Attachment B
Faculty Senate Agenda
November 6, 2003

Substantive Changes:

M.A. in Education – Early Childhood Education

Briefly describe the program proposal (new or change) and provide a justification.

The proposed program change is designed to add important content to the required foundations section of the program. In addition, some content currently in the required foundations belongs more appropriately in the list of core choice courses:

1. The current program does not include coursework in the required foundation courses which addresses developmental theory, research and the application of this research to educational and community settings. This change adds a new course (CHDV 242, Advanced Child Development) to the required foundation courses which emphasizes developmental theory and research in all areas of Child Development.
2. CHDV 214, Assessment of Text, Context and Learners, will be moved from the foundation courses to the set of core courses from which students can choose, where it more appropriately fits into the program.
3. The content of CHDV 251 is being broadened to include a focus on developmental issues, and to address the diversity of career interests and directions of ECE M.A. students.
4. CHDV 247 will now focus more closely on theoretical and applied perspectives of cross cultural development. Content in this course related to socio-political influences on education will be incorporated into the required CHDV 251 course.

Accounting Information System Concentration

Briefly describe the program proposal (new or change) and provide a justification.

Required Courses:

OR

Accounting Elective

Select one of the following:

Technology Elective

Select one of the following:

 *If not taken previously, can be taken as an elective.

Justification:

Require because:

(a) MIS Department changed course numbering and prerequisite requirements,
(b) Accounting Department changed course numbering, and
(c) New accounting technology course (ACCY 142) has been approved.
(d) No additional resource required.

B.A. Family and Consumer Sciences, Apparel Marketing and Design Concentration

Briefly describe the program proposal (new or change) and provide a justification.

Four 3-unit former elective courses become mandatory which strengthens students’ skills and knowledge of the interrelatedness of apparel marketing and apparel design, as well as knowledge of human behavior, as it relates to textiles, clothing and merchandising. Addition of 3 units to the program to allow one elective course in the program. Changes reflect department’s ongoing curriculum review and assessment, including input from students and the apparel marketplace. Increasing 3 units and switching four 3-unit former elective courses to mandatory will provide a broader and deeper education to our students, which will help them better prepare for the ongoing more and more competitive apparel market. Each of these four courses can strengthen our students’ skills from different perspectives. They will enable our students to build on the foundation of the core courses and provide them updated and advanced skills and knowledge.

Dance Concentration

Briefly describe the program proposal (new or change) and provide a justification.

This is a substantive change in the dance concentration. There are no overall changes in units. Per our NASD accreditation report, it was strongly recommended that our majors are required to take Adv. Jazz as well as Adv. Modern. And changing THEA 101 to THEA 118 and THEA 132 to THEA 114A.

Journalism

Briefly describe the program proposal (new or change) and provide a justification.

Deletes Jour 33 and adds Jour 20 as a required lower division course. Required upper division courses increased by 6 units to reflect split of Jour 130 into 130A and 130B and to add Jour 128.

These changes will better prepare students for journalism careers by providing more intensive instruction in reporting and editing.

Certificate Program in Software Engineering

Briefly describe the program proposal (new or change) and provide a justification.

Description: Retaining the 9-unit requirement, make CSC 230 an optional course instead of a required course and add three additional optional courses, CSC 235, CSC 236, and CSC 238. Students would be able to take any three of the following courses: CSC 230, CSC 231, CSC 232, CSC 233, CSC 234, CSC 235, CSC 236, and CSC 238.

Justification: Students would have more flexibility in fulfilling the certificate requirement. Also, the additional courses were developed after the Software Engineering Certificate was initially approved.

Minor in Economics

Briefly describe the program proposal (new or change) and provide a justification.

We are removing the MIS 1A, 1B, and 1C or CSC 001 option from the minor, since we will be offering ECON 140 which will cover these skills using examples from economics. This will allow students to learn computing skills while developing analytical skills useful in economic research.

We have added 2 new upper division courses that have no prerequisites. We need to change the note referring to these courses so that student can apply them to the minor. Students will now be able to apply 6 units from ECON 112, ECON 120, ECON 181, ECON 184, ECON 186, and ECON 189 to the minor.

M.S. in Computer Science

Briefly describe the program proposal (new or change) and provide a justification.

