Guide to Writing Effective Course Catalog Copy
The University Catalog is written for students, their families, and others interested in the curriculum offered by UConn, therefore information included in the catalog should be accessible to a broad audience, including those who may not be familiar with the university context. The primary goal is to efficiently and clearly communicate what the course is about without assuming prior familiarity with the subject.
Catalog copy is the official record of a course. It serves as a reference for students, their families, advisors, faculty, and others who need to understand the content and expectations of UConn courses. To meet this broad audience, catalog descriptions should be clear, accessible, and written without assuming prior knowledge of the discipline. To achieve this, UConn catalog copy for courses should adhere to a few standard principles:
- Add meaningful detail. Provide readers with information that goes beyond the course title so they understand the course’s focus and purpose.
- Be concise and clear. Summarize the main topics covered and how students will engage with them in a way that highlights the intellectual scope without unnecessary length.
- Stay focused on course content. Keep the description centered on what will be taught rather than background stories or historical narratives.
- Use direct language. Write in straightforward sentences that describe learning content, avoiding filler phrases that add no value.
- Keep the tone professional. Present the course in a factual and informative way, without promotional language or overly creative styles.
- Follow formatting standards. Use standard punctuation, capitalization, and characters so the entry remains clear and consistent across the catalog.
- Write for a general audience. Use accessible language that avoids jargon and ensures clarity for readers who may be new to the field.
Course Catalog Copy: Dos and Don’ts
A strong course description expands upon the title by clarifying the course’s focus and scope. It should give readers new and useful information that helps them understand what the course offers.
Do this:
Course: ANTH 2502. Human Evolution
Description: The processes and events leading to the origin of human beings. Human physical and cultural development from its beginning to the dawn of settled life, through the approaches of physical anthropology and archaeology.
Not this:
Course: ANTH 2502. Human Evolution
Description: An introduction to how humans evolved.
Notes:
These examples illustrate the importance of balance: a strong catalog entry provides enough detail to inform and guide students, while remaining concise and easy to read. The first example demonstrates this clarity, whereas the second shows how excessive length can make a description difficult to follow.
Do this:
Course: HIST 1600. Introduction to Latin America and the Caribbean
Description: Multidisciplinary exploration of the historical development of such aspects of Latin America and the Caribbean as colonization and nation formation; geography and the environment; immigration and migration; race, ethnicity, and gender in society, politics, economy, and culture.
Not this:
Course: HIST 1600. Introduction to Latin America and the Caribbean
Description: A multidisciplinary exploration of the historical development of Latin America and the Caribbean, delving into various aspects that have shaped the rich tapestry of these regions over the centuries, including a nuanced understanding of the complex processes that have defined the cultural, social, economic, and political landscapes of these diverse areas. Key themes explored are the impact of colonization and the subsequent formation of nations in Latin America and the Caribbean; the historical legacies of European colonialism and their enduring effects on contemporary societies; and the geographical and environmental factors that have played a pivotal role in shaping these regions, from their natural landscapes to the challenges posed by climate change and resource management. Examines the dynamic forces of immigration and migration, tracing the movements of people and their contributions to the cultural and economic fabric of Latin America and the Caribbean as well as the intricate intersections of race, ethnicity, and gender in these societies, shedding light on the evolving dynamics within politics, economy, and culture through critical analysis and appreciation of the complexities that have defined these regions throughout their history.
These examples highlight the importance of focus: effective catalog copy should provide only the essential course information. Extraneous background or narrative details belong in the classroom, not in the catalog description.
Do this:
Course: PHYS 1010. Elements Of Physics
Description: Basic concepts and applications of physics for the nonscience major. Scientific principles and quantitative relationships involving mechanics, energy, heat and temperature, waves, electricity and magnetism, and the theory of the atom are covered. A laboratory provides hands-on experience with the principles of physics.
Not this:
Course: PHYS 1010. Elements Of Physics
Description: What is physics? Physics comes from the ancient Greek word φuσισ, which means ‘the science of natural things,’ and it is there in ancient Greece that our story begins. This course covers the basic concepts and applications of physics for the nonscience major. Scientific principles and quantitative relationships involving mechanics, energy, heat and temperature, waves, electricity and magnetism, and the theory of the atom are covered. A laboratory provides hands-on experience with the principles of physics.
These examples show how direct, purposeful language improves clarity. Phrases like “In this course, students will learn…” add unnecessary filler, while concise statements keep the focus on the course content.
Do this:
Course: ENGR 3101. Signals and Systems
Description: Representation of signals in the time and frequency domains. Fourier series. Fourier and Laplace transform methods for analysis of linear systems. Introduction to state space models. Introduction to sampling and discrete systems analysis via z transforms.
