Program Review

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1 Program Review Early Childhood Education Programs Preschool Specialization, A.S. and A.A.S. Child Development Center Management Specialization, A.S. and A.A.S. Submitted by: Joanne Greata, Ed.D., Faculty Member/Program Manager Rebecca Nathanson, Department Chair Date: April 21, 2011 Leesburg Campus 9501 US Highway 441 Leesburg, FL South Lake Campus 1250 N. Hancock Road Clermont, FL Sumter Campus 1405 County Road 526A Sumterville, FL LSCC IS AN EQUAL ACCESS/EQUAL OPPORTUNITY INSTITUTION Early Childhood Education Program Review

2 Early Childhood Education Program Review Contents Executive Summary Page x I. Program Overview... Page x Mission Vision Program Description Program History Summary Advisory Board II. Review of Curriculum... Page x Curriculum Structure Formal Articulation Agreements History of Changes in Curriculum Transfer/Non-Transfer Programs Grade Distributions for Program Courses Job Prospects III. Program Faculty Data... Page x Organizational Structure Faculty Credentials and LSCC Teaching Summary Additional Responsibilities Faculty Development Faculty Evaluation IV. Student Data... Page x Enrollment Retention and Graduation Success and Completion Rates V. Program Support.. Page x Budget Support Services Facilities and Equipment VI. Measures of Program Effectiveness. Page x Program Objectives Student Learning Outcomes Employment Program Strengths and Weaknesses VII. Use of Previous Assessment Findings.. Page x VIII. Recommendations and Action Plan Page x IX. Follow-up..... Page x Early Childhood Education Program Review

3 X. Appendices..... Page x Early Childhood Education Program Review

4 I. EXECUTIVE SUMMARY (EARLY CHILDHOOD EDUCATION) The Early Childhood Education Programs at Lake Sumter Community College fulfill an essential need within the community. The US Bureau of Labor Statistics national projections for ranked educational services third in growth among service-providing industries, which is the second largest growing occupational group in the country. Projections were that 1.7 million new educational jobs would be created 2008 through This was an anticipated growth of 12% for all educational service jobs. Childcare center management jobs were projected to increase by nearly 12%. The need for preschool teachers was expected to grow faster than the average at a projected 19%. The demand for teacher assistants was expected to grow at about 10%. The early childhood education field is evolving. Increasingly, center managers, preschool teachers, and teacher assistants in public and private schools are expected to acquire additional education. Currently, teachers for Head Start, Early Head Start, and the Florida Voluntary Pre- Kindergarten (VPK) program are required to hold a 2-year degree in early childhood education. By 2013, Head Start and Early Head Start will require at least half of their teachers to hold 4- year-degrees in early childhood education. Teacher assistants in the public schools are also required to obtain a 2-year-degree. Those working in VPK through third grade classrooms generally seek an early childhood education degree. Based upon these facts, the early childhood education A.S. degrees were restructured to better prepare students to successfully articulate into 4-year-degree programs. Additionally, the A.A.S. degrees were restructured to better prepare students for employment in the field. Although many students seek an A.S. degree to enable transfer into a 4-year-degree program, the A.A.S. degrees remain a preferred option for those who do not wish to continue their education beyond a 2-year-degree. The early childhood education program offers all program courses in some hybrid format with two courses offered fully online. A goal of this program is to be prepared to offer all program courses online when the college is ready to move in that direction. Additional online courses would enhance the program through student accessibility and maintain the program s competitiveness with other programs offering on-line degrees. Close to 100% of early childhood education students are in training-related jobs. The number of annual graduates is relatively low, but the program has experienced a steady increase of enrollment in all program degree options. Actions taken such as increased faculty advising have affected the retention rate, positively. However, a retention and completion remain two problems regarding students in the program. Often, the biggest problem for these students is the lack of funding for their education. By keeping expenditures for materials and equipment to a minimum, during a time that the college has struggled with funding, and by increasing the number of students in the program, the early childhood education program has become viable, allowing funds received from the state for FTE dollars to go back into the support of the college. Early Childhood Education Program Review

5 I. PROGRAM OVERVIEW A. Mission The mission of the Lake-Sumter Community College Early Childhood Education program is to ensure that students graduating from our program possess the knowledge, skills, and dispositions necessary for professionals, educators and managers, in early care and learning programs, including Voluntary Pre- Kindergarten, to affect positively the quality of life for all children and families in the community. Approved: October 28, 2010 by the Advisory Board for the Early Childhood Education Program. B. Vision The Vision of the Lake-Sumter Community College Early Childhood Education Program is to support those working within and those who wish to work within the early childhood education field as they strive to obtain the education required to meet the needs of children and families in the community. To provide this support, the LSCC early childhood education program must: 1. Continue to provide a broad selection of courses that meet the requirements of changing national and state standards. 2. Seek creative methods of course delivery that will meet the needs of students, including Distance Learning. 3. Continue to support the ideal of a career ladder through articulations and program enhancements that ensure that students can move into a two-year degree program, using prior study as a base, and then move from a two-year degree program into a four-year degree program with ease. 4. Provide counseling to guide students into the program best suited to their needs. Approved: October 28, 2010 by the Advisory Board for the Early Childhood Education Program. C. Program Description The Lake-Sumter Community College Early Childhood Education Program offers two degree options: 1. Early Childhood Education Associate in Applied Science Degree (63 credit hours) 2. Early Childhood Education Associate in Science Degree (63 credit hours) Early Childhood Education Program Review

