SELF-STUDY REPORT FOR ROBESON COMMUNITY COLLEGE ACCREDITATION REVIEW

Transcription

1 NAEYC EARLY CHILDHOOD ASSOCIATE DEGREE ACCREDITATION SELF-STUDY REPORT FOR ROBESON COMMUNITY COLLEGE ACCREDITATION REVIEW NAEYC 1313 L Street, Suite 500 NW, Washington D.C

2 TABLE OF CONTENTS PAGE THE ACCREDITATION CRITERIA AND STANDARDS 3 THE REPORT TEMPLATE PART ONE: PROGRAM CONTEXT A. PROGRAM IDENTITY 6 Criterion 1: Mission and Role in Community B. PROGRAM DESIGN 10 Criterion 2: Conceptual framework Criterion 3: Program of Studies Criterion 4: Quality of Teaching Criterion 5: Quality of Field Experiences C. STUDENTS 40 Criterion 6: Qualifications and Characteristics of Students Criterion 7: Advising and Supporting Students D. FACULTY 47 Criterion 8: Qualifications and Composition of Faculty Criterion 9: Professional Responsibilities Criterion 10: Professional Development E. SUPPORTIVE INFRASTRUCTURE AND ORGANIZATION 62 Criterion 11: Program Organization and Guidance Criterion 12: Program Resources PART TWO: PROGRAM CONTENT AND OUTCOMES F. LEARNING OPPORTUNITIES 71 Chart of Learning Opportunities and Assessments Narrative Summary G. ASSESSMENTS AND EVIDENCE OF STUDENT PERFORMANCE 108 Multi-Program Key Assessment to Key Program Alignment Chart Overview Chart of Key Assessments Aligned with Standards Chart of Assessments and Evidence Narrative Summary 2

3 THE ACCREDITATION CRITERIA AND STANDARDS PART ONE: PROGRAM CONTEXT A. PROGRAM IDENTITY Criterion 1: Mission and Role in Community The early childhood associate degree program has established a clear identity and role in its community and is responsive to community stakeholders. B. DESIGN OF PROFESSIONAL PROGRAM Criterion 2: Conceptual framework The early childhood associate degree program is based on a conceptual framework that is linked to the program s mission and values. Criterion 3: Program of Studies The program of studies is a coherent series of courses and field experiences that promote student learning in relation to the NAEYC standards and supportive skills. Criterion 4: Quality of Teaching The teaching strategies used by program faculty reflect the characteristics, instructional methods, and evaluation strategies that are likely to promote student learning in relation to the NAEYC standards and supportive skills. They reflect the current professional knowledge base and are responsive to the characteristics of the program s students. Criterion 5: Quality of Field Experiences The program s field experiences support students learning in relation to the NAEYC standards. C. STUDENTS Criterion 6: Qualifications and Characteristics of Students The program encourages enrollment of a diverse group of students who have potential to succeed as early childhood educators. Criterion 7: Advising and Supporting Students The program ensures that students are adequately advised and supported. D. FACULTY Criterion 8: Qualifications and Composition of Faculty The program ensures that faculty demonstrate the qualifications and characteristics needed to promote students learning in relation to the NAEYC standards and supportive skills. Criterion 9: Professional Responsibilities 3

4 Faculty responsibilities allow them to promote students learning in relation to the NAEYC standards and supportive skills. Criterion 10. Professional Development Faculty are provided with professional development that strengthens their ability to promote students E. SUPPORTIVE INFRASTRUCTURE AND ORGANIZATION OF PROGRAM Criterion 11: Program Organization and Guidance The program s organization and guidance are mission-driven and participatory, placing the needs of students as its first priority. Criterion 12: Program Resources The program has sufficient resources to support its efforts to promote students learning in relation to NAEYC standards and supportive skills PART TWO: PROGRAM CONTENT AND OUTCOMES F. LEARNING OPPORTUNITIES The program provides learning opportunities that explore key elements of the NAEYC Accreditation Standards and the Supportive Skills for associate degree programs. These learning opportunities are connected to and prepare students for assessment. G. ASSESSMENTS AND EVIDENCE OF STUDENT PERFORMANCE The program assesses and is documenting evidence of student performance related to the NAEYC Standards and Supportive Skills for associate degree programs. Data collected on student performance is used to make ongoing improvements in the program that respond to documented student needs. The Standards Standard 1: Promoting child development and learning Standard 2: Building family and community relationships Standard 3: Observing, documenting, and assessing to support young children and families Standard 4: Teaching and learning Standard 5: Becoming a professional The Supportive Skills Supportive Skill 1: Self-assessment and self-advocacy Supportive Skill 2: Mastering and applying foundational concepts from general education Supportive Skill 3: Written and verbal communications skills Supportive Skill 4: Making connections between prior knowledge/experience and new learning Supportive Skill 5: Identifying and using professional resources 4

