SOCIAL SCIENCE DIVISION. Early Childhood Education

Transcription

1 SOCIAL SCIENCE DIVISION PROGRAM REVIEW FOR Early Childhood Education (EARLY CARE, EDUCATION, AND FAMILY STUDIES) March 2009 Don t just get any job, Get a Career!

2 TABLE OF CONTENTS PAGE Introduction: Executive Summary 3 I. Mission & Vision 4 II. Dept/Program Data 6 III. Labor Market Information 8 IV. Curriculum 9 V. Facilities, Equipment, Resources, Technology 11 VI. Advisory Committee 11 VII. Student Services 12 VIII. Faculty/Staff Development 13 IX. Summary 14 Action Plan 15 Our greatest natural resource is the minds of our children. - Walt Disney 2

3 EXECUTIVE SUMMARY The specific program review is to provide an overall assessment of the progress, development, and success of the program. The results of the program review will be used to: I) Identify strengths as a way to capitalize on future opportunities II) Identify weaknesses as a mechanism to develop & implement strategies to improve program and student outcomes III) Identify opportunities to support student, program, business, and industry needs IV) Support faculty and staff development From this specific program review for the Early Childhood Education, several priority areas were identified. These priority areas include: A. Aligning courses & program to meet student and early childhood education expectations and standards B. Improving student success by ensuring that mechanisms are in place to share information on student progress between department/division and student services. C. Concentrated outreach and marketing of the program both internally and externally D. Developing career pathway options for students E. Changing the name of the program to reflect a broader reach to encompass several career fields. The proposed name change: Early Care, Education, and Family Studies (ECEFS) 3

4 Unless someone like you cares a whole awful lot, nothing is going to get better. It's not. - Dr. Seuss I. MISSION & VISION MISSION STATEMENT: West Kern Community College District Taft College is committed to student learning in transfer and career and technical education programs supported by pre-collegiate basic skills and a wide range of student services. All programs and services are focused on the educational needs of the community learners. VISION STATEMENT: West Kern Community College District We value: Students and evidence of their success A learning community with teaching excellence An environment conducive to learning, fairness and continuous improvement A communicative, collaborative, collegial, and respectful culture A partnership of students, faculty, and support services Innovation, diversity, creativity, and critical thinking A mutual beneficial relationship with the community we serve Academic, financial, personal and professional integrity A transparent, accessible governance structure that includes institutional-wide dialogue Given our vision, mission, and values, these are our goals: Operate the college with a comprehensive educational master plan focused on student learning Increase awareness of Taft College s mission and achievements Prepare students for the global community by reflecting, embracing and celebrating our cultural, social, and academic diversity Provide leadership in the community we serve Provide a stable funding base to support student learning Operate the college according sound fiscal management practices 4

5 MISSION STATEMENT: Early Childhood Education Program To prepare students for careers working with children and families VISION STATEMENT: Early Childhood Education Program To prepare individuals to apply their knowledge and skills across professions serving children and families. Program Learning Outcomes (PLOs) 1. Students will be able to integrated understanding of the needs, characteristics, and multiple influences on development of children birth to age eight as related to high quality care and education of young children 2. Students will be able to design, implement, and evaluate environments and activities that support positive, development play, and learning outcomes of all children 3. Students will be able to apply effective guidance and interaction strategies that support all children s social learning, identity, and self-confidence. 4. Students will be able to develop strategies that promote partnerships between programs, teachers, families, and their communities. 5. Students will be able to apply ethical standards and professional behaviors that demonstrate understanding and knowledge, deepening the commitment to early care and education profession. RELATION TO WEST KERN COMMUNITY COLLEGE DISTRICT MISSION The program is in alignment with the mission of the college to: I. Provide career & technical education II. Prepare individuals for careers and professions in businesses and organizations as administrative services personnel. 5