Not this:
Course: ENGR 3101. Signals and Systems
Description: In this course, students will learn the representation of signals in the time and frequency domains. The course covers Fourier and Laplace transform methods for analysis of linear systems, and provides an introduction to state space models. Students will also get an introduction to sampling and discrete systems analysis via z transforms.
These examples show how professional, straightforward language makes a course description clear and effective. Faculty should focus on concise, factual statements that inform readers, avoiding promotional or overly creative styles.
Do this:
Course: PNB 3251. Biology of the Brain
Description: Brain functions, from molecular and cellular to overall central nervous system organization. Topics of current scientific interest.
Not this:
Course: PNB 3251. Biology of the Brain
Description: Unleash your curiosity and embark on a thrilling journey into the intricate world of brain functions in this captivating course. Dive deep into the molecular and cellular mechanisms that power the most remarkable organ in the human body – the brain! Discover the secrets behind neuronal communication, synaptic plasticity, and the astounding biochemical processes that underlie memory, cognition, and emotions. Get ready to unravel the mysteries of the brain’s inner workings!
Or this:
Course: PNB 3251. Biology of the Brain
Description in Haiku:
Brain functions revealed.
Nervous system’s grand design,
Science sparks the mind.
These examples illustrate the importance of consistent formatting. Faculty should use standard punctuation and capitalization, avoid non-standard symbols or styles, and write in clear, plain English to ensure catalog entries are professional, accurate, and technically reliable.
Do this:
Course: DRAM 3130. Women in Theatre: Gender Identity and Expression on the Stage
Description: A critical study of women’s participation in the art of theatre, with particular attention to theatre as a tool for exploring gender identity and expression. Focus on plays and performances, primarily from the 20th and 21stcentury United States, analyzing how evolving feminist concerns are reflected in women’s theatrical work and how changing concepts of gender and other intersectional identities are embodied on the stage. CA 4.
Not this:
Course: DRAM 3130. WOMEN in Theatre! Gender Identity & Expression on the Stage
Description: A critical study of women’s participation in the art of theatre, with particular attention to theatre as a tool for exploring gender identity and expression. Focus on plays & performances primarily from the 20th & 21stcentury United States analyzing how evolving FEMINIST CONCERNS are reflected in women’s theatrical work and how changing concepts of gender and other intersectional identities are embodied on the stage. CA 4.
Write Clear and Measurable Course-Level Learning Objectives
This section provides examples to guide faculty in drafting strong course-level learning objectives. The examples show what effective objectives look like and how they differ from weaker ones. Faculty should aim to state clearly what students will know or be able to do by the end of the course, ensuring that objectives are measurable, specific, and aligned with program-level outcomes.
When drafting learning objectives, focus on observable and assessable outcomes. Use action verbs such as analyze, apply, evaluate, create, design, and interpret that make expectations clear for individuals reading the course description.
Examples of Strong Learning Objectives:
- Analyze primary historical sources to construct evidence-based arguments about major world events.
- Apply principles of thermodynamics to solve engineering problems.
- Create and deliver a persuasive oral presentation supported by credible research.
- Design an experiment to test a scientific hypothesis using appropriate methods and tools.
Non-Examples of Learning Objectives:
- Understand world history. (Too vague; not measurable.)
- Learn about thermodynamics. (Focuses on what students will be exposed to, not what they can do.)
- Improve presentation skills. (Too general and subjective.)
- Know how to do a lab experiment. (Unclear and not measurable.)
Use Standard Language for Special Conditions
This section provides faculty with approved phrases to use when describing special grading methods, course history, or repeatability. Using these consistent statements ensures clarity, consistency, and accuracy across the catalog.
| Condition | Phrasing | Where |
| S/U Grading | “Students taking this course will be assigned a final grade of S (satisfactory) or U (unsatisfactory).” | End of the description |
| Previous Special Topics | “May not be taken for credit after passing {Number} when offered as {Title}.” | End of prerequisites |
| Number Change | “Formerly offered as {Course number}.” | End of the description |
| Standard Credit Restriction | Not open for credit to students who have passed ABCD 1234 | End of Course the description |
| Out-of-Sequence Restriction | May not be taken out of sequence after passing ABCD 1234 |
Sample
NUSC 2345. Interdisciplinary Studies in Pumpkin Spice (3 Credits)
(Also offered as SOCI 2345, PSYC 2345) The rise of Pumpkin Spice as a flavor powerhouse in the food industry. Pumpkin spice culture, seasonal availability, non-edible uses, and a survey of addiction treatments. Students taking this course will be assigned a final grade of S (satisfactory) or U (unsatisfactory). Formerly offered as NUSC 1234.
Enrollment Requirements: Recommended Preparation: NUSC 1165. May not be taken for credit after passing NUSC 1234 and NUSC 1195 when offered as “Fundamentals of Pumpkin Spice.” May be repeated for a total of 6 credits.