Description: In section B, "Breadth Requirement," in the area of Intelligent Systems, add course options CSC 214 and CSC 219; in the area of Software Engineering, add course options CSC 231, CSC 232, CSC 233, CSC 234, CSC 235, CSC 236, and CSC 238.

Justification: In both areas, only one course was previously listed and students have found it difficult to fulfill the breadth requirement with these areas. These additions would provide more flexibility for students to select courses which better suit their backgrounds, interests, and educational needs.

Graphic Design

Briefly describe the program proposal new or change) and provide a justification.

Substantive changes:

1. Proposal of an official entrance application requirement for all majors before admission to GPHD upper division units to better prepare our students for the competitive job market. Such a requirement would entail the following:

• the creation of a "pre-major" classification in Graphic Design to distinguish between those who have, been admitted into GPHD upper division units from those who have not.
• screening of applicants from "pre-major" status to full major status through a juried portfolio process. The program would accept 80 applicants per year.
• the introduction of a required overall GP.A of 2.5+ before applying for the portfolio entrance
• the introduction of a required minimum grade of "C" or better in all lower division coursework
• the shoring up of our current lower division sequence (specifically two new LD classes, and the migration of one UD class to LD) to better prepare non-transfer students to be competitive in a portfolio process. Generally, area community college students transfer into our program better prepared in their composition, drawing and craft skills. The proposed course changes and additions would better prepare non-transfer students for the entrance portfolio.

2. Proposal of a few adjustments in the upper division:

• changing of the current minimum required grade in major upper division classes from "C-" to "C". The grade requirement needs to be adjusted to demand increased student excellence in LTD classes
• a substantial increase of elective upper division course offerings. Courses would draw from already existing courses in the Art, Photography and Digital Media majors. The additions would offer more options for students in study subject matter as well as increased flexibility in scheduling around required GPHD courses offered on a limited basis.

(See a side-by-side comparison of the current requirements and proposed requirements on page 3)

3. Creation of a cohort system, wherein students accepted in the program are put into specific course sequence tracks, addressing two current problems:

1. difficulty in securing classes when they need them
2. not graduating in a timely and predictable manner

(See the proposed cohort sequence on page 4)

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Environmental Studies Department

Briefly describe the program proposal (new or change) and provide a justification.

To allow students to substitute Environmental Studies 128 “Environment and the Law” with Environmental Studies 171 “Environmental Politics and Policy”.

• These are similar courses and providing this option gives students more flexibility in scheduling classes.
• EnvS 128 is only offered in the spring semester, and EnvS 171 is only offered in the fall.

Choosing EnvS 175 results in one more hour in the major.

B.A. Family and Consumer Sciences, Family Studies Concentration

Briefly describe the program proposal (new or change) and provide a justification.

The proposed changes are based on bringing the Family Area curriculum more in line with the guidelines for Certification in Family Life Education, approved by the National Council on Family Relations.

Three 3-unit courses that were formerly in a list of electives will now be required. This change will strengthen students’ knowledge in the developmental area of Family Studies and will concentrate students in three key upper division courses. Changes will meet the guidelines for Family Life Education approved by the National Council on Family Relations.

Child Development 30 will no longer be accepted in lieu of FACS 52. Child Development 30, Human Development, covers lifespan development (conception to death). In the new program, Family Area students in FACS will have a nine-unit sequence in human development: FACS 52, The Child in the Family; FACS 152, Adolescent Development; and FACS 159, Adulthood and Aging.

Economics 1A, 113 or 104 will no longer be required for students in the Family Studies area. Students are required to take FACS 140, Family Resource Management, and FACS 141, Family Finance, both of which provide adequate information about economic conditions that affect family well-being.

Master of Arts, Counseling Psychology Concentration

Briefly describe the program proposal (new or change) and provide a justification.