6 II. DEPT/PROGRAM DATA Program Awards: Degree & Certificates Early Childhood Education - Top Code: 1305 The data information below indicates the number of students who have received an associate degree or a certificate in the program (Top Code 1305). Nevertheless, in reviewing the data (Table 1) information below, it appears that there is a limited number of students receiving an associate degree or certificate in the program. Award Type Associate of Science (A.S.) degree Certificate requiring 30 to fewer than 60 units Certificate requiring 18 to fewer than 30 units Certificate requiring 6 to fewer than 18 units Table 1: Program Type - Early Childhood Education Program Program Type Code Child Development/Early Care and Education Child Development/Early Care and Education Child Development/Early Care and Education Child Development/Early Care and Education Award Count Top code: Top code: Top code: Top code: Program Success Rate Early Childhood Education Top Code 1305 The data information provided in Tables 2a through 2d; indicates the success rate of students in courses related to the 0514 top code. Out of 979 students enrolled, 648 students succeeded (66%) receiving an A, B, C, or P (pass) grade. Comparison to other colleges: Spring 08 Fall 07 Spring 07 Fall 06 Barstow College: 66.45% % Bakersfield College: 70.19% % Porterville College: 79.91% % Taft College: 72.80% % 6

7 Total Enrollment Table 2a: Success Rate, Spring 08/Fall 07 Spring 2008 Fall 2007 Success Total Success Rate (%) Enrollment Success Success Rate (%) Total Enrollment Table 2b: Success Rate, Spring 07/Fall 06 Spring 2007 Fall 2006 Success Total Success Rate (%) Enrollment Success Success Rate (%) Total Enrollment Table 2c: Success Rate, Spring 06/Fall 05 Spring 2006 Fall 2005 Success Total Success Rate (%) Enrollment Success Success Rate (%) Total Enrollment Table 2d: Success Rate, Spring 05/Fall 05 Spring 2005 Fall 2004 Success Success Rate (%) Total Enrollment Success Success Rate (%) General Conclusions: Low number of students receiving either an associate degree or certificate in the program despite high enrollment rate and average 70% course success rate. The success rate appears to be consistent with other colleges There is a lack of information/feedback available to the division on the progress of students. For example: information on students who have declared Early Childhood Education as a major, # of students who have dropped the program, progress of students on courses taken, etc. 7

8 Student Assessment: Some student assessments are conducted by faculty to generate feedback on courses. However, there is not a formal mechanism that is organized to conduct assessments. Recommendations and Opportunities: 1. Develop a feedback loop between counseling office and the division to share information on the progress of students. (Determine if information can be built in Banner to identify students, share information on student progress, etc.) This will assist in determining what types of assistance is needed by students in order to increase program and student success. 2. Formalize a student assessment process to generate feedback from students on courses taught and the program. III. LABOR MARKET INFORMATION Table 3 provides information regarding employment related to Early Childhood Education. Table 3 demonstrates that there are opportunities related to the field of Early Care & Education. It appears that there is a need for trained professionals in the field as child care workers, preschool teachers, and child care/preschool administrators, and social & human services assistants. Table 3: Labor Market Information Job Type Annual Openings CA Median Hourly Rate CA Child Care Worker 5,470 $10.34 Preschool Teacher 1,990 $13.25 Child Care/Preschool Administrator 310 $22.34 Social & Human Services Assistant 1,130 $14.90 Source: CA Employment Development Dept, CA Labor Market General Conclusions: Job opportunities exist within the field of early care and education and social & human services. There appears to be a need for qualified individuals in the field. Taft College does not have a tracking mechanism to determine if graduates are working within the field. Taft College does not have an internship and job placement office that will assist students to secure internships or assist them with finding employment with businesses and organizations. Recommendations and Opportunities: 1. Have a job placement/student internship office that will assist students to secure internships and seek employment with businesses and organizations. 8

