Occupational Program Review

Transcription

1 Occupational Program Review Program: AS Early Childhood Education Prepared by: Pamela S. Carswell Approved by: Tracy Hickman Date Submitted:

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3 Purpose of Program Review Program Review Report Program review is part of Florida Gateway College s (FGC) ongoing institutional effectiveness process to achieve its mission and goals through strategic planning, research, evaluation, and the use of information and data to guide decisions and actions. Educational programs, administrative, and education and student support departments are systematically reviewed as part of the process. The purpose of program review is to improve student learning, support the curriculum, and provide useful information to inform institutional decisions. The quality of education, efficiency of services and processes, adequacy of institutional resources, and achievement of goals and objectives are evaluated. The results of evaluation are analyzed and actions are taken to address areas that need improvement. There are two parts to the Program Review Process: Comprehensive Program Review, occurring approximately every five years, focuses on each area s courses, pedagogy, assessment plan, and future goals and objectives related to the improvement of student learning. Annual Program Review Update asks each area to address its needs for resources (faculty, space, equipment, etc.) and to provide a report on outcomes assessment activities for the prior year. SACS CS 3.4.1: The institution demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes. SACS CS : The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty SACS Comprehensive Standard The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: educational programs, to include student learning outcomes administrative support services academic and student support services research within its mission, if appropriate community/public service within its mission, if appropriate. (Institutional Effectiveness) Contact: Department of Research and Institutional Effectiveness Becky van Hoek, Coordinator of Planning & Accreditation Ext rebecca.vanhoek@fgc.edu Page 3 of 19

4 The Program Review should reflect the consensus of the faculty and staff within the program or department. It is meant to provide a broad understanding of current trends related to student learning and how the program or department serves to meet the overall mission and goals of Florida Gateway College. 1. Overview Mission: The AS Early Childhood Education (ECE) will provide early childhood educators with a solid foundation of knowledge of early childhood education based on developmentally appropriate practice and child growth and development. Program Goals: AS ECE students will utilize the skills, experiences and knowledge obtained at FGC to enhance their careers in early childhood education through job promotion, career advancement and higher educational opportunities. More professional, better educated early childhood educators make a positive impact on the lives of the children and communities they serve. Program Functions The AS ECE (63 credits) provides students, most of who are already working in the field of early childhood education, with essential knowledge regarding developmentally appropriate practice, child growth and development and professionalism in the field of early childhood education. Many of our students are former Florida Child Care Professional Credential (FCCPC; 9 credit certificate) students who continue their education through the AS ECE. At the culmination of the degree, students are observed in a practicum setting to assess their skills, abilities and knowledge gained throughout the two year degree program. Degrees and Certificates Awarded: Child Care Center Management, Infant and Toddlers Specialization and Preschool Specialization are each 12 credit hour college credit certificates that articulate directly into the AS ECE degree. Course Delivery Methods The AS Early Childhood Education is an online program. However, traditional courses are offered on a limited basis to promote the opportunity to model and mentor in the early childhood lab. Special Admission Requirements: (If applicable) N/A Specialized Accreditation Body and Status: (If applicable) Page 4 of 19

5 N/A Industry Certification: (If applicable) Florida Child Care Professional Credential (FCCPC) Student Licensure: (If applicable) N/A Page 5 of 19

6 Curriculum SACS CS : The institution places primary responsibility for the content, quality, and effectiveness of the curriculum with its faculty What is the process for the development, evaluation, and improvement of the curriculum? The curriculum is developed using the framework published by the Florida Department of Education. ( Each student learning outcome in the frameworks is accounted for in a course in the program. A backward design model is employed that begins with the learning objective. From the objective an assessment is developed that evaluates the students ability to master the objective. At that point, activities are planned to teach the skill. Once the class is taught, a continuous improvement model is used. Student feedback, teacher reflection, and student assessment data are evaluated by the instructor/coordinator for the AS ECE program and modifications made as needed. How do you ensure that the number of credit hours is appropriate for your program-including general education credit hours? The AS ECE program follows the framework published by the Florida Department of Education. ( Within the framework are guidelines for the number of credit hours should be incorporated in the program. The instructor/coordinator verifies that all learning outcomes are taught in the program. The courses are approved by the EAC at FGC and are state approved. The program at FGC reflects similar programs offered in the state and falls within the recommended total credit hours in the framework. Page 6 of 19

