jump to contentAcademic Affairs  
sac state homeadmissionsabout sac stategiving a giftsite indexcontact us

LIST #4 - 2006/2007

COURSE CHANGE PROPOSALS

UNDERGRADUATE & GRADUATE

If there are no objections reported to Academic Affairs by noon on Tuesday, February 13, 2007 the Course Change Proposals listed below are approved as submitted. The Curriculum Subcommittee will meet on Tuesday, February 13, 2007, at 1:30 in SAC 275 to review the Course Change Proposals contained in this list.


Course Change Proposals:
Past Program Change Proposal Lists:

COLLEGE OF EDUCATION

Child Development

New Courses

CHDV 137L – Cognitive Development Research Lab

Justification: CHDV 137 is currently classified as a 4-unit lecture-discussion class. However, the classification does not accurately reflect the design and activities of this upper division course in the Child Development Major. It actually functions as a 3-unit lecture-discussion class coupled with a 1-unit lab for the purpose of student research. The class meets for three periods each week (1 hour 15 minutes each), two for the lecture-discussion and one for the research lab. Hence this change is requested to split the lecture-discussion component of the course (3 units) from the research lab (1 unit) and to reclassify the lab with an activity code of “16” (science lab) to more accurately depict the activities in which students engage. Additionally, in the new CMS scheduling system, the class and lab meetings can only be coordinated and scheduled together if the lab is appropriately classified as a “lab” course.

Description: Laboratory course to complement CHDV 137. Emphasis placed on the nature of observation, interaction, and using a scientific approach to learn about cognitive development. Classroom and field experiences related to the study of cognitive development. 1 unit

CHDV 143 – Mind and Brain in Developmental Context

Justification: The field of child development is changing rapidly, and theories of growth and development are increasingly involving physiological mechanisms. For example, theories of cognitive, emotional, moral, family, and cross-cultural development are significantly elaborated by psychobiological studies. However, few courses on campus give a comprehensive examination of the many ways in which such physiological mechanisms affect development, and vice versa. One of the main objectives of this course will be to dispel the myth that biology is deterministic, and to illustrate without question the multi-directional way in which physiology, genetics, and environment shape development over the lifespan.

Description: Investigation of the biological processes underlying child development, from conception through adolescence. Emphasis will be on the genetic, neurological, and endocrine processes related to cognition, social, and emotional development. Students will explore the bidirectional nature of psychobiological processes, with specific emphasis on the psychobiological mechanisms underlying the transaction between cultural, educational, and social-emotional related to educational, and mental and physical health functioning.
3 units

CHDV 211 – Seminar in Cognitive Development

Justification: We have a new course in our program, CHDV 210, that was intended to alternate between social and cognitive developmental topics in respective semesters. In planning to offer the course, however, we realized that having a title Social OR Cognitive Development does not make clear to students the content of the course. It will also make it difficult to track whether students are taking the same or different content if repeating the class. We are revising the original course (CHDV 210) to reflect content in social development and creating this new course (CHDV 211) for cognitive development.

Description: Advanced developmental seminar focusing on theoretical and empirical readings covering topics in cognitive development. Specific topics will be related to cognitive development of children from conception through adolescence with consideration of biological and environmental influences. 3 units

 

Course Changes

CHDV 35F– Human Development and Elementary Field Experience

Justification: The change in course activity code from “03” (lecture-discussion) to “36” (fieldwork) is requested to more accurately characterize the course experience and requirements and the nature of the instructor's supervisory responsibilities. In this course, students engage in directed field experiences in elementary school settings as part of a planned “early field experience” for potential K-6 th grade teachers. Students attend a weekly on-campus seminar designed to foster the integration of field experiences with developmental and educational theory and research. Orientations and preparatory training are provided by faculty and school personnel prior to student placement in the field, and faculty continuously work with school sites to monitor, supervise and evaluate student participation.
2 units

CHDV 132 – Fieldwork in Child Development

Justification: This is a 2-unit fieldwork class where students complete 40-hours of directed field experience in settings related to their career choices (e.g., classrooms, counseling centers, clinical settings). The class currently has a classification activity code of “03” (lecture-composition) and this request is to change the activity code to “36” (fieldwork) to more accurately reflect student requirements in the course and the supervisory responsibilities of the instructor.
2 units

CHDV 137 – Cognitive Development

Justification: CHDV 137 is currently classified as a 4-unit lecture-discussion class. However, the classification does not accurately reflect the design and activities of this upper division course in the Child Development Major. It actually functions as a 3-unit lecture-discussion class coupled with a 1-unit lab for the purpose of student research. The class meets for three periods each week (1 hour 15 minutes each), two for the lecture-discussion and one for the research lab. Hence this change is requested to split the lecture-discussion component of the course (3 units) from the research lab (1 unit). The current request is to change the units for CHDV 137 from 4 to 3 units, and this request is accompanied by a new course proposal for CHDV 137L, which includes the additional unit. The way the course(s) is/are administered and evaluated will not change.