6 Each degree offers an option in either Preschool [curriculum] or Child Development Center Management. The program codes are as follows: AS/Center Management AAS/Center Management AS/Preschool AAS/Preschool Courses are offered on all three campuses, however, the Leesburg and South Lake campuses host the majority of courses, due to a lower participation by students on the Sumterville campus. Since most early childhood education majors work in the field, courses are available primarily in the evening, on Saturdays, and online. Two fully online courses are offered several times a year, Introduction to Early Childhood Education (EEC 1001) and Health, Safety, and Nutrition for Young Children (EEC 2732). In addition, most of the remaining early childhood education courses are hybrid courses, which include a portion of online work to accommodate students schedules. Access opportunities to the early childhood education program are numerous. Students may access the program beginning in high school with dual enrollment or they can enter the program upon graduation from high school or from a technical school, or they can transfer from another college. D. Brief History In 2002, Florida voters passed a constitutional amendment to provide free, high quality, voluntary pre-kindergarten for all four-year-olds by the fall of To address the need for early childhood teachers created by this mandate and others (No Child Left Behind, Head Start), the Early Learning Coalition of Lake County (formerly known as the Lake County School Readiness Coalition) partnered with LSCC in 2004 to financially support the creation of an Early Childhood Education Program that offered Associate of Science (AS) and Associate of Applied Science (AAS) degrees in the specializations of Preschool (curriculum) and Childcare Center Management. Consultants collected initial data and developed curriculum drafts during the summer and fall of In November 2004, the Early Childhood Education Advisory Board met for the first time and discussed the proposed program degree offerings. Subsequent modifications to the program reflected the Board s suggestions. In January 2005, a full-time early childhood program manager, Dr. Diane Edwards, was hired to complete the program development phase. During the school year , the Early Learning Coalition of Lake County funded 50% of the Early Childhood Education Program Manager s salary and in turn received monthly activity reports from LSCC to keep the Coalition abreast of the program s development. In March 2005, Florida approved the new degree programs. Early Childhood Education Program Review

7 The Advisory Board met for a second time in April 2005 and discussed the draft brochure to advertise the AS and AAS degrees (both with options in center management and preschool curriculum) as well as marketing strategies. Offering more non-traditional scheduling of courses was one suggestion among many by the Board. The school year concluded in the summer session with one EEC course, EEC 2200-Curriculum for Young Children offered As the program unfolded during the school years, the number of early childhood courses offered on all campuses in traditional and nontraditional formats increased from two sections in the fall of 2005 to eight sections in the spring of Student participation and interest increased as well and, by the end of spring 2008, 25 students were declared as Early Childhood Education Program majors. In August 2008, Dr. Diane Edwards resigned her position at LSCC as Program Manager/Faculty for the Early Childhood Education program and the college hired Dr. Joanne Greata as temporary Faculty/Program Manager for Early Childhood Education for the school years The title change reflected a prior agreement that the Early Childhood Education Program Manager would hold a Faculty/Program Manager position beginning in the fall term 2008, making the position a 9-month position, instead of a 12-month position In the fall 2008, only 38 students enrolled in five courses. Therefore all but two Early Childhood Education (EEC) courses were cancelled and the temporary program manager initiated heightened strategies to recruit students and build renewed interest in the program within the community. This recruitment included sending letters to all persons who were early childhood education students within the past three years, requesting information regarding courses required for graduation of each early childhood education major; speaking to local groups involved in the early childhood education field; offering two courses fully-online; offering hybrid courses that required less face-to-face class time; and scheduling evening and Saturday morning classes. In the spring of 2009, both online courses were filled with one course requiring two sections and four other early childhood courses had sufficient enrollment to be offered (100 students total, with 86 unduplicated students). During the school year , the program manager began the practice of holding group information sessions on the Leesburg and Sumter campuses on two evenings during the week prior to the start of classes each term. All students majoring in early childhood education were required to meet with the program manager for counseling during the spring term. A total of 216 students enrolled in 17 early childhood education courses during this school year, including summer courses. By the end of spring 2010, 42 students were declared as Early Childhood Education Program majors. During the spring 2010, Dr. Greata applied for and received the full-time permanent position of faculty/program manager of the Early Childhood Education Program. Early Childhood Education Program Review