5 SELF-STUDY REPORT TEMPLATE Save an electronic copy of this report template and use it to enter the narratives and charts required in your report. Use your Toolkit binder of materials for more discussion on each section of the report. Be sure that your report responds to the Indicators of Strength for each Accreditation Criteria and Standard. 5

6 PART ONE: PROGRAM CONTEXT What does the associate degree early childhood program provide to students to support their learning in relations to the NAEYC standards and supportive skills? What is important to know about the context of this program? How does this context (Part One of the report) inform the way that the program designs its learning opportunities and student assessments (Part Two of the report)? A. PROGRAM IDENTITY AND ROLE Criterion 1: Mission and Role in Community The early childhood associate degree program has established a clear identity and role in its community and is responsive to community stakeholders. Rationale: Historically, community and technical colleges have played a key role in meeting the needs of their constituents. Strong early childhood associate degree programs are closely connected with the community and they respond to the growing need to prepare a workforce to serve the young children and families in their community. Stakeholders in the community see the program as providing an important service. Indicators of strength: The program has a clear sense of its mission and identity in meeting its community s needs. Others in the community recognize and value the program s role. Sources of evidence: 1. Report: A two page description of mission and program identity in relation to the community 2. Site Visit: Interviews with stakeholders as identified by the program 6

7 Narrative description of mission, community needs and program identity: Robeson Community College (RCC) is one of 58 community colleges in the North Carolina Community College System. It is a tax-assisted institution that is accredited by the Commission on Colleges of the Southern Association of Colleges and Schools. The College has had a strong presence in Robeson County for the past 46 years. The College is committed to serving all sectors of the county with vocational, technical, college transfer, and continuing education programs. The Robeson Community College mission statement is as follows: Robeson Community College is an open door, comprehensive, public community college committed to promoting lifelong learning opportunities to the diverse population of Robeson County and the surrounding region by offering associate degrees, diplomas, and certificates. As a member of the North Carolina Community College System, Robeson Community College values excellence in teaching and learning. Offering affordable, accessible, and quality academic and student support programs, Robeson Community College accomplishes its mission through: Transfer programs that prepare students for admission to four-year institutions in pursuit of a baccalaureate degree. Workforce programs that prepare students for employment in a career and assist in the development of a skilled regional workforce. Pre-College courses that develop academic skills for students in preparation for their selected course of study. College and career readiness programs that advance literacy and life management skills. Adult and continuing education programs and services that foster personal, professional, and economic development. Academic and student support services designed to assist students in achieving their education goals and career objectives. Community outreach activities that contribute to the region s social, economic, and public service opportunities. (Updated 9/10/12 Robeson Community College Catalog & Student Handbook). The history of the Early Childhood Program dates back to the early 1970 s. It was initially a Teacher Aide Diploma program providing training to teacher aides. In 1979, it became a two year degree program that continued to provide training to teacher aides. The program name changed once again in 1984 to Child Care Worker. This two-year program was more comprehensive and provided training not only to teacher aides (assistants), but to the child care industry within Robeson and surrounding counties. Finally, in 1985 the Early Childhood Associate Degree Program was born. According to Robeson Community College s Office of Instruction and Support, in the 2012 spring semester, there were 246 students enrolled in the Early Childhood Associate Degree Program. This was 11.42% of the college s total enrollment for the semester. The RCC Early Childhood program supports the core values identified by the college in the following ways: We are committed to offering early childhood students educational opportunities that allow them to put theory into practice, while still meeting their individual needs. This is done through course scheduling to include: day, early afternoon, evening, and online options. Our Early Childhood Capstone Work-Site Practicum affords students the opportunity to fulfill their practicum requirements at their place of employment provided they meet all criteria set forth in the course description. 7

