Proposing New CSULB Minor and Certificate Programs



Proposing New CSULB Minor and Certificate ProgramsProgram Type (Please specify any from the list below that apply—delete the others)State-Support New Program Teaching Modality: Face to Face; Hybrid; On-lineProgram IdentificationCampus: Long BeachFull and exact degree designation and title (e.g. Minor in American Indian Studies, Certificate in Technical and Professional Writing). Minor?in Equity and Education StudiesTerm and academic year of intended implementation (e.g. Fall 2007).Fall 2022Name of the department(s), division, or other unit of the campus that would offer the proposed minor or certificate program. Please identify the unit that will have primary responsibility.College of Education, Department of Liberal StudiesName, title, and rank of the individual(s) primarily responsible for drafting the proposed minor or certificate program.Dr. Jessica Zacher Pandya, Professor, Departments of Liberal Studies & Teacher Education; Dr. Corinne Martinez, Associate Professor, Teacher Education & Department Chair, Liberal StudiesStatement 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”)Memo from Dean Shireen Pavri, affirming resources committed to program and the way in which it supports the mission of the College of Education and University Any other campus approval documents that may apply (e.g. curriculum committee approvals).See coversheet 2.3. A memo from CLA Dean Wallace expressing support for the program is also attached. 3.Program Overview and RationaleRationale, 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”)Description of the program: This minor requires students to analyze educational contexts from a sociocultural, equity-driven perspective. It is meant for those interested in becoming teachers or entering education-related fields. It takes a critical approach to education, and provides students the tools to analyze the relationship between education and society and begin to effect social and educational justice. The two core courses examine equity and inequity in education and introduce key theories of intersectionality to students. Elective courses help students contextualize their education-related coursework and field experiences in more specific historical, social, and political contexts. The minor is for students interested in K-12 and higher education in and outside of the United States.?All students will conduct field work for at least 10 hours in a school setting, and may engage in more field work in higher education, community-based education, adult education and/or other spaces in which people engage in teaching and learning. Purpose: The purpose of the minor is twofold: first, it will allow students who want to be teachers, but who are completing other (non-Liberal Studies) majors, to learn about the complexities involved in the field of education and complete at least one prerequisite for their chosen credential program. The benefits to students include a streamlined entry to the credential of their choice after graduation because they will have already completed one course that, if they graduated, they would have to take before entering a credential program.?(When advisors meet with students to declare the?minor, they will advise regarding the post-bac units calculation and explain how the?minor?may affect it. This is similar to current advising practices with our ITEP pathway students. Because students are?required?to take these classes as part of the?minor, they can't move the units, if being used?for the?minor. In most cases, if a student from outside of Liberal Studies completes the?Education Studies?minor?as an undergraduate, as part of their 120-unit degree for graduation, they may have 37 units out of 40 completed?as post-bac.)This enables more practical use of any existing financial aid while students are undergraduates (they do not need to pay out of pocket or pay post-baccalaureate tuition). Second, the minor is aimed at students who may want to learn more about education but not teach, yet still want some classroom experience. There are few organized opportunities for such learning to take place at this moment on our campus. A student may take one course in their major that relates to education (e.g. AFRS 420, African American Children in Public Schools) but there is no mechanism whereby they could take several such courses. In either case, we foresee this Minor being of particular interest to students in the Colleges of Health & Human Services and Liberal Arts. Educational inequities persist despite many federal efforts to make changes (Noguera & Blankstein, 2015). This minor offers the College of Education a chance to attract students from a variety of majors across the University to their teacher preparation credential programs and Master’s programs at an earlier stage than near graduation. Instead of only learning about these options when they are nearly done, these Education Studies Minor students will know about the range of post-baccalaureate careers in education when they take the L/ST 310 and 320 courses. More importantly, however, it will prepare those students to analyze educational contexts (from kindergarten to higher education) with intersectional lenses (Crenshaw, 1989), and help them to understand how societies produce injustice, the role of schooling in that production, and how they as individual agents and potential teachers may be able to effect social change (Torres & Noguera, 2008).A related goal is to use the minor to recruit students in Ethnic Studies majors to enter the teaching workforce, which remains stubbornly white, while the student population in the US (and in California in particular) is increasingly ethnically and linguistically diverse (Carver-Thomas, 2018). There is a groundswell of support for Ethnic Studies programs in the state and the Governor just