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LIST #7 - 2008/2009

PROGRAM CHANGE PROPOSALS
UNDERGRADUATE & GRADUATE


The Curriculum Subcommittee will meet on
Tuesday, April 14, 2009, at 1:30 in SAC 275
to review the Program Change Proposals contained in this list.
(Response due to Academic Affairs by noon on April 14, 2009)


 

Program Proposals

Past Program Proposal Lists:

 






 

 

 

COLLEGE OF ARTS & LETTERS

Film

SUBSTANTIVE CHANGE

B.A. Film

Justification:

The total number of units and required core units will remain the same with the following changes.

We submit the program change in order to reflect the cross-listing of required courses with the FILM hegis code.  This will allow for students to find the FILM core courses listed under a single major in the Class Schedule.

ComS 126, Capturing and Editing Digital Media is a course that has been recently reconfigured for the Communication Studies New Media major.  It emphasizes video editing, effects, and graphics for video and multimedia projects.  The Film Committee believes that a course that focuses in the area of multimedia veers too far from the focus of the Film program, so it has been removed from the area requirements.  If a student has a particular interest in this area the course can be taken as an elective when a Film advisor deems it appropriate.  The Film Committee has added ComS 141, Theory of Film/Video Editing to the area requirements in place of ComS 126.  This course also emphasizes editing and post-production but does so as it relates to cinematic technique.

ComS 127, Producing and Directing for Television focuses on the operations of a television studio, three camera shoots, and lighting for television.  The Film program now emphasizes cinema rather than television, so the Film Committee opted to removed this course from the area requirements.  If a student has a particular interest in this area the course can be taken as an elective when a Film advisor deems it appropriate.

ComS 130, Staging and Lighting for Digital Video has replaced ComS 127 in the area requirements.  It is a rigorous course that covers all aspects of lighting for video for both work in the studio and on location.  The emphasis of this course is on the conventions of cinema rather than television, so the Film Committee decided that it is a much more appropriate course for the program than 127.

ComS 128, Non-Studio Television Production still remains a part of the area requirements for Digital Film/Video Production, but has been removed from the area requirements for the Film Studies concentration.  It is a course specifically designed for future professionals in the field of Video Production and therefore much more appropriate for production majors.

We have added two options to the area requirements as well:

ComS 157/Art 147 Video Art, a course that focuses on the theory, history, and practice of Video as an art form.  This course explores the relationship betwen the art world, video, and experimental film and serves as a foundation for the pursuit of individual creative projects. The Film Studies Committee agreed to include this production option, because it serves as a practical component to the core course: Avant Garde Cinema that explores historic and contemporary experimental and non-narrative works.  Video Art allows the students to create their own works within that tradition.

Film/Com 129 Video Production Management.  This course examines the history, development, and current practices of all aspects of a Film/Video production management team including the assistant director, production manager, and script supervisor.  The Film Committee decided to add this course to the list of area requirements, because this area of film/video production is vital to the process.

 

 

COLLEGE OF EDUCATION

Child Development

NON-SUBSTANTIVE CHANGE

MA, Child Development

Justification:

This proposal is to add one new CHDV course (CHDV 292) to the list of required courses for students opting for the Examination for their culminating experience.  Currently, exam option students are required to take an additional elective to meet the unit requirements for the program.   We would like to replace the elective with CHDV 292.   The course is designed to provide preparation for students taking the exam.   We believe the course will provide necessary academic and social support and improve student performance on the exam.

 

Special Education, Rehabilitation, School Psychology and Deaf Studies

NON-SUBSTANTIVE CHANGE

Bachelor Of Career Technical Studies

Justification:

The Bachelor of Vocational Education (BVE) degree program has been offered by CSU Sacramento since 1994.  The program was designed for vocational/occupational instructors with professional and teaching experience wishing to obtain a bachelor’s degree.  In 2008, The California State Board of Education, The Board of Governors of the California Community Colleges, and the United States Department of Education approved The 2008-2012 California State Plan for Career Technical Education based on the vital role CTE can play in reshaping educational reform as well as workforce and economic development.

On June 12, 2008 the CSU Office of the Chancellor directed those campuses that offered the Bachelor of Vocational Education (BVE) program (Long Beach, Los Angeles, Sacramento, San Bernardino and San Diego) to discontinue their programs or transition their present formats to align with the Career Technical Education Plan and state workforce development needs.

The following factors also support this rationale:
  • The proposed title of Bachelor of Career and Technical Studies (BCTS) will better align with the goals set forth by the State Plan for Career Technical Education.

  • The proposed title will meet the growing need for a comprehensive statewide career technical education (CTE) system in response to California’s changing workforce needs and the globalization of the world’s economy.

  • In 2002 the American Vocational Association - the national association representing vocational education for the prior 77 years - changed its name to the Association of Career and Technical Education (ACTE) to keep pace with global changes and their impact on education.

