Early Childhood Education Program Review

Transcription

1 Early Childhood Education Program Review Prepared by Brenda Krumm Section 1: Alignment of program mission and purposes with mission and purposes of NCCC. The mission of Neosho County Community College is to enrich our communities and our students lives. The mission of the NCCC outreach and workforce development is to enhance lifelong learning, develop partnerships, and provide educational opportunities for the community. The early childhood education program was initiated based on community requests in the summer of NCCC and the area Child Care Resource and Referral organization created the Neosho County Child Care Training Task Force to review the training needs of current and potential child care providers in the county. The need for curriculum to assist individuals in their goal of obtaining the Child Development Associate credential offered by The Council for Early Childhood Professional Recognition and required by Head Start was identified and was the impetus that began NCCC s early childhood education program. The one year certificate program was approved by the Kansas Department of Education in the Spring of Since then, an Associate of Arts degree with an emphasis on early childhood education has been created to assist students wishing to transfer their coursework to four year universities. Since this program began as a one-year vocational certificate, the program initiated in the Outreach and Workforce Development area; now that the program consists primarily of transfer courses, its location within the college structure should be examined. The purposes of NCCC are: Student learning through The meeting of students needs, Quality educational programs, and Effective assessment processes; Student success through Providing personalized attention, Individualized advising, and The opportunity to meet personal goals; Ensuring access through Affordability, Flexible delivery and scheduling methods, Responsive student services, and Safe and comprehensive facilities; Responsiveness to our stakeholders through Open communication, Ethical management of resources, Accountability, and Development of leaders; Meeting community needs through Collaboration and innovation, Lifelong learning opportunities, Cultural enrichment, and The providing of an educated workforce. 1

2 The early childhood education program addresses the purposes of the institution in many ways. It meets the needs of students by offering a wide array of quality courses in a variety of subjects, choices of day, time and location and a variety of instructional styles, including on-line. Students have the option of completing a one year certificate or a two year transfer curriculum. The one year certificate feeds nicely into the transfer program. Many students in the program require personalized attention as many have no college experience or have not been to college in many years. Well qualified instructors and caring advisors go to great lengths to identify barriers the students might experience and work to overcome each obstacle that arises. Students transfer from NCCC to Pittsburg State University, K-State and Emporia State University. Special articulation arrangements have been created with each of these institutions to facilitate seamless transfer. See programs sheets later in this document and the K-STATE ARTICULATION agreement in the Appendix. There are many opportunities for early childhood education students to obtain additional funding to cover the costs of books/tuition. The TEACH program offers scholarships to students pursuing associates degrees in early childhood education. Brochures on this program are made available to students in the program. Several students have benefited from these funds. See the TEACH BROCHURES in the Appendix. The program has developed numerous avenues of meeting the needs of the community. Partnerships have been developed with FOCUS, the local childcare resource and referral organization; KACCRRA, the Kansas Association of Child Care Resource and Referral Association; and ANW Cooperative which provides instructors who conduct clinical observation of students during the practicum. An additional partnership between NCCC and the Children s Service League provides 1 credit hour online courses on the following topics. These courses provide credit hours for teacher pay advancement and for pay increases for daycare center and Head Start employees. Child Abuse & Neglect, Recognition & Reporting (CAN) Understanding Multiple Intelligences and Children s Learning Styles (MILS) Creating Positive Settings for Children and Families (PSCF) Cultural Competency The early childhood education program fulfills the purposes of Neosho County Community College. Section 2: Curriculum of Program and Outcomes Assessment The early childhood education program has two options: a one-year vocational certificate which could result in a Child Development Associate credential; and a two-year Associate of Arts degree with an emphasis in Early Childhood Education. The two program sheets are provided on the next four pages. Note the degree program sheet identifies the courses they should select if they are transferring to Pittsburg State University or Emporia State University. The program outcome matrix follows the program sheets. 2

