Curriculum Register February 21, 2017€¦ · curriculum review process as described in the fall 2007 Curriculum Review Guide. It contains two sections, Campuswide Proposal Sharing,

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Curriculum Register February 21, 2017

This publication contains proposed curriculum changes. This Curriculum Register conforms to the curriculum review process as described in the fall 2007 Curriculum Review Guide. It contains two sections, Campuswide Proposal Sharing, which includes a synopsis of course and program proposals that have been submitted for review to their department curriculum committee or program faculty and University Curriculum Committee (UCC) Recommendations that includes completed information on proposals reviewed by UCC.

Every proposal must complete all stages of the curriculum review process:

1. Submission of proposal(s) by originating department/program. 2. Review by every department/program in the school/college in which the program is housed. 3. Review by Department Curriculum Committee or Program Faculty. 4. Campuswide Proposal Sharing in the Curriculum Register. 5. Review by General Studies, Liberal Studies, or Graduate Council, when appropriate; preparation

of impact statement. 6. Review by the Dean for school/college resource implication; preparation of resource impact

statement. 7. Review by the Office of Academic Programs; preparation of university resource impact

statement. 8. Review by the originating School/College Curriculum Committee. 9. Review by the University Curriculum Committee (UCC). 10. UCC recommendations posted in the Curriculum Register. 11. Review by Academic Affairs Program Effectiveness Committee, when appropriate. 12. Approval by Vice President for Academic Affairs or designee. 13. Approval by President, when appropriate. 14. Approval by Off Campus Approval bodies, when appropriate.

Moratorium for Proposals in Campuswide Sharing Stage:

There will be a 10 working day moratorium, starting from the publication date of the Curriculum Register, during which departments, deans, or individual faculty may raise objections or concerns, in writing, to the proposing School or College Curriculum Committee or Program Faculty for proposals in the campuswide sharing stage. The Campuswide Sharing section of the Curriculum Register contains only a summary of the curriculum proposal. Please ask the Department Curriculum Committee or Program Faculty for a complete proposal packet if you have questions or concerns.

Moratorium Date: March 6, 2017

Once the moratorium date has passed for campuswide sharing and no objections are received, the proposal will continue through the stages of the curriculum review process.

The Curriculum Register is produced by the Office of Academic Programs. Any questions or comments should be directed to Tracey Haney at ext. 3308.

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CONTENTS

CAMPUSWIDE PROPOSAL SHARING

College of Arts and Humanities BA in Digital Media Arts (modify program) ................................................................................................ 5 DMA 328: DSLR Video Production (new course) ....................................................................................... 5 DMA 460: Digital Audio Workstation Concepts (new course) .................................................................... 6 BA in Film and Television Production (new program) ................................................................................ 6 BA in Audio Engineering (new program) ..................................................................................................... 6 BA in Digital Media Arts: Music Technology (discontinue program) ......................................................... 7 BA in Digital Media Arts: Audio Recording (discontinue program)............................................................ 7 BA in Digital Media Arts: Television Arts (discontinue program) .............................................................. 7 BA in History: History/Social Science Education Option (modify program) .............................................. 7 HIS 380: Women in History (modify course, GE) ....................................................................................... 7 Professional Certificate in Spanish Communication (new program) ............................................................ 7 JPN 110: Beginning Japanese I (modify course, GE) ................................................................................... 8 JPN 111: Beginning Japanese II (modify course, GE) ................................................................................. 8 Minor in Speech (modify program) .............................................................................................................. 8 THE 329: Forensics (modify course) ............................................................................................................ 8

College of Business Administration and Public Policy ACC 230: Financial Accounting (modify course) ........................................................................................ 9 MGT 312: Organizational Behavior (modify course) ................................................................................... 9 FIN 101: Setting Personal and Career Goals (new course, GE) ................................................................... 9 ECO 211: Economic Theory IB (modify course) ....................................................................................... 10 Certificate in Sports Management (new program) ...................................................................................... 10 SEH 500: Ticket Operations in the Entertainment Industry (new course) .................................................. 10 SEH 501: Leadership in the Entertainment Industry (new course) ............................................................. 10 BS in Applied Studies (modify program) ................................................................................................... 11 BUS 445: International Business (modify course) ..................................................................................... 12 ACC 431: Government and Non-profit Accounting (modify course) ........................................................ 13 ACC 331: Intermediate Accounting II (modify course) ............................................................................. 14 ACC 337: Cost Accounting (modify course) .............................................................................................. 15 BS in Business Administration: Global Logistics and Supply Chain Management (modify program) ...... 16 CIS 474: Project Management Fundamentals (modify course) .................................................................. 16 OMG 427: Quality Management (modify course) ...................................................................................... 16 OMG 487: Purchasing and Procurement (modify course) .......................................................................... 16

College of Education MA in Education: Dual Language Learning Option (new program/courses) ............................................. 17 Dual Language Learning Certificate (new program) .................................................................................. 19

College of Health, Human Services and Nursing BS in Clinical Science (modify program) ................................................................................................... 22 CLS 304: Introduction to Urinalysis and Body Fluids (modify course) ..................................................... 22 BSN 460: Research Utilization (modify course) ........................................................................................ 22 BSN 335: Biochemistry (modify course) .................................................................................................... 22 BSN 405: Statistics (retire course) .............................................................................................................. 23 MSN 525: Theoretical Foundations of CNS: Parent-Child Nursing (retire course) ................................... 23

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College of Natural and Behavioral Sciences PSY 318: Impact of Technology (UDGE conversion) ............................................................................... 24 PSY 319: Culture and Thought (UDGE conversion) .................................................................................. 24 GEO 350: World Geography (modify course) ............................................................................................ 25 SOC 368: Criminology (modify course) ..................................................................................................... 25 SOC 320: Sociology of the Family (modify course) .................................................................................. 25 SOC 365: Deviant Behavior (modify course) ............................................................................................. 26 SOC 363: Sociology of Alcohol and Other Drugs (modify course) ........................................................... 26

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CAMPUSWIDE PROPOSAL SHARING

The following proposal(s) have completed steps 1-3

of the Curriculum Review Process (see pg. 1 of Curriculum Register).