9 IV. CURRICULUM Current Program Design This major consists of 18 units selected from the degree applicable courses available in Early Childhood Education. ECE 1501 ECE Curriculum (3) ECE 1511 Creative Experiences for Children (3) ECE 1521 Coop. Education Field Experience (3) ECE 1531 Child in Family/Community Relations (3) ECE 1541 Movement Activity for Developing Children (2) ECE 1551 Elementary Music (3) ECE 1561 or ENGL 1507 Introduction to Children s Literature/Storytelling (3) ECE 1571 Child Study and Assessment (2) ECE 1581 Introduction to Infancy Development (3) ECE 1582 Infant Massage (1) ECE 1583 Using Infant Cues (1) ECE 1584 Field Experience for Infant and Toddler Care and Development (2) ECE 1590 Child Health & Safety (3) ECE 1601 Diversity in Early Childhood Education (3) ECE 1611 Children with Special Needs-Birth-Adolescents (3) ECE 1612 Early Intervention & Inclusion (3) ECE 1621 Planning & Admin an ECE Program (3) ECE 1631 Understanding Parenting/Foster Parenting (3) ECE 1641 Use of Puppets in Classroom (1) ECE 1642 Indoor/Outdoor Activity through Dramatic Play (1) ECE 1643 Math for Young Children (1) ECE 1644 Science for Young Children (1) ECE 1651 Family Child Care Mgmt (1) ECE 1652 Problem Solving, Network in Family Child Care (.5) ECE 1653 Discipline Techniques for Preschool Children (1) ECE 1654 Discipline Techniques for School-Age Children & Adolescents (1) ECE 1660 School-Age Curriculum/Interpersonal Relations (1) ECE 1661 School-Age Curriculum Before & After School Activities (1) ECE 1662 School-Age Curriculum/Theory (1) ECE 1701 Current Topics in Child Development (.5-3) ECE 2031 Elementary Nutrition (3) ECE 2051 Adult Supervision: Mentor/Collaboration Learn Setting (3) ECE 2011 Advanced Creative Experience for Children (3) ECE 2041 Advanced Admin-Early Childhood Programs (3) ECE 2021 Introduction to Primary Grade Classroom (3) 9

10 PSYC 2003 Child Growth & Development (3) New program requirements for associate of science degree (submitted to Curriculum Spring 2009) - *Psych 2003 Child Growth and Development (3) or Psych ECE 1500 Introduction to Early Care and Education: Principles and Practices (3) - *ECE 1501 Early Childhood Education Curriculum (3) or ECE ECE 1521 Coop. Education Field Experience (3) - *ECE 1531 The Child in Family/Community Relationships (3) or ECE ECE 1571 Child Study and Assessment (3) - *ECE 1590 Child Health and Safety (3) or ECE ECE 1601 Diversity in Early Childhood Education (3) Total required units: 24 *Students may take the transferable or non-transferable version of the course. Course Outlines Course outlines are being reviewed and updated. Program Learning Outcomes (PLOs) From the program review, the team developed the following program learning outcomes. The program learning outcomes based on the skills, knowledge, and attributes consistent with the early childhood education standards 1) Students will be able to integrated understanding of the needs, characteristics, and multiple influences on development of children birth to age eight as related to high quality care and education of young children 2) Students will be able to design, implement, and evaluate environments and activities that support positive, development play, and learning outcomes of all children 3) Students will be able to apply effective guidance and interaction strategies that support all children s social learning, identity, and self-confidence. 4) Students will be able to develop strategies that promote partnerships between programs, teachers, families, and their communities. 5) Students will be able to apply ethical standards and professional behaviors that demonstrate understanding and knowledge, deepening the commitment to early care and education profession. Student Learning Outcomes (SLOs) Development of student learning outcomes for each course is in progress. Division faculty members are working with the SLO coordinator to develop the student learning outcomes. Competency Standards Program has adopted the learning outcomes from the California Community Colleges Chancellors Office ECE/Child Development Alignment Project as its program learning outcomes. 10