This Substantive Program Change proposal describes two changes to the Psychology MA, Counseling Psychology Concentration program. The first change clarifies that the Required Core Course requirement of PSYC 268 Abnormal Psychology may also be fulfilled by EDC 231 Diagnosis and Treatment Planning. This course substitution has been previously approved (Program Change Proposal, January 8 2003) but was not reflected in the final version of the proposal, likely due to clerical oversight. Second, the Practicum Requirement section is modified to require PSYC 292 Laboratory as an attached lab course corequisite with PSYC 228 Practicum. The combination of PSYC 228 and PSYC 292 best reflects the intended structure of the practicum experience: student counseling experiences (i.e., clinical processes, classification C6) within a l: l and small group supervision setting (i.e., laboratory, classification C16). In the previously approved program proposal (1/8/03), requiring a single course (PSYC 228) allowed for only one course classification that did not allow us to distinguish between the clinical and laboratory portions of the practicum experience. It should be noted that the total units required for the Practicum Requirement section will remain the same (13 units composed of 2 semesters of PSYC 228 at 4 units per semester plus 2 semesters of PSYC 292 at 1 unit per semester). A course change proposal detailing these changes to PSYC 228 is submitted concurrently with this program change proposal.

Art History Concentration

Briefly describe the program proposal (new or change) and provide a justification.

The Art Department proposes to establish a concentration in Art History. The new concentration would replace what was called the “advising track” in Art History that was discontinued in 1995 following a review by the National Association of Schools of Art and Design (NASAD). NASAD questioned the Art Department’s curricular format which then consisted of three “advising tracks”: Art Education, History, and Studio. The three tracks shared a Studio core curriculum, which did not provide an adequate foundation for a degree in art history. The proposed new concentration in art history corrects this and offers an excellent education in art history that meets NASAD requirements. Furthermore, as the 1994 NASAD review noted, due to unexpected retirements, the Art Department had only one full-time art historian when the track was discontinued. This too has changed; three full-time historians have been hired since 1994.

Universities with student enrollment equal to that of California State University, Sacramento invariably offer majors or concentrations in Art History. It is considered a standard part of a liberal arts curriculum. A survey of CSU Art Departments (Spring, 2003) indicates that CSUS has the only Art Department in the system that does not offer an Art History major or concentration, with the exception of CSU Channel Islands (total campus enrollment of 1320) and alternative art programs such as the one at CSU Monterey Bay in public art. Student interest in art history at CSUS is present and will grow when the concentration is official. We have a small number of special majors in art history and recently graduated two M.A. students with a Special Major in Art History. One of the two M.A graduates is enrolled in a PhD. program, and the other has received a Getty fellowship. Another recent B.A. graduate is pursuing a Masters degree in Museum Studies at San Francisco State. CSUS art history students have completed the M.A. program at UC Davis.

Liberal Studies Program

Briefly describe the program proposal (new or change) and provide a justification.

The Liberal Studies program developed in response to California's S.B. 2042 legislation establishing new Standards of Program Quality and Effectiveness for the Subject Matter Requirement for the Multiple Subject Teaching Credential was approved by all appropriate CSUS units in Spring 2003. However, because of the tight deadlines involved in gathering information from all the departments, two of the concentrations approved for the program had arrived too late for careful analysis of their structures prior to submission. Subsequent analysis revealed that these two concentrations (Multicultural Studies and Physical Education) would not meet the California Commission on Teacher Credentialing standards without restructuring. These new versions of the concentrations should address this problem.

Note: The above language was revised per SSIS Curriculum Committee request on September 3, 2003.

Art

Briefly describe the program proposal (new or change) and provide a justification.

To make it possible to offer a concentration in Art History, the Art Department proposes to change the existing “Art Studio” major to an “Art” major. The “Art” major would have two concentrations: Art Studio and Art History.

Public Relations Concentration

Briefly describe the program proposal (new or change) and provide a justification.

We are changing the electives listing to have students meet with their advisor to pick electives rather than listing specific classes. This should make scheduling easier for both students and our department.

B.A. Economics

Briefly describe the program proposal (new or change) and provide a justification.

We are replacing the MIS 1A, 1B, and 1C computing skills requirement with ECON 140. This will allow students to learn computing skills while developing analytical skills useful in economic research.

We have added 2 new upper division courses that have no prerequisites. We need to change the note referring to these courses. Students will now be able to apply 3 units from ECON 112, ECON 120, ECON 181, ECON 184, ECON 186, and ECON 189 to the major.

We are adding a suggested course sequence so that students can plan their schedule to get the most out of the degree program.

We are updating the faculty listed in the catalog.

Interior Design

Briefly describe the program proposal (new or change) and provide a justification.

