4 Department of Child and Adolescent Development
7 Proposed Revisions to the Core Curriculum
10 Bachelor of Arts Degree in Child and Adolescent Development (CAD)
11 (CRAC Recommended Revisions and Additions Incorporated November2010)
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13 Table of Contents
17 I. Introduction …………………………………………………………………… 3
18 II. Nature of the Request………………………………………………………… 6
19 III. Reasons for the Changes …………………………………………………… 6
20 IV. Description of the Changes ……………………………………………….... 7
21 V. Consultations………………………………………………………………… 13
22 VI. Resource Implications ……………………………………………………….. 14
23 VII. Provisions for Program Assessment ……………………………………….. 15
24 VIII. Advising/Transition Guidelines ……………………………………………… 16
29 Table 1 CAD Majors by Level and Concentration – Fall 2010 ……………… 3
30 Table 2 Current Prerequisites and Proposed Changes …………………….. 11
31 Table 3 Current Core Curriculum and Proposed Changes …………………. 11
32 Table 4 Projected Courses Needed in Transition ……………………………. 17
33 Table 5 Accepted/Total Applied (Percent) by Concentration ……………….. 18
34 Table 6 Total Complete Applications/Admitted/Those Enrolled ……………. 19
35 in Year They Applied, By Concentration
39 A Courses Deleted from the Curriculum ……………………………….. 20
40 B Courses in the Major, Required/Elective, and Location ……………. 23
41 C Frequency of Course Offerings- Courses by Other Departments … 26
42 D CAD 210 Course Proposal, PSY 330 Syllabus, Copy of …………… 29
43 Email Request to Psychology to Review CAD 210
44 E Sample of Email Message Sent to Department Chairs …………….. 39
45 with Courses in CAD
46 F Communication Between Departments of Child and ………………... 40
47 Adolescent Development and Elementary Education –
48 Email Messages and Attachments
49 G Sample of Fall 2011 - Spring 2012 Schedule ……………………….. 46
50 H CAD Competency Student Survey for CAD 500 ……………………. 47
51 I Examples of eFolios Competency Web Pages …………………….. 51
52 J Competencies Based Site Supervisory Survey …………………….. 55
53 K Bulletin Copy – Core Curriculum ……………………………………... 57
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58 Department of Child and Adolescent Development
59 Proposed Revisions to the Core Curriculum
60 Bachelor of Arts Degree in Child and Adolescent Development (CAD)
63 I. INTRODUCTION
65 Department/Program Area: Department of Child and Adolescent Development
66 College: Health and Human Services
67 Contact Persons: Rene F. Dahl, Chair
68 338-2056, email@example.com
70 The Department of Child and Adolescent Development (CAD) offers an interdisciplinary B.A. degree
71 which includes a core of required courses and four concentrations: Young Child and Family; School
72 Age Child and Family; Youth and Family Services; and Research and Public Policy. All students take
73 the required core courses and then, with input from a faculty advisor, select one concentration
74 depending upon their academic interests and career goals. According to data obtained from
75 https://sims.sfsu.edu/there are 575 active CAD majors this semester. Their levels and concentrations
76 are shown below in Table 1.
79 Table 1 CAD Majors by Level and Concentration – Fall 2010
Freshmen Sophs Juniors Seniors Total
Young Child& Family 21 13 73 97 204
School Age Child & Family 32 17 70 88 207
Youth and Family Services 18 8 48 69 143
Research& Public Policy 2 0 5 14 21
Total 71 38 196 268 575
(12%) (7%) (34%) (47%) (100%)
82 Before addressing the specific topics required in such a curricular revision, we wish to share the
83 department mission statement that guided our curricular revision process. The mission statement
84 reflects the department’s applied, pre-professional nature:
86 Mission Statement:
87 The Department of Child and Adolescent Development (CAD) prepares students to be competent
88 professionals in their work with children, youth and families. CAD values teaching and experiential
89 learning that incorporates diversity of background and experience, current and relevant research, and
90 high quality instruction. To this end, students are prepared to:
92 Apply theory and knowledge in varied contexts
93 Understand the issues underlying equity and social justice and respect their complex impact
94 on the lives of children, youth, and families in society
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95 Use guiding theoretical frameworks to understand children, youth and families.
97 We consider these expectations to be our overall learning objectives for the major, in addition to the
98 learning objectives identified for each course in the major.
100 NOTE: We refer the reader to Appendix A, Courses Deleted from the Curriculum, in which we show, as
101 per CRAC‟s request, a table that includes all the courses deleted from the curriculum. In addition, we
102 provide a table in Appendix B, Courses in the Major, Required/Elective, and Location, which shows all
103 the courses in the major, if the course is required or an elective, and where the course is located in the
104 major. Finally, we include a third table, Frequency of Course Offerings by Other Departments, located
105 in Appendix C.
107 NOTE – Additional Revisions: In this section we discuss how the curriculum revisions further the
108 mission of the department and university, while also benefitting students.
110 The University and Department Revisions and Impact on Students. CAD‟s proposed curricular
111 revisions support the university‟s vision statement on academic excellence, specifically that disciplinary
112 and professional curricula should help students to attain three broad learning objectives. One of the
113 learning objectives is for students to “… participate in the intellectual life of a discipline, to think cogently
114 about issues in that discipline, and to use its tools. Graduates must be both fluent in the „language‟ of
115 their chosen field and technically competent in its practice.”
