Your first step is to check our districtwide course bank listing for a course that meets your teaching objectives. If you can find it there, it is an approved course and you can offer it. On the other hand, if there just doesn't seem to be one that works, consider creating a new course.

  • Consult with your chair and your instructional council representative to to see if they will support your new course proposal.

  • Write a draft of your new course, including the course prefix and number -Jan can help you find an available number. Keep in mind that we usually use 100-level numbers for courses without prerequisites and 200-level numbers for courses that have prerequisites. You might need to bend this rule to keep your course in a particular sequence, but it's a good rule of thumb to follow when possible.
    • Effective term: when do you want to start teaching this course?
    • Course title
    • Number of credit hours
    • Number of periods the class will meet
    • Activity type: lecture, or lab, or a combination of the two
    • Course need-a brief statement that explains why you are creating this new course, what it adds to our existing curriculum, who might take the course, and how students might benefit from it
    • Course description-a brief statement that gives an overview of the content of the course. Don't worry too much about this-Craig can help you edit any part of your proposal.
    • Course competencies-a numbered list of learning outcomes that successful students will achieve while taking your class. In general, we look for 2-3 competencies per credit hour. The competencies should be coordinated with the course outline.
    • For example, if you will be accomplishing competency #1 when you cover outline item I, please indicate (I) at the end of the competency, like this:

      1. Define terminology commonly used in literary criticism. (I)

      Again, this is an area where Craig can help you translate your intentions into curriculum-language competencies.
  • Course outline-a formal outline that shows the major areas to be covered in the course with more specific subtopics listed as subheadings.

    This is where it really helps to work from a model of another well-written course in your discipline.)
  • Send your draft to Jan or to Craig. Craig will edit the proposal in the format that the district curriculum committee requires. He will stay in touch with you and discuss and get your approval for any editing recommendations or changes. Jan will create a formal proposal for you and then return it to you for your review and final approval.

  • Once you've approved the proposal, Jan will send it to your instructional council for their approval and place it on an upcoming agenda of the college curriculum committee. Instructional Councils have a minimum of 10 working days to respond to a proposal.
  • Jan or Craig will also let you know when the committee will be looking at your proposal. Plan to attend that meeting for a new course to be approved the faculty initiator must be there to present it. Sometimes we have unanswerable questions that cause proposals to be tabled until someone can be there to answer them. That holds up the approval process.

  • Assuming that your instructional council and the college curriculum committee approve your proposal, Jan forwards it to district to be placed on a meeting agenda of the district curriculum committee (DCC).

    (If your instructional council and/or the college curriculum committee disapprove your proposal, the process ends there, but that doesn't happen very often.)
  • Assuming that the district curriculum committee approves your proposal (stay in touch with Craig because he represents your proposal to that committee-in some cases, you may be asked to attend the district meeting to answer questions), it goes forward to the governing board for final approval.

  • Your new course is ready to go. Congratulations!