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LIST #7 - 2006/2007

PROGRAM CHANGE PROPOSALS
UNDERGRADUATE & GRADUATE


The Curriculum Subcommittee will meet on
Tuesday, May 8, 2007, 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 8 , 2007)


 

Program Proposals

Past Program Proposal Lists:

 

 

 

 





 

A COLLEGE OF ARTS AND LETTERS

ART

SUBSTANTIVE CHANGES

BA in Studio Art

Justification:

The Studio Art Program has concluded, after three years of assessment activity, that it is essential to increase the units required for the Bachelor of Arts degree in Studio Art. The program change will increase the required units from 48 to 60. The desire to offer a vital learning environment, in which students may prepare for the increasingly competitive rigors of the world they will face after graduation, has been the underlying intention guiding our design of the new program. With the steady proliferation of 60 unit and BFA programs both inside the CSU system (Chico 60, Long Beach 63) and outside on a national level, our students find themselves competing with those who have had a broader and more concentrated educational experience. The reality of this situation has already been acknowledged in the College of Arts & Letters here at CSU Sacramento by implementation of 60 and above unit degrees in Design (69 units BS) and Music. As discussed below, the Art Education program in our own department has recently been required by the CCTC to adopt a 60 unit program. While the changes to the program will be discussed in detail below, simply stated, the additional units will direct students to increase their commitment to a specific medium or area of study. It should be noted, however, that this unit increase retains the Liberal Arts character of the degree and falls short of the professional BFA degree by twelve units.

NON-SUBSTANTIVE CHANGES

Art (New Course: Art 142, 3D Computer Modeling)

Justification:

This Program Proposal is needed to insert a new course, ART 142, into the BA and MA programs in Art (as an upper division elective, not as a core requirement) ART 142 will introduce students to 3D computer modeling techniques. There is currently no dedicated course in 3D computer modeling at Sacramento State. ART 142 (cross-listed as CSC 126) is intended to be the first of three courses that will develop a program of offerings that utilize 3D computer modeling software: 3D Computer Modeling (ART 142), 3D Computer Animation (ART 143, in development) and Interactive Game Design (CSC 125, in development). The course will serve students in the Studio Art concentration (for example: Electronic Art, Metals, and Sculpture) and in Computer Science (for example: Computer Graphics and Computer Games). It is also of interest to students in Communications and Graphic Design. Art and Computer Science faculty have identified a huge demand for courses in 3D Computer Modeling and Game Design. Art and Computer Science students are continually requesting offerings in these areas. This course is intended to begin to address this need.

 

English

SUBSTANTIVE CHANGES

Certificate - Advanced Study in Teaching English to Speakers of Other Languages (TESOL)

Justification:

The TESOL Certificate has two options, both of which are being changed.
Changes to option A:

  • reduce overall number of credits from 18 to 15
  • remove graduate courses from program (ENGL 215A, ENGL 215C, ENGL 215D, ENGL 210B)
  • reduce required courses from 12 units to 9 units by deleting ENGL 195A/410A
  • add two required pedagogy courses chosen from ENGL 110C (Technology in Second Language Teaching), ENGL 125E (Academic Reading & Writing in the Second Language) and ENGL 125F (Teaching Oral Skills)

Rationale:  The current curriculum for Option A requires two electives to be taken from a list of four graduate courses. However, the vast majority of students who complete Option A are undergraduate students in the Department of English, for whom graduate coursework is often extremely challenging. The changes proposed here serve three curricular purposes:

  1. they ensure that all classes for Option A will be at an appropriate level for undergraduate students;
  2. they add two new courses to the curriculum (ENGL 125F and ENGL 110C) which will ensure adequate coverage of TESOL theory and introductory training in TESOL pedagogy for the program's intended audience
  3. the new courses allow the overall number of units required for Option A to be reduced without sacrificing breadth of content coverage. (NOTE: It is expected that Certificate students who wish to receive a deeper knowledge of TESOL theory and pedagogy will continue on to the MA TESOL where the content of ENGL 110P, ENGL 125E and ENGL 125F is greatly expanded upon.)

