CSU GE-B Area C Arts, Literature Philosophy, and Foreign ...
|Proposing New CSU Degree Programs |
|Bachelor’s and Master’s Levels |
|Offered through Self-Support and State-Support Modes |
This document presents the format, criteria, and submission procedures for CSU bachelor’s and master’s degree program proposals. Please see the Academic Program Planning Web site for doctoral degree proposal formats. ( )
Templates for Doctoral Proposals
• CSU Ed.D. Programs
• UC-CSU Joint Doctoral Programs
• Joint Doctorates with Independent Institutions
Criteria
Proposals are subjected to system-level internal and external evaluation, through which reviewers seek evidence indicating that current campus budgetary support levels provide sufficient resources to establish and maintain the program. Review criteria include: curriculum, financial support, number and qualification of faculty, physical facilities, library holdings, responsiveness to societal need and regional and workforce needs, academic assessment plans, and compliance with all applicable CSU policies, state laws, and accreditation standards.
Procedures
Before a proposal is submitted to the Chancellor’s Office, the campus proposes adding the projected degree program to the campus academic plan. Subsequent to the CSU Board of Trustees approval of the projection, a detailed, campus-approved program implementation proposal is submitted to Chancellor’s Office for review and approval. Proposals are to be submitted in the academic year preceding projected implementation. Only programs whose implementation proposals have been approved by the CSU Chancellor may enroll students. Campus Academic Plans appear in the Educational Policy Committee Agenda Item of the annual March meeting of the Board of Trustees.
Submission
1. Please prepare the degree program proposal using the enclosed template. If the proposed program is subject to WASC Substantive Change, the Chancellor’s Office will accept the WASC Substantive Change Proposal format in place of the CSU format. For undergraduate degrees, the total number of units required for graduation must still be made explicit.
2. Submit four complete hard copies of the campus-approved implementation proposal, including documentation of campus approval, to:
Academic Program Planning
SU Office of the Chancellor
401 Golden Shore
Long Beach, California 90802-4210
3. Additionally, campuses are requested to send an electronic copy to APP@calstate.edu. A Word version is preferred.
CSU DEGREE PROPOSAL
Faculty Check List
Please confirm (√) that the following are included in the degree proposal:
√ The total number of units required for graduation is specified (not just the total for the major):
n/a the proposed bachelor’s program requires no fewer and no more than 120 units
n/a proposed bachelor’s degree programs with requirements exceeding 120 units have provided a justification for the excess units
√ Please specify the total number of prerequisite units required but not included in the required units total (above). 6
List of courses and unit counts that are prerequisite to the major:
EDP 301 or 302: Child or Adolescent Development
EDP 405: Classroom Management
n/a Title 5 minimum requirements for bachelor’s degree proposal have been met, including:
_______ minimum number of units in major (BA 24 semester units), (BS 36 semester units)
_______ minimum number of units in upper-division (BA 12 semester units), (BS 18 semester units)
√ Title 5 requirements for proposed master’s degree have been met, including.
√ minimum of 30 semester units of approved graduate work are required
√ no more than 50% of required units are organized primarily for undergraduate students
√ maximum of 6 semester units are allowed for thesis or project
√ Title 5 requirements for master’s degree culminating experience are clearly explained.
√ for graduate programs, at least five-full time faculty with terminal degrees in appropriate disciplines are on staff.
n/a For self-support programs:
_______ all EO 1047 requirements are met
_______ the proposed program does not replace existing state-support courses or programs
_______ a program budget is included
_______ cost to students are specified, by term and for total program cost
_____Please identify proposal page numbers where CPEC review criteria appear:
Pgs. 15-16 Student demand
This can be demonstrated with surveys of student intention to enroll in the program. Include current and projected enrollments of related existing programs at the proposing campus or feeder institutions.
Pgs. 14-15 Societal Needs
The proposal should establish that there will be sufficient employment opportunities for graduates of the proposed program. Workforce demand projections can be helpful in establishing the balance between graduates and employment opportunities. Individual letters (not multiple versions of the same form letter) from regional employers are helpful, as well. Workforce data are available at:
Pg. 8, 23 Appropriateness to Institutional and Segmental Mission
Describe how the proposed degree program fits with the campus, school/college, and departmental missions.
Pg. 14 Number of Existing and Proposed Programs in the Field
Demonstrate how the proposed program differs from or is similar to existing programs in the state.
Pgs. 16-17 Total Costs for the Program
Are there sufficient funds available to support the resources that are required in order to initiate and maintain the program, including: the number of new faculty required; equipment; library resources; and classroom, office, and laboratory facilities. Identify the source of the funds required to support the program, both initially and in the long run.
Pgs. 9-10; Appendix I Maintenance and Improvement of Quality
Submit formal assessment plans that address program goals and student learning outcomes. Goals should be measurable; plans should be manageable, and data should be meaningful. Goals should be related to institutional and program mission, and to the curriculum. See the CSU assessment site for further information:
Pg. 15 Advancement of Knowledge
Describe how the program will contribute to the growth and development of intellectual and creative scholarship.
Thank you!
CSU Degree Program Proposal Template
Please Note:
▪ Campuses may mention proposed degree programs in recruitment material if it is specified that enrollment in the proposed program is contingent on final program authorization from the CSU Chancellor’s Office.
▪ Approved degree programs will be subject to campus program review within five years after implementation. Program review should follow system and Board of Trustee guidelines (including engaging outside evaluators) and should not rely solely on accreditation review.
1. Program Type (Please specify any from the list below that apply—delete the others)
← State-Support
← Fast Track
Elevation of Option or Concentration to a Full Degree Program
← New Program
2. Program Identification
a. Campus: Long Beach
b. Full and exact degree designation and title (e.g. Master of Science in Genetic Counseling, Bachelor of Arts with a Major in History).
Educational Specialist Degree in School Psychology (EdS), Pupil Personnel Services Credential: School Psychology Option (PPS)
c. Date the Board of Trustees approved adding this program projection to the campus Academic Plan. n/a
d. Term and academic year of intended implementation (e.g. Fall 2012). Fall 2012
e. Total number of units required for graduation. This will include all requirements, not just major requirements. 60-66 units, depending upon need to satisfy 6 units of prerequisite courses
f. Name of the department(s), division, or other unit of the campus that would offer the proposed degree major program. Please identify the unit that will have primary responsibility.
College of Education, Department of Advanced Studies in Education and Counseling
g. Name, title, and rank of the individual(s) primarily responsible for drafting the proposed degree major program.
Kristin Powers, PhD., Professor
Kristi Hagans, Ph.D., Associate Professor and Program Coordinator
h. Statement from the appropriate campus administrative authority that the addition of this program supports the campus mission and will not impede the successful operation and growth of existing academic programs. (CPEC “Appropriateness to Institutional and Segmental Mission”)
See statement from Dean Marquita Grenot-Scheyer in Appendix IV
i. Any other campus approval documents that may apply (e.g., curriculum committee approvals).
Department and College curriculum committees approved the EdS in School Psychology in fall 2010.
j. Please specify whether this proposed program is subject to WASC Substantive Change review. The campus is required to either attach a copy of the WASC Sub-Change proposal or submit that document in lieu of the CSU proposal format.
No
k. Optional: Proposed Classification of Instructional Programs (CIP) Code and CSU Degree Program Code
CIP Code: 42.1701
Program Code: 804
3. Program Overview and Rationale
a. Rationale, including a brief description of the program, its purpose and strengths, fit with institutional mission, and a justification for offering the program at this time. The rationale may explain the relationship among the program philosophy, design, target population, and any distinctive pedagogical methods. (CPEC “Appropriateness to Institutional and Segmental Mission”)
We propose to change the School Psychology Credential program from solely a credential-recommending program to a degree-granting and credential-recommending program. Specifically, students would receive an Educational Specialist (EdS) in School Psychology Degree, as well as recommendation to the California Commission on Teacher Credentialing (CTC) of the PPS Credential in School Psychology upon completion of the program. There are a number of reasons to make this change:
1. The EdS is considered the entry-level degree for Professional School Psychology. Our current program (60 units, plus 9 prerequisite units) meets this training requirement but students are recommended for a credential only, not a degree from the program. Those who enter the credential program without a master’s degree complete the Masters of Arts in Education – Option in Educational Psychology (EP), but this degree alone, in its existing structure, does not reflect the amount of coursework required to complete the program. An EdS degree would be more indicative of the level of study students complete and may provide additional salary and competitiveness for employment for our alumni.
2. The National Association of School Psychologists (NASP) requires institutional documentation of school psychology program completion. Currently, “School Psychology” does not appear on students’ transcripts when they graduate, and there is no diploma indicating students have completed the school psychology credential program as we do not award a degree. Thus, students do not receive confirmation from the university that they have, indeed, completed a school psychology program.
3. Granting an EdS degree would allow us to remain competitive among neighboring school psychology programs for high achieving applicants. Chapman University and Loyola Marymount University award the EdS degree. CSU Sacramento, San Diego and Fresno also award the EdS degree to their school psychology program graduates.
