Turning a sixteen-week draft into a usable fifteen-week course plan

I consulted public architecture-course information, then set the formats and weights for weekly quizzes, presentations and exams. I used Codex to connect those choices to the course overview, objectives, outcomes and weekly topics.

I mapped legal research, calculations, drawing review and professional responsibilities to assessment. The draft allocated 10 points to attendance/quizzes and 30 each to presentations and the two exams. Calculating 42 presentation slots across fourteen weeks exposed a capacity constraint to compare with enrollment.

The draft assumed sixteen weeks and 150-minute classes; the school form required fifteen weeks and two theory hours. I consolidated topics, kept the midterm in week eight and placed the final in week fifteen. Presentations and quizzes also had to fit the revised timetable.

I assigned twelve required performance items to weeks and re-entered fields whose changes had not registered. While saving the course and assessment plans for three sections, I also filled six weekly details missed by automatic copying. Visible text alone was not enough to call the entry complete.

I still needed to judge presentation time on exam days, the relationship between attendance and quizzes, and how school performance items matched the intended outcomes. Delegating entry made those remaining decisions explicit; it did not make them automatic.

For another subject I would collect weeks, class duration, enrollment, assessment weights and mandatory fields first. Then I would map topics to activities and assessment, checking copied details and saved values separately for each section.

This account follows how I adapted my teaching requirements to a draft and the school form. I did not measure grade improvement or time savings.