PROGRAM REVIEW, 2014 EARLY CHILDHOOD EDUCATION PROGRAM

Transcription

1 ACADEMIC PROGRAM LINK TO COLLEGE MISSION Feather River College provides high-quality, comprehensive student learning and education and workforce preparation in a small college environment. The College provides general education, Associate s Degrees, transfer programs, and life-long learning for a diverse student population. The College serves as a community, cultural, and economic leader encompassing all communities that lie within the District and embraces the opportunities afforded by its natural setting. The Early Childhood Education Program provides high quality, comprehensive student learning and education and workforce preparation. Two of our courses meet general education requirements and there is a menu of associate s degrees and certificates to meet student s individual educational and career goals. The ECE program is an integral part of the ECE community in Plumas County, both supporting and being supported by other local agencies and employers. FRC is the feeder program for the local ECE workforce and has developed a strong linkage and history of classroom to career in our communities. REVIEW A. STAFFING 1. Faculty Ratios There is currently one full-time faculty member and five associate faculty members teaching in the ECE program. During the academic year, the full-time faculty member taught 47% of the courses or 41% excluding independent studies. It is important to note that the full-time faculty member is in the third year of the Workload Reduction Program. In addition, four units of teaching load have been outside the ECE discipline, making the total full-time equivalent in ECE.68 for and Over the last four years, the ECE program has generated and average of FTES per year. 2. Positive and Negative Effects On the positive side, the staffing structure provides students with more variety in instructional methods and perspectives. The associate faculty brings a wealth of experiences from the field into the classroom. The negative aspect is the amount of time needed for program coordination. Even though the load for instruction for the full-time faculty member is.68 equivalent in ECE, the full time equivalent workload is still necessary for all program coordination tasks and duties. ECE is unique in the number of statewide initiatives requiring faculty participation. Examples of these are the Curriculum Alignment Project, The California Early Childhood

2 Education Competencies and the California Early Childhood Workforce Registry. The field of ECE is going through a major transformation and the need to stay informed and involved is critical for FRC, our students and the community. In addition to the ECE program, the full-time faculty member is also coordinating the Elementary Teacher Preparation program. This program is basically stalled due to the inability to provide the necessary time and attention needed for development. 3. Objectives and Goals in Staffing Explore a stipend or course release to the full-time faculty member for coordination of the ECE program. Provide a stipend to an individual for the coordination of the Elementary Teacher Preparation program. Discuss plans with the administration for the continuation of the ECE program upon retirement of the current full-time faculty member. (Although there is no official retirement date at this time, it will take place prior to the next comprehensive review.) Increase FTES generation through recruitment and increased online offerings. B. CURRICULUM, INSTRUCTION & ASSESSMENT 1. Educational Pathways The Early Childhood Education (ECE) program offers two degrees and seven certificates. The Associate in Science for Transfer (AS-T) is designed for students who want to transfer to a four-year institution, particularly to the CSU system. The Associate in Arts (A.A.) degree is designed as both a completer program leading to employment and as a transfer option to institutions requiring more ECE units than the AS-T. Most certificates are all aligned with the Child Development Permit Matrix and include the following: Certificate of Achievement in ECE Certificate of Achievement in ECE Teacher Certificate of Specialization Associate Teacher Certificate of Specialization Administration Certificate of Specialization for Master Teacher Special Needs Creative Curriculum Certificate of Entrepreneurship 36 units 24 units (Revised) 12 units 8 units 6 units 6 units 15 units (New)

