kinds of graduates will be produced. Student learning outcomes are more specific statements that are related to the program goals but that more narrowly identify what students will know and be able to do upon successful completion of the program. Include plans for assessing Program Learning Outcomes or Goals and Student Learning Outcomes. Creating a comprehensive assessment plan addressing multiple elements, including strategies and tools to assess Student Learning Outcomes directly related to overall Program Learning Outcomes or Goals, is a key component of program planning. Constructing matrices that show the relationship between all assessment elements, is one way to display assessment plans. Mapping student learning outcomes, the courses where they are found and indicating where course content related to the learning outcomes is Introduced, Developed, and Mastered at an advanced level present a comprehensive picture of program assessment. This will insure all Student Learning Outcomes that are directly related to overall program goals are assessed across the curriculum and at the appropriate times. (Please see the curriculum map and assessment matrices found in the TIPS document to assist in responding adequately to this section). Indicate total number of units required for graduation. Include a justification for any baccalaureate program that requires more than 120-semester or 180-quarter units. If any formal options, concentrations, or special emphases are planned under the proposed major, identify and explain fully. Optional: You may propose a CSU degree program code and CIP code for each concentration that you would like to report separately from the major program, if the option is approximately equivalent to a degree currently listed on the CSU booklet degree program table. If an appropriate CSU code does not appear on the system-wide list at: , you can search CIP 2010 at to identify the code that best matches the proposed degree program. List all requirements for graduation, including electives, for the proposed degree program, specifying catalog number, title, total units required for completion of the degree, major requirements, electives*, and prerequisites or co-requisites (ensuring that there are no prerequisites that would drive “hidden the total units required to graduate beyond the total reported in 4c above). Include proposed catalog descriptions of all new courses. List any new courses that are: (1) needed to initiate the program or (2) needed during the two years after implementation. Include proposed catalog descriptions for new courses. For graduate program proposals, identify
kinds of graduates will be produced. Student learning outcomes are more specific statements that are related to the program goals but that more narrowly identify what students will know and be able to do upon successful completion of the program. Include plans for assessing Program Learning Outcomes or Goals and Student Learning Outcomes. Creating a comprehensive assessment plan addressing multiple elements, including strategies and tools to assess Student Learning Outcomes directly related to overall Program Learning Outcomes or Goals, is a key component of program planning. Constructing matrices that show the relationship between all assessment elements, is one way to display assessment plans. Mapping student learning outcomes, the courses where they are found and indicating where course content related to the learning outcomes is Introduced, Developed, and Mastered at an advanced level present a comprehensive picture of program assessment. This will insure all Student Learning Outcomes that are directly related to overall program goals are assessed across the curriculum and at the appropriate times. (Please see the curriculum map and assessment matrices found in the TIPS document to assist in responding adequately to this section). Indicate total number of units required for graduation. Include a justification for any baccalaureate program that requires more than 120-semester or 180-quarter units. If any formal options, concentrations, or special emphases are planned under the proposed major, identify and explain fully. Optional: You may propose a CSU degree program code and CIP code for each concentration that you would like to report separately from the major program, if the option is approximately equivalent to a degree currently listed on the CSU degree program table. If an appropriate CSU code does not appear on the system-wide list at: , you can search CIP 2010 at to identify the code that best matches the proposed degree program. List all requirements for graduation, including electives, for the proposed degree program, specifying catalog number, title, total units required for completion of the degree, major requirements, electives*, and prerequisites or co-requisites (ensuring that there are no “hidden prerequisites that would drive the total units required to graduate beyond the total reported in 4c above). Include proposed catalog descriptions of all new courses. List any new courses that are: (1) needed to initiate the program or (2) needed during the two years after implementation. Include proposed catalog descriptions for new courses. For graduate program proposals, identify booklet