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College of Arts and Humanities Program/Course: BA in Digital Media Arts Proposer: George Vinovich Type of Change: Program Modification Summary of Changes: The Digital Media Arts Department proposes to modify the options in the BA in Digital Media Arts as follows:

• Modification of Audio Recording Option 1) Reduce the required units for the Audio Recording Option from 57 units to 51 units. 2) Delete the ART Digital Graphics (12 units) and Music (12 units) complementary tracks as a requirement. 3) Add DMA 490 Senior Seminar (3) as a required course for the Audio Recording Option. 4) Add DMA 460 DAW Concepts (3) as a NEW course and a required course for the Audio Recording Option.

• Modification of Television Arts Option 1) Delete ART 335 Web Design I (3) as a required course for the Television Arts Option, but can still be an elective. 2) Delete ART 345 Motion Graphics I (3) as a required course for the Television Arts Option, but can still be an elective. 3) Delete ART 346 Motion Graphics II (3) as a required course for the Television Arts Option, but can still be an elective. 4) Delete ART 348 Digital Photography (3) as a required course for the Television Arts Option, but can still be an elective. 5) Add DMA 490 Senior Seminar (3) as a required course for the Television Arts Option. 6) Add DMA 328 DSLR Video Production (3) as a NEW course and a required course for the Television Arts Option. 7) Add Electives (6 units) Choose any two from: ART 335, 345, 348, 346, 349, 443, or DMA 495

Program/Course: DMA 328 Proposer: George Vinovich Type of Change: New Course Summary of Changes: The Digital Media Arts Department proposes a new course DMA 328: DSLR Video Production. The new DMA 328 DSLR Video Production course will allow students to gain more hands-on experience and expertise in the theory and practice of using DSLR photo cameras to record professional quality video instead of using a traditional video camcorder. This will provide them with the experience they need to use inexpensive photo cameras that allow the use of prime lenses for high quality video recording instead of having to use a more expensive video camcorder that has a non-changeable zoom lens. This will allow students’ video projects to have a more cinematic and artistic look than projects shot with a traditional video camcorder.

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Program/Course: DMA 460 Proposer: George Vinovich Type of Change: New Course Summary of Changes: The Digital Media Arts Department proposes a new course DMA 460: Digital Audio Workstation Concepts. The new DMA 460 Digital Audio Workstation Concepts course will allow students to gain more hands-on experience and expertise in the theory and practice of applying professional recording software such as Pro Tools in multi-track studio recording sessions. This will provide them with the experience they need to produce their capstone projects in DMA 499 Senior Project and will help them to succeed in the highly-competitive recording and sound design industry. Program/Course: BA in Film and Television Production Proposer: George Vinovich Type of Change: New Program Summary of Changes: Elevate Existing DMA: Television Arts Option to Full Degree Major titled B.A. in Film and Television Production In response to CO Executive Order 1071 that requires 50% of a program’s units to be shared among all options, the Digital Media Arts Department needs to elevate its existing program option in Television Arts to a full degree major in order to increase visibility for the program and to maintain its emphasis on hands-on production courses in film and television. Students have had difficulty finding our television production major because it is listed under the heading of Digital Media Arts as just an option. The proposed new title with its own section in the University Catalog will significantly increase the program’s visibility to prospective students who are searching for a hands-on production degree in film and television. It will also reduce confusion among students regarding the availability of a hands-on film and television production degree program on our campus. All required courses for the current Television Arts Degree Option will remain the same for the proposed stand-alone B.A. Degree in Film and Television Production. Program/Course: BA in Audio Engineering Proposer: George Vinovich Type of Change: New Program Summary of Changes: Elevate Existing DMA: Audio Recording Option to Full Degree Major titled B.A. in Audio Engineering In response to CO Executive Order 1071 that requires 50% of a program’s units to be shared among all options, the Digital Media Arts Department needs to elevate its existing program option to a full degree major in order to increase visibility for the program and to maintain its emphasis on hands-on production courses in audio engineering and music technology. The requirement of having to share 50% of the program’s units with the Television Arts program would significantly weaken the audio engineering and music technology emphasis of the degree. The current B.A. Degree in Digital Media Arts with an Audio Recording Option will become the B.A. Degree in Audio Engineering. All required courses for the current Audio Recording Degree Option will remain the same for the proposed stand-alone B.A. Degree in Audio Engineering.

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Program/Course: BA in Digital Media Arts Proposer: George Vinovich Type of Change: Discontinue Program Summary of Changes:

Discontinue the Existing DMA: Music Technology Option – due to low enrollment. Discontinue the Existing DMA: Audio Recording Option – due to conversion to Full

Degree Major. Discontinue the Existing DMA: Television Arts Option – due to conversion to Full Degree

Major.

Program/Course: BA in History: History/Social Science Education Option Proposer: Andrea Johnson/Chris Monty Type of Change: Program Modification Summary of Changes: The History Department proposes the following modifications to the BA in History: History/Social Science Education Option:

1) Removes History 101, History 306, Geography 100, Geography 360, Political Science 101 from the major.

2) Restructures World and European history requirements into a Global History section 3) Changes titles and descriptions of History 311, History 312, History 313 to facilitate the

above. 4) Adds History 370 as an option for Comparative Religions 5) Adds an Ethnic and Gender Studies Component. Students will choose one from Asian

Pacific Studies 101, Asian Pacific Studies 212, Chicano Studies 100, Chicano Studies 205, Chicano Studies 212, and Women’s Studies 250.