The Interior Design Degree currently requires majors to complete two upper division CAD (computer aided design) courses for a total of six units. IntD 121A is required of all majors and is a prerequisite course for IntD 121B and IntD 121C. Majors must then complete either IntD 121B or IntD 121C.

We are proposing to move IntD 121A down to Lower Division and to change course numbers for each of the three courses. There would be no change in unit requirements and IntD 30 would remain the prerequisite course for IntD 130A and IntD 130B. The lower division CAD course could be articulated with many Community Colleges. There would be no change in staffing needs nor would additional resources be required if approved. Proposed course number changes are as follows:

Digital Media Concentration

Briefly describe the program proposal (new or change) and provide a justification.

The Digital Media core and option cores are changed to reflect better use of our course offerings and lab facilities. The overall unit requirement does not change.

The proposed changes reflect a realignment of courses that the Department feels better prepare students for the Digital Media field. They also make more efficient use of laboratory space.

International Business Concentration

Briefly describe the program proposal (new or change) and provide a justification.

The International Business Concentration (IB) has been revised to improve its course structure and the effectiveness of its curriculum to prepare students. The required number of units is being reduced from 24 to 21.

IB students will complete twelve (12) units of IB core instead of nine (9) units. They will gain solid fundamental understanding in the IB discipline. All IB students will be required to take International Business, Multinational Marketing, and Multinational Business Finance.

Cultural breadth and functional emphasis previously available for 1B students are being consolidated into area emphasis. Details of the changes are provided in the supporting documentation.

These changes incorporate the most recent changes in the 1B discipline and ensure that IB graduates will have knowledge of current theory and practices in international business.

Bachelor of Science in Construction Management (BCSM), Minor in Business Administration

Briefly describe the program proposal (new or change) and provide a justification.

1. Changes for program improvement.

1. Re-sequence catalog copy to provide agreement with program flowchart and to provide a traditional Fall Start-Spring Graduation to minimize confusion and reduce time to graduation.
2. Add prerequisites of ENGL 001A and CM 010 to CM 020 to increase successful completion rate of students in this required class.
3. Require OBE 117 instead of choice of OBE 117 or OBE 130 to meet new accreditation requirement of a minimum of 15 hours instruction in ethics and also reduce total units required for graduation.
4. Replace BIOS 005 with ENVS 010 to provide a more relevant class for CM majors.

2. Changes relating to the Business Minor.

1. Replace OBE 018 by OBE 118 as per revision to the Business Minor by the College of Bus. Admin.
2. Replace MIS 001A B, & C with competency requirement to maintain conformity with College of Business Administration and reduce total units required for graduation.

CHANGES DO NOT REQUIRE ANY ADDITIONAL RESOURCES

Master of Science Degree in Kinesiology

Briefly describe the program proposal (new or change) and provide a justification.

With the removal of KINS 270 from the core, the options will have the opportunity to add three units to the electives area.  The Exercise Physiology (soon to be Exercise Science) will require KINS 250, 252, 254, and 259 with the same number of electives (7).  KINS 252 is being added to their requirements.

The Sport Performance option will allow for the three units to be added in the 10 units of electives, to total 13 units of electives with the guidance of an advisor.

Master of Science Degree in Kinesiology

Briefly describe the program proposal (new or change) and provide a justification.

Removal of KINS 270 from core required courses.  Currently the core required courses are KINS 210, KINS 211, KINS 260, and KINS 270.  The core would decrease to 7 units with the 3 units from KINS 270 going into the respective options as directed by advisors.

EDS - Education Specialist:  Mild/Moderate, Moderate/Severe, and Early Childhood Special Education Credentials

Briefly describe the program proposal (new or change) and provide a justification.

The modified (was previously the alternate program) Level II Program has been determined to be more effective in allowing students to pursue areas of needed professional growth.  Both programs were offered for several years.  Data from students and faculty have shown that the modified program is more effective in meeting the Level II objectives of professional training during the first five years of teaching under a Level I Preliminary Credential.

Child Development Major A:  Academic Program

Briefly describe the program proposal (new or change) and provide a justification.

This proposal reflects two major changes in the Major A Academic Program. First, the new program incorporates course changes made in the revision of the Major B Subject Matter Program during spring of 2003. Some of these course changes also impact Major A (changes in units for specific courses, for example). Second, the proposal increases the required elective units and allows students the option of organizing electives in academic or career-related emphases. The development of suggested emphases is in follow-up to recommendations from the department's recent program review.