8 Name Junie Albers-Biddle E. Advisory Board Members of the Advisory Board are selected by the Program Manager based on their expertise in the program area. The committee membership is formally recommended to the President in September of each year and approved by the Board at their October meeting. Committee members serve a two-year term and may be reappointed. The advisory board meets a minimum of two times per year, once in the fall and once in the spring. Dr. Mary Jo Rager, Dean of Career and Technical Programs, Rebecca Nathanson, Department Chair, and Dr. Joanne Greata, Program Manager for Early Childhood Education Program, attend all advisory board meetings. Advisory board members receive minutes of each meeting. The advisory board consists of the following members: LSCC Early Childhood Education Program Advisory Board Term Title and Organization Mailing Address Expires June 2012 (2 nd term) Early Childhood Instructor University of Central Florida PO Box Orlando, FL Lesha Buchbinder lbuchbinder@elclc.org June 2011 (2 nd term) Executive Director Early Learning Coalition of Lake Co South Street Leesburg, FL Marie Carlberg carlbergm@lake.k12.fl.us June 2011 (2 nd term) Pre-kindergarten Program Specialist Lake County Schools 201 W. Burleigh Blvd. Tavares, FL Jeanie Davis davisn@sumter.k12.fl.us June 2011 (2 nd term) Pre-kindergarten Specialist Sumter County Schools 2680 West County Road 476 Bushnell, FL Adele Fondo adelefondo@earthlink.net June 2011 Director Maitland Montessori 200 N. Swoope Avenue Maitland, Fl Porcha Greene porchag@lakecaa.org June 2011 (2 nd term) Head Start Director Lake Community Action Agency 501 N. Bay Street Eustis, FL Kelly Jenkins capoffice@embarqmail.com June 2011 (2 nd term) Director Christian Academy Preschool 2730 Dillard Road Eustis, FL Catherine Kearns kearnsc@lake.k12.fl.us Kathy Roberts RobertsK1@lake.k12.fl.us June 2012 (3 rd term) June 2012 (1 st term) Varying Exceptionalities (VE) Resource Teacher Astatula Elementary School Department Chairperson Early Childhood Education Lake Technical Center Florida Avenue Astatula, FL Kurt Street Eustis, FL Sharon Suver suvers@lake.k12.fl.us June 2011 (2 nd term) Pre-kindergarten Teacher Tavares Elementary 1475 Indiana Avenue Mt. Dora, FL Early Childhood Education Program Review

9 II. REVIEW OF CURRICULUM A. Curriculum Structure 1. Child Development Center Management Specialization Associate in Science (283) and Associate in Applied Science (284) Degree Programs Currently, the Child Development Center Management Specialization Associate in Science (AS) and Associate in Applied Science (AAS) degrees are the same with the exception of the number of required general education courses. The AS degree program requires students to acquire credit hours in both a science course and a higher math course, while the AAS degree requires students to acquire either a science or a higher math course in their general education curriculum. As a result, students in the AAS degree program choose five optional courses, while students in the AS degree program choose four optional courses. Both degree programs require a total of 63 credit hours. The table below outlines the current catalog curriculum for these two degree options. Differences in the curriculum are highlighted. Changes due in the catalog are discussed later in this review. General Education Courses AS - Center Management (283) ENC 1101 College Composition I PSY 2012 Introduction to Psychology or SGY 2010 SYG 2430 Marriage & the Family MGF 1106 Liberal Arts Math I or MAC 1105 or higher BSC 1005 Intro to Life Science or PHY 1020C Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020 AAS - Center Management (284) ENC 1101 College Composition I PSY 2012 Introduction to Psychology or SGY 2010 SYG 2430 Marriage & the Family Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020 Natural Science/Mathematics Mathematics course must be MAT1033 or higher Beginning Courses Advanced Courses Optional Courses Total General Education Credit Hours: 18 EEC 1001 Introduction to Early Childhood Education EEC 1000 Child Growth & Development EEC 1601 Guiding & Observing Children s Behavior EEC 2200 Curriculum for Young Children EEC 2732 Health, Safety & Nutrition for Young Children EEX 2010 Introduction to Special Education CHD 2334 Language Arts for the Young Child CHD 2338 Math & Science for the Young Child EME 2040 Technology for Educators or CGS 1530 or OST 1854 EEC 1523 Managing Child Care Programs EEC 2949 Internship - Childcare Center Management Select 4 of the following - 12 hours: EDF 2005 Introduction to Education or any ECE course EDF 2085 Teaching Diverse Populations QMB 1001 Business Mathematics (does not transfer to 4-year institutions) SBM 2000 Small Business Management MNA 1100 Human Relations in Business & Industry SPC 2608 Public Speaking Total General Education Credit Hours: 15 EEC 1001 Introduction to Early Childhood Education EEC 1000 Child Growth & Development EEC 1601 Guiding & Observing Children s Behavior EEC 2200 Curriculum for Young Children EEC 2732 Health, Safety & Nutrition for Young Children EEX 2010 Introduction to Special Education CHD 2334 Language Arts for the Young Child CHD 2338 Math & Science for the Young Child EME 2040 Technology for Educators or CGS 1530 or OST 1854 EEC 1523 Managing Child Care Programs EEC 2949 Internship - Childcare Center Management Select 5 of the following - 15 hours: EDF 2005 Introduction to Education or any ECE course EDF 2085 Teaching Diverse Populations QMB 1001 Business Mathematics (does not transfer to 4-year institutions) SBM 2000 Small Business Management MNA 1100 Human Relations in Business & Industry SPC 2608 Public Speaking Program Total 63 credit hours 63 credit hours Early Childhood Education Program Review