7 Adequate Facilities/Equipment/ Support Services Describe the resources in the following areas and indicate whether or not they meet the needs of the program. Briefly describe insufficiencies in any area. Classroom Space: There is a dedicated classroom in building 27 for the Early Childhood Program. One room is adequate. If additional courses need to be scheduled that would conflict there are other rooms in the building available. Laboratory Space: The dedicated classroom has a laboratory space incorporated. The laboratory is available to the ECE students for practice and demonstration. Office Space: A personal office for the early childhood instructor/coordinator is provided in close proximity to the classroom and laboratory space. Overall Physical Environment: The AS ECE program is located in building 27 which has had recent upgrades in flooring. In recent years, the building has been painted. The classroom and office space are adequate and in good repair. Equipment: The equipment in the classroom and laboratory is current and in good working condition. Technology: All classrooms in building 27 are equipped with integrated sympodium teacher presentation equipment. Laptop carts are available in the building. Describe interactions/collaborations with other college departments and programs. Briefly describe insufficiencies with collaborations. Library: The library staff maintains current research, databases and journals for use by the early childhood students. Advising: Advising is completed by the department. The instructor/coordinator for the ECE program conducts advising appointments. If the instructor/coordinator is unavailable, the executive director of the Center for Excellence in Teaching, Design and Business advises students. Admissions: Admissions works collaboratively with the instructor/coordinator to assist students with admissions. The ECE program and certificates have separate admissions codes that often cause confusion with the students. The admissions department is diligent to attempt to clarify and recommend the correct code. Registration: Registration for this program follows the college processes. Other Programs: Members of the business office work with the state organization that offers the T.E.A.C.H. scholarship program, the students, the child care centers and the instructor/coordinator to provide third party billing for qualified students. Other: Page 7 of 19

8 2. Student Success SACS CS 3.4.1: The institution demonstrates that each educational program for which academic credit is awarded (a) is approved by the faculty and the administration, and (b) establishes and evaluates program and learning outcomes. SACS Comprehensive Standard The institution identifies expected outcomes, assesses the extent to which it achieves these outcomes, and provides evidence of improvement based on analysis of the results in each of the following areas: educational programs, to include student learning outcomes administrative support services academic and student support services research within its mission, if appropriate community/public service within its mission, if appropriate. (Institutional Effectiveness) Outcomes Assessment Community/Public Service Outcomes Assessment Describe the community/public services your program provides. Include services provided to external customers as well as college faculty and staff. How do you assess their effectiveness? How do you use the results of assessment? Community/Public Service Intended Outcome Student Learning Intended Outcome Community Service Assessment/Effectiveness Measure/Results Department of 100% of students Students will be 100% of students Children and will complete the better prepared to registered for courses will Families (DCF) 40- course evaluation serve children in complete the course Hour Child Care and identify key public and private evaluation and identify Training lessons learned child care centers key lessons learned from from the course. throughout the 5- the course. county service area. DCF Staff Credential Classes 75% of students will demonstrate both competency in writing lesson plans and an understanding of child growth and development These classes do not result in a college certificate but do support the community by preparing students to work in child care settings and the 75% of students will successfully complete all staff credential requirements and receive their DCF Staff Credential. Page 8 of 19

9 through the creation of a Professional Portfolio and classroom observation in which the student is lead teacher. credential meets the minimum state requirement for becoming a lead teacher in a VPK classroom. Page 9 of 19

10 Outcomes Assessment Summarize the results of outcomes assessment and how the results will be used to improve learning. This can include program improvements related to results of faculty developed Learning Enhancement Plans. Outcome Assessment Results Use of Results Obtain local articulation for AS to BS or BAS. Make changes to course formats to appeal to a wider range of students especially those in the outlying areas. Support, recruit and advise students in outlying areas. Modify existing AS ECE to make more appealing for articulation with Universities. At this time, St. Leo University is offering AS ECE students articulation with their BAS Business Administration. UCF and USF will also accept our students but these programs are not offered locally. Change more courses to hybrid, distance learning and online with podcasting. Coordinator will meet with students Fall, Spring and Summer semesters to conduct group advising and recruitment sessions. Program changes will go before EAC in November, such as including biology with lab to general education coursework. Discussions occurred with St. Leo but an articulation agreement wasn t able to be reached. Currently all but two courses have been converted to online. The last two courses will be online by the end of Coordinator advises all students in the AS ECE program. Biology with lab was added to the AS ECE program. The State of Florida allowed community colleges to expand their degree offerings to include bachelor s degrees. FGC has been approved to offer a BS ESE in Fall The instructor/coordinator will continue to improve online courses to maintain current curriculum and pedagogy. Coordinator will continue to advise students via face to face, , phone or other means convenient to students. Coordinator will continue to update program to reflect current DOE frameworks. Page 10 of 19