Description: Cognitive development of children from conception through adolescence with consideration of biological and environmental influences. Lectures, discussions and participation in such classroom activities as presentations, demonstrations and cooperative learning assignments. Note: Not to be taken the same semester as CHDV 138. 3 units

CHDV 138 – Social and Emotional Development

Justification: CHDV 138 is currently classified as a 4-unit lecture-discussion class. However, the classification does not accurately reflect the design and activities of this upper division course in the Child Development Major. It actually functions as a 3-unit lecture-discussion class coupled with a 1-unit lab for the purpose of student research. The class meets for three periods each week (1 hour 15 minutes each), two for the lecture-discussion and one for the research lab. Hence this change is requested to split the lecture-discussion component of the course (3 units) from the research lab (1 unit). The current request is to change the units for CHDV 138 from 4 to 3 units, and this request is accompanied by a new course proposal for CHDV 138L, which includes the additional unit. The way the course(s) is/are administered and evaluated will not change.

Description: Study of the social and emotional development of children from conception through adolescence with consideration of biological and environmental influences. Lectures, discussions and participation in such classroom activities as presentations, demonstrations and cooperative learning assignments. Note: Not to be taken the same semester as CHDV 137. 3 units

CHDV 138L – Social and Emotional Development Lab

Justification: CHDV 138 is currently classified as a 4-unit lecture-discussion class. However, the classification does not accurately reflect the design and activities of this upper division course in the Child Development Major. It actually functions as a 3-unit lecture-discussion class coupled with a 1-unit lab for the purpose of student research. The class meets for three periods each week (1 hour 15 minutes each), two for the lecture-discussion and one for the research lab. Hence this change is requested to split the lecture-discussion component of the course (3 units) from the research lab (1 unit) and to reclassify the lab with an activity code of “16” (science lab) to more accurately depict the activities in which students engage. Additionally, in the new CMS scheduling system, the class and lab meetings can only be coordinated and scheduled together if the lab is appropriately classified as a “lab” course.

Description: Laboratory course to complement CHDV 138. Emphasis placed on the nature of observation, interaction, and using a scientific approach to learn about social and emotional development. Classroom and field experiences related to the study of social and emotional development. 1 unit

CHDV 144 – Community Service Learning in Developmental and Educational Settings

Justification: The change in course activity code from “02” (lecture-discussion) to “36” (fieldwork) is requested to more accurately reflect student requirements in the course and the supervisory responsibilities of the instructor. This is a service learning course designed to provide students with a range of directed and supervised experiences in community-based developmental and educational settings. Students may register for 1-3 units of credit each semester, based on the number of field hours they choose to complete. The supervised field experiences are complemented with classroom activities designed to mediate students' understanding of the children, families and contexts in which they provide service.
1-3 units

CHDV 194 – Cooperative Education Experience

Justification: The change in course activity code from “05” (seminar) to “36” (fieldwork) is requested to better reflect the requirements of the course and the instructor's supervisory responsibilities. This is a career-oriented apprenticeship course designed for students to acquire supervised experience in their chosen career field. Students register for 3 units of credit, and complete 60 hours of work in their field of choice (usually classroom settings, but may be clinical or counseling). Faculty provide preparatory training for students prior to beginning the field experience, and also work with site supervisors to offer continuous monitoring, supervision and evaluation of student engagement and participation at the community site. 3 units

CHDV 200B – Analytical Strategies

Justification: This is a 1-unit lecture computer-research lab linked with CHDV 200A (Proseminar in Child Development). The class currently has a classification activity code of “05” (seminar) and this request is to change the code to “16” (science lab). The purpose of the change in classification code is to more accurately reflect the nature of the 1-unit class activities, and also so that research lab meetings can be coordinated with its accompanying course, CHDV 200A, in CMS. Under SIS+ the department could link the seminar and lab components, but this can only be done in CMS with the designation of “lab” course. 1 unit

CHDV 210 – Seminar in Social Development

Justification: In planning to offer the course, we realized that having a title Social OR Cognitive Development does not make clear to students the content of the course. It will also make it difficult to track whether students are taking the same or different content if repeating the class. We are thus revising this course to reflect content in social development and creating a new course for cognitive development (CHDV 211).

Description: Advanced seminar focusing on theoretical and empirical readings covering topics in social/emotional development. Potential topics may include social and emotional development of children from conception through adolescence with consideration of biological and environmental influences. 3 units

Special Education, Rehabilitation & School Psychology

New Courses

EDS 099 – Special Problems

Justification: No avenue at Sac State currently exists for a lower division student to explore the issues, topics, and potential careers that involve exceptional populations under the direction of an EDS faculty member. This designated independent study would allow freshman and sophomores to begin to focus on said populations in a manner that mirrors upper division (i.e., EDS 199) efforts in this field.

