Proposed Revisions to the Core Curriculum

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 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
15                                                                                      Page
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)
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,
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 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
146         Education.
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
180                 program.
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
196   core.
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.
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.
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
300         section.
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
339               stages.
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
442            semester.

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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
      Physical Development
      KIN 487 Motor Development (3)
      Social Development
      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)
      Cognitive Development
      PSY 432 Cognitive Development: Language, Thinking, and
      Perception (3)
      Communication Development
      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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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.
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.
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
555   work.
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
570   competencies).
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.
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
        GWAR funding.

        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
        resources allow
        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 ( 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
698                          Concentration
          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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