3 Certificate in Early Childhood Education The Certificate in Early Childhood Education contains the core competencies for Early Care and Education professionals in Kansas and Missouri. This certificate is intended for students expecting to enter employment directly upon completion of the program. It is not designed as a transfer curriculum. Upon completion of this program you will have the skills professionals who work with young children and families need to know and are able to do to provide quality early care and education. PROGRAM CORE COURSES PSYC 155 General Psychology PSYC 219 Child Development CURR 252 Children s Literature EDUC 260 Introduction to Early Childhood Education *HPER 266 First Aid/CPR FCS 203 Nutrition FCS 270 Practicum MGMK 135 Human Relations and Supervision ACCT 108 College Accounting *Students must have current Adult, Infant, and Child CPR card or HPER 266. COURSE SEQUENCE The listing that follows is a suggested sequence of courses for full-time students majoring in Early Childhood Education. Consult your advisor for information specific to your academic situation. RECOMMENDED SEQUENCE OF COURSES (Fall) Semester I PSYC 100 College Orientation 1 PSYC 155 General Psychology 3 *HPER 266 First Aid/CPR 1 Total (Spring) Semester II EDUC 252 Children s Literature 3 MGMK 135 Human Relations and Supervision 3 Total- 6 *Students must have current Adult, Infant, and Child CPR card or HPER 266. (Fall) Semester III FCS 203 Nutrition 3 PSYC 219 Child Development 3 ACCT 108 College Accounting 3 Total- 9 (Spring) Semester IV EDUC 260 Introduction to Early Childhood Education 3 FCS 270 Practicum 5 Total- 8 Total Program Credits 28 For more information contact: Program advisors Brenda Krumm, (620) , ext. 234 bkrumm@neosho.edu Certificate in Early Childhood Education 3

4 NEOSHO COUNTY COMMUNITY COLLEGE CERTIFICATE IN EARLY CHILDHOOD EDUCATION Guide to Completing Program Requirements Directions: As you complete each course, indicate the semester taken (or transferred) and the grade received. The overall GPA must be no less than 2.0 to qualify for graduation. When you have completed 19 credits of the courses listed, start the graduation audit process by contacting your program faculty advisor. You should complete a graduation application in your last semester of courses. PROGRAM REQUIREMENTS Course Prerequisite Credits Hrs Completed/ Transferred PSYC 100 College Orientation (1cr) PSYC 155 General Psychology (3 cr) PSYC 219 Child Development (3cr) *HPER 266 First Aid/CPR (1cr) EDUC 252 Children s Literature (3cr) EDUC 260 Intro to Early Childhood Education (3cr) FCS 203 Nutrition (3cr) FCS 270 Practicum (5cr) MGMK 135 Human Relations and Supervision (3cr) ACCT 108 College Accounting (3cr) *Students must have current Adult, Infant, and Child CPR Card or HPER 266 Semester Completed Grade Earned TOTAL PROGRAM CREDIT HOURS (27 CR MINIMUM) COMMENTS: (INCLUDING CURRICULUM VARIANCES) Neosho County Community College 800 West 14 th Street Chanute, KS (Chanute) or (785) (Ottawa) In accordance with the catalog Effective 9/01/2006

