Skip to main content

Trinity College Dublin, The University of Dublin

Trinity Menu Trinity Search



You are here Programme & Module Design > Course proposals

Writing Course Proposals

The following page is currently under development. If you have any suggestions on how to improve this, please contact caitriona.nishe@tcd.ie

Careful consideration of the course proposal will ensure that the design and implementation of your programme, module, micro-credential or elective is effective. By considering the pedagogical strategies prior to the development of content, you can ensure that your students or learners achieve the required learning outcomes.

The process involved in seeking approval of a course proposal is outlined by Academic Affairs on the Course Development section of their website.

A number of the sections within the course proposal document relate to teaching, learning and assessment (TLA). The diagram below illustrates the TLA considerations required to complete the course proposal.

For more details click on the information buttons (i) in the diagram below

It is important not to focus on the content first, but to follow a curriculum design process that ensures curriculum alignment between learning outcomes, assessment and teaching strategies. See the introduction section for more on curriculum alignment.

Programmes, or modules, should be designed with the learners in mind, therefore choices on the mode of delivery, the learning environment support and the technologies to be used should reflect your learner needs.

Click on the relevant tab below to examine an example of a completed proposal form.

PG Programme

A new template for postgraduate programmes is currently being introduced.

Programme examples under the existing postgraduate course proposal form

  • Example approved programmes can be found here
  • Sections 1c): Learning Outcomes, Table 2: Student workload across the module & Appendix 6: Detailed module descriptors; contain the details relating to teaching, learning and assessment.

Programme example under the new online/blended postgraduate course proposal form

  • Example approved programme will be available shortly
  • Section 1c): Learning Outcomes, Sections 2c): Table 2: Student workload across the module spectrum, Section 3: Teaching, Learning & assessment approaches & Appendix 6 contains the details relating to teaching, learning and assessment.

Micro-credential

  • Example approved micro-credentials can be found here
  • Sections on Mode of delivery, Contact and Independent Study hours, Micro-credential aims, Micro-credential learning outcomes, MC content areas, Teaching and learning methods & MC assessment components contain the details relating to teaching, learning and assessment.

Undergraduate Programme

  • Example approved modules can be found here
  • Sections 20, 23 & 24 and Appendices A & C contain the details relating to teaching, learning and assessment.

Elective

  • Example approved electives can be found here
  • Mathematics Dual Degree Proposal available here

Module

  • Example approved modules can be found here

Links to relevant documentation on the Academic Affairs website

Academic Affairs Process for Postgraduate Course Proposals https://www.tcd.ie/teaching-learning/academic-affairs/graduate-education/

Academic Affairs Process for Micro-credentials https://www.tcd.ie/teaching-learning/academic-affairs/course-development/course-proposals/new/new-microcredentials.php

Academic Affairs Process for Undergraduate Course Proposals and templates https://www.tcd.ie/teaching-learning/academic-affairs/course-development/course-proposals/new/new-ug-course-proposal.php

Academic Affairs Process for Undergraduate modules https://www.tcd.ie/teaching-learning/academic-affairs/course-development/course-proposals/new/new-ug-modules.php

Key Takeaways

When completing course proposals there are five key areas relating to teaching and learning that need to be considered
  • Consider the mode of delivery best suited to your student needs: Fully online, blended/hybrid or fully in-person
  • Write clear and concise aims, or overall goal of the course and learning outcomes that are student centred statements based on Blooms taxonomy
  • Align the learning outcomes with appropriate teaching learning and assessment strategies that support the six different levels of learning outlined in Bloom’s taxonomy
  • Identify the technologies that you will use to support students’ learning
  • For online modules and content, consider how you will effectively engage students