10 2. Preschool Specialization Associate in Science (282) and Associate in Applied Science (285) Degree Programs Currently, the Preschool Specialization Associate in Science (AS) and Associate in Applied Science (AAS) degrees are the same with the exception of the number of required general education courses. The AS degree program requires students to acquire credit hours in both a science course and a higher math course, while the AAS degree requires students to acquire either a science or a higher math course in their general education curriculum. As a result, students in the AAS degree program cannot choose optional courses, while students in the AS degree program choose three optional courses. Both degree programs require a total of 63 credit hours. The table below outlines the curriculum for these two degree options. Differences in curriculum are highlighted. Changes due in the catalog are discussed later in this review. General Education Courses AS - Preschool (282) ENC 1101 College Composition I PSY 2012 Introduction to Psychology or SGY 2010 SYG 2430 Marriage & the Family MGF 1106 Liberal Arts Math I or MAC 1105 or higher BSC 1005 Introduction to Life Science or PHY 1020C Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020 AAS - Preschool (285) ENC 1101 College Composition I PSY 2012 Introduction to Psychology or SGY 2010 SYG 2430 Marriage & the Family Humanities Select 1 of the following: ARH 2000, ARH 2051, HUM 1211, HUM 1230, MUH 2011, MUH1018, PHI 2010, PHI 2630, FIL 2001 or THE2020 Natural Science/Mathematics Mathematics course must be MAT1033 or higher Beginning Courses Advanced Courses Total General Education Credit Hours: 18 EEC 1001 Introduction to Early Childhood Education EEC 1000 Child Growth & Development EEC 1601 Guiding & Observing Children s Behavior EEC 2200 Curriculum for Young Children EEC 2732 Health, Safety & Nutrition for Young Children EEX 2010 Introduction to Special Education ARE 2000 Art & Creative Expression CHD 2334 Language Arts for the Young Child CHD 2338 Math & Science for the Young Child EME 2040 Technology for Educators or CGS 1530 or OST 1854 MUE 2211 Music & Movement EEC 2940 Internship Preschool Total General Education Credit Hours: 15 EEC 1001 Introduction to Early Childhood Education EEC 1000 Child Growth & Development EEC 1601 Guiding & Observing Children s Behavior EEC 2200 Curriculum for Young Children EEC 2732 Health, Safety & Nutrition for Young Children EEX 2010 Introduction to Special Education ARE 2000 Art & Creative Expression EDF 2005 Introduction to Education or any ECE course CHD 2334 Language Arts for the Young Child CHD 2338 Math & Science for the Young Child EME 2040 Technology for Educators or CGS 1530 or OST 1854 MUE 2211 Music & Movement EEC 2940 Internship Preschool EDF 2085 Teaching Diverse Populations SPC 2608 Public Speaking Elective N/A Optional Select 3 of the following - 9 hours: Courses EDF 2005 Introduction to Education or any ECE course EDF 2085 Teaching Diverse Populations SPC 2608 Public Speaking Elective Program Total Early Childhood Education Program Review

11 B. Formal Articulation Agreements In 2005, LSCC collaborated on two articulation agreements with Lake Technical Charter School and Lake and Sumter County high schools and in 2008, LSCC collaborated on a third articulation with Maitland Montessori School. These agreements provide a career ladder that accommodates high school students and practitioners who want to begin their degree with earned credits toward an AS or AAS degree in Early Childhood Education. Credits will be earned after successfully completing six credit hours at LSCC and any required developmental coursework. Articulation agreements are reviewed each year and both the Lake Technical Charter School and Maitland Montessori School articulations are under review and revision. School Lake Technical Charter School Lake and Sumter County high schools Maitland Montessori School Articulation toward the AS or AAS in Early Childhood Education Requirements Students who have earned a Florida Child Care Professional Certificate (FCCPC), formerly known as the CDA/E. High school students who graduate with a vocational technical certificate in early childhood. Students who have earned teacher certification to work in a Montessori school. Hours Articulated C. History of Changes in Curriculum and Reasons Prior to the existence of the LSCC Early Childhood Education Program degrees, the College offered an AA degree with an early childhood education emphasis designed to meet the needs of students transferring to a four-year college in early childhood education. The required education courses for the AA included: EDF Introduction to Education EDG Teaching Diverse Populations ARE Art & Creative Expression MUE Music & Movement Students in the AA track had the option of taking two 3-credit electives from the following education courses: EEC Introduction to Early Childhood Education EDF Special Topics in Education EDG Cooperative Education Internship EEC Child Growth and Development EEC Educational Practices in Early Childhood Education Early Childhood Education Program Review

