MASTER SYLLABUS
2017-2018
A.
Academic Division: Education, Professional & Public Services
B.
Discipline: Early Childhood Education
C.
Course Number and Title: EDUT 2090 Families, Communities and Schools
D.
Course Coordinator:
Assistant Dean: Craig Ali
Instructor Information:
 Name:
 Office Location:
 Office Hours:
 Phone Number:
 E-Mail Address
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E.
Credit Hours: 3
F.
Prerequisites: EDUT 1070
G.
Syllabus Effective Date: Fall, 2017
H.
Textbook(s) Title:
Families, Schools, and Communities: Building Partnerships for Educating Children
 Authors: Chandler Barbour, Nita H. Barbour, Patricia A. Scully
 Copyright Year: 2011
 Edition: 5th
 ISBN #: 13- 978-0137-0354-65
I.
Workbook(s) and/or Lab Manual: None
J.
Course Description: The course emphasizes the importance of effective communication between parents
and program staff. Stress is a factor affecting the home/school relationship and the role of the school or
center in establishing a strong working relationship. Emphasis is placed on encouraging active parent
participation in the early childhood programs both private and public. The course includes history of
education and the impact on families both past and present, the examination of models of the healthy
families, diverse families, and the effect of drugs, alcohol, and disabilities on the family unit. The course
includes creating written communications with families and any requirements designated by the state
and/or school system. (TAG # OED006)
Updated: 2/13/2017
Page 1 of 8
K.
College-Wide Learning Outcomes
College-Wide Learning Outcome
Communication – Written
Communication – Speech
Intercultural Knowledge and Competence
Critical Thinking
Information Literacy
Quantitative Literacy
L.
Assessments - - How it is met & When it is met
Communication – Speech VALUE Rubric
Course Outcomes and Assessment Methods:
Upon successful completion of this course, the student shall:
Outcomes
Discuss how the 3 social settings affect children’s
perception and attitudes about learning and their
success in school.
NAEYC#2a,b,c,3a,4a, ODE#5 OSTP#6, INASC#JP
1.1 Explain why collaboration between the social
settings is essential for children’s optimal learning
and development.
NAEYC#1a, ODE#5 OSTP#6, INASC#5
2.0 Discuss the various beliefs about child development
and the models of instruction that influence them.
NAEYC#1b 2c,ODE#5, OSTP#4, INASC#B,J
2.1 Describe how parents, teachers, & community
members worked together in the past & today.
NAEYC#2b, ODE# 5,OSTP#6,INASC#JP4
2.2 Understand how programs for poor and special needs
have helped to bring focus to the importance of
parents as “child’s teacher.”
NAEYC#1b,2c,ODE#5,OSTP#1, INASC#BP4
3.0 Identify the different types of family households in
which children are being raised.
NAEYC# 1c,4a, ODE#5, OSTP#1, INASC#GP4, JD1
3.1 Recognize the social and economic factors that affect
family life.
NAEYC#0,ODE#3,OSTP#5, INASC#CD3,CP6
3.2 Appreciate that families are always in the process of
change.
NAEYC# 2b,4a,ODE#5, OSTP#1,INASC#JD1
4.0 Describe parental roles in children’s upbringing and
how roles have changed in recent years
NAEYC#2a, ODE#3,5 OSTP#6, INASC#JP4
4.1 Identify various parenting styles.
NAEYC#1a,4a ODE#1,5, OSTP#7, INASC#0
4.2 Recognize what motivates individuals to become
parents, the rewards of parenting, and how today’s
stressors impact parenting.
NAEYC#4a ODE#5,6, OSTP#6, INASC#0
5.0 Identify benefits of quality child care.
NAEYC#1a,6a,b, ODE#1,4, OSTP# 0, 7, INASC#0
1.0
Updated: 2/13/2017
Assessments – How it is met
& When it is met
Reflective Journal – Week 5
Midterm –
Midterm –
Reflective Journal – Week 5
Midterm –
Midterm –
Organization Web Search – Week 6-8
Organization Web Search – Week 6-8
Reflective Journal – Week 5
Reflective Journal – Week 5
Midterm –
Romania Video – Week 2 - 4
Midterm –
Midterm –
Midterm –
NAEYC & Exchange Article Review –
Week 4 -6
Midterm – Week
Midterm –
Midterm –
Romania Video – Week 2-4
Page 2 of 8
Outcomes
5.1
Define child-care: in-home, family child care, centerbased, before and after school care.