signed AB 2016 (Alejo) to ensure quality courses of study in Ethnic Studies. The CSU Taskforce on the Advancement of Ethnic Studies made several recommendations, including one on Curriculum Development to “Support curricular development in ways that strengthen ethnic studies departments and programs, increase enrollment and open access to a wider range of students and curricular options” (, p. 39). The minor expands the connections between the College of Education, the Liberal Studies Department, and all Ethnic Studies Departments at CSULB; it will benefit our students by increasing their cultural competence. Additionally, given that over 54% of public school students in California are Latina/o, and recent research out of Stanford University has shown ethnic studies curricula are effective means of engaging and improving academic achievement among all students (Dee & Penner, 2016), our proposed program will produce professionally prepared teachers with an emphasis on cultural literacy and cultural competencies. The minor requires fifteen units; no more than six units from lower-division coursework; no more than six units in any one prefix. ?Two three-unit introductory courses are required for all students in the program: L/ST 310: Educational Justice and L/ST 320: Intersectionality in Education. These courses offer a foundational understanding of social justice issues in education (310) and a focus on intersectionality on educational contexts (320). Then students select one of the field work courses from their chosen or potential pathway (Multiple subject, K-8; Single Subject, High school; or Education Specialist, K-12), all of which require field work in schools. Students then select six units of special topics courses from existing courses in the university that touch on educational topics (see list below). The proposed program will blend the disciplinary knowledges of faculty in Liberal Studies, Teacher Education, Ethnic Studies Departments, Sociology, and more in new, innovative, and collaborative ways. The educators that the minor produces will be able to work effectively with diverse populations in whatever kind of role they choose when they graduate.Strengths: This program will capitalize on the knowledge base and research of the College of Education Faculty (some of whom teach in the Social and Cultural Analysis of Education Master’s program, a program on which this minor is modeled; ). Many faculty in the College of Education conduct research on educational justice writ large, and their perspectives will be invaluable in teaching the core courses in the program. Significantly, the minor will also capitalize on the many courses in the university, particularly but not only in Ethnic Studies departments, with valuable content that can be organized by this minor into a more coherent educational experience for students. Another strength is that it will require students to enroll in one of the credential prerequisite courses, mandating k-12 classroom (field) experiences for all students. The program feels that this actual concrete experience, taken through courses designed as introductions to educational settings, will be invaluable for students.Fit with institutional mission: The program fits very well with CSULB’s goal of inclusive excellence, since one of its main goals is to foster the analytic skills to help students see and label injustices in educational contexts and to effect social change around them. The two core courses focus on this goal and on issues of intersectionality in education, which also ties directly to inclusive excellence. In addition, since it may help more students enter into teaching credential programs at a faster rate, it will contribute to the public good. Justification for offering it at this time: In the past year, approximately 110 students admitted to the multiple and urban dual credential programs alone were CSULB alumni who were not in Liberal Studies. Many of these students could have completed a Minor in Educational Studies and completed a prerequisite at the same time, thus speeding along their time to credential completion. Additionally, and most importantly, given persistent opportunity gaps in K-12 schooling, this minor aims to create future educators who bring critical and intersectional lenses to their future classrooms and learning spaces. References:Carver-Thomas, D. (2018). Diversifying the Teaching Profession Through High-Retention Pathways. Learning Policy Institute Research Brief. Retrieved from , K. (1989), “Demarginalizing the intersection of race and sex: A black feminist critique of antidiscrimination doctrine, feminist theory, and antiracist politics”, University of Chicago Legal Forum, Vol. 14, 538–554.Dee, T. & E. Penner. (2016). The Causal Effects of Cultural Relevance: Evidence from an Ethnic Studies Curriculum. NBER Working Paper No. 21865. JEL No. I0. , P. & Blankstein, A. (Eds.). (2015). Excellence Through Equity. San Francisco, CA: Corwin Press.Torres, C. A. & Noguera, P. (Eds.). (2008). Social Justice Education for Teachers: Paulo Freire and the Possible Dream. London, UK: Sense Publishers.Proposed catalog description, including program description, degree requirements, and admission requirements. Catalog description. This minor requires students to analyze educational contexts from a sociocultural, equity-driven perspective. It is meant for those interested in becoming teachers or entering education-related fields. It takes a critical approach to education, and provides students the tools to analyze the relationship between education and society and begin to effect social and educational justice. The two core courses examine equity and inequity in education and introduce key theories of intersectionality to students. Elective courses help students contextualize their education-related coursework and field experiences