8 We are committed to providing services to our students, faculty, staff, and community that reflect our understanding of the diverse cultural needs. We are committed to enhanced student success by including highly qualified faculty, student support services, strong assessment measurements, and technology enhanced quality instruction. Faculty credentials and information on available student support services are discussed in depth in latter sections of this document. We are committed to both the professional and personal growth of our students, faculty, and staff. Students are offered workshops through the Counseling and Career Center as well as the Learning Center. Various departments encourage student participation at local and state conferences when funding is available. Faculty and staff are encouraged to attend on-campus faculty development and off-campus trainings/workshops that enhance delivery of instruction and student services. Additionally, faculty are encouraged to attend local, state, and national conferences when funding is available. We are committed to the concept of working together for the betterment of the college. We have an open-door policy that promotes shared communication and equality. Students have a voice through the Student Government Association (SGA), Student Member on the Board of Trustees, Student Ambassadors, and other clubs and organizations. Faculty are assigned various committee appointments that focus on examining and/or improving the quality of services offered to our constituents. The RCC Early Childhood Associate Degree Program s mission statement is as follows: The Early Childhood Program is committed to providing sound educational opportunities to early childhood students with a focus on developmentally appropriate practices. These practices are supported and promoted by the NAEYC associate degree standards which are measured in our classrooms. In continued support of this mission, we also strive to provide students with numerous opportunities to utilize their pedagogical skills in real-world applications through field experiences in a variety of early childhood settings. It is our belief that through the application of these skills, students will be prepared to meet the challenges of the early childhood profession. Robeson Community College (RCC) is committed to its students and the citizenry of Robeson County. We strive to be a caring and comprehensive center of educational excellence. We strive to respond to the educational needs of our local community. We believe in strong partnerships with entities that serve children and families. For example, early childhood faculty have served on the Four County Board of Directors, an agency that provides services for children and families in the areas of education, housing, weatherization; the local Smart Start Board, which provides funding for multiple programs that support children ages birth to five; the Robeson County Infant Mortality Task Force, which works to prevent infant deaths; and many other entities, which also relate to the early childhood field. RCC s Early Childhood Education Program is the largest curriculum (240 plus) program on the college s campus. North Carolina legislation and other child care initiatives have helped to sustain this enrollment accomplishment. We collaborate closely with the 130 plus childcare facilities in our county to offer high quality instruction that meets the demand of the child care industry. We know that effective partnerships are very important to the success of our program. We pride ourselves on being cooperative, collaborative, and committed to providing the soundest educational opportunities for our early childhood students. We focus on the best developmentally appropriate educational practices. In addition, the Early Childhood program is recognized and valued for its role in the community as evidenced by our frequent request for recommendations for early childhood students to fill vacant positions within our counties childcare workforce. Our faculty is also called upon often to present 8

9 trainings and workshops to our local childcare providers as a way of providing professional development for particular childcare sites. The program currently has two instructors who were selected as Robeson County Teacher of the Year as voted on by our community at large, as well as a full-time instructor who was named RCC Faculty Member of the Year as evaluated by peers. 9

10 B. PROGRAM DESIGN Criterion 2: Conceptual framework The early childhood associate degree program is based on a conceptual framework that is linked to the program s mission and values. Rationale: Strong early childhood associate degree programs are more than a collection of courses. Strong programs gain coherence by developing, sharing, and implementing a clear, overarching mission and set of values. Indicators of strength: The conceptual framework is linked to the associate degree program s unique mission and goals (Criterion 1) and to the NAEYC standards. The conceptual framework is a living document: developed collaboratively; clearly written and presented; and recognized and used by program faculty, students, field placement supervisors, and other stakeholders. The conceptual framework supports the program s commitment to diversity, equity, and inclusion and to preparing students to work in diverse, inclusive settings. Sources of evidence: 1) Report: a) A two-page summary of conceptual framework and how it has been developed and used. b) A one-page description of plans to address challenges and build on current strengths in this area. 2) Site Visit: Discussions with faculty, students, and other stakeholders. 10

11 Narrative description of conceptual framework: Early childcare stakeholders began meeting to develop the Early Childhood Education (ECE) program s conceptual framework during the spring of These stakeholders included ECE faculty and the ECE Advisory Council members. The ECE Advisory Council members are a diverse group of individuals that work with and for young children in varying capacities. University department chairs, pediatric doctors, child care owners/directors, college administrators, and many other professionals make up this diverse council. At this meeting, ideas where shared, and expounded upon. Eventually, a draft was created. Due to the fact that it is a living document, changes were and have been continuously made over the course of the last year. Our conceptual framework is a work in progress, but one nonetheless, that we feel shares our overarching mission, philosophy and values as they relate to producing a qualified workforce ready for employment in the ECE profession. The ECE program s philosophy of Touching and Transforming Lives through Learning Experiences solidifies our mission statement and is a guiding force in our program decisions. It states: The Early Childhood Program is committed to providing sound educational opportunities to early childhood students with a focus on developmentally appropriate practices. These practices are supported and promoted by the NAEYC associate degree standards which are measured in our classrooms. In continued support of this mission, we also strive to provide students with numerous opportunities to utilize their pedagogical skills in real-world applications through field experiences in a variety of early childhood settings. It is our belief that through the application of these skills, students will be prepared to meet the challenges of the early childhood profession. The college and program mission statements and the ECE philosophy lay the groundwork for students learning experiences in the ECE program. To reinforce the mission and set of values within our program, students are immersed in experiences that allow them to observe, assess, reflect, collaborate and apply their pedagogical skills acquired in the ECE program. Field experience opportunities are embedded into each course offered in the ECE program as a way of allowing students to put their knowledge of theory into practice. The following framework has been extracted from the multiple teaching experiences as dispositions that we strive for graduates of our program to exhibit: Early Childhood Professional (ECP) Reflective/Critical Thinking ECP s must be reflective in their practice to determine strengths and areas of improvement for continued personal and professional growth. Relationships and Partnerships ECP s must foster and maintain relationships with other professionals as well as establish partnerships with families, businesses and community organizations. Theory into Practice ECP s are effective practitioners who utilize pedagogical approaches that are rooted in educational theory and are supported through current research. Commitment to Continued Growth ECP s will seek additional opportunities for personal and professional growth outside of classroom activities and upon employment to stay abreast of new and innovative educational practices. The conceptual framework outlines four focus areas. These four areas include theory into practice, commitment to professional growth, reflective and critical thinking, and relationships and partnerships. Faculty assists students with applying educational theories and content knowledge into professional practice through field experiences. Successful application of theory into practice is continually supported through active research and maintaining a commitment to professional growth. The ECE program 11