117 The revisions to the CAD core curriculum, which we propose be comprised of all CAD courses, means
118 we will provide our majors with a cohesive, integrated intellectual discipline as well as a disciplinary
119 home. While we support the value of an interdisciplinary major and the importance of understanding a
120 discipline from many perspectives, we argue that CAD majors must have a foundation in human
121 development, specifically from infancy through the early twenties, from a specific philosophical and
122 theoretical perspective. This becomes the majors‟ intellectual “home.” This foundation will facilitate CAD
123 majors‟ fluency in the „language‟ of their field and position them to think cogently about their field from a
124 variety of disciplinary perspectives. It will also assist majors with becoming technically competent in
125 their practice, which we address in the next paragraph.
126 An additional way the proposed curricular revisions further the university‟s vision of academic
127 excellence is through “the ability to link disciplinary theories to reality-based practice.” The statement
128 continues, “Graduates demonstrate the capacity to integrate their training with knowledge from different
129 sources; to adapt and apply that knowledge in new situations in order to design and implement
130 problem-solving strategies; and to renew their knowledge and skills throughout their careers and lives.
131 SFSU's graduates are prepared to think, analyze, and perform.” As an applied, pre-professional major,
132 a hallmark of the CAD curriculum is application of knowledge to the fields involved in working with
133 children and adolescents. It is not enough that students understand developmental stages of children
134 through adolescence; they must understand what the stages mean and how they, as professionals, will
135 apply that knowledge to provide services and structure appropriate experiences for children and
136 adolescents. The CAD competencies attest to this commitment to application of knowledge, as they are
137 drawn from professions which many CAD majors will join upon graduation.
138 CAD majors can only benefit, then, from a major that is cogent, with a theoretical and philosophical
139 foundation they will receive from the core curriculum. The concentrations will pick up the
140 interdisciplinary strands that will teach students how to “integrate their training with knowledge from
141 different sources.”
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142 NOTE – Additional Revisions: In this section, we address the distinction among CFS, EED, and CAD,
143 as requested by CRAC, beginning first with Elementary Education.
145 1. Distinctions Between the Departments of Child and Adolescent Development and Elementary
147 Range of Developmental Spectrum: CAD addresses the spectrum of development from
148 birth to early twenties. Elementary Education focuses on the young child.
149 Major Leading to a BA Degree: CAD offers an undergraduate major in Child and
150 Adolescent Development with over 600 active students this semester (and over 900
151 inactive students). Elementary Education does not have an undergraduate major and
152 does not offer a BA or BS degree. They do not have any undergraduate students.
153 Theoretical Foundation: As we say in our Mission Statement, one of our goals is that
154 students understand the issues underlying equity and social justice and respect their
155 complex impact on the lives of children, youth, and families in society. Our theoretical
156 foundation, Bronfenbrenner‟s ecological perspective, focuses on children and
157 adolescents in context of the family, community, and social institutions and the
158 interaction among those spheres. Elementary Education focuses on curriculum and
159 pedagogy and not the broader context of children, youth and their families. As they often
160 state, they are about curriculum and pedagogy.
161 Spectrum of Preparation: With its broad perspective as well as its focus on children
162 through adolescents, CAD prepares students to work as professionals in as many
163 contexts as one finds children, youth, and families. CAD graduates are prepared to work
164 or enter graduate school as social workers, children‟s librarians, policy specialists,
165 government agency staff, community-based non-profit staff, Child Life specialists,
166 resource and referral specialists, as well as pre-school teachers. They are qualified to
167 work for agencies such as First 5, Children Now, school districts or county offices of
168 education, welfare agencies, local and state government agencies, libraries, health
169 clinics, and so on. Elementary Education focuses only on preparing students to work in
170 preschool classrooms, for which a credential is not necessary.
172 2. Distinctions Between the Departments of Child and Adolescent Development and Consumer
173 and Family Studies/Dietetics. The distinctions on paper are not as clear cut as those between
174 CAD and Elementary Education and we do not know the factors that influenced the original
175 decision to develop the CAD Program (not Department) as a separate unit from CFS/D. These
176 are some of the distinctions that we note between CFS/D and CAD.
177 The BA degree in Family and Consumer Sciences prepares students who are interested
178 in teaching in secondary education programs, while the CAD department, School Age
179 Child and Family concentration prepares students for the multiple teaching credential
181 The CAD department core focuses much more on development with its 18 unit proposed
182 core, which only 2 of the 3 core required courses in CFS/D focus on children and/or
183 youth: CFS 312 Families, Individuals, and Environments and CFS 320 Children and
184 Families. The rest of the major is made up of 33 units that are selected from among
185 emphasis patterns, of which general family and consumer sciences is one pattern.
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192 II. NATURE OF THE REQUEST – Core Curriculum
194 The proposed changes to the CAD curriculum affect the core and three concentrations and include
195 structural revisions, new and revised courses, as well as courses to be moved or dropped from the
198 For the core curriculum which is addressed in this document, the nature of the changes include:
199 dropping prerequisites to the major and incorporating them into the core courses; changing upper
200 division courses to lower division courses to accommodate freshmen and sophomores as well as
201 transfer students; and adding new courses that reflect faculty expertise.
204 III. REASONS FOR THE CHANGES
206 There are seven reasons for the proposed changes to the CAD core curriculum, which are to: a)
207 comply with number of units in a BA degree; b) incorporate lower division courses into the major; c)
208 utilize faculty expertise) utilize best practices; e) ensure that students acquire specified competencies;
209 f) manage enrollment; and g) increase our ability to control time to graduation.
211 A. We are complying with the university’s request (via 10/5/09 memo from Gail Evans and Linda
212 Buckley) to reduce the number of units in the BA degree so that we are at 45 units. Our current
213 unit count ranges from 51-68, depending upon the concentration a student selects and the unit
214 value of the courses s/he chooses.
216 B. We are complying with the university’s request to include lower division courses in the major, so
217 we are proposing several revised courses.