3 The ECE program offers two courses for general education transfer in Area D. These six units satisfy the Social and Behavioral Sciences Area of Emphasis for the General Studies Degree. One of these courses is also part of the Incarcerated Student Program (ISP) course of study. The program for Elementary Teacher Preparation currently offers an A.A. degree in Liberal Studies. This pathway is designed for prospective elementary teachers who intend to transfer to earn a baccalaureate degree and a multiple subject credential. It was originally designed to articulate to CSU Chico, for both their online and face-to-face programs. The plan is to develop and submit a transfer model degree for this program, broadening its range of transferability. 2. Significant Changes Since the Last Program Review a. Curriculum (including articulation and course scheduling) In the spring of 2012, FRC received approval of the AS-T degree in ECE, increasing the options for students and making this the first approved degree at FRC for the Transfer Model Curriculum (TMC). In addition, on 2/6/12, we received final approval from the Curriculum Alignment Project (CAP) of the core eight courses in the ECE program. As of March 2014, we are officially aligned with 75 community colleges in California, allowing ease of transfer of individual courses between community colleges and to the CSUs. The ECE Program Coordinator and the Coordinator for Southern Oregon University (SOU) reviewed FRC ECE courses and developed an articulation agreement for transfer to the fully online Bachelor s degree in Early Childhood Development. The transfer agreement was signed in August, 2012, effective Fall We currently have five former FRC students enrolled in this program, with more planning to attend after completion of their A.A. degrees. All required course outlines have been revised for C-ID alignment. All other course outlines have been updated per the four year requirement. The frequency of offerings of the two transfer general education courses have been increased so that both are offered each semester. The Certificate of Specialization: School Age was retired in 2013, due to lack of interest, potential use by students and difficulty in course offerings. We are currently beginning work on the mapping tool for statewide ECE Competencies. In addition, the Child Development Permit is under revision, and a

4 new ECE credential has been proposed. These may all drive future curriculum changes. A temporary program coordinator was appointed for spring 2013 to determine the status of the Elementary Teacher Preparation program, develop marketing tools, draft website pages and look at the feasibility of developing a TMC for this program. b. Instructional Methodology (i.e., distance education) Most ECE courses are currently being taught in the classroom mode. ECE 153 is taught online and through correspondence in the ISP program. c. Assessment The ECE program developed a capstone course which has been offered twice. It has been very successful for both the students and faculty in determining the effectiveness of student learning in the program. A variety of types of assessments are used in ECE courses including authentic assessment. Two of the most effective authentic assessment tools are the student portfolio and the evaluation of skill performance during lab. 3. Student Learning Outcomes Program level SLOs have been assessed for both degrees and all certificates. Assessment and advisory committee discussion helped to determine that one of the program level SLOs was unrealistic for a two-year program. It was revised in 2013 to reflect more realistic and emerging expectations for a student in a two-year program with a beginning level of experience. All courses offered on a regular rotation have been assessed at least once. Full-time and associate faculty participated in the SLO assessment process for courses. Out of the sixteen courses assessed, some form of change was recommended for eleven or 69% of the courses. Recommended changes included revisions to lecture and methodology, course content, assignments and assessments. Changes in texts were also recommended. Since the beginning of the SLOAC process, change has been implemented in 56% of the total courses assessed. The assessment process has been very beneficial with courses that are offered on a two year rotation. It provides a structure for implementing change four semesters later that is more effective than relying on notes and memory. However, it is still difficult to remember to record the changes that have been implemented.

5 It has also been problematic addressing assessment with multiple sections taught by different instructors. Consequently, we are at a beginning level in this area. 4. Strengths and Weaknesses in Curriculum and Instruction a. Strengths A major strengths lies in our ability to respond quickly to change within the field, including changes in licensing regulations, required courses for transfer, best practices and new initiatives. Our certificate options are tied closely to the Child Development Permit Matrix. We anticipate changes to this system in the very near future, forcing more program changes. We have also anticipated the increasing requirements for four-year degrees. Our response has been to create more options for transfer, both online and face-toface. Our program provides a strong linkage of classroom to career. Instruction in ECE courses combines theoretical elements with active learning experiences both in and outside of the classroom. The Child Development Center is an on-campus lab site where students can practice their emerging skills. Lab experiences are also available in approved programs in other geographic locations in the county, pairing students with mentors from the local ECE workforce. Currently, the California workforce in licensed ECE programs is approximately 130,000. The Center for the Study of Child Care Employment at U.C. Berkeley reported in March 2014, that an estimated 100,000 new ECE jobs will be created in the U.S over the next ten years. The need for a prepared workforce will be impacted further by an aging workforce in higher end positions. Many of our students are already working in the ECE field in entry level positions. FRC is clearly the feeder program for the ECE workforce in Plumas and portions of Sierra counties. Faculty regularly participates in professional growth activities, continuing to bring best practices and recent research in the field to our classrooms. b. Weaknesses It is difficult to schedule regular course offerings with a limited number of students. Our two-year rotation for many courses causes a hardship for students if they miss a class in the sequence. It seems nearly impossible to schedule courses at times to meet everyone s work, child care and transportation needs. We need to develop online options for the ECE courses that translate well into that mode of delivery.