6) Clarifies policy for Subject Matter Competency Certification Program/Course: HIS 380 Proposer: Laura Talamante Type of Change: Course Modification (GE) Summary of Changes: Since the learning outcomes for this course align with the upper division general education outcomes for areas F3 and G, the History Department is applying for a change in utilization for all sections of History 380, Women in History. Although the theme of the course may vary, all instructors will be expected to include the course learning outcomes specified by the department. This will help us meet the increased demand for upper-division general education in the university, and with such increased enrollments, we will be able to offer the course more frequently. This change in utilization will help our majors by allowing them to double count a general education course toward the major, freeing up units that they can use for a minor or double-major. Program/Course: Professional Certificate in Spanish Communication Proposer: Michael Galant Type of Change: New Program Summary of Changes: The Modern Languages Department proposes the creation of a Professional Certificate in Spanish Communication, consisting of the following required courses: SPA110, SPA111, SPA220, SPA221, and SPA230

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Program/Course: JPN 110 Proposer: Michael Galant Type of Change: Course Modification (GE) Summary of Changes: The Modern Languages Department proposes to offer JPN 110, Beginning Japanese I as GE Area C course. Program/Course: JPN 11 Proposer: Michael Galant Type of Change: Course Modification (GE) Summary of Changes: The Modern Languages Department proposes to offer JPN 11, Beginning Japanese II as GE Area C course. Program/Course: Minor in Speech Proposer: Bill DeLuca Type of Change: Program Modification Summary of Changes: The Theatre Arts and Dance Department proposes to modify the Minor in Speech to reflect the correct units for the program. Program/Course: THE 329 Proposer: Bill DeLuca Type of Change: Course Modification Summary of Changes: The Theatre Arts and Dance Department proposes to modify THE 329, Forensics, by changing the units from 2 to 3.

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College of Business Administration and Public Policy

Program/Course: ACC 230 Proposer: Michael Manahan Type of Change: Modify Course Summary of Changes: The Accounting Department proposes to offer ACC 230: Financial Accounting as an online course. The course has been successfully piloted in spring 2016 and fall 2016. Program/Course: MGT 312 Proposer: Lei Lai Type of Change: Modify Course Summary of Changes: The Management Department proposes to offer MGT 312: Organizational Behavior as an online and hybrid course. Program/Course: FIN 101 Proposer: Ricardo Ulivi Type of Change: New Course (GE) Summary of Changes: The Finance Department proposes a new course, FIN 101: Setting Personal and Career Goals for GE Area A.

In an article “Why Do Students Fail? Faculty Perspective” (1) the authors conclude that “motivation is the leading cause behind students’ failure or success in completing schoolwork”. Many other articles reach a similar conclusion. Empirical evidence also suggests that many students lack goals. For example, when Professor Ulivi regularly asks his students about what they want to do with their lives, most answer “I don’t know”. There is a strong possibility that a lack of personal and career goals may hinder student’s motivation to complete their studies on time.

This course will teach students how to set personal and career goals, as well as action plans to achieve them. Students will also learn effective ways to build, and maintain, social networks that may help them achieve their goals.

The class should be very discussion-oriented and engaging! It will require some “soul searching”, or introspection, and thus may be emotional. Nevertheless, this course does not involve therapy, nor is it designed to replace a licensed therapist!

The course will require student to write essays on many topics that foster critical thinking skills and analyses of objectives. Students will be able to directly apply what they have learned to their lives in order to set, and achieve useful goals.

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Program/Course: ECO 211 Proposer: Jose N Martinez Type of Change: Modify Course Summary of Changes: The Accounting, Finance, and Economics Department proposes to offer ECO 211: Economic Theory 1B Macroeconomics as an online course. The course has been successfully piloted in spring 2016 and fall 2016. The proposed change in the mode of instruction would allow the department and the CBAPP to better serve our student population of working adults who often have significant difficulty managing a busy working schedule, family, and a college education. Given the added flexibility, this proposed change would also help increase student retention and graduation rates at the college and university level, which is extremely important for our current university administration and AACSB accreditation. Program/Course: Certificate in Sports Management Proposer: Yann Abjourazakou Type of Change: New Program Summary of Changes: The Management and Marketing Department proposes a new certificate in Sports Management. The program proposal is in response demand by AEG and other sports organizations to provide quality education in the area of sports management leadership. This track was selected based on the location of our campus relative to AEG and major sporting events facilities (Stub Hub Center, Staples Center, Dodgers Stadium, Coliseum, Honda Center etc.). This program will help us attain our vision of becoming a model urban university providing programs aligned with our local labor market. This new certificate was also selected based on the success of our undergraduate program in SEH. The program promises to generate surplus funds to help improve teaching quality in other programs and enable us to attain AACSB accreditation.

Program/Course: SEH 500 Proposer: Yann Abjourazakou Type of Change: New Course Summary of Changes: The Management and Marketing Department propose a new course SEH 500: Ticket Operations in the Entertainment Industry for inclusion in the proposed certificate in Sports Management. Program/Course: SEH 501 Proposer: Yann Abjourazakou Type of Change: New Course Summary of Changes: The Management and Marketing Department propose a new course SEH 501: Leadership in the Entertainment Industry for inclusion in the proposed certificate in Sports Management.

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Program/Course: BS in Applied Studies Proposer: Betty Vu Type of Change: Program Modification Summary of Changes: The College of Business Administration and Public Policy is seeking to modify the Applied Studies major. The Graduate Department within CBAPP is proposing the following changes.

The Applied Studies major needs the curriculum modified to incorporate the practice of the Program in order for students to successfully graduate in a timely fashion. Over time, certain courses became unavailable to schedule in the online format. To reduce the administrative processes of course substitutions, the major seeks to modify existing curriculum to current practice.

The Applied Studies major is an online transfer major that is 100% online and offered in partnership with the College of Extended Education.