12 provides opportunities for students to attend conferences, workshops, and trainings when possible. These opportunities instill the importance of lifelong learning for ECPs. Faculty members are models of this commitment to continued growth. All faculty develop assignments, activities, and plan experiences for students to demonstrate their ability to be reflective, critical thinkers. ECPs must be able to analyze situations and issues, and make justified decisions in their professional careers. Our ECE program ensures that the future ECP will be successful beyond graduation. Finally, the conceptual framework emphasizes the importance of developing and maintaining relationships and partnerships. The conceptual framework is used in the ECE department to guide instructional practices to effectively support what students learn and the ways in which they learn best. The conceptual framework is provided to students upon entrance into the program in their ECE handbook. In addition to sharing the conceptual framework with ECE students, it is posted in all of the ECE classrooms, strategically in each building on campus, and has been shared with each childcare facility within our county. Additionally, upon students entering the practicum course, supervising faculty members reiterate the conceptual framework with the on-site field placement supervisor as a means of ensuring that the students experiences are aligned with the conceptual framework. 12

13 Narrative description of future plans Strengths: One aspect of our Conceptual Framework that we feel is a definite strength is our ability to provide students with ample opportunities to conduct field experiences within diverse, inclusive settings. Due to the demographical make-up of Robeson County, (38% Native Americans, 27% Caucasian, 24% African American, 11% Other/Hispanic - NCDemographics.com) students have a wide range of options available for them to experience diversity, equity and inclusion. Many of the childcare centers that the ECE program partners with serve, economically, socially, and culturally diverse populations. We also have partnership with centers that serve children with disabilities which provides our students with yet another option as they complete the various field experiences found within our program. Challenges: In striving to provide our students with opportunities to conduct field experiences within diverse, inclusive settings, we must also ensure such settings meet our standards of performance with regard to teacher education, teacher-student ratios, etc. This poses a challenge to our students that are currently working in a setting that does not meet our standards of performance. These students must be assigned field experiences elsewhere, in settings that meet our standards of performance. They must then schedule a time in which they can visit their assigned setting. In addition, they must arrange transportation to their assigned setting. Our students must work to ensure they overcome such challenges in order to meet our programs field experience requirements within diverse, inclusive, and high performing settings. Plans: As this is a living document, the ECE department will continue to review, evaluate and revise our Conceptual Framework as needed. Consideration will be given to the adoption of the new NAEYC standards and how that adoption impacts our need to adjust our conceptual framework. This process will help to validate our teaching techniques and the experiences which we strive to offer students in our courses. We will also continue to provide students with opportunities to conduct field experiences within diverse, inclusive early childhood settings through careful monitoring and assessment of options within our county. We will work closely with the Professional Development Grant Coordinator, Educational Award Coordinator and the local Partnership for Children to monitor the performance of the child care centers in our area based on the licensing guidelines set by our state. As new students and stakeholders emerge, the ECE program will make a conscious effort to ensure that these individuals are made aware of our conceptual framework and its implications for them as early childhood professionals and advocates. Since we see this document as one that can change as the ECE program grows, it will continuously be a topic of discussion with the Advisory Council and the childcare facilities to ensure it is aligned with the mission and goals of the department and to ensure we are maintaining viable relationships with the constituents we serve. 13