4. Enrollment in an EdS degree program in school psychology is a requirement for applying for the NASP Student Minority Scholarship.
5. Our students currently have difficulty with licensure and/or placement on salary scales when seeking out-of-state employment, as the EdS degree signifies a higher level degree than a master’s degree.
6. We cannot track our students in PeopleSoft. Students appear as either Educational Psychology MA students or advanced credential students.
7. As graduate students, EdS school psychology students would be eligible for graduate research fellowships.
8. Currently, students pursuing the school psychology credential and Educational Psychology MA degree (i.e., ‘Joint Program Students’) need to re-apply to the university after completing the Educational Psychology MA degree to complete the School Psychology program, and consistently have trouble continuing their financial aid as they are no longer considered a MA-level graduate student but rather a credential student. Credential students (e.g., post-baccalaureate) receive far less financial aid than MA-level graduate students although the current program is considered a combined MA degree and credential program.
9. As a degree program, we would be eligible to participate in the University’s PARC program review process.
b. Proposed catalog description, including program description, degree requirements, and admission requirements. For master’s degrees, please also include catalog copy describing the culminating experience requirement(s).
PROGRAM-CHANGE
Name and Code of Program:
Educational Specialist in School Psychology (code: 804)
Proposed catalog text:
The school psychology program is approved by the National Association of School Psychologists (NASP) and accredited by the California Commission on Teacher Credentialing (CCTC). Students completing this program are employed in prek-12 education to provide direct and indirect psychological and academic support to students. The Educational Specialist degree is based on 60 units of courses work (plus 6 prerequisites), thus, it is a more advanced than a master’s degree, which is based on a minimum of 30 units. Student entering the Educational Specialist in School Psychology program concurrently fulfill requirements for the Pupil Personnel Services – School Psychology (PPS/SP) Intern and Full Credentials. The PPS/SP is required by the California Commission on Teacher Credentialing (CTC) for persons employed in the public schools as school psychologists.
University Admission
In addition to filing a program application (see next section), prospective students must file an Application for graduate admission along with one complete set of official transcripts with the University Office of Admissions prior to the January 25 due date for fall admissions.
Program Admission
1. Program application
2. Copies of official transcripts verifying a GPA of 3.0 or higher in the last 60 semester units (or 90 quarter units) of course work
3. Possession of a baccalaureate degree from an accredited university
4. An official transcript obtained from the Educational Testing Service (ETS) for the Graduate Record Exam (GRE) General Test of test scores of 1000 or higher for the combined Verbal and Quantitative portions of the test or Copies of official transcripts verifying completion of a master’s degree in a related field
5. Three letters of reference by persons who have engaged in professional work with the applicant
6. A written personal statement – see current application form
7. Screening interview – after the admission committee reviews all eligible applications, select applicants are invited for an interview with program faculty
Program Requirements
1. Completion of the following prerequisites or an equivalent: EDP 405 and EDP 301 or 302.
2. Completion of the following core courses: ED P 525 A, 525B, 527, 528, 536, 560, 579, 641A, 641B, 642A, 642B. Completion of the following core courses or equivalent: EDP 419, 517, 518, 520, 524A, 524B, 603, with a minimum of 42 units of the 51 unit core program completed in residency at CSULB.
3. Completion of one of the three options of a 9-unit specialization: (1) Educational Psychology emphasis –9 units from the following: EDP 519, 541, 596, 604, 605, 595, (2) Thesis option – 6 units of EDP 698 and EDP 519 or EDP 595, or (3) Equivalent master’s degree option - 9 units equivalent from existing master’s degree in related field.
4. Successful completion of comprehensive exam or thesis.
5. Advancement to candidacy: ED P 301 (or 302), 405, 419, 520, 603, 528, and fulfill the Graduation Writing Assessment Requirement (GWAR).
6. All University regulations governing the master's degree apply to the Educational Specialist in School Psychology degree.
7. Students are annually evaluated for specific professional competencies. If a student is found insufficient on one or more of the competencies, the student may be required to complete additional course work, practica, fieldwork, and/or other activities before being approved for the PPS internship or full credential or the EdS degree.
8. Certificate of Clearance and successful performance on the CBEST is required prior to enrolling in practica (ED P 641A).
9. Completion of the National School Psychology Examination (ETS/PRAXIS II #10400) prior to completion of the program.
4. Curriculum
a. Goals for the (1) program and (2) student learning outcomes. Program goals are very broad statements about what the program is intended to achieve, including what kinds of graduates will be produced. Student learning outcomes are more specific statements that are related to the program goals but that more narrowly identify what students will know and be able to do upon successful completion of the program.
Goals for the (1) program and (2) student learning outcomes
The Department and College curriculum committees have reviewed the program proposal and determined that it is consistent with the College of Education Mission: The College of Education at CSULB is a learning and teaching community that prepares professional educators and practitioners who promote equity and excellence in diverse urban settings through effective pedagogy, evidence-based practices, collaboration, leadership, innovation, scholarship, and advocacy. The ten student learning outcomes (SLOs; see below) of the School Psychology program help to promote the concepts and skills articulated in the mission. For example, Program SLO 1 on engaging in data-based decision making is consistent with the mission’s emphasis on ‘evidence-based’ practices. The School Psychology program is also consistent with CSULB’s emphasis on providing highly-valued degrees as indicated by the number of applicants we receive.
The overall program goals of the School Psychology program are to:
1. Provide competent instruction in all areas related to the practice of school psychology.
2. Advance the knowledge base in school psychology through student research, and the research and writing of faculty.
3. Develop in school psychology graduate students a sense of the necessity for life-long independent study as well as an appreciation of the value of collaborative interactions.
4. Serve the needs of the community by training school psychology graduate students to provide professional services to students, schools and the community.
5. Prepare school psychology graduate students to meet all entry-level and continuing education standards for credentialing and licensure appropriate to their future work settings.
Student Learning Outcomes (SLOs), based on the training standards outlined by NASP, include:
SLO 1: Data-Based Decision Making and Accountability: Students will demonstrate knowledge of varied methods of assessment and data collection methods for identifying strengths and needs, developing effective services and programs, and measuring progress and outcomes.
SLO 2: Consultation and Collaboration: Students will demonstrate knowledge of varied methods of consultation, collaboration, and communication applicable to individuals, families, groups, and systems and used to promote effective implementation of services.
SLO 3: Interventions and Instructional Support to Develop Academic Skills: Students will demonstrate knowledge of biological, cultural, and social influences on academic skills; human learning, cognitive, and developmental processes; and evidence-based curriculum and instructional strategies.
SLO 4: Interventions and Mental Health Services to Develop Social and Life Skills: Students will demonstrate knowledge of biological, cultural, developmental, and social influences on behavior and mental health; behavioral and emotional impacts on learning and life skills; and evidence-based strategies to promote social–emotional functioning and mental health.
SLO 5: Diversity in Development and Learning: Students will demonstrate knowledge of individual differences, abilities, disabilities, and other diverse characteristics; principles and research related to diversity factors for children, families, and schools, including factors related to culture, context, and individual and role differences; and evidence-based strategies to enhance services and address potential influences related to diversity.
SLO 6: School-Wide Practices to Promote Learning: Students will demonstrate knowledge of school and systems structure, organization, and theory; general and special education; technology resources; and evidence-based school practices that promote academic outcomes, learning, social development, and mental health.
SLO 7: Preventive and Responsive Services: Students will demonstrate knowledge of principles and research related to resilience and risk factors in learning and mental health, services in schools and communities to support multi-tiered prevention, and evidence-based strategies for effective crisis response.
SLO 8: Family-School Collaboration Services: Students will demonstrate knowledge of principles and research related to family systems, strengths, needs, and culture; evidence-based strategies to support family influences on children’s learning, socialization, and mental health; and methods to develop collaboration between families and schools.
SLO 9: Research and Program Evaluation: Students will demonstrate knowledge of research design, statistics, measurement, varied data collection and analysis techniques, and program evaluation methods sufficient for understanding research and interpreting data in applied settings.
SLO 10: Legal, Ethical, and Professional Practice: Students will demonstrate knowledge of the history and foundations of school psychology; multiple service models and methods; ethical, legal, and professional standards; and other factors related to professional identity and effective practice as school psychologists.
b. Plans for assessing program goals and student learning outcomes. Some planners find it helpful to develop matrices in which student learning outcomes and required courses are mapped, indicating where content related to the learning outcomes is introduced, reinforced, and practiced at an advanced level in required courses. (CPEC “Maintenance and Improvement of Quality”
As a NASP- and CTC-approved program, faculty have a long history of identifying program and student learning outcomes, measuring progress toward outcomes, and analyzing formative and summative data to make program improvement changes. A proposed EdS School Psychology Program Assessment Plan is included in Appendix I.
c. Total number of units required for graduation.
