Attachment A
Faculty Senate Agenda
September 18, 2003
 

Teacher Education Reading Certificate

Overview of substantive changes. The content of courses that currently comprise the program will be changed in the following ways:

Justification.

  1. Changes in EDTE 200 and 201 are necessary because the current practice of requiring concurrent enrollment has resulted in too many conflicts for students and because we could not afford to offer both classes each semester. Our solution is to make them self-contained practicums, each with a different emphasis.
  2. EDTE 203 will change because the current program does not adequately address writing. The previous content of 203 has been shifted to 201, which always included comprehension in its content.
  3. EDTE 205 will change in the way described above to reflect adjustments made in the Reading Specialist Credential Program. In its new form, EDTE 205 will still adequately address the standards that were its original focus.
  4. We decided to simplify our admissions requirements by changing to the three years of teaching experience that the State requires at the time that the certificate is applied for (at the end of the program).

Teacher Education Single Subject Credential Program (Attachment A-1) (in .pdf format) [call the Senate Office at 278-6593 if you wish to obtain a copy]

Bilingual/Multicultural Education Department Multiple Subject English Language Authorization-Enhanced Credential Program

The Bilingual/Multicultural Education Department has revised course content, course sequencing and student teaching requirements as well as created new courses to meet new standards for teacher preparation programs issued by the California Commission on Teacher Credentialing in September 2001. In addition to fully addressing the new standards, the new and revised courses include such changes as integration of technology applications, inclusion of field experiences as part of instructional activities, integration across courses within the program, increased emphasis on assessment theory and strategies, and increased emphasis on theory and application related to teaching student populations that include English learners and those with special needs.

Bilingual/Multicultural Education Single Subject Pathways

The Department of Bilingual/Multicultural Education (BMED) has redesigned its single subject credential program, pursuant to new program standards mandated by Senate Bill 2042 (SB 2042) and adopted the California Commission on Teacher Credentialing (CCTC) in September 2001. These new standards require changes in both the content and delivery of teacher preparation programs. The new BMED program responds to these standards.

Educational Specialists (Mild/Moderate and Moderate/Severe) Credential Programs

The existing elective course, EDS 291 A/B Technology in Special Education, will become a required component of the Educational Specialist Credentials program. This action is needed to meet the new California Commission on Teacher Credentialing (CCTC) educational technology mandates per legislative action #2042 and Educational Specialists. The addition of this course reflects CCTC educational technology requirements of the Professional Clear Credential being moved to Level 1 preliminary training. EDS 291A/B is already a CSUS-approved course.

PROPOSED EDS PROGRAM - MILD/MODERATE AND/OR MODERATE/SEVERE EDUCATIONAL SPECIALIST CREDENTIALS: LEVEL l

(* New Requirement) Courses EDS 291A/B Technology in Special Education

The above course is a currently an approved CSUS course.

Reading/Language Arts Specialist Credential

Overview of changes.

Justification

  1. EDTE 209 has become a required course because knowledge of literature and expository text is a critical component of becoming and being a reading specialist.
  2. EDTE 250 has been dropped as a prerequisite because that is the primary focus of the standards related to research in the Reading/Language Arts Specialist Credential Program. We have decided to infuse "how to read reading research" across all of our courses.
  3. Changes in EDTE 200 and 201 were necessary because requiring concurrent enrollment resulted in too many conflicts for students and because we could not afford having to offer both classes each semester.
  4. EDTE 203 was changed because our past program did not adequately address writing. The previous content of 203 has been shifted over to 201, which always included comprehension in its content.
  5. EDTE 207 has expanded its view of reading disabilities to include comprehension because students being tutored often had comprehension difficulties as well as decoding problems.
  6. The infusion of assessment and research methodology across all language and literacy classes will help teachers understand their relevance within the areas emphasized by each course.
  7. We decided to simplify our admissions requirements by changing to the three years of teaching experience that the State requires at the time that the credential is applied for (at the end of the program).

MA in Education: Language and Literacy

Overview of changes.

  1. EDTE 209 (Literature for the Diverse Pre-K through 12 Classroom: Issues, Models and Strategies) will be added as an alternative to taking EDTE 207 (Advanced Practicum in Reading Difficulties: Assessment and Intervention).
  2. The 3-unit elective and EDTE 2l4 (Assessment of Text, Content, and Learners) will be dropped from the program; taking their place will be three foundational courses (EDTE 200, EDTE 201, EDTE 205) that currently are part of our certificate and specialist credential programs.
  3. The content of added and existing courses in the MA will be changed in the following ways:
  1. basic issues in assessment such as reliability and validity will also be infused across all courses with attention to their relevance to the topics being considered,
  2. EDTE 200 will become a practicum emphasizing decoding assessment and instruction, and EDTE 201 will become a practicum focusing on comprehension assessment and instruction;
  3. EDTE 203 will concentrate on writing assessment and instruction;
  4. EDTE 207 will remain an advanced practicum on more severely disabled readers but will broaden its focus to include assessing and correcting comprehension difficulties;
  5. how to read different types of research will be systematically infused across all courses with each class addressing one or two methodologies and approaches; Note that the substantive changes in EDTE 202 entail the infusion of assessment topics and the reading of different types of research. There are no substantive changes for EDTE 206 (Leadership in Literacy).

