Curriculum Development Process

Curriculum Development Process

The curriculum development process is driven by faculty and supported by Deans and the Office of Instruction.

Preliminary Questions and Guidelines

Faculty are encouraged to develop innovative, engaging, and culturally relevant curriculum. When determining whether a new course should be proposed, the following questions and guidelines should be considered:

• Is there a genuine student and/or community need for the course? 

To determine need, faculty might consider asking for data from the PRIE office that may show trends, outlooks, equity gaps, and patterns in enrollment management. For CTE (Career Technical Education) courses, faculty may want to consult external advisory boards, local employers, or survey the local community and businesses.

• Does the college have adequate resources to support the new course? 

Adequate resources include qualified instructors, labs, supplies, equipment, technological resources, student services support, and library materials.

• Does the new course support the mission of Skyline College, the college and SMCCD Strategic Plans, the college Education Master Plan, and the overall mission of the California Community College system?
  
  
• Is it appropriate for the Community College level?
  

According to the PCAH, a course must be at the appropriate level for community colleges, i.e. must not be directed at a level beyond the associate degree or the first two years of college (courses in Baccalaureate programs are the exception).

• Does it have a specific purpose?

According to the PCAH, a course must address a valid transfer, occupational, basic skills, civic education, or lifelong learning purpose. The course must not be primarily avocational or recreational.

• Does it already exist within the San Mateo Community College District?

District curricular alignment is important to ensure healthy enrollment at all three campuses.  If one of our sister schools already has the course, the faculty must not only establish the need for the course, but demonstrate how it will not negatively impact the other school’s course enrollment. This should happen through the collegial consultation process.  

Inter-campus Communication and Consultation Process

An important preliminary aspect of creating a new course and/or program at Skyline is doing a search on CurricUNET to learn whether or not a similar or equivalent course already exists at CSM or Cañada. If so, the faculty originator and Dean will inform the faculty and Dean(s) in the pertinent discipline(s) at our sister college(s) that Skyline is interested in starting the process of creating new curricula. This inter-campus communication is designed to keep faculty at all three campuses informed about curriculum development and allow for feedback.