Teachers in English are required to compile a “course guide” for their subjects, which means that all teachers and courses in the degree programme are involved in the activity.
When teachers compile a “course guide”, their students are well prepared for the individual course and have an indication of what is expected of them in this course. This involves, among other things, that they become aware of the content of the academic regulations and the formal requirements and academic objectives of each course. The students should feel that their teachers consider the students’ workload in the individual courses, and that a clear alignment of expectations which is binding for both parties exists between the students and their teachers.
The teacher prepares the guide, which must be based on the academic regulations but describe in more detail to the students what is expected of them. The guide must include a calculation of workload in proportion to ECTS credits (use for instance the guidelines for teachers at Arts). In this calculation the teacher must estimate the amount of time the students need to spend on different parts of the course, including exams, lectures, activities between sessions and possibly specifically on assignments during the course.
The teacher may get feedback on the guide from their colleagues so that guides are streamlined, and a shared understanding is built across all courses in the programme. The teacher enters into a dialogue with their students regarding the guide in order to avoid any misunderstandings. On the basis of the students’ feedback or any doubts expressed, the teacher can adjust the guide and add improvements before their next course.
This example of practice is developed in connection to "Projekt 1. studieår", where initiatives for retention at the faculty of arts at Aarhus University was mapped.