Program Description The Child Development and Education (CDE) Program offers a transfer degree in Early Education Studies, a non-transfer degree and Certificate in Child Development and Education as well as Early Intervention and Inclusion. The CDE major includes required courses in child development and general education electives. Child Development Education is the study of the physical, psychosocial and cognitive growth and development of the child from conception through adolescence. The purpose of this major is to provide a sound academic program in Child Development and to prepare students to work with and advocate for children and families in a variety of school and community settings. In addition to theoretical principles, the curriculum offers practical skills and on-site training that will prepare students for employment in the field of Education. Child Development and Education students pursue careers in childcare, preschool teaching and administration, early intervention services, parent education, primary, secondary and post-secondary education, teaching and supporting children with special needs or working with a variety of counseling, social service and community agencies. The program fulfills the required child development course work for the State issued Child Development Permit. Information regarding this permit and/or the Child Development and Education and Early Intervention and Inclusion Certificates is available from the CDE Department. All course work leading to a certificate or degree must be completed with a minimum grade of C (2.0) or better. I. Program/Course/Assessment A. Awards Using the data spreadsheet for your program, review the number of Associate degrees and certificates awarded. Please provide your analysis and comments below. During the 13-14 academic year, two degrees were awarded and one certificate was awarded. Analysis/Comments: Any additional information or analysis that should accompany this data? The CDE Early Intervention and Inclusion degree first became available during the 2011-2012 academic year. The final course required for the degree, CDE 144, was not offered until fall 2012 and then not again until spring 2014. Plans are that the course will be offered every spring semester. B. Courses Using the data spreadsheets for your program, review the data for courses in your discipline. Please provide your analysis and comments in the space provided below. 1
B1. Success Rates Please compare your success rates with both the Institutional Set Standard and Institutional Average success rates. Note and analyze any significant differences between your rates and those of our district. Institutional standards is 66% with the institutional average at 69%. CDE courses have met or exceeded institutional averages in most instances with a few exceptions. San Gorgonio Pass - fall 2011, the CDE department offered 103 and 125 (47% and 61% respectively); spring 2012 CDE 101 and 140 (47% and 52% respectively); fall 2012 CDE 110 and 111 (36% and 64% respectively); spring 2014 CDE 101 (38%). TEC offerings (12 courses) from fall 2011 through spring 2014 have met or exceeded institutional averages with two exceptions (fall 2011 CDE 110 47%; spring 2012 CDE 125 54%). Analysis/Comments: To improve student success and to ensure equity, what are the suggested changes in curriculum, pedagogy, etc. as a result of the data? The two courses that have the highest number of instances of not meeting institutional averages are CDE 101 and CDE 125. During spring 2014 all faculty teaching CDE 125 met to discuss and strategize course expectations, assignments and teaching resources for the class. A full-time faculty member developed a lib-guide for the class and the department hopes to implement it during the spring 2015 semester. CDE 101 is primarily taught by associate faculty and the department has scheduled a work session for all of those who teach the class to discuss course expectations, assignments and teaching resources. Additional funds or resources to develop lib-guides for core courses in addition to CDE 125 are needed to further enhance the courses and improve success and retention rates. CDE 147 has seen a slight decrease in success rates since fall 2013 and this may be the result of the course being changed from a field experience class to a lecture based class with differing expectations and pre-requisites (less). Due to limitations of full time faculty teaching schedules, CDE 101 and CDE 125 are primarily taught by associate faculty members. The Department recognizes a need to form mentoring and collaborative work groups among both associate and full time faculty members to address the needs of these courses. However, scheduling and requiring associate faculty to participate has been difficult. An additional full-time faculty member is greatly needed to ensure that students are successful in their courses. 2
B2. Withdrawal Rates Please compare your withdrawal rates with both the Institutional Set Standard and Institutional Average withdrawal rates. Note and analyze any significant difference between your rates and those of our district. Institutional set standard is 18% with the average being 15%. CDE classes offered at the San Gorgonio Pass location have consistently exceeded those expectations (Seven classes have been offered at SGP between fall 2011 and spring 2014; six were above 15% and the highest was CDE 140 spring 2012 with 48% and the lowest was CDE 111 with 8% fall 2012). Of the eight courses offered at TEC between fall 2011 and spring 2014 five have been below 15% and three were higher than 15% (CDE 101 30% fall 2012). CDE courses offered at the SJC and MVC locations have consistently met institutional averages with a few exceptions such as the previously discussed CDE 101 and CDE 125. Online courses have had inconsistent withdrawal rates since fall 2011, ranging anywhere from 11% (CDE 118 fall 2013) to 39% (CDE 125 fall 2012). Withdrawal rates have been improving and during spring 2014 the rates were: CDE 110 13%; CDE 111 28% and CDE 125 16%. Analysis/Comments: To improve student success and to ensure equity, are there any suggested changes in offerings (e.g. frequency, location), curriculum, pedagogy, etc. as a result of the data? The Department will continue to offer courses at TEC but will determine courses offered at the San Gorgonio Pass location based on student need, instructor availability and college support in terms of resources available to those students. Online courses have seen a steady decrease in withdrawal rates since fall 2011 and the Department will continue to limit online instruction to full-time faculty members. B3. Fill Rates Please compare your fill rates with both the Institutional Set Standard and Institutional Average fill rates. Note any significant difference between your rates and those of our district. Institutional set fill rate is 50% with the institutional average at approximately 90%. CDE courses have averaged approximately 80% with the lowest fill rates at the San Gorgonio Pass location. Fill rates may have been affected by new degree programs, change in prerequisites, and the location where courses are offered. In some cases, the limitations of courses offered and course scheduling led to conflicts for students. 3
