Human Services-Early Childhood Option Student Learning ......CPT 170 Micro Computer Applications 3 3...
Transcript of Human Services-Early Childhood Option Student Learning ......CPT 170 Micro Computer Applications 3 3...
Human Services- Early
Childhood Option
Student Learning Outcomes
Fall 2016
FDTC Curriculum Map
Program: Human Services-Early Childhood Option
Course# Course Title Credits Hours Program General
lecture lab Outcomes Education
Outcomes
ENG 101 English Composition I 3 3 0 3 General Education Outcomes
MAT 155 Contemporary 3 1 1. Quantitative Literacy
SPC 205 Public Speaking 3 3 0 2,5 2. Oral Communication
soc 101 Introduction to Sociology 3 -·
3 0 4,6 3. Written Communication
CPT 170 Micro Computer Applications 3 3 0 5 4. Reading Comprehension
Elective Humanities/Fine Arts 3 3 0 5. Information Literacy
6. Critical Thinking
ECO 101 Introduction to Early Childhood 3 3 0 2
PSY 105 Personal/lntrapersonal Psychology 3 3 0 Program Outcomes -ECD
1. Promoting Child Development and
Learning: The graduate will use their
understanding of young children's
development and learning to create
environments that are healthy,
respectful, supportive, and challenging
for each child.
PSY 201 General Psychology 3 3 0 2. Building Family and Community
Relations: The graduate will know about,
understand and value the importance
and complex characteristics of children's
families and communities.
PSY 203 Human Growth and Development 3 3 0 1 3. Observing, Documenting, and
Assessing to Support Young Children and
Families: The graduate will understand
that observation, documentation, andother forms of assessment are central to
the practice of early childhood
professionals.
PSY 230 Interviewing Techniques 3 3 0 4. Using Developmentally Appropriate
Approaches: The graduate will
understand that teaching and learning
with young children is a complex
enterprise, and its details vary
depending on children's ages,
characteristics, and the settings within
which teaching and learning occur.
ECD 135 Health Safety and Nutrition 3 3 0 1,4 5. Using Content Knowledge to Build
Meaningful Curriculum: The graduate
will use their knowledge of academic
disciplines to design, implement, and
evaluate experiences that promote
positive development and learning for
each and every young child.
ECD 131 Language Arts 3 3 0 6. Becoming a Professional: The
graduate will identify and conduct
themselves as members of the early
childhood profession.
PSY 237 Crisis Management 3 3 0 4 7. Early Childhood Field Experiences: The
graduate will complete field experiences
to develop the knowledge, skills, and
professional dispositions necessary to
promote the development and learning
of young children across the entire
developmental period of early
childhood.
ECD 133 Science and Math Concepts 3 3 0 1,5
PSY 215 Intellectual Disabilities 3 3 0 Program Outcomes - HUS
1. Demonstrate knowledge of theoriesof human growth development and
education and learning related to all
children, birth through eight years.
PSY 218 Behavior Modification 3 3 0 2. Plan appropriate learning experiences
for individuals as well as groups of young
children in inclusive settings.
ECO 132 Creative Experiences 3 3 0 3. Demonstrate a competent, respectful,
nurturing teaching style to meet
children's needs.
ECO 243 Field Experience I 3 1 8 4. Develop appropriate educational
practices for young children that foster
the growth of skills in problem solving,
decision-making, critical thinking,
communication and emerging literacy.
HUS 251 Field Placement I 4 1 12 5. Use appropriate teaching strategies,
selection and preparation of materials
and methods to address children's
individual differences in development
and educational levels, culture and
learning styles.
HUS 255 Field Placement II 3 3 0
HUS 110 Orientation to Human Services 1 0 1
Total Credits: 69
Human Services/Early Childhood Option - Course Student Learning Outcomes
COURSE OUTCOMES
ECO 101 1. Demonstrate the knowledge to coordinate space, time, and materials to plan
developmentally appropriate experiences that encourage children's play, exploration, and
learning.