60-66 units, depending on need to satisfy 6 units of prerequisite courses.
d. Include a justification for any baccalaureate program that requires more than 120-semester units or 180-quarter units.
n/a
e. If any formal options, concentrations, or special emphases are planned under the proposed major, identify and explain fully. Optional: You may propose a CSU degree program code and CIP code for each concentration that you would like to report separately from the major program, if the option is approximately equivalent to a degree currently listed on the CSU application-booklet degree program table. If you do not find an appropriate CSU degree program code at: , you can search CIP 2000 at to help identify the code that best matches the proposed curriculum. n/a
f. A list of all courses required for the major, specifying catalog number, title, units of credit, and prerequisites or co-requisites (ensuring that there are no “hidden” prerequisites that would drive the total units required to graduate beyond the total reported in 4c above). Include proposed catalog descriptions of all new courses.
Required Coursework
Prerequisite Coursework:
EDP 301 or 302 Child/Adolescent Development (3 units)
EDP 405 Classroom Management (3 units)
Core Coursework:
EDP 419 Educational Statistics (3 units)
EDP 520 Research Methods (3 units)
EDP 524 A & B Psychoeducational Assessment (5 units; co-requisites)
EDP 525 A & B Psychoeducational Assessment of CLD Students (5 units; co-requisites)
EDP 603 Developmental Risk and Resilience (3 units)
EDP 517 Seminar in School Counseling (3 units)
EDP 527 Advanced Assessment for Intervention (3 units)
EDP 528 Introduction to School Psychology (3 units)
EDP 536 Collaborative Consultation (3 units)
EDP 579 Curriculum-Based Assessment & Academic Interventions (4 units)
EDP 560 Functional Behavior Assessment & Positive Behavior Support (3 units)
EDP 518 School Crisis Response (3 units)
EDP 641 A School Psychology Practicum (2 units)
EDP 641 B School Psychology Practicum (2 units)
EDP 642 A Field Work I – School Psychology (3 units)
EDP 642 B Field Work II – School Psychology (3 units)
Option - Comprehensive Exams (9 units of the following):
EDP 604 Seminar in Human Development (3 units)
EDP 519 Quantitative Educational Data Analysis I (3 units)
EDP 541 Seminar in Educational Measurement and Assessment (3 units)
EDP 596 Program Evaluation in Education (3 units)
Option - Thesis:
EDP 698 Thesis (6 units) and
EDP 519 Quantitative Educational Data Analysis I (3 units) or
EDP 595 Qualitative Research Methods in Education (3 units)
g. List of elective courses that can be used to satisfy requirements for the major, specifying catalog number, title, units of credit, and prerequisites or co-requisites. Include proposed catalog descriptions of all new courses. For graduate program proposals, identify whether each course is a graduate or undergraduate offering. None
h. List of any new courses that are: (1) needed to initiate the program and (2) needed during the first two years after implementation. Only include proposed catalog descriptions for new courses. For graduate program proposals, identify whether each course is a graduate-level or undergraduate-level offering.
EDP 518 School Crisis Response (Graduate Level): Prerequisites/Corequisites: ED P 528 Introduction to School Psychology or by consent of the instructor. Students will learn about the impact of school crises on children and school communities, and how to prepare and respond to these events, including trauma screening and triage, threat assessment, suicide prevention, and dealing with death at schools. Letter grade only (A-F)
ED P 603 Developmental Risk and Resilience: Prerequisites (Graduate Level): ED P 301 or 302. Examines psychological disorders, such as autism, attention deficit disorder, conduct disorder, depression, anorexia, and selective mutism from a developmental perspective.
Major topics include: contrasting psycho-pathology models; environmental/genetic/neurobiological factors, classification and epidemiology; scientifically-based interventions and expected outcomes; and developmental resiliency. Letter grade only (A-F).
i. Attach a proposed course-offering plan for the first three years of program implementation, indicating, where possible, likely faculty teaching assignments. See EdS School Psychology Course Offering Plan in Appendix II.
j. For master’s degree proposals, include evidence that program requirements conform to the minimum requirements for the culminating experience, as specified in Section 40510 of Title 5 of the California Code of Regulations.
Prior to advancing to candidacy, students must complete the following:
1. Satisfy the Graduate Writing Assessment Requirement (GWAR) by passing the Writing Proficiency Exam (WPE) or obtaining a score of ‘4’ or higher on the GRE Writing.
2. Completion of all prerequisite courses plus EDP 419, 520, 603, and 528.
Students will complete a specified program of study that is at least 30 semester units and completed within seven years. No less than 70%, or 42 semester units, shall be completed in residence. Not less than one-half of units required for the degree shall be in courses designed primarily for graduate students. Not more than six units will be allowed for thesis.
Students will satisfactorily complete a thesis or comprehensive exams as defined below:
(1) A thesis is the written product of a systematic study of a significant problem. It identifies the problem, states the major assumptions, explains the significance of the undertaking, sets forth the sources for and methods of gathering information, analyzes the data, and offers a conclusion or recommendation. The finished product evidences originality, critical and independent thinking, appropriate organization and format, and thorough documentation. An oral defense of the thesis is required.
(2) A comprehensive examination is an assessment of the student's ability to integrate the knowledge of the area, show critical and independent thinking, and demonstrate mastery of the subject matter. The results of the examination evidences independent thinking, appropriate organization, critical analysis and accuracy of documentation. A record of the examination questions and responses shall be maintained in accordance with the records retention policy of The California State University.
A grade point average of 3.0 (grade of B) or better in all courses taken to satisfy the requirements for the degree, except that a course in which no letter grade is assigned shall not be used in computing the grade point average.
k. For master’s degree proposals, cite the corresponding bachelor’s program and specify whether it is (a) subject to accreditation and (b) currently accredited. n/a
l. Admission criteria, including prerequisite coursework.
Completion of four-year college course of study and hold a baccalaureate degree from an institution accredited by a regional accrediting association
Official transcripts verifying a minimum GPA of 3.0 for last 60 semester (or 90 quarter) units of course work
Official transcript from the Educational Testing Service (ETS) verifying a Graduate Record Exam (GRE) score of 1000 or higher for the combined Verbal and Quantitative portions of the test, or official transcripts verifying completion of a master’s degree in a behavioral science
Three letters of reference by persons who have engaged in academic and/or professional work with the applicant
Written personal statement
Program application
Screening interview – after the admission committee reviews all eligible applications, select applicants are invited for an interview with program faculty.
m. Criteria for student continuation in the program.
Maintenance of minimum 3.0 GPA
Certificate of Clearance
Passing scores on the CBEST
Satisfactory ratings on Personal Competency Evaluation
Enrollment in fall and spring, or an approved educational leave
Completion of all program requirements within 7 years
n. For undergraduate programs, planned provisions for articulation of the proposed major with community college programs.
n/a
o. If there is a Lower-Division Transfer Pattern (LDTP) for this major, indicate the relationship between the LDTP and the requirements presented in this proposal. Information on LDTP is available at:
n/a
p. Advising “roadmaps” that have been developed for the major.
See attached EdS School Psychology Program Advising Memo in Appendix III.
q. Provision for meeting accreditation requirements, if applicable, and anticipated date of accreditation request (including the WASC Substantive Change process). n/a
Accreditation Note:
Master’s degree program proposals
If subject to accreditation, establishment of a master’s degree program should be preceded by national professional accreditation of the corresponding bachelor’s degree major program.
Fast-track proposals
Fast-track proposals cannot be subject to specialized accreditation by an agency that is a member of the Association of Specialized and Professional Accreditors unless the proposed program is already offered as an authorized option or concentration that is accredited by an appropriate specialized accrediting agency.
5. Need for the Proposed Degree Major Program
(CPEC “Societal Need,” “Number of Existing Programs in the Field,” and “Advancement of the Field”)
a. List of other California State University campuses currently offering or projecting the proposed degree major program; list of neighboring institutions, public and private, currently offering the proposed degree major program.
CSU Fresno – Ed. S School Psychology
San Diego State – Ed. S School Psychology
Chapman University – Ed. S. School Psychology
CSU Sacramento State- Ed. S. School Psychology
b. Differences between the proposed program and programs listed in Section 5a above.
CSU Fresno State’s school psychology program is a minimum 75-semester unit program located in the Central Valley. The program admits 7-10 students annually.
San Diego State’s program is a 4-year, 84 -semester unit program with a concentration in counseling located in the southern-most part of California. The program admits 10-12 students annually.
CSU Sacramento’s school psychology program is a 94-semester unit program located in Northern California.
The school psychology program at Chapman University, located in Orange County, is a 69-semester unit program with an emphasis on mental health of school-age youth.
c. List of other curricula currently offered by the campus that are closely related to the proposed program.
COUN 506 Counseling in School Settings (School Counseling Program)
COUN 522 Counseling Methods and Techniques (Marriage& Family Therapy Program)
COUN 556 Counseling Children & Adolescents (Marriage& Family Therapy Program)
d. Community participation, if any, in the planning process. This may include prospective employers of graduates.
The School Psychology Community Advisory Committee, which meets annually to review the student learning outcomes, and program and candidate assessment data, began discussing the need to initiate an EdS degree in school psychology in 2005, with follow-up discussions in 2007 and 2009. The advisory committee unanimously agreed there is a need to update our program to an EdS degree in school psychology.
e. Applicable workforce demand projections and other relevant data.