Analysis/Comments: To improve student success, access and to ensure equity, are there any suggested changes in offerings (e.g. frequency, location), curriculum, pedagogy, etc. as a result of the data? Now that the degree programs have been established as well new pre-requirements the department expects an increase in fill rates. Due diligence with schedule development will also alleviate some issues with conflicts. B4. Waitlists Analysis/Comments: To improve student access and to ensure equity, are there any suggested changes in your scheduled offerings (e.g. frequency, day vs. evening, location) as a result of this data? For courses with large or small waitlist, what scheduling improvements have you devised to satisfy student demand and maximize schedule efficiency (i.e. fill our classrooms!!)? Overall the department is consistently filling all courses offered but there continues to be unsatisfied demand for core courses, such as 101 and 110 as well as fully online courses (currently CDE 110, 111, and 125 are the only courses offered fully online). Students have expressed the need for more daytime offerings, particularly at the San Jacinto campus, but the department does not have enough faculty, full-time or associate, to teach those classes. Although some courses have lower fill rates, they are needed for degree/certificate completion and have been impacted by changing pre-requisites. B5. Assessment: Please list all courses assessed over the previous academic year (13-14) and mark whether or not a Course Improvement Plan was completed within elumen. Courses Assessed Course Improvement Plan CDE 144 in progress Completed Not Completed 4
Summary: Briefly summarize the 2013-14 assessment results for the above courses assessed last year as documented in the Course Improvement Plans. Specifically, following department-wide discussion of learning outcome data and analysis, what changes are being proposed to improve the learning of future students? The Department will be reviewing CLO assessment data for CDE 144 during the fall 2014 semester and will make a course improvement plan from data. II. Planning and Resource Requirements To inform the next round of institutional planning, please list and discuss your program goals and objectives, along with any additional facilities, staff, technology, equipment and professional development that would improve student learning or increase program quality and/or efficiency. Specifically, connect your goals and needs with the analysis of program, course and assessment data above. A. Program Goals Identify goals and objectives of your program and describe how you will attain them. Which of these will you begin addressing this year? 1. Hire full time faculty member Begin documenting through student need surveys, CLO assessments, and college data the need for an additional full-time faculty member. This information will be used to submit a proposal for a new full-time faculty hire during the next open period. 2. Increase outreach for associate faculty to teach at each campus site with experience and knowledge in Early Intervention and Inclusion. Increase relationship with HR in order to facilitate recruitment and hiring; continue to network and invite community members working within the field to CDE Advisory meetings. Ongoing 3. TB, Fingerprinting and criminal record clearance language in program description. Continue to research what other community college ECE programs are doing to meet the requirement as well as polling local agencies willing to allow CDE students to observe and/or to complete field work and internships. Work with college on obtaining funds for fingerprinting. Ongoing 4. Educate students and student services sector on the program, degree differences, degree requirements, and employment and state requirements. Meet with student services sector to inform and discuss the CDE program including determining ways in which the Department can help them in working with CDE students. Ongoing Using the CDE Student Group as well as Workshop sessions for students, continue to educate students about options within the CDE Department, transferring to a four year program, employment requirements and so on. Ongoing 5
5. Resources to meet state, licensing and employment requirements in terms of emerging technology and equipment. Work with college resources, such as developing a RAP or applying for a Perkins grant, or with the Dean to determine what monies are available. Ongoing B. Facilities Identify facility needs (i.e. new facilities, improvements to existing facilities) based on the data and analysis above that would improve student success, access and ensure equity. Current storage capacity in rooms 2121 and 723 are inadequate for the supplies needed to fully meet students needs in learning about as well as experiencing the equipment now found in early education facilities, particularly in those programs serving children with special needs. Additional storage areas such as locking cabinets would provide a secure location for these materials. C. Staffing Identify staffing needs (i.e. reclassification, new positions) from the data and analysis above that would improve student success, access and ensure equity. Administrative support for department needs (student worker) to help with the paperwork necessitated by several grant programs as well as increasing college dependence upon department chairs