NAEYC#6a ODE#1, OSTP# 0, INASC#0
5.2 Explain why collaboration among parents, schools,
communities, and care givers is important in the
development of social policies to enhance
accessibility, affordability, and quality of child care.
NAEYC#2b,5c,6e, ODE#6, OSTP#6, INASC#JP2
6.0 Understand the emotional impact that a child with
disabilities can have on a family.
NAEYC# 2a,b, ODE#1,5 OSTP#1,6,
INASC#CD3
6.1 Recognize the importance of early identification and
intervention for children with disabilities.
NAEYC#3a,b,c ODE#1,3, OSTP#INASC#
6.2 Explain the importance of IDEA and the six
principles governing the education of children with
disabilities.
NAEYC#3c, 4b,c,ODE#2,6 OSTP#INASC#
7.0 Understand the legal requirements that hold families,
schools, and communities accountable for providing
different aspects of education while safeguarding
children.
NAEYC#2c,4b, ODE#1,6, OSTP#INASC#
7.1 Describe informal education that society anticipates
will be provided by families and communities.
NAEYC#5a,b ODE#1,5 OSTP#INASC#
7.2 Identify agencies that provide various safeguards for
children’s experience and learning.
NAEYC# 2c,4b,ODE#5,6 OSTP#6,7, INASC#CD3
8.0 Explain what families can do that promotes
children’s literacy and cognitive development.
NAEYC# 3c,5a,ODE#1,2,5 OSTP#5,
INASC#GP4
8.1 Explain ways the extended family members affect
the home curriculum.
NAEYC#2c,3c, ODE#3 OSTP#6, INASC#GP4
9.0 Describe how organizations and agencies within a
community provide learning opportunities.
NAEYC#1c,2a,c, ODE#5,6, OSTP#INASC#
9.1 Explain how social networks affect the amount and
quality of learning that children derive from their
community.
NAEYC#2c, ODE#5, OSTP#INASC#GP4
10. 0 Describe practices to develop rapport with parents,
communicate, and encourage their involvement in
the classroom.
NAEYC#2a,c,6c,e, ODE#5 OSTP# 6, INASC#G
10.1 Define Parent Involvement Levels – participatory to
advocacy levels.
NAEYC# 5c,6d,ODE#5,6, OSTP#7, INASC#G,I
Updated: 2/13/2017
Assessments – How it is met
& When it is met
Midterm –
Midterm –
ODJFS Web Site Compliance Search –
Week 6-8
Reflective Journal – Week 8
Midterm –
Reflective Journal – Week 8
Midterm –
Midterm –
Reflective Journal – Week 8
Final Exam –
Final Exam –
Final Exam –
Agency Web Search Activity – Week 810
Final Exam –
Chapter Activity #3 & 5 – Week 9-11
Agency Web Search Activity – Week 810
Final Exam –
Chapter Activity #4 – Week 9-11
Final Exam – Week 15
Final Exam –
Memo – Week 11-13
Final Exam –
Page 3 of 8
Outcomes
10.2 Describe strategies for working with parents from
other cultures, economic situations, or family
configuration.
NAEYC#2c,6c, ODE#5,6 OSTP#1,6, INASC#G,
10.3 Describe the preparation steps for parent teacher
conferences.
NAEYC#2b, ODE#4,5 OSTP#6, INASC#JP4
11.0 Identify conditions that enhance the growth of
partnerships as well as factors that serve as barriers.
NAEYC#6d ODE#5,6, OSTP#5,6 INASC#JP4
11.1 State the criteria that demonstrate the status of
partnerships.
NAEYC#6d, ODE#5 OSTP#6,INASC#0
11.2 Explain how planning, careful implementation,
accountability, and honest communication produce
healthy partnerships.
NAEYC#3d,5c, ODE#1,5, OSTP#1,INASC#A,I
11.3 Explain the commonalities found in partnership
models and how these remain constant in differing
programs.
NAEYC# 6c,ODE# 4,5, OSTP#7,INASC#I
M.
