Curriculum Register April 18, 2011 This publication contains proposed curriculum changes. This Curriculum Register conforms to the curriculum review process as described in the Fall 2007 Curriculum Review Guide. It contains two sections, Campuswide Proposal Sharing, which includes a synopsis of course and program proposals that have been submitted for review to their department curriculum committee or program faculty and University Curriculum Committee (UCC) Recommendations that includes completed information on proposals reviewed by UCC. Every proposal must complete all stages of the curriculum review process: 1. Submission of proposal(s) by originating department/program. 2. Review by every department/program in the school/college in which the program is housed. 3. Review by Department Curriculum Committee or Program Faculty. 4. Campuswide Proposal Sharing in the Curriculum Register. 5. Review by General Studies, Liberal Studies, or Graduate Council, when appropriate; preparation of impact statement. 6. Review by the Dean for school/college resource implication; preparation of resource impact statement. 7. Review by the Office of Academic Programs; preparation of university resource impact statement. 8. Review by the originating School/College Curriculum Committee. 9. Review by the University Curriculum Committee (UCC). 10. UCC recommendations posted in the Curriculum Register. 11. Review by Academic Affairs Program Effectiveness Committee, when appropriate. 12. Approval by Vice President for Academic Affairs or designee. 13. Approval by President, when appropriate. 14. Approval by Off Campus Approval bodies, when appropriate. Moratorium for Proposals in Campuswide Sharing Stage: There will be a 10 working day moratorium, starting from the publication date of the Curriculum Register, during which departments, deans, or individual faculty may raise objections or concerns, in writing, to the proposing School or College Curriculum Committee or Program Faculty for proposals in the campuswide sharing stage. The Campuswide Sharing section of the Curriculum Register contains only a summary of the curriculum proposal. Please ask the Department Curriculum Committee or Program Faculty for a complete proposal packet if you have questions or concerns. Moratorium Date: April 29, 2011 Once the moratorium date has passed for campuswide sharing and no objections are received, the proposal will continue through the stages of the curriculum review process. The Curriculum Register is produced by the Office of Academic Programs. Any questions or comments should be directed to Tracey Haney at ext. 3308.
CONTENTS CAMPUSWIDE PROPOSAL SHARING College of Arts and Humanities BA in History (modify program)...4 PHI 305, 20 th Century Philosophy (modify course)...5 College of Professional Studies BA in Liberal Studies: Spanish Option (modify program)...6 Modern Languages (modify course utilization)...6 HSC 491, Management Skills in Health Science (modify course)...6 HSC 492, Research Methods in Health Science (modify course)...7 BS in Clinical Science (modify program)...7 BS in Health Sciences (modify program/courses)...9 BS in Child Development: Counseling and Family Services (new concentration)...13 BS in Child Development: Management and Administration (new concentration)...14 BS in Child Development: Juvenile Delinquency (new concentration)...14 BS in Child Development: Early Teaching and Learning (new concentration)...15 Special Education Credentials (modify program)...15 SPE 556, Field Experiences in General & Special Education (modify course)...16 2
CAMPUSWIDE PROPOSAL SHARING The following proposal(s) have completed steps 1-3 of the Curriculum Review Process (see pg. 1 of Curriculum Register). 3
College of Arts and Humanities Program/: BA in History Christopher Monty Type of Change: Program Modification Summary of Changes: The History Department intends to modify the core upper-division sequence for the major, so that it consists of one introductory program course (300-level) and two more advanced program courses (400-level). In order to achieve this, the department plans to combine the introductory elements of two current courses - HIS 300: Research and Writing and HIS 304: Theory and Practice of History - into one introductory course, which we have provisionally entitled, HIS 300: Theory and Practice of History. HIS 304 will be retired. After completing HIS 300 with a grade of C or better and after completing nine additional upperdivision units in history, students will receive more advanced disciplinary training in a thematically-organized readings course, entitled HIS 400: Proseminar in History. Sections of HIS 400 will be organized around the in-depth examination of significant historiographical issues or (more commonly) of questions driving contemporary historical research in