6 In addition, we are lagging behind in our instruction in working with children with special needs. We need to update our course in special needs and integrate more topics in this area into all of our courses. A new infant/toddler course needs to be developed due to requirements for the new federal funding that is rolling out for programs for zero to three year olds and proposed new state funding. There is no infant/toddler center in Quincy to use as a lab site, minimizing the experiential component for these courses. Both the faculty and the advisory committee have determined that students need more direct experience than the three lab classes offered if they are planning on going directly into the workforce. Although the partnership with the Child Development Center on campus is a strength, we need to address compensation issues for the lead preschool teacher who provides guidance and devotes time to students each day, playing a major role in their skill development. Weaknesses for Elementary Teacher Preparation include difficulty in scheduling program specific courses on a consistent two-year rotation and the ability to schedule required courses within a semester at non-conflicting times. 5. Objectives and Goals in Curriculum and Instruction Revise and officially align additional courses to CAP, possibly including special needs, infant/toddler and administration courses. Develop a new infant/toddler course and a corresponding six unit certificate. Research the possibility of expanding to include an infant center or partnering with another agency to provide a site for lab participation. Develop a three unit math and science course to meet the new guidelines for these core subjects. Increase online course offerings. Restructure certificates to respond to the revisions in the Permit Matrix. Follow the development of the proposed new credential for birth to age 8, and respond with curricular revisions as needed. Design a plan for additional lab experiences either through directed study or cooperative work experience to respond to the needs of students, particularly those not transferring to a four-year program. Explore compensation options for the lead teacher at the Child Development Center for instructional assistance regularly provided to students. Complete and submit the TMC application for Elementary Teacher Preparation.

7 C. PHYSICAL RESOURCES 1. Size, Type and Quality of Facilities and Resources a. Physical Space and Facilities The physical space includes the Child Development Center as an observation and lab site for students. The faculty office and the observation/meeting room are located within that facility. This serves to tie instruction to the Child Development Center and allows students a place to develop their skills with children and space to work together on projects. It also provides a venue for meetings of ECE community groups, the advisory committee, the mentor selection committee, group meetings of students, and meetings with associate faculty. Students could benefit from the addition of secure storage space for their personal belongings while participating in lab. There is no infant center available, limiting lab participation to two to five year olds. There is storage but there is no dedicated classroom for ECE, requiring instructors to continually move supplies back and forth to classes. b. Information Technology The observation room has a computer and a teaching wall and all instructional classrooms have sufficient resources. c. Library Holdings Library holdings seem adequate for printed material and more than adequate for non-print materials. The Child Development Training Consortium also funds instructional books and materials. Some of these are housed in the central library, but most are located on the resource shelves in the observation room for student/faculty use. These include course textbooks, class sets of books and other print resources. Students and faculty also have access to the computer in the observation room. d. Instructional Equipment and Supplies The annual budget allows for adequate instructional equipment and supplies to support course offerings. 2. Changes in Facilities, Technology or Resources The completion of the observation room has been invaluable to instruction and student learning. The room has the capability to observe the teachers, students and children in the Child Development Center through two way mirrors. It also provides a meeting place for study groups, a workroom for students, a place for student resources, and a classroom for small classes. There is a computer with a teaching wall for projection.