219 C. Since the last major curriculum change in 2002, the department has gained four tenure-track
220 assistant professors with expertise and work experience in various areas within child and
221 adolescent development. We wish to utilize this expertise, for which the faculty were hired, in
222 core courses in the major. The core curriculum is where the theoretical foundations and the
223 CAD department philosophy are established for all CAD majors (see Mission Statement above).
224 With the current interdisciplinary core, it can be difficult to utilize fully the CAD faculty expertise
225 and establish the department’s philosophy, particularly when many courses in the core were
226 developed by other departments and are taught by their faculty.
228 Note: These comments address CRAC‟s question if the curriculum is based around existing
229 faculty and what would happen if faculty were to leave.
231 Existing Faculty. The CAD curriculum is built upon the department‟s initial research of
232 outstanding programs in the country, particularly in human development. This research was
233 started at least five years ago and has been updated as we have hired our own faculty. The
234 important point we wish to make here is that CAD‟s curriculum is not based upon individual
235 faculty; rather it reflects standards of the various fields included in the major, such as early care
236 and education or youth work. We hired faculty with expertise in these areas because they
237 matched the kind of curriculum we wanted to develop. Now we wish to utilize fully their special
238 expertise as well as overall knowledge in human development.
240 D. The knowledge generated from meetings CAD faculty have held with stakeholders at the
241 international, national, state and local levels, as well as from thorough research we conducted
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242 on exemplary programs, all contribute to curricular revisions based upon best practices in
243 various fields which CAD serves.
245 E. These proposed changes facilitate CAD’s ability to measure specific outcomes and
246 competencies that students must master prior to working in their chosen professions, whether in
247 youth work, advocacy, or in a pre-school classroom. It is important for us to know that a CAD
248 graduate has a specific knowledge base and set of competencies upon which the various
249 professions that hire CAD graduates depend.
251 F. Enrollment management is a challenge for the department. An increasing number of students
252 wish to become CAD majors and through impaction, which begins Fall 2011, we will control the
253 number of students coming into the major (upper division, fall admits). We cannot control,
254 however, the number of CAD students who are allowed to enroll in major courses that are
255 offered by other departments. With the budget problems and fewer courses on campus, many
256 departments struggle to accommodate their own majors, much less majors from other
257 departments. We understand the dilemma. Offering our own CAD courses and reducing the
258 number of courses from other departments will help us to predict the number of students who
259 will need, for example, the CAD 500 GWAR course in a given semester or the number of
260 internship courses we need to offer.
262 G. By reducing the total units in the major, adding CAD prefix courses to the core, and impacting
263 the major, the department will facilitate students’ time to graduation once the major has been
264 declared. The department roadmaps demonstrate that students can complete the BA degree in
265 eight semesters, if they follow the roadmaps. Students will take fewer courses and CAD will be
266 able to control when courses are offered, the number of course sections, and how frequently
267 courses are offered.
270 IV. DESCRIPTION OF THE CHANGES
272 The changes listed below have been approved by the CAD Curriculum Committee, the College of
273 Health Human Services Council, and the Dean of the College of Health Human Services.
275 A. Reduce Number of Units: Required units in the core will be reduced from 28-32 to 18. The
276 additional units that will bring the major to 45 units will be added to the concentrations to
277 strengthen specialized student competencies. The total number of the units for the major will
278 range from 43-47, depending upon the concentration one selects and if one selects a 3 or 4 unit
279 course. Please note that students must earn a grade of C or better in all courses in the major
280 except for internship/fieldwork, where a CR/NC is given.
282 B. Add Lower Division Courses: We propose to add two lower division courses to the core
283 curriculum: 1) CAD 210 Introduction to Child and Adolescent Development, which will replace
284 CAD 300 Professional Roles and; 2) CAD 260 Child, Family, and Community: An Ecological
285 Perspective, which will be renumbered from CAD 360. These lower division courses will give
286 freshmen and sophomores a chance to take courses in the major and will allow transfer
287 students to count several community college courses into the major. Although lower division
288 students will not be admitted to the major once impaction is in effect in Fall 2011, these students
289 interested in the CAD major will be coded as Undeclared with an interest in CAD, and can
290 register for the lower division CAD courses.
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292 We recommend that the reader work from the left column in Tables 2 and 3, Current Prerequisites
293 and Proposed Changes and Current Core Curriculum and Proposed Changes, to follow the
294 changes we discuss below.
296 C. Prerequisites: We propose to incorporate the prerequisite courses into two core courses CAD
297 210 and CAD 260, which are similar in content to two of the current prerequisite courses, CFS
298 320 and PSY 330. As a result, we will delete the current prerequisite requirements, PSY 330
299 and CFS 320, and offer CAD 210 and CAD 260 as required courses in the core, Foundations
302 Note: These comments address CRAC‟s question of how the current prerequisites are
303 integrated into the proposed CAD foundation courses, CAD 210 and 260.
305 Current CAD Prerequisites. The current prerequisites are divided into two topic areas: first,
306 Children, Families, and Community, which two prerequisite courses address: CAD 360 Child,
307 Family and Community: An Ecological Perspective or CFS320 Children and Families; and
308 second, Child Development, which PSY 330 Child Development or PSY431 Developmental
309 Psychology (Youth and Family Services students are advised into PSY 431) address. We
310 address each topic area separately.
