GREK 6A Elementary Modern
Greek. An introductory course designed to prepare students
to read, speak, and understand Modern Greek. Classes will focus
on the study of grammar and vocabulary, as well as the reading
of adapted passages. Classroom time will be spent on drills and
on elementary dialogues among the students and between the students
and the instructor. These drills simulate everyday life situations.
No previous exposure to the language is required. Justification: Knowledge of Modern Greek is necessary
to participate in studies of the Balkans, the eastern Mediterranean
area and Cyprus and the history of Greece itself. It is also necessary
in order to use the resources of the Tsakopoulos collection at
the CSUS Library. CSU Sacramento now has the cultural and financial
resources to be a major center for Greek and Greek-related studies.
We now need to encourage the study of the appropriate languages,
modern and ancient Greek. Ancient Greek 1A and 1B already exist.
Thanks to the financial support of the Hellenic Foundation, we
can now offer beginning modern Greek.
GREK 6B Elementary Modern
Greek. A continuation of Greek 6A, emphasizing the further
development of skills in reading, speaking, and understanding
Modern Greek. Reading selections from newspapers and other contemporary
sources. Further classroom dialogues among students and between
students and the teacher. Prerequisite: GREK 6A Justification: Knowledge of Modern Greek is necessary
to participate in studies of the Balkans, the eastern Mediterranean
area and Cyprus and the history of Greece itself. It is also necessary
in order to use the resources of the Tsakopoulos collection at
the CSUS Library. CSU Sacramento now has the cultural and financial
resources to be a major center for Greek and Greek-related studies.
We now need to encourage the study of the appropriate languages,
modern and ancient Greek. Ancient Greek 1A and 1B already exist.
Thanks to the financial support of the Hellenic Foundation, we
can now offer beginning modern Greek.
Department of History
NEW COURSES
HIST 133 Twentieth-Century
World History. A survey of the major international themes
and historical processes that shaped the twentieth century. Designed
for History majors and present or prospective teachers of history.
3 units. Justification: CSUS is now required to develop
a new Single Subject Pre-credential Program in History/Social
Science (major in History, credential in Social Science). This
course has been created as a mandatory requirement in the new
program. It has been designed to fulfill the requirements of the
CTC (California Commission on Teacher Credentialing) Social Science
standards that single subject candidates in Social Science be
trained in 20th century world history. It will be offered for
the first time in 2005-06.
HIST 191 Seminar in Historical
Interpretation and Analysis. Reading seminar in philosophy
of history, historical methodology, and historical reasoning.
The course will have a special focus on the instructor’s
field of expertise. Designed for History majors and present and
prospective teachers of history. 3 units. Note: Not open to lower division students. Prerequisite: History 100 and passing score on
the WPE. Justification: This course will be a required
part of the History Department’s new Single Subject Pre-credential
Program in Social Science (major in History). The California CTC
(Commission on Teacher Credentialing) requires that Social Science
credential candidates be trained in several skills and areas covered
by this course (see learning objectives below).
COLLEGE OF BUSINESS ADMINISTRATION
Department of Management Information Science
COURSE CHANGE
MIS 104 Business Programming
for Small Computers.
Change to:
MIS 124 Web Programming for Business Applications in Visual Basic.
A Web programming course for business applications using Visual
Basic. Topics include Web form, database access, data markup language,
Web services, and other current Web application issues. Topics
are accompanied by design principles, tools, and techniques for
Web application development. Prerequisite: MIS 120 Justification: Change the course title and description.
COLLEGE
OF EDUCATION
Department of Counselor Education
NEW COURSE
EDC 171 Power, Privilege
and Self Identity in Counseling. Multicultural counseling
competencies promote the developmental awareness of one’s
assumptions, values and biases. Focuses on developing understanding
of how one’s values, attitudes, belief systems impact perception
and understanding of others. Experiential activities will engage
students in their understanding of self while developing their
capacity in becoming a culturally responsive/skilled counselor.
Examination of historical processes that have created inter and
intra group constructs is explored for development of self as
an ally in promoting social justice. Justification: The Department of Counselor Education
proposes changing the prerequisite EDC 171 A, B, C, D, E series
of five one-unit courses to a one four-unit EDC 171 course. The
current model provides the theoretical knowledge base to understand
five major ethnic groups: Asian Americans, Native Americans, Latinos,
African Americans, and European Americans by focusing on psychological,
cultural, historical, and political background of each and the
implications for counseling.