in more specific historical, social, and political contexts. The minor is for students interested in K-12 and higher education in and outside of the United States.?All students will conduct field work for at least 10 hours in a school setting, and may engage in more field work in higher education, community-based education, adult education and/or other spaces in which people engage in teaching and learning.Degree Requirements: 15 units (no more than six units from lower-division coursework; no more than six units in any one prefix). There are 6 units of required courses, 3 units of field work courses, and 6 more units of electives as described below.Required Courses (6 units)L/ST 310: Educational Equity & Justice L/ST 320: Intersectionality in EducationField Work Course Requirement (3 units plus field work hours). Students choose one from A, B or C depending on their credential path or educational level of interest. Course selection will be done with the appropriate credential pathway advisor and must be confirmed with a Liberal Studies advisor. These courses must be passed with a "B" or better to satisfy admission to credential programs.A: Multiple Subject Credential Program (K-8): Credential-bound students take EDEL 380. Students interested in the elementary and middle school contexts but not the credential program have two options: either taking EDEL 431 OR both EDEL 413 & EDSP 303EDEL 380: Teaching and Learning in a Democratic Society (3 units) [45 hours of field work] OREDEL 431: Cultural and Linguistic Diversity in Schools (3 units) [10 hours of field work]OR EDEL 413: Developmentally Appropriate Teaching Practices (2 units) [10 hours of field work]AND EDSP 303: Preparing to Teach Special Populations in the General Education Classroom (1 unit) B: Single Subject Credential Program (SSCP): Credential-bound students take EDSS 300. Students interested in the high school context but not the credential program take EDSS 355BEDSS 300: Introduction to Teaching (3 units) OREDSP 355B: Collaborative Models of Inclusive Education: Partnerships and Strategies for Teaching All Students (3 units) [10 hours of field work]C: Education Specialist Credential Program (ESCP): Students take either EDSP 350 or EDSP 454. EDSP 350: Introduction to Teaching the Exceptional Individual (3 units) [4 hours of field work]OREDSP 454: Supporting the Academic and Language Development of English Learners (3 units) [10 hours of field work] Educational Context Electives (6 units)Students will take 6 units from the following list, chosen in consultation with the Liberal Studies Department Chair. Other appropriate courses may be chosen as electives with Department Chair consent.AFRS/AIS/ASAM/CHLS 319: The Ethnic Experience in the U.S.AFRS 415: International Africana Children’s LiteratureAFRS 420: African American Children in Public SchoolsAIS 308: California Indian History.AIS 313/WGSS 313: American Indian Genders and Sexualities AIS 340/ENGL 340: American Indian LiteratureAIS 345: Working with American Indian and Indigenous FamiliesANTH 329: Cultural Diversity in California ANTH 421/LING 425: Education Across CulturesASAM 340: Asian American FamilyASAM 370: Gender and Sexuality in Asian America ASLD 424: Global Deaf Cultures and LanguagesCAFF 321 Family and Consumer Resource ManagementCDFS 310 Diversity in Child DevelopmentCDFS 409: Language, Learning & the Developing Child: A Cross-Cultural Perspective CDFS 410 International FamiliesCFS 413 Child and Family in the CommunityCDFS 419: Family Life EducationCHLS 300: Chicano HistoryCHLS 305: Chicano/a and Latino/a California HistoryCHLS 340: Latino Education in the USCHLS 350: The Latino Population in the United StatesCOMM 330: Intercultural Communication CWL 415: Ethnic Literature and Culture in America EDLD 310: Leadership in Postsecondary ContextsEDP 301: Child Development and Learning: A Cross-Cultural Perspective EDP 302: ?Early and Late Adolescent Development and Learning: A Cross-Cultural Perspective ENGL 370: Chicana/o and Latina/o LiteratureENGL 375: U.S. Ethnic WritersFMD 450: Cultural Perspectives of DressGEOG 301: The Urban SceneGEOG 469: Communities, Democracy & Spatial JusticeGERN 200: The Journey of AgingGERN 400:?Perspectives on GerontologyHDEV 205: Immigrant Youth in Long BeachHDEV 407: Cultural Perspectives on Child & Adolescent Mental HealthHSC 407: Health Equity & Social Justice in the USLING 472: Language and Social JusticeNUTR 336 Social & Cultural Aspects of Food and HealthPOSC 317: Queer LawPSY 361:? Psychology of Child and Adolescent DevelopmentPSY 362:? Autism Spectrum DisordersR/ST 302: American Religious DiversityR/ST 402: Religion in AmericaSOC 320: Sociology of FamiliesSOC 345: Youth, Policing, and JusticeSOC 346: Race, Gender and Class SOC 415: Sociology of EducationSW 330: Human Behavior and Social Environment: Birth through AdolescenceSW 351: Social Policy: Formulation & AnalysisWGSS 250: Intersectionality: Critical Feminist Analysis and BeyondWGSS 308: Gender, Sex and the LawWGSS 315: Black Women in AmericaWGSS 320: Latina Women in the United StatesAdmission Requirements: Open to all students.Curriculum 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. Institutional Learning OutcomesWell-prepared with communication, numeracy and critical thinking skills to successfully join the workforce of California and the world or to pursue advanced study;Critically and ethically engaged in global and local issues;Knowledgeable and respectful of the diversity of individuals, groups, and cultures;Accomplished at integrating the skills of a liberal education with disciplinary or professional competency;Skilled in collaborative problem-solving, research, and creative activityProgram Learning OutcomesUpon completing the Education Studies Minor, students will have the following knowledge, skills, and dispositions:Synthesize concepts and ideas in the area of social and cultural analysis of education; Engage in critical dialogue related to educational policies, practices and pedagogies from an intersectional lens; ?Identify issues related to race, ethnicity, gender, sexuality, ability, and other identity markers in education;Identify implications of social and cultural theories for educational practice in a variety of settings;Formulate strategies for effecting social and educational equity and justice in their communities, including but not limited to educational contexts.