Feedback from students and alumni indicate confusion as to the purpose of the Applied Studies major. Analysis of career market educational needs suggests this program should aim to advance student professional careers by obtaining a bachelor’s degree with a focus on management and leadership knowledge and skills. Therefore, the major seeks to rename itself to Organizational Leadership Studies to effectively market the major to the general public. The current name of “Applied Studies” is not descriptive nor easily identifiable for marketing purposes. The major is intended to attract non-traditional online-only transfer students. The current name has been identified through various marketing consultants and peer institutions as vague. As enrollment continues to be small, the name change is intended to attract a broader audience and improve enrollment.

The change in the curriculum is the elimination of a minor requirement. In consultation with the College of Arts and Humanities and the College of Natural Behavioral Sciences, the major is incorporating the minor curriculum of public administration and communication into the core curriculum. This allows students to graduate with the appropriate number of units. In prior practice, students were obligated to obtain excess units due to fulfillment of minor requirements. In relation to that change, the Program is creating two tracks – Public Sector Management and Strategic Communications within the Organizational Leadership major.

Program/Course: BS in Business Administration: Business Analytics Concentration Proposer: Myron Sheu Type of Change: Program Modification Summary of Changes: The ISOM Department proposes to modify the Business Analytics Concentration. Business Analytics is an interdisciplinary field in which a well-rounded skill set with specific domain knowledge is highly sought-after. To get into the field, students would often have to study two concentrations to acquire both analytical and functional skills, but they would take longer to graduate. The modification proposal would combine Business Analytics with a separate functional concentration into one integrated program that can be completed by following a typical two-year study plan after the first sixty units.

The proposed program modification will offer five tracks to allow students to study the concentration with relevance to one of five specific business domains: decisions and operations, marketing, information systems, cyber security, and finance.

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Corporate America has too much data to maintain and analyze in order to make better decisions. As a result, there is a fast and sustainable growing need for well-trained data analysts who also know what companies need and how companies operate. Of the 15 best-paying jobs for recent college graduates, posted by Business Insider, at least five require extensive business analytic skills (http://www.businessinsider.com/best-paying-jobs-for-young-professionals-2014-7, accessed on 08/01/2014).

Program/Course: BUS 445: International Business Type of Change: Permanent Course Modification Proposer: Dr. Burhan F. Yavas Summary of Changes: The Accounting/Finance & Economics Department, under CBAPP, requests for an existing ONSITE and ONLINE course to be offered through HYBRID delivery in order to better serve the needs of the University’s working adult, student body. The course in question is BUS 445: International Business. Since the course is already offered both ONSITE and ONLINE, we want to expand our existing course delivery options to include HYBRID delivery.

Among the benefits of hybrid delivery would be to combine advantages of both ONSITE and ONLINE delivery methods while avoiding their disadvantages.

The online portion of the hybrid delivery mode offers students flexibility to choose from a variety of content delivery options a mode that best suits their life circumstance and learning style.

1. The online portion of the hybrid delivery mode enables student-centered teaching approaches, and provides students with opportunities for self-directed and collaborative learning.

2. The online portion of the hybrid of the delivery mode gives students the opportunity to develop skills in using technologies to learn and communicate that will greatly benefit students’ future career and studies.

3. Finally, the Hybrid delivery will consist of 10 ONSITE face to face lectures (4 in the front end, 2 in the middle and 4 at the back) where the instructor will have personal contact with students, conduct lectures and answer questions. Also, 3 exams (60 % percent of the final grade) will be conducted during the ONSITE portion of the course. The main advantage is to proctor students during exams and avoid problems with student cheating.

Faculty to instruct the proposed HYBRID course completed the mandatory Faculty Development Training for ONLINE teaching. There aren’t any additional resources needed to teach this course Online other than the use of the Blackboard, Learning Management System.

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Program/Course: ACC, 431 Government & Non-profit Accounting Type of Change: Permanent Course Modification Proposer: Gloria H. Del Rosario Summary of Changes: The Accounting Department, under CBAPP, requests for an existing ACC 431: Government & Non-profit Accounting, onsite course to be offered through online delivery in order to better serve the University’s working adult, student body. This particular student population often has difficulties scheduling required courses into their graduation plans due to other external/personal commitments. By offering an alternative to the existing onsite course, CBAPP can help this target population provide greater flexibility to accommodate students’ schedules, so that they are able to complete required coursework using a virtual classroom setting. This will enable students to complete the required course curriculum towards earning a Business Administration degree, with an Accounting concentration, to assist in enhancing graduation rates at this institution.

Creating the proposed ACC 431: Government & Non-profit Accounting, upper-division online course aligns with the following goals as referenced in the CSU Dominguez Hills strategic plan:

• Goal #1 of the CSU Dominguez Hills strategic plan is to "support, enhance and develop academic programs that culminate in globally relevant degrees, by becoming an innovative, high-touch, high quality comprehensive urban university serving the South Bay region and beyond." To that end, CBAPP will strive to offer outstanding academic programs driven by assessment and our efforts to achieve AACSB accreditation. College strengths are, in part, defined by our diverse instructional modalities (online/hybrid) and the diverse Dominguez Hills learning environment. Part of the "comprehensive" component involves CBAPP's "global reach". Online offerings may also be viewed in this light of opening up the enrollment to students residing in other countries.

• Goal #2 of the CSU Dominguez Hills strategic plan is to "promote student graduation and success through effective recruitment, transition and retention of our diverse student population." Online course offerings would help support the use of technology to promote excellence and access, as well as, supporting the continued redesign of courses and classroom technology to empower teaching and learning.

Additionally, online delivery encourages teamwork and cooperation since students will be utilizing various Information Technology applications through Blackboard, which include discussion boards, journals, class blogs, and viewing pre-recorded lecture videos, to hone written and critical thinking skills.

Faculty to instruct the proposed ACC 431: Government & Non-profit Accounting, Online course completed the mandatory Faculty Development Training. Faculty also completed the pilot requirement to teach the Online course for two semesters, which was approved by Academic Affairs. There aren’t any additional resources needed to teach this course Online other than the use of the Blackboard, Learning Management System.