8 3. Objectives and Goals in Facilities, Technology and Resources Install the sound component in the children s classroom to bring sound to the observation room. Install a blackout curtain on the west wall for better observation of the classroom and viewing on the teaching wall. Continue search for a dedicated classroom space on campus so that special materials and resources do not need to be moved for each class meeting. Explore the possibility of adding an infant center. Explore better options for securing students private belongings while participating in lab. D. STUDENT RETENTION AND SUCCESS 1. Student Demographics The student population continues to be primarily women. Over the past four years, 97% of declared majors and 68% of students enrolled in ECE courses are women. Excluding general education coursework, 87% of the students enrolled are women. ECE students include both traditional and not-traditions students. The age range is broad and includes students directly from high school as well as re-entry women. There are a number of single parents in the program as well as some grandparents. Students primarily reside in the Quincy and Portola areas, with a smaller representation from the communities of Greenville and Chester. 2. Strengths and Weaknesses in Student Retention and Success a. Strengths From 2010 to 2013, forty awards were made to students. Twenty one students received an A.A. degree and one student received an A.S. degree. Over the last four semesters, the success rate of students with a completion rate of C or better in courses was 77% for all ECE courses and 81% for ECE courses excluding general education. The college success rate for this same period of time was 79%. Experienced faculty offer individualized advising to students to help meet their educational and career goals. There are many pathways to education and careers for them to choose from, often empowering students to be the leader in their education. An additional strength is the willingness of faculty to work with students who are faced with life s challenges whether temporary or long term. Many of our students have children, families, work responsibilities or other concerns or commitments.

9 Faculty has continuously shown flexibility in helping students to achieve academically despite the roadblocks to success. Active learning experiences in and out of the classroom encourage engagement and address a variety of learning styles. The experiential learning and real world opportunities help students form connections to the program, their studies and to each other. The students in the program are very supportive of one another, create their own communities of learners and demonstrate cooperation and assistance to their classmates. Through their lab, meeting and working with children and families, they begin to feel a sense of belonging in their geographic communities. Students also have many opportunities for employment in the field while pursuing their education. Many alumni remain in the area working in the field and become mentors to and prospective employers of our students. There are many support services available to students. On campus, DSP&S offers individual support to students and instructors and the Learning Resource Center provides assistance to many of our students. The California Early Childhood Mentor program offers individualized mentoring to students. The Child Development Training Consortium provides financial assistance to students who are working directly with children and financial support to all students and non-students for their permits. The Child Development Grant Program has provided grants to a number of students each year. Stipends are also offered to students who are working with children through a grant funded program. b. Challenges: There are frequently students who are underprepared in basic skills. Because many of our students are part time, they have not completed placement tests or assessments. Often students have the impression that the program of study will be fairly easy and that they will just play with children. They are often surprised by the rigor of the program including the level of skills they must acquire and the intensity of the workload in their courses. They often feel very discouraged during the first semester. It is especially difficult if the student starts their program in the spring semester, when most students have made the adjustment together. Many of our students experience both life challenges and opportunities which are in conflict with their educational goals. They do not always have the ability to withstand the obstacles and will take a break from their education.

10 There are many students that work and have families to care for, making it difficult for them to take a full-time load of classes. This complicates the frequency of course offerings, class size and thus the flexibility offered them to complete their educational goals in a reasonable amount of time. We can no longer encourage students to get certificates along the way in their studies due to changes in financial aid. The use of certificates as an educational and career ladder approach, with small steps of success and accomplishments along the way, was enticement for many students to continue. 3. Objectives and Goals for Student Retention and Success Develop an informal peer mentoring program for first semester students. Communicate with associate faculty which students are first semester students. Encourage students to complete and submit child development permit applications as soon as they qualify, particularly the lower level permits. Increase the amount of personal counseling available on campus. Encourage all students to complete the assessments process for basic skills on campus. E. COMMUNITY SERVICE Community Outreach and Professional Expertise Program faculty is very active in community service. Faculty serves on the Plumas Early Learning and Care Planning Council, made up of agency representatives and consumers throughout Plumas County and under the auspices of Plumas County Office of Education. Faculty serves on a variety of subcommittees of the Council including the AB212 stipend committee for quality improvement and workforce retention, the advocacy committee and the training committee. The agencies within the Council collaborate to provide training opportunities and workshops to students and employees in the ECE community. Faculty is also represented on Plumas First 5 and The Plumas Children s Council. Faculty monitors proposed legislation and provides information to other center directors and stakeholders. Currently there is proposed legislation that could impact all ECE programs in Plumas County and FRC is taking an active role in disseminating information as it is available. As a member campus of the California Early Childhood Mentor Program, FRC works closely with the teacher and director mentors throughout Plumas County. Through committee, we review and approve sites for student lab participation and place students in their geographic communities with appropriate mentors.

