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LIST #7 - 2005/2006

COLLEGE OF CONTINUING EDUCATION

PROPOSED PROGRAM & COURSE CHANGES


The Curriculum Subcommittee will meet on
Tuesday, May 9, 2006, at 1:30 in SAC 275
to review the Program Change Proposals contained in this list.
(Response due to Academic Affairs by noon on May 9, 2006)


COLLEGE OF EDUCATION

Department of Special Education, Rehabilitation,
and School Psychology

NEW PROGRAM

Master of Arts in Education: Workforce Development Advocacy

Justification: This advanced option in Workforce Development Advocacy is designed to compliment the existing Bachelor of Vocational/Technical Education [BVE] (the weekend program is designed for adults who are successful in their occupational roles but lack a college degree). The new option would be offered as a component of the Master of Arts degree program in the Department of Special Education, Rehabilitation and School Psychology, but delivered through the College of Continuing Education using a similar scheduling format as the BVE program (an intensive weekend schedule to which employers as well as BVE graduates have adapted). The proposed option in addition to two core courses associated with the Master of Arts Degree would total 30 credit hours. Students entering the program under this concentration would have to meet the currently established admission requirements.

Graduates of the BVE have long been requesting advanced coursework. During the summer of 2005, the College of Continuing Education executed a BVE program review in which many BVE graduates asked about a Master's degree concentration focused on adult, vocational, technical programming. Additionally, interviews and focus group sessions were held with program graduates and current program students. A sampling of employers was also surveyed. Nearly all interviewees and a significant number of employers showed interest in an advanced degree in this field. Furthermore, many respondents indicated the need for advanced preparation was becoming increasingly urgent as their job responsibilities changed and/or increased. Overall, workplace changes are now demanding advanced work for further professional advancement.


Department of Special Education, Rehabilitation,
and School Psychology

NEW COURSES

EDS 222 - Perspectives of Workforce Development: Overview of Implications for Communities of Vocational, Technical, and Adult Learners

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the Bachelor in Vocational Education). The course provides the foundation of workforce development -- an understanding of historical and theoretical perspectives of Workforce Development and draws the relationship of workforce development to vocational, technical, and adult learners.

Description: Examines the premises of workforce development and advocacy with emphases on adult learning styles and learning communities. Explores the s pecific needs of the formal and informal vocational, technical and adult learning community in an ever-changing work environment. 3 units.

EDS 223 - The Organization of the Vocational, Technical, and Adult Learning Community

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the Bachelor in Vocational Education). This course provides an overview of the what constitutes an effective learning adult learning community and also introduces the tools associated with effective assessment and refinement of model adult learning communities.

Description: Course examines foundations of learning communities through analysis of components of successful communities. Explores the use of needs assessments and projected outcomes to develop model learning communities for adults. 3 units.

EDS 224 - Workforce Assessment and Accountability: Establishing and Measuring Appropriate and Reasonable Outcomes

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the BA in Vocational Education). This course develops the background and skills necessary to effectively evaluate workforce settings and programs by exploring the aspects of selection, use, and interpretation of qualitative and quantitative tools for use with adult learning communities. To be an effective workforce development advocate, one must have a working knowledge of assessment and accountability as it relates to the field and that is the purpose of this course.

Description: This course explores workforce assessment and accountability. Emphasis is on the selection and use of qualitative and quantitative tools that are most appropriate for adult learning communities along with interpretation and reporting findings. 3 units.

EDS 226 - Resource Management and Enhancement for the Workforce Development Advocate

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the BA in Vocational Education). This course presents information related to the appropriate and successful management and enhancement of workforce development programs and sites. The successful advocate must be able to effectively obtain, manage, and account for all types of resources in an age of continuously changing workforce environments.

Description: Course covers resource development including means of identifying and obtaining resources as well as fundraising in support of workforce development. Also, addresses issues of program sustainability. 3 units.

EDS 227 - Issues Impacting Workforce Development Advocates

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the BA in Vocational Education). The course focuses on the issues that affect the success of workforce development advocates: leadership issues, community issues including legislation, policies and practices, and ever-changing demographics. The advocate in workforce settings must have a working knowledge of these issues

Description: Course explores the leadership issues and challenges affecting Workforce Development Advocates. Explores models of workforce advocate leadership in workforce development including aspects that impact effective decision making including legislation, changing policies and practices and ever-changing demographics. 3 units.

EDS 228 - Seminar on the Future of Workforce Development: Establishment and Maintenance of Quality Learning

Justification: One of the program courses for new option in Workforce Development Advocacy (master degree option for students who have completed the Bachelor in Vocational Education). With rapidly growing attention being given to workforce development and the associated expectations, a capstone course is needed to help the participant think about and explore workforce development establishment and maintenance from a futuristic perspective.

Description: This course explores workforce development establishment and maintenance from a current to futuristic perspective through the analysis and evaluation of training planning; emergency disaster preparedness; safety and security preparedness; implications of rapidly changing demographics and other elements. 3 units.

EDS 530 - Project in Workforce Development Advocacy I

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the BA in Vocational Education). This course is the first of two courses in which students will prepare project proposal as well as chapters one and two of the cohort project. Additionally this course is designed so students demonstrate their ability to translate program content to practice. In terms of preparation of Workforce Development Advocates, this course provides hands on practical experience.

Description: Working in a cohort group with program advisor, participants identify, develop, and research a project that is responsive to a recognized need that will have immediate impact on workforce development in a selected setting. The culminating project will be developed over a two-semester period. Part I – focuses on the identification of the agency to be served and the clarification of the product to be developed. 2 units.

EDS 531 - Project in Workforce Development Advocacy II

Justification: One of the program concentration courses for new option in Workforce Development Advocacy (master degree option for students who have completed the BA in Vocational Education). This course is the second of two courses in which students complete a major research project. Chapters three and four of the cohort project are to be completed. Additionally the course is designed so students demonstrate their ability to translate program content to practice by successfully completing the research based project and presenting it. In terms of preparation of Workforce Development Advocates, this course provides hands on practical experience.

Description: Working in a cohort group with program advisor, participants identify, develop, and research a project that is responsive to a recognized need that will have immediate impact on workforce development in a selected setting. The culminating project will be developed over a two-semester period. Part II – develops, refines, and presents the product identified EDS 530. 4 units.


Department of Teacher Education

NEW COURSE

EDTE 369M - Advanced Placement Institute: Physics B & C

Justification: Advanced Placement (AP) professional development training for teachers is not offered in the CSUS Region. The need for effective professional development has been a well-researched topic in the past decade. Professional development days are now considered a requirement for most teachers in grades K-12. By providing AP professional development opportunities, we can assure quality of instruction to college-bound students, and, ultimately, better prepare entering freshmen for their undergraduate work.

Description: The Advanced Placement (AP) Physics B & C Summer Workshop is designed for both beginning and experienced teachers of AP Physics B & C. Specifically, the course is organized and tailored to meet the needs of an eclectic secondary teacher population by (1) reviewing the College Board content specifications for Physics B & C courses; (2) specifying the sequence of key concepts; (3) identifying problematic areas for secondary students, including graphical and mathematical issues; (4) the organizing and developing of teaching models; (5) the developing of writing models for AP Physics B & C; and (5) developing and refining measurement and evaluation procedures. 2 units.

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