  • There exists a social stigma associated with the obsolete term vocational as numerous underrepresented student populations have been tracked into such programs for more than a century. This is borne out by the educational literature.

  • The proposed title will be in line with the CSU’s mission of Working for California and its critical role in preparing the state’s workforce.

 

 

COLLEGE OF HEALTH & HUMAN SERVICES

Kinesiology and Health Science

SUBSTANTIVE CHANGE

General Physical Education Option

Justification:

Adding 1 unit to the required upper division course (27 units) and reducing the electives requirement by one unit to 7 units.

In order to meet the California Commission of Teacher Credentialing standards for subject matter competency in physical education a one unit cardiopulmonary resuscitation class (KINS 122B) must be added to the existing program.

 

Division of Nursing

SUBSTANTIVE CHANGES

Undergraduate Generic Nursing Program Change in Acceptance Criteria

Justification:

The Division of Nursing requests changes in the criteria for acceptance to the nursing program.   The changes approved by the faculty are:

A. Change the Nursing GPA calculation used to rank candidates from “most recent 30 graded semester units, plus prerequisites taken prior to the last 30 graded semester units” to “GPA of the prerequisite and co-requisite courses completed at the time of application.”

Justification: (a) The change from an overall GPA calculation to a simple calculation based on a specific set of courses will significantly reduce the human resources required to process admissions applications.  (b) The change will also allow for implementation of comprehensive online application programming which will automatically perform the Nursing GPA and total admission points calculation subject to verification by admissions staff, and decline a candidate at the time of application if minimum criteria are not met.   (c) The majority of the CSU nursing programs use a simple GPA calculation on a specific set of courses, not an overall GPA, as part of the criteria to rank candidates for admission.

B. Change In-Progress Policy from “no more than two science and two non-science prerequisite courses, four total, may be in progress in the semester prior to enrollment in the Clinical Nursing program” to “completion of six of the eight specific courses listed under Pre-Clinical Courses is required to be eligible. Two pre-clinical courses may be in progress at the time of application.”

Justification:Based on the change requested in A (above) the student would need to complete a minimum of 6 pre-clinical courses and this constitutes a more realistic determination of eligibility than only 4, which would be only half of the required courses.

C. Increase minimum GPA required from 3.0 to 3.3.

Justification: The GPAs of the selected students over the last five semesters was 3.435, 3.527, 3.489, 3.373, and 3.326 to a 4.0.

Last semester the Division processed 387 applications for 60 positions in the nursing program.  It does not seem ethical to have that number of students anticipating being accepted into the program.  Changing the GPA would give applying students an accurate measure of their potential success in being accepted to the program.

D. Reduce the number of Test of Essential Academic Skills (TEAS) attempts allowed from “unlimited” to “three within a five-year period preceding the Supplemental Nursing Application deadline.”

Justification: Limiting the number of TEAS attempts allowed will reduce the human resources required to facilitate the assessment, reduce student fees, and also will encourage students to properly prepare and study prior to taking the assessment.  CSU Humboldt and many of the community colleges have instituted limits on the number of attempts allowed prior to application.

The following data were provided from ATI, the testing agency that issues the TEAS, and are based on TEAS data from May 1, 2005 to May 1, 2008 and include only those that took the test multiple times.

 

Master of Science in Nursing

Justification:

The graduate program in nursing was reviewed to assure inclusion of the Essentials for Graduate Education in Nursing as adopted by the American Association of Colleges of Nursing and the accrediting body, the Commission on Collegiate Nursing Education.  In this review, some redundancies in the curriculum were discovered.  The changes in the core for the graduate program serve a variety of purposes:

  1. Eliminate all 2 unit courses that increase program costs for students.
  2. Eliminate redundancy in the curriculum.
  3. Assure inclusion of the Essentials for Graduate Programs in Nursing.
  4. Reduce overall units required for completion of the Graduate Program in Nursing.
  5. Update course content to include content Germaine to the profession of Nursing at the graduate level and eliminate content not relevant to the advanced practice of Nursing.
  6. Alignment of the curriculum with the outcome measure of the comprehensive examination for the culminating experience.

 

 

COLLEGE OF SOCIAL SCIENCES & INTERDISCIPLINARY STUDIES

Peace and Conflict Resolution

SUBSTANTIVE CHANGE

Peace and Conflict Resolution Minor

Justification:

This proposal adds two new courses to the general requirements for the Peace and Conflict Resolution minor in SSIS.  Government 143 (Causes of War, Causes of Peace) will become a core course required for all minors and CRJ 196M (Restorative Justice and Conflict Resolution) will be added to a list of required courses from which minors can choose.  Because of the addition of Government 143 as a required course and to maintain the 21 unit requirement, the number of electives for the minor has been reduced from twelve to nine units.  This proposal improves the universality of the minor while maintaining its interdisciplinary nature and enhances the advising component of the minor.