312 1. Children, Families, and Community. One of the prerequisites, CAD 360, will be renumbered
313 as CAD 260, with the same title but with revised content level, assignments and
314 competencies to reflect a lower division course. This course will clearly meet the content of
315 the prerequisites since it is essentially the same course, albeit with the appropriate upper
316 division/lower division changes. Therefore, we know that when CAD 360 is moved to the
317 core curriculum under foundations as CAD 260, it will cover the key aspects of children,
318 families, and community from CAD‟s theoretical and philosophical perspective. We wish to
319 point out that the CAD department consulted with the CFS/D department several years ago
320 to examine where there might be overlap between CAD 360 and another prerequisite, CFS
321 320. We determined that the CAD 360 course was based upon the ecological model, while
322 CFS 320 used other theoretical perspectives.
324 2. Child Development. CAD 210, Introduction to Child and Adolescent Development, is a
325 proposed course that will meet CAD‟s need for a lower division, introductory study of child
326 and adolescent development within the context of the social world and with an emphasis on
327 application of developmental research.
329 Our reasons for adding CAD 210 to the core as a required foundation class include: first, to
330 support freshman and sophomores who want to take courses in the major prior to junior
331 status. Second, CAD 210 is a more suitable substitute for transfer courses from community
332 colleges, given the course‟s lower division status. (This point also applies to CAD 260, which
333 is discussed above). Adding lower division courses to the major supports the Curriculum
334 Alignment Project (CAP) developed by California Community College Child Development
335 departments, which aims to align courses with the CSU system for transfer students who
336 study early care and education To best support our partnership with community colleges
337 and the 60% of transfer students in the Young Child and Family concentration in CAD, we
338 have proposed a lower division course, CAD 210, which focuses on child development
341 The syllabus for PSY330 and the course proposal for CAD210 have been provided in
342 Appendix D to assist in comparing the course content. Some similarities and differences are
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343 noted. Both courses include similar content regarding developmental topics, although given
344 the numbering difference, we expect that the PSY 330 course covers the content in more
345 depth than an introductory course. Both courses seem to cover developmental issues in a
346 chronological progression with PSY 330 using a thematic approach and CAD 210 proposing
347 a more staged approach. Regarding differences, CAD 210 emphasizes the application of
348 theory to practice as seen in both course lecture content as well as the assignments,
349 including both the observations and developmental story assignment. Also, CAD 210 is
350 designed as a foundation for understanding the sequence of typical development across all
351 domains and, therefore, is more of an introductory level course suitable for articulation by
352 transfer students, whereas PSY 330, is geared at an upper division level beyond
353 introductory material.
356 Note: The response below addresses CRAC‟s request that we discuss prerequisites to required
357 courses from other disciplines.
359 Prerequisites for Other Courses. We use our experience with the Psychology Department to
360 illustrate the challenges we have had with prerequisites for courses from other departments. For
361 much of the time that psychology courses have been in the CAD major, the prerequisites for
362 those courses were not enforced. As the Psychology Department became increasingly
363 overcrowded with students, the course prerequisites were enforced (and community college
364 course equivalents were not honored), or students were told they could not enroll in the course
365 if they were not psychology majors. Typically we found out this information from CAD majors
366 who could not get into the courses. The usual courses from which students were barred were
367 PSY 455 Cross-Cultural Perspectives in Psychology, PSY 433 Social, Emotional, and
368 Personality Development, PSY 432 Cognitive Development: Language, Thinking, and
369 Perception. In fall 2010, students reported being unable to register for PSY 430 Adolescent
370 Development. CAD students were completely shut out of PSY 400 Introduction to Research in
371 Psychology with no notice to the CAD department ahead of time, hence, the course had to be
372 dropped from the CAD major.
374 We have found that even with the best of intentions and with past agreements in place, many
375 departments simply cannot handle the numbers of students who want to take their courses.
376 Therefore, they prioritize their course offerings to their own majors. We understand this
377 dilemma. What makes this situation difficult for an interdisciplinary major such as CAD is that
378 often, we receive no advance notice about the changes, and our majors are left to scramble for
379 courses to meet the CAD major requirements, thus, jeopardizing the quality of the CAD
380 curriculum and the students‟ professional preparation.
382 D. Foundations: CAD 300 will be eliminated and the content of this course will be incorporated into
383 other courses such as CAD 260. Two proposed lower division courses, CAD 210 and CAD 260,
384 will be included in this area. All three courses in this area, CAD 210, CAD 260, and CAD 410,
385 will be required for every CAD major, irrespective of concentration. (All courses in the major are
386 3 units, except where otherwise noted).
388 Note: These comments address CRAC‟s question about how we will ensure that development
389 will be addressed if we delete PSY 330 as a prerequisite.
391 Addressing Development. We wish to point out that most of the CAD faculty have advanced
392 degrees in Human Development, and specialize in some aspect of the human development
393 spectrum, whether young children or adolescents. They are well qualified to teach development,
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394 both across the life span and in a specialized area. Development is an integral thesis in the
395 CAD courses. These comments also apply to PSY 431, another prerequisite.
397 We refer the reader again to the syllabi for PSY 330 and the course proposal for CAD 210.
398 Both courses address development with the addition of CAD‟s emphasis on application of
399 theory to practice and its lower division focus on introduction to the topics. That difference can
400 be seen in both lecture content as well as the assignments. With regard to the possible overlap
401 of content, CAD contacted the psychology department on August 27, 2010, and requested a
402 review of the course and feedback, but did not receive a reply. We refer the reader, once again,
403 to Appendix D in which the course proposal for CAD 210 and syllabus for PSY 330 are located,
404 as well as the request for feedback from the psychology department.
406 E. Family Systems: We propose two courses, CAD 450 and CAD 460, for this area. Understanding
407 family systems is crucial to studying and working with children and adolescents. Both courses
408 will address diversity and cultural issues of families with children. CAD 450 Understanding and
409 Working with Diverse Families, an approved course, will examine the experiences of families
410 with children in the United States from a macro systems level. CAD 460 Globalization and
411 Family Relations, a new proposed course, will focus on concepts of globalization, migration, and
412 transnationalism that influence family relations and development. These courses will be offered
413 in alternate semesters. With these two courses, we propose to utilize the expertise of CAD
414 tenure track faculty as well as establish the philosophical and theoretical foundations in the
415 major. In addition, with tenure track faculty teaching these courses, we can assure that the
416 diversity and cultural issues will be a strong and continuing theme. All of the courses in the
417 current Family Systems section will be deleted.