11 Practicum/Field Experience/Work Experience Students participate in practicum and field experience work as needed based on program requirements. Several students also happen to be substitute teachers at the Taft College Child Care Center. While this opportunity is afforded, students are not necessarily observing or benefiting from an experienced child development professional at work. It has been observed that several students who are substitute teachers at the Taft College Child Care Center are often late to class, leave class early, or do not attend classes because they end up working as substitutes at the center. General Conclusions: Instructors use the same course outlines pertaining the subject/course offering Appears that instructors use a variety of teaching and instructional techniques Full-time faculty and adjunct instructors share materials including syllabus template and other resources to ensure consistency. Full-time and adjunct instructors also have opportunities to discuss program and student needs through planning sessions and meetings. Several program courses are also available through distance learning. Students are not necessarily benefitting from the experience of an experienced child development professional at the Taft College Child Care Center as many of the staff are substitutes and often these substitutes are Taft College students in program who have not yet completed their studies. Recommendations and Opportunities 1. Complete student learning outcomes including program specific learning outcomes 2. Website to include course outlines, course syllabi, program learning outcomes, etc as a way to share resources and inform students of program expectations. 3. Find a way to provide students in the program with the experience necessary to observe and learn from experienced child development professionals at Taft College Child Care Center. V. FACILITIES, EQUIPMENT, RESOURCES, TECHNOLOGY General Conclusions Classrooms and labs appear to be adequate and functional for instruction. Computer and equipment in classrooms and labs are included Taft College Technology Plan for upgrade and replacement. Computer replacement/upgrade for staff and faculty are not included in the Taft College Technology Plan. Educational materials are available to support student teaching and student learning. Support staff for the department is not available. However, there are student workers and a bilingual instructional assistant. 11

12 1. Recommendations and Opportunities 2. Explore providing support staff to the division. 3. Include the faculty and staff computer/equipment upgrade and replacement as part of the Taft College Technology Plan. VI. ADVISORY COMMITTEE General Conclusions The division has just established an Early Childhood Education (ECE) advisory committee made up of a cross-section of individuals from the ECE field. (Committee needs student representation) The committee will typically meet two to three times per year. The committee provides feedback and input regarding curriculum, program planning, student recruitment, and others. Recommendations and Opportunities: 1. Include student representation on the advisory committee. VII. STUDENT SERVICES & ACCESS Program Information Program specific brochures have been developed and are available (mission/vision statement need to be incorporated) Program information is available in other college publications and resources - for example: college catalog and website. Program Promotion: Outreach/Marketing Specific strategies to promote the program internally and externally appear to be limited Strategies will need to be developed to encourage potential students to consider the program as a possible career path to other professions such as: o Elementary school teacher o Human Services Technician/Social Worker o School Counselor o Probation Officer, etc Outreach to those who normally would not consider the program e.g. male students. However, if male students see this program as a career pathway to being a teacher, probation officer, social worker, etc, may increase the number of non-traditional students into the program. Student Supportive Services (Tutoring, Counseling, Financial Aid, etc) Student support services are available. o For day students, these resources are typically available Monday through Friday from 8 A.M. to 5 P.M. o Students can access the counseling office services by phone, online, or in-person. 12

13 o Limited services are available to students attending evening courses as the typical support offices are closed. Not all support services are available to evening students as offices such as Financial Aide, Admissions & Records, etc are closed. o The CASA Office is open until 9 P.M. during the week; it has one advisor who can assist students with registration or other related needs. Given such, students often miss 30 minutes to 1 hr of instruction when they have to meet with the advisor during class hour. Full-time faculty expressed the desire to provide some direct advising to ECE students. Providing direct advising to students will allow instructors to: o Provide specific recommendations on career options o Guidance on specific courses pertaining to career aspirations, professional development, and continuing education or transfer. o Advising based on real-life/practical professional experiences College/Student Services Information Assessment, Financial Aid, Graduation Requirements, Entrance Requirements, etc information is available to students. The depth of which this information and how well it is communicated is unclear. Information on these topics can be provided by respective offices, through the website, or by phone. For day students, this information can be easily made available. However, for students attending classes at night and who may work full time jobs, such information may not be easily accessed? Recommendations and Opportunities 1. Incorporate Mission/Vision Statement in the brochure 2. Develop outreach strategies to reach non-traditional students 3. Develop career pathway options for students 4. Increase the number of services and hours of operation available to students attending classes in the evening. 5. Encourage the Counseling Center to have one counselor available each evening during the week for students. A similar arrangement could be made available for Financial Aid and other offices. 6. Explore allowing part of a teaching load for full-time faculty to provide advising and rotate this between the full-time ECE faculty members. 7. Find a way to support students taking evening classes who also need to meet with an advisor but are not able to be on campus during the day. VIII. FACULTY/STAFF DEVELOPMENT General Conclusions Faculty are afforded professional development opportunities. Full-time faculty benefit mostly from in-service and other professional development opportunities. However, for adjunct faculty, participating in in-service and other professional development opportunities is limited as many hold other full time employment. Faculty/staff have input on professional development activities and plans. Recommendations and Opportunities 1. Hold professional development activities at different times/days to allow adjunct faculty to participate. 13

