College instruction is invigorated by new courses and course revisions that help students remain current in the field. Course development is also a means of ensuring that pathways to a degree are aligned with CSU policies and requirements.
At SFSU, protocols for proposing and approving new courses, course revisions and new programs are designed to ensure that these innovations are not redundant and that they meet the highest standards of exemplary instruction. This section includes:
Collaborate in the conceptualization phase. Explore the rationale for developing or revising courses and cultivate a consensus on how to prioritize students’ needs.
Consider student needs from the broadest perspectives. Student needs may include instruction that forms metacognitive and professional habits. They may also include instruction related to cognitive development and knowing how to assess the quality of their own work against high standards. Students who are the targeted audience of courses may also be struggling to overcome deficits in general and information literacy.
Consider the relationship between the instructor and the students. How will students have access to the instructor, and how frequently will students be able to receive individualized assistance? Describe how these variables might influence decisions related to hybrid and online instruction?
Compare and contrast what other institutions have developed for course similar to those the department wants to develop, and consider their strengths and limitations relative to local needs.
Develop course objective and outcomes that are clear and precise. Be able to explain how they represent an appropriate articulation of course work that fits into an established scaffold of course work and/or augments mastery in a given discipline.
Be fastidious about deadlines and following directions on all forms and documents.