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)
Justification:Heretofore the Art Department has offered only beginning and advanced courses in painting (ART 21, 121) and watercolor (ART 24, 124). Students seeking to move from the intermediate to advanced level in skill would take ART 121 or 124 two or more times. The Art Department would like to introduce intermediate-level courses for both media, thereby establishing a three-stage program in each, as explained in the justification statements on the Form A documents for the new and renumbered courses (ART 121A and 121B; ART 124A and 124B). The letters A and B will be used to distinguish between the intermediate and advanced level courses respectively in each medium. In addition, to make the three-level structure of the sequence clear, the names of ART 21 and ART 24 will be changed to Beginning Painting and Beginning Watercolor, respectively. Form B is needed to insert the four upper division courses into the curricula of the undergraduate major (Studio Art concentration and Art Education) and the graduate program in Studio Art.
Justification: This is a proposal for a new stand-along minor in Digital Media. This minor would serve a variety of majors, including Communication Studies (Public Relations concentration, Organizational Communication concentration), Journalism, Business Administration, Art and others. The reason it is proposed as a stand-along minor is that this would allow Communication Studies majors to complete this minor. The minor would provide an overview of Digital Media, introduce students to presentational software options, provide the basics of web page design, and allow students to develop other multimedia skills as needed. The Digital Media minor provides coursework and independent study in the areas of multimedia presentations, electronic publishing, capturing and editing digital media and multimedia authoring. The Digital Media minor may involve coursework from Communication Studies, Graphic Design, Art, Photography and Journalism. This minor is not open to Communication
Studies Digital Media majors.
Justification: The History/Social Science Subject Matter Program is designed to provide an academic major in History to students planning to be California public school teachers in Social Science; and to fulfill their subject matter requirements on the road to their credential in Social Science. The old History/Social Science program had been in existence since the mid-1990s, and it was modified extensively in 2004. Those changes were approved at all levels of the University. The new program went into effect in Fall of 2005. It became apparent immediately that the new program had a major flaw in that it contained a serious lack of U.S. history, particularly in the pre-1900 category, with an over emphasis on Modern World History. After consultations within the History Department, with Tim Fong (Coordinator of the Social Science Program), and the California Commission on Teacher Credentialing, we agreed that this program did lack a strong U.S. history component essential for students planning to teach history in High School. The only changes being made are to the History course component of the program. These changes are minor. They will not require additional resources, and they will not create scheduling problems. The proposed modifications are: 1) replacing the course requirement for Modern European History with a course requirement for Pre-1900 U.S. History; 2) modifying the course requirement for Modern World to a course requirement for World (Non-U.S.) History; and 3) clarifying that the previously approved course “Summative Assessment for Teachers” will be taught as Hist 198, and this course was previously approved. This revised program has a much improved balance between U.S. and World History as well as greater coverage of both modern and early history.
COLLEGE OF EDUCATION
Department of Special Education, Rehabilitation & School Psychology
Justification: This proposal is for an Education Specialist (Ed.S) degree in School Pscyhology. The Ed.S. degree is generally considered a clinical or practice degree that is appropriate for graduate programs which are more rigorous than a traditional masters degree and involve a practice related component. The Ed.S. Degree is considered the national standard for training of school psychologists and is much more common in training programs outside of California . It is important that the advanced level of training students receive is appropriately recognized by their academic degree. The current Masters does not fully reflect the academic and clinical training students receive. Because our program is nationally approved at the Specialist level, our students are currently qualified to sit for the exam which will allow them to become Nationally Certified School Psychologists. At this point in time, over 18 states recognize this certification as adequate for practice. However, many states require an academic degree beyond the Masters for licensing within their states.
Justification: This change to the M.A. (School Psychology option) reflects the deletion of one culminating experience: EDS 540 Thesis. This proposal is part of a new program proposal for an Ed.S. degree in School Psychology. With approval of the Ed.S. degree we are adjusting the requirements for the M.A. to eliminate the Thesis option. We expect most students will opt for the exam course as a culminating experience for the Masters as it will help to prepare them for the national certification test. However, we wish to retain an alternative option for students who are reluctant to take a test.
COLLEGE OF SOCIAL SCIENCES &
Justification: The Department of Anthropology proposes to add a Preliminary Examination requirement to its Master of Arts program. All incoming graduate students will have to take the Preliminary Examination no later than the end of their fourth semester of coursework. The examination will be specific to the sub-disciplinary specialization of the student in either Archaeology, Physical Anthropology, or Sociocultural Anthropology. Passing the examination will be a prerequisite for approval of the thesis prospectus and advancement to candidacy. Failure to take or pass the preliminary exam will be judged as failure to make satisfactory progress toward completion of the degree and may serve as sufficient criteria for declassification of a student from the program. The exam will be administered twice a year. Inclusion of the Preliminary Examination improves the graduate program in anthropology by:
• providing students with an opportunity to synthesize the information they have encountered in their
coursework in directions pertaining to their thesis interests;
• encouraging students in a cohort to study jointly and share insights and knowledge gained in their individual coursework and research;
• allowing a student's Graduate Committee an earlier opportunity to assess a student's progress and ability to conduct thesis research;
• serving as an assessment tool by which the Anthropology Department may gauge how well the Graduate
Curriculum achieves learning goals and objectives.
Justification: Since the major was revised three years ago several new Asia related courses have been added to the CSUS curriculum. They have all been approved by their departments and colleges. I would now like to add them as electives to the Asian Studies major.
ETHN 119: Filipino American Experience to be added as an option under “Asian American Concentration” as well as “Group 4” electives.
HRS 176: Confucian Tradition to be added as an option under “Chinese Studies” and “Group 2” electives.
HIST 149: The Making of Modern South East Asia to be added as an option under “South and Southeast Asian Concentration” and “Group 3”.
Justification: Many Liberal Studies programs in the CSU system offer a pathway not specifically tracked to elementary school teaching. We would like to add such an option to our program. This would provide students with a broad-based undergraduate program and experiences working with children, but permit more flexibility in course selection since program approval would not be necessary by the California Commission on Teacher Credentialing (CCTC). An outline of the suggested program is included as well as possible content options/electives as proposed by the departments involved.