to submit reports regarding the program, purchasing, and so on. As seen in the Department s goals and in several areas of analysis within this document the Department needs an additional full-time faculty member to ensure that students can take classes when they need them and by instructors who have the educational and professional experience in specific areas, particularly in the area of early intervention D. Technology Identify any technology needs (i.e. new/updated equipment, new/updated software, etc.) from the data and analysis above that would improve student success, access and ensure equity. As the education field increasingly depends upon technology to enhance children s learning, particularly in the area of early intervention, students need to become familiar with all aspects of technology in such a way that they can experience the item(s) and then be able to use the technology with children during field experience sessions. The computers in rooms 2121 and 723 need to be upgraded or replaced by 8-10 tablets, such as ipads (per classroom). If the computers are upgraded, then there needs to be an increase in the number of computers available (to 6-8 per classroom) and to add data drops to meet computer needs. 6
Software purchases are needed in order to train students so that they know how to use the software when employed. App purchases need to be funded and enabled for the ipads purchased for the CDE 144 students in order that they can practice using the apps as well as deploy them in a classroom setting with identified children. The Department needs the resources to hire someone that can provide closed captioning for existing materials, physical (DVD, Videotapes and so on) or online (web clips, videotaped lectures and so on) or to purchase new materials that are already closed captioned. E. Equipment Identify any equipment (i.e. office supplies, instructional equipment too expensive for the department budget) from the data and analysis above that would improve student success, access and ensure equity? See above for technology as the need for computers or tablets, software and app purchases are the same. F. Professional Development Identify professional development opportunities that would improve student success, access and ensure equity? Funding for conference attendance for full time faculty as well as the development of lib-guides for the core courses - CDE 101, CDE 110, and CDE 103. III. Budget Allocation RAP (Resource Allocation Proposal) Submissions For which needs identified previously in this program review will you be submitting a RAP? Funds to pay for student fingerprinting fees in order for students to be placed in outside agencies for field experience classes. Funds to purchase tablets/software/apps to be used with all students in the CDE program. IV. Final Summary A. Based on the data and analysis contained in this review, please forward your three greatest needs to your dean/division. 1. Hire full time faculty member 2. Increase outreach for associate faculty to teach at each campus site with experience and knowledge in Early Intervention and Inclusion. 3. TB, Fingerprinting and criminal record clearance language in program description. 4. Resources to meet state, licensing and employment requirements in terms of emerging technology and equipment. 7
B. Discuss any major activities/highlights/achievements and any student success innovations during the past year. 1. The CDE Department has and continues to participate in several grant opportunities such as the Child Development Training Consortium and Mentor Program each of which assist students in completing both academic and career goals by providing stipends and high quality internship and field experience sites. Faculty members, both associate and full time, participate in conferences and workshops relating to student success, student equity, state mandated software use, and course content requirements. In addition the Department meets at the beginning of each semester with all associate faculty and offers a mentoring program so that associates are paired with full time faculty based on course and experience similarities. Guest speakers are often used with entry level courses so that students can understand how their course work will apply to their future careers in early childhood education. 2. The CDE Student Group has participated in several workshops and has attended the National Association for the Education of Young Children Conference during the spring 2014 semester. As membership has continued to grow, plans are underway for groups on each main campus. The Student Group has also been able to reach out to other students to inform them about careers in early childhood education. 3. The CDE Department utilizes a Blackboard CDE Orientation site which informs CDE students about events, workshops, stipend opportunities and department happenings (class schedules, pre-req changes, new employment requirements and so on). The Department also has a CDE Faculty site on Blackboard which allows all faculty members easy access to course materials, syllabi, assignments, and other pertinent college and department information. 4. During the 2013-2104 academic year the Department was awarded a Perkins grant to purchase equipment (ipads) to use with students enrolled in CDE 144 (Supervised Field Experience Early Intervention and Inclusion). The ipads allow students to experience firsthand the technology that is used with children who have differing needs in both the adult classroom and with the children they work with. In addition to the ipads, the Department was able to hire an expert in the field of early intervention to purchases much needed supplies for the CDE classrooms (2121 SJC and 712 MVC) as well as a resource guide for faculty members teaching the following courses CDE 101, 103, 110 and 125. These supplies and resource guide will help all faculty members implement true diversity within their classroom teachings and allow students to incorporate the concepts of inclusion throughout their own learning and eventual work with children. C. Please list all faculty who participated in this review. Michelle Harper, Linda Middleton, Wendy Orcajo, Lorraine Slattery-Farrell D. Any suggestions, concerns or constructive criticism regarding the MSJC program review process? Click here to enter text. 8