National calculations based on personnel needs, school psychologist graduation rates, and retirement and attrition estimates indicate there is and will continue to be a severe shortage of school psychologists (Curtis, Grier, & Hunley, 2004). Further, the profession has not kept up with changing K-12 student demographics. In 2000, 8.3% of the nation’s total school population received services under the Individuals with Disabilities Education Act (IDEA); 35.5% of those students were from racially and culturally diverse backgrounds; and almost 6% were considered English Language Learners (U.S. Department of Education, 2000). A national survey found 92.55% of school psychologists to be White/Caucasian, with 2.99% and 1.94% of school psychologists reporting to be Hispanic/Latino and Black/African American, respectively (Curtis, Lopez, Batsche, & Smith, 2006). These figures have remained doggedly stable over the past decade despite concerted efforts on the part of national and state professional organizations to recruit and retain school psychologists with differing backgrounds (Curtis et al., 2004). The School Psychology program at CSULB continues to attract racial and ethnic minority and bilingual applicants. For the past 3 years (2008 – 2010), 45% of our applicants have been bilingual and 50% of our students are bilingual.
f. If the program was proposed to meet society’s need for the advancement of knowledge, please specify the need and explain how the program meets that need.
There are 214 Specialist-Level (i.e., non-doctoral degree) school psychology programs nation-wide, and 59% of these are approved by the National Association of School Psychologists (NASP; Miller, 2008). The school psychology program at CSULB is NASP-approved. The majority (89%) of these programs award the Education Specialist (EdS) degree (Miller, 2008). Less than 1% of school psychology programs recommend a credential without an accompanied degree. However, the current school psychology program at CSULB recommends a credential only. Locally, Chapman University and San Diego State University have recently converted their master’s degree/credential program to EdS programs. Within the CSU system, Fresno State and Sacramento State also recently converted their programs into EdS degree granting programs. Converting the current CSULB school psychology program to an EdS degree and credential-recommending program will help to continue to attract highly qualified and diverse applicants.
The program will continue to contribute to educational research and scholarship through faculty publications of books and peer-reviewed journals, students co-publishing and presenting with faculty, and student completion of master’s theses.
6. Student Demand (CPEC “Student Demand”)
a. Compelling evidence of student interest in enrolling in the proposed program. Types of evidence vary and may include national, statewide, and professional employment forecasts and surveys; petitions; lists of related associate degree programs at feeder community colleges; reports from community college transfer centers; and enrollments from feeder baccalaureate programs, for example.
Applicants and admits for the last 4 years, as illustrated below in Table 1, indicate student demand and interest in school psychology. Although the current school psychology credential program receives more applications for admission than can be accommodated, improving the program by offering the EdS degree will ensure its competitiveness among school psychology programs in California. The program accepts approximately 28 students each year, yielding approximately 20 students each year.
Table 1 Applicants and Admits to the Current School Psychology PPS Credential Program
|Admission to Program |
|Year |# of Applicants |# Accepted |# Matriculated |
|2008 |100 |31 |18 |
|2009 |123 |27 |20 |
|2010 |98 |26 |18 |
|2011 |91 |28 |21 |
b. Issues of diversity and access to the university considered when planning this program.
Faculty in the school psychology program are committed to increasing the diversity of our students as well as practitioners in the field. We seek applicants to the program from historically underrepresented backgrounds to increase the diversity of perspectives and to meet the increasingly diverse needs of surrounding communities. In compliance with Policy Statement 08-11, Accessibility and Faculty Responsibility for the Selection of Instructional Materials, instructors make their course syllabi and all instructional materials accessible to all students, including print and e-versions. Materials are comparable in quality, delivered in a timely manner, and presented in medium appropriate to the person(s) receiving the material.
c. For master’s degree proposals, the number of declared undergraduate majors and the degree production over the preceding three years for the corresponding baccalaureate program, if there is one.
There is no corresponding baccalaureate program.
d. Professional uses of the proposed degree program.
The proposed program culminates in an EdS degree and recommendation by the College of Education for the Pupil Personnel Services Credential in School Psychology to the Commission on Teacher Credentialing thereby, qualifying the person to be hired as a fully-credentialed school psychologist by a local education or community agency. Graduates of the program are also eligible to receive, upon application, the National Certification in School Psychology from the National Association of School Psychologists.
e. The expected number of majors in the year of initiation and three years and five years thereafter. The expected number of graduates in the year of initiation, and three years and five years thereafter.
We do not expect enrollment to differ from our current enrollment. Thus, in the initiation year of the program, as well as 3-and 5- years after initiation, it is expected that a total of 60 students will be enrolled in the program.
We also do not expect graduation rates to change from the current trend of 16-18 students each year.
7. Existing Support Resources for the Proposed Degree Major Program
(CPEC “Total Costs of the Program”)
Note: Sections 7 and 8 should be prepared in consultation with the campus administrators responsible for faculty staffing and instructional facilities allocation and planning. A statement from the responsible administrator(s) should be attached to the proposal assuring that such consultation has taken place.
See statement from Dean Marquita Grenot-Scheyer in Appendix IV.
a. Faculty who would teach in the program, indicating rank, appointment status, highest degree earned, date and field of highest degree, professional experience, and affiliations with other campus programs. For master’s degrees, include faculty publications or curriculum vitae.
See Appendix VI for faculty curriculum vita.
Note: For all proposed graduate degree programs, a minimum of five full-time faculty members with the appropriate terminal degree should be on the program staff.
(Code Memo EP&R 85-20)
There are three full-time program faculty; 2-3 full-time faculty from the College of Education, and two part-time faculty who will be teaching courses in the EdS program. Please see attached faculty curriculum vita in Appendix VI.
b. Space and facilities that would be used in support of the proposed program.
University classrooms; Community Clinic for Counseling and Educational Services facilities, and faculty offices
c. A report provided by the campus Library, detailing resources available to support the program (discussion of subject areas, volume counts, periodical holdings, etc. are appropriate).
See attached library report from Advanced Studies in Education and Counseling librarian, Karin Griffin, in Appendix V.
c. Existing academic technology, equipment, and other specialized materials currently available.
Materials and resources available in the Community Clinic for Counseling and Educational Services, and university computer lab
8. Additional Support Resources Required
(CPEC “Total Costs of the Program”)
Note: If additional support resources will be needed to implement and maintain the program, a statement by the responsible administrator(s) should be attached to the proposal assuring that such resources will be provided.
a. Any special characteristics of the additional faculty or staff support positions needed to implement the proposed program.
None
b. The amount of additional lecture and/or laboratory space required to initiate and to sustain the program over the next five years. Indicate any additional special facilities that will be required. If the space is under construction, what is the projected occupancy date? If the space is planned, indicate campus-wide priority of the facility, capital outlay program priority, and projected date of occupancy.
None
c. A report written in consultation with the campus librarian, indicating any additional library resources needed. Indicate the commitment of the campus either to purchase or borrow through interlibrary loan these additional resources.
See CSULB Library Report in Appendix V
d. Additional academic technology, equipment, or specialized materials that will be (1) needed to implement the program and (2) needed during the first two years after initiation. Indicate the source of funds and priority to secure these resource needs.
None
Submit completed proposal packages to:
APP@calstate.edu and
Academic Program Planning
CSU Office of the Chancellor
401 Golden Shore
Long Beach, CA 90802-4210
Contact Academic Program Planning
Dr. Christine Mallon Ms. Norma Warren
State University Dean Academic Programs
Academic Programs and Policy
Phone (562) 951-4672 Phone (562) 951-4722
Fax (562) 951-4982 Fax (562) 951-4982
cmallon@calstate.edu nwarren@calstate.edu
Academic Program Planning is on the Web
Contact Extended Education
Ms. Sheila Thomas
State University Dean, Extended Education
Phone (562) 951-4795
Fax (562) 951-4982
sthomas@calstate.edu
Appendices
I. EdS School Psychology Program Assessment Plan
II. EdS School Psychology Program Course Offering Plan
III. EdS School Psychology Program Advising Memo
IV. Statements from Dean Marquita Grenot-Scheyer
V. CSULB Library Report
VI. Faculty Curriculum Vita
|APPENDIX I - EdS School Psychology Program Assessment Plan |
|Student Learning Outcomes |
|Outcome 1 |Outcome 2 |Outcome 3 |
|Knowledge of varied methods of assessment and data |Knowledge of varied methods of consultation, collaboration,|Knowledge of biological, cultural, and social influences on|
|collection methods for identifying strengths and needs, |and communication applicable to individuals, families, |academic skills; human learning, cognitive, and |
|developing effective services and programs, and measuring |groups, and systems and used to promote effective |developmental processes; and evidence-based curriculum and |
|progress and outcomes. |implementation of services. |instructional strategies. |
|Fall |Spring |Fall |Spring |Fall |Spring |
|Prerequisites |Prerequisites |EDP 517 |EDP 560 |EDP 527 |EDP 642 B |
|(if necessary) |(if necessary) |(Gamble) |(Hagans) |(Hagans) |(Gamble/Hagans) |
|EDP 419 |EDP 520 |EDP 579 |EDP 536 |EDP 642 A | |
|(EDP Faculty) |(EDP Faculty) |(Powers) |(Gamble) |(Gamble/ | |
| | | | |Powers) | |
|EDP 528 |EDP 518 |EDP 604 (comprehensive exam |EDP 541 (comprehensive exam | | |
|(Gamble) |(Saltzman) |option; EDP Faculty) |option; EDP Faculty) | | |
|EDP 524 A & B |EDP 525 A & B |EDP 641 A |EDP 641 B | | |
|(Morrison) |(Morrison) |(Hagans) |(Powers) | | |
|EDP 603 |EDP 519 (comprehensive exam |EDP 596 |EDP 698 (thesis requirement; | | |
|(TBD) |or thesis option; EDP |(comprehensive exam option; |faculty varies) | | |
| |Faculty) |EDP Faculty) | | | |
| |EDP 595 (thesis option; EDP |EDP 698 (thesis requirement; | | | |
| |Faculty) |faculty varies) | | | |
APPENDIX III
EdS School Psychology Program Advising Memo
Date: ____________
Name: ____________________ Advisor: __________________________
Date of entry into EdS program ____
Date of expected completion of EdS program _____
|Course code and title |Waived |
James A. Morrison, Ph.D.