a specific field. HIS 400 will replace HIS 300: Research and Writing as the History Department s second Writing Intensive course. Completion of HIS 400 with a grade of C or better will replace completion of the old introductory sequence as the prerequisite for enrollment in HIS 490: Senior Seminar in History. No changes are proposed to HIS 490. The table below illustrates graphically the nature of the proposed modification. Current Program Sequence HIS 300: Research and Writing (WI) HIS 304: Theory and Practice of History HIS 490: Senior Seminar in History (WI) New Program Sequence HIS 300: Theory and Practice of History HIS 400: Proseminar in History (WI) HIS 490: Senior Seminar in History (WI) Because the proposed modification involves core program courses, it also involves modifications to both the minor in history and the History/Social Science Education Option. In both cases, the changes are relatively minor and will benefit the students. Students completing the minor in history will be required to take HIS 300, as they are under the current program; but they will be completing a more appropriately designed course that focuses on disciplinary fundamentals. Students completing the History/Social Science Education Option will be impacted in the same way as students completing the History Major; under the new program they will complete HIS 400: Proseminar in History, instead of the current HIS 304. 4
Program/: PHI 305 Sheela Pawar Type of Change: Modify Summary of Changes: The Philosophy Department proposes to change the course title and description of PHI 305: 20 th Century Philosophy. The proposed new title is Contemporary Philosophy. The new title will allow the department to explore philosophical trends in our current century. The minor change to the catalog description is meant to make clear that the list of possible topics for the course is not exhaustive. 5
College of Professional Studies NIVERSITY CURRICULUM COMMITTEE Program/: BA in Liberal Studies: Spanish Option Michael Galant Type of Change: Modify Program Summary of Changes: The Liberal Studies Department and the Modern Languages Department propose to modify the BA in Liberal Studies: Spanish option. The proposed changes are: 1. remove the following courses from the Liberal Studies Spanish Option: a. SPA 311: Structure of Spanish b. SPA 305: Advanced Composition, Syntax and Stylistics 2. add the following courses to the Liberal Studies Spanish Option: a. SPA 280: Grammar for Spanish Composition b. SPA 351: Hispanic Culture, Spanish-Speaking America Program/: Modern Languages Michael Galant Type of Change: Modify Utilization Summary of Changes: The Modern Languages Department proposes to modify the course utilization for the following courses: 1. SPA 280, add BA in Liberal Studies to course utilization 2. SPA 305, remove BA in Liberal Studies from course utilization 3. SPA 311, remove BA in Liberal Studies from course utilization 4. SPA 351, add BA in Liberal Studies to course utilization Program/: HSC 491 Cheryl Jackson-Harris Type of Change: Modify Summary of Changes: The HSC prefix is not applicable to the current curricular offerings in the Division of Health Sciences and fails to identify a specific program offering. Health Sciences has revised their curricula to prepare for future accreditation opportunities that will require their students to take topic specific HEA courses in healthcare management. The Health Science faculty members are no longer advising students to take HSC 491 for credit in the HEA major. Occupational Therapy is no longer offered at the BS degree level and their students are required to take OT related management courses at the MS degree level. Since a management course in clinical sciences is required by clinical science accrediting agencies: NAACLS for medical technology and CAAHEP for cytotechnology, the only students currently required to take HSC 491 are clinical science majors. As reflected in the syllabus, the course content is designed for management issues encountered in the scope of practice of laboratory sciences. Therefore, the Clinical Science faculty is requesting a reversal of HSC 491 to CLS 491 with the following modifications: Prefix, Unit Value, Title, Pre and Co-requisite, Footnotes, Enrollment Restrictions, Description, and Utilization. The course is currently taught by CLS faculty and only CLS students are enrolled. The workload and FTES should be returned back to the Clinical Science Program. 6