Description: Individual projects designed especially for lower division students capable of independent study. Focus is on issues and topics involving exceptional populations. Note: Departmental approval required. Graded Credit/No Credit.
1-3 units

 

COLLEGE OF ENGINEERING & COMPUTER SCIENCE

Computer Science
Course Changes

CSC 8 – Introduction to Internet Technologies

Justification: Four words have been added to the catalog description: “Internet applications such as…”

Description: Internet applications such as Email, instant messaging, file transfer, secure communications, the Web, and related tools and protocols. Basics of the Web-publishing process and methods used to locate authoritative information on the Internet. Webpage design, Internet security and emerging/declining technologies on the Internet. 3 units.

CSC 8S – Self-Paced Introduction to Internet Technologies

Justification: Four words have been added to the catalog description: “Internet applications such as…”

Description: Same material as CSC 8, Introduction to Internet Technologies. Provided by electronic means in addition to meetings for orientation, laboratory demonstrations, and tests. Internet applications such as Email, instant messaging, file transfer, secure communications, the Web, and related tools and protocols. Basics of the Web-publishing process and methods used to locate authoritative information on the Internet. Webpage design, Internet security and emerging/declining technologies on the Internet. Graded Credit/No Credit.

CSC 204 – Data Models for Database Management Systems

Justification: Catalog description is being updated to reflect current content.

Description: Database management system (DBMS) architecture; database file organizations and access methods; the relational model and relational algebra; SQL query language; introduction to query optimization; concurrent transaction processing and backup and recovery; applications using embedded SQL, object types, and stored procedures; database analysis and design notations: EER, UML, and XML; web database environments; database security and administration throughout course. Not intended for students who have completed CSC 174.
3 units

EEE 239 – Advanced VLSI Design-For-Test II

Justification: To build a greater knowledge depth among students of CMOS logic and VLSI fabrication, assembly and test operations. These are items that would make our students more competitive in the electronics industry.

Description: Advanced topics in VLSI testing and Design-For-Test applications. Memory-specific test methodology and special features of memory designs employed in high volume manufacturing for improved testability, yield, and reliability. VLSI failure modes, their detection and prevention. Application of trim, redundancy, wear-leveling and error correction. 3 units

Mechanical Engineering

New Courses

ENGR 45W – Engineering Materials Workshop

Justification: ENGR 45 is a computationally extensive course and the students need more help in problem solving. A formal workshop structure will facilitate students' acquisition of the appropriate problem solving technique. This course was offered in the last two semesters and was well received by the students. The enrollment was 27 each time. The course no. should be changed to conform to other ENGR workshop courses.

Description: Problem solving and discussion of topics in materials science to enhance students' understanding of subject matter. Activity two hours. 1 unit

ME 177 – Product Design & 3D Parametric Solid Modeling

Justification: Modern product design process uses many computerized tools and 3D parametric solid modeling CAD systems have become a center of the process. More and more companies require mechanical engineers be familiar with at least one 3D CAD system. The skill is now included in the basic job descriptions for the careers of mechanical engineers, and it is expected that the requirement for the skill will grow in the future. An experimental course, ME196Q, was offered twice, and the enrollments were high (27 in 2004 Fall, 22 in 2006 Spring) and the student's responses have been very positive. This course will help the students equip with the hands-on skills, make them more competitive in their future job market.

Description: An introduction to Solid Modeling and its application to the mechanical product design. Digital product development using 3D Parametric Solid Modeling tools. The course also covers component and assembly design, basic drawing creation. Reverse design project engineering investigating the effects of variations in geometry, dimensions, and material selection. Lecture 2 hours, Lab 3 hours.
3 units

ME 259 – Introduction to Computational Fluid Dynamics

Justification: Increase in the knowledge of students in computational fluid dynamics is desired in the Department of Mechanical Engineering. Graduate students and qualified senior level undergraduate students will learn to utilize the leading software packages to simulate and analyze a wide range of thermal-fluid systems. This course will also help to satisfy part of the accreditation requirement in ABET learning outcome C. This course was offered two times as an experimental course-ME296I, and was well received by students with a reasonable enrollment of 13 in Fall 2005 and 10 in Fall 2006 at the graduate level.

Description: Fundamentals of computational fluid dynamics, modeling of physical processes, including the fluid flow, heat and mass transfer, and computer skills. Basic concepts of numerical analysis using computer, including the solutions of ordinary and partial differential equations. Basic hands-on experience on using commercial computational fluid dynamics software packages. 3 units


COLLEGE OF SOCIAL SCIENCES & INTERDISCIPLINARY STUDIES

Environmental Studies

Course Changes

BIO 175 – Aquatic Pollution Assessment

Justification: The Biological Sciences Department has changed its prerequisites for the biology courses required in our major and minor. Students need to take Chemistry 1A to meet these requirements and since Chemistry 1A is a stronger course than Chemistry 6A, we will make the prerequisites for our other courses consistent with this requirement. Change the Course Classification from C13 to C04, C16
3 units

Return to Top of Page