5 Rev. 4/07 AA Early Childhood Education The Associate of Arts Degree with emphasis in Early Childhood Education prepares students to transfer into a four year program of study in early childhood education. While at NCCC, students complete the general education course requirements plus several courses specific to early childhood/elementary education. Please check with your advisor to select courses appropriate for your transfer institution. PREREQUISITES You will need to demonstrate proficiencies in reading, English, and mathematics based on the COMPASS assessment test, ACT or SAT scores, or by taking the recommended/required classes. Some of the courses in this curriculum have specific prerequisites. Prerequisites can be found on the reverse side (Guide to Completing Program Requirements) or in the college catalog. GENERAL EDUCATION (GE) COURSES In order to graduate with a college degree, all students are required to take certain general education courses. These include English composition, speech, wellness, science, art & humanities, mathematics, computer systems, and social & behavioral sciences. PROGRAM OUTCOMES 1. Demonstrate an understanding of child growth and development. 2. Create appropriate learning environments and general curriculum. 3. Observe and assess children. 4. Demonstrate the ability to communicate with families about curriculum and an individual child s progress and developmental growth. 5. Demonstrate knowledge of health, safety and nutrition. 6. Demonstrate effective interactions with children. 7. Plan, develop, implement and evaluate the childcare program. 8. Display professionalism in practice. COURSE SEQUENCE The listing that follows is a suggested sequence of courses for full-time students. Consult your advisor for information specific to your academic situation. ASSOCIATE OF ARTS SUGGESTED SEQUENCE OF COURSES for PSU Transfer (Fall - E) Semester I PSYC 100 College Orientation 1 ENGL 101 English Composition I 3 BIOL 115 &116 Environmental Science & Lab OR BIOL111 & 112 General Biology & Lab 5 CSIS130 Intro to Computer Information Systems 3 EDUC 260 Introduction to Early Childhood Ed 3 Total - 15 (Spring - O) Semester II ENGL 289 English Composition II 3 HPER 150 Lifetime Fitness 1 FCS 203 Nutrition 3 PHYS 171&72 Physical Science/ Lab OR CHEM105&106 Intro to Chemistry & Lab OR PHYS 102&103 Intro to Astronomy & Lab 5 PSYC 155 General Psychology 3 Total- 15 (Fall O) Semester III MATH 113 College Algebra 3 SOSC 101 American Government I 3 Neosho County Community College 800 West 14 th Street Chanute, KS (Chanute) or (785) (Ottawa) In accordance with the catalog Effective 9/01/2006 SOSC 100 Introduction to Sociology 3 ART 178 Intro to Visual Arts OR COMM 105 Theater Appreciation OR MUSI 120 Music Appreciation OR MUSI 123 Music in America 3 PSYC 219 Child Development 3 HIST 207 World Geography 3 Total- 18 (Spring - E) Semester IV ETEC 194 Introduction to Tech Systems 3 ENGL 113 General Literature 3 EDU 252 Children s Literature 3 HUM 103 Introduction to Philosophy OR HUM 133 World Religions 3 HIST 101 World Civilization OR HIST 102 World Civ OR HIST 201 US History I OR HIST 202 US History II 3 COMM 207 Fundamentals of Speech 3 Total- 18 Total Program Credits 66 SUGGESTED SEQUENCE OF COURSES for ESU Transfer (Fall - E) Semester I PSYC 100 College Orientation 1 ENGL 101 English Composition I 3 BIOL111 & 112 General Biology & Lab 5 CSIS130 Intro to Computer Information Systems 3 COMM 105 Theater Appreciation 3 Total - 15 (Spring - O) Semester II ENGL 289 English Composition II 3 HPER 150 Lifetime Fitness 1 PHYS 171 &172 Physical Science & Lab 5 COMM 207 Fundamentals of Speech 3 MUSI140 Music in the Elementary Classroom 3 Total- 15 (Fall O) Semester III MATH 113 College Algebra 3 PSYC 155 General Psychology 3 ENGL 113 General Literature 3 HIST 101 World Civilization OR HIST 102 World Civ OR HIST 201 US History I OR HIST 202 US History II OR HUM204 Western Civilization I OR HUM205 West Civ II 3 PSYC 219 Child Development 3 HIST 207 World Geography 3 Total- 18 (Spring - E) Semester IV ECON200 Micro Economics OR ECON 201 Macro Economics 3 ART 178 Intro to Visual Arts OR ART102 Art Appreciation 3 EDUC 252 Children s Literature 3 EDUC 104 &105 Introduction to Teaching & Lab 3 HPER116 Personal and Community Hygiene 3 CSIS101 Microcomputer Application I 3 Total- 18 Total Program Credits 66 For more information contact: Program advisors Tosca Harris, (620) , ext. 225 THARRIS@NEOSHO.EDU