11 Program Success Rates Internet Course Delivery Total W Rate ABC Rate DF Rate Total for % 85% 11% Total for % 86% 13% Total for % 83% 14% Total for % 88% 10% Traditional Course Delivery Total W Rate ABC Rate DF Rate Total for % 91% 6% Total for % 92% 8% Total for % 96% 2% Total for % 90% 7% Number of Graduates PROGRAM Grand Total CCCM-CER EECE-AS ITSC-CER 1 1 PSSC-CER Number of Declared Majors PROGR AM CCCM- CER 1 CCPC 10 7 EECE-AS Page 11 of 19

12 Industry Licensure/Certification Performance (If Applicable) Year License/Certificate Pass Rate Comments N/A N/A N/A N/A Brief Analysis of Program Outcomes Assessment Are the pass rates at an acceptable level? The success rates for the program over the past 4 years have an average of 88.8%. This is acceptable. Are the pass rates acceptable for traditional and online delivery methods? The average success rate for online delivery method over the last 4 years is 85.5% and traditional delivery method is 92.25% for the same time period. Online students haven t been as successful as traditional. However, 85.5% is still in the acceptable range. The disparity is a concern of the department and efforts are being made to engage the online learner. We believe that active learning is key to retention. The data indicates progress. The last year of data indicates that the online success rates increased by five percentage points. Is the number of program graduates acceptable? Students in the ECE program are usually full time employees at a child care center. The time obligation of working full time, limits their ability to attend college. Often two classes are the maximum attempted in one semester. As a part-time student a two year program takes much longer to complete. Understanding this, the early childhood advisor works with the students to accommodate the limited schedule. In addition to the ECE students schedule, the early childhood department had a year of transition. The instructor/coordinator that has worked in the program with these students is no longer working at FGC. This instructor had been a part of the program for so many years that she had become the face of the program and students were unsure if the program was going to continue to be offered. A replacement was hired as soon as possible. The new instructor/coordinator has begun the process of building relationships with the students and the child care centers in the area. After the word spread in the child care community, there has been an increase in AS students returning to complete their degree. Page 12 of 19

13 3. Qualified Faculty/Staff List faculty/staff; indicate status - full-time/part-time, courses taught, position, and their qualifications. Indicate the program coordinator. Name FT/PT Courses Taught or Position Kim Stearns FT CHD 1220 EEC 1600 EEC 1601 HUN 2410 EEC 2200 EEC 1309 EEC 2949 EDF 1005 EDG 2701 EEC 2002 EEC 1001 Argie Crusaw PT EEC 1001 EEC 2200 CHD 2322 Tara Orlowski PT EEC 2002 EEC 2521 EEC 2930 Deborah Weatherspoon PT HUN 2410 EEC2300 EEC 2401 Qualifications AA Liberal Arts and Sciences BA Elementary Education MS Early Childhood Education DOE Certifications: K-6 Pre-K Primary K-12 Art AA BA Elementary Education MA Elementary Education DOE Certifications: K-6 Pre-K Primary ESOL AA BA Elementary Education BA Geography BA Special Education MA Early Childhood Education Ph. D Education (In Progress) Advanced Director s Credential BS Business Administration MS Special Learning Disabilities K Graduate Credits Pre- Verify official credentialing documentation is on file in HR Yes Yes Yes Yes Page 13 of 19

14 Sharron Cuthbertson FT EEC 1001 EEC 2002 EEC 2200 EEC 2300 CHD 1220 CHD 1312 EEC 1309C EEC 1601 K, birth to age 8 Teacher Certification DOE Certifications: Special Education K-12 Pre-K to Grade 3 Business Education 6-12 ESOL AS BS Elementary and Early Childhood Education MS Brain Research Ph. D Special Education (December, 2014) Yes List professional development of faculty/staff: Name Professional Development, Awards, Recognition Sharron Cuthbertson Participation in the Florida Community College Early Childhood Education Network meetings, 40 hour Child Care Train the Trainer PD Describe the faculty evaluation process: The Early Childhood program is supported by one full time faculty and adjunct instructors. The full time faculty is observed and evaluated by the executive director in the fall. The adjunct instructors are observed and evaluated by the program coordinator. Students are given the opportunity to evaluate the instructor via an online process. Data are collected from all sources to compile an overall evaluation and set goals. Page 14 of 19