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. (CEPC “Maintenance and Improvement of Quality”)Table 1. Methods of Development and Assessment Program Learning OutcomeMethods of Development and AssessmentPLO 1: Synthesize concepts and ideas in the area of social and cultural analysis of education. This is developed in course readings and classdiscussions in L/ST 310 and 320. ?PLO 2: Engage in critical dialogue related to educational policies, practices and pedagogies from an intersectional lens. ?Classroom dialogues in 310 and 320; also in written assignments in those courses.PLO 3: Identify issues related to race, ethnicity, gender, sexuality, ability, and other identity markers in education This is developed in course readings and classdiscussions in L/ST 320 and in the field work course.PLO 4: Identify implications of social and cultural theories for educational practice in a variety of settings This is developed and reinforced in L/ST 310 and 320.PLO 5: Formulate strategies for effecting social and educational equity and justice in their communities, including but not limited to educational contexts ?This is developed and reinforced in L/ST 310 and 320; it is also reinforced in field work classes. Table 2. Curriculum mapping matrix and assessment planRequired CoursesPLO 1 Synthesize conceptsPLO 2 Engage in critical dialoguePLO 3 Identify intersectional issuesPLO 4 Identify implications for practicePLO 5 Formulate strategiesL/ST 310I, P ^ I, R, PR, P^L/ST 320I, PI, R, P ^I, R^R, PField work/Credential PrerequisiteP^Place the appropriate symbols (found below) on the matrix to indicate where program content related to the outcome is introduced, developed, or mastered. ?Use a ^ to indicate the course where the SLO is assessed.I= IntroducedR= ReinforcedP= Demonstrated at the Mastery Level Appropriate for GraduationTotal number of units required for the minor or certificate. 15 unitsA list of all courses required for the minor or certificate, 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).Table 3. Required Courses Catalog #Course titleUnitsPrerequisitesL/ST 310Educational Justice (for Teachers)3GE Foundation requirementsL/ST 320Intersectionality in Education3GE Foundation requirementsTable 4. Required Field work course options (3 units). Students choose 3 units from either A) Multiple, B) Single, or C) Educational Specialist Credential Programs. 4A. Multiple Subject Credential Program (K-8):Credential-bound students take EDEL 380, others interested in the elementary and middle school contexts take EDEL 431 OR EDEL 413 & EDSP 303Catalog #Course titleUnitsPrerequisitesEDEL 380 ORTeaching and Learning in a Democratic Society3Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course. Corequisite: EDP 303.EDEL 431 ORCultural and Linguistic Diversity in Schools3Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.EDEL 413 (and EDSP 303)Developmentally Appropriate Teaching Practices2Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.EDSP 303 (and EDEL 413)Preparing to Teach Special Populations in the General Education Classroom1Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.4B. Single Subject Credential Program: Credential-bound students take EDSS 300, others interested in the high school context take EDSP 355BCatalog #Course titleUnitsPrerequisitesEDSS 300 ORIntroduction to Teaching3Advanced sophomore or junior standing. Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.EDSP 355BCollaborative Models of Inclusive Education: Partnerships and Strategies for Teaching All Students3Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.4C. Education Specialist Credential Program (ESCP): Credential-bound students take EDSP 350, others interested in special education contexts take EDSP 454.Catalog #Course titleUnitsPrerequisitesEDSP 350 ORIntroduction to Teaching the Exceptional Individual3Prerequisite: Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.EDSP 454Supporting the Academic and Language Development of English Learners 3Prerequisite: Students must have a valid Certificate of Clearance and proof of a negative TB test to begin fieldwork hours in this course.List of elective courses that can be used to satisfy requirements for the minor or certificate, 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.Note: With regard to Sections 4f and 4g, a proposed program should take advantage of courses already offered in other departments when subject matter would have considerable overlapping content.Table 5. Elective courses to fulfill the remaining 6 units Students will take 6 units from the following list, chosen in consultation with the Liberal Studies Department Chair. Other appropriate courses may be chosen as electives with Department Chair consent.Catalog #Course titleUnitsPrerequisitesAFRS/AIS/ASAM/CHLS 319The Ethnic Experience in the U.S.3GE Foundation requirementsAFRS 415International Africana Children’s Literature3AFRS 420African American Children in Public Schools3AIS 308California Indian History3GE Foundation requirements.AIS 340/ENGL 340American Indian Literature3Prerequisite: GE Foundation requirementsAIS 345Working with American Indian and Indigenous Families3Completion of General Education Foundation, one or more Explorations courses and upper-division standing.AIS 313/WGSS 313American Indian Genders and Sexualities3ANTH 329Cultural