General Education Concern: This course is 1of 2 courses that Double Count for SMT 310 for the BS degree in Clinical Science. The faculty requests that the Double Count is maintained. Program/: HSC 492 Cheryl Jackson-Harris Type of Change: Modify Summary of Changes: The HSC prefix is not applicable to the current curricular offerings in the Division of Health Sciences and fails to identify a specific program offering. For example, Health Sciences has revised their curricula to prepare for future accreditation opportunities that will require their students to take topic specific HEA courses in healthcare management. The Health Science faculty members are no longer advising students to take HSC 491 for credit in the HEA major. Occupational Therapy is no longer offered at the BS degree level and their students are required to take OT related management courses at the MS degree level. s relevant to management and research in clinical sciences are required by clinical science accrediting agencies: NAACLS for medical technology and CAAHEP for cytotechnology. As reflected by the syllabi submitted, the course content is designed for management and research encountered in the scope of practice of laboratory sciences. The courses are currently taught by CLS faculty and only CLS students are enrolled. The workload and FTES should be returned back to the Clinical Science Program. General Education Concern: This course is 1of 2 courses that Double Count for SMT 310 for the BS degree in Clinical Science. The faculty requests that the Double Count is maintained. Program/: BS in Clinical Science Cheryl Jackson-Harris Type of Change: Modify Program Summary of Changes: The Clinical Science faculty is requesting the following course and program modifications: Reversal of HSC 491 to CLS 491 with the following modifications: Prefix, Unit Value, Title, Pre and Co-requisite, Footnotes, Enrollment Restrictions, Description, and Utilization. Reversal of HSC 492 to CLS 492 with the following modifications: Prefix, Title, Pre- requisite, Enrollment Restrictions, Description, and Utilization. Present Status HSC 491 Proposed Modified Status CLS 491 Prefix HSC CLS Unit Value 3 2 Title Management Skills in the Health Management Skills in Clinical Description Science Presentation and discussion of current concepts and trends in the administration and management of the health sciences. Educational/instructional Sciences Presentation and discussion of current concepts and trends in the administration and management of the clinical sciences. Educational/instructional 7
Utilization methodologies. Student projects, written and oral. BS Clinical Science: Medical Technology BS Clinical Science: Cytotechnology PB Certificate: Medical Technology PB Certificate: Cytotechnology BS Health Science: Health Care Management General Studies methodologies. Student projects, written and oral. BS Clinical Science: Medical Technology BS Clinical Science: Cytotechnology PB Certificate: Medical Technology PB Certificate: Cytotechnology General Studies Present Status HSC 492 Proposed Modified Status CLS 492 Prefix HSC CLS Title Research Methods in the Health Science Research Methods in Clinical Sciences Description Overview of research methods used in health sciences, including study design, sampling, data collection and analysis, statistical techniques, and report writing. Application of research methods to development of research proposal. Critical analysis of literature. Examination of data to decision making. Overview of research methods used in clinical sciences, including study design, sampling, data collection and analysis, statistical techniques, and report writing. Application of research methods to development of research proposal. Critical analysis of literature. Examination of data to decision making. Utilization BS Clinical Science: Medical Technology BS Clinical Science: Cytotechnology PB Certificate: Medical Technology PB Certificate: Cytotechnology BS Health Science: Health Care Management General Studies BS Clinical Science: Medical Technology BS Clinical Science: Cytotechnology PB Certificate: Medical Technology PB Certificate: Cytotechnology General Studies 8
Program/: BS in Health Sciences Pamela Krochalk Type of Change: Modify s / Program Summary of Changes: Common Core Requirements Lower Division Required s Upper Division Required s Current Proposed Change to Requirement (within a Category) 51 units 45 units Deleted 6 units: 9 units: - HSC 201 Health Care Systems and Perspectives (3) - HEA 201 Healthcare Systems and Perspectives (3) - MAT 131 Elementary Statistics and - MAT 131 Elementary Statistics and Probability (3) Probability (3) 45 units 36 units HEA 312 Introduction to Public Health HEA 313 Introduction to Biostatistics (3). Prerequisites: HSC 201, MAT 131. HEA 314 Health Behavior (3). Prerequisite: HSC 201. HEA 315 Interpersonal Skills in Health Communication (3). Prerequisite: HSC 201. HEA 316 Introduction to Epidemiology (3). Prerequisite: HEA 313. HEA 318 Health Resources Management HEA 319 Leadership in Healthcare (3). Prerequisite: HSC 201. HEA 466 Environmental Health Problems HEA 467 Health Policy Issues and Analysis (3). Prerequisite: HEA 316. HEA 468 Multicultural Health (3). Prerequisite: HEA 100 or equivalent. SOC 101 and ANT 100 are recommended. HEA 470 Legal Issues in Health Sciences HEA 474 Seminar in Health Care Ethics (3). Prerequisite: HSC 201; HEA 470 and HEA 472 are recommended. HSC 492 Research Methods in Health Sciences (3). Prerequisites: MAT 131 is required; CSC 101 is recommended. HEA 312 Introduction to Public Health HEA 313 Introduction to Biostatistics (3). Prerequisites: HEA 201, MAT 131. HEA 315 Interpersonal Skills in Health Communication (3). Prerequisite: HEA 201. HEA 316 Introduction to Epidemiology (3). Prerequisite: HEA 313. HEA 318 Health Services Management HEA 467 Health Policy Issues and Analysis (3). Prerequisite: HEA 313. HEA 468 Multicultural Health (3). Prerequisite: HEA 201. SOC 101 and ANT 100 are recommended. HEA 470 Legal Issues in Health Sciences HEA 474 Seminar in Healthcare Ethics HEA 492 Research Methods in Health Sciences (3). Prerequisites: Senior Standing, HEA 316). Added Change in Prefix Number Title Prerequisite Description 9
Other Current HEA 490 Health Science Senior Seminar (3). Prerequisite: Final Semester; Pre- or Co-requisite: HEA 463 or HEA 478. HSC 496 Internship in Health Sciences (3). Prerequisite: Health Science major; consent of instructor. HSC 494 Independent Study in Health Sciences (1-3). Prerequisite: Consent of instructor. HSC 498 Directed Study in Health Sciences (1-3). HSC 201 and HSC 308 or HSC 317. Proposed HEA 490 Health Science Senior Seminar (3). Prerequisite: Final Semester; HEA 467, HEA 479. HEA 496B Internship in Health Sciences (3). Prerequisite: Senior standing; concurrent with HSC 496B; consent of instructor. HEA 496A Internship in Health Sciences (3). Prerequisite: Senior standing; concurrent with HSC 496B; consent of instructor. HEA 494 Independent Study in Health Sciences (1-3). Prerequisite: Consent of instructor. HEA Directed Study in Health Sciences (1-3). HEA 201 or Consent of instructor. Change to Requirement (within a Category) Deleted Added Change in Prefix Number Title Prerequisite Description Community Health Option Total Common Core Requirements Community Health Option s Lower Division Required s Upper Division Required s Current Proposed Change to Requirement (within a Category) 75 units 72 units Deleted 51 units 45 units 24 units 27 units 3 units 3 units BIO 102 General Biology (3) BIO 102 General Biology (3) 21 units 21 units HSC 308 Pathophysiology for Health Professionals (3). Prerequisites: BIO 250, and either BIO 251, CHE 112, or equivalent. OR HEA 320 Contemporary Health & Disease Processes (3). Prerequisite: HSC 201) HEA 314 Health Behavior (3). Prerequisite: HSC 201. Recommended: PSY 101, SOC 101. HEA 308 Pathophysiology for Health Professionals (3). Prerequisites: BIO 250, and either BIO 251, CHE 112, or equivalent. OR HEA 320 Contemporary Health & Diseases (3). Prerequisites: BIO 102, HEA 201. Added Change in Prefix Number Title Prerequisite Description 10
Upper Division Elective HEA 460 Community Health Agencies HEA 461 Community Health Analysis (3). Prerequisite: HEA 316. HEA 462 Methods in Community Health Education HEA 463 Health Education Planning, Implementation, and Evaluation (3). Prerequisite: HEA 467. Pre- or Corequisites: HEA 461, HEA 462. HEA 464 Health Educator as Community Resource and Advocate (3). Prerequisite: HEA 460, HSC 201. HEA 465 Introduction to Global Health HEA 460 Community Health Agencies HEA 461 Health Needs Assessment and Evaluation (3). Prerequisite: HEA 479. HEA 462 Methods in Community Health Education HEA 463 Health Education Planning and Implementation (3). Prerequisite: HEA 314, HEA 460, HEA 462. HEA 464 Health Educator as Community Resource and Advocate (3). Prerequisite: HEA 460. 3 units HEA 319 Leadership in Healthcare (3). Prerequisite: HEA 201. HEA 465 Introduction to Global Health HEA 466 Environmental Health Problems Current Proposed Change to Change in Requirement (within a Category) Prefix Number Title Prerequisite Description Deleted Added HEA 477 Long Term Care Administration HEA 495 Special Topics in Health Sciences (3). Consent of instructor. Healthcare Management Option Total Common Core Requirements Healthcare Management Option s Lower Division Required s Current Proposed Change to Requirement (within a Category) 72 units 72 units Deleted 51 units 45 units 21 units 27 units 6 units 6 units ACC 230 Financial Accounting (3) ACC 230 Financial Accounting (3) ECO 210 Microeconomics (3) ECO 210 Microeconomics (3) Added Change in Prefix Number Title Prerequisite Description 11