Education and Professional Licenses
1986 Marriage Family Child Counselor License.
1984 University of Southern California, Ph.D., in Educational Psychology.
1980 Educational Psychology License.
1977 University of Southern California, Advanced Masters in Educational Psychology,
Pupil Personnel Credential with School Psychology Authorization,
Administrative Credential (by examination).
1973-75 United States International University, Graduate Studies in Human Behavior and
Professional Psychology.
1971-72 National University of Mexico, Fulbright-Hayes Foreign Study Grant.
1969-71 University of Southern California, M.S. Ed., Standard Life Elementary and Secondary Teaching Credentials, Pupil Personnel Credential.
1969 High Intensity Language Training Program (Spanish), Tecate, Mexico.
1969 University of California Los Angeles, B.A. in English.
Professional Experience
1979-2007 - District Psychologist ABC Unified School District: conducted psychoeducational evaluations, presented assessment results at IEP meetings, consultation with students, teachers and parents; coordinated District MFT, PPS, and School Psychologist intern programs; coordinated District CPI (crisis prevention) training; implemented Response to Intervention (RTI) Model at Willow Elementary School (supervised universal screening with DIBELS, coordinated Tier 2 Interventions, weekly progress monitoring, and data collection).
1984-present - Instructor, California State University, Long Beach: taught Reading in the Content Areas (language minority emphasis), Introduction to Exceptional Students, and Theoretical Foundations of Language Minority Education; presently teaching, Psychoeducational Assessment and Individual Diagnosis in Multicultural Settings.
1998-2004 - Instructor, California State University, Dominguez Hills: taught Seminar in Psychoeducational Assessment, Case Studies Seminar, Principles of Educational and Psychological Measurement, Counseling Theory, and Management of Pupil Personnel Systems.
1988-1996 - Private Practice, Psychotherapy and Educational Psychology, Cerritos, CA: Educational Consultant, President Brock and Morrison Family Counseling, Inc.,Director, Park Place Professional Seminars.
1977-79 - District Psychologist, South Whittier School District: conducted psychoeducational evaluations in English and Spanish, developed IEP’s, implemented Project SELF Guidance Program, coordinated District testing and evaluation program, coordinated GATE Program, coordinated special education.
1976-77 - Bilingual Counselor, Paramount Unified School District: provided counseling services to selected Spanish-speaking students, coordinated District language dominance testing program, conducted psychoeducational evaluations in Spanish under the supervision of a district psychologist.
1974-76 - Bilingual Specialist, Lennox School District: implemented and coordinated State and Federal bilingual programs at Buford Elementary School, provided teacher and paraprofessional training in bilingual teaching methods, supervised UCLA student teachers, individual and group counseling with Spanish speaking students.
1973-74 - Counselor and Special Education Teacher, Long Beach Neuropsychiatric Institute: Developed education, counseling, and behavior management programs for inpatient adolescents.
1972-73 - Teacher, Whaley Junior High School, Compton Unified School District: taught grades 7 to 9, ESL/Bilingual classes, and Ethnic Studies.
1971-72 - Linguistic Coordinator, Instituto del Desarrollo Armonico, Mexico City: developed and taught English as a Second Language using electronically induced hypnosis.
1969-1971 - Teacher Corps Intern, Compton Unified School District: taught third and fifth grade at Willard Elementary School and ESL and English at Dominguez High School
Awards and Honors
1994 Most Valuable Professor Award for the School of Education, CSULB.
1990 President, Rio Hondo Association of School Psychologists.
1982 Member, State Department of Education Task Force on Bilingual Special Education.
1971 Fulbright-Hayes Foreign Study Grant, National University of Mexico.
1969 Selected as Teacher Corps Intern at the University of Southern California; received full-tuition scholarship for Master’s Degree and teaching credentials.
Publications
Morrison, J. A. & Michael, W. B. (1982). The Development and Validation of an Auditory Perception Test in Spanish for Hispanic Children Receiving Reading Instruction in Spanish. Educational and Psychological Measurement, Vol. 42, pp. 657-669.
Morrison, J. A. & Michael, W. B. (1984). Validity of Measures Reflecting Visual Discrimination and Linguistic Constructs from a Sample of Second-Grade Hispanic Children Receiving Reading Instruction in Spanish. Educational and Psychological Measurement, Vol. 44, pp. 333-351.
Morrison, J. A. (1988). Rudy Garcia: A SOMPA Case Study. In R.L. Jones (ed), Psychoeducational Assessment of Minority Group Children A Casebook. Berkeley: Cobb
& Henry Publishers, pp. 79-107.
Morrison, J. A. & Brock, T. F. (1991). How to Market Your Practice to the Public Schools. Cerritos: Park Place Professional Seminars.
Morrison, J. A. & Brock, T. F. (1992). How to Resolve Chronic School Discipline Problems: Interventions that Work: Cerritos: Park Place Professional Seminars.
Morrison, J. A., Olivos, K., Dominguez, G., Gomez, D., and Lena, D. (1993). The Application of Family Systems Approaches to School Behavior Problems on a School-Level Discipline Board: An Outcome Study, Elementary Guidance and School Counseling, April 1993, Vol. 27.
Morrison, J. A., Olivos, K., Dominguez, G., Gomez, D., and Lena, D. (1997). The Application of Family Systems Approaches to School Behavior Problems on a School-Level Discipline Board: An Outcome Study, in Walsh, W. and Williams G., Schools and Family Therapy Using Systems and Family Therapy in the Resolution of School Problems. Springfield: Charles T. Thomas Publisher, pp. 117-135
Simon Kim, Ph.D.
Professor and Program Co-Coordinator
California State University, Long Beach
1250 Bellflower Boulevard
Long Beach, CA 90840-2201
(562)985-4525
skim6@csulb.edu
EDUCATION
University of Southern California Ph.D. 1995 Educational Psychology
University of Kentucky M.S. 1990 Operations Research
Westminster College B.A. 1988 Mathematics and Computer Science
PROFESSIONAL EXPERIENCES
August 23, 2000 – Present. Professor (2005-Present) and Associate Professor (2000-2005), Department of Advanced Studies in Education and Counseling, College of Education, California State University, Long Beach.
• Develop and teach courses in program evaluation, research methods, data analysis, measurement, and classroom assessment
• Published numerous refereed journal articles, book chapters, and technical reports
• Received several external and internal grants and contracts
• Participate in on- and off-campus collaborative partnership efforts
• Participate in the Leadership Council on Seamless Education Partnership
• Serve on various campus, college, and department committees
August 24, 2009 – Present. Associate Director (25%), Center for Language Minority Education and Research, College of Education, California State University, Long Beach.
• Collaborate with the Director on seeking funding opportunities and writing grants (teacher preparation and research grants), particularly the program evaluation and quantitative analysis design sections
July 1, 2006 – January 21, 2008. Interim Associate Vice President, Student Services, California State University, Long Beach.
• Provided direct line supervision for seven student services units including the Career Development Center, Counseling and Psychological Services, Disabled Student Services, Educational Equity Services, Educational Opportunity Program, Testing and Evaluation Services, and University Outreach and School Relations
• Provided leadership and coordinated divisional involvement with the Divisions of Academic Affairs and Administration and Finance in several university-wide initiatives related to student equity, access and academic preparation, retention, enrollment management, and budget allocation
o Initiated and led a group of faculty and staff in developing two collaborative initiatives for double pre-baccalaureate students with Vice Provost Dowell (The Beach Learning Community and the Beach Connections Project)
o Organized Student Success Collaborative Staff Group to develop and implement First-Year Experience with Vice Provost Dowell
o Organized Advisor of the Year Awards for faculty and staff with ASI
o Actively participated in enrollment management planning
o Served on the WASC Implementation Committee
o Directed the NSSE and FSSE administrations
o Represented the Division of Student Services in the Resource Planning Process
• Initiated and led a campus-wide dialog with select faculty, staff, and administrators to explore the possibility of creating an effective support structure for undocumented immigrant (AB 540) students
• Managed department’s fiscal resources ($6M State Funds and $2M External Funds)
• Participated in the Leadership Council on Seamless Education Partnership
• Participated in the development of the Long Beach College Promise
• Served on the Hispanic Serving Institution (HIS) Advisory Committee, Steering Committee, and Research Team
• Investigated and resolved student concerns/issues
August 23, 2004 – June 30, 2006. Chair of Department of Educational Psychology, Counseling, and Administration, California State University, Long Beach.