Changes to Option B:

  • delete ENGL 200D (Materials and Methods of TESOL Research) as an elective
  • add ENGL 210C (Technology in Second Language Teaching) and ENGL 200E (Curriculum and Assessment Design for the Language Classroom) as possible electives
Rationale:  The target audience for Option B--graduate students who want to teach ESL composition--need a wide range of pedagogical skills to meet workplace demands for curriculum design, assessment, and the integration of technology into classrooms. Adding ENGL 210C and ENGL 200E will permit Option B students to receive training in at least one of these vital areas. ENGL 200D is being deleted from the list of electives as its focus on research  design does not match the pedagogical focus of Option B.  

Teaching English to Speakers of Other Languages (TESOL) Minor

Justification:

The TESOL Minor serves an audience of undergraduate students who are not English majors. As currently constituted, the TESOL Minor provides teaching experience through ENGL 195A, which places students as tutors in the English Department's writing center. However, the TESOL program has found that the majority of students who opt for the TESOL minor are more interested in teaching oral skills than in tutoring writing. To address this need, the TESOL program proposes substituting a new course, ENGL 125F Teaching Oral Skills, for ENGL 195A. This new course will provide training in both the theory and practice of teaching oral skills.

Masters of Arts - TESOL

Justification:

Change to prerequisites:

  • Substitute Engl 120S for Engl 120A as a program prerequisite

Rationale: Currently, the TESOL Program requires students to have taken ENGL 120A prior to beginning graduate coursework. However, the majority of students who enter the program do not come from a social science background and often struggle with the methods of organization, argumentation, and citation required when writing in a social science  discipline such as applied linguistics. Since Engl 120A does not specifically address writing in the social sciences, the TESOL Program has developed Engl 120S to better prepare its students for discipline-specific writing.

Changes to Courses Taken
Required Courses

  • Maintain the number of units of required courses at 24 units
  • All students complete ENGL 200D and ENGL 410B (both were previously required).
  • In addition, students select 18 units (i.e. six courses) from a list which includes  all the remaining courses that were previously required (ENGL 210B, ENGL 210G, ENGL 215A, ENGL 215B, ENGL 215C, ENGL 215D) plus an additional course (ENGL 200E)

Electives

  • Create a list of approved electives from which students choose their two electives; students may substitute one graduate/upper division course for a course on this list with the prior approval of the TESOL Coordinator.

Rationale:
Because of the areas of specialization of recent new hires, the English Department has been able to expand the range of applied linguistics and pedagogy courses that it offers to include:

  1. important topics that had not previously been covered (e.g. ENGL 200E Curriculum and Assessment Design for Language Classrooms, and the proposed course ENGL 210C Technology in Second Language Teaching)
  2. new opportunities for internships (e.g. ENGL 410L Internship in Teaching Reading).

The changes proposed here formally integrate those new offerings into the MA TESOL curriculum . In particular, the addition of ENGL 200E into the list of required courses reflects a growing awareness of the importance of curriculum and assessment design in the field of SLA.

Change to Culminating Experience

  • Delete ENGL 500 as an option for the culminating experience requirement (see separate course change proposal for ENGL 598T)
Rationale:  The TESOL Program is not changing the options for the culminating experience; all students will choose from a thesis, a project, or a comprehensive exam. It is, however, changing the course for which students register if they are pursuing  the thesis or project options. Currently, TESOL students who choose the thesis or project options register for ENGL 500. However, this course is supervised by the Coordinator of the MA English program rather than the TESOL Program Coordinator, which causes administrative issues and has delayed graduation. Requiring all TESOL students to register for a single TESOL culminating experience (ENGL 598T)  should alleviate this situation.

 

 

COLLEGE OF BUSINESS ADMINISTRATION

Management Information Systems

NON-SUBSTANTIVE CHANGES

Minor in Knowledge Management Technology

Justification:

Remove ECON 145 from minor (per the request from the Economics department).