Assessments – How it is met
& When it is met
Senior Citizen Interview – Week 4 -6
Final Exam –
Role Play Activity – Week 8-10 or
Week 10-12
Final Exam –
Romania Reaction Paper – Week 2 - 3
Final Exam –
Reflection Journal – Week 13
Final Exam –
Memo – Week 11-13
Parent Handbook – Week 12-14
Final Exam –
Reflection Journal – Week 13
Final Exam –
Topical Timeline (Subject to Change):
Date
Topic
Readings
Assignments Due
Today
Week 1
Introduction and
overview
Week 2
Influences on
Children’s Lives
Video Reaction
Paper
3 hours
Week 3
Historical &
Philosophical
Perspectives
“Parent Job Description” and
“Parenting not for the Faint of
Heart”
Chapter 1
Maslow’s hierarchy
Romania Video
Chapter 2
Activity 3
Time
Allotted
2 hours
Family Ecology
System Chart
3 hours
Week 4
Viewing Family
Diversity
Chapter 3
Raising Grandchildren Video
3 hours
Week 5
Understanding Roles &
Experiences of Parents
Chapter 4
Parenting Styles Video
NAEYC/Exchange Articles
Week 6
Meeting Child-Care
Needs
Chapter 5
Class Activity 4
Week 7
Working with Families
of Children
w/Disabilities
Chapter 6
Test 1,
Senior InterviewActivity 2
Reflective Journal #1
(Ch 1-3)
NAEYC – Exchange
Article Review
Web Search –
ODJFS Web Site
Compliance Search
Ch 4 Activity 5
Midterm
Updated: 2/13/2017
3 hours
3 hours
2 hours
Page 4 of 8
Date
Topic
Readings
Week 8
Protecting Children
While Fostering
Learning
Chapter 7
Week 9
Chapter 8
Week 14
Curriculum of the
Home
Curriculum of the
Community
Establishing &
Maintaining
Collaborative
Relationships
Establishing &
Maintaining
Collaborative
Relationships-Cont.
Building School
Partnerships w/Families
& Community Groups
Research Presentation
Week 15
Final Exam
Week 10
Week 11
Week 12
Week 13
N.
Chapter 11
Time
Allotted
3 hours
3 hours
Memo
3 hours
Invitation
3 hours
Parent Activity Bag -
3 hours
Reflective Journal #3
(Ch. 7-11) Parent
Handbook
Research
Presentation
Final Exam
3 hours
3 hours
Course Assignments:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
O.
Chapter 9 Parent/Teacher
Conf. Role Play
Chapter 10
Model Discussion
Assignments Due
Today
Reflective Journal #2
(Ch. 4-6)
Agency Web Search
Activity
Parent Handbook
Conference Role Play
Parent Activity Bag
Video Reaction Papers
Reflective Journal
Article Reviews
Research Presentation
Senior Interview
Midterm Exam
Final Exam
Recommended Grading Scale:
NUMERIC
93–100
90–92
87–89
83–86
80–82
77–79
73–76
70-72
67–69
63-66
60-62
00-59
GRADE
A
AB+
B
BC+
C
CD+
D
DF
Updated: 2/13/2017
POINTS
4.00
3.67
3.33
3.00
2.67
2.33
2.00
1.67
1.33
1.00
0.67
0.00
DEFINITION
Superior
Superior
Above Average
Above Average
Above Average
Average
Average
Below Average
Below Average
Below Average
Poor
Failure
Page 5 of 8
P.
Grading and Testing Guidelines:
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Q.
Examination Policy:
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R.
Class Attendance and Homework Make-Up Policy:
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S.
Classroom Expectations:
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T.
College Procedures/Policies:
Attendance Requirements: All students are required to attend all scheduled classes and examinations.
Each faculty member has the right to establish regulations regarding attendance that he/she considers
necessary for successful study.
Students who do not attend classes may be administratively withdrawn from those classes. However,
failure to attend classes does not constitute withdrawal, and students are expected to process a formal
withdrawal though the Student Records Office in Kee Hall.
