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LIST #5 - 2008/2009


The Curriculum Subcommittee will meet on
Tuesday, February 10, 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 February 10, 2009)


Program Proposals

Past Program Proposal Lists:






English Major (B.A. in English)


The GE Writing Intensive Requirement currently reads:

Most of these courses also meet specific GE requirements in Areas B-E.  This requirement may be met by courses in the major or GE as specified by your major department.  If the requirement is met by a major course, the units may not be counted toward the 9 unit upper division GE requirement.  [See Overlap policy that allows for no more than 9 units of overlap between major and GE.] Prerequisite: a passing score on the Writing Proficiency Exam or successful completion of Engl 109M or 109W.

The English Department currently allows our majors to take their WI course either in the major or out of it.  We offer eleven courses designated Writing Intensive.

Proposal: The English Department will require that the Writing Intensive “supervenient requirement” will be fulfilled by its majors in the major, only.

Requiring that the upper division GE writing requirement be fulfilled in the major accomplishes the following:

  • Sets up an appropriate writing sequence including Engl 120A which reinforces a broad foundation of writing in the major, the Writing Intensive course which gives students additional focused writing instruction and practice in Literary Studies, and Engl 198T which provides the “capstone” writing experience.

  • Provides writing instruction in the discourses of English Studies

  • • Provides writing instruction consistent with English Department Writing Outcomes, Pedagogy and Criteria




Bilingual/Multicultural Education


Master of Arts in Education, Multicultural Education


In the past, BMED’s master of arts program in education contained different strands, reflecting a desire to serve both teachers (traditional strand) and those working in venues (e.g., community organizing) not in a school setting (non-traditional strand).  In spring 2008, we consolidated these strands and made several modifications in course delivery.  With the consolidation of the program, there is no longer a need to have courses labeled with letters (e.g., 245A), which in the past denoted a course for the “traditional” strand.  Thus, we would like to change the name of EDBM 245A: Advocacy and Change in Multicultural Communities -> EDBM 245: Advocacy and Change in Multicultural Communities (simply dropping the “A”.)  There are no changes in course content or objectives; the name change is solely being made so that students will not be under the impression that the program contains a traditional and non-traditional strands.


Special Education, Rehabilitation, School Psychology and Deaf Studies


Education Specialist (Ed.S.): School Psychology


This program is mistakenly listed as an Education Specialist degree when the correct wording is Specialist in Education.  It is critical that the correction be made to eliminate any confusion between this degree and the Education Specialist Credential in Special Education.

This proposal is only to correct the title of the degree and to change it from Education Specialist to Specialist in Education (Ed.S.).  There will be no change to the approved program.

The program should be listed in the catalog as Specialist in Education (Ed.S.) in School Psychology


Teacher Education


Dropout Prevention Specialist (DPS) Certificate Program


Request: The College of Continuing Education staff are requesting (a) Approval for substantive change to an existing program, and (b) Assigning the Dropout Prevention Specialist (DPS) Certificate Program to the Department of Teacher Education (Before the original DPS Certificate Program was terminated in 2004, it was offered by the College of Education’s Counselor Education Department.)

Background: The number of students leaving school without a diploma is growing at a startling rate.  Many individuals are not aware of the rising student dropout rate or the detrimental effects this trend has had and will continue to have on our entire society.  The College of Continuing Education (CCE) at Sacramento State is dedicated to helping to end this silent epidemic.  Thus, CCE has created the DPS Certificate Program to (a) Increase awareness about this growing trend; and (b) Help train Dropout Prevention Specialists who can help students at-risk succeed in completing high school and receive a diploma.  Furthermore, the DPS Certificate is required for educators to hold the position identified as SB 65 Outreach Consultant.

Program Description: The DPS Program is an academic credit certificate program designed to educate individuals dedicated to helping at-risk students succeed and increase the number of successful high school graduates.  Dropout Prevention Specialists are key players in helping students stay in school and improving the quality of our nation’s student graduates.  Students earning a DPS Certificate learn to identify potential dropouts, understand the reasons students leave school, and gain the skills to implement prevention strategies in an effective and timely manner.  These strategies are designed to integrate and involve all stakeholders (teachers, parents, and students) to prevent students from leaving school prematurely.

The DPS Certificate Program is compose of the following four, 3-unit courses:
EDTE 396D Introduction to Dropout Prevention; EDTE 396E Supporting Dropout Prevention at the Classroom Level; EDTE 396F Supporting Dropout Prevention at the School and Community Level; and EDTE 396G Comprehensive School Dropout Prevention Planning.