2. Demonstrate an understanding of the principles of child growth and development to serve as
a foundation for working effectively with young children.
3. Demonstrate the knowledge to provide a safe environment for young children and promote
the development of safe practices.
4. Demonstrate the knowledge to provide a healthy environment and promote the development
of good health habits.
5. Demonstrate the knowledge of policies and practices needed to meet the nutritional needs of
young children.
6. Demonstrate a knowledge of strategies and techniques for providing a supportive
environment in which children can develop self-control and interact positively with others.
ECO 133 1. Utilize appropriate media, materials, techniques, and methods during development of science
and math activities.
2. Evaluate age appropriate science and math activities. Integrate science and math activities
into various areas of the preschool program. Create and demonstrate science and math
experiences that are important and relevant to preschool children. Plan, implement, and
evaluate age-appropriate science and math activities.
3. Identify the Science and Math South Carolina Early Learning Standards and/or South Carolina
State Standards for lesson plans.
ECO 135 1. Articulate the interrelationship of preventive health, safety, and nutrition practices that
promote overall child well-being.
2. Describe and assess the components of a healthy, safe, and nutritious child care environment.
3. Identify and apply :the South Carolina Early Learning Standards to plan health, safety, and
nutrition learning experiences for children.
1 D:>rtbl I ict
ECO 101, Program Outcome #1 and #2 PO 1: The graduate will use their understanding of young children's development and learning to create environments that are
healthy, respectful, supportive, and challenging. PO 2: The graduate will know about, understand and value the importance and
complex characteristics of children's families and communities.
LSO 1. The student will demonstrate an understanding of
e principles of child growth and development to serve as a
foundation for working effectively with young chlldren.
CSLO 2. The student wlll demonstrate knowledge about strategies for establishing and
maintaining positive and productive relationships with famllies.
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mJmftli,_I 70 70 70 70
:tual Percentage 96 83 94 80
mchmark Achievec Exceed Exceed Exceed Exceed
70
Not Met
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ECO 133, Program Outcome #1 and #5
PO 1: The graduate will use their understanding of young children's development and learning to create environments that are
healthy, respectful, supportive, and challenging. PO 5: The graduate will use their knowledge of academic disciplines to design,
implement, and evaluate experiences that promote postivie development and learning for each and every young child.
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enchmark Achieve · Exceed .Exceed Ex�eed Exceed
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ECO 135, Program Outcome #1 and #4 PO 1: The graduate will use their understanding of young children's development and learning to create environments that are
healthy, respectful, supportive, and challenging. PO 4: The graduate will understand that teaching and learning with young children
is a complex enterprise, and its detrails vary depending on children's ages, characteristics, and the settings within which teaching
and learning occur.
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enchmark Achieve< Exceed. Exceed ·.; r-!_i:5tM�ft:;:. ·. Not Me.t :J> Not;)VIE?t
Florence-Darlington Technical College Early Childhood Development- Program Assessment-Systematic Evaluation Plan
Course Category: IZI Traditional D Hybrid/Blended D Online D Web Facilitated D Dual Enrollment D DL
Program Student Learning Outcome: For ECD 101(1), ECD 133, and ECD 135(1): The graduate will use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. For ECD 101 (2): The graduate will know about, understand, and value the importance and complex characteristics of children's families and communities. For ECD 135(2): The graduate will understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the settings within which teaching and learning occur.
HUS-E
Course Course Student Number Learning Outcome
The student will ECD demonstrate an 101(1) understanding of the
principles of child growth and development to serve as a foundation for working effectively with young children. The student will dem�nstrate
ECD knowledge about 101(2) strategies for
establishing and maintaining positive and productive relationships with families. The student will plan,
ECD 133 implement, and evaluate age-
SEP(Data Collection V2) 9-2016
:.:.
Assessment Method
Formative Milestones ages/stages matching activity.