By integrating the content of the five one-unit classes (that
were sporadically scheduled and therefore causing schedule conflicts
with other classes) into one four-unit class, continuity and consistency
(one instructor covering the same content as opposed to five instructors)
will ultimately provide a stronger foundation for students entering
the counseling/psychology professions. The intent of the change
is to integrate a paradigm for understanding the nature of oppression
by developing a greater understanding of social justice issues
and developing the importance of one’s role as an ally (beyond
the five ethnic groups) for marginalized communities and populations.
Development of understanding of self development and one’s
relation to others in how to deconstruct forces that limit socioeconomic
mobility as well as building cultural competence within the counseling
context will be key elements of the EDC 171 class. The name of
the course will be entitled Power, Privilege & Self Identity
in Counseling.
COURSE DELETIONS
EDC 171A Asian Americans.
Justification: This course, as well as the four other
one unit courses in the EDC 171 series is being replaced by a
4 unit course titled EDC 171: Power, Privilege & Self Identity
in Counseling.
EDC 171B Native Americans.
Justification: This course, as well as the four other
one unit courses in the EDC 171 series is being replaced by a
4 unit course titled EDC 171: Power, Privilege & Self Identity
in Counseling.
EDC 171C Latinos.
Justification: This course, as well as the four other
one unit courses in the EDC 171 series is being replaced by a
4 unit course titled EDC 171: Power, Privilege & Self Identity
in Counseling.
EDC 171D African Americans.
Justification: This course, as well as the four other
one unit courses in the EDC 171 series is being replaced by a
4 unit course titled EDC 171: Power, Privilege & Self Identity
in Counseling.
EDC 171E African Americans.
Justification: This course, as well as the four other
one unit courses in the EDC 171 series is being replaced by a
4 unit course titled EDC 171: Power, Privilege & Self Identity
in Counseling.
Department of Educational Leadership and Policy
Studies
NEW COURSES
EDLP 226 Meeting the Leadership
Challenge. Explore and analyze the leadership styles,
qualities and characteristics that are common to effective leaders
and the leadership skills and knowledge necessary to effectively
lead in California’s community colleges. The history, mission,
and culture of the California Community College system and the
students it serves will also be examined. Topics such as consultation,
shared governance, legislative and accrediting bodies, and other
external groups that influence policy and decision-making in higher
education will be discussed. Justification: As California’s community
colleges struggle to meet the growing demands for service with
shrinking financial resources, they face a potential crisis of
leadership. Researchers estimate that at least one-half of the
current community college senior administrators will leave office
or retire in the next decade. At the same time, there is a lack
of dedicated leadership training programs for two-year, mid through
high-level administrators and deans, classified staff and faculty
leaders.
EDLP 227 Leading the Way
for Student Success: Student and Instructional Services. Participants
will explore changing demographics, accountability regarding statewide
mandates, reporting regulations, and accreditation, new technology
and other factors impacting California’s community college
student services programs and professionals. Gain an understanding
of the philosophy and mission of student services’ initiatives
and programs and student development theory. Examine the role
of faculty as leaders in curriculum, instruction and assessment
and student success. Understand the purposes and uses of research
and technology to address student outcomes, teaching and learning,
institutional effectiveness, and decision-making. Justification: As California’s community
colleges struggle to meet the growing demands for service with
shrinking financial resources, they face a potential crisis of
leadership. Researchers estimate that at least one-half of the
current community college senior administrators will leave office
or retire in the next decade. At the same time, there is a lack
of dedicated leadership training programs for two-year, mid through
high-level administrators and deans, classified staff and faculty
leaders.
EDLP 228 Innovative Leadership
for Troubled Times: Budget/Finance and Human Resources. California
community college leaders are presented with increased legislative
and public pressure for accountability while in an era of chronic
and disparate under-funding of the system. Understand the relationship
between higher education finance and the overall fiscal operations
of California’s community college system. Gain a broad knowledge
of human resource laws and regulations and explore issues of faculty
and staff diversity, part-time and full-time faculty, collective
bargaining, affirmative action, staff development and recruitment,
and selection and retention of staff. Justification: As California’s community
colleges struggle to meet the growing demands for service with
shrinking financial resources, they face a potential crisis of
leadership. Researchers estimate that at least one-half of the
current community college senior administrators will leave office
or retire in the next decade. At the same time, there is a lack
of dedicated leadership training programs for two-year, mid through
high-level administrators and deans, classified staff and faculty
leaders.