6 NEOSHO COUNTY COMMUNITY COLLEGE ASSOCIATE OF ARTS IN EARLY CHILDHOOD EDUCATION Guide to Completing Program Requirements Directions: As you complete each course, indicate the semester taken (or transferred) and the grade received. The overall GPA must be no less than 2.0 to qualify for graduation. When you have completed 47 credits of the courses listed, start the graduation audit process by contacting your program faculty advisor. You should complete a graduation application in your last semester of courses. PSU ESU CORE REQUIREMENTS FOR BOTH PSU & ESU Course Prerequisite Credits Hrs Completed X X ENGL 101 English Composition I (3cr) ENGL 021 or assessment score X X ENGL 289 or 299 English Comp. II or Honors English II (3cr) ENGL 101 X X COMM 207 Fundamentals of Speech (3cr) X X CSIS 130 Intro to CIS (3cr) X X PSYC 100 College Orientation (1cr) For first time, full time freshmen X X HPER 150 Lifetime Fitness (1cr) X X MATH 113 College Algebra (3cr) X X PSYC 155 General Psychology (3cr) X X HIST207 World Geography (3cr) X X ENGL 113 General Literature (3cr) NATURAL/PHYSICAL SCIENCE X X BIOL 111 General Biology (3cr) & BIOL 112 Lab (2cr) Concurrent Choose 1 of 2 BIOL 115 Environ. Science (3cr)& BIOL 115 Lab (2cr) Concurrent X X PHYS 171 Physical Science (3cr) & PSYC 172 Lab (2cr) Concurrent Choose 1 of 3 CHEM 105 Intro to Chemistry (3cr) & CHEM 106 Lab (2cr) Concurrent PHYS 102 Intro to Astronomy (3cr) & PHYS 103 Lab (2cr) Concurrent SOCIAL & BEHAVIORAL SCIENCES (9 cr) PSYC different areas X SOSC 100 Introduction to Sociology (3cr) X SOSC 101 American Government I (3cr) X ECON 200 or 201 Micro or Macro Economics (3cr) ARTS & HUMANITIES (12 cr) 3 different areas required X ART 178 Intro to the Visual Arts (3cr) Choose 1 of these 4 X COMM105 Theatre Appreciation (3cr) MUSI 120 Music Appreciation (3cr) Semester Completed Grade Earned 6

7 X Choose 1 of these 4 X Choose 1 of 2 X Choose 1 of 2 X Choose 1 of 6 MUSI 123 Music in America (3cr) ART 178 Intro to the Visual Arts (3 cr) ART 102 Art Appreciation (3 cr) HIST 201 American History I (3cr) HIST 202 American History II (3 cr) HIST101 World Civilization (3cr) HIST 102 World Civilization (3cr) HUM 103 Introduction to Philosophy (3cr) HUM 133 World Religions (3cr) HIST101 World Civ or HIST 102 World Civ (3 cr) HIST 201 US History I or HIST 202 US History II (3 cr) HUM204 Western Civ. I or HUM205 Western Civ II (3 cr) OTHER X HPER116 Personal and Community Hygiene (3cr) X CSIS 101 Microcomputer Application I (3cr) X ETEC 194 Introduction to Tech Systems (3cr) PROGRAM REQUIREMENTS (12 CR) X X EDU 252 Children s Literature (3) X X PSYC 219 Child Development (3cr) X EDUC 260 Introduction to Early Childhood Education (3cr) X FCS 203 Nutrition (3cr) X EDU 104 & 105 Introduction to Teaching and Lab (3cr) X MUSI140 Music in the Elementary Classroom (3cr) TOTAL PROGRAM CREDIT HOURS (64 CR MINIMUM) COMMENTS: (INCLUDING CURRICULUM VARIANCES) 7

8 EARLY CHILDHOOD EDUCATION Program Outcomes Matrix 1. Demonstrate an understanding of child growth and development. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments PSYC 219 Outcome #2 Identify and describe the basic developmental theories. Outcome #3 Explore the biological and physiological processes that occur from conception, through prenatal development to birth. Outcome #4 Identify and describe the major developmental changes that occur during the infancy period. Outcome #5 Demonstrate an understanding of the major developmental changes that occur in the physical, cognitive, and socioemotional domains as they unfold throughout the various stages of childhood. Outcome #6 Investigate the various developmental changes that occur during adolescence. 8

