NAEYC EARLY CHILDHOOD
ASSOCIATE DEGREE ACCREDITATION
SELF-STUDY REPORT
FOR ROBESON COMMUNITY
COLLEGE
ACCREDITATION REVIEW
NAEYC 1313 L Street, Suite 500 NW, Washington D.C. 20005-4101
TABLE OF CONTENTS
THE ACCREDITATION CRITERIA AND STANDARDS
THE REPORT TEMPLATE
PART ONE: PROGRAM CONTEXT
A. PROGRAM IDENTITY
PAGE
3
6
Criterion 1: Mission and Role in Community
B. PROGRAM DESIGN
10
Criterion 2: Conceptual framework
Criterion 3: Program of Studies
Criterion 4: Quality of Teaching
Criterion 5: Quality of Field Experiences
C. STUDENTS
40
Criterion 6: Qualifications and Characteristics of Students
Criterion 7: Advising and Supporting Students
D. FACULTY
47
Criterion 8: Qualifications and Composition of Faculty
Criterion 9: Professional Responsibilities
Criterion 10: Professional Development
E. SUPPORTIVE INFRASTRUCTURE AND ORGANIZATION
62
Criterion 11: Program Organization and Guidance
Criterion 12: Program Resources
PART TWO: PROGRAM CONTENT AND OUTCOMES
F. LEARNING OPPORTUNITIES
71
Chart of Learning Opportunities and Assessments
Narrative Summary
G. ASSESSMENTS AND EVIDENCE OF STUDENT PERFORMANCE
108
Multi-Program Key Assessment to Key Program Alignment Chart
Overview Chart of Key Assessments Aligned with Standards
Chart of Assessments and Evidence
Narrative Summary
2
THE ACCREDITATION CRITERIA
AND STANDARDS
PART ONE: PROGRAM CONTEXT
A. PROGRAM IDENTITY
Criterion 1: Mission and Role in Community
The early childhood associate degree program has established a clear identity and role in its community
and is responsive to community stakeholders.
B. DESIGN OF PROFESSIONAL PROGRAM
Criterion 2: Conceptual framework
The early childhood associate degree program is based on a conceptual framework that is linked to the
program’s mission and values.
Criterion 3: Program of Studies
The program of studies is a coherent series of courses and field experiences that promote student learning
in relation to the NAEYC standards and supportive skills.
Criterion 4: Quality of Teaching
The teaching strategies used by program faculty reflect the characteristics, instructional methods, and
evaluation strategies that are likely to promote student learning in relation to the NAEYC standards and
supportive skills. They reflect the current professional knowledge base and are responsive to the
characteristics of the program’s students.
Criterion 5: Quality of Field Experiences
The program’s field experiences support students’ learning in relation to the NAEYC standards.
C. STUDENTS
Criterion 6: Qualifications and Characteristics of Students
The program encourages enrollment of a diverse group of students who have potential to succeed as
early childhood educators.
Criterion 7: Advising and Supporting Students
The program ensures that students are adequately advised and supported.
D. FACULTY
Criterion 8: Qualifications and Composition of Faculty
The program ensures that faculty demonstrate the qualifications and characteristics needed to promote
students’ learning in relation to the NAEYC standards and supportive skills.
Criterion 9: Professional Responsibilities
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Faculty responsibilities allow them to promote students’ learning in relation to the NAEYC standards and
supportive skills.
Criterion 10. Professional Development
Faculty are provided with professional development that strengthens their ability to promote students’
E. SUPPORTIVE INFRASTRUCTURE AND ORGANIZATION OF PROGRAM
Criterion 11: Program Organization and Guidance
The program’s organization and guidance are mission-driven and participatory, placing the needs of
students as its first priority.
Criterion 12: Program Resources
The program has sufficient resources to support its efforts to promote students’ learning in relation to
NAEYC standards and supportive skills
PART TWO: PROGRAM CONTENT AND OUTCOMES
F. LEARNING OPPORTUNITIES
The program provides learning opportunities that explore key elements of the NAEYC Accreditation
Standards and the Supportive Skills for associate degree programs. These learning opportunities are
connected to and prepare students for assessment.
G. ASSESSMENTS AND EVIDENCE OF STUDENT PERFORMANCE
The program assesses and is documenting evidence of student performance related to the NAEYC
Standards and Supportive Skills for associate degree programs. Data collected on student performance is
used to make ongoing improvements in the program that respond to documented student needs.
The Standards
Standard 1: Promoting child development and learning
Standard 2: Building family and community relationships
Standard 3: Observing, documenting, and assessing to support young children and families
Standard 4: Teaching and learning
Standard 5: Becoming a professional
The Supportive Skills
Supportive Skill 1: Self-assessment and self-advocacy
Supportive Skill 2: Mastering and applying foundational concepts from general education
Supportive Skill 3: Written and verbal communications skills
Supportive Skill 4: Making connections between prior knowledge/experience and new learning
Supportive Skill 5: Identifying and using professional resources
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SELF-STUDY REPORT
TEMPLATE
Save an electronic copy of this report template and use it to enter the narratives and charts required in
your report. Use your Toolkit binder of materials for more discussion on each section of the report. Be
sure that your report responds to the Indicators of Strength for each Accreditation Criteria and Standard.
5
PART ONE:
PROGRAM CONTEXT
What does the associate degree early childhood program provide to students to support their learning in
relations to the NAEYC standards and supportive skills? What is important to know about the context of
this program? How does this context (Part One of the report) inform the way that the program designs its
learning opportunities and student assessments (Part Two of the report)?
A. PROGRAM IDENTITY AND ROLE
Criterion 1: Mission and Role in Community
The early childhood associate degree program has established a clear identity and role in its community
and is responsive to community stakeholders.
Rationale: Historically, community and technical colleges have played a key role in meeting the
needs of their constituents. Strong early childhood associate degree programs are closely
connected with the community and they respond to the growing need to prepare a workforce to
serve the young children and families in their community. Stakeholders in the community see
the program as providing an important service.
Indicators of strength:

The program has a clear sense of its mission and identity in meeting its community’s needs.

Others in the community recognize and value the program’s role.
Sources of evidence:
1.
Report: A two page description of mission and program identity in relation to the community
2. Site Visit: Interviews with stakeholders as identified by the program
6
Narrative description of mission, community needs and program identity:
Robeson Community College (RCC) is one of 58 community colleges in the North Carolina Community
College System. It is a tax-assisted institution that is accredited by the Commission on Colleges of the
Southern Association of Colleges and Schools. The College has had a strong presence in Robeson County
for the past 46 years. The College is committed to serving all sectors of the county with vocational,
technical, college transfer, and continuing education programs. The Robeson Community College mission
statement is as follows:
Robeson Community College is an open door, comprehensive, public community college committed to
promoting lifelong learning opportunities to the diverse population of Robeson County and the
surrounding region by offering associate degrees, diplomas, and certificates. As a member of the North
Carolina Community College System, Robeson Community College values excellence in teaching and
learning. Offering affordable, accessible, and quality academic and student support programs, Robeson
Community College accomplishes its mission through:
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Transfer programs that prepare students for admission to four-year institutions in pursuit of a
baccalaureate degree.
Workforce programs that prepare students for employment in a career and assist in the
development of a skilled regional workforce.
Pre-College courses that develop academic skills for students in preparation for
their selected course of study.
College and career readiness programs that advance literacy and life management skills.
Adult and continuing education programs and services that foster personal,
professional, and economic development.
Academic and student support services designed to assist students in achieving
their education goals and career objectives.
Community outreach activities that contribute to the region’s social, economic, and public service
opportunities. (Updated 9/10/12 Robeson Community College Catalog & Student Handbook).
The history of the Early Childhood Program dates back to the early 1970’s. It was initially a Teacher Aide
Diploma program providing training to teacher aides. In 1979, it became a two year degree program that
continued to provide training to teacher aides. The program name changed once again in 1984 to Child
Care Worker. This two-year program was more comprehensive and provided training not only to teacher
aides (assistants), but to the child care industry within Robeson and surrounding counties. Finally, in 1985
the Early Childhood Associate Degree Program was born.
According to Robeson Community College’s Office of Instruction and Support, in the 2012 spring
semester, there were 246 students enrolled in the Early Childhood Associate Degree Program. This was
11.42% of the college’s total enrollment for the semester.
The RCC Early Childhood program supports the core values identified by the college in the following
ways:

We are committed to offering early childhood students educational opportunities that allow them
to put theory into practice, while still meeting their individual needs. This is done through course
scheduling to include: day, early afternoon, evening, and online options. Our Early Childhood
Capstone Work-Site Practicum affords students the opportunity to fulfill their practicum
requirements at their place of employment provided they meet all criteria