Child Development Major B:  Elementary Subject Matter Program

Briefly describe the program proposal (new or change) and provide a justification.

Very recent changes in requirements of the State Board of Education as well as the Commission on Teacher Credentialing will mean that students pursing a multiple subjects credential must take the CSET subject matter examination, even if they are enrolled in an approved subject matter program. In addition, the Commission has made changes in the Assessment requirements (Standard 6) of the Standards for Elementary Subject Matter programs. Consequently, the Major B program will no longer need to require a portfolio as part of its assessment plan. This program change therefore eliminates the capstone seminar class (where the portfolios were created) from the Major B curriculum. This change lowers the total units in the program by one unit.

EDS - Education Specialist:  Mild/Moderate (M/M) and/or Moderate/Severe (Mod/Svr) Credentials and Multiple Subject and Education Specialist:  M/M and/or Mod/Svr Credentials

Briefly describe the program proposal (new or change) and provide a justification

This program proposal for the three special education credential pathways represents a reconfiguring of catalog copy and the inclusion of elements that were approved for addition to the multiple subject credential program. It also includes all program changes approved since the last catalog was written. It includes language that clarifies questions that students and faculty have expressed.

International Affairs Graduate Program (IA)

Briefly describe the program proposal (new or change) and provide a justification.

Replacing the core course IA 222, Seminar in Comparative Politics, with IA 230, Globalization and International Relations. IA 230 will become a core course and IA 232 will become an elective course. IA 230 is more appropriate as a core course than IA 222 because it not only has a comparative thrust, but it also covers a range of contemporary issues and problems challenging the Global North and the Global South. In addition., the department will have difficulty staffing IA 222 (Govt. 240) in the coming years due to retirement. The rationale for the change, however, is fundamentally based on curricular rather than administrative considerations.

Certificate in Economics Education

Briefly describe the program proposal (new or change) and provide a justification.

Several changes are being proposed for the certificate in economics education. They include:

1. Changing the program description to reflect the change in center director and to re-word to more accurately depict the goals of the program.
2. Changing the grade requirement from 2.75 to a "B" in all relevant courses.
3. Changing the required units from 16 to 15.
4. Changing the required core courses from ECON 104, ECON 106, ECON 107, and ECON 109 to ECON 001A ECON 001B and either ECON 195 or ECON 198. This will better prepare students to meet the goals of the program.
5. Deletion of requirement of human development course.
6. Increasing elective course options and changing requirement from one elective course to two elective courses.

Very few students have chosen to participate in the current iteration of the certificate program due partially to the fact that some of the required courses were not being offered often enough and partially to the fact that students were not being adequately prepared to teach economics.

Anthropology Major

Briefly describe the program proposal (new or change) and provide a justification.

The proposed program change is intended to revise course requirements of the major in a  manner that better reflects current substantive and theoretical content of the discipline, and properly prepares matriculating students for future academic or professional goals.

Physics Minor

Briefly describe the program proposal (new or change) and provide a justification.

Summary of Changes:

Justification:

The Physics Department believes that the Physics Minor needs some strengthening to be more in-line with the unit requirements of other programs, particularly those within the College of Natural Sciences and Mathematics. The minor is especially useful to engineering students who are interested in pursuing graduate studies in engineering and the extra units have been added so that these students will be more prepared and competitive when they leave our degree program.

BS Physics

Briefly describe the program proposal (new or change) and provide a justification.

Justification:

The Physics Department believes that the B.S. degree needs some strengthening so that it is more in line with the content requirements of other B.S. programs, particularly within the CSU system. These students are often headed for a Physics advanced degree program and we desire that our students be better prepared and more competitive in obtaining admission into graduate degree programs. The modifications recommended allow more flexibility in meeting the laboratory requirement, strengthen the theoretical core where it is most needed and appropriate, and add a senior project requirement which will provide the kind of opportunity that would make our graduating students more attractive to graduate programs and employers.

BA Physics

Briefly describe the program proposal (new or change) and provide a justification.

Add:

2 units of new course, Senior Project, Physics 191, including the possibility that projects of a pedagogical nature may be included where appropriate. 1 unit deleted from Physics 190.