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Program/Course: ACC 331: Intermediate Accounting II Type of Change: Permanent Course Modification Proposer: Gloria H. Del Rosario Summary of Changes: The Accounting Department, under CBAPP, requests for an existing ACC331: Intermediate Accounting II, onsite course to be offered through online delivery in order to better serve the University’s working adult, student body. This particular student population often has difficulties scheduling required courses into their graduation plans due to other external/personal commitments. By offering an alternative to the existing onsite course, CBAPP can help this target population provide greater flexibility to accommodate students’ schedules, so that they are able to complete required coursework using a virtual classroom setting. This will enable students to complete the required course curriculum towards earning a Business Administration degree, with an Accounting concentration, to assist in enhancing graduation rates at this institution.

Creating the proposed ACC331: Intermediate Accounting II, upper-division online course aligns with the following goals as referenced in the CSU Dominguez Hills strategic plan:

• Goal #1 of the CSU Dominguez Hills strategic plan is to "support, enhance and develop academic programs that culminate in globally relevant degrees, by becoming an innovative, high-touch, high quality comprehensive urban university serving the South Bay region and beyond." To that end, CBAPP will strive to offer outstanding academic programs driven by assessment and our efforts to achieve AACSB accreditation. College strengths are, in part, defined by our diverse instructional modalities (online/hybrid) and the diverse Dominguez Hills learning environment. Part of the "comprehensive" component involves CBAPP's "global reach". Online offerings may also be viewed in this light of opening up the enrollment to students residing in other countries.

• Goal #2 of the CSU Dominguez Hills strategic plan is to "promote student graduation and success through effective recruitment, transition and retention of our diverse student population." Online course offerings would help support the use of technology to promote excellence and access, as well as, supporting the continued redesign of courses and classroom technology to empower teaching and learning.

Additionally, online delivery encourages teamwork and cooperation since students will be utilizing various Information Technology applications through Blackboard, which include discussion boards, journals, class blogs, and viewing pre-recorded lecture videos, to hone written and critical thinking skills.

Faculty to instruct the proposed ACC331: Intermediate Accounting II, Online course completed the mandatory Faculty Development Training. Faculty also completed the pilot requirement to teach the Online course for two semesters, which was approved by Academic Affairs. There aren’t any additional resources needed to teach this course Online other than the use of the Blackboard, Learning Management System.

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Program/Course: ACC: 337 Cost Accounting Type of Change: Permanent Course Modification Proposer: Gloria H. Del Rosario Summary of Changes: The Accounting Department, under CBAPP, requests for an existing ACC337: Cost Accounting, onsite course to be offered through online delivery in order to better serve the University’s working adult, student body. This particular student population often has difficulties scheduling required courses into their graduation plans due to other external/personal commitments. By offering an alternative to the existing onsite course, CBAPP can help this target population provide greater flexibility to accommodate students’ schedules, so that they are able to complete required coursework using a virtual classroom setting. This will enable students to complete the required course curriculum towards earning a Business Administration degree, with an Accounting concentration, to assist in enhancing graduation rates at this institution.

Creating the proposed ACC337: Cost Accounting, upper-division online course aligns with the following goals as referenced in the CSU Dominguez Hills strategic plan:

• Goal #1 of the CSU Dominguez Hills strategic plan is to "support, enhance and develop academic programs that culminate in globally relevant degrees, by becoming an innovative, high-touch, high quality comprehensive urban university serving the South Bay region and beyond." To that end, CBAPP will strive to offer outstanding academic programs driven by assessment and our efforts to achieve AACSB accreditation. College strengths are, in part, defined by our diverse instructional modalities (online/hybrid) and the diverse Dominguez Hills learning environment. Part of the "comprehensive" component involves CBAPP's "global reach". Online offerings may also be viewed in this light of opening up the enrollment to students residing in other countries.

• Goal #2 of the CSU Dominguez Hills strategic plan is to "promote student graduation and success through effective recruitment, transition and retention of our diverse student population." Online course offerings would help support the use of technology to promote excellence and access, as well as, supporting the continued redesign of courses and classroom technology to empower teaching and learning. Additionally, online delivery encourages teamwork and cooperation since students will be utilizing various Information Technology applications through Blackboard, which include discussion boards, journals, class blogs, and viewing pre-recorded lecture videos, to hone written and critical thinking skills.

Faculty to instruct the proposed ACC337: Cost Accounting, Online course completed the mandatory Faculty Development Training. Faculty also completed the pilot requirement to teach the Online course for two semesters, which was approved by Academic Affairs. There aren’t any additional resources needed to teach this course Online other than the use of the Blackboard, Learning Management System.

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Program/Course: BS in Business Administration: Global Logistics and Supply Chain Management Concentration Type of Change: Program Modification Proposer: Myron Sheu Summary of Changes: The ISOM Department proposes to modify the BS in Business Administration: Global Logistics and Supply Chain Management Concentration. The required courses of current curriculum includes mostly lower division courses including three 200-level courses and only one 300-level course. In addition, the contents of OMG 220, OMG 225, and OMG 230 are partly overlapping. To help students acquire advanced-level knowledge in supply chain management, we propose a new curriculum as attached below. After analyzing the job market and surveying the existing supply-chain management programs offered by the leading school like ASU and competing schools, we revised the curriculum in the framework of S(Sourcing)-C(Coverting)-M(Moving)-T(Technology) and identified required and elective courses under each category. We also changed the name of concentration from "Global Logistics and Supply Chain Management" to "Global Supply Chain Management" because logistics is considered part of supply chain management. In the proposed curriculum, one 200-level course and five-400 level courses are required, and two 300-level courses and two 400-level courses are offered as electives. In addition, we eliminated the two tracks and proposed some changes to the required courses based on the new trends in the discipline and the needs of the market. We are confident that the proposed curriculum will significantly help students to graduate on time and be successful in the job market. Program/Course: CIS 474 Type of Change: Course Modification Proposer: Myron Sheu Summary of Changes: The ISOM Department proposes to modify CIS 474: Project Management Fundamentals. The department proposes to modify the course prerequisite and offer the course online. Program/Course: OMG 427 Type of Change: Course Modification Proposer: Myron Sheu Summary of Changes: The ISOM Department proposes to modify the course title of OMG 427 from Quality Management to Business Process Improvement. Program/Course: OMG 428 Type of Change: Course Modification Proposer: Myron Sheu Summary of Changes: The ISOM Department proposes to modify the course title of OMG 428 from Purchasing and Procurement to Purchasing Management.

