EL CAMINO COLLEGE
MINUTES OF THE COLLEGE CURRICULUM COMMITTEE
March 22, 2005
Present: A. Ahmadpour, L. Beckett-Lemus, D. Charman, S. Dowden, P. Gebert, K. Key,
W. Killingsworth, V. Rapp, J. Schwartz, J. Siddiqui, C. Somin, J. Young
Absent (excused): C. Striepe
Ex-Officio
Members Present: A. Collette, H. Cooper
Absent (excused): P. Garcia, P. Lund, L. Mukogawa, S. Rodriguez
Also Present: M. Gross, P. McGinley, M. Moon, K. Morgan, B. Perez, K. Stephens,
K. Townsend, F. Vander Stucken, J. White-Geller, S. Zareski
CALL TO ORDER
Chair Young called the meeting to order at 2:30 p.m.
APPROVAL OF MINUTES
P. Gebert moved that the minutes of the March 8th College Curriculum Committee meeting
be approved as written and L. Beckett-Lemus seconded the motion. As there were no
comments, Chair Young called for a vote and the minutes were approved as presented.
CHAIR’S REPORT
J. Young informed the CCC that because of spring break it would be several weeks before
the committee met again. She asked that members stay focused on curriculum issues
during the hiatus and reminded everyone that the next CCC meeting is scheduled for April
26th. CCC representatives will receive their proposals for this meeting on April 18th.
Because of the extraordinary length of time between today’s meeting and the April 26th
meeting, Chair Young requested that the committee consider a motion to approve today’s
minutes via the mail so that curriculum approved during the meeting can be submitted to
the Board of Trustees in April. P. Gebert moved, and K. Key seconded, that the CCC
approve its March 22, 2005 minutes via the mail. As there was no discussion,
J. Young called for a vote and the motion carried.
Chair Young concluded her report by notifying the committee that she and Academic
Senate President Stewart would be attending the statewide Academic Senate Spring
Plenary Session in early April. The Chair said that she will provide the CCC with a
summary of the plenary session activities at a future meeting.
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VICE PRESIDENT - ACADEMIC AFFAIRS' REPORT
J. Schwartz told the CCC that the College needs to continue to work on developing student
learning outcomes. He stated that the task force charged with establishing the parameters
for faculty will meet after spring break. The Vice President then stated that this was not an
issue that could be ignored inasmuch as student learning outcomes are tied to accreditation
standards. Chair Young added that discussion of student learning outcomes will be held at
the plenary session and that she will keep the CCC apprised of the Senate’s perspective on
this issue.
CURRICULUM REVIEW
PROPOSALS REVIEWED BY CCC CHAIR AND VICE PRESIDENT – ACADEMIC
AFFAIRS:
J. Young asked representatives to review the justifications for the inactivation of
Communications 99abc and for the inclusion of English 26 in Area 3, Humanities, of the
IGETC pattern. As there were no questions, K. Key moved that these proposals be
approved. P. Gebert seconded the motion, which carried.
HEALTH SCIENCES AND ATHLETICS PROPOSALS:
K. Townsend, while distributing an errata sheet, introduced Nursing faculty members
M. Gross, P. McGinley, M. Moon, K. Morgan, K. Stephens, F. Vander Stucken, J. WhiteGeller, and S. Zareski to the committee. She then thanked L. Beckett-Lemus, S. Dowden,
and K. Key for their suggestions for improving the Nursing proposals and said that she and
the faculty appreciated the help. K. Townsend then asked that the review begin with
Nursing 62. She provided the CCC with several changes to the proposal form and
submitted revisions to the catalog description and for Sections II, III, IV, V, VI, and VIII
of the course outline. L. Beckett-Lemus then suggested a revision to one of the critical
thinking assignments which was agreed to by S. Zareski. Next, the CCC discussed the
proposal for Nursing 63. Again, K. Townsend provided the committee with several
changes to the proposal form. During the discussion of the course outline, revisions to the
catalog description and Sections II, III, IV, V, and VIII were accepted. The committee
turned its attention to Nursing 66B and after a minor adjustment to the proposal form was
noted, revisions to the catalog description and to Sections II, IV, V, VI, and VIII of the
outline were discussed and agreed to. Review continued with the proposed new courses,
Nursing 250 and 253. Minor modifications for both proposal forms were noted then
revisions were agreed to for the catalog description for Nursing 250 as well as for Sections
II, IV, V, and VIII of this course’s outline. The CCC then suggested a better presentation
of the major topics in Section III of the outline and the Nursing Department accepted the
suggestion. Review concluded with the outline for Nursing 253. During the brief
discussion, agreement was reached on revisions to the catalog description and for Sections
II, III, V, and VIII of the course outline. K. Key then moved, and W. Killingsworth
seconded, that the Nursing proposals be approved as revised. The motion carried. K. Key
moved that the conditions of enrollment be approved. W. Killingsworth seconded the
motion, which carried.