14 IX. SUMMARY/NEXT STEPS From this program review, it is apparent that: 1. Course success rates are consistent with other colleges in the ECE discipline. 2. There is a need for individuals to be trained in variety skills and procedures to work with children and families. The labor market data indicates a need for individuals with the skills, talents, and abilities to perform a variety of work related to child and family services. 3. The number of individuals graduating from the program either receiving an associate degree or certificate Early Childhood Education could be increased. 4. Develop career pathway options for students 5. Student learning outcomes need to be completed for each course. 6. There is a possible need to expand student services operations to ensure students taking courses in the evenings are receiving adequate support in the areas of counseling, financial aid, admissions & records, etc. 7. Develop feedback loop between student services and the division/dept to share information regarding student progress, etc within the program. Next Steps: 1) Present the program review to the Planning Council (and to the Board of Trustees as appropriate) 2) Implement strategies based on action plan 14

15 ACTION PLAN: Scope of Work Action Person Responsible Time Line Program/Dept Involved Activities 1. Formalize a student assessment process to generate feedback from students on courses taught and the program. 2. Complete student learning outcomes including program specific learning outcomes 3. Website to include course outlines, course syllabi, program learning outcomes, etc as a way to share resources and inform students program expectations. 4. Include student representation on the advisory committee. 5. Incorporate Mission/Vision Statement in the brochure 6. Develop outreach strategies to reach non-traditional students 7. Develop career pathway options for students 8. Encourage the Counseling Center to have one counselor available each evening during the week for students. A similar arrangement could be made available for Financial Aid and other offices. Campus/Institution Involved Activities 9. Develop a feedback loop between counseling office and the division to share information on the progress of students. 10. Find a way to provide students in the program with the experience necessary to observe and learn from experienced child development professionals at Taft College Child Care Center. 11. Explore having full-time instructors use part of their load each semester to provide advising to students (rotate) 12. Have a job placement/student internship office that will assist students to secure internships and seek employment with businesses and organizations. 13. Explore providing support staff to the division. 14. Include the faculty and staff computer/equipment upgrade and replacement as part of the Taft College Technology Plan. 15. Increase the number of services and hours of operation available to students attending classes in the evening. 16. Encourage the Counseling Center to have one counselor available each evening during the week for students. A similar arrangement could be made available for Financial Aid and other offices. 17. Hold professional development activities at different times/days to allow adjunct faculty to participate.

16 Taft College Early Childhood Education Advisory Committee Susan Hersberger, Aera Energy Cindy Brettschneider, Methodist Preschool Dr. Christie Howell, California State University Bakersfield Julie Parsons, Kern County Superintendent of Schools Kimberly Shipp, First 5 Kern Roland Maier, Jefferson Elementary School Sandy Koenig, West Side Community Resource Center Tammy Burns, Kern County Child Care Council Yolanda Gonzales, Community Action Partnership of Kern Genoveve Garcia, Taft College Child Care Center Becky Roth, Taft College Cherry Sills, Taft College Michelle Beasley, Taft College Sam Aunai, Taft College

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