Program Status Report 2. Changes in Candidates Performance, Faculty, Resources, and Governance

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1 Program Status Report 1 FLORIDA INTERNATIONAL UNIVERSITY COLLEGE OF EDUCATION Program Folio Status Report Program: Degree Level: Program Leader: Program Faculty: Early Childhood Masters of Science in Early Childhood Dr. Charles Bleiker Dr. Charles Bleiker, Program Leader & Associate Professor Dr. Laura Dinehart, Assistant Professor Dr. Suzanne Hartman, Visiting Professor Dr. Louis Manfra, Assistant Professor Dr. Angela Salmon, Assistant Professor I. Program Mission and Conceptual Framework Linking Program to College Early Childhood Mission Statement: In accordance with the mission of the College of, the mission of the early childhood education program is to (1) prepare stewards of early childhood education who have the understanding, skills, and awareness to promote learning and development in young students within an urban, multicultural context, (2) facilitate the advancement and dissemination of knowledge related to the field of early childhood education, and (3) establish and enhance professional partnerships that are likely to further the agenda of early childhood education in the community. II. Program of Studies (attach the curriculum) See attached. III. Curricular Changes Since Last Review (2001) and Impact on Standards, Competencies, and Practices Since the last review in 2001, curricular changes were made to the Early Childhood Master s degree. Catalog changes are attached in Appendix B. The new program allows students greater choices in their course selection and gives an option to complete a thesis.

2 Program Status Report 2 IV. Changes in Candidates Performance, Faculty, Resources, and Governance Dr. Bleiker has been program leader since the 2001 review. Dr. Angela Salmon was joined the faculty as a Visiting Assistant Professor in the Fall of 2002, and was appointed as an Assistant Professor in the Fall of Dr. Louis Manfra joined the faculty as an Assistant Professor in 2006, and two Visiting Assistant Professors were also appointed that year, Dr. Laura Dinehart and Dr. Chanho Chae. While on sabbatical in the fall of 2007, Dr. Louis Manfra was appointed interim program leader. Dr. Bleiker returned as program leader in the Spring of In the Fall of 2008, Dr. Laura Dinehart was appointed as an Assistant Professor in 2008 and Dr. Suzanne Hartman was appointed as a Visiting Professor. Dr. Chae left the faculty in Dr. Bleiker is approved graduate faculty, as is Dr. Dinehart, Dr. Manfra, and Dr. Salmon. The faculty has been supported, at one point or another, with graduate assistants provided by external sources of funding. In addition to external sources that provide funding to support travel to conferences for research presentations, the faculty is also provided up to $1000 per academic year to support travel for professional development and research presentations. V. Describe the methods by which candidates in the program impact on P-12 student learning or support the school learning environment. The Early Childhood graduate program is designed to enhance students learning opportunities, knowledge, and skills as needed for early childhood educators, professionals, and researchers. Candidates of the Early Childhood Master s program engage in regular activities throughout their enrollment in the program, requiring that they engage their classrooms, families with young children, or community agencies. Students are also asked to partake in early childhood research projects. These projects allow them understand the current literature on curricula and teachers practices. Students use this material in their classrooms and have a greater understanding of scientifically-sound practices. All of these activities directly impact the learning environment. Throughout the program students are asked to produce original work that includes experiences in the early childhood setting. These experiences are expected to bring together all of the foundational knowledge, implementation of instructional strategies, and the role of assessment emphasized in their coursework. Students are expected to take their knowledge gained into their own classrooms after graduation. VI. How is technology used in the program to impact instructional strategies in schools? Specify the types of technology (e.g., using Internet resources for

3 Program Status Report 3 instruction, Powerpoint presentations, electronic gradebooks etc.) used and discussed in program courses. Please complete the Table below indicating in which courses you are infusing technology in your programs. Technology is used in many ways by both the faculty and students in the program. Faculty use technology for its convenience and ease of instruction, but also to model and demonstrate to students such uses. Technology is used in the classroom in the form of power point presentations, internet resources, on line testing or quizzes, notes, and lectures posted to the World Wide Web. Students are also frequently required to make presentations using technology (power point) or use internet resources or the digital resources in the library to complete assignments. Web-based assignments are also infused into several of the ECE courses including, information about ECE curricula and programs, current research, issues, and trends, in ECE, and local resources that may be of use of to students and their families. Finally, students are also asked to use web-technology to find resources that may be useful to them as teachers. Table 1 Technology Experiences Across Program Course Number EEC 6678 EEC 6261 EEC 6705 Course Name Research in Early and Early Childhood Programs Typical and Atypical Child Experience/ Assignment Web Assisted Course Online grade book, online quizzes, online exams, access to reading assignments Web Assisted Course Online grade book, online quizzes, online exams, access to reading assignments Students are first presented with a novel scenario (typically through video) and then are asked to consider the scenario without bias and personal disposition Rubric/ Assessment Research project is evaluated with rubric and uploaded onto Taskstream; 3- point rubric Action Research Project is evaluated with rubric and uploaded onto Taskstream; 3- point rubric Thought papers, evaluated with rubric and uploaded onto Taskstream; 3- point rubric Common Assessment Y N Y Y Y