Student engagement requirements:
Student engagement is based on the “active pursuit” of learning which can be measured by class
attendance, class participation (in class or online), taking required quizzes/examinations, and submission of
work assignments or papers. Student engagement consists of a student attending at least 60% of the class
sessions (there should be attendance throughout the term) and/or completing 75% of the assignments listed
on the syllabus at the midpoint in the term. Exceptions can be made when there is on-going
communication between the student and faculty member. The communication must be documented and the
faculty member and student must be in agreement regarding the exception. Students not meeting the
expectation will be administratively withdrawn from class. If a student believes he/she was
administratively withdrawn in error, he/she may file an appeal. Being administratively withdrawn may
have program and financial aid implications.
Academic Misconduct is any activity that tends to compromise the academic integrity of the college, or
subvert the educational process. Examples of academic misconduct include, but are not limited to:
1.
Violation of course or program rules as contained in the course syllabus or other information provided
to the student; violation of program requirements as established by departments and made available to
students.
2.
Plagiarism including, but not limited to, submitting, without appropriate acknowledgment, any written,
visual or oral material that has been copied in whole or in part from the work of others (whether such
source is published or not) even if the material is completely paraphrased in one’s own words. This
includes another individual’s academic composition, compilation, or other product, or a commercially
prepared paper. Plagiarism also includes submitting work in which portions were substantially
produced by someone acting as a tutor or editor.
Such practices constitute plagiarism regardless of motive. Those who deny deceitful intent, claim not
to have known that the act constituted plagiarism, or maintain that what they did was inadvertent are
nevertheless subject to penalties when plagiarism has been confirmed.
Updated: 2/13/2017
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3.
Cheating and dishonest practices in connection with examinations, papers and projects, including but
not limited to using unauthorized notes, study aids or information on an examination; obtaining help
from another student during an examination; taking an exam or doing work for another student;
providing one’s own work for another student to copy and submit as his/her own; or allowing another
student to do one’s work and then submitting the work as one’s own. Also included would be altering
a graded work after it has been returned, then submitting the work for re-grading; or submitting
identical or similar papers for credit in more than one course without prior permission from the course
instructors.
4.
Fabrication including but not limited to falsifying or inventing any information, data or citation;
presenting data that were not gathered in accordance with defined appropriate guidelines, and failing to
include an accurate account of the method by which data were collected.
5.
Obtaining an Unfair Advantage including, but not limited to stealing, reproducing, circulating, or
otherwise gaining access to examination materials prior to the time authorized by the instructor;
unauthorized collaborating on an academic assignment; taking, hiding or altering resource material; or
undertaking any activity with the purpose of creating or obtaining an unfair advantage over another
student’s academic work.
6.
Aiding and Abetting Academic Dishonesty including, but not limited to providing material,
information or other assistance to another person with the knowledge that such aid could be used in
any of the violations stated above, or providing false information in connection with any inquiry
regarding academic integrity.
7.
Alteration of Grades or Marks including but not limited to, action by the student in an effort to change
the earned credit or grade.
In addition, cases of academic dishonesty may involve photocopied materials. Materials used may fall
under the Copyright Act. Violations of said Act may subject the user and/or the College to sanctions.
Statement on Disabilities: Any student who requires reasonable accommodations related to a disability
should inform the course instructor and the Coordinator of Specialized Services (Room 138 in Kee Hall;
phone 419-755-4727).
Students who encounter difficulty in any of their courses are encouraged to visit the Tutoring Resource
Center (Room 119 in Fallerius Technical Education Center) for tutoring assistance, and the Student Success
Center (Room 136 in Kee Hall) for academic assistance, advising services, referrals for personal counseling
and Learning Disability (LD) Testing.
Statement on Withdrawals: As a student, you are expected to attend class. If you are unable or choose not
to attend class, or if for whatever reason you are unable to keep up with the requirements of a course, you
need to officially drop the class at the Student Records Office. Refund dates and withdrawal dates will
vary slightly from term to term. Contact the Student Records Office for applicable dates. Additionally
these dates are posted on the academic calendar available on the college’s website,
www.ncstatecollege.edu, under the Academics heading on the home page and are available at the Student
Records Office in Kee Hall. Students should go to the Student Records Office (Room 142 in Kee Hall) to
process their withdrawal from any class.
If you choose to walk away from your class without officially withdrawing from it, the faculty member
teaching the class must grade your classroom performance on the material available to him or her. This
normally results in an "F" grade. An "F" grade can lower your grade point average considerably depending
on the total credits accumulated.
Updated: 2/13/2017
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Updated: 2/13/2017
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