419 F. Cultural Perspectives: The CAD curriculum committee agreed that all courses in the core should
420 be based upon CAD’s theoretical framework that examines and respects cultural diversity,
421 equity, and social justice (see Mission Statement on page 1). Students will gain knowledge
422 about cultural issues and understand diversity in children, youth and families throughout the
423 courses in the CAD department. See discussion above in E. regarding maintaining a strong and
424 continuing theme of diversity and culture in the Family Systems courses. Thus, we propose to
425 eliminate the separate topic area and courses listed in Cultural Perspectives.
426 G. Developmental Perspectives: We propose to delete this section because the CAD courses in
427 the proposed courses in Foundations will provide students with a solid understanding of child
428 and adolescent development and will cover the major domains of development. Instead of
429 choosing courses in domain- specific areas such as physical, social, cognitive, and
430 communication development, students will gain knowledge of developmental perspectives from
431 the core and concentration courses.
433 H. Atypical Development: The content of atypical development will be covered in various core
434 courses. Special Education courses will be required for students in the Young Child
435 concentration and will be moved to that concentration. Therefore, we propose to eliminate the
436 separate topic area of Atypical Development from the core.
438 I. Research: Currently, students are required to choose one of the three courses in this area,
439 which includes CAD 500GW. Since CAD 500 became a GWAR course in fall 2009, the majority
440 of CAD students take this class over the other two choices. Therefore, we recommend
441 eliminating COMM 661 and PLSI/USP 492 and offering multiple sections of CAD 500GW each
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444 J. Fieldwork: We propose to move the fieldwork requirement to each concentration in order to offer
445 high quality culminating experiences appropriate for each concentration. CAD 600 and CAD 601
446 will be eliminated from the core and new courses are proposed for each concentration.
448 K. New Topic Area: We propose to add a new area, Special Topics, to the core. Students will take
449 one course from among three choices: CAD 520 The Demography of Children, Adolescents,
450 and their Families, CAD 625 Children, Youth, and Public Policy, and CAD 650 Child Advocacy.
451 Courses in this area provide macro perspectives for understanding the broad context of child
452 and adolescent development. They will be offered on a three-semester rotational basis.
455 Table 2 Current Prerequisites and Proposed Changes
Current Prerequisites Proposed Prerequisites
(2010-11 Bulletin) 6 units (Deleted and Incorporated into Core)
CFS 320 Children and Families or
CAD 360 Child, Family, and Community: An Ecological N/A
Perspective ………………………………………………… 3
PSY 330 Child Development or
PSY 431 Developmental Psychology*...………………… 3
* Students in the Youth and Family Services
concentration should take this course.
459 Table 3 Current Core Curriculum and Proposed Changes
Current Core Curriculum Proposed Core Curriculum
(2010-11 Bulletin) 28-32 units 18 units
I. Foundations* (Revised Area)……………………….6 I. Foundations* (Revised Area)
CAD 300 Professional Roles and Careers in Child and ………………………….9
Adolescent Development (3) Required for all concentrations*
CAD 410 Applied Child and Youth Development (3) CAD 210 Introduction to Child and Adolescent
* Required of all concentrations Development
CAD 260 Child, Family, and Community: An Ecological
CAD 410 Applied Child and Youth Development
II. Family Systems (Revised Area)…………………3-4 II. Family Systems (Revised
AFRS 515 Black Family Studies (3) Area)……………………..3
CFS 325 Transitions in the Family Life Cycle (3) Choose one
COMM 515 Family Communication (4) CAD 450 Understanding and Working with Diverse
RAZA 510 Psychodynamics of Raza Family Structure (3) Families
SOC 464 Family & Society (4) CAD 460 Globalization and Family Relations
III. Cultural Perspectives (Deleted Area)…………3-4 III. Research (Revised
AFRS 215 Introduction to Black Family Studies (3) Area)…………………………….3
AFRS 525 Black Child Development (3) CAD 500 GW Action Research Methods in Child and
AFRS 678 Excellence & Equity: Black Children & Youth (3) Adolescent Development
AIS 410 Perspectives of Native California Indians (3)
AAS 315 Chinese American Personality (3)
AAS 335 Japanese American Personality (3)
AAS 355 Psyche & Behavior of Filipinos (3)
AAS 375 Vietnamese American Identity (3)
COMM 542 Intercultural Communication (4)
COMM 543 Dialogues Across Differences (4)
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ISED 585 Cross-Cultural Education (3)
JS 340 American Jewish Identity & Family (3)
PSY 455 Cross-Cultural Perspectives in Psychology (3)
RAZA 510 Psychodynamics of Raza Family Structure (3)
SOC 467/HMSX 667 Lesbian, Gay, Bisexual, Transgender,
and Queer Cultures and Society (4)
WGS 561 Women of Color in the U.S. (3)
IV. Developmental Perspectives* (Deleted
KIN 487 Motor Development (3)
EED 305 Nurturing Children’s Social & Emotional
Development in Culturally Responsive Early Childhood
PSY 433 Social, Emotional, and Personality Development
RPT 380 Developmental Play Processes (3)
SPED 671 Positive Behavior Support for Young Children (3)
PSY 432 Cognitive Development: Language, Thinking, and
CD 655 Dynamics of Communicative Development (3)
COMM 508 Children’s Communication (4)
EED 616 Children’s Language Development (3)
* Two courses selected from two different topic areas
V. Atypical Development* (Deleted Area) …………. 3 IV. Special Topics (New Topic Area) ………………….
PSY 435 Behavior Problems of Children (3) 3
RPT 445 Recreation Therapy & the Expressive Arts (3) Choose one
SPED 330 Introduction to Disabilities (3) CAD 520 The Demography of Children, Adolescents,
SPED 370 Young Children Disabled/At Risk & Their and their Families
Families (3) CAD 625 Child and Youth Policy
* Young Child concentration should take SPED 330 or CAD 650 Child Advocacy
SPED 370 (most recommended).