Diversity in California3GE Foundation requirement. Students must have scored 11 or higher on the GWAR Placement Examination or successfully completed the necessary portfolio course that is a prerequisite for a GWAR Writing Intensive Capstone.ANTH 421/LING 425Education Across Cultures3ASAM 340Asian American Family3GE Foundation requirements and upper-division standingASAM 370Gender and Sexuality in Asian America3GE Foundation requirements and upper-division standing ASLD 424Global Deaf Cultures and Languages3ANTH 170/LING 170, ASLD 101 (formerly LING 151), and ASLD 124; or consent of instructor.CAFF 321Family and Consumer Resource Management 3GE Foundation requirements, one or more Exploration courses, and upper division standing.CDFS 310Diversity in Child Development3Completion of foundation coursesCDFS 409Language, Learning & the Developing Child: A Cross-Cultural Perspective 3CDFS majors and minors only. ?Freshmen excluded.CDFS 410International Families: Families in Cross-Cultural Perspectives3A grade of "C" or better in CDFS 312; or consent of instructor.CDFS 413Child and Family in the Community3A grade of "C" or better in CDFS 312; upper division standing; or consent of instructor.CDFS 419Family Life Education3A grade of "C" or better in CDFS 413; upper division standing; or consent of instructor.CHLS 300Chicano History3GE Foundation requirements.CHLS 305Chicano/a and Latino/a California History3GE Foundation requirements.CHLS 340Latino Education in the US3General Education Category A must be completed prior to taking any upper division course except upper division language courses where students meet formal prerequisites and/or competency equivalent for advanced study.CHLS 350/SOC 340The Latino Population in the United States3GE Foundation and one Explorations M 330Intercultural Communication3NoneCWL 415Ethnic Literature and Culture in America3GE Foundation requirements, one or more Exploration courses, and upper division standing.EDLD 310Leadership in Postsecondary Contexts2Upper division standing. Students must have scored 11 or higher on the GWAR Placement Examination or completed the necessary portfolio course that is a prerequisite for a GWAR Writing Intensive Capstone. EDP 301Child Development and Learning: A Cross-Cultural Perspective3EDP 302Early and Late Adolescent Development and Learning: A Cross-Cultural Perspective3ENGL 370Chicano/o and Latina/o Literature3GE Foundation and upper-division standing. Students must have scored 11 or higher on the GWAR Placement Examination or completed the necessary portfolio course that is a prerequisite for a GWAR Writing Intensive Capstone.ENGL 375U.S. Ethnic Writers3ENGL 100B or GE Written Communication (Area A2); GE Foundation requirements. Students must have scored 11 or higher on the GWAR Placement Examination or completed the necessary portfolio course that is a prerequisite for a GWAR Writing Intensive Capstone.FMD 450Cultural Perspectives of Dress3GE Foundation requirements; a grade of "C" or better in ANTH 120 or SOC 100 or SOC 142 and upper-division standing.GEOG 301The Urban Scene3GE Foundation requirement.GEOG 469Communities, Democracy & Spatial Justice3GEOG 301 or GEOG 360GERN 200The Journey of Aging3GERN 400Perspectives on Gerontology3HDEV 205Immigrant Youth in Long Beach3ANTH 120 or HDEV 180 or PSY 100 or SOC 100.HDEV 407Cultural Perspectives on Child & Adolescent Mental Health3HDEV 310 or PSY 370 or PSY 363 with a "C" or better or consent of instructor.HSC 407Health Equity & Social Justice in the US3GE Foundation, one or more Exploration courses and upper-division standing.LING 472Language and Social Justice3Students must have scored 11 or higher on the GWAR Placement Examination or completed the necessary portfolio course that is a prerequisite for a GWAR Writing Intensive Capstone.NUTR 336Social & Cultural Aspects of Food and Health3For Dietetics Concentration NUTR 132, NUTR 234, SOC 335; for Nutritional Sciences Concentration NUTR 132, SOC 335.POSC 317 Queer Law3POSC 100 or consent of instructor.PSY 361Psychology of Child an Adolescent Development3PSY 100PSY 362Autism Spectrum DisordersPSY 100R/ST 302American Religious Diversity3R/ST 402Religion in America3GE Foundation requirements, one or more Explorations courses, and upper-division standing.SOC 320Sociology of Families3SOC 100 or consent of instructor.SOC 345Youth, Policing and Justice3One foundation course.SOC 346Race, Gender and Class 3GE Foundation requirements.SOC 415Sociology of Education3GE Foundation requirements and upper division standing.SW 330Human Behavior and Social Environment: Birth through adolescence3GE Foundation requirements.SW 351Social Policy: Formulation & Analysis3GE Foundation requirements.WGSS 250Intersectionality: Critical Feminist Analysis and Beyond3WGSS 308Gender, Sex and the Law3WGSS 315Black Women in America3ENGL 100B or GE Written Communication (Area A2) and upper division standing or consent of instructor.WGSS 320?Latina Women in the United States3Junior standing or consent of instructor.