12 PSY Introduction to Psychology DEP Psychology of Child Development MAE Elementary School Mathematics The creation of the Associate of Science and Associate of Applied Science in Early Childhood Education degrees resulted in revising the following courses, which are also part of the AA program: ARE Art & Creative Expression EEC Introduction to Early Childhood Education EEC Child Growth and Development EEC Curriculum for Young Children (formerly called Educational Practices in Early Childhood Education) Students in the AA program desiring to transfer into a four-year degree in early childhood education may select from the courses created for Early Childhood Education AS and AAS Degree programs to satisfy specialty electives. These courses include: EEC Guiding and Observing Children s Behavior EEC Health, Safety and Nutrition for Young Children EEX Introduction to Special Education CHD Language Arts for the Young Child EEC Managing Child Care Programs CHD Math and Science for the Young Child EEC Internship Childcare Center Management EEC Internship Preschool During the school year, the program manager began to establish student learning outcomes (SLOs) based upon the National Association of Education for Young Children (NAEYC) standards of quality for early childhood educators. Five Outcomes were established along with rubrics to judge compliance. (See Appendix B) Additionally, course syllabi were revised to include the SLOs and course assignments developed to reflect and assess them. Beginning in the spring of 2009, the program manager collected and uploaded data onto the elumen website and studied subsequent reports. This study resulted in Introduction to Early Childhood Education (EEC 1001) and Child Growth and Development (EEC 1000) being designated as a prerequisites for all early childhood courses and Curriculum for Young Children (EEC 2200) being designated as a prerequisite for all methods courses in order to provide students with a stronger foundation for their studies. Officially, these changes will take affect with the new catalog, although students are being encouraged to follow these prerequisites, currently. In the spring of 2009, approval to include Infant and Toddler Curriculum and Group Care (EEC 1003) in the program offerings was sought and granted by the Advisory Board, Curriculum Committee, and Board of Directors and in the spring of 2010, Early Childhood Education Program Review

13 approval to include School-Age Care (EEC 1004) in the program offerings was sought and granted by the Advisory Board, Curriculum Committee, and Board of Directors. The addition of these two courses extended coverage of any gaps missing in the curriculum from birth through third grade and brought the early childhood program into firm compliance with the National Association for the Education of Young Children (NAEYC) standards of quality for early childhood educators. Another change made to the AS degree in the past year, requires students seeking this degree to take Composition: Literature (ENC 1102). This change assists students with seamless transfer into the University of Central Florida BAS degree program in early childhood education. In addition, this change brings the program into full compliance with SACS regulations. Officially, this change will take affect with the catalog, although students are being encouraged to take Composition: Literature (ENC 1102) as an elective, currently. Due to pending state legislation, both A.A.S. degrees may be eliminated, beginning as early as July, This change could prevent students who have difficulties passing college level math classes from obtaining a two-year-degree that would allow them to work as teacher aids in the public schools. However, with the increased demand for early childhood teachers to obtain higher education, including a 4-year-degree, this change should not affect many of the early childhood education students. D. Grade Distribution for Required Courses (I moved tables around) 1. Prerequisite courses As of fall 2010, the following three courses are prerequisites for other early childhood courses, EEC 1001, Introduction to Early Childhood Education, EEC 1000, Children Growth and Development, and EEC 2200, Curriculum for Young Children. First prerequisite for all early childhood courses Introduction to Early Childhood Education (EEC 1001) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/ / / / / Total The number of students who earn a D, F, or I in EEC 1001 is of concern. The course is a gateway to all other early childhood courses and the easiest of all of the courses. One explanation may be that often, the course is the first college Early Childhood Education Program Review

14 course the students take and the grades may reflect an adjustment to the rigors of a college education. Second prerequisite for all early childhood courses Child Growth and Development (EEC 1000) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/ / / / / Total First prerequisite for all early childhood methods courses Curriculum for Young Children (EEC 2200) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/ / / / / Total EEC 1000 and EEC 2200 demonstrate higher achievement by students. A study of elumen reports resulted in the establishment of prerequisites. The first term for application of the prerequisites was fall Additionally, by initiating a stringent class attendance policy for hybrid classes the program manager hopes to improve student grades. Reports from elumen will continue to be studied to help students achieve at the highest level. 2. EEC 2732, Health, Safety, and Nutrition for Young Children Required of AA transfer students in education as well as early childhood students Health, Safety, and Nutrition for Young Children (EEC 2732) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/ / / / / Total Early Childhood Education Program Review