9 2. Create appropriate learning environments and general curriculum. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments FCS 124 Outcome #3 Discuss unique newborn issues. Outcome #5 Create the learning environment and general curriculum for newborns. Outcome #6 Demonstrate an understanding of interactions with children. FCS 125 Outcome #6 Synthesize the developmental information into a daily, useable format that can be applied to each child. FCS 126 Outcome #3 Identify and analyze behavioral concerns. FCS 127 Outcome #4 Identify public resources that provide information on the care and wellbeing of children/youth. FCS 270 Outcome #1 Plan a safe, healthy environment to invite learning. Outcome #2 Identify steps to advance children s physical and intellectual development. EDUC 252 Outcome # 3 Demonstrate the ability to evaluate and present developmentally appropriate literature in thematic lessons designed to promote intellectual, social, and emotional development 9

10 3. Observe and assess children. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments PSYC 219 Outcome #4 Identify and describe the major developmental changes that occur during the infancy period. Outcome #5 Demonstrate an understanding of the major developmental changes that occur in the physical, cognitive, and socioemotional domains as they unfold throughout the various stages of childhood. Outcome #6 Investigate the various developmental changes that occur during adolescence. FCS 125, 126, 127 Outcome #5 Observe children at various developmental ages. FCS 270 Outcome #7 Observe and record children s behavior. 4. Demonstrate the ability to communicate with families about curriculum and an individual child s progress and developmental growth. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments FCS 125 Outcome #6 FCS 126 Outcome #6 FCS 127 Outcome #6 FCS 270 Outcome #4 Synthesize the developmental information into a daily, useable format that can be applied to each child. Synthesize the developmental information into a daily, useable format that can be applied to each child. Synthesize the developmental information into a daily, useable format that can be applied to each child. Implement strategies to establish productive relationships with families. 10

11 5. Demonstrate a knowledge of health, safety and nutrition. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments FCS 124 Outcome #4 FCS 125 Outcome #4 FCS 126 Outcome #4 FCS 127 Outcome #4 Identify public resources that provide information on the care and wellbeing of newborns. Identify public resources that provide information on the care and wellbeing of children. Identify public resources that provide information on the care and wellbeing of 2-4 year olds. Identify public resources that provide information on the care and wellbeing of children/youth. FCS 270 Outcome #1 Plan a safe, healthy environment to invite learning. FCS 203 Outcome # 1 Discuss factors that affect food choices and human health. Outcome # 2 Describe nutritional standards and guidelines. Outcome #12 Discuss specific nutritional needs throughout the life cycle. ALHE 140 Outcome #1 Recognize an emergency Outcome #2 Identify the links in the Chain of Survival Outcome #3 Demonstrate the ability to call EMS and give necessary information. Outcome #4 Recognize an injury or sudden illness. Outcome #5 Demonstrate how to control bleeding. Outcome #6 Demonstrate how to care for muscle, bone, and joint injuries. Outcome #7 Describe how to care for sudden illness. Outcome #8 List the general care steps for burns. Outcome #9 Demonstrate how to check a conscious victim. 11

12 5, Continued Outcome #10 List the signals of a breathing emergency. Outcome #11 List the signal of a heart emergency. Outcome #12 Demonstrate how to care for a person who is not breathing. Outcome #13 Demonstrate how to care for a person who is choking. 12

13 6. Demonstrate effective interactions with children. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments FCS 270 Outcome #2 Identify steps to advance children s physical and intellectual Outcome #3 development. Identify positive ways to support children s social and emotional development. FCS 124 Outcome #3 Discuss unique newborn issues. Outcome #6 Demonstrate an understanding of interactions with children. FCS 125 Outcome #3 Identify and analyze behavioral concerns. Outcome #6 Synthesize the developmental information into a daily, useable format that can be applied to each child. 7. Plan, develop, implement and evaluate the childcare program. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments FCS 124 Outcome #7 Develop the plan for the program. FCS 270 Outcome #1 Plan a safe, healthy environment to invite learning Outcome #2 Identify steps to advance children s physical and intellectual development. Outcome #3 Identify positive ways to support children s social and Outcome #4 emotional development. Implement strategies to establish productive relationships with families. Outcome #5 Identify strategies to manage an effective program operation. Outcome #9 Demonstrate effective time management. Outcome #10 Demonstrate effective materials management. Outcome #11 Demonstrate effective human resource management. Outcome #12 Demonstrate effective facility management. 13