Summative Quiz !-Modules 1-3
Formative Family engagement activity plan.
Summative Quiz 4-Modules 11-14
Formative Practice written science experiment lesson plan
Benchmark Actual Level of Action Plan Time Interval Achievement
Students will receive Fall 2017 70% or higher 96% more hands-on
opportunities to identify principles of child growth and
70% or higher 83% development.
Students will receive Fall 2017 70% or higher 94% more hands-on
opportunities to learn about strategies for establishing and
70% or higher 80% maintaining positive and productive relationships with families. Continued in-class Fall 2017
70% or higher 96% lesson planning activities.
appropriate science and math activities.
The student will plan ECD and evaluate 135(2) nutritionally
balanced meals for young children.
The student will ECD articulate the 135(1) interrelationship of
preventive health, safety, and nutrition practices that promote overall child weIJ-being.
SEP(Data Collection V2) 9-2016
Summative Teaching/guiding of science experiment with peers
Formative Math game evaluation.
Summative Creation/presentation/playing of math eame Formative Rate your plate activity.
Summative One week meal plan including portions based on USDA and DSS euidelines. Summative Professional journal article summary/presentation pertaining to a health or safety practice concerning young children.
Formative Small groups will plan and present an activity that will help young children understand a health or safety practice.
Continued in-class 70% or higher 96% science experiments.
Students will be given more opportunities to
70% or higher 92% explore math games.
70% or higher 83%
70% or higher 90% Students will continue Fall 2017 to have opportunities to learn about USDA and DSS meal
70% or higher 92% requirements
70% or higher 96% Students will continue Fall 2017 to have opportunities to learn about the interrelationship of preventive health, safety, and nutrition practices that promote
70% or higher 94% overall child well-being.
Florence-Darlington Technical College Assessment-Systematic Evaluation Plan Detailed Report
Course Name: ECD 101
Faculty: Karen Vido
Semester(s) Reported: Fall 2016
[Division] HUS-E
Course Category: jgJ Traditional D Hybrid/Blended D Online D Web Facilitated D Dual Enrollment D DL
Program Student Learning Outcome: 1. The graduate will use their understanding of young children's characteristics and needs, and of
multiple interacting influences on children's development and learning, to create environmentsthat are healthy, respectful, supportive, and challenging for each child.
2. The graduate will know about, understand, and value the importance and complex characteristicsof children's families and communities.
Course Student Learning Outcome: 1. The student will demonstrate an understanding of the principles of child growth and development
to serve as a foundation for working effectively with young children.2. The student will demonstrate knowledge about strategies for establishing a maintaining positive
and productive relationships with families:
Analysis of Results:
Strength in student performances: I. A total of96% of the students successfully completed the milestones ages/stages matching
activity with a "C" or higher.2. A total of 83% of the students passed Quiz I with a "C" or higher.3. A total of 94% oftheistudents successfully completed the family engagement activity plan with a
"C" or higher.4. A total of 80% of the students passed Quiz 4 with a "C" or higher.
Weaknesses in student performances: An area of weakness for some students was a lack of understanding of establishing productive relationships with families.
Recommended Action(s): I. Students will receive more hands-on opportunities to identify principles of child growth and
development.2. Students· will receive more hands-on opportunities to learn about strategies for establishing and
maintaining positive and productive relationships with families.
When Action will be implemented: Fall 2017 semester
SEP(Summary)V2
9-2016
D t C a a omoanson: 2016 20_ 20 Fall- Startup
Measurement Benchmark Benchmark Benchmark Instrument Milestones 96% scored 70% activity or higher
Quiz 1 83% scored 70% or higher
Family 94% scored 70% engagement or higher activity plan
Quiz2 80% scored 70% or higher
Impact of Changes Implemented As a Result of Previous Assessment Cycle:
SEP(Summary)V2
9-2016
20 -
Benchmark
Florence-Darlington Technical College Assessment-Systematic Evaluation Plan Detailed Report
Course Name: ECD 133 [Division] HUS-E
Faculty: Karen Vido
Semester(s) Reported: Fall 2016
Course Category: IZI Traditional D Hybrid/Blended D Online D Web Facilitated D Dual
Enrollment D DL
Program Student Learning Outcome: I. The graduate will use their understanding of young children's characteristics and needs, and of
multiple interacting influences on children's development and learning, to create environmentsthat are healthy, respectful, supportive, and challenging for each child.