VI. Research (Revised Area) …………………………. 3
CAD 500 GW Action Research Methods in Child and
Adolescent Development (3)
COMM 661 Communication Research Strategies (4)
PLSI/USP 492 Research Methods (4) (For Research and
Public Policy Concentration only)
VII. Fieldwork* (Deleted and Placed in each Concentration)
CAD 600 CAD Internship Seminar (2)
CAD 601 CAD Internship (2)
* Courses must be taken concurrently.
Total for Core ………………………………………….28-32 Total for Core
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463 V. CONSULTATIONS
465 Consultation with Departments Represented Within the Proposal
466 The proposed changes took place during a lengthy curriculum review process and with participation
467 from numerous departments, such as Consumer and Family Studies/Dietetics, Recreation, Parks &
468 Tourism, and Elementary Education. Department chairs of all departments with courses in the current
469 core received copies of the proposed core and were asked for input. This was done at the beginning of
470 the semester and again last week. See Appendix E Sample of Email Message Sent to Department
471 Chairs with Courses in CAD, for sample message that was sent to department chairs.
473 Concerns from Other Departments:
474 1. Elementary Education objected to our removal of EED 305 Nurturing Children’s Social and
475 Emotional Development in Culturally Responsive Early Childhood Settings, from the core under
476 Developmental Perspectives, Social Development area. We indicated to them that our core
477 courses need to cover the span of the entire major, from children and adolescents, ages 0-21,
478 and not just young children. In addition, as their course title indicates, early childhood settings
479 are not appropriate to most individuals in that 0-21 age span.
481 Note: See Appendix F Communication Between Departments of Child and Adolescent
482 Development and Elementary Education – Email Messages and Attachments, in which we
483 addresses CRAC‟s request for further consultation. This exchange applies not only to the
484 concern about a course removed from the core (above point), but also about proposed changes
485 to the Young Child concentration, located in a separate document.
487 2. RAZA Studies indicated that the content in RAZA 510 is significant to CAD majors, given the
488 rapid demographic growth among Latinos and young Latino families in California. The CAD
489 department courses will cover the demographic growth among Latinos and young Latino
490 families in California, as well as other types of diversity that influence the life of children, youth,
491 and their families.
493 3. Several departments, Sociology and Communication Studies, indicated that because they have
494 been unable to offer courses often enough or with enough sections to accommodate their own
495 majors and/or CAD majors, they could not really object to the changes. Other departments did
496 not object to the changes or we did not hear back from them.
499 VI. RESOURCE IMPLICATIONS
501 A. Impact on FTES: The CAD department will increase its FTES by 20 per year with the addition of
502 two courses in area II. Family Systems, at least in the short term. These new courses will be
503 offered in alternate semesters and will be capped at 50 students, requiring one section of each
504 course per semester. This increase in FTES from the family systems courses will be offset by
505 moving the internship seminar and field work courses to the concentrations, but there will be an
506 overall gain by the department. The resource implications seem more tied to the large number
507 of students in the major versus the curriculum revisions, so when the bubble of students in the
508 major who were admitted before impaction has moved through the major, we anticipate offering
509 these two courses with an enrollment of 35 per course for 14 FTES per year.
511 B. Impact on Fiscal Resources: Because the CAD department will be impacted officially beginning
512 fall 2011 and will accept students only in the fall semester and at the upper division level, we
513 anticipate less of a fiscal impact in several years than we do initially. We might require additional
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514 resources to teach several courses per semester until the bubble of majors that declared CAD
515 before impaction moves through to graduation. With our enrollment management strategy plus
516 our proposal to alternate the two Family Systems courses, though, the number of new fiscal
517 resources we require should be relatively minor. The dean has indicated that he has the
518 intention to support additional courses as he did when both Interior Design and Apparel Design
519 Merchandising declared impaction. The resources issue here has more to do with a large
520 number of majors than the curricular revision. See Appendix G Sample of fall 2011 – spring
521 2012 Schedule, for a sample schedule of courses in fall 2011-Spring 2012 that shows how the
522 curricular revisions and related new courses can be offered in the CAD department with
523 available resources.
525 C. Staffing Time: Once on-line registration begins and through the beginning of each semester,
526 dozens of majors flock to the department office when they cannot enroll in major courses
527 offered by other departments. The CAD office staff manages this influx of frustrated and/or
528 panicked students by reviewing their course options with them, by compiling and updating a list
529 of available courses in the major, and helping students to fill out course substitution forms. The
530 proposed changes will reduce the amount of staffing time spent each managing and helping this
531 group of students.
533 D. Faculty Advising Time: This change will also reduce advising time spent helping students to find
534 courses they can take as substitutions in the major when they cannot enroll in a course offered
535 by other departments.
537 E. Library Resources – The college/department librarian, Chris Mays, and/or his supervisor, David
538 Hellman, were consulted about resources for the core and all of the concentrations in this
539 document. We were advised that there would not be much of an impact on the library resources.