EDLP 229 Community College
Leadership Practicum. Directed readings or field experience
projects provide participants with the opportunity to focus on
leadership research topics or practice their leadership knowledge
and skills in a variety of community college settings. Depending
on the participant's professional status, possible field experiences
include the development and implementation of a community college
work-related project, the assignment of a community college executive
coach or mentor, or a directed research on a relevant community
college issue. Justification: As California’s community
colleges struggle to meet the growing demands for service with
shrinking financial resources, they face a potential crisis of
leadership. Researchers estimate that at least one-half of the
current community college senior administrators will leave office
or retire in the next decade. At the same time, there is a lack
of dedicated leadership training programs for two-year, mid through
high-level administrators and deans, classified staff and faculty
leaders.
Department of Special Education, Rehabilitation
& School Psychology
NEW COURSES
EDS 269A Collaborative
Strategies for Inclusive Practice. Candidates seeking
to meet Special Education CCTC requirements for Level 2 (Induction)
Multiple or Single Subject Teaching Credentials will take this
course. Candidates must demonstrate skills for ongoing IDEA and
State mandates, curriculum adaptation to meet individual needs,
and advanced skills for behavioral management in inclusive settings.
All activities will be tied to attaining and documenting CCTC
Level 2 special education standards through individual portfolios.
Assignments will be designed to emphasize an interdisciplinary
perspective to collaborative problem solving. E-mail/Internet
access required. Prerequisite: CCTC Preliminary Multiple or Single
Subject credential. CSUS graduate status or CCE/Open University
enrollee. Corequisite: EDS 269B Justification: Advanced special education coursework
to meet specific standards and competencies as outlined by the
new California Commission on Teacher Credentialing (CCTC) mandates
per legislative action, 2042. It will meet state guidelines for
Multiple and Single Subject Level 2 requirements, and pedagogically
enhance programmatic structure.
EDS 269B Collaborative
Strategies for Inclusive Practice Lab. Field-based practice
lab (30 hours field). Lab will be a synthesis and application
of course content in a setting for students who receive special
education services. Students will verify experiences across the
age-span and in inclusive settings, agencies, and/or other natural
environments. Prerequisite: CCTC Preliminary Multiple or Single
Subject credential. CSUS graduate status or CCE/Open University
enrollee. Corequisite: EDS 269A Justification: Advanced special education coursework
to meet specific standards and competencies as outlined by the
new California Commission on Teacher Credentialing (CCTC) mandates
per legislative action, 2042. It will meet state guidelines for
Multiple and Single Subject Level 2 requirements, and pedagogically
enhance programmatic structure.
Department of Teacher Education
NEW COURSES
EDTE 371C Schools and Community
C. Structured opportunities for student teachers to discuss,
analyze, and reflect upon data gathered from their field placements.
Attention given to policies, school law, resources, strategies,
routines, and activities that contribute to the productive management
of the school and classroom as locations for student engagement
and learning. Special emphasis will be on English Language Development
and Special Needs student. Course assignments and activities are
integrated with other core courses. Prerequisite: Acceptance into
the Single Subject Credential Program. 2 Units Prerequisite: Acceptance into the CSUS Single
Subject Teaching Credential Program. Justification: This course has been developed
as the nexus to Student Teaching I and II, EDTE 470A/B and the
relevant “Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs” and “Teaching Performance
Expectations” as delineated by the California Commission
on Teacher Credentialing per legislative action, SB 2042.
EDTE 371D Schools and Community
D. Structured opportunities for student teachers to discuss,
analyze, and reflect upon data gathered from their field placements.
Attention to policies, school law, resources, strategies, routines,
and activities that contribute to productive management of the
school and classroom as locations for student engagement and learning.