14 Criterion 3: Program of Studies The program of studies is a coherent series of courses and field experiences that promote student learning in relation to the NAEYC standards and supportive skills. Rationale: Strong early childhood programs are more than a collection of courses. The program of studies has a logical, developmental progression and has sufficient depth and breadth of content to prepare students adequately to enter the field. Indicators of strength: The program has a combination of courses and field experiences that prepares students to have a positive impact on the lives of young children and families. Program requirements and the sequence of courses reflect the program s conceptual framework and the mission of the institution. Sources of evidence: 1) Report: a) Outline of student program of studies, including concentrations or other degree program options. A catalog course list with brief course descriptions is ideal. b) A one-page description of plans to address challenges and build on current strengths in this area 2) Site Visit: Follow-up meeting with administrators and faculty as needed and as suggested by the program. 14

15 Program course list with short descriptions (copy of catalog page is fine) The Early Childhood Education curriculum prepares individuals to work with children from birth through eight in diverse learning environments. Students will combine learned theories with practice in actual settings with young children under the supervision of qualified teachers. Course work includes child growth and development; physical/nutritional needs of children; care and guidance of children; and communication skills with families and children. Students will foster the cognitive/language, physical/motor, social/emotional and creative development of young children. Graduates are prepared to plan and implement developmentally appropriate programs in early childhood settings. Employment opportunities include child development and child care programs, preschools, public and private schools, recreational centers, Head Start Programs, and school age programs. Class Lab Clin Work Credit Hrs. Hrs. Hrs. Exp. Hrs. Course Description First Semester (Fall) ACA 111 College Student Success CIS 110 Introduction to Computers EDU 119 Intro to Early Childhood Ed EDU 131 Child, Family, & Community EDU 151 Creative Activities ENG 111 Expository Writing PSY 150 General Psychology Second Semester (Spring) + EDU 153 Health, Safety, and Nutrition *+ EDU 235 School-Age Dev & Program ENG 114 Prof Research & Reporting MAT 140 Survey of Mathematics EDU 146 Child Guidance PSY 244 Child Development I *+ EDU 234 Infants, Toddlers & Twos Third Semester (Fall) *** HEA112 First Aid & CPR EDU 271 Educational Technology **+ EDU261 Early Childhood Administration I ++ Humanities/Fine Arts Elective Social/Behavioral Science Elective PSY 245 Child Development II EDU 259 Curriculum Planning

16 Class Lab Clin Work Credit Hrs. Hrs. Hrs. Exp. Hrs. Fourth Semester (Spring) ***+SOC 213 Sociology of the Family **+ EDU 262 Early Childhood Administration II + EDU 280 Language & Literacy ***+ EDU 250 Praxis I Preparation EDU 221 Children with Exceptionalities EDU 284 Early Child Capstone Practicum Total 66 + Placement test scores may indicate developmental courses are needed in preparation for these courses. ++ Associate in Applied Science electives are listed on page 18 of the student handbook. Effective Fall 2009, New Early Childhood students will choose from the following tracks: A. *Early Childhood Generalist Track-prepares individuals to work in child care, preschool settings, public and private schools, recreational centers, Head Start programs, and school age programs. Students will complete the following courses in this track: EDU 234 and EDU 235. B. **Early Childhood Administration Track- prepares individuals to work in administrative positions in child care to include owner/operator, director or assistant director. Students will complete the following courses in this track: EDU 261 and EDU 262. C. *** Early Childhood Articulation Track- prepares individuals to transfer to the University of North Carolina at Pembroke in their Birth Kindergarten program. Students will complete the following courses in this track: EDU 250, SOC 213 and HEA 112. Description of Courses in Early Childhood Program: ACA-111 College Student Success This course introduces the college s physical, academic, and social environment and promotes the personal development essential for success. Topics include campus facilities and resources; policies, procedures, and programs; study skills; and life management issues such as health, self-esteem, motivation, goal-setting, diversity, and communication. Upon completion, students should be able to function effectively within the college environment to meet their educational objectives. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A CIS-110 Introduction to Computers This course introduces computer concepts, including fundamental functions and operations of the computer. Topics include identification of hardware components, basic computer operations, security issues, and use of software applications. Upon completion, students should be able to demonstrate an understanding of the role and function of computers and use the computer to solve problems. Minimum State Prerequisites: None 16