• Provided leadership in all areas of the administration for the academic department
• Recruited, hired, and evaluated faculty and staff
• Developed, implemented, and evaluated department strategic plan
• Provided leadership in the development of General Education courses
• Provided support for faculty to engage in scholarly activities and to pursue excellence in teaching
• Coordinated internal/external program reviews, including NCATE
• Managed department’s fiscal resources ($3M)
• Created a culture of collaboration among faculty in teaching and research
• Established a formal department-wide faculty mentoring structure to support faculty
• Developed a 3-year course offering plan
• Participated in the development of the independent Ed.D. program
• Participated on the planning committee for Community Issues Forum
September 1, 2003 – August 23, 2004. Senior Director for Advising and Retention, Academic Affairs, California State University, Long Beach.
• Assessed the University’s progress in the areas of rates of retention and graduation
• Evaluated the University’s advising programs for the purpose of identifying best practices, gaps or contradictions, and special challenges created by the complexity of the University’s curriculum
• Developed and piloted an Early Warning System
• Developed a General Education implementation plan within the boundary of existing GE policy
• Established a university-wide GE-based Learning Community (expansion of Beach Beginnings for over 90% of freshmen)
• Supervised Academic Advising Center, Center for Student Athlete Services, University 100, Pre-Baccalaureate Advising and Support Services, Learning Assistance Center, and Multicultural Center
• Maintained liaison with appropriate offices in other University operating divisions concerning academic policies and advising
• Supervised the process by which the University reviews student petitions to waive the Graduation Writing Assessment Requirement (GWAR) or to substitute a writing demonstration from another university
• Investigated and resolved student complaints about academic issues
• Represented the University at the California Forum for Diversity in Graduate Education
• Led a team of faculty and staff at the Conference on Student Success: Facilitating Transfer and Degree Completion
July 1, 2002 – August 31, 2003. Acting Associate Dean of Graduate Programs, College of Education, California State University, Long Beach.
• Oversaw the College of Education (CED) Office of Graduate Programs
• Planned and managed CED enrollment
• Supervised college facilities and scheduling
• Coordinated tenure-track faculty searches
• Assisted Dean in managing CED’s fiscal resources ($8M)
• Provided leadership for college collaboration and K-16 partnership activities
• Chaired the California K-16 Partnerships and Student Success Conference from 2002-2004
June 1, 2008 – Present; August 23, 2000 – August 31, 2003. Program Coordinator (2000-2003) and Co-Coordinator (2008-Present) for the Educational Psychology Program, Department of Educational Psychology, Administration, and Counseling, College of Education, California State University, Long Beach.
• Coordinated the development of the Candidate Assessment Plan
• Coordinated curriculum additions and changes
• Maintained communications with other coordinators and departments
• Provided program and course information to applicants and prospective students
• Coordinated admission process, program planning and completion, and provided appropriate information to Department Chair
• Staffed part-time faculty
• Developed three advanced courses in measurement, program evaluation, and data analysis; and revised the curriculum of three other key methodology courses
August, 1994 – May, 2000. Associate Professor (2000) and Assistant Professor (1994-2000) in the Division of Educational Psychology, Research and Evaluation Methods, College of Education, University of Missouri, St. Louis, MO.
• Develop and teach courses in program evaluation, research methods, data analysis, measurement, and classroom assessment
• Developed a Ph.D. program in Educational Psychology
• Supervised doctoral dissertations
• Published numerous refereed journal articles, book chapters, and technical reports
• Received several external and internal grants and contracts
• Participate in on- and off-campus collaborative partnership efforts
• Serve on various campus, college, and department committees
GRANT-RELATED EXPERIENCES
September 2010 – Present. Evaluator. Core-Area Literacy & Academic Success for Students (CLASS) Project, California Post-Secondary Commission. The goal of this grant is for high school teachers in both History and Language Arts to modify their teaching to incorporate problem-based inquiry, consistent use of EL strategies, and content-area literacy in their instruction.
June 2008 – Present. Internal Evaluator. Hispanic Serving Institution Grant, U.S. Department of Education. The goal of this grant is to address academic and professional needs and obstacles often experienced by Latino students.
December 2009 – Present. Evaluator. LBUSD Male Academy, Long Beach Unified School District Foundation. The goal of this program is to improve the graduation rate of underrepresented promising male students and to encourage lifelong learning by preparing them for college and career options.
September 2004 – June 2006. Director of Assessment. Assessing Teacher Performance (ATP) Initiative, California State University, Long Beach and National Commission on Teaching and America’s Future. The goal of this initiative was to provide an infrastructure for bringing coherence to the current and planned efforts to assess candidates, programs, and graduates of education programs.
February 2002 – April 2004. Research Project Staff. California Alliance for Pre K-18 Partnerships, California Academic Partnership Program, California Department of Education. The key focus of this project was to identify policy recommendations to support partnerships.
September 1, 1999 – August 31, 2005. Program Evaluator, GEAR-UP Project: IN-Gear for Careers, U.S. Department of Education. The goal of this project was to create and sustain a culture of achievement and high expectations that empowers low-income and underrepresented students to take full advantage of postsecondary educational opportunities.
March 1, 2000 – July 31, 2001. Project Director, Federal Eisenhower Professional Development Program: Performance-Based Assessment and Inquiry-Based Instruction in Elementary School Mathematics, Missouri Coordinating Board for Higher Education.
May 1996 – August 2001. Program Evaluator/Consultant, Program: Show-Me Classroom Performance Assessment Project – Pattonville School District, Missouri Department of Elementary and Secondary Education. The primary goal of the project was to develop performance assessments for use in Missouri’s schools.
March 1, 1999 – June 30, 2000. Project Director, Federal Eisenhower Professional Development Program: Mathematics Assessment and Instruction for Learning, Missouri Coordinating Board for Higher Education. The goal of this project was to help high school teachers in designing and implementing inquiry-based instructional and assessment methods that could lead to higher student achievement. Responsibilities included planning, developing, and conducting professional development services for high school mathematics teachers.
September 1998 – May 2000. Program Evaluator, Program: Mentor St. Louis, The Danforth Foundation. The program was built on a collaboration between the St. Louis Public Schools and a broad range of organizations and individuals committed to improve student achievement, attitude toward school, attendance, self-esteem, and motivation by providing one-on-one mentoring services.
December 1998 – September 1999. Program Evaluator, Program: The Middle School Initiative: Redesigning/Transforming Middle Level Education in the St. Louis Public Schools, The Danforth Foundation. This project was a part of the St. Louis Public School Systemic Initiative to achieve and to maintain high performing middle schools.
September 1998 – July 1999. Program Evaluator, Program: Work Ways in St. Louis City and St. Louis County, Missouri, Missouri Department of Social Services. The project used a comprehensive holistic approach to help welfare recipients improve skills necessary to be successful in the work environment and to meet the resulting challenges of home, family, and community.
March 1998 – June 1999. Project Director, Federal Eisenhower Professional Development Program: Meeting the Show-Me Standards through Performance-Based Assessment in Middle School Mathematics, Missouri Coordinating Board for Higher Education. The central focus of the project was to enhance middle school teachers’ knowledge of performance-based assessment in mathematics, which coincides with the academic performance standards set by the State Board of Education.
August 1997- May 1998. Project Evaluator, Project: St. Louis Urban Systemic Initiative – St. Louis School District, National Science Foundation. The main focus of the project was on science and mathematics reform.
October 1996 – May 1997. Program Evaluator, Program: Bridge Saturday Academy, Bridge Program, University of Missouri-St. Louis, St. Louis, MO. The purpose of the program was to reinforce and enhance the development of mathematics, science and communication skills and to motivate and build confidence for further study of mathematics and science for high school students.
April 1996 – June 1997. Project Director, Federal Eisenhower Professional Development Program: Meeting the Show-Me Standards: Using Performance Assessment as an Integral Part of Mathematics Instruction, Missouri Coordinating Board for Higher Education. The central focus of the project was to enhance elementary school classroom teachers’ knowledge of performance assessment in mathematics.
August 1994 – August 1995. Program Evaluator, Programs: Election, Missouri State Government, and Metropolitan Issues Programs, Citizenship Education Clearing House, University of Missouri-St. Louis, St. Louis, MO. The major goals of these programs were to integrate participatory citizenship education into school curricula and to facilitate the development and implementation of student initiated action projects.
PROFESSIONAL EXPERIENCES
July 1, 2002 – June 30, 2004. Conference Chair. California K-16 Partnerships and Student Success. Responsibilities included coordinating a statewide advisory board of educational leaders to plan and organize the conference.