Special emphasis on issues related to English language development,
special needs students, the cycle of teaching and selection of
artifacts for professional portfolios. Prerequisite: Acceptance
into the Single Subject Credential Program. Corequisite: Enrollment
in EDTE 470B. 2 Units. Prerequisite: Acceptance into the Single Subject
Teaching Credential Program Corequisite: Enrollment in EDTE 470B Student
Teaching II: Secondary Schools Justification: This course has been developed
as the nexus to the first semester of student teaching and the
relevant “Standards of Quality and Effectiveness for Professional
Teacher Preparation Programs” and “Teaching Performance
Expectations” as delineated by the California Commission
on Teacher Credentialing per legislative action, SB 2042.
EDTE 471A Elementary Physical
Education Student Teaching. The elementary physical education
teacher will be placed in a setting where he/she is able to plan,
implement, promote and assess a developmentally appropriate physical
education program that meets the diverse needs, interests and
abilities of elementary school children, K-6. Credit/No Credit.
7 Units.
Prerequisite: Acceptance into the CSUS Single Subject
Teaching Credential Program
Justification: The student teaching course has been modified
in units, student teacher expectations, and assessments to meet
the California Commission on Teacher Credentialing (CCTC) “Standards
of Quality and Effectiveness for Professional Teacher Preparation
Programs” and “Teaching Performance Expectations”
per legislative action, SB 2042 and to be consistent with “best
practice” in new teacher preparation regarding fieldwork
in student teaching.
EDTE 471B Secondary Physical Education Student Teaching. The
secondary physical education student teacher will be placed in
a setting where he/she is able to plan, implement, promote and
assess a developmentally appropriate physical education program
that meets the diverse needs, interests and abilities of secondary
school children, 6-12. Credit/No Credit. 6 Units.
Prerequisite: The successful completion of EDTE 471A
Justification: The student teaching has been modified
in units, student teacher expectations, and assessments to meet
the California Commission on Teacher Credentialing (CCTC) “Standards
of Quality and Effectiveness for Professional Teacher Preparation
Programs” and “Teaching Performance Expectations”
per legislative action, SB 2042. The “re-design” of
Student Teaching is informed by “best practice” in
preparing new teachers.
COLLEGE
OF SOCIAL SCIENCES & INTERDISCIPLINARY STUDIES
Asian Program
COURSE DELETION
ASIA 100 Topics in Pacific
Asian Studies.
Justification: This course is being replaced in the major
by Asia 198.
Department of Environmental Studies
COURSE CHANGES
ENVS 122 Environmental
Impact Analysis: The Procedure and the Statement Change to:
ENVS 122 Environmental Impact Analysis: CEQA & NEPA. No
change to course description. Justification: The proposed acronyms are well
understood in the field. Their use will demonstrate that this
is an advanced, specific focused course.
ENVS 190A Environmental
Policy Thesis. No change to course description. Justification: Remove ENVS 120 “Quantitative
Methods for Environmentalists” as a prerequisite for ENVS
190A. The ENVS 120 course is required for the major. Therefore
all students take the class, but some students need to start their
thesis earlier than the semester in which they may take ENVS 120.
ENVS 190B Environmental
Quality and Social Justice. No change to course description. Justification: Remove ENVS 120 “Quantitative
Methods for Environmentalists” as a prerequisite for ENVS
190B. The ENVS 120 course is required for the major. Therefore
all students take the class, but some students need to start their
thesis earlier than the semester in which they may take ENVS 120.
Department of Family and Consumer Sciences
COURSE CHANGE
FACS 116 Foodservice Management.
Study of financial, facility, human resource management
in commercial and noncommercial foodservice operations. Application
of accounting principles, evaluation and selection of equipment,
layout and design, and principles and practices of human resource
management as an entry-level manager. Lecture, discussion,
field trips, four hours. Prerequisite: FACS 011, FACS
110 or instructor permission. Spring only. 4 units. Justification: Change course classification from
discussion/field study to lecture/discussion (with field trips).
It is difficult to locate and supervise placements for this high
enrollment class. The competencies for Foodservice Management
were recently revised by the Commission on the Accreditation of
Dietetics Education (CADE) and are part of the core curriculum
of the Didactic Program in Dietetics at CSUS. The contact hours
will remain as 4 units in order to allow for adequate coverage
of the increased course content as required by CADE and opportunity
for field trips.