 

Marketing Area

NON-SUBSTANTIVE CHANGES

BSBA, Marketing Concentration

Justification:

Delete GM 196 and replace with  MKTG 196 as elective course in section “(3)   Select one of the following:” Prior to the restructuring of the College of Business Administration, GM 196 carried a department prefix of  MGMT 196.  Here, MGMT 196 served as a “catch-all” course for experimental (new) courses for Finance, International Business, Strategic Management, Insurance, Operations Management and Marketing.  Unlike MGMT 199 which had a suffix code (A-D) to identify each experimental course by concentration, MGMT 196 did not have such designations.  Each time a new MGMT 196 was offered, the Marketing area faculty voted to approve or not approve the course as an “accepted” elective for the Marketing Concentration.   Where applicable, undergraduate course prefixes are now based on CBA concentrations, e.g.., MKTG for Marketing courses.  As such a new concentration-specific 196 is being offered (see New Course Proposal for MKTG 196 attached) to replace GM 196 as an elective in the Marketing Concentration.

 

Master of Business Administration

SUBSTANTIVE CHANGES

MBA, Management Computer Application Concentration

Justification:

The MSBA/MIS program has been approved to have a substantial change starting in Fall 2007.  The MBA with MCAP concentration has to be updated drawing upon the courses from the new curriculum of MSBA/MIS.

 

Operations Management/ Decision Sciences

NON-SUBSTANTIVE CHANGES

BSBA, OPM Concentration

Justification:

Requested Change:  Add  OPM 196 as elective courses in section “(3)  Select one of the following:”and add  OPM 194 as an alternative to the required course, OPM 195. Before the College of Business reorganized, operations management students were housed in the Department of Management and enrolled in MGMT 196 for an experimental offering in the operations management area, or in MGMT 194 for cooperative education experience.  MGMT 196 and MGMT 194 served as “catch-all” courses for experimental (new) courses and cooperative education courses  for Finance, International Business, Strategic Management, Insurance, Operations Management and Marketing.  After the reorganization, course designations were changed to reflect concentration, and not department.  Therefore, these courses need to be added for students who are concentrating in operations management.

 

 

COLLEGE OF EDUCATION

Sp. Ed., Rehab., & School Psych.

NEW PROGRAM

Bachelor of Arts Degree in American Sign Language/Deaf Studies

Justification:

This proposal is for a major in ASL/Deaf Studies within the Department of Special Education, Rehabilitaion & School Psychology. There is a need for people with signing skills to become interpreters, teachers, counselors, audiologists, etc. working with the deaf. These people require background knowledge and training in sign language and the Deaf community in order to properly do their jobs within the sociocultural context. Currently, there are no such degree programs in northern California providing this educational background. In addition, with new legislation to take effect in the next several years, persons working as sign language interpreters at the K-12 level must earn a Bacherlor's degree in order to remain certified, and this major will help these interpreters meet their certification requirements, while improving their skills and knowledge related to their field.

 

 

COLLEGE OF ENGINEERING AND COMPUTER SCIENCE

Computer Science

NON-SUBSTANTIVE CHANGES

Certificate of Academic Achievement in Information Assurance and Security

Justification:

Add CSC 236, Formal Methods in Software Engineering, as one of the courses that students can select. 

 Justification:  Formal methods are used in part to develop trusted systems, which are an integral part of information assurance.  CSC 236 routinely covers the material of formal methods for the engineering of secure software.  In addition, the course usually has the latest research results in the area of formal methods for security presented by experts.  Thus inclusion of this course in the certificate program will enhance the certificate. 

M.S. in Computer Science

Justification:

Add CSC 134, Database Management and File Organization, to the program admission requirements. 

This requirement will ensure better preparation for graduate course work and better evaluation of applicants’ overall academic background.  Because almost all graduate program applicants have database course background, the addition of this requirement will not adversely impact the number or expectations of applicants. 

M.S. in Computer Science

Justification:

Description:  Add CSC 165 to the list of restricted electives.