14 7, Continued Outcome #13 Demonstrate effective teamwork skills. MGMK 135 Outcome #1 Evaluate the importance of human relations in achieving personal growth and career success. Outcome #2 Outline the importance of understanding communication styles; how building high self-esteem and having a strong value system is essential in today s business climate. Outcome #3 Analyze the relationship of attitudes, motivation, and selfdisclosure for improving human relations. Outcome #5 Discuss issues relating to team building to include dealing with Outcome #6 conflict in stressful situations. Evaluate how to adapt to a diverse and changing society to achieve an effective life plan through human relations. ACCT 108 Outcome #1 Explain the nature and importance of accounting. Outcome #2 Use a double entry accounting system. Outcome #3 List and perform the steps in the accounting cycle. Outcome #4 Identify basic procedures for accounting for cash. Outcome #5 Apply basic accounting procedures for a merchandising business. 8. Display professionalism in practice. COURSE/OUTCOME COMPETENCY Fall Spring Summer Comments FCS 270 Outcome #6 Demonstrate a commitment to maintaining professionalism MGMK 135 Outcome #4 Discuss building a professional image and outline strategies for dealing with relationships in a positive way. 14

15 A weakness of the program is the connection of course outcomes to program outcomes. Although the path is clearly outlined, the analysis component has not been fully implemented. Assessment methods, course and program: Assessment is done on the course level with standardized assessment reports completed electronically. Program assessment occurs annually and changes have been made as a result of program assessment. Student evaluations of the course are administered for each course. Results of assessment Assessment has resulted in the addition of the AA emphasis area as well as several program content changes designed to enhance transfer. Meetings with PSU and ESU resulted in a complete program overhaul in the 2005/06 year. Changes made to instruction, curriculum or outcomes as a result of assessment Specific changes include: o Addition of the AA degree with emphasis in Early Childhood Education. o Changing the four 1-credit hour Focused Study courses on developmental stages into one 3-credit hour course titled Introduction to Early Childhood Education to allow for seamless transfer to PSU. o Modification of the original certificate program from a 30 credit hour program to a 28 credit hour program with the following course changes: Added College Orientation Added General Psychology Combined four 1-credit hour courses into a 3 credit hour course Deleted the advanced practicum o Made the program sheet compatible for transfer to PSU and ESU Any new data since the change Former students have provided positive comments on the change from the four 1-credit hour courses to the 3 credit hour course. Also, students are pleased to take their additional science requirements here at NCCC rather than at PSU. The new program sheet reflects the need for two science courses. Transferability of Program and Program Courses or straight to work numbers including transfer GPA in major Average 3.92 GPA in major and 3.22 career GPA Articulation agreements are in place with ESU and PSU in the form of the approved program sheet. A formal articulation agreement with K-State is in the final state of editing. Efforts to stay current in curriculum The dean of outreach and workforce development attends Kansas Core Competency meetings for early childhood education and is active in the TEACH Early Education Project in Kansas and attends the meetings of the Early Childhood Quality Instruction Partners (ECQIP) meetings. A project currently underway with the ECQIP group is to standardize the courses in early childhood educational vocational programs across the State and to articulate them for transfer to four year universities. Since the NCCC AA degree is not a vocational AAS degree, our involvement has been limited. The primary objective for our program is to provide the lower level courses that seamlessly transfer to our major receiving institutions. 15

