COLLEGE OF ARTS & LETTERS

Department of Foreign Languages

NEW COURSES

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.