Justification:  New undergraduate course CSC 165, Computer Game Architecture and Implementation, should be added to the restricted electives of the MS in Computer Science program because currently there is no graduate level course in this subject area.  Adding this course to the list of restricted electives would fill a gap.  

M.S. in Software Engineering

Justification:

1.     Add CSC 134, Database Management and File Organization, to the program admission requirements.  This requirement will ensure better preparation for graduate course work and better evaluation of applicants’ overall academic background.  Because almost all graduate program applicants have database course background, the addition of this requirement will not adversely impact the number or expectations of applicants. 

2.     Remove CSC 204 from “B.  Software Engineering Electives (6 units).”  This change is intended to enhance the degree education by requiring every student in the program to take two software engineering electives from those listed in the revised list.  It does not exclude the option of taking CSC 204 as an elective because students can take it as one of the restricted electives.  

 

 

COLLEGE OF HEALTH AND HUMAN SERVICES

Kinisiology & Health Science

SUBSTANTIVE CHANGES

Health Science

Justification:

Please see attached documents.

 

Nursing

SUBSTANTIVE CHANGES

Bachelor of Science in Nursing Program

Justification:

The current RN to BSN program is integrated into the generic BS program. The courses are offered during the day when many of the returning RNs are working. In addition, the courses are such that a nurse must take off at least two days during the regular work week, thus limiting the number of RNs that can obtain the bachelor’s degree while working. More importantly, the current coursework are not tailored to address the learning needs of the experienced RNs (with the exceptions of N111A & N111B).

The Division of Nursing was awarded a contract with the Sacramento Employment Training Agency (SETA) to provide financial assistance to 50 RNs in two cohorts. Funding was also awarded to create a program that addresses the specific learning needs of the returning RNS. The goals of the new RN to BSN program are to revise the current program to be completed in one year and to increase accessibility by offering the courses in the evening and via videostreaming for the working RNs (See attached for SETA Proposal)

The existing courses for the undergraduate generic nursing program will not change. The intent is for the RN to BSN program to be a separate program within the Division of Nursing. The following documents are submitted concurrently for Academic Affairs approval in support of the program.

Form A for a numbering change for N111A/N111B to N171 with no unit changes. In this case, N111A and N111B will no longer exist as they are not included in the undergraduate generic nursing program. There is no impact to WTUs and therefore no impact to funding since N111A/N111B is simply replaced with N171.

Form A for a new course, NURS 173 Theoretical Foundations for Leadership and Management that closely mirrors the current undergraduate generic nursing course NURS 143 Leadership and Management in Nursing Practice. The funding impact is for 3 WTUs since 3 of the 6 total units are clinical units that are already incorporated into the allotment and will be shifted from NURS 143 to NURS 173. The additional 3 WTUs will be funded by the contract with SETA for 3 semesters. Subsequently, it is anticipated that the increase in FTES will off-set the additional WTUs to support the RN to BSN Program.

Form A for a new course, NURS 174 Community Health Nursing for Professional Nurses in Leadership in the Community (6 units), which replaces NURS 144 Community Health Nursing (5 units) for the RN to BSN Program only. The funding impact is for 4 WTUs since 2 of the 6 total units are clinical units that are already incorporated into the allotment and will be shifted from NURS 144 to NURS 174. The additional 4 WTUs will be funded by the contract with SETA for 3 semesters. Subsequently, it is anticipated that the increase in FTES will off-set the additional WTUs to support the RN to BSN Program

Form A for NURS 170 Basics of Nursing Research and Application (3 units) and replaces NURS 150 Research in Nursing (2 units) for the RN to BSN Program only. There will be no funding increases since NURS 170 will result in fewer sections of NURS 150 required.

Form A for NURS 178 Culminating Project (2 units). This project builds on the course content from N170, N171, N173, and N174 and will result in a community-focused project. The additional WTUs for NURS 178 are paid for by the SETA grant during the grant period. Subsequently, since NURS 155 is funded for WTUs by a faculty:student ratio, the ensuing savings in WTUs will be transferred to NURS 178—therefore, there is no financial impact to the college.


