Early Childhood Education Major Panel Meeting
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Transcript of Early Childhood Education Major Panel Meeting
EARLY CHILDHOOD EDUCATION MAJOR PANEL MEETING
Brian Durham, Panel Manager Senior Director, Academic Affairs,
Career and Technical EducationIllinois Community College Board
Malinda Aiello, Panel ManagerAssistant Director for Academic Affairs and IAI Panel ManagerIllinois Board of Higher [email protected]
May 2, 2014
Today’s Agenda Review -- What is the Illinois Articulation
Initiative including its purpose Discuss the Major Course Review process Discuss previous ECE courses that were
IAI approved Provide an initial forum for discussion Set the next two meeting dates
Summer Conference call Fall in-person meeting
ECE Numbers Statewide 28 Senior Teacher Education Institutions
Offer ECE Programs At the Community College Level:
36 Offer ECE Certificate Programs 40 Offer an AAS in CDV or ECE 27 Offer an AA in CDV or ECE 15 Offer an AAT ECE
An estimated 4,000 Students are Enrolled in IL ECE Programs
The Illinois Articulation Initiative
The Illinois Board of Higher Education (IBHE) The Illinois Community College Board (ICCB) Transfer Coordinators
“to ease the transfer of students among Illinois public and independent, associate and baccalaureate degree-granting institutions.”
IAI: What is it? The Illinois Articulation Initiative (IAI) is a statewide transfer
agreement, which is transferable among more than 100 participating college or universities in Illinois.
All colleges and universities participating in the IAI agree to accept a “package” of IAI general education courses in lieu of their own comparable lower-division general education requirements.
IAI also includes major recommendations, created by discipline-specific faculty panels, for the first two years of college in several popular majors. IAI major recommendations work best for students who have chosen
their majors, are going to eventually transfer, but are undecided on the college or university that will grant their baccalaureate degree.
3 Key Concepts Guide IAI 2-year and 4-year institutions are equal
partners in educating freshmen and sophomores in Illinois
Faculty members should take primary responsibility for developing and maintaining program and course articulation
Institutions must work together to assure that lower-division courses at both 2-year and 4-year institutions are comparable in scope, quality, and academic rigor
IAI: Who Participates? Approximately 400 faculty members,
transfer coordinators, and academic officers from: 110 Illinois regionally-accredited
institutions 97 full-participation schools
48 public community colleges 12 public universities 37 independent 2-year and 4-year colleges &
universities 13 receiving-only schools
Institutional Participation Requirements
Participating institutions must: Hold regional accreditation from an accrediting authority
recognized by the U.S. Department of Education or the Council on Higher Education Accreditation
Have authority to offer either transfer-oriented associate degree(s) or baccalaureate degree(s) in Illinois, and
Agree with the “IBHE Policies on Undergraduate Education, adopted September 1990, Transfer and Articulation, amended September 1994 and May 1997” and Item #7 of the IAI Revisions adopted by the IBHE in April 2006.