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.Needed to initiate the program:L/ST 310: Educational Equity & Justice. Introduction to social and cultural analysis of education in relation to identity, difference, resistance, and resilience. Students engage in critical dialogue and self-reflection, identify their potential for agency and allyship, and formulate strategies for effecting social and educational justice.?L/ST 320: Intersectionality in Education. Introduction to intersectionality theories and research in educational contexts. Examination of intersectional identities (ability, gender and sexuality, race, ethnicity, class, language, etc.) and structures of oppression in and out of education. Strategies for effecting social change in educational and other contexts.Attach a proposed course-offering plan for the first three years of program implementation, indicating, where possible, likely faculty teaching assignments.Required Courses (6 units)Fall 2020: L/ST 310 Spring 2021: L/ST 320 The department will run the course in 2020-21 without the minor in place as an elective for current Liberal Studies B.A. students and others interested in these topics and then will advertise it as part of the Minor when the Minor is approved. Thereafter, one of these two L/ST course offered F & S every semester (to accommodate up to 30 minors per year. Could schedule the courses once each per semester if demand for the minor grows to 60 students per year)Required Field Work course (3 units) & Required Elective Courses (6 units)The fieldwork and elective courses have been cross-checked for frequency of course offerings. In each case, there is reason to believe that these courses will continue to be offered on a regular basis as they have been in the past (field work courses are offered each term, and the elective courses are typically offered between one and six section offerings per two academic years). Given that section offerings are determined by Departments and Programs, the specific offering plan for the next three years cannot be predicted. It is important that the program advisor allow students make course substitutions as appropriate in order to complete the program in a timely manner. It will also be important for the program advisor to stay in regular contact with Department and Program Chairs and schedulers in order to anticipate upcoming course offerings and advise students on their course of study. It is also anticipated that courses will be added to or substituted for the courses in Tables 3-6 as Departments and Programs introduce new offerings that fit within the minor’s learning outcomes. Admission criteria, including prerequisite coursework.Students must be enrolled at CSULB. They must meet with a Liberal Studies Advisor to add the minor to their program plan. Criteria for student continuation in the program. Students are required to maintain a 2.0 GPA for courses in the minor. A minimum GPA of 2.67 is required for admission into the MSCP, SSCP, and ESCP programs.Provision for meeting accreditation requirements, if applicable, and anticipated date of accreditation request (including the WASC Substantive Change process).N/ANeed for the Proposed Minor or Certificate Program (CPEC “Societal Need,” “Number of Existing Programs in the Field,” and “Advancement of the Field”)List of other California State University campuses currently offering or projecting the proposed programs; list of neighboring institutions, public and private, currently offering the proposed programs. Table 6. Other campuses offering similar programsInstitution nameInstitution typeDegreeCSU FullertonpublicLiteracy Education MinorSan Diego State UniversitypublicMinor in Cultural ProficiencySan Diego State UniversitypublicMinor in Counseling and Social ChangeSan Diego State UniversitypublicMinor in Leadership DevelopmentSacramento State UniversitypublicMinor in Education: Teaching, Equity and Engagement.San Jose State UniversitypublicMinor in EducationCSU San MarcospublicMinor in Education StudiesUCLApublicEducation Studies MinorUC IrvinepublicEducation Studies MinorUniversity of Southern CaliforniaprivateEducation and Society MinorWhittier CollegeprivateElementary Education Minor/Secondary Education MinorDifferences between the proposed program and programs listed in Section 5a above.CSU Fullerton’s Literacy Education Minor “creates an opportunity for students from a wide variety of majors to apply literacy education to advocate for social change,” according to their catalog. It is focused on literacy education, development, and research, and is described as “suitable for all majors.” It shared a focus in justice, but is not an attempt to smooth pathways to credential programs for non-Liberal Studies majors (they do have a Liberal Studies BA program). Theirs is 18 units, including 6 units of literacy core courses, 6 of education courses, and 6 of electives. ?San Diego State University offers three minors related to the proposed minor: 1) Cultural Proficiency; 2) Counseling and Social Change; and 3) Leadership Development. The Cultural Proficiency Minor is “introduce[s] the process of building such understanding and awareness, enabling students to begin developing skills to interact positively with others in our diverse campus community and global society.” ?The Counseling and Social Change minor is most like the proposed one; it “provides students the tools to seek change in diverse social contexts. It is an undergraduate, interdisciplinary 18-unit minor that encompasses social justice and diversity.” It is not focused on smoothing credential pathways but it does aim to prepare students to work for equity and change in education-related fields. The Educational Leadership minor “seeks to develop emotionally intelligent, transformational leaders capable of taking themselves and others to higher levels of performance, purpose, and collaboration” but it does not focus on social justice in education per se, though it focuses on the leadership skills of students. CSU San Marcos has a 21-unit minor in Education Studies, “a program of interdisciplinary study in several aspects of education from its history and roots, to culturally responsive pedagogy, to youth development, to mathematics and the arts.” There are three required courses and 4 electives. ?The program is similar to this one in breadth but there is not a focus on urban education or on social justice.Further afield, Sacramento State’s Minor is “advantageous for those planning graduate study in these fields and those pursuing a teaching credential or a career using teaching and engagement strategies” and “may be particularly useful to students with undergraduate majors in Human Resources, Communication