Social Work

SUBSTANTIVE CHANGES

Division of Social Work, Baccalaureate Program

Justification:

The proposed program change would be adding a needed course, Introduction to Social Work to the Bachelor of Social Work curriculum. Currently, the Division of Social Work at California State University is one of the few programs (less than 5% of accredited BSW programs do not offer an introductory course) that does not offer in introductory course. This course will be offered as both a GE course and will be considered a requisite for those who intend to declare social work as their major. Currently, the BSW program has no way of offering a bridge course to help students make an informed decision before they declare social work a major. This course not only aids students in their decision-making but also assists social work faculty in early recruitment, ultimate retention and preparation of social work majors.

This course aims to assist students to: promote knowledge about the nature of social work practice including its underlying assumptions, values, ethics, roles and activities; promote basic understanding about generalist practice; promote understanding some of the differences between conventional and progressive approaches to social work; to promote understanding more about themselves in regard to social work; to promote some familiarity with the work of social workers in the community.
The proposed change does not increase the total number of units needed to graduate from the social work program, the required number of units remains at 48.

 

 

COLLEGE OF NATURAL SCIENCES & MATHEMATICS

Biological Sciences

NON-SUBSTANTIVE CHANGES

Biological Sciences Minor

Justification:

We have introduced a new 10 unit introductory series for majors.  Our existing minor description is based upon the structure of our previous 11 unit introductory series.  We also have taken into account the broad range of  majors who seek a minor in Bio Sci.  The changes here provide more flexibility in the content requirements for this broad range of students and adjusts the upper division unit requirements to reflect the change in unit requirements in our introductory series.

Graduate Program

Justification:

The Department of Biological Sciences has approved several non-substantive changes to its graduate admission requirements and application procedure.  Changes in admission requirements are provided in Attachment #1.  Changes to the department’s application procedure are described in Attachment #2.  Attachment #3 is the catalog copy showing the changes in admission requirements and application procedure.

 

 

COLLEGE OF SOCIAL SCIENCES & INTERDISCIPLINARY STUDIES

Public Policy and Administration

NEW PROGRAMS

Concentration in Judicial Administration

Justification:

Offer a new graduate level concentration in judicial administration (see attachment for justification)

Certificate in Judicial Administration

Justification:

Offer a new graduate level certificate in judicial administration (see attachment for justification)

 

Psychology

NON-SUBSTANTIVE CHANGES

Behavior Analysis Certificate Undergraduate

Justification:

Four undergraduate courses are currently required for the CSUS Certificate in Behavior Analysis. One of these courses, Psyc 195E “Fieldwork in Applied Behavior Analysis” no longer meets the requirements for the national certification board. Currently students work on-site and meet periodically with the supervising faculty member. The Behavior Analysis Certification Board requires that students taking the on-site experience (called University Practicum) meet together as a group in a class. Therefore, we are changing the fieldwork to a fieldwork class and calling it Practicum to be consistent with the national guidelines. Although our Behavior Analysis Program is approved our fieldwork course is not approved. This disadvantages our students who need 1000 hours of supervision to sit for the national examination to become Board Certified Associate Behavior Analysts. The certification has become a standard for employment in the field of applied behavior analysis.

Behavior Analysis Certificate Graduate

Justification:

Four graduate courses are currently required for the CSUS Certificate in Behavior Analysis. One of these courses, Psyc 295E “Fieldwork in Applied Behavior Analysis” no longer meets the requirements for the national certification board. Currently students work on-site and meet periodically with the supervising faculty member. The Behavior Analysis Certification Board requires that students taking the on-site experience (called University Practicum) meet together as a group in a class. Therefore, we are changing the fieldwork to a fieldwork class and calling it Practicum to be consistent with the national guidelines. Although our Behavior Analysis Program is approved our fieldwork course is not approved. This disadvantages our students who need 1500 hours of supervision to sit for the national examination to become Board Certified Associate Behavior Analysts. The certification has become a standard for employment in the field of applied behavior analysis.

 


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