From the Chair of the College Senate Curriculum Committee
Please note that the College Senate Curriculum Committee does not meet during winter break; therefore, any course or program proposals that have been submitted but have not yet been reviewed will be reviewed by the CSCC in spring 2014. The College Senate Office will continue to accept and log curricular items that will be forwarded to the CSCC.
Advanced to the Interim President
The following have been approved by the College Senate Curriculum Committee and forwarded to the interim president for review and approval:
New Program:
C.A.S. TESOL Pre-K–12, All Grades
Course Revision:
SPF 503 Educational Psychology
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Advanced to the Curriculum Committee
The following have been received in the College Senate Office and forwarded to the College Senate Curriculum Committee (CSCC) for spring 2014 review:
Program Revision:
B.A. Physics, BA NS-PHY
New Courses:
BIO 431 Aquatic Entomology. Prerequisites: Biology 212 and BIO 213. Survey of the classification, taxonomy, and identification of aquatic insects. Emphasis on aquatic insects of northeastern North America and their life histories, adaptations, and community structures in streams and wetlands.
PAD 540 U.S. Public Policy. Prerequisite: Graduate status. Policy making and policy analysis in the United States; the policy-making process, policy-making paradigms, the policy cycle, examination of policy-making actors. Focus on real-world applications through case studies and contemporary readings.
Course Revisions:
BIO 414 Mammalogy. Prerequisites: BIO 212 and BIO 213. Introduction to the study of mammals, including classification, distribution, ecology, and behavior as they relate to life histories of mammals; identification of mammals in the field and laboratory; and field methods of mammalian studies.
EDU 417 Adolescent Literacy. Prerequisites: EDU 416 or equivalent and upper-division status. Literacy development of adolescents in multiple contexts. Topics include adolescents’ multiple literacies; assessing literacy abilities; use of technology and materials other than textbooks; integration of literacy across disciplines; and strategies for working with struggling students, English learners, students with disabilities, and advanced students.
EDU 513 Survey of Basic Concepts of Elementary Reading Instruction. Prerequisite: Graduate status. Review of the research and literature pertaining to the basic concepts underlying literacy methods, materials, and assessment devices; the reading process from readiness to mature readers. Provides graduate candidates with research, instruction, and experience in the various aspects of the English Language Arts curriculum as framed by the National Council of Teachers of English (NCTE) and International Reading Association (IRA), including listening, speaking, reading, writing, media and technology, and viewing and visually representing.
EDU 609 Literacy Instruction in Upper Grades. Prerequisite: Graduate status. Practical strategies to help middle- and secondary-level students successfully use reading in their content area studies; the reading process; student motivation; developing vocabulary, comprehension, study, and writing skills; evaluation and assessment. Emphasizes using the topics of the disciplines as the departure point for designing instructional strategies and materials.
EDU 611 Teaching Literacy in Primary Grades. Implications of research in early literacy; factors influencing early success in reading and writing; process vs. product instruction; emergent literacy instruction; building a support system; focusing on print; needs and individualizing instruction for such needs; planning, organizing, and managing a program; assessing growth and needs.
EDU 612 Developing Literacy through Literature. Prerequisite: Graduate status. Research and practice in the integration of literature in literacy instruction choosing appropriate methodology; familiarity with genre and instructional elements; multiple-word identification, comprehension, and writing strategies; integrating literature across the curriculum; organizing and managing a literacy program; assessing students’ literacy growth and needs including socioemotional, cognitive, and sociocultural concerns.
EDU 613 Assessment of the ELA for the Classroom Teacher. Prerequisites: Graduate status, EDU 546 or equivalent, and one other literacy course. Methods of literacy (reading, writing, listening, speaking) assessment for classroom teachers. Strategies for assessing the literacy abilities of students within the classroom and subsequently using the assessment results to differentiate literacy instruction within the classroom.
PSY 367 Organizational Behavior. Prerequisite: PSY 101. Behavior, attitudes, and performance of people in organizations. Interdisciplinary perspective of theory, research, and practice of individual behavior and organizational performance. Addresses practical managerial problems and organizational functioning.
Course Revision and Intellectual Foundations Designation
NATURAL SCIENCE
ANT 100 Human Origins. Introduction to physical anthropology and archaeology. Physical anthropology; evolutionary theory and genetics, the human fossil record, and the study of nonhuman primates; how archaeology scientifically reconstructs past cultures; the basics of archaeological data and dating methods; the transformation from a hunting-and-gathering lifestyle to one based on food production and the consequences of this transformation that include, in some instances, the development of complex sociopolitical institutions and state societies.