542 VII. PROVISIONS FOR PROGRAM ASSESSMENT
544 The proposed revisions to the core curriculum mean that we will assess student competencies based
545 upon courses we teach and with a knowledge base over which we have direct control. This will give us
546 the ability to answer the question of CAD’s “value added.”As we have already found in the process of
547 developing this curriculum, we can work with professional and community partners to identify
548 competencies and then write them directly into our course proposals. Students will continue to
549 complete a “Senior Survey” in which they assess their education, skill development, and knowledge in
550 key areas, as well as quality of instruction and quality of advising. We also will continue to use eFolios
551 to assess students’ terminal competencies.
553 Note: These comments address the assessment question posed by CRAC and include the entire
554 major including the concentrations. First we review the background and then the actual assessment
557 Assessment. Background – The competencies of the Child and Adolescent Development (CAD)
558 curriculum are based upon four sources, which are: the professional competencies of child and
559 adolescent development professionals established by the Stuart Foundation (which funded the start of
560 the CAD department over ten years ago); the standards of the National Association of Education for
561 Young Children (NAEYC); the National School-Age Care Alliance (NSACA) standards; and the
562 practices for youth work advocated by the Community Network for Youth Development (CNYD). In
563 attempting to address each of these fields, CAD now has a current slate of 44 competencies.
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565 The CAD competencies have been organized based upon the Bronfenbrenner Ecological Model
566 to include the CAD student, the children or youth of focus, the families of children and youth, the
567 community context of the children and youth, and finally the CAD students' relationships with co-
568 workers or colleagues. With each of the areas, the information was further broken out into three areas:
569 (1) Leadership (32 competencies), (2) Research and Theory (9 competencies), and (3) Evaluation (5
572 Assessment Work – There have been several stages to our work to assess competencies in the
573 curriculum and to determine the student abilities and understanding of the competencies. First,
574 instructors who taught courses included in the CAD curriculum were interviewed to determine whether
575 or not a CAD competency was addressed in their specific courses and if so, to what degree. This step
576 included courses offered by the CAD department as well as any other department that taught courses
577 in the curriculum.
579 In the second step, CAD created competency assessment tools for each of the courses in the CAD
580 major taught by CAD faculty – a decision based upon our limited staffing capacity. We use these tools
581 at the end of each semester. This data collection process was initiated in spring 2008 and is ongoing.
582 Courses for which data have been collected include: CAD300, CAD310, CAD360, CAD410, CAD500,
583 CAD600; CAD601, CAD625, and CAD650. Competency surveys still must be developed for CAD326
584 and CAD510. In addition, CAD major courses taught by instructors outside of the CAD department
585 should be incorporated the evaluation of their course, but as mentioned earlier, we currently lack the
586 staffing capacity to deal with data collection and analyses this would entail. It is important to note that
587 these surveys have no bearing on the faculty RTP process, but are used only to critique the extent to
588 which the competencies are addressed and met in the CAD courses. An example of the survey is found
589 in Appendix H, CAD Competency Student Survey for CAD 500, Action Research Methods in Child and
590 Adolescent Development.
592 The third step takes place in the current culminating experience/internship seminar (CAD600), where
593 each semester, three competencies are selected as the focus in the students‟ eFolios. For example, in
594 spring 2009, the competencies were applied development, community and organizational systems, and
595 diversity. Eventually the data incorporated in the eFolios will be used in the competency assessment
596 for the CAD department, as these data have not yet been incorporated. Examples of the competencies
597 page of the CAD eFolio are found in Appendix I, Competencies in eFolio.
599 Finally, in the internship course, CAD601, the field supervisor for each student completes an evaluation
600 of the student‟s efforts. Although, it has not yet been implemented, a revised assessment form has
601 been created for the applied competencies of the CAD curriculum. This survey is found in Appendix J,
602 Competencies Based Site Supervisor Survey.
604 In sum, the current competency assessment data include quantitative instructor evaluations,
605 quantitative student evaluations, qualitative eFolio data, and potential quantitative site supervisor
606 survey data. Eventually, it would be ideal for the iLearn grading system to be linked into a database
607 associated with the CAD competencies. Such a system would allow student assignment performance
608 to serve as the competency assessment data.
611 VIII. ADVISING/TRANSITION GUIDELINES
613 A. Impact on Students: The proposed curriculum will decrease the number of units students are
614 required to take in the core and students at the lower division levels will be able to take courses
615 in the major. The curriculum will be easier for students to understand and advising will be
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616 simplified because all courses in the proposed core will be offered by the CAD department. We
617 will spend less time with students searching for courses that meet major requirements. Students
618 will receive a coherent, outcome-based education that we can guarantee will be offered. With
619 the current core curriculum, there are times when we have to make substitutions for students
620 when courses in the major are not offered or not available to CAD majors. This substitution
621 process raises questions for the CAD faculty about student competencies and a coherent
622 pedagogy. Students will be advised of the department’s requirement of a minimum grade of C
623 in all courses with no CR/NC options except for the internship/fieldwork courses. The
624 curriculum changes will be shared with the Undergraduate Advising Center, the EOP office, the
625 Outreach office, the CAD Pathways program to three community colleges, and all of the other
626 Bay Area community colleges with which we partner.
628 B. Impact on Faculty and Program Staff: All of the tenured/tenure track faculty in the department
629 advise students and have worked to revise the core curriculum. Therefore, they are familiar with
630 the new features. Department staff will receive an orientation about the curricular changes and
631 will prepare the new advising documents.
633 C. Transition: Changes to the core curriculum will apply only to students who enter the major in
634 2011-2012 and subsequent years. Students already in the program can opt to follow the old or
635 new curriculum. All students will be notified of revisions in the following ways: email from the
636 CAD department; announcement on the CAD website and the CAD iLearn site; announcements
637 made in CAD classes, particularly the foundation classes; flyers posted near the department
638 office, the HHS student resource center and the Canada College advising center where we offer
639 a BA degree completion program; and during regular and group advising.