Justification

  1. EDTE 209 has become an option in place of EDTE 207 because some MA candidates are more interested in knowledge of literature and expository text than in advanced clinical practices.
  2. The 3-unit elective and EDTE 214 were dropped in order to make room for three courses (EDTE 200, 201, 205) that were always part of the reading certificate and specialist credential. These three courses are needed because they are foundational for background and practical experience its literacy and constitute a strong first tier of our current reading certificate and specialist credential programs. Since the vast majority of our students also seek a certificate and a credential, they end up taking these courses anyway but often outside of any meaningful sequence. While we are not happy about the extra three units, we believe the integrity of the MA will he greatly improved. In addition, with those extra three units, teachers will be able to apply for the 12-unit certificate without taking any further coursework. EDTE 214 was a logical course to drop because most of our classes currently cover assessment issues.
  3. (a) Systematically addressing assessment issues across all relevant language and literacy classes will help teachers understand their relevance within the areas emphasized by each course. (b) Changes in EDTE 200 and 201 were necessary because requiring concurrent enrollment resulted in too many conflicts for students and because we could not afford having to offer both classes each semester. (c) EDTE 203 was changed because our past program did not adequately address writing. The previous content of 203 has been shifted over to 201, which always included comprehension in its content. (d) EDTE 207 has expanded its view of reading disabilities to include comprehension because students being tutored often had comprehension difficulties as well as decoding problems. (e) learning how to read research is most relevant when done across courses emphasizing different kinds of research.

Combined Educational Specialist/Multiple Subject Credential Program

The existing CSUS course, EDBM 170, Introduction to Bilingual Education, will become a required component of the combined Educational Specialist/Multiple Subject Credential program through the Department of Special Education, Rehabilitation, and School Psychology. This action is needed to meet the new California Commission on Teacher Credentialing (CCTC) ELA mandates per legislative actions #1059 and #2042. The addition of EDBM 170, Introduction to Bilingual Education reflects CCTC requirements for ELA being moved from the Professional Clear Credential to Level I training.

The existing elective course, EDS 241AB, Technology in Special Education, will become a required component of the combined Educational Specialist/Multiple Subject Credential Program.

PROPOSED EDS PROGRAM - MULTIPLE SUBJECT: Level I (*New Requirement)

Courses EDBM 170 Introduction to Bilingual Education *

Child Development Major B (Attachment A-2) (in .pdf format) [call the Senate Office at 278-6593 if you wish to obtain a copy]

Masters in Public Policy and Administration

  1. Replace the single required public management course (PPA 240) with a two course public management sequence (PPA 240A and PPA 240B).
  2. Reduce the number of required elective courses from three to two, thereby maintaining the same unit requirement for graduation.
  3. Eliminate the requirement that elective courses must fall within an area of specialization.
  4. Allow students to petition the department to waive the requirement that one of the electives be chosen from among the PPA course offerings.
  5. Update the program and course prerequisites to more accurately reflect what we have found students need.
  6. Make minor, "clean-up" changes to the catalog copy.

In our 2000 departmental self study and in multiple summer retreats, the Department identified the need to strengthen the "public management" side of our graduate curriculum. At present the PPA core includes only a single course in public management: PPA 240. By contrast, the Department requires a two course sequence in applied microeconomics, PPA 220A and PPA 220B (this course sequence is central to the "policy analysis" side or our curriculum). With the hiring of a new faculty member specializing in public management, we have decided that it is desirable to divide the required public management course into a two course sequence, paralleling what we require in the economics area.

Minor in Computer Science

Description of Change:

  1. Add CSC 28 to Minor in Computer Science requirements, increasing the number of units to 21.
  2. Add an admission requirement: Completion of Math 29 with a grade of C- or better, or passing the ELM at a level qualifying for Math 30.

Justification:

  1. CSC 28 is a prerequisite to CSC 130, a required course for the Minor.
  2. This level of expertise in Math is necessary in order to successfully complete the Minor courses.

Liberal Studies Program

The proposed new Liberal Studies program has been developed in response to California's 2042 legislation establishing new Standards of Program Quality and Effectiveness for the Subject Matter Requirement for the Multiple Subject Teaching Credential. The new standards have stipulated specific content domains for each of the seven subject areas: Reading, Language, and Literature; History and Social Science; Mathematics; Science; Visual and Performing Arts; Physical Education; and Human Development. In order to ensure that the Liberal Studies program will meet the new content standards (as well as other instructionally related standards) some courses have been substantively revised and new courses have been developed. Other courses have been eliminated. These program changes are necessary in order for the campus to continue offering an approved subject matter curriculum for prospective elementary/junior high school teachers.

Bachelor of Music – Jazz Studies Concentration

The Bachelor of Music in Jazz Studies will create a new degree concentration for CSUS students. Many students in recent years have requested this program. New faculty in this area and expanded offerings have made this program feasible.