Studies, Criminal Justice, Counseling, Family and Consumer Sciences, Nursing, Recreation Administration, Social Welfare, Speech Pathology and Audiology, and Vocational Education.” This minor does not seem to have a focus on urban education or on social justice.San Jose State has a Minor in Education which offers up to 12 units of credit towards the multiple subject credential program. It “is available to students who are interested in education from a variety of perspectives. Students in a degree program who may want to work with children in capacities inside or outside the classroom may be interested in this minor.” This program does not seem to have a focus on urban education or on social justice approaches.UCLA’s Education Studies Minor is meant to “to provide upper division undergraduates of any major the opportunity to develop their understanding of current educational practices and the complex interactions among the legal, social, political, and economic forces that influence and shape educational policies in America, to consider options for a career in education, and to become better consumers of educational services as parents, taxpayers, and citizens.” It has some potential courses that focus on equity but is loosely structured and students must take 4 from one large group of classes and 3 from another large group.UC Irvine’s Education Studies Minor is “designed to facilitate exploration of a broad range of issues in the field of education. Graduates with the minor may be employed in schools, government, private industry, and non-profit organizations.” Its 40 hours of required field work make is similar to the proposed program (although that can also be fulfilled via a research experience), but it does not have a specific focus on social justice in urban education. ??USC’s Education and Society minor “seeks to examine education and its role in society: the purposes, forms and history of education and schooling, the provision of equitable opportunities for all, and the development of engaged citizenship for more just societies through education.” it has a focus on structural inequalities and justice but lacks a field work component.Whittier College’s Minor in Elementary Education has 20-21 units but does not have a public description of the program. List of other curricula currently offered by the campus that are closely related to the proposed program.There are no similar programs (minors or majors) at CSULB aimed to equip those interested in teaching with field experience and foundational coursework in teaching for munity participation, if any, in the planning process. This may include prospective employers of graduates. N/AApplicable workforce demand projections and other relevant data.The minor is predicated on strong workforce demands in the field of education. In the midst of a national shortage of qualified teachers, schools may need “an estimated 316,000 new teachers” per year by 2025, with expected shortages of over 100,000 teachers annually (Sutcher, Darling-Hammond, & Carver-Thomas, 2016). California’s shortage is severe and “disproportionately impacts the most disadvantaged students” (ibid.). ?The California Department of Education’s projections indicate that the state will need 20,900 new teachers in 2018-19 alone (the most recent year for which projections are available; ). ?The labor market response required to meet these needs has recently shifted; California’s Strong Workforce Program has begun to support the creation of community college teacher preparation programs (California Community College Chancellor’s Office, 2015); transfers from our Community College partners would be half of the potential students in the program and we would recruit and advertise heavily with them.?The National Education Association Department of Teacher Quality echoes the need fund and support teacher education, arguing that “education deserves full status in workplace investment initiatives” (2016). The needs are, as always, greatest in math and science and in special education; this minor provides pathways to all of those credentials. For those not interested in becoming classroom teachers, additional preparation in Education Studies may well be an employment benefit if they wish to enter a Master’s Program or work in education-related fields that do not require credentials. Additionally, research in teacher education in general points to the many benefits of a more diverse teacher cadre (cf. Brown & Ritter, 2017; Egalite & Kisida, 2016) and, we would add, more diverse educators broadly conceived (beyond the K-12 classroom). One way to attract and retain students from diverse backgrounds to our degree program—a statewide and nationwide need (Darling-Hammond, 2004; Ingersoll, May & Collins, 2017)—is to consciously make the space welcoming for them by clearly stating program learning outcomes that reflect an understanding of the diverse contexts in which our students live and will work. Including explicit language about social justice in the courses in the major and in learning outcomes will, we hope, allow us to draw in applicants with dispositions toward equity and diversity in the classroom. And, by adopting an overt or explicit approach to labeling our courses we can draw in students who may not have considered teaching as a venue for social change. ReferencesBrown, B. M & Ritter, G. (2017) Should we care about teacher diversity? Student perceptions of teachers of the same race. In: ICERI2017: The 10th Annual International Conference of Education, Research and Innovation, 16 - 18 November 2017, Barceló Renacimiento Hotel, Seville, Spain.California Community College Chancellor’s Office. ?Board of Governors Task Force on Workforce, Job Creation, and a Strong Economy Report and Recommendations. ?