May 1, 2002 – April 30, 2003. Chair, AERA SIG – Urban Learning, Teaching, and Research. Responsibilities included coordinating the SIG activities with AERA in accordance with the established by-laws and providing leadership in all aspects of the SIG organization.
August 1, 2000 – April 30, 2001. Program Chair of AERA SIG – Urban Learning, Teaching, and Research. Responsibilities included disseminating Call-for-Proposals, recruiting proposal reviewers, coordinating the proposal review process, and communicating with the AERA officers.
SELECTED PUBLICATIONS
Kim, S. (2010). Documenting Latino Student Success, CSULB HSI Grant (Internal Evaluation Report).
Kim, S. & Rivas, C. (2009). Collecting Evidence for Success and Planning for the Future, CSULB HSI Grant (Internal Evaluation Report).
Kim, S. & Rivas, C. (2008). Establishing Benchmarks and Moving Forward, CSULB HSI Grant (Internal Evaluation Report).
Cohn, K., Dowell, D. Kim, S., Lindahl, C., Maldonado, C. & Seal, J. (2004) Raising Student Achievement through Effective Education Partnerships: Policy and Practice, Long Beach: Alliance of K-16 Partnerships (Research Report).
Kim, S., Powers, K., Dowell, D., Hansen, J., Flores, G., & Trapp, F. (2004). Accountability for Performance: Pre-Kindergarten Through Graduate School. In J. Houck, K. Cohn, and C. Cohn (Eds.), Partnering to Lead Educational Renewal (pp. 145-164). New York, NY: Teachers College Press.
Powers, K., Winters, L., Person, D., & Kim, S. (2004). Collecting and Using Data in a K-16 Collaborative. In J. Houck, K. Cohn, and C. Cohn (Eds.), Partnering to Lead Educational Renewal (pp. 131-144). New York, NY: Teachers College Press.
Anderson, H., & Kim, S. (2003). A Missing Piece in an Elementary School Mathematics Teacher’s Knowledge Base. Issues in Teacher Education, 12(2), 17-23.
Kim, S., Hoewisch, A., & Shin, F. (2003). Selection of Reading Assessment Methods: Are Teachers' Choices Congruent with Instructional Methods? Urban Learning, Teaching, and Research, 3, 41-56.
Kim, S., Anderson, H., & Chung, I. (2002). What Is a Reasonable Expectation? CMC ComMuniCator, 26(4), 32-33.
Rueda, R., & Kim, S. (2001). Understanding Cultural and Linguistic Diversity as a Theoretical Framework for Studying Multicultural Students with Mild Disabilities. In C. Utley and F. Obiakor (Eds.), Special Education, Multicultural Education, and School Reform (pp. 74-89). Sprinfield, IL: Charles C. Thomas, Publisher, LTD.
Kim, S., & Friedlander, R. (2001). Performance-Based Assessment and Inquiry-Based Learning in Elementary School Mathematics: Sample Performance-Based Assessments. Sponsored by the Eisenhower Mathematics and Science Education Grant from the Missouri Coordinating Board of Higher Education (Technical Report).
Kim, S., Clarke-Ekong, S., & Ashmore, P. (1999). Effects of a Hands-on Multicultural Educational Program: A Model for Student Learning. The Social Studies, 90(5), 225-229.
Kim, S., & Hocevar, D. (1998). Racial Differences in 8th Grade Mathematics: Achievement and Opportunity to Learn. The Clearing House, 71(3), 175-178.
Shin, F., & Kim, S. (1998). Korean Parent Perceptions and Attitudes Towards Bilingual Education. In R. Endo, C. Park, J. Tsuchida, and A. Agbayani (Eds.), Current Issues in Asian and Pacific American Education (pp. 143-156). Covina, CA: Pacific Asian Press.
Kim, S., Richardson, L., Yard, G., Cleveland, M., & Keller, K. (1998). Giant Steps-St. Louis: An Alternative Intervention Model for Children with Autism. Focus on Autism and Other Developmental Disabilities, 13(2), 101-107.
Kim, S., Parks, B., & Beckerman, M. (1996). Effects of Participatory Learning Programs in Middle and High School Civic Education. The Social Studies, 87(4), 171-176.
Kim, S., Parks, B., & Beckerman, M. (1996). Learning Through Participation: A Program for Middle School Civic Education. Kappa Delta Pi Record, 32, 130-132.
Kim, S., Richardson, L., & Cleveland, M. (1996). A Professional Development Model for Mathematics Performance Assessments. Missouri Educational Leadership, 7(1), 22-27.
Kim, S., Kim, L., & Hoewisch, A. (1996). Better Serving Missouri’s Minority Students Begins with Alternative Assessment. The Missouri Reader, 21(1), 35-37.
Holland, P., Michael, W., & Kim, S. (1994). The Construct Validity of the Educators Survey. Educational and Psychological Measurement, 54, 822-829.
Bachelor, P., Michael, W., Kim, S. (1994). First-Order and Higher-Order Semantic and Figural Factors in Structure-of-Intellect Divergent Production Measures. Educational and Psychological Measurement, 54, 608-619.
SELECTED REFEREED PRESENTATIONS
Shin, S., An, S., & Kim, S. (2010). The Impact of Teacher Preparation on Student Mathematics Achievement. Paper presented at the annual meeting of the American Educational Research Association, Denver, Colorado.
Kim, S. (2005). Assessment of Teacher preparation Effectiveness. Paper presented at the California Educational Research Association Annual Conference, Long Beach, CA.
Kim, S. (2004). College students: Current data on retention and graduation rates. Paper presented at the California Association for Asian-Pacific Bilingual Education, Stockton, CA.
Kim, S., Potts, J., & Mulvaney, S. (2003). College Remediation in Reading and Writing: Academic Partnerships to the Rescue? Paper presented at the National Council of Teachers of English, San Francisco, CA.
Powers, K., Surfas, S., & Kim, S. (2003). Putting the “Scientist” Back into the Scientist/Practitioner Model of School Psychology. Paper presented at the California Association of School Psychologists Conference, Los Angeles, CA.
Kim, S., & Anderson, H. (2003). Mathematical Pedagogical Content Knowledge in the Elementary School Teacher Education Curriculum. Paper presented at the California Educational Research Association Annual Conference, Santa Barbara, CA.
Cohn, K., Dowell, D., Seal, J., Kim, S., Maldonado, C. (2002). California Alliance of Pre K-18 Partnerships. Paper presented at the Educational Trust Annual Conference, Washington, DC.
Kim, S. (2001). Utilizing Performance-Based Assessment for Teaching Language Minority Students. Paper presented at the annual conference of the Korean-American Educators Association, Los Angeles, CA.
French, C., Friedlander, R., & Kim, S. (2001). Performance Events, Instructional Strategies, and Professional Growth Activities. Paper presented at the annual conference of the Mathematics Educators of Greater St. Louis, St. Louis, MO.
Kim, S. (2000). Utilizing Performance-Based Assessment for Teaching Language Minority Students. Paper presented at the annual meeting of the California Association for Asian-Pacific Bilingual Education, Stockton, CA.
Kim, S. (1999). A Professional Development Model for Mathematics Performance Assessments. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Kim, S., Clarke-Ekong, S., & Ashmore, P. (1999). Effects of a Hands-on Multicultural Educational Program. Paper presented at the annual meeting of the American Educational Research Association, Montreal, Canada.
Kim, S., & Fulton, M. (1998). Using Performance Assessment in Mathematics Instruction. Paper presented at the annual meeting of the National Council of Teachers of Mathematics Central Regional Conferences, St. Louis, MO.
Kim, S., & Hoewisch, A. (1997). The Relationship Between Assessment and Instructional Practices in Reading. Paper presented at the annual meeting of the American Educational Research Association, Chicago, IL.
Kim, S., & Hocevar, D. (1996). Racial Differences in 8th Grade Mathematics: Achievement and Opportunity to Learn. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Kim, S., Parks, B., & Beckerman, M. (1996). Effects of Participatory Learning Programs in Middle and High School Civic Education. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
Shin, F., & Kim, S. (1996). Public Opinion of Bilingual Education. Paper presented at the annual meeting of the California Association for Asian Pacific American Education, Dominguez Hills, CA.
Kim, S., & Blake, S. (1993). The Structure of Self-Concept in Minority Male and Female Los Angeles Middle School Adolescents. Paper presented at the annual meeting of the American Educational Research Association, Atlanta, GA.
Kim, S., & Shin, F. (1993). Korean Parents’ Perception on Bilingual Education. Paper presented at the annual meeting of the California Association of Bilingual Education, Los Angeles, CA.
Holland, P., Michael, W., & Kim, S. (1993). The Construct Validity of the Educators Survey. Paper presented at the annual meeting of the California Educational Research Association, Long Beach, CA.
Kim, S., & Shin, F. (1993). Parent Workshop on Bilingual Education. Paper presented at the annual meeting of the Korean American Educators Association, Los Angeles, CA.