With 51+3 units of G.E., minus 9 overlap, this makes 111 required units, leaving room for 9 units of free electives.

Justification:

The Physics Department believes that the B.A. degree needs some strengthening so that these students, who are often not headed for a Physics advanced degree program, will be more competitive in obtaining technically oriented jobs when they leave our degree program. Because the B.A. degree also is used in conjunction with the Single-Subject program for students aspiring for the secondary credential in Physics, we were careful not to increase the required units significantly. The modifications recommended allow more flexibility in meeting the laboratory requirement, strengthen the theoretical core where it is most needed and appropriate, and add a senior project requirement which will provide the kind of opportunity that employers indicate that they are interested in seeing in our students.

Humanities and Religious Studies/Religious Studies Minor

Briefly describe the program proposal (new or change) and provide a justification.

Description: number of units in core of minor to 6 (from 3) by adding HRS 108: Approaches to Religious Studies to HRS 140: Exploring World Religions. Reduce total number of elective units to maintain 21 unit minor.  Reorganize elective units to emphasize centrality of HRS classes. Revise elective course list to include courses that have been added to the curriculum since 2002. Remove courses from the electives list in which the treatment of religious studies topics or approaches is not a central objective.

Justification: The department believes this revision strengthens the level of fundamental preparation in the minor while continuing to allow students a measure of flexibility in making elective course choices. HRS courses been "clustered" on the electives list to reflect the multiple areas of religious studies in the department and to "foreground" the importance of choosing HRS courses as electives. Allowing students the opportunity to choose courses from another list of electives reinforces the department's understanding that religious studies is an interdisciplinary field. The non-HRS courses on the electives list allow students to explore various discipline-based approaches to the study of religion.

Humanities and Religious Studies/Humanities Minor

Briefly describe the program proposal (new or change) and provide a justification.

Description: Increase number of units in core requirements for minor to 9 (from 6) by adding HRS 105: Approaches to the Humanities to HRS 10: Arts and Ideas of the West, I and HRS 11: Art and Ideas of the West, II. Retain number of units of electives in minor as 12. Students will be able to choose four elective classes----three of which must be chosen from different subject areas (Ancient Civilizations, Medieval/Renaissance Studies, Modern World, American Studies, Asian Cultures.) All other requirements for the minor remain the same-the number of units required for the minor remains 21 and 12 of the units in the minor must be upper division. The department also proposes that the catalog copy organize the minor's electives by subject area, where relevant.

Justification: While the total number of units required for the minor will remain at 21, the distribution of the units will change to include the core methods course (HRS 105), which is also part of the major. This change strengthens the common elements of the minor to include both lower-division, introductory basic survey classes and an upper-division methodology course. Minors must still also choose classes from at least 3 of the 5 subject areas offered by the department. The department believes this revision strengthens the level of fundamental preparation in the minor while still allowing students flexibility in making elective course choices.

English

Briefly describe the program proposal (new or change) and provide a justification.

The new English major creates a variety of possible areas of concentration/specialization from which students may choose while also retaining some features of the present major (4 lower division surveys, a 120A composition requirement, and a Shakespeare class). We instituted this concentration plan to give students greater flexibility in selecting the English major most suitable for them, to be more responsive to new areas of research in English and language study, and to represent more fully the various areas of expertise practiced by our faculty. Even with the addition of a senior seminar class as a requirement we have retained a 45 unit major with 27 upper division units required.

Teacher Education - Certificate in Education Technology

Briefly describe the program proposal (new or change) and provide a justification.

The Certificate in Computers in the Classroom is being brought into the 21st Century and the title updated. Three options will now be available: Option 1 is for credentialed teachers or candidates in a current credential program; Option 2 is for credentialed teachers seek a Master of Arts in Education (Curriculum and Instruction) with an elective area in educational technology; and Option 3 is for anyone interested in teaching with technology, specifically seeking the Master of Arts in Education (Educational Technology).