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College of Education

Program: Master of Arts in Education: Dual Language Learning Option Proposer: Lilia E. Sarmiento Type of Change: New Program Summary of Changes: The Division of Teacher Education proposes a Master of Arts in Education with an Option in Dual Language Learning that will include 5 core courses, 3 units each plus a 1 unit Capstone course (16 units) and 5 courses in the Option offered in Spanish, 3 units each for a total of 31 units. The design of this Option program is to develop leadership among bilingual teachers currently working in dual language or one-way/two-way immersion programs in PreK through 12th grade settings. In addition, it is designed to foster long-term relationships and build networks of collaboration between fellow teachers and faculty members as they deepen knowledge of best practices when working in dual language settings. Course of Study Master of Arts in Education (31 units)

Core Courses (16 units):

GED 500. Research Methods in Education (3)

TED 505. Educational Psychology (3)

TED 506. Multicultural and Social Foundations of Education (3)

CUR 510. Process of Curriculum Development (3)

CUR 519. Advanced Study in Curriculum Research and Instructional Practices (3)

TED 560. MA Capstone (1) or

TED 599. Thesis (1) Dual Language Learning Option The MA in Education Dual Language Learning Option prepares Spanish bilingual candidates for specialized roles in the field of dual language learning. Option in Dual Language Learning (15 units) Required Courses (12 units) DLL 520. Foundations of Critical (Bi) Literacy in Dual Language and Immersion Education (3) DLL 521. Contrastive Linguistics and Assessment for Dual Language Educators (3) DLL 525. Practices and Strategies for Bi-Literacy Development in Bilingual/Dual Settings (3) SPE 522.Teaching Bilingual Learners in Inclusive Dual Settings (3) Electives (3 units) Select one course from the following with the approval of an advisor. DLL 523. Academic Discourse and Socio-Emotional Learning (3) DLL 524. Emergent Learning for Dual Language Learners (3) Educational Objectives • Learn and apply leadership skills as bilingual educators. • Create teacher study groups to research real world school/classroom problems and propose

alternatives at end of program project presentation.

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• Research effective dual language programs and analyze the successful outcomes. • Design, implement and refine bilingual and dual programs. • Develop and align assessment and accountability measures with the school’s vision and goals. • Analyze and implement effective features of curriculum and instruction that respects families’

heritage language and culture. • Use a wide range of presentation strategies to plan, present and evaluate a professional

development session based on a research topic. • Evaluate technology and integrate best practices in technology into curriculum and instruction. Program Student Learning Outcomes Student Learning Outcomes Performance

Assessment Course

Students will create a research proposal in the field of dual language/immersion education

Research Proposal DLL 520

Students will design a web portfolio

Website DLL 520 DLL 525 DLL 523 SPE 522

Students will analyze language assessments in English and Spanish

Written analysis of linguistic differences in assessments

DLL 521

Students will research ways to reduce disparities, improve access and increase self-efficacy of Latinos

Poster Presentation DLL 523

Students will design an interactive professional development session for teachers or parents

Prezi Presentation DLL524

Students will design and implement an inquiry project

Inquiry Project Lesson Study

DLL 524 DLL 525 SPE 522

Students will develop a case study on a bilingual student with a disability

Case Study SPE 522

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Program: Dual Language Learning Certificate (12 units) Proposer: Lilia E. Sarmiento Type of Change: New Program Summary of Changes: The Division of Teacher Education proposes a Certificate in Dual Language Learning (12 units) to provide another pathway for teacher candidates in Special Education and for graduates and teachers in the field to earn their Bilingual Authorization and to continue their professional preparation to become highly effective Spanish bilingual teachers, in particular, in dual immersion settings. The design of this certificate program is to develop leadership among bilingual teachers currently working in dual language or one-way/two-way immersion programs in PreK through 12th grade settings. In addition, it is designed to foster long-term relationships and build networks of collaboration between fellow teachers and faculty members as they deepen knowledge of best practices when working in dual language settings. Program Description: Designed for PreK-12 teachers and other educators to refine their competencies and leadership skills and improve educator effectiveness in dual language and immersion settings. Required courses: 9 credits: • DLL 520 - Foundations of Critical (Bi) Literacy in Dual Language and Immersion Education • DLL 521 – Contrastive Linguistics and Assessment for Dual Language Educators • DLL 525 – Practices and Strategies for Bi-literacy Development in Bilingual/Dual Settings Elective courses: (3 credits) • DLL 523 - Academic Discourse and Socio-Emotional Learning • DLL 524 – Emergent Learning for Dual Language Learners • SPE 522– Teaching Bilingual Learners in Inclusive Dual Settings Educational Objectives • Learn and apply leadership skills as bilingual educators. • Create teacher study groups to research real world school/classroom problems and propose

alternatives at end of program project presentation. • Research effective dual language programs and analyze the successful outcomes. • Design, implement and refine bilingual and dual programs. • Develop and align assessment and accountability measures with the school’s vision and goals. • Analyze and implement effective features of curriculum and instruction that respects families’

heritage language and culture. • Use a wide range of presentation strategies to plan, present and evaluate a professional

development session based on a research topic. • Evaluate technology and integrate best practices in technology into curriculum and instruction.