15 This course is required of AA transfer education students as well as those students in the early childhood degree programs. For the past two years, EEC 2732 has been a fully online course. Offered at least twice a year, generally, two sections are required. The current program manager has been the sole faculty for this course, as a traditional course and online. With the exception of the school year the pass rate has been acceptable, but needs improvement. By requiring students to take prerequisites, the intention is to improve the student outcomes in this course. As a course sought by those working on their CDA certificate, in the past, it has often been the first course taken at the college level as well as the first fully online course for some students. New requirements are expected to help raise the success rate of students. 3. Methods Courses Early childhood education students take five methods courses, MUE 2211, Music and Movement, ARE 2000, Art and Expression, EEC 2732, Health, Safety, and Nutrition for Young Children, CHD 2334, Language Arts for Young Children, and CHD 2338, Math and Science for Young Children. The data below reflects grade distributions for two of those courses, CHD 2334 and CHD The pass rate is nearly identical. As the established prerequisites are enforced, reports will be studied to ascertain what affect they have on the grades in methods classes. Methods Course Language Arts for Young Children (CHD 2334) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/ / / / / Total Methods Course Math and Science for Young Children (CHD 2338) Academic Year Passed A, B, or C D, F, or I Withdrew Total Enrolled % Passed % Withdrew 2005/ / / / / Total Early Childhood Education Program Review

16 E. Transfer Programs / Non-Transfer Programs For those students wishing to earn a four-year degree, LSCC currently has an articulation agreement with the University of Central Florida (UCF). This agreement guarantees students direct admission to UCF s Early Childhood Education BAS program with the AS degree. A high level of cooperation between the two institutes ensures that students have a smooth transfer into the four-year university. Due to the limited number of students who have graduated from the AS degree program, no students have transferred into the BAS program at UCF at this time and a judgment cannot be made as to any problems students might encounter. Currently, both the Voluntary Pre-Kindergarten programs (VPK) and Head Start are requiring that teachers in the programs hold a two-year-degree in early childhood education and therefore the greatest participation is seen in those students who are seeking this degree. However, by the year 2013, both programs will begin requiring that teachers hold a four-year-degree in early childhood. Within the next year, more students should begin to seek a four-year-degree to be able to meet the qualifications in Without the LSCC Early Childhood Education Program, students would not be able to receive their first two years of college at the local level and at a lower cost. As LSCC considers the option of providing four-year-degree programs, early childhood is one area in which the community would benefit from such a program. Most students in the early childhood program work within the field while attending college. Often they do not have time to drive farther than to a local campus after finishing work and furthermore, cannot afford the cost of attending a University. The U.S. Department of Labor predicted, Employment of preschool teachers is expected to grow by 19 percent from 2008 to 2018, which is faster than the average for all occupations (2010). An additional prediction stated, Employment of child care workers is projected to increase by 11 percent between 2008 and 2018, which is about as fast as the average for all occupations (2010). The Associate of Applied Science degree meets the needs of the local VPK programs and Head Start as long as they only require a two-year degree in early childhood education for their teachers. Students who wish to teach in these programs after 2013 are encouraged to earn an AS degree so they can transfer to a four-year-degree program. Students with the AAS degree also obtain positions in the public schools as teacher assistants. The U.S. Department of Labor predicted a 10 percent growth in teacher assistant jobs from (2010). F. Job Prospects The Bureau of Labor Statistics projected preschool teacher positions to grow faster than the average and this growth is projected to continue at about 19% per year through ( Teacher assistant positions are expected to grow at about a 10% rate through Early Childhood Education Program Review

17 Nationally, job titles for entry-level graduates of an associate degree program include: preschool teacher, center director, voluntary Pre-K (VPK) teacher, Head Start and Early Head Start teacher, and public school teacher assistant. Median annual wages of preschool teachers were $23,870 in May 2008; the middle 50 percent earned $18,840 to $31,430; the bottom 10 percent earned less than $16,030 and the top 10 percent earned more than $41,660. Median annual wages of teacher assistants in May 2008 were $22,200. The middle 50 percent earned between $17,610 and $28,180. The lowest 10 percent earned less than $15,340, and the highest 10 percent earned more than $33,980. By 2013, Head Start and Early Head Start teachers are expected to hold a 4-year-degree in early childhood education. In the near future, VPK teachers in Florida must also hold a 4-year-degree in early childhood education. Students who have earned an AS in early childhood education can move into a BAS degree program to fulfill this requirement. Early Childhood Education Program Review

