You are on page 1of 4




The LABORATORY MANUAL is a document that captures a scope of the

laboratory course and identifies the contribution of the course to the
curriculum. It is a tool that improves student learning, facilitates faculty
teaching, improves communication between faculty members and assists in
the monitoring of program quality.

Standard Contents of the LABORATORY MANUAL:

1. General Information. This section orients the student to the basic
components of the LABORATORY MANUAL.
a. Laboratory Manual Name and Laboratory Identifying Information.
The laboratory manual name should match the most recent
curriculum. Include the course number and level of study of the
b. Credit units and time dedicated per week. State how often the
laboratory meets for each. List any other time required to satisfy
the laboratory course, such as independent study,
clinical/community contact, and distance learning.

2. Purpose of the LABORATORY MANUAL. This section establishes what

the student will be able to know or do upon successful completion of
the laboratory course. A laboratory manual purpose, goals, and
objectives are established in different manners, depending on the
VMGO of the university, internal and external policies.
a. Laboratory Description and Purpose. Include the description
from official source of laboratory course information. The
purpose should clearly describe the laboratory course contents
and what the student may expect.
b. Laboratory Goals. Laboratory goals are broad, general
statements that are directly related to programmatic goals.
Laboratory goals describe a practical purpose for a laboratory.
Typically goals related to competencies. Each laboratory goal
should represent a solution to a well-defined student need.
Laboratory goals establish the direction of the laboratory course.
Goal statements describe a general learning outcome and are
typically not measurable. Learning goals of the laboratory
should be clearly linked to the lecture goals.
c. Laboratory Objectives. Laboratory objectives are more specific
than goals and address achievable, measurable skills,
knowledge, and attitudes that students will need to acquire.
Learning objectives are specific statements that describe, in

Page 1 of 4
precise and measurable terms, what the student should be able
to do or know once completing the laboratory course. These are
specific items written for the learner (not the teacher) and
typically are written with action verbs( such as terms found in
Bloom’s or other taxonomies). Laboratory objectives translate
the goal into specific outcomes for the learner. Objectives help
students understand the clear expectations that they will need to
meet in order to pass the laboratory course and master the
competencies that the laboratory provides. A laboratory course
objective should be measureable, understandable, and
attainable within a given amount of time. An objective should
advance the student toward a corresponding course goal.
Ideally, objectives should aim at what the student should be able
to know or do as a result of the teaching-learning experience, as
opposed to what the teacher will do or provide. Laboratory
course objectives are then broken down into exercise, module or
experiment objectives, which are more detailed and aimed at
specific learning activities.

3. Laboratory Content and Laboratory Plan. This is the conceptual

structure of the laboratory. This establishes what topic/lesson the
student may expect at a particular point in time during the laboratory.
This section helps student prepare in advance for the learning
environment. The laboratory content must be scheduled and should
be as clear as possible and relate to the course competencies, goals
and objectives.
a. Laboratory Content with Specific Learning Objectives. For each
week, describe the activity of the labs and identify specific
learning objectives. The activity should be descriptive enough
that student clearly understand what is being taught so that they
may best prepare for in-class time.
b. Laboratory Plan. Provide a laboratory calendar organized by
week and by activity. Include in the calendar all assessments for
lab, due dates, projects and presentations. Include reading
assignments, including page/text that the students are expected
to read, view or access prior to lab.

4. The Laboratory Environment. This section defines the environment in

which learning will take place. This helps students know what to
expect in preparation for the laboratory.
a. laboratory Facilities and Teaching Methods. Describe the
different types of formats that will be used to facilitate student
learning in the laboratory. In what manner will the student be
learning and in what particular environment?
b. Required Texts. List the required text(s) title, author(s) and
edition. If textbooks are not required, clearly states so.

Page 2 of 4
c. Required Materials and Attire. What materials must the student
obtain for this laboratory(eg., pipette, syringe, etc.)? provide
information that will assist the student in obtaining materials for
the laboratory. List materials that the student is required to
access, read or view. List required attire, if needed.
d. Provided Materials. List materials that will be provided by the
faculty member.
e. Recommended Texts/Resources. Resources that the student will
find helpful in learning including websites, but are not required,
may be listed here.

5. Assessment, Evaluation and Grading

a. Laboratory Requirements and Grading Procedure. List and
completely describe all requirements and assessments in the
laboratory and include all points or values that the
requirement/assessment has to offer and specify the criteria on
which they will be evaluated as well as how points will either be
gained or deducted.
b. Grading Scale and Method. State how grades are calculated.
List any other information relevant to grading, such as if extra
credit will or will not be offered.
c. Missed Assessments. List consequences for missing or being late
to an assessment or not participating in an assessment. If
student is allowed to make up missed assessments, explain
within what time frame student is allowed to make up including
notification and follow up.
d. Grade Posting. Include how often feedback and assessments
scores will be given to the students or how this information can
be accessed.
e. Support Services. Include specific instructions for the student
who is not doing well during the laboratory and how to access
student support services.

6. General Information. This section clarifies expectations within the

learning environment, helps address unforeseen events, and provides
information about what is expected from the student.
a. Student Conduct and Laboratory Policies. List specific policies
such as cell phone use, academic honesty, attendance, wearing
of official uniform, tardiness, and laboratory participation. Verify
that the laboratory policies are in compliance with the university
b. Additional Information. Include study suggestions, classroom
safety, advice for examination preparation, etc.

Page 3 of 4
7. Faculty Member Information. This will help students know how to
reach the faculty member for answers to questions regarding the
a. Instructor’s Name/s. List names, degrees, credentials and their
function in relation to the laboratory, such as laboratory
instructor, lab assistant, etc..
b. Contact Information. Include office hours, where and how the
student make appointment, phone number and e-mail address.

Page 4 of 4