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COURSE DISCIPLINES
Chair Young informed the CCC that she invited B. Perez, acting dean of Natural Sciences,
to speak to the committee about course disciplines because one of the responsibilities of
the CCC is to determine that assigned disciplines are appropriate.
B. Perez began her presentation by telling everyone that one of the reforms brought about
by AB1725 was the discontinuance of credentials as the determining factor for faculty
expertise. In place of credentials, community colleges now focus on minimum
qualifications. B. Perez informed the CCC that the statewide disciplines are used in
conjunction with minimum qualifications and are separated into two lists. One list is for
disciplines for which a master’s degree is necessary; the other list is for disciplines where a
master’s degree is not available or expected. These lists delineate the minimum
qualifications an individual must possess in order to teach a specific course. B. Perez
continued her presentation by explaining that it is the responsibility of department faculty
to assign an appropriate discipline to a course and that there are three options for a
discipline designation. First, a course can be assigned to a single discipline. B. Perez
stated that about 90% of El Camino College courses have this designation. The second
option is cross listing the course in multiple disciplines. For instance, two faculty who
have different educational preparation or work experience may both possess the necessary
knowledge one must have to teach a specific course. Therefore, the specific course would
have cross-listed disciplines reflecting the backgrounds of both faculty. The third option,
interdisciplinary, requires that a faculty member must have knowledge in multiple areas to
teach the specific course. B. Perez concluded her presentation by advising the CCC to
keep an open mind when reviewing the appropriateness of disciplines and to always
evaluate if a fair assessment in the assigning of disciplines has been made by department
faculty.
A.A./A.S. TASK FORCE
V. Rapp informed those present that she and K. Key serve as the co-chairs for the
A.A./A.S. Task Force and then gave an update on the task force’s activities. She stated
that the task force had thought that, after four years, it had completed its assigned duties
but additional work lies ahead because of some concerns that have arisen. Continuing her
report, V. Rapp informed the CCC of the work the task force has completed which
included developing definitions for both degrees and establishing criteria for each area in
the general education patterns. V. Rapp stated that these definitions and criteria are now
awaiting Board approval. The task force also finalized its recommendations for revisions
to the areas covering general education requirements and majors. However, when the
proposed revisions were sent to President Fallo for submission to the Board of Trustees,
concern, primarily from the Counseling Division, surfaced. Many counselors perceived
that the revisions neglected to address the needs of students seeking to transfer. Also,
some counselors opposed the task force’s recommendation that 18 general education units
must be taken at El Camino College in order for a student to receive CSU certification.
Because of these concerns, the task force was asked to review its recommendations. After
careful consideration, the task force decided to reduce the number of “residency” units for
CSU certification to 12 and that it would develop a transfer major. All of the other
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revisions proposed for the degree patterns by the task force continued to be supported. The
task force acknowledged that some of the proposed requirements were more demanding
than other community colleges. However, the task force strongly believed that a college
should have standards that promote the excellence of an institution. V. Rapp concluded
her overview by stating that the composition of the task force, a group of very dedicated
people, is broad and represents areas from throughout the campus.
At 4:00 p.m., W. Killingsworth moved, and K. Key seconded, that the meeting be
adjourned. The motion carried.
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EL CAMINO COLLEGE
COLLEGE CURRICULUM COMMITTEE
Proposed Curriculum Changes
March 22, 2005
HEALTH SCIENCES AND ATHLETICS DIVISION
CHANGES IN NUMBER, DESCRIPTIVE TITLE, LECTURE/LAB HOURS,
FACULTY LOAD, UNITS, CONDITIONS OF ENROLLMENT
(Pre/Corequisite, Recommended Preparation, or Enrollment Limitation),
CATALOG DESCRIPTION; COURSE REVIEW
Current Status/Proposed Change
1. Nursing 62 154 – Intermediate Nursing Process, Psychosocial Problems, and
Gerontology Mental Health
Units: 5 4 Lecture: 2.5 2 hours Lab: 7.5 6 hours Faculty Load: 54.166 43.333%
Prerequisite: Nursing 60B 150, Nursing 151, and Nursing 61 152 with a
minimum grade of C in prerequisite
The student, at In this level, is expected to study, analyze, and use course, students
will utilize the nursing process in caring for clients with varying degrees of mental
health problems. Psychopharmacological therapies will be examined. Students
will apply techniques of therapeutic communication, skills to gather data, to
establish and maintain the nurse/client relationship, and to impart information in a
systematic and competent manner using the components of the nursing process.