17 EDU-119 Intro to Early Child Education This course covers the foundations of the education profession, the diverse educational settings for young children, professionalism and planning developmentally appropriate programs for all children. Topics include historical foundations, program types, career options, professionalism and creating inclusive environments and curriculum responsive to the needs of all children and families. Upon completion, students should be able to design career plans and develop schedules, environments and activity plans appropriate for all children. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-131 Child, Family, & Community This course covers the development of partnerships between culturally and linguistically diverse families, children, schools and communities. Emphasis is placed on developing skills and identifying benefits for establishing, supporting, and maintaining respectful, collaborative relationships between diverse families, programs/schools, and community agencies/resources. Upon completion, students should be able to explain appropriate relationships between families, educators, and professionals that enhance development and educational experiences of all children. Minimum State Prerequisites: Take One Set: Set 1: ENG-080 and RED-080 Set 2: ENG-085 Minimum State Corequisites: None College Transfer: N/A EDU-146 Child Guidance This course introduces principles and practical techniques including the design of learning environments for providing developmentally appropriate guidance for all children, including those at risk. Emphasis is placed on observation skills, cultural influences, underlying causes of behavior, appropriate expectations, development of self control and the role of communication and guidance. Upon completion, students should be able to demonstrate direct/indirect strategies for preventing problem behaviors, teaching appropriate/acceptable behaviors, negotiation, setting limits and recognizing at risk behaviors. Minimum State Prerequisites: Take One Set: Set 1: ENG-080 and RED-080 Set 2: ENG-085 Minimum State Corequisites: None Local Prerequisites: RED-090 College Transfer: This course has been approved for transfer under the CAA as a premajor and/or elective course requirement. EDU-151 Creative Activities This course covers planning, creation and adaptation of developmentally supportive learning environments with attention to curriculum, interactions, teaching practices and learning materials. Emphasis is placed on creating and adapting integrated, meaningful, challenging and engaging developmentally supportive learning experiences in art, music, movement and dramatics for all children. Upon completion, students should be able to create, adapt, implement and evaluate developmentally supportive learning materials, experiences and environments. Minimum State Prerequisites: Take One Set: Set 1: ENG-080 and RED-080 Set 2: ENG-085 Minimum State Corequisites: None 17

18 Local Prerequisites: None College Transfer: N/A EDU-153 Health, Safety & Nutrition This course covers promoting and maintaining the health and well-being of all children. Topics include health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning environments, recognition and reporting of abuse and neglect and state regulations. Upon completion, students should be able to demonstrate knowledge of health, safety, and nutritional needs, safe learning environments, and adhere to state regulations. Minimum State Prerequisites: Take One Set: Set 1: ENG-080 and RED-080 Set 2: ENG-085 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-221 Children with Exceptionalities This course introduces children with exceptionalities, their families, support services, inclusive/diverse settings, and educational/family plans based on the foundations of child development. Emphasis is placed on the characteristics of exceptionalities, observation and assessment of children, strategies for adapting the learning environment, and identification of community resources. Upon completion, students should be able to recognize diverse abilities, describe the referral process, and depict collaboration with families/ professionals to plan/implement, and promote best practice. Minimum State Prerequisites: Take one set: Set 1: ENG-090, RED-090, EDU-144, and EDU-145 Set 2: ENG-090, RED-090, PSY-244, and PSY-245 Set 3: ENG-095, EDU-144, and EDU-145 Set 4: ENG-095, PSY-244, and PSY-245 Minimum State Corequisites: None Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a premajor and/or elective course requirement at select institutions. EDU-234 Infants, Toddlers, & Twos This course covers the unique needs and rapid changes that occur in the first three years of life and the inter-related factors that influence development. Emphasis is placed on recognizing and supporting developmental milestones through purposeful strategies, responsive care routines and identifying elements of quality, inclusive early care and education. Upon completion, students should be able to demonstrate respectful relationships that provide a foundation for healthy infant/toddler/twos development, plan/select activities/materials, and partner with diverse families. Minimum State Prerequisites: Take one set: Set 1: ENG-090, RED-090, and EDU-119 Set 2: ENG-095 and EDU-119 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-235 School-Age Development & Program This course includes developmentally appropriate practices in group settings for school-age children. Emphasis is placed on principles of development, environmental planning, and positive guidance 18

19 techniques. Upon completion, students should be able to discuss developmental principles for all children ages five to twelve and plan and implement developmentally-appropriate activities. Minimum State Prerequisites: Take one set: Set 1: ENG-090 and RED-090 Set 2: ENG-095 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-250 Praxis I Preparation This course is designed to prepare potential teachers for the PRAXIS I exam that is necessary to enter the field of education. Emphasis is placed on content specifications of the PRAXIS I exam, study skills and simulated examinations. Upon completion, students should be able demonstrate an understanding of the content necessary for successful completion of the PRAXIS I exam. Minimum State Prerequisites: Take One Set: Set 1: ENG-090 and RED-090 Set 2: ENG-095 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-259 Curriculum Planning This course is designed to focus on curriculum planning for three to five year olds. Topics include philosophy, curriculum models, indoor and outdoor environments, scheduling, authentic assessment, and planning developmentally appropriate experiences. Upon completion, students should be able to evaluate children s development, critique curriculum, plan for individual and group needs, and assess and create quality environments. Minimum State Prerequisites: Take One Set: Set 1: ENG-090, RED-090, and EDU-119 Set 2: ENG-095 and EDU-119 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-261 Early Childhood Administration I This course introduces principles of basic programming and staffing, budgeting/financial management and marketing, and rules and regulations of diverse early childhood programs. Topics include program structure and philosophy, standards of NC child care programs, finance, funding resources, and staff and organizational management. Upon completion, students should be able to develop components of program/personnel handbooks, a program budget, and demonstrate knowledge of fundamental marketing strategies and NC standards. Minimum State Prerequisites: Take One Set: Set 1: ENG-090 and RED-090 Set 2: ENG-095 Minimum State Corequisites: Take EDU-119 Local Prerequisites: None College Transfer: N/A EDU-262 Early Childhood Administration II This course focuses on advocacy/leadership, public relations/community outreach and program quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation, 19