4 Program Status Report 4 VII. How is diversity addressed in your program? In what courses are content, candidate experiences, and issues of diversity discussed? As a critical part of our program, diversity is addressed in each of our courses and students are prepare to understand that each student has individual learning needs. Our diverse student body encourages this principle, as students are empowered to share their experiences and knowledge to benefit others. Please complete Table 2 below indicating in which courses you infuse diversity content, experiences, and issues. Table 2 Diversity Experiences Across Program Course Number EDF 6211 EEC 6705 EEC 6678 Course Name Psychological Foundations of Typical and Atypical Child Research in Early and Experience/ Assignment The assignment asks students to research theories covered in class and use those theories that you find to inform the design a learning environment for culturally or linguistically diverse learners. The course is designed to review the development and diversity in development. This includes discussion of diversity of income, race, ethnicity, language, and family. Several research papers covered in class include diversity topics and how research can be and should be applied to diverse populations, Rubric/ Assessment 3 point rubric Yes Midterm & Final Exams Midterm & final Exam Common Assessment Y N N N

5 Program Status Report 5 EEC 6261 Early Childhood Programs The action research project expects that teachers will take into account the diversity of learning styles. Action Research Project is evaluated with rubric and uploaded onto Taskstream; 3- point rubric Y VIII. In a table/grid format indicate the courses in the program in which students complete field experiences, number of field hours, and required assignments. Program Early Childhood (MS) EEC 6705: Typical and Atypical Child Students in our graduate early childhood education program participate in field experiences. Below is a list of the courses that encourage field placement, in which they engage in observations, and reflective and guided instruction. Field Experiences (list attached) EEC 6705 EEC 6678 EEC 6261 Table 3 Field Experiences Across Program Clinical Practice (Student Teaching or Internship) N/A Required Assignments Original work that demonstrates knowledge gained from experience. Total Number of Hours 30 hours Program Field Experiences Clinical Practice Required Assignments Minimum of 10 hours N/A Thought papers of observed child development processes EEC 6678: Research in Early and EEC 6261: Early Childhood Programs Minimum of 10 hours N/A Design, implementation, and write-up of research project Minimum of 10 hours N/A Implementation and documentation of action research project

6 Program Status Report 6 IX. The faculty has a positive working relationship with several local public and private educational agencies including the Miami-Dade County Public School System, the Early Learning Coalition of Miami-Dade Monroe, and the Children s Trust. Table 4 Faculty Activities in P-12 Schools Faculty Name Semester/Ye ar School Activities Dr. Laura Dinehart Spring/2009 Ongoing consultation Dr. Angela Salmon Classroom observations Training Dr. Angela Salmon Classroom observations Training Dr. Angela Salmon Classroom observations Training Dr. Louis Manfra Fall 2008 Classroom observations & Dr. Louis Manfra Spring 2008 Classroom observations & Name of School(s) REM Learning Center South Dade Catholic Charities Centro Mater West Bola Learning Center Kidco Learning Center REM Learning Center United Way Center for Excellence Number Course of Hours Impact 5 hours EEC hours EEC 6261 Biltmore School 10 hours EEC 6261 The Joy of Learning 10 hours EEC 6261 St. Agnes 20 hours EEC 6678 Homestead Christian 30 hours EEC 6678

7 Program Status Report 7 X. Specify the measures used to assess student learning outcomes and at which point in the program the assessments occur. Student in the program are formatively assessed throughout their program of study via an electronic portfolio and database system called TaskStream (formerly efolio system). TaskStream is the COE s new web-based electronic portfolio application that allows students to upload and share selected work via the World Wide Web. This electronic portfolio system also has tools that allow students to create standards-based lesson plans, evaluation rubrics, and entire instructional units. As of Fall 2008, all students enrolled in the COE are required to subscribe and maintain a TaskStream account throughout their FIU career so that they can generate and maintain an electronic portfolio of their work in the College. Taskstream information can be found at this COE website: The following measures are used to assess student learning outcomes. 1. Prior to graduation, Unit Outcome: Mindful educators As mindful educators, early childhood education candidates are thoughtful in their reflections and actions, think and communicate with clarity and precision, are openminded, and apply acquired knowledge to novel situations. o Data was collected for the thought papers during the Fall 2008 semester. o All students (8 out of 8) were evaluated. 7 out of 8 received a score of 3 (target) and 1 out of 8 received a score of 2 (acceptable). There was an average score of Unit Outcome: Stewards of the discipline As Stewards of the Discipline, early childhood education candidates know advanced knowledge of applied child learning and development. They know how to use this knowledge to advance children s learning and promote environments that improve the early education of children. They understand how to gather information on and evaluate children s learning and development. o Student projects will be available for review at the end of Summer B EEC 6678 is not taught during the Fall 2008 or Spring 2009 semesters. Unit Outcome: Reflective inquirers As reflective inquirers, early childhood education candidates know how to apply content and pedagogical knowledge with diverse Pk-3 rd grade students to help them learn. They

8 Program Status Report 8 are able to reflect on how children learn and develop best practices to improve early education. o Data was collected for the Action Research Project during the Spring o 9 out of 10 (90%) submitted the project for evaluation. There was an average score of 2.67 (89%) with 67% of students with a score of 3 and 33% with score of 2. XI. Describe program changes, modifications, and revisions made based on assessment Faculty will continually review the collected data to determine where curricular changes are necessary and strengthen curriculum as a result. XII. Remediation of Weakness from Prior Review (if any). No areas were cited from prior review.

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