Course Student Learning Outcome: I. The student will plan, implement, and evaluate age-appropriate science and math activities.
Analysis of Results:
Strength in student performances: I. A total of 98% of students received 70% or higher on the practice written science experiment
lesson plan assignment.2. A total of 96% of students received 70% or higher on the teaching/guiding of science experiment
with peers assignment.3. A total of 92% of students received 70% or higher on the math game evaluation.4. A total of 83% of students received 70% or higher on the creation/presentation/playing of math
game assignment.
Weaknesses in student performances: An area of weakness among some students was a lack of understanding concerning the different components of a math game.
Recommended Action(s): l. Continued in-class lesson planning activities.
2. Continued in-class science experiments.3. Students will be given more opportunities to explore math games.
When Action will be implemented:
Fall2017
D t C a a omoarison:
Measurement Instrument
SEP{Summary)V2
9-2016
2016 Fall- Startup
Benchmark
20 20 - -
Benchmark Benchmark
20 -
Benchmark
Practice written science 98% scored experiment lesson plan 70% or higher
Teaching/ guiding of science 96% scored experiment with peers 70% or higher
Math game evaluation 92% scored 70% or higher
Creation/presentation/playing 83% scored ofmath game 70% or higher
Impact of Changes Implemented As a Result of Previous Assessment Cycle:
SEP(Summary)V2
9-2016
Florence-Darlington Technical CoHege Assessment-Systematic Evaluation Plan Detailed Report
Course Name: ECD 135
Faculty: Karen Vido
Semester(s) Reported: Fall 2016
[Division] HUS-E
Course Category: IZI Traditional D Hybrid/Blended D Online D Web Facilitated D Dual
Enrollment D DL
Program Student Learning Outcome: I. The graduate will understand that teaching and learning with young children is a complex
enterprise, and its details vary depending of children's ages, characteristics, and the settingswithin which teaching and learning occur.
2. The graduate will use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environmentsthat are healthy, respectful, supportive, and challenging for each child.
Course Student Learning Outcome: I. The student will articulate the interrelationship of preventive health, safety, and nutrition
practices that promote overall child well-being.2. The student will plan and evaluate nutritionally balanced meals for young children.
Analysis of Results:
Strength in student performances: I. A total of 96% of students scored a 70% or higher on the professional journal article
summary/presentation pertaining to a health or safety practice concerning young children.2. A total of94% of students scored a 70% or higher on the small group plan and present an activity
that will help young children understand a health or safety practice assignment.3. A total of 90% of students scored a 70% or higher on the rate your plate activity.4. A total of 92% of students scored a 70% or higher on the one week meal plan including portions
based on USDA and DSS guidelines assignment.
Weaknesses in student performances: An area of weakness among some students was confusion concerning specific portion requirements of meals for different age groups of children.
Recommended Action(s):
1. Students will continue to have opportunities to learn about USDA and DSS meal requirements.2. "Students will continue to have opportunities to learn about the interrelationship of preventive
health, safety, and nutrition practices that promote overall child well-being.