Upper Division Required s 15 units 18 units HEA 472 Survey of Health Care Finance (3). Prerequisites: ACC 230, ECO 210, HSC 201. HEA 475 Human Resources Management in Healthcare HEA 476 Managing Health Information Systems HEA 477 Long-Term Care Administration HEA 478 Strategic Management in Healthcare (3). Prerequisites: HEA 318, HEA 467, HEA 472. Existing s HEA 319 Leadership in Healthcare (3). Prerequisite: HEA 201. HEA 472 Survey of Healthcare Finance (3). Prerequisites: ACC 230, ECO 210, HEA 201. HEA 476 Managing Health Information Systems (3). Prerequisite: HEA 318. HEA 478 Strategic Management in Healthcare (3). Prerequisites: HEA 318, HEA 472. New s HEA 469 Management Sciences in Healthcare Organizations (3). Prerequisites: ECO 210, HEA 313, HEA 318. HEA 471 Quality Management in Healthcare (3). Prerequisites: HEA 316, HEA 318. Upper 3 units Division HEA 465 Introduction to Global Health Elective HEA 466 Environmental Health Problems Current Proposed Change to Change in Requirement (within a Category) Prefix Number Title Prerequisite Description Deleted Added HEA 477 Long Term Care Administration HEA 495 Special Topics in Health Sciences (3). Consent of instructor. 12
Program/: BS in Child Development Kimberly Radmacher Type of Change: New Program Summary of Changes: The curriculum for the Child Development Program was developed in 2007 when the Program was launched. Initial planning included the goal to develop eventually, after the program was established, concentrations that would allow our students to enhance their learning in specific areas relevant to professional goals that are common to our student body. It was determined that the development of several interdisciplinary concentrations could more comprehensively prepare our graduates for entry-level professions or enhance their competitive status for graduate school application. The Child Development Program is proposing four Concentrations: Counseling and Family Services, Juvenile Delinquency, Management and Administration, and Early Teaching and Learning. A brief description of the concentrations and aggregate of courses are presented below. Full proposals are available on request. 1. Counseling and Family Services Concentration: The Counseling and Family Services Concentration is designed for students who are interested in a variety of career settings serving families and children. Students will gain enhanced preparation for leadership and practice roles in programs serving children, adolescents, and families through governmental agencies, nonprofit agencies, or allied settings. This concentration combines the knowledge derived from the existing undergraduate program regarding child development, relationships and family well-being with practice oriented skills and specific topics commonly addressed in human services agencies. The concentration would enhance preparation for (a) addressing common problems in families and communities (e.g., stress, drugs, abnormal behavior); (b) leadership roles in professional family and human sciences careers; (b) graduate and professional specialization; (c) leadership in improving the quality of life for families through education, prevention / intervention, and program development and administration. The training that students receive through a concentration in Counseling and Family Services also provides a foundation to pursue further expertise in Marriage and Family Therapy or as Certified Family Life Educators that many of our graduates intend to pursue. Students will acquire enhanced skills to competently work with individuals and families in a wide range of professional settings including but not limited to family and child services, social work, counseling, parent education, or child life. Select four courses from the following (12 units): PSY 367 Effective Communication Skills or SOC 341 Seminar in Small Groups (3) SOC 320 The Family (3) SOC 363 Sociology of Alcohol and Other Drug Use (3) SOC 386 Sociology of the Helping Professions (3) PSY 314 Behavior Modification (3) PSY 360 Theories of Personality (3) PSY 353 The Experience of Death and Dying: Psychological Perspectives (3) PSY 363 The Abnormal Personality (3) PSY 464 Introduction to Clinical Psychology (3) 13
2. Management and Administration Concentration: The Management and Administration Concentration will provide a foundation for students who plan to pursue careers as managers, supervisors, owners, or founders of businesses and organizations that focus on the enrichment and development of children and adolescents. This concentration combines the knowledge derived from child development with practice oriented skills and specific topics commonly addressed in the management and administration of businesses and organizations. The concentration would enhance preparation for leadership roles in child-oriented management careers. Required s (6 units): MGT 310 Management Theory (3) or PUB 300 Foundations of Public Administration MGT 312 Organizational Behavior (3) (Prerequisite: MGT 310) or PUB 301 Administrative Leadership and Behavior (3) Select two additional courses from