(2015). Retrieved from , L. (2004). Inequality and the right to learn: Access to qualified teachers in California’s public schools. Teachers College Record, 106, 1936-1966.Egalite, A. & Kisida, B. (2016). The many ways teacher diversity may benefit students. Brown Center Chalkboard report. , R., May, H., & Collins, G. (2017). Minority Teacher Recruitment, Employment, and Retention: 1987 to 2013. Learning Policy Institute Report. , J. & Burdick-Will, J. (2016). School segregation, charter schools, and access to quality education. Journal of Urban Affairs, 38, 323-343. DOI: 10.1111/juaf.12246.Riley, K & Crawford-Garrett, K. (2015). Reading the world while learning to teach: Critical perspectives on literacy methods. Teacher Education Quarterly, 42(3), 59-79.Snow, C. & Matthews, T. (2016). Reading and language in the early grades. The Future of Children, 26(2), 57-74.Sutcher, L., Darling-Hammond, L., & Carver-Thomas, D. (2016). A coming crisis in teaching? Teacher supply, demand, and shortages in the U.S. Palo Alto, CA: Learning Policy Institute.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. N/AStudent Demand (CPEC “Student Demand”)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. For workforce demand and growth figures, please see the previous section (section e). For student demand information, please see attached memos from Aleah Garnica, lead Liberal Studies Advisor, as well as consultation documentation from several Department Chairs in the College of Liberal Arts. Issues of access considered when planning this program.Access for this program is the same as for admission to CSULB.Professional uses of the proposed program.Prepares students who did not major in a credential program to enter post baccalaureate credential programs more smoothly and quickly. This will lead to more highly qualified teachers interested in working for social justice in the pipeline for the state of California. The expected number of students 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.Table 7. Expected Numbers of Students ?Initiation year +3 years+5 yearsNumber of Students3090150Number of Graduates060120Existing Support Resources for the Proposed Minor or Certificate 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. Please see the attached letter from Dean Shireen Pavri. 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 graduate programs, include faculty publications or curriculum vitae.Table 10. Sampling of faculty who would teach in the program based on the course offerings listed above. (This list focuses on faculty in the College of Education; there are other highly qualified faculty in other departments, particularly in the College of Liberal Arts.)NameRankStatusHighest DegreeDegree DateField(s)Jessica Zacher PandyaProfessorTenuredPhD2005Education: Language, Literacy & CultureNat HansuvadhaProfessorTenuredPhD2006Special EducationCara Richards-TutorProfessorTenuredPhD2004Special Education, Risk, and Disability StudiesLindsay Perez-HuberAssociate ProfessorTenuredPhD2010Social Science and Comparative Education, specialization in Race and Ethnic StudiesNina FloresAssistant ProfessorTenure-trackPhD2016Urban PlanningSue Leonard-GiesenLecturerEdD2009Educational AdministrationShireen PavriDean & ProfessorTenuredPhD1999Special EducationDeborah HammLecturerMA1982ReadingBetina HsiehAssociate ProfessorTenuredPhD2010Education with a specialization in Language, Literacy & CultureHuong NguyenProfessorTenuredPhD2004EducationNancy DeHaroLecturerLiberal Studies AdvisorMA2014Education- Social & Cultural Analysis of Education; Emphasis: Urban EducationEduardo LeyvaLecturerEOP DirectorMA2007Latin American StudiesNoah GoldenAssistant ProfessorTTPhD2013EducationSpace and facilities that would be used in support of the proposed program. The courses in this minor would be taught in existing facilities that serve courses in the College of Education and other colleges.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).Please see attached memo from Karin Griffin detailing available library resources for this program. No new resources are needed. d.Existing academic technology, equipment, and other specialized materials currently available.The academic technology available to all CSULB students would be available to students in this program. There are no special technological or equipment needs for students to complete the minor or the new introductory course proposed for the minor; however, select courses within the minor may require special technological or equipment access. Those needs are expected to be met by the department/program offering the elective course.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.Any special characteristics of the additional faculty or staff support positions needed to implement the proposed program.The Liberal Studies advisors (3) will do intake advising for the minor (adding the minor to degree plans, etc.) as part of their work in the Teacher Preparation Advising Center (TPAC). The Office of Clinical Practice, which places students for field work, may see a slight increase in placements, but many of these students would be coming in to take the prerequisite courses even without the Minor. Any increase in fieldwork placements can be accommodated through the Office of Clinical Practice. The Liberal Studies Department Chair will advise students who wish to take elective courses that are not on the approved list. There are no additional faculty or staff support positions needed to implement the proposed program.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.There is no additional lecture and/or laboratory space required to initiate and to sustain the program over the next five years.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. No additional library resources needed.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.No additional technology needed. ................
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