15 4. Summary Response to previous review Summarize the status of objectives identified in the last program review. Goal 1: Obtain local articulation for AS to BS or BAS. Although no articulation materialized, a new BS program will begin in Fall 2014 at FGC. Our students will be able to continue their education and obtain a bachelor s degree. Goal 2: Make changes to course formats to appeal to a wider range of students, especially those in the outlying areas. The AS degree will be available as a 100% online option by Fall 2014 then the remaining two courses will be offered in the online format. Goal 3: Support, recruit and advise students in outlying areas. The coordinator advises all early childhood education majors in the manner most convenient for them. (ie: via Internet, , personal meeting) Goal 4: Modify existing AS ECE to make more appealing for articulation with universities. The focus has evolved from articulation to offering a BS at FGC. The ultimate result is being accomplished because students are able to continue their education. List major events/accomplishments since the last program review. The event that changed the course of previous goals is the state approval for community colleges to develop BS degrees. What is happening external to the college (e.g., in the community, with technology, industry demand for graduates, legislation, etc.) that might affect what you do in the future as a program? State funding is always a factor in the ECE program. The effect is on multiple levels from scholarships to students to attend college to child care support for working parents. Emphasis is being added to require higher education for child care teachers. However, certification has not been required thus far. What is happening internally at the college (e.g., changing student demographics, declining enrollment) that might affect what you do in the future as a program? There was an internal change that caused the enrollments to drop. The long time coordinator and community contact, resigned from her position at FGC. This resulted in a period of time that the statewide advertising was not correct and students were given the impression that the program may not continue. With the hiring of a new coordinator, relationships have been Page 15 of 19

16 reestablished and advertising has been updated. Strengths and Challenges Considering the information provided above, evaluate the program s strengths and weaknesses. Include results from student learning outcomes assessment, adequacy of facilities and equipment, qualified faculty and staff, major accomplishments, and achievement of goals and objectives. Strengths: Local industry supports this program. The child care centers and Early Learning Coalition work closely with the coordinator to assist their teachers. Challenges Funding and legislative changes are a constant challenge. Students tend to need financial aid and often can only attend as a part time student because they are working in the field. The legislature is focusing on early childhood and their support is not consistent. Page 16 of 19

17 5. Recommendations for improvement Based on the information in this report, briefly summarize your recommendations for improvement. The one factor that has impacted the program negatively has been the change of coordinator. The new coordinator has been working at FGC for 10 months. Her goal is to reach out to the directors of the center and the Early Learning Coalition to build relationships. The students entering this program are extremely reliant on the ability to contact the coordinator and feel comfortable with the knowledge that they will be helped in a timely manner. The executive director and coordinator will continue to build the confidence of the community that the program is accredited and FGC is committed to continuing the program. Page 17 of 19

18 6. Future Plans Student Learning Student Learning Outcomes: Identify student learning outcomes for targeted assessment over the next 5 years. Learning Outcome Upon completion of the AS ECE program, students will be prepared for full-time employment in the child care profession either as directors, teachers, coordinators, etc. for children age birth 5 years. After graduating from the AS ECE program, students will be prepared to transfer into the BS BEC program at FGC. Upon successful completion of the AS ECE program, students will receive the DCF Staff Credential by Formal Education Qualification Requirements. Assessment and Related Courses Students will complete the EEC courses with a C or better. Students will complete the 3 prerequisite and 4 pre/co requisite courses with a C or better as part of their AS ECE program. Students will successfully complete the coursework required to be eligible to receive the DCF Staff Credential as part of their AS ECE program. Expected Results 75% of students entering program will graduate with an AS ECE degree. Students expressing the long term goal of entering the BS ECE program will complete the 7 lower-level courses as required for the BS BEC degree. 75% of the AS ECE graduates will apply for and receive the DCF Staff Credential. Page 18 of 19

19 Action Plan Based on the program goals and the summary of strengths and weaknesses, develop an action plan. The action plan should focus on objectives and outcomes that will improve student learning and strengthen program processes. Action Plan Objectives What do you want to do? The coordinator will support, recruit, and advise students local and statewide. The instructor/coordinator will support student s learning related to maneuvering and uploading documents in online courses. Instructor/coordinator will advise students on the requirements for college credit certificates related to AS degree. Expected Outcome What do you expect to happen? 1. Increase in student retention. 2. Increase in students admitted to AS ECE. Students will demonstrate proficient computer skills for online coursework. Increase number of certificates earned by AS ECE graduates. Assessment Measure/Standard How will you know if you are successful? 1. 75% of students entering program will graduate with an AS ECE degree. 2. The number of students with the declared major of AS ECE will increase from Fall 2013 by 1 student. Students registered in online early childhood courses will submit 100% of course assignments using designated method. As students graduate from the AS ECE program, they will have earned at least one related early childhood certificate. Tasks/Activities What are you going to do to achieve the outcome? 1. Call, , and/or meet with students during Fall, Spring, and Summer semesters to advise students as they register for classes 2. Contact Early Learning Coalitions with program information Create videos and upload to Helix server information about using Bb and how to submit assignments Timeline When will you do it? school year school year Responsibility Who will do it? Early Childhood Education Coordinator Early Childhood Education Instructor Page 19 of 19

20 Advise students of the available certifications and assist as they complete additional paperwork, both to add the certificate to their program and upon graduation as they complete the application school year Early Childhood Education Coordinator Page 20 of 19