16 In the early years of the program, the vocational advisory board met quarterly. Now that the demand for the certificate is basically gone, as all of the Head Start workers have the CDA credential and are working on their associate degrees, the advisory board has not been active. Section 3: Data Enrollment and Costs Headcount/Course/Academic Year TOTALS CURR Children's Literature FCS Focused Study: Birth to 1 Year FCS Focused Study: 1-2 Years FCS Focused Study: 2-4 Years FCS Focused Study: 5-12 Years FCS Nutrition FCS Child Dev. Assoc. Practicum PSYC Child Development PSYC Developmental Psychology TOTALS Adjusted Totals Generated Hours/Course/Academic Year TOTALS CURR Children's Literature FCS Focused Study: Birth to 1 Year FCS Focused Study: 1-2 Years FCS Focused Study: 2-4 Years FCS Focused Study: 5-12 Years FCS Nutrition FCS Child Dev. Assoc. Practicum PSYC Child Development PSYC Developmental Psychology TOTALS Adjusted Totals FTE/Course/Academic Year (Generated Hrs/12) TOTALS CURR Children's Literature FCS Focused Study: Birth to 1 Year FCS Focused Study: 1-2 Years FCS Focused Study: 2-4 Years FCS Focused Study: 5-12 Years FCS Nutrition FCS Child Dev. Assoc. Practicum PSYC Child Development PSYC Developmental Psychology TOTALS Adjusted Totals NOTE: The previous charts show enrollment in core program courses; however, many other students (nonmajors) enroll in Nutrition, Child Development, and Developmental Psychology to fulfill elective requirements or to fulfill other requirements of other programs. Therefore, these three courses (shown in blue) have been removed from the adjusted totals at the bottom of each chart. 16

17 o Students in Major 18 from the Chanute Campus 39 from the Ottawa Campus o Graduates/Certificates or Stated Goal 5 out of 18 students at the Chanute Campus have graduated with the AA degree with Early Childhood Education emphasis for a total of 28%. 12 out of 39 students at the Ottawa Campus have graduated with the AA degree with Early Childhood Education emphasis for a total of 31%. 2 students at Ottawa received both the certificate and the degree. o Withdraw numbers and percentages from each course Over the 5 years reported 9 out of 325 students withdrew from core courses (could be duplicated) for a total for the period of 3%. Withdrawals include student initiated withdrawals and administrative withdrawals. o Grade distribution CURR 252 Children s Literature GRADE/YR TOTALS A B C D F W AW TOTALS ENROLLMENT WITHDRAWS (W & AW) WITHDRAW % 0% 0% 8% 0% 18% 6% FCS 124 Focused Study: Birth to 1 Year GRADE/YR TOTALS A B C D F W AW TOTALS ENROLLMENT WITHDRAWS (W & AW) WITHDRAW % 0% 0% 6% 0% 0% 2% 17

18 FCS 125 Focused Study: 1-2 Years GRADE/YR TOTALS A B C D F W AW TOTALS ENROLLMENT WITHDRAWS (W & AW) WITHDRAW % 0% 0% 7% 0% 0% 2% FCS 126 Focused Study: 2-4 Years GRADE/YR TOTALS A B C D F W AW TOTALS ENROLLMENT WITHDRAWS (W & AW) WITHDRAW % 0% 0% 0% 0% 0% 0% Since these courses are in the student s major few students fail these courses. In addition, many of the students in this program of study are nontraditional students who are very committed to studying and getting good grades. 18

19 FCS 127 Focused Study: 5-12 Years GRADE/YR TOTALS A B C D F W AW TOTALS ENROLLMENT WITHDRAWS (W & AW) WITHDRAW % 0% 0% 0% 0% 0% 0% Interesting to note is that one course of the practicum was graded as a pass/no pass course. The syllabus indicates it should be graded as a letter grade. Investigation into this situation will occur. FCS 270 Practicum GRADE/YR TOTALS A B C D F W AW I P NP TOTALS ENROLLMENT WITHDRAWS (W & AW) WITHDRAW % 0% 0% 0% 8% 0% 4% o Number of students that change major No students have changed majors, but two students list both the certificate and the degree as their majors. 19

20 Student Number Career GPA Math Grade (math course counted toward graduation College Algebra or Real Numbers) Program GPA CHA B College Algebra 4.0 CHA B College Algebra 4.0 CHA B College Algebra 3.0 CHA B College Algebra 3.58 CHA B College Algebra 4.0 OTT A Real Numbers 4.0 OTT A- College Algebra 4.0 OTT A- College Algebra 4.0 OTT C College Algebra 4.0 OTT A Real Numbers 4.0 OTT A Real Numbers 4.0 OTT C College Algebra 4.0 OTT A Real Numbers 4.0 OTT A College Algebra 4.0 OTT A Real Numbers 4.0 OTT B College Algebra 4.0 OTT A Real Numbers 4.0 AVERAGE 3.22 B (3.41) 3.92 After looking at the program GPA s a concern arose regarding grade inflation within the program. The course most dreaded by early childhood education majors is the math course needed to fulfill the graduation requirement, rather that was real numbers (prior to 2004) or college algebra (after 2004.) The graduation math scores of all program graduates were reviewed to find a 3.41 or B average which was much higher than anticipated. In final analysis, an overall career GPA average of 3.22, an average math score of 3.41 and an average program GPA of 3.92 is an accurate reflection of the learning that occurred while at NCCC and specifically, while in the program. Enrollment by site, day/night Headcount/Site-Time/Academic Year TOTALS Chanute - Day Chanute - Night Chanute - Outreach Ottawa - Day Ottawa - Night Ottawa - Outreach TOTALS