the following (6 units): MGT 416 Leadership (3) (Prerequisite: MGT 312) MKT 350 Principles of Marketing (3) FIN 360 Business Finance (3) HRM 313 Human Resource Management (3) (Prerequisite: MGT 310) BUS 300 Business Communications (3) PUB 426 Intergovernmental Relations and Grant Writing (3) PUB 450 Nonprofit and Voluntary Sectors (3) PUB 451 Managing the Nonprofit Organization (3) (Prerequisite: PUB 450) PSY 367 Effective Communication Skills (3) SOC 306 Program Evaluation (3) 3. Juvenile Delinquency Concentration: The Juvenile Delinquency Concentration will provide a foundation for students who intend to work with at-risk youth in community organizations, juvenile courts, group homes, and/or youth programs for high-risk youth. This concentration combines the knowledge derived from child development with practice oriented skills and specific topics commonly encountered when working with at-risk youth. The concentration would enhance preparation for leadership roles in professional careers related to juvenile justice and delinquency. Students will acquire skills to work competently in range of professional careers such as guidance counselors, probation officers, or youth program coordinators. Required s (6 units): CJA 444 Juvenile Justice Process (3) SOC 369 Juvenile Delinquency (3) Select two courses from the following (6 units): CJA 340 Criminal Justice and the Community (3) CJA 443 Criminal Law and Justice Administration (3) SOC 306 Program Evaluation (3) SOC 341 Seminar in Small Groups (3) or PSY 367 Effective Communication Skills (3) SOC 362 Gangs and Adolescent Subcultures (3) SOC 363 Sociology of Drug and Alcohol Use (3) SOC 365 Deviant Behavior (3) 14
4. Early Teaching and Learning Concentration: The courses recommended for Early Teaching and Learning Concentration are designed to prepare students to enhance children s language and math learning in early childhood. Students who intend to work as preschool teachers, childcare providers, or develop curriculum for childcare centers would benefit from selecting the courses in this option. Students will gain an understanding of the concepts and theories associated with language and math development and learning from birth through age 5. Students will learn how to plan and implement age-appropriate learning experiences as well as assess children s abilities in these two domains. Required s (12 units): LBS 310 Early Language and Learning (3) LBS 320 Emergent Literacy and Learning (3) LBS 330 Bridging Cultures through Literacy and Learning (3) LBS 340 Learning Early Mathematical Concepts and Reasoning (3) Program/: Special Education Mild/Moderate, Moderate/Severe, and Early Childhood Preliminary Credentials Jamie Dote-Kwan Type of Change: Program Modification Summary of Changes: Add HEA 300 Health in Public Education (2) to the Special Education Mild/Moderate, Moderate/Severe, and Early Childhood Preliminary Credential programs. The Special Education Program needs to add this course requirement for these basic credential in response to the revised Program Standard 14: Creating Health Learning Environments adopted by the Commission on Teacher Credentialing (CTC) in September 2010. The following language was added: Candidates learn common, chronic and communicable diseases of children and adolescents, and how to make referrals when these diseases are recognizable at school. Candidates learn effective strategies for encouraging the healthy nutrition of children and youth. Candidates have knowledge and understanding of the physiological and sociological effects of alcohol, narcotics, drugs and tobacco and ways to identify, refer and support students and their families who may be at risk of physical, psychological, emotional or social health problems. Candidates complete infant, child and adult cardiopulmonary resuscitation (CPR) certification that meets the criteria of the American Heart Association or the American Red Cross. (p. 21-22). The three programs will increase the existing units for completion of these credentials by two units. 15
Program/: SPE 556 Field Experiences in General and Special Education, Student Teaching Option Jamie Dote-Kwan Type of Change: Modification Summary of Changes: Change of Prerequisites from SPE 460 or 480 and SPE 545 or 481 to SPE 460 or 480, SPE 545 or 481, SPE 558, SPE 561, and SPE 503 OR TED 403. Rationale: Given the expense of supervised fieldwork, the special education faculty want to the credential candidates to have a larger knowledge and skills based prior to observing them in their general and special education early fieldwork experiences. 16
RECOMMENDATIONS The following proposal(s) have completed steps 1-11 of the Curriculum Review Process (see pg. 1 of the Curriculum Register). During the current cycle, March 22-April 18, 2011 there are no recommendations to report. 17