18 III. PROGRAM FACULTY DATA A. Organization Structure B. Faculty Credentials and Teaching Summary With the cancellation of all but three of the early childhood courses for lack of enrollment during the fall 2008, the temporary program manager was the only faculty member for early childhood education courses. The previous program manager was not able to teach many of the early childhood courses, because she was also responsible for another program. When that duty was changed, the program manager had more time to devote to teaching early childhood classes. Beginning in the spring 2009, student learning outcomes were being established as well as assignments to evaluate those outcomes. The process made it difficult to include adjunct instructors who could not be fully involved in the process. Additionally, two early childhood courses were being offered fully online and the rest were offered as hybrid, partially online, and the distance learning department was in the process of establishing requirements for faculty to meet in order to teach online. The temporary program manager had already met those requirements. Beginning in the spring 2011, the intention is to add adjunct faculty who will teach traditional classes while attending professional development classes that address teaching online. A search for adjunct faculty with appropriate credentials to teach early childhood classes is ongoing. Early Childhood Education Program Review

19 List of Faculty with Number of Credit Hours and Courses Taught in Early Childhood Education Adjunct Faculty Degree or Certification Courses Taught Carlberg, M. Art and Creative Expression Ph.D. Introduction to Special Needs Ed Edwards Child Growth and Development D.* Language Arts for the Young Child Ed.D. 2005/ / / / / 10 Greata J.* Early Childhood Curriculum & System Design Specialty Distance Learning Leader Certificate C.L.A.S.S. reliable observer Introduction to Early Childhood Ed Introduction to Special Needs Ed Guiding /Observing Children s Behavior Curriculum for Young Children Child Growth and Development Health, Safety, & Nutrition for Young Children Music & Movement for Young Children Art & Creative Expression Language Arts for the Young Child Math & Science for the Young Child Managing Childcare Programs Infant & Toddler Curriculum & Group Care Internship ** 60** Haack, D. Curriculum for Young Children 3 Harris, D. Curriculum for Young Children Language Arts for the Young Child Hermes, S. Child Growth and Development 3 Hunt, R. Child Growth and Development Intro to Early Childhood Education Kearns, C. Math and Science for the Young Child Light, B. Child Growth and Development 3 Michaelson, J. Child Growth and Development 6 3 Robinson, S. Guiding/Observing Children s Behavior 6 Saginario D. Music and Movement 6 6 Suver, S. Art and Creative Expression Language Arts for the Young Child 6 3 Timke, R. Introduction to Special Education 3 Tyson, G. Art and Creative Expression 6 9 Total * Full or Part-time LSCC employee ** Greata J. was Full-time temporary during 2008/09 and 2009/10 school years. Last Updated: November 23, 2010 As noted above, with the exception of two courses in the fall, the program manager was the sole faculty member for program courses during the and school years. In an effort to accommodate students who needed particular courses to either qualify for a CDA certificate, graduate, or retain their employment, a good Early Childhood Education Program Review

20 number of the course credits listed below represent independent studies by one to three students. Number of Credit Hours of Independent Studies Taught in Early Childhood Education by term from spring 2009 spring 2010 Academic Year Courses Credits Spring Fall 2009 Internship 3 Spring 2010 Language Arts for the Young Child 9 Math and Science for the Young Child Internship Total 12 Number of Early Childhood Sections Taught by Faculty Status Academic Year Total Sections Full Time Adjunct Percent Full Time 2005/ % 2006/ % 2007/ % 2008/ % 2009/ % Total % Number of Faculty by Status Academic Year Total Faculty Full Time Adjunct Percent Full Time 2005/ % 2006/ % 2007/ % 2008/ % 2009/ % Total Different Faculty % C. Additional Responsibilities and Service In addition to managing the early childhood education program and teaching courses, the early childhood program manager: 1. Serves on the Distance Learning Committee, beginning in the fall of Serves on the College Planning Council, beginning in the fall of Participated in two college and transfer fairs 4. Volunteered for Ask Us Anything on the Leesburg and South Lake campuses, during the first week of fall 2010 term 5. Invited about two to three hundred education and early education students to attend information sessions on the Leesburg and South Lake campuses during the first week of the past three semesters in order to help students with their course selection and to assure that students are in the correct degree program Early Childhood Education Program Review

21 6. Established a faculty advising system to meet with all early childhood education students, individually, at least once a year for the past two year. 7. Facilitated the Early Childhood Advisory Committee meetings during fall and spring semester 8. Facilitated the Pre-K Conference held on the LSCC Leesburg campus during fall 2008 semester Reaching out to the community is an important part of the program manager position and serves to inform the community of occurrences within Lake-Sumter Community College s early childhood program and as a student recruitment tool. As part of the program manager s outreach, she: 1. Serves as a member of the Early Learning Coalition of Lake County a. Professional development reimbursement committee, b. Curriculum committee, and c. Uniting for Children conference committee. 2. Serves on the Lake Tech early childhood program advisory board. 3. Presented workshops for two Uniting for Children conferences 4. Attended training sessions at both the Coalition and Lake Tech to speak about LSCC degrees in the early childhood field. 5. Participated in several of the Lake County Community Action Agency Head Start and Early Head Start training sessions as a donation of her time and as a chance to provide information regarding further education through LSCC. 6. Appeared on the college television station 7. Wrote an article about the early childhood program at LSCC for the Daily Commercial. In addition to reaching out to the local community, the program manager was active on the national level. These activities include: 1. Membership in the Association for Supervision and Curriculum Development (ASCD), the Association of Childhood Education International (ACEI), American Associate Degree Early Childhood Educators (ACCESS), and the National Association for the Education of Young Children (NAEYC). 2. Volunteer service to NAEYC as a member of the Professional Development Panel. The Panel performs two valuable functions for the national organization. First, it evaluates presentation proposals for the NAEYC national conferences and ranks them according to relativity to the profession, value to the participants, and qualifications of the presenters. Normally up to 25,000 early childhood education professionals attend this conference. Second, it serves as specialist reviewers for early childhood teacher institutes wishing to obtain a National Council for Accreditation of Teacher Education (NCATE) accreditation for its program. Having served on the Panel for eight years, the program manager is a team leader for these reviews. Early Childhood Education Program Review

