quality |
Quality matters. A new course coordinator needs access to previous course evaluations and information should be provided about when and how the current offering of the course will be evaluated. |
| T |
Timeline |
For a course to run smoothly there is a sequence of events that must occur and a number of items that need to be addressed. This section lists and identifies the dates of these key events |
| S |
Staff |
New course coordinators need to know the roles and functions of the key staff members. In this section staff members who are critical to the efficient running of the course should be listed. |
| S |
Students |
New coordinators may not have a clear understanding of the assumed knowledge for a course and what to expect of the students they will be teaching. In this section, the expectations of students should be documented in terms of what
they should already know and what they should be able to achieve. |