In the 1980', when these courses were designed, credential candidates were not required, as a matter of course, to take classes requiring the learning of technology. Until recently, newly credentialed teachers were only required to complete the first course in the Certificate series (EDTE 230/231) by their fifth year of teaching. Today, new CTC regulations require pre-service teachers meet the 230/231 objectives during their program. Since new teachers will have already met the objectives required in the traditional 230/231 courses (now offered in Teacher Education as EDTE 330A and EDTE 330B), it is no longer realistic to require this course as part of the computer certificate program. Additionally, other computer courses have not been updated since the early 1980s. The Internet and similar technologies have changed educational technology practice and theory and that should be reflected in our courses. Finally, the educational technology specialist of today, instead of being the 'lone wolf' concerned only with his or her classroom, must possess significant staff development skills in order to disseminate knowledge and lead other teachers in integrating technology into teaching and learning.

Overview of Changes:

1. Change Title of program from Certificate Program for Computers in the Classroom TO Certificate Program in Educational Technology
2. All courses and titles updated to reflect change of focus from computers only to educational technology in general, which would include the Internet.
3. EDTE 230/231 deleted as a requirement (now a prerequisite)
4. Reduction from 15 to 12 units.
5. Elimination of elective options (EDTE 235 was an elective and is now required). EDTE 232, EDTE 233, and EDTE 234 are still required.
6. EDTE 232 prerequisites changed to EDTE 230 or EDTE 231; OR EDTE 330A and EDTE 330B; OR EDS 271A/B or equivalent.
7. EDTE 233 title changed to: Teaching Problem-Solving with Educational Technology. Prerequisites changed to EDTE 230 or EDTE 231; or EDTE 330 and EDTE 330B; or equivalent. Sentence added to update content: Includes Internet problem-solving and principles of distributed learning.
8. EDTE 234 title changed to Curriculum and Staff Development with Educational Technology. Prerequisites changed to EDTE 232 or equivalent. Sentence added to update content: Includes the Internet and staff development.
9. EDTE 235 title changed to Enhancing Curriculum with Multimedia and the Web. Prerequisites changed to EDTE 232 or equivalent. Sentence added to update content: Includes Internet-based multimedia.

New Programs:

Master of Arts in Education: Teacher Leadership in Multicultural Education and Multicultural Educators in Non-traditional Settings.

Briefly describe the program proposal (new or change) and provide a justification.

The Bilingual/Multicultural Education Department (BMED) has revised course content, course sequencing and course names as well as created new courses in order to better meet graduate students’ needs and interests and more fully build on faculty expertise. As a result the new options in the Master of Arts in Education program offered by BMED will be Teacher Leadership in Multicultural Education and Multicultural Educators in Non-traditional Settings.

Dance Minor

Briefly describe the program proposal (new or change) and provide a justification.

Heretofore, we have offered the Dance Minor as a Special Minor. As a part of the Dance Program accreditation process, it has been recommended by the accrediting association that we replace our special minor with a formal minor in dance.

Certificate of Academic Achievement in Bioinformatics Technology

Briefly describe the program proposal (new or change) and provide a justification.

Description: The certificate is designed to recognize students who have completed the core graduate courses - CSC 201, CSC 204, CSC 205 and CSC 206 - plus 12 units in the following specialty area. It is available only for MS CS matriculated students.

Justification: Bioinformatics is the study of information flow in biological systems and processes. It is one of the key sciences of the new century, and demand for specialists in the area is strong and growing. The opportunity to train this new generation of scientists and skilled workers is one that we dare not ignore if we are to remain relevant to both our potential students and their future employers. Universities should view their participation in the molding of the New Biology not only from the narrow standpoint of filling a “market niche”, but as a privilege and a chance to make a concrete contribution to the new era.

Art

Briefly describe the program proposal (new or change) and provide a justification.

To make it possible to offer a new concentration in Art History, the Art Department proposes to change the existing “Art Studio” major to “Art Studio” concentration. The Art Studio concentration offers exactly the same curriculum as the former Art Studio major. The only change proposed is the change in title from “major” to “concentration” within the general “Art” major.

Physics and Astronomy - Certificate of Scientific Instrument Development

Briefly describe the program proposal (new or change) and provide a justification.

Justification:

The Physics Department believes that to better serve both the needs of our regional technology sector as well as the professional preparation of students pursuing graduate degrees in the sciences, an instrumentation certificate program is needed. The certificate noted on a transcript will be useful to alert potential employers and graduate admissions committees of the specialized skills of these students. Note that one of the required courses could be taken outside the Department of Physics and Astronomy using courses better suited to the needs of chemists or geologists. The remaining courses in the program are considered more general and suitable for anyone in the sciences. Except for the shop class, all of the other courses already exist so that this is essentially a "paper" program; although the instructors will be mindful that their audience may be broadened in these courses by students choosing to pursue this certificate and not majoring in a science discipline (i.e. engineering students). However, even with regard to the shop class, our department currently offers a shop class under the auspices of Physics 99 and only a slight modification of this course (Physical Science 75) will be necessary to serve the needs of this program. The fiscal impact will be discussed in the attached addendum.