Faculty Driven Panels IAI faculty panel members approve a
number of different course identifiers per panel Course title, description, student learning
outcomes IAI code
Institutions are invited to submit a course to one of the panels for evaluation
IAI faculty panels evaluate courses May grant course an IAI code
IAI Panel Membership A fully-complemented panel should have:
(9) 2 year public college faculty (community college) (8) 4 year public university faculty (4) private institution faculty (3) Transfer Coordinators, one from each sector: 4 year public
university, 2 year public college, and private institution (1) Academic Officer or approved designee from a community
college (1) dean or approved designee from a public university
Terms & Participation Serve 3 year terms Voting before & during meetings Panels meet each semester
Active IAI Panels6 GECC Panels 18 Major Panels
-Communications-Humanities & Fine Arts-Life Science-Mathematics-Physical Science-Social & Behavioral Sciences
-Agriculture-Art-Biology-Business-Chemistry-Computer Science-Criminal Justice-Early Childhood Education-Engineering-English-History-Industrial Technology-Mass Communications-Mathematics-Physics-Political Science-Psychology-Theater Arts
Components of IAI: The Major Panels
Major panels were established to provide general advice to students who had decided upon a field of study other than at a baccalaureate institution. Panel recommendations were to include: Courses a transfer student would need in order to be
admitted to a receiving institution with Junior status Courses among the GECC package options that should
be elected by the student to meet the prerequisite or foundational demands of the major
Major or related discipline courses that a native student would normally take in the first two years of study
Components of IAI: The Major Panels
Functions Provide a forum for colleges and universities
to develop common understandings about the lower-division objectives and curriculum content and to monitor changes and developments in the discipline that may affect a student’s preparation for upper division work. For example – consider ISBE / ECAG
recommendations and changes to Early Childhood Education Teacher Requirements
Course Descriptors Recommend lower division course,
content, or standards that go beyond the Major / Discipline
Develop the discipline-specific content guidelines and learning objectives for courses to be included as a part of the Major Core
For example:
Chemistry Major Panel
Theatre Arts Major Panel
Course Decision Criteria Develop and adhere to course-decision
making criteria to guide the submission and decision-making process for the panel.
For Example:
Review Submitted Courses
Panel Meetings The Major panels usually meet once per
semester, but may meet more often as required to fulfill their established duties.
Former ECE IAI Courses
ECE 901: Health, Safety, Nutrition (no descriptor) ECE 902: Health, Safety, Nutrition for Young
Children ECE 911: Introduction to Early Childhood
Education ECE 912: Child Growth and Development ECE 913: Exceptional Child ECE 914: Observation/Clinical Experience ECE 915: Child, Family, Community
Health, Safety, Nutrition Personal health of individual including nutrition,
health and safety issues, a healthy lifestyle, preventive health and community health are examined. Topics include concepts of total health and its influences; environment that supports positive emotional health; community health; signs and symptoms of common and communicable illness; identification of communicable illness; policies and procedures for controlling communicable illnesses; dealing with chronic health problems; proper nutrition; and guidelines for a healthy nutritional lifestyle
ECE 902: Health, Safety, Nutrition for Young Children
Personal health of the individual, plus 15 additional class hours emphasizing the health, safety, and nutrition needs of children in group settings
ECE 911: Intro to Early Childhood Education This course is designed as an overview of
early childhood care and education, including the basic values, structure, organization and programming in early childhood. Examination of the student’s personal qualities in relationship to expectations of the field is addressed throughout the course. A field experience component of 15 contact hours of direct observation in a variety of early childhood settings is required.
ECE 912: Child Growth and Development
A foundation course in theory and principles of development, conception through age eight; may include the pre-adolescent child. In-depth study of physical, social/emotional, cognitive, language, and aesthetic development. An examination of theory to include Piaget, Erikson, Vygotsky, Skinner, and others. An exploration of child development in the context of gender, family, culture, and society. An emphasis on the implications for early childhood professional practice.
ECE 913: Exceptional Child Overview of children with exceptional
cognitive, physical, social and emotional characteristics; analysis of developmental and educational needs imposed by exceptionality; identification, intervention strategies, methods, and programs designed to meet their needs, including, but not limited to, children identified as learning disabled. Study of applicable federal and state laws and requirements included.
ECE 914: Observation / Clinical Experience Hours
Documented clinical experience(s) involving observation of and interaction with children and practitioners at work, according to specified guidelines, within the appropriate subject matter and age category. The experience, comprising a minimum of 30-45 hours, is planned, guided, and evaluated by a mentor or supervisor and can occur in a variety of educational settings, including those with diverse student populations.
ECE 915: Child, Family, and Community
This courses focuses on the child in the context of family and community. Includes issues of communication, diversity, professionalism, and social policy, and will promote awareness and effective use of community resources.
Questions? Next Meeting date Over the Summer
TBD Fall Meeting in Person in Bloomington
TBD
Malinda Aiello, IBHE Panel Manager(217) [email protected]
Brian Durham, ICCB Panel Manager(217) [email protected]