20 involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and community involvement and early childhood advocacy. Upon completion, students should be able to define and evaluate all components of early childhood programs, develop strategies for advocacy and integrate community into programs. Minimum State Prerequisites: Take One Set: Set 1: ENG-090, RED-090, and EDU-261 Set 2: ENG-095 and EDU-261 Minimum State Corequisites: Take EDU-119 Local Prerequisites: None College Transfer: N/A EDU-271 Educational Technology This course introduces the use of technology to enhance teaching and learning in all educational settings. Topics include technology concepts, instructional strategies, materials and adaptive technology for children with exceptionalities, facilitation of assessment/evaluation, and ethical issues surrounding the use of technology. Upon completion, students should be able to apply technology enhanced instructional strategies, use a variety of technology resources and demonstrate appropriate technology skills in educational environments. Minimum State Prerequisites: Take One Set: Set 1: ENG-090 and RED-090 Set 2: ENG-095 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-280 Language & Literacy Experiences This course is designed to expand students understanding of children s language and literacy development and provides strategies for enhancing language/literacy experiences in an enriched environment. Topics include selection of diverse literature and interactive media, the integration of literacy concepts throughout the curriculum, appropriate observations/assessments and inclusive practices. Upon completion, students should be able to select, plan, implement and evaluate developmentally appropriate and diverse language/literacy experiences. Minimum State Prerequisites: Take One Set: Set 1: ENG-090 and RED-090 Set 2: ENG-095 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A EDU-284 Early Child Capstone Practice This course is designed to allow students to apply skills in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and evaluating developmentally appropriate activities and environments for all children; supporting/involving families; and modeling reflective and professional practices. Upon completion, students should be able to demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and ethical/professional behaviors as indicated by assignments and onsite faculty visits. Minimum State Prerequisites: Take One Set: Set 1: ENG-090, RED-090, EDU-119, EDU-144, EDU-145, EDU-146, and EDU-151 Set 2: ENG-090, RED-090, EDU-119, PSY-244, PSY-245, EDU-146, and EDU-151 Set 3: ENG-090, RED-090, EDU-119, PSY-245, EDU-144, EDU-146, and EDU-151 Set 4: ENG-090, RED-090, EDU-119, PSY-244, EDU-145, EDU-146, and EDU

21 Set 5: ENG-095, EDU-119, EDU-144, EDU-145, EDU-146, and EDU-151 Set 6: ENG-095, EDU-119, PSY-244, PSY-245, EDU-146, and EDU-151 Set 7: ENG-095, EDU-119, EDU-144, PSY-245, EDU-146, and EDU-151 Set 8: ENG-095, EDU-119, EDU-145, PSY-244, EDU-146, and EDU-151 Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A ENG-111 Expository Writing This course is the required first course in a series of two designed to develop the ability to produce clear expository prose. Emphasis is placed on the writing process including audience analysis, topic selection, thesis support and development, editing, and revision. Upon completion, students should be able to produce unified, coherent, well-developed essays using standard written English. Minimum State Prerequisites: Take One Set: Set 1: ENG-090 and RED-090 Set 2: ENG-095 Minimum State Corequisites: None Local Prerequisites: OST 080 or appropriate OPAC score College Transfer: This course has been approved for transfer under the CAA as a general education course in English Composition. ENG-114 Prof Research & Reporting This course, the second in a series of two, is designed to teach professional communication skills. Emphasis is placed on research, listening, critical reading and thinking, analysis, interpretation, and design used in oral and written presentations. Upon completion, students should be able to work individually and collaboratively to produce well-designed business and professional written and oral presentations. Minimum State Prerequisites: Take ENG-111 Minimum State Corequisites: None Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in English Composition. HEA-112 First Aid & CPR This course introduces the basics of emergency first aid treatment. Topics include rescue breathing, CPR, first aid for choking and bleeding, and other first aid procedures. Upon completion, students should be able to demonstrate skills in providing emergency care for the sick and injured until medical help can be obtained. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: RED-090 or ENG-095/095A College Transfer: This course has been approved for transfer under the CAA as a premajor and/or elective course requirement. MAT-140 Survey of Mathematics This course provides an introduction in a non-technical setting to selected topics in mathematics. Topics may include, but are not limited to, sets, logic, probability, statistics, matrices, mathematical systems, geometry, topology, mathematics of finance, and modeling. Upon completion, students should be able to understand a variety of mathematical applications, think logically, and be able to work collaboratively and independently. 21