21 Generated Hours/Site-Time/Academic Year TOTALS Chanute - Day Chanute - Night Chanute - Outreach Ottawa - Day Ottawa - Night Ottawa - Outreach TOTALS Cost information for the last five years: There is no dedicated budget for the early childhood education program. Costs for supplies and materials come out of the Outreach and Workforce Development budget and the Ottawa campus budget. Adjunct salaries are taken out of the account for courses on the Chanute campus and out of the account for courses on the Ottawa campus. The chart shows the expenditures on adjunct faculty for the past 5 years. BUDGET SPENT ON ADJUNCT & OVERLOAD PAY* Early Childhood Education $1200 $6200 $7250 $5100 $4650 *Courses included: Children s Literature, (4) Focused Studies, Practicum o Full time instructors - Mary Louise Barber, Larry Anderson, Bill Furst, Paul Hopkinson, and Chris Devictor have taught courses that early childhood education students take. There are no full-time instructors teaching courses exclusive to this program. (Practicum & 4 Focused Studies) o Adjunct instructors 18 different adjunct instructors have taught in the program over the past 5 years Early Childhood Education COST PER FTE $ $ $ $ $ o Any fund 70 account balance -0- o Any contributions from outside sources (grants, donations, etc.) -0- Section 4: Faculty - Considering only Children s Literature, (4) Focused Studies, & Practicum Number of full and adjunct: -1- Full-time instructor 18 adjunct instructors Percentage of courses taught by full and part time instructors: 99% adjunct in programspecific courses. How faculty stay current in discipline: There is no formal professional development plan in place for adjunct instructors. Stella Tharp, the primary program instructor is an adjunct instructor on the Ottawa campus. She is on the lists for the ECQIP and TEACH organizations and the program coordinator shares Core Competency information with her. 21

22 Sections 5 & 6 to be completed by the Department and the Review Committee: (NOTE: Department has made comment in BLUE) Section 5: SWOT analysis of program based on above information Strengths a dedicated adjunct instructor on the Ottawa campus has been willing to teach via Polycom and has developed online course offerings; current adjunct instructor; serve students for both certificate and degree programs; complements other programs. Weaknesses Difficult to maintain cohesiveness of faculty; not a state mandate; no full-time instructor Opportunities When current full-time faculty retire or leave NCCC, an opportunity exists to bring on board a faculty member with expertise in early childhood education; need for childcare workers in the community; the Ottawa Community Center daycare could be a possible lab for the program. Threats Without the expertise of a full-time faculty member, this program will not thrive. It will continue to be an optional emphasis area for students wishing to transfer, but will not receive the focused attention it deserves; four-year institutions with different demands; changing demands in the field; certification not required. Section 6: Justification/Recommendations for Program Should the program be maintained, strengthened, diminished or removed and why Additional resources required to maintain or strengthen, recommendations for resources if diminished or removed. All recommendations should be tied to outcomes assessment results. Document is limited to 20 pages. An ad Hoc committee will be formed to review the document which includes: Chief Academic Officer 3 academic department chairs (liberal arts, applied science and nursing) 2 faculty members at large with one not in the division of the program being reviewed 2 staff members The program faculty will give a short presentation to the committee of the highlights of sections 1-4. Sections 5 & 6 will be completed by the program faculty and the review committee. The committee will be able to ask questions. The committee will rule on the program review in one of three ways: Support it fully Support with required revision Reject it The CAO has the ultimate responsibility for accepting the Program Review. 22