11 We provide technical assistance to employers, particularly regarding employee qualifications, trainings and certifications and refer students for position vacancies. Through the Child Development Training Consortium we review applications for the Child Development Permit. We also notify all employers of the reimbursement program available to their staff. Faculty acts as Professional Growth Advisors for individuals working in the ECE field and one faculty member conducts training for new Professional Growth Advisors. In addition, faculty and staff represent FRC and participate in annual local events related to children and families. As the feeder for the local workforce in ECE, we play a vital role in sustaining a stable workforce in our communities. F. ADVISORY COMMITTEES The advisory committee for ECE was formally established in 1994 and meets two times per year. The committee meetings for the last four years were held on: Fall Spring : 10/2/13 4/30/ : 11/14/12 4/10/ : 9/22/11 5/7/ : 11/4/10 4/25/11 The current membership for consists of: Rachel Brubaker (Chair), Director, Portola Preschool Nancy Hemsley, Pediatric Nurse Practitioner Lucie Kreth, Director, Portola Kids Shelley Miller, FRC Instructor/Program Coordinator ECE, Child Development Training Consortium Coordinator Shelley Morrison, FRC Director, Child Development Center, Mentor Program Coordinator Elisabeth Murray, Plumas Rural Services, Family Child Care Home Network Merle Rusky, Manager, Sierra Cascade Family Opportunities, Head Start, Plumas First 5 Commissioner Roxanne Salvador, Former ECE Student Joyce Scroggs, Coordinator, Plumas Early Care and Education Council

12 We have an opening for a current student and another opening for a member who has left the area, which we will fill at our next meeting. Five of the current members are FRC graduates who are now employed in the ECE field. The advisory committee has continual involvement in the decisions regarding curriculum development, scheduling, degrees and certificates and future directions. The committee reviews and comments on all annual program reviews. One member of the committee will review the comprehensive program review before it is submitted and it will be presented at the April meeting. The advisory committee is very active and also provides consultation to the program staff between meetings as requested.

13 G. APPENDICES 1. SLO Assessment Forms should be attached for the previous years, depending on the program s review cycle. 2. DATA SETS a. Program FTES b. Demographic Information (duplicated headcount): Gender, Age, Ethnicity c. Number of Students with Declared Majors in Program d. Number of Courses Offered e. Number of Sections Offered f. Duplicated Headcount g. Average Enrollment per Section h. Course Completion Rate (# of students who received a grade/total students enrolled at census) i. Student Success Rate (# of students with C or better/total students enrolled at census) Data can be found here:

14 THE PROGRAM REVIEW PROCESS Program review ensures that the college s academic programs are effective and responsive to students and the local community within the limitations of available resources. The review process includes the systematic collection, analysis and interpretation of relevant data, an assessment of progress made in achieving student learning outcomes, the fulfillment of program needs, and the accomplishment of program objectives and goals. Academic program review is an integral part of educational planning, supports the Enrollment Management Plan, and enables the college to meet the accreditation standards of the Accreditation Commission for Community and Junior College (ACCJC). The major objective of program review at Feather River College is to guide the development of the Education Plan. Essential items within program reviews include the following: 1. Collect and analyze accurate and complete data on key performance indicators, student learning outcomes, program activities, and accomplishments. 2. Ascertain and document program weaknesses and strengths. 3. Develop program objectives and goals. 4. Justify program budget requests. 5. Comply with Federal and State law, Title 5, Student Equity, VTEA, matriculation (including prerequisite and co-requisite standards), ADA (American with Disabilities Act), and other legal or certification requirements. This template is an adaptation of the Instructional Program Review template designed by Saddleback College.