The focus of clinical practice is on: defining the role of the nurse in the Mental
Health/Psychiatric milieu and community and in the care of the elder using
therapeutic communication skills to establish a therapeutic nurse/client
relationship; identifying the range of behaviors and the care available for varying
types and degrees of administer medications, and assume a leadership role in the
clinical setting. In addition, students will utilize and maintain legal and ethical
standards specific to mental health problems; and exploring the care of elders with
emphasis on gero-psychiatric problems clients.
Current Status/Proposed Change
2. Nursing 63 153 – Intermediate Nursing Process I
Units: 5 4.5 Lecture: 2.5 2 hours Lab: 7.5 hours Faculty Load: 54.166 50.833%
Prerequisite: Nursing 60B 150, Nursing 151, and Nursing 61 152 with a
minimum grade of C in prerequisite
Clinical nursing problems that occur due to This course will assist the student in
meeting the needs of adult clients with moderately severe disruptions and
imbalances of the basic human needs will be studied. Nursing diagnoses which
focus on commonly occurring health problems for the adults will be studied. to
health. Theory and related utilization of the nursing practice process will focus on
pathophysiological problems associated with the pre-operative and post-operative
periods. and Students will examine problems associated with the physical integrity,
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respiratory, activity-rest, ingestive, and excretory, and sexual needs. Collaborative
nursing measures to assist clients with chronic O2CO2 imbalances will be
introduced.
CHANGES IN NUMBER, CONDITIONS OF ENROLLMENT (Pre/Corequisite,
Recommended Preparation, or Enrollment Limitation), CATALOG
DESCRIPTION; COURSE REVIEW
Current Status/Proposed Change
1. Nursing 66B 156 – Advanced Nursing Pharmacology
Prerequisite: Nursing 60B 150, Nursing 61 151, and Nursing 66A 152 with a
minimum grade of C in prerequisite
This course is offers an in-depth study of clinical drug therapy. with emphasis on
tThe knowledge and intervention needed to maximize therapeutic effects and
prevent or minimize adverse effects of drugs will be emphasized. Major content
areas will include advanced pharmacological principles; major drug classifications;
selected individual drugs; drug effects on body tissues; human responses to drug
therapy; and application of the nursing process. Correlation of aAnatomy,
physiology, and microbiology concepts are correlated with various pathologies,
will be presented with emphasis on health emphasizing the effect(s) of drug therapy
on body systems. Health teaching and legal/ and ethical issues are examined.
NEW COURSES
1. Nursing 250 – Intermediate Nursing Process and the Family
Units: 5.5
Lecture: 3 hours Lab: 7.5 hours
Faculty Load: 57.5%
Prerequisite: Nursing 153, Nursing 154, Nursing 155, and Nursing 156 with a
minimum grade of C in prerequisite
Credit, degree applicable; Transfer CSU
This course focuses on the theory and clinical application of concepts related to the
nursing care of families in the childbearing and childrearing stages. Using the
nursing process, students will apply the El Camino College Nursing Program’s
theoretical framework to meet the basic needs of families as they move through the
life stages of pregnancy, birth, and childhood. The importance of structural
variables, physical assessment skills specific to maternal-child nursing, and
pathological conditions that occur during childbirth, infancy, childhood, and
adolescence will be emphasized.
2. Nursing 253 – Intermediate Nursing Process II
Units: 4.5
Lecture: 2 hours Lab: 7.5 hours
Faculty Load: 50.833%
Prerequisite: Nursing 153, Nursing 154, Nursing 155, and Nursing 156 with a
minimum grade of C in prerequisite
Credit, degree applicable; Transfer CSU
This course will assist the student in meeting the needs of clients with complicated
disease states. The synthesis and integration of multiple assessment data in order to
utilize the nursing process in caring for medical-surgical clients will be
emphasized. Organization and prioritizing care for multiple clients will be stressed
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in the delivery of total patient care. Increased skill development of nursing
procedures and collaborative nursing interventions will be emphasized in the
clinical setting. Topics will include pain management, hematology, immunology,
infectious diseases, oncology, palliation, and neurological dysfunctions.
HUMANITIES DIVISION
INACTIVATE COURSE
1. Communications 99abc – Independent Study
PROPOSED GENERAL EDUCATION REQUIREMENT
1. English 26 – The Literature of Science Fiction
IGETC General Education Requirement – Area 3.