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Program Student Learning Outcomes Student Learning Outcomes Performance

Assessment Course

Students will create a research proposal in the field of dual language/immersion education

Research Proposal DLL 520

Students will design a web portfolio

Website DLL 520 DLL 525 DLL 523 SPE 522

Students will analyze language assessments in English and Spanish

Written analysis of linguistic differences in assessments

DLL 521

Students will research ways to reduce disparities, improve access and increase self-efficacy of Latinos

Poster Presentation DLL 523

Students will design an interactive professional development session for teachers or parents

Prezi Presentation DLL524

Students will design and implement an inquiry project

Inquiry Project Lesson Study

DLL 524 DLL 525 SPE 522

Students will develop a case study on a bilingual student with a disability

Case Study SPE 522

DLL 520 Foundations of Critical (Bi) Literacy in Dual Language and Immersion Education This course explores critical approaches to (bi)literacy instruction in dual language classrooms with attention to literacy learning experiences of LatinX students in U.S. PreK -12 schools. Students’ will develop a research study to disentangle the sociocultural aspects of literacy learning. (3 units) DLL 525 Practices and Strategies for Bi-Literacy Development in Bilingual/Dual Settings This course is designed to prepare teachers to be leaders in the field of curriculum design and professional development in dual language instruction in elementary and secondary schools. The focus of the course is on the best practices that develop bi-literacy. Participants will plan and develop curricula both in Spanish and/or sheltered English based on the principles of dual language. (3 units) DLL 523 Academic Discourse and Socio-Emotional Learning This course is designed to prepare teachers to think deeply and critically as to how content is taught using academic/professional Spanish as instructors in dual language programs in elementary and secondary schools. The course will also examine issues and interventions related

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to the social-emotional growth and development of children and youth and encourage reflection on school and community practices. (3 units) DLL 521 Contrastive Linguistics and Assessment for Dual Language Educators This course focuses on the contrastive analysis of the structures of the Spanish and English languages through the disciplines of Phonology, Morphology, Semantics and Syntax to address issues relating to: 1) dialectal variation in Spanish and English and 2) linguistic and educational assessments of levels of language acquisition of Spanish and English. (3 units) DLL 524 Emergent Learning for Young Dual Language Learners To foster leadership skills in elementary bilingual teachers in dual language instruction, research-based practices in dual immersion programs, curriculum design, culturally responsive instructional practice and assessment appropriate for young children. (3 units) SPE 522 Teaching Bilingual Learners in Inclusive Dual Settings This course prepares teachers to work with exceptional students in dual language programs. Participants will learn and apply culturally responsive assessment practices, curricular interventions and evaluation procedures for individuals, from infancy to adulthood, with mild/moderate and moderate/severe disabilities. Field-based projects (3 units)

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College of Health, Human Services and Nursing

Program/Course: BS in Clinical Science: Medical Technology Option

BS in Clinical Science: Cytotechnology Option Proposer: Cheryl Jackson-Harris Type of Change: Modify Programs Summary of Changes: The faculty of the Clinical Science Program proposes to modify the BS Degree Clinical Science: Medical Technology and Cytotechnology options by increasing the units for CLS 304: Intro to Urinalysis and Body Fluids from 2 to 3 and removing BIO 221: Molecular Biology Lab (1 unit). Additional faculty and resources will not be required to accommodate the proposed modification. The removal of BIO 221 is recommended and supported by the Biology Department. The unit increase in CLS 304 will have no impact on the 120 unit limit for the BS degree in Clinical Science and other programs. Program/Course: CLS 304 Intro to Urinalysis and Body Fluids Proposer: Cheryl Jackson-Harris Type of Change: Modify Course Summary of Changes: The faculty of the Clinical Science Program proposes to modify CLS 304: Intro to Urinalysis and Body Fluids by increasing the units from 2 to 3. Program/Course: BSN 460 Proposer: Nop Ratanasiripong Type of Change: Modify Course Summary of Changes: The SON proposes to modify BSN 460, Research Utilization by removing BSN 405 as a prerequisite. BSN 405 (Statistics) has become a pre-requisite before the students can enter in the BSN program. The students already took a Statistics course at the community colleges before CSUDH admission. This revised BSN curriculum has been approved since fall 2014 and BSN 405 has been frozen since spring 2016. There is no request to open/offer this course since then. Program/Course: BSN 335 Proposer: Nop Ratanasiripong Type of Change: Retire Course Summary of Changes: The SON proposes to retire BSN 335: Biochemistry. Since the chemistry requirement has become a pre-requisite before entering the BSN program in fall 2014, the class enrollment number has been very low. The course was last offered in fall 2014 with only 7 students. Since spring 2016, no students have asked for this course. Please note that the revised pre-requisites (chemistry and statistics) on the catalog have already been approved by UCC in fall 2014. Both pre-requisites are noted on the catalog.

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Program/Course: BSN 405 Proposer: Nop Ratanasiripong Type of Change: Retire Course Summary of Changes: The SON proposes to retire BSN 405: Statistics. Since statistics requirement has become a pre-requisite in fall 2014, the class enrollment number has been very low. The course being offered in fall 2015 had only 6 students enrolled. Out of these, 4 were non-CSUDH students enrolled via Open University option. Since then SON has advised our nursing students to take comparable courses on campus or community colleges. Since spring 2016, no students have requested/suggested to have this course available. Please note that the revised pre-requisites (chemistry and statistics) on the catalog were approved by UCC in fall 2014. Both pre-requisites are noted on the catalog. Program/Course: MSN 525 Proposer: Teri Ares Type of Change: Retire Course Summary of Changes: The SON proposes to retire MSN 525: Theoretical Foundations of CNS Parent-Child Nursing. The Clinical Nurse Specialist (CNS) options, both degree and post-master's certificate, were modified effective fall 2010. The MSN 525 course was replaced at that time with a new course MSN 550 which focused on all of the CNS specialties and not just the Parent-Child with the purpose to bring students from two separate low enrolled courses into one course that focuses on the role. A request for inactivation of MSN 525 should have been done at that time. Furthermore, national regulatory changes have made the Parent-Child CNS obsolete.