22 D. Faculty Development During the past two years, the program manager participated in the following development opportunities: Three Webinar seminars regarding Head Start Standards Overview of Computer Training and Requirements SACS, Compliance SACS, Quality Enhancement NAEYC National Conference in Dallas, TX -November 2008 Copyright and Fair Use Training Demystifying the Family Educational Rights and Privacy Act Training Pre-K Now conference elumen training Vista Outlook and Word II C.L.A.S.S. reliability training Academic Integrity & Turnitin Classroom Violence and Aggression Training NAEYC National Conference in Los Angeles, CA -November 2010 E. Faculty Evaluation Process Students participate in the evaluation of instructors and courses by anonymously submitting completed evaluation forms each semester. Students who distribute, collect, and submit the forms to the administration for review conduct the evaluation process. Distribution of the forms takes place near the end of the term and during one class period after the instructor has left the room. Faculty evaluation includes a yearly evaluation of the program manager by the department chair. Classroom observation is a part of the evaluation. The program manager and the department chair meet to discuss the evaluation and improvements necessary. Early Childhood Education Program Review

23 IV. STUDENT DATA Program A. Enrollment Data with Demographics Enrollment in the early childhood program steadily grew from with 2009 experiencing a larger than normal increase in enrollment. Headcount Enrollment* FTE Enrollment** 05/06 06/07 07/08 08/09 09/10 05/06 06/07 07/08 08/09 09/10 AS Preschool AS Center AAS Center AAS - Preschool Total * Headcount Enrollment unduplicated headcount within a school year. ** FTE Enrollment total LSCC credits taken by all students in program divided by 30. Early Childhood Education Enrollment Program Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 AS Preschool Specialization AS Child Dev. Ctr Mgmt Specialization AAS Child Dev. Ctr Mgmt Specialization AAS Preschool Specialization Total Fall 2005 was the first year for the program so the numbers were small. Enrollments remained approximately the same for the falls 2006, 2007, and 2008, with the fall 2009 experiencing the most significant leap in enrollment. The most probable reasons for this enrollment boost include: 1. the impending requirement activation dates for those working as pre-k teachers and those working in Head Start programs to hold two-year degrees, 2. an increase in outreach to potential students, 3. increased accessibility to evening classes, and 4. an increase of fully online and hybrid courses in early childhood education. When compared with the enrollment of students in the AA transfer plan, which continued to rise steadily, all of the stated reasons combined to make enrollment of students in the early childhood education experience a sudden increase. With few exceptions, most students enrolled in all degree programs of early childhood education work full-time. Therefore, providing easier access to education Early Childhood Education Program Review

24 through fully online, hybrid, and evening courses accommodates those who have little time to spare, but need and desire the education to fulfill work requirements. Source: LSCC Banner Data, November 2010 Until the fall 2009, the A.S. and A.A.S. degree programs enrollment remained close in numbers. However, beginning in the fall 2009, notably, those seeking an A.S. degree began to outnumber those seeking an A.A.S. degree. One impetus for this change is the pending requirement that by 2013 half of all Head Start teachers must have a 4-year degree. This requirement will also hold for those wishing to teach in Pre-K classrooms in the near future. Those who hold an A.S. degree can matriculate into a B.A.S. program to fulfill this requirement. Students are being advised to register as A.S. degree seeking when appropriate. When compared, the preschool specialist degree students outnumber the center management degree students, which is understandable. However, at this point, the preschool specialist degree continues to attract a growing number of students, while the center management degree has remained at approximately the same number. Early Childhood Education Program Review

25 Source: LSCC Banner Data, November 2010 As stated above, most early childhood degree seeking students work full-time. This is particularly true of those seeking the preschool specialist degree. When compared with AA students or all students attending LSCC, a significant number of fewer early childhood students can attend school full-time. Therefore, students in this program take longer to complete their degrees and tend to seek courses that are fully online and hybrid, to help save them time and to facilitate a shorter time devoted to earning their degree. Source: LSCC Banner Data, November 2010 Early Childhood Education Program Review

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