Justification for Approval for Substantive Change to an Existing Program: The College of Continuing Education offered the original DPS Certificate Program in October 1999 via the College of Education’s Counselor Education Department.  However, for numerous reasons, e.g., staffing concerns, personnel changes, and the inability to offer classes in identified geographic areas, the program was discontinued approximately three years ago.  The College of Continuing Education staff completely revamped the DPS Certificate Program and changed the program focus from a “counseling perspective” to one that focuses on empowering SB 65 Outreach Consultants and other school staff so they are better prepared to work with students and classroom teachers to lower the dropout rate. In addition, the instructional delivery methodology was changed from a classroom, face-to-face format to one that is delivered to students via a series of four, 3-unit classes that are delivered primarily on-line.

Justification to Change the DPS Certificate Program from the Department of Counselor Education to the Department of Teacher Education: The original DPS Certificate Program was originally offered through the Department of Counselor Education because its comprehensive counseling component; however, as previously stated, the revised program focuses on empowering SB 65 Outreach Consultants and other school staff so they are better prepared to work with students and classroom teachers to lower the dropout rate.

Fiscal Impact: None.  The program is tuition-based; thus it will have no fiscal impact on the university or the College of Continuing Education.

Space and Equipment Utilization: With the exception of several face-to-face classes, the majority of the courses will be taught on-line; thus, this program will have little or no impact on space and equipment utilization at the university or the College of Continuing Education.




Division of Nursing


RN to BSN Program in the Division of Nursing


The Division of Nursing received a grant last year to separate the RNs from the generic nursing students into a separate program; Nurs 179 is the final course in this process.  In addition to information specifically geared toward the experienced RN, the course can be offered at more convenient times for the working RNs.  Nurs 179 is being submitted as a writing intensive course to fulfill the upper division writing requirement for graduation.

Nurs 179 is replacing Nurs 169 in the RN to BSN Program only and Nurs 169 will remain a required course in the Generic Undergraduate Nursing Program.

This change will not have fiscal repercussions.




Biological Sciences


Bachelor of Arts in Biological Sciences; Bachelor of Science in Biological Sciences (All concentrations)


The Department of Biological Sciences is proposing the following change to the Bachelor of Arts and Bachelor of Science degree programs:

  • Increase in Units for General Genetics (BIO 184) from 3-4 Units
  • Decrease the elective Unit requirement within all concentrations by one unit
There is no net change in the units required for any degree program in the Biological sciences, making this a non-substantive change.

Justification: The Department of Biological Sciences is requesting a change in units for the General Genetics course (BIO 184) from 3 units to 4 units in order to increase the lecture time from 100 minutes to 150 minutes per week.  This will allow instructors to thoroughly cover the principles of genetics which encompasses modern molecular genetics in addition to classic transmission genetics.  These changes are consistent with comparable genetics courses taught within the CSU system (21 other campuses).  This increase in units for BIO 184 results in an increased number of units for the Upper Division core for all degrees and concentrations in the Biological Sciences.


Physics and Astronomy


Teacher Preparation Concentration


The Department of Physics and Astronomy proposes to create a "Teacher Preparation Concentration" as an option under our current Bachelor of Arts Degree in Physics.  The reason for developing the concentration at this time is to increase the number of our majors pursuing a career in the teaching of science in middle and high schools.  California State University, Sacramento is committed to strengthening the quality of STEM (Science, Technology, Engineering and Mathematics) research and education in our state, and the preparation of well-qualified teachers is key to assuring success of this initiative.  Our specific goal is to develop a comprehensive career tract for our majors including recruitment, financial support, and professional growth of future physics teachers.  The curriculum that is proposed is based on the subject matter content preparation required by the California Commission on Teaching Credential (CCTC) for the Single Subject Credential in Science with an emphasis in Physics.  The credential qualifies a teacher to teach all general science courses in grades 8-12 and all levels of physics typically offered in high school.  Students will complete a newly proposed concentration that will be listed under the exixting BA Major Program in Physics.  This concentration will not effect the required upper division core units (22-23 units) in the existing BA Major Program in Physics including the Senior Project.  However, the concentration does recommend some additional lower division units in Biology, Astronomy, and Geology, and requires participation in professional teaching related activities, ideally starting in their academic program.


Minor in Astronomy


Astronomy 4 is a required course in the Astronomy Minor.  In a separate submission it is proposed to create Astronomy 4A, 4B, and 4C, covering the topics of Planetary Science; Stars, Galaxies and Cosmology; and Astrobiology; respectively.  The proposed change in the Astronomy Minor is to permit any of the three new Astronomy 4ABC courses to fulfill the requirement currently satisfied by Astronomy 4.  A change in the Astronomy Minor is required because when the new courses are approved, Astronomy 4 as currently listed in the Catalog will be deleted and only Astronomy 4A, 4B, and 4C will be offered.  This proposed program modification does not change the number of units required for completion of the minor, nor does it have a fiscal or programmatic impact on the offerings of any other academic unit.


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