SEP(Summary)V2
·9-2016
When Action will be implemented:
Fall 2017
D C ata omnanson:
Measurement Instrument Rate your plate activity
Meal Plan
Professional journal article
Small group activity
2016 Fall- Startup Benchmark
90% scored 70% or higher
92% scored 70% or higher
96% scored 70% or higher
94% scored 70% or higher
20_ 20
Benchmark Benchmark
Impact of Changes Implemented As a Result of Previous Assessment Cycle:
SEP(Summary)V2
9-2016
20_
Benchmark
Outcome Curriculum
I How will SLO's be Measured? IWhen will SLO'S be
I Whowill
Department/Program Program Outcomes Re ortin Categories Mapping Measured? Measure SLO's? I P
g
Associate of Applied
Science in Human Services -Early Childhood Option
� Promoting Child Development and Learning: The graduate will use their understanding of young
Instructors children's characteristics and ECO 101 students will take a quiz. ECO 133
needs, and of multiple interacting ECD 101, ECD 133, students will write a science lesson plan. responsible for
influences on children's 1 and ECD 135
ECO 135 students will write a plan to help Fall 2016 teaching ECD I Karen Vido young children understand a health or 101, ECD 133, development and learning to safety practice. and ECD 135 create environments that are
healthy, respectful, supportive, and challenging for each child. (NAEYC Standard 1).
Building Family an Community Relations: The
;�1Jf :];_��'.�i;l!l�tfi�t!f ij��1it��ii Instructors graduate will know about, ECD 101 students will take a quiz. responsible for understand and value the ECD 101 and ECD F.allr2016ffcmEG01101�-·'':llF,a'll"fi'i 2 ECD 243 will engage in family .·t,._·, ·.-,., .;' ·1-�'\•')�' . .Y · :(l;!,i�t(i;,-�V�?'t�·-���b--1t:"-"A� teaching ECD I Karen Vido importance and complex 243 2018'fo'r;EGDl2�f3jfl1;1r.:,1'Ik{\!�:�;, characteristics of children's
activities at their lab site. };&tf t1�1�tt{r2l! iitli11,f.11�11�1'.ttl
101 and ECD
families and communities. 243
,m::..s.tandacrL2l
� Observing, Documenting, and Assessing to Suppport Young Children and Families: The Instructors graduate will understand that The student will complete reflective responsible for ECD 105 and ECD journal entries of weekly observations. A Fall 2017 for ECD 105 .'fall··· observation, documentation, and 3 243 rubric will be used to evaluate the 2018 for ECD 243 teaching ECD I Karen Vido other forms of assessment are journals. 105 and ECD central to the practice of all early 243
childhood professionals. (NAEYC Standard 3)
� Using Developmentally Appropriate Approaches: The graduate will understand that
Instructors teaching and learning with young The student will participate in group children is a complex enterprise, ECD 131 and ECD projects. A rubric will be used to responsible for
4 teaching ECD I Karen Vido and its details vary depending on 135 evaluate the projects and children's ages, characteristics, presentations. 135and ECD
and the settings within which 131.
teaching and learning occur. (NAEYC Standard 4)
)> Using Content Knowledge to Build Meaningful Curriculum: The graduate will use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. (NAEYC Standard S)
)> Becoming a Professional: The graduate will identify and conduct themselves as members of the early childhood professional. (NAEYC Standard 6)
)> Early Childhood Field Experiences: The graduate will complete field experiences to develop the knowledge, skills, and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood. (NAEYC Standard 7)
5
6
7
ECD 131, ECO 132, I
The student will plan, implement, and
ECO 133 and ECO evaluate age-appropriate discipline
243 ' specific lesson plans. A rubric will be used
to evaluate student's success.
ECO 243
ECD 243
Successful completion of 120 hours of supervised field experience in a childcare setting. A rubric will be used to evaluate student's success.
Successful completion of 120 hours of supervised field experience in a childcare setting. A rubric will be used to evaluate student's success.
Fall 2016 for ECO 133 Fall 2017 for ECD 131 Fall 2018 for ECO 132 and ECO 243
Instructors responsbile for teaching ECO 131, ECO 132, ECO 133, and ECO 243
Instructor ·• responsible forteaching ECO243
Instructor responsible for teaching ECO 243
Karen Vido
Karen Vldo
Karen Vido