22 Minimum State Prerequisites: Take One Set: Set 1: DMA-010, DMA-020, DMA-030, and DMA-040 or Set 1: MAT-060 and MAT-070 Set 2: MAT-060 and MAT-080 Set 3: MAT-060 and MAT-090 Set 4: MAT-095 Set 5: MAT-120 Set 6: MAT-121 Set 7: MAT-161 Set 8: MAT-171 Set 9: MAT-175 Minimum State Corequisites: None Local Prerequisites: None College Transfer: Under the CAA, this course satisfies the general education Mathematics requirement for the AA and AFA degrees. It does not satisfy the general education Mathematics requirement for the AS degree. PSY-150 General Psychology This course provides an overview of the scientific study of human behavior. Topics include history, methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior, personality theory, social psychology, and other relevant topics. Upon completion, students should be able to demonstrate a basic knowledge of the science of psychology. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: RED-090 or ENG-095/095A College Transfer: This course has been approved for transfer under the CAA as a general education course in Social/Behavioral Sciences. PSY-244 Child Development I This course provides an introduction to the study of child development and examines the growth and development of children from conception through early childhood. Topics include historical and theoretical perspectives, terminology, research and observation techniques as well as physical, cognitive, and psychosocial growth and change. Upon completion, students should be able to demonstrate an understanding of the early stages of child development. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A PSY-245 Child Development II This course examines the growth and development of children during early and middle childhood. Emphasis is placed on factors influencing physical, cognitive, and psychosocial growth and change. Upon completion, students should be able to demonstrate an understanding of early and middle child development. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: None College Transfer: N/A SOC-213 Sociology of the Family

23 This course covers the institution of the family and other intimate relationships. Emphasis is placed on mate selection, gender roles, sexuality, communication, power and conflict, parenthood, diverse lifestyles, divorce and remarriage, and economic issues. Upon completion, students should be able to analyze the family as a social institution and the social forces which influence its development and change. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: RED-090 or ENG-095/095A College Transfer: This course has been approved for transfer under the CAA as a general education course in Social/Behavioral Sciences. Humanities/Fine Arts Elective Options ART-111 Art Appreciation This course introduces the origins and historical development of art. Emphasis is placed on the relationship of design principles to various art forms including but not limited to sculpture, painting, and architecture. Upon completion, students should be able to identify and analyze a variety of artistic styles, periods, and media. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: RED-090 or ENG-095/095A College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. ENG-131 Introduction to Literature This course introduces the principal genres of literature. Emphasis is placed on literary terminology, devices, structure, and interpretation. Upon completion, students should be able to analyze and respond to literature. Minimum State Prerequisites: Take ENG-111 Minimum State Corequisites: Take One: ENG-112, ENG-113, or ENG-114 Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. ENG-231 American Literature I This course covers selected works in American literature from its beginnings to Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to literary works in their historical and cultural contexts. Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114 Minimum State Corequisites: None Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. ENG-232 American Literature II This course covers selected works in American literature from 1865 to the present. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to literary works in their historical and cultural contexts. Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114 Minimum State Corequisites: None 23

24 Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. ENG-241 British Literature I This course covers selected works in British literature from its beginnings to the Romantic Period. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to literary works in their historical and cultural contexts. Minimum State Prerequisites: Take ENG-112, ENG-113, or ENG-114 Minimum State Corequisites: None Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. ENG-242 British Literature II This course covers selected works in British literature from the Romantic Period to the present. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to literary works in their historical and cultural contexts. Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114 Minimum State Corequisites: None Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. ENG-261 World Literature I This course introduces selected works from the Pacific, Asia, Africa, Europe, and the Americas from their literary beginnings through the seventeenth century. Emphasis is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to selected works. Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114 Minimum State Corequisites: None Local Prerequisites: None College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. HUM-110 Technology and Society This course considers technological change from historical, artistic, and philosophical perspectives and its effect on human needs and concerns. Emphasis is placed on the causes and consequences of technological change. Upon completion, students should be able to critically evaluate the implications of technology. Minimum State Prerequisites: None Minimum State Corequisites: None Local Prerequisites: RED-090 or ENG-095/095A College Transfer: This course has been approved for transfer under the CAA as a general education course in Humanities/Fine Arts. HUM-130 Myth in Human Culture