641 Note: This response deals with CRAC‟s question about the additional courses that will be necessary
642 during the transition, and when it‟s over, what the balance of the major will be to keep the
643 concentrations sustainable.
645 Courses Needed In the Transition. The department currently is developing a schedule to determine
646 how many CAD prefix courses from the current major will be necessary during the transition to the new
647 curriculum. Based upon our discussions with other departments that have experienced impaction as
648 well as the dean of our college, we anticipate two to three years to move the current CAD students
649 through the major. The information in Table 4, Projected Courses Needed in Transition, which follows,
650 shows our planning to this point, which indicates we will need to offer three additional courses per
651 semester for 2 to 3 semesters. The dean has agreed to support additional sections of these courses as
652 needed and as resources allow. After the transition, we are aiming for the same balance of students
653 among the four concentrations, albeit with a slight increase in the number of students choosing the
654 Policy, Advocacy, and Systems concentration.
657 Table 4 Projected Courses Needed in Transition
Current Core Revised Core
CAD 300 - One section of 50 per semester for 2 or 3 No longer offered
semesters. Will offer off campus via Pathways when
CAD 360 – Transfer students will have taken the CAD 260
equivalent course at community college. Students can
take CAD 260. No sections will be added.
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CAD 410 – Will continue to be offered in revised core CAD 410
with 3 sections of 50 students per semester for 2-3
semesters. Will offer off campus via Pathways when
CAD 500 GWAR - – Will continue to be offered in CAD 500 GWAR
revised core. Two additional sections of 25 students
per semester until non-impacted students have
completed the major. Will offer off campus via
Pathways when possible and continue to request
Current Young Child Concentration Revised – Early Childhood Concentration
CAD 310 – Transfer students will have taken the CAD 215
equivalent course at community college. Students can
take CAD 215. No additional sections will be added.
Current Youth and Family Services Concentration Revised – Youth Work and Out of School Time
CAD 400 – Will continue to be offered in revised CAD 400
concentration. No additional sections will be added.
CAD 510 – Will continue to offer once a year or as CAD 510
CAD 625 – Will continue to be offered in revised CAD 625
concentration. No additional sections will be added
because students have many choices of courses from
which to choose to meet the requirement.
Current Research and Public Policy Concentration Revised – Policy, Advocacy and Systems
CAD 625 – Will continue to be offered in revised CAD 625
concentration. No additional sections will be added.
661 Note: In the comments that follow we address CRAC‟s question about how we will keep the
662 concentrations balanced under impaction.
664 Impaction. A committee of CAD faculty is working with John Pliska, Director of Undergraduate
665 Admissions, to identify criteria and examine the impact of the criteria on the pool of students who apply
666 to the CAD major. We still have to determine the number of overall majors to accept as well as the
667 breakdown of students according to the concentrations. We have determined the following criteria:
668 admission to CAD major during fall semester only; upper division students only; and a rank order of
669 applicants by grade point average.
671 In the meantime, CAD has conducted some analyses of enrollment data from the past three fall
672 semesters (https://sims.sfsu.edu/) that we are using to help us determine overall all numbers of majors
673 to admit, as well as by concentration. We have found that the number of applicants varied by
674 concentration and this variation was a consistent pattern. In addition, the School Age concentration had
675 the largest number of students, followed closely by the Young Child concentration. Students with an
676 interest in Youth were the third most frequent, while the Research concentration held steady at about
677 20 students each year. See Table 5 below.
680 Table 5 Accepted/Total Applied (Percent) by Concentration
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Period YC SA YF RPP Total
Fall 2008 49/126 51/170 24/78 8/20 132/394
(39) (30) (30.8) (40) (33.5)
Fall 2009 63/170 79/193 26/68 8/19 176/579
(37.1) (40.9) (38.2) (42.1) (30.4)
Fall 2010 88/217 91/247 52/137 8/22 239/623
(40.6) (36.8) (38) (36.4) (38.4)
684 Other findings include: With the exception of the Research concentration, a substantial increase in
685 applicants and admissions occurred between fall 2009 and fall 2010. Young Child applicants increased
686 by 21.7%, School Age applicants increased 21.9%, and applicants for the Youth concentration
687 increased 50.4%. The increase in applicants was then reflected in the increased number of enrolled
688 students. In comparing fall 2008 to fall 2010, the increase in applicants and admissions for these three
689 concentrations is even greater.
691 In general, 30-40% of all applicants with the intent to be a CAD major were admitted to CAD across the
692 four concentrations. The number of applicants admitted who then actually enrolled varied by only one
693 or two persons. These figures are depicted in Table 6. (According to SIMS, Accepted=students who
694 SFSU accepted and who also declared CAD as their major)
697 Table 6 Total Complete Applications/Admitted/Those Enrolled in Year They Applied, By
Period Young Child School Age Youth Research Total
Fall 2008 126/49/47 170/51/43 78/24/25 20/8/8 394/132/123
Sp 2009 37/25/25 33/20/16 15/9/9 9/6/4 94/60/54
Fall 2009 170/63/54 193/79/63 68/26/24 19/8/5 579/176/146
Fall 2010 217/88/68 247/91/74 137/52/42 22/8/6 623/239/190
701 These are the first of many analyses necessary to determine the selection criteria and number of CAD
702 admissions. Applicant academic and family demographic data will also be considered. CAD recently
703 received graduation data from the Office of Academic Enrollment that will assist us in determining the
704 number of semesters it takes for a declared major to graduate and the number of majors to admit for
705 fall 2011.
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