A certificate in Scientific Instrument Development is available through the Department of Physics and Astronomy. The Scientific Instrument Development certificate program focuses not only on using scientific instruments, but also will teach the fundamentals of electronics, computer interfacing, and machining. Students that earn this certificate will be prepared to design, prototype and construct instruments for a wide range of scientific applications. A minimum of 11 units is required.

Specific course requirements are:

(2) PHSC 75 Machine Shop Practices

(4) PHYS 115 Electronics and Instrumentation (PHYS 011C or PHYS 005B instructor permission)

(3) PHYS 116 Advanced Electronics and Instrumentation (PHYS 115)

(2-4) Select one of the following:

(2) PHYS 175 Advanced Physics Laboratory (6 units of upper division physics)

(4) CHEM 133 Chemical Instrumentation (CHEM 031, CHEM 140B or CHEM 142 instructor permission, ENGL 020 or an equivalent second semester composition course)

(3) CHEM 141 Physical Chemistry Laboratory (ENGL 020 or an equivalent second semester composition course, CHEM 140A, CHEM 140B or CHEM 142 instructor permission, CHEM 140B may be concurrent)

(2-3) GEOL 197 Advanced Laboratory Techniques in Geology (appropriate upper division courses and instructor permission)

Teaching English to Speakers of Other Languages (TESOL)

Briefly describe the program proposal (new or change) and provide a justification.

We are proposing an 18-unit minor in Teaching English to Speakers of Other Languages (TESOL) which would serve students in a number of programs at CSUS. We have, in fact, received numerous requests from CSUS students to develop such a minor. The coursework would give students the strong knowledge base critical for working with English Language Learners in secondary or post-secondary settings. This preparation will include theories of first- and second-language acquisition, English linguistics (phonology, morphology, syntax, semantics and pragmatics), the structure of English with a focus on teaching English Language Learners, a special emphasis on preparing English Language Learners for academic reading and writing, and practical ESL teaching experience through tutoring. Students in such degree programs as English, English Education, Liberal Studies, Foreign Languages and Communication Studies, as well as students in other programs who are preparing to teach in California's schools, would benefit from this additional preparation. The minor encompasses courses already in existence, with one exception.

Creative Writing Minor

Briefly describe the program proposal (new or change) and provide a justification.

We are proposing an 18-unit minor in Creative Writing, which would serve students in a number of programs at CSUS. We have, in fact, received numerous requests from CSUS students to develop such a minor. The literature requirements of our existing minor in English do not offer students enough freedom to concentrate in an intensive way on developing their creative writing skills. In fact, the core requirements in our minor prevent students from concentrating on craft as is necessary for them to continue to improve as creative writers. Since these students are particularly interested in the production of poetry, fiction, and/or creative non-fiction, they need a minor that allows them to take enough course work to focus on the writing of literature, not just the reading of literature. The minor encompasses courses already in existence, so we will not need to design any new courses.

Deletions

Master of Science in Counseling (School Psychology)

Briefly describe the program proposal (new or change) and provide a justification.

The Master of Arts in Education (School Psychology) was adopted to meet state and national accreditation recommendations and the requirements of practicing School Psychologists in today’s schools. The Master of Science in Counseling (School Psychology) is no longer needed. Students presently in the M.S. Program will be able to finish and graduate.

Bilingual/Multicultural Education Department – Master of Arts in Education: Multicultural Education and Bilingual Cross-cultural Language Development Leadership

Briefly describe the program proposal (new or change) and provide a justification.

The Bilingual/Multicultural Education Department (BMED) has revised course content, course sequencing and course names as well as created new courses in order to better meet graduate students’ needs and interests and more fully build on faculty expertise. As a result the existing options in the Master of Arts in Education program offered by BMED will be deleted. These options are: Multicultural Education and Bilingual/Cross-cultural Language Development Leadership.