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College of Natural and Behavioral Sciences

Program/Course: PSY 318 Proposer: L. Mark Carrier Type of Change: UDGE conversion Summary of Changes: The Psychology department proposes a new course PSY 318: Impact of Technology. There are two reasons for the changes. One reason is that, in the spring of 2016, the Dean of the College of Natural and Behavioral Sciences asked the Psychology Department to move this SBS 318 “colon course” out of the SBS program and into the home department (Psychology). The goal of the College is to reduce overhead and minimize the complications of running a program (SBS) that operates sections in multiple colleges. Another reason is that most of the former SBS 318 sections are moving into their home departments as part of a policy change that allows home departments to receive credit for the FTES generated by the SBS 318 sections. As part of this move, those SBS 318 sections are changing their prefixes to their home department prefixes.

The former SBS 318 sections all had the same course title (Cultural Pluralism); therefore, the new PSY section will have the more descriptive title of “Global Impact of the Technological Revolution.” Also, the catalog description was identical for all of the former SBS 318 sections, despite varying in content. So, the new PSY section will have a unique catalog course description. Program/Course: PSY 319 Proposer: L. Mark Carrier Type of Change: UDGE conversion Summary of Changes: The Psychology Department proposes a new course PSY 319: Culture and Thought. There are two reasons for the changes. One reason is that, in the spring of 2016, the Dean of the College of Natural and Behavioral Sciences asked the Psychology Department to move this SBS 318 “colon course” out of the SBS program and into the home department (Psychology). The goal of the College is to reduce overhead and minimize the complications of running a program (SBS) that operates sections in multiple colleges. Another reason is that most of the former SBS 318 sections are moving into their home departments as part of a policy change that allows home departments to receive credit for the FTES generated by the SBS 318 sections. As part of this move, those SBS 318 sections are changing their prefixes to their home department prefixes.

The former SBS 318 sections all had the same course title (Cultural Pluralism); therefore, the new PSY section will have the more descriptive title of “Culture and Thought.” Also, the catalog description was identical for all of the former SBS 318 sections, despite varying in content. So, the new PSY section will have a unique catalog course description. Because the course PSY 318 already will be used by another SBS 318 colon course, the present course will be renumbered to PSY 319.

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Program/Course: GEO 350 Proposer: Ralph Saunders Type of Change: Course Modification Summary of Changes: The Earth Science and Geography Department proposes to add online delivery for GEO 350: World Geography. Program/Course: CTC 405: Advanced Game Development

CTC 454: Wireless Security Proposer: Mohsen Beheshti Type of Change: New Courses Summary of Changes: To better prepare our students for the state-of-the-art technology in the workforce, Computer Science department has developed two new courses, one in advanced game development and one in wireless security and forensics. These two courses are providing excellent opportunities for our students to learn the cutting-edge technology in programming for advanced gaming and mobile devices and security and forensics in wireless technology. These two courses have been offered before under CTC 395 and CTC495; and have provided considerable skills for our students in working with mobile devices and video game consoles and wireless technology. There are about 20-25 students taking wireless security course each semester, whereas advanced game development is offered once a year with about 20-25 students. We have received positive feedback from students about these two courses. We propose to create permanent courses CTC405 – Advanced Game development and CTC 454 – Wireless Security and Forensics. We believe, through these two courses, our students are better equipped with the current technology and are better prepared for the workforce.

Program/Course: SOC 368 Proposer: Kara Dellacioppa Type of Change: Course Modification Summary of Changes: The Sociology Department is requesting that SOC 368: Criminology be approved for delivery in an online format. Sociology 368 is a popular course in Sociology and is an elective for the Criminal Justice Administration program. We have more than 700 students and CJA has over l 000. CJA students are used to on line formats and as one of our courses in the area of criminology, it is always in demand. The Sociology department wants to be able to offer some of the sections face to face and others in the online format. Also without the ability to deliver classes online, we would not be able to add needed sections of this course every semester because there is no classroom space available for these additional sections. Program/Course: SOC 320 Proposer: Kara Dellacioppa Type of Change: Course Modification Summary of Changes: The Sociology Department is requesting that SOC 320: Sociology of the Family be approved for delivery in an online format.

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Program/Course: SOC 365 Proposer: Kara Dellacioppa Type of Change: Course Modification Summary of Changes: The Sociology Department is requesting that SOC 365: Deviant Behavior be approved for delivery in an online format. Sociology 365 is a popular course in Sociology and is an elective for the Criminal Justice Administration program. We have nearly 800 students and CJA has over 1000. CJA students are used to online formats and as one of our courses in the area of criminology, it is always in demand. The Sociology department wants to be able to offer some of the sections face to face and others in the on line format. This will help both our programs graduate students sooner. Program/Course: SOC 363 Proposer: Kara Dellacioppa Type of Change: Course Modification Summary of Changes: The Sociology Department is requesting that SOC 363: Sociology of Alcohol and other Drugs be approved for delivery in an online format. Sociology 363 is a popular course in Sociology and is an elective for the Human Services Program. We have nearly 700 students and Human Services has over 1000. Human Services majors are used to online formats and as one of our courses in the area of criminology, it is always in demand. The Sociology department wants to be able to offer some of the sections face to face and others in the on line format. Every semester we have to add additional sections of 363 and there aren't any classrooms available most of the time. We need to accommodate these students. This will help both our programs graduate students sooner.

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UNIVERSITY CURRICULUM COMMITTEE

RECOMMENDATIONS

During the current cycle, there are no UCC recommendations to report.