Kim, S., Hocevar, D., & Vough, R. (1992). Higher Order Factor Analysis of Teacher Evaluation. Paper presented at the annual meeting of the California Educational Research Association, San Francisco, CA.
SELECTED GRANTS AND CONTRACTS
Strengthening Student Success and Transfer Through A Cooperative Partnership (Subcontract LBCC). Title V, U.S. Department of Education.
Comparative Analysis of Academic Achievement: Reasons for Discrepancies. SCAC. California State University, Long Beach. 2003.
Performance-Based Assessment and Inquiry-Based Instruction in Elementary School Mathematics. Missouri Coordinating Board for Higher Education, State of Missouri. 2000.
Evaluation of the GEAR-UP Project: IN-Gear for Careers. U.S. Department of Education. 1999-2004.
Evaluation of the Show-Me Classroom Performance Assessment Project-Pattonville School District. Missouri Department of Elementary and Secondary Education. 1996-2001.
Mathematics Assessment and Instruction for Learning. Missouri Coordinating Board for Higher Education, State of Missouri. 1999.
Evaluation of the Middle School Initiative: Redesigning/Transforming Middle Level Education in the St. Louis Public Schools. The Danforth Foundation. 1999.
Evaluation of the Work Ways in St. Louis City and St. Louis County, Missouri. Missouri Department of Social Services. 1998.
Student Learning and Self Awareness about Human Origin and Diversity. University of Missouri-St. Louis Research Award. 1998.
Meeting the Show-Me Standards through Performance-Based Assessment in Middle School Mathematics. Missouri Coordinating Board for Higher Education, State of Missouri.1998.
Mentor St. Louis Program Evaluation. The Danforth Foundation. 1998.
St. Louis Urban Systemic Initiative Evaluation. St. Louis School District/National Science Foundation. 1996.
Meeting the Academic Performance Standards: Using Performance Assessment as an Integral Part of Mathematics Instruction. Missouri Coordinating Board for Higher Education, State of Missouri. 1996.
PUBLISHED NEWSPAPER COLUMNS
The Korea Daily Columns (in Korean):
July 18, 2003 Importance of spending time with family during summer
February 28, 2003 Language education: Possible activities at home
January 31, 2003 If I have to raise my kids over again…
November 6, 2002 Defining “success” in raising kids
NEWSPAPER INTERVIEWS
Interviewed by the Korea Daily regarding educational issues (in Korean):
December 30, 2002 Report on 2002 Educational Issues
November 19, 2002 Selecting a College
Interviewed by the Daily 49er regarding retention and graduation:
April 13, 2004 CSU report: graduation rates rise, retention drop
November 24, 2003 Retention rate high at CSULB
October 16, 2003 Campus grad programs unpopular with students
October 6, 2003 CSULB Graduate Program revamped by Senate
Interviewed by the St. Louis Post Dispatch regarding student testing: October 30, 1996.
PROFESSIONAL DEVELOPMENT OPPORTUNITIES
Participated in a training program on the use of the Trends in International Mathematics and Science Study (TIMSS) Database funded by the National Center for Educational Statistics, Office of Educational Research and Improvement in the U.S. Department of Education. July 11 – July 13, 2005.
Participated in the Leadership Development Program in Higher Education (LDPHE) – The Leadership Education for Asian Pacifics, Inc., July 9-12, 2003
Participated in a computer-based training course on the Protection of Human Research Subjects – The NIH Office of Human Subjects Research, February 12, 2001.
Participated in a training program on the use of the National Household Education Survey Database funded by the National Center for Educational Statistics, Office of Educational Research and Improvement in the U.S. Department of Education. June 28 – July 1, 1998.
Participated in a continuing educational program titled “Fund Raising: Successful Grant Proposal Writing” November 21, 1997.
Participated in the Wakonse Conference on College Teaching. May 24 – 29, 1996.
PROFESSIONALLY RELATED COMMUNITY SERVICE
Seamless Education Partnership, Leadership Council, 2002-Present
Korean-American Educational Researchers Association, Advisory Board, 2009-Present.
Community Issues Forum, Planning Committee Member and Presenter in 2006 and Group Discussion Facilitator in 2008 and 2009
Korean-American Educators Association, Vice-President
Teacher Conference, Presenter, May 31, 2003, Korean Education Center in Los Angeles, CA
Saturday Education Help Center, Consultant, Bimonthly free walk-in information services for individual parent consultations, AY 02-03, Korean Education Center in Los Angeles, CA
Fund Raising Banquet, Moderator, March 20, 2003, Oxford Palace Hotel, Los Angeles, CA
Parent Conference, Presenter, Communication Strategies for Parents, February 18, 2003, L.A. High School.
California K-16 Partnerships Board, Chair, Fall 2002-August 2004
Seamless Education, Member, Fall 2002-Present
Bret Harte Elementary School, Long Beach, CA, Professional development workshop – What is Action Research, Presenter, March 14, 2002
Edison Elementary School, Long Beach, CA, Professional development workshops in mathematics education, Presenter, AY 01-02
MAP Satellite Broadcast for pre-service special education teachers, Presenter, Understanding MAP tests and performance-based assessment, March 29, 1999
Department of Elementary and Secondary Education: Member of the evaluation team to draft and revise Professional Development portion of the Missouri School Improvement Plan Standards and Professional Development Grant Evaluation Criteria, Fall 1998
St. Louis Korea Academy, Member of the Advisory Committee, Fall 1998 – Winter 2000.
St. Louis Korea Academy, Presenter at the teacher workshop, Teaching Korean Language: Theories and Practice, October 10, 1998
Regional Commerce and Growth Association, Chair of the Assessment and Research Committee of the WorkABLE St. Louis, Summer 1998 – Winter 2000
Safe & Drug-Free School and Communities, Presenter, Navigating SDFS Program Evaluation, May 20, 1998
Mentor St. Louis, Presenter at the mentor workshop, Environmental Factors in Social and Personal Development, March 27, 1998
UM-St. Louis Student Affairs, Panelist at the teleconference on Retention Strategies for Campus Diversity: Constructing Effective Learning Environments, February 9, 1995
Hancock Place Middle School, St. Louis, Missouri, Professional Development Workshop Presenter, Performance-Based Assessment and MAP Tests, September 22, 1999
Pattonville High School, St. Louis, Missouri: Professional Development Workshop Presenter – Understanding How Performance-Based Assessment can be Utilized in Classroom Instruction, September 2, 1999
Center for Human Origin and Cultural Diversity, UM-St. Louis: Program Evaluator, Fall 1996 – Summer 1998
SELECTED UNIVERSITY SERVICE
University Level
Instructionally Related Activities Fee Advisory Board (2010-Present); Committee on Athletics (2010-Present); Highly Valued Degree Initiative – Task Force 5: Research & Evaluation (2010-Present); University Student Union Board (2008-2010); USU Campus Relations Committee (2008-2010); Resource Planning Process (RPP) (2006-2007); WASC Implementation Committee (2007-2008); HSI Advisory Committee (2006-present); Enrollment Management (2004-2007); Early Assessment Committee (2004-2007); DSS Advisory Board (2005-present); Chair, Academic Advising Council (2003-2004); Co-Chair, Committee on Retention and Graduation (2003-2004); Senior Management Council (2003-2004); Academic Appeals Committee (2003-2004); First-Year Experience Committee (2003-2004); Ex-Officio, General Education Governing Committee (2003-2004); Steering Committee of Educational Policies Council (2003-2004); Grade Appeals Committee (2003-2004); Chair, Steering Committee of Academic Advising Council (2003-2004); Academic Senate Retreat Planning Committee (2003); Advisory Committee on Patents and Copyrights (2003-present); Co-Chair, Partners for Success (2003-2004); Academic Senate (2001-2003); School Nursing Services Advisory Board (2002-2003); Panel on Professional Responsibilities (2000-2003); Chair, Ad-hoc Committee on GE Implementation (2003-2004); Academic Senate at University of Missouri (1998-2000); Graduate Council Subcommittee on Graduate School Curriculum and Instruction (1998-1999); Enrollment Management Task Force (1998-1999); Faculty Advisor, Korean Students Association (1995-1998); Senate Ad-Hoc Committee on Assessment of Educational Outcomes (1996-1997); Senate Subcommittee on Development Leave (1997-1998)
College/Department Level
College RTP Committee (2008-Present); Dept. RTP Committee (2007); Assessment Committee (2007-Present); Ed. D. Application Review Committee (2008-Present); Administrative Council (2002-2003; 2004-2006); Leadership Team (2002-2003; 2004-2006); Ex-Officio, Budget Subcommittee (2004-2006); Faculty Council (2000-2002; 2004-2006); Ad-hoc RTP Revision Committee (2001-2003); Graduate Degree Programs Committee (2000-2003; 2008-Present); Chair, Tenure Track Search Committee: Educational Psychology (2002-2003); Doctoral Application Interview Committee at the University of Missouri (1998-2000); Advisory and Policy Board for Research and External Funding at the University of Missouri(1997-2000)
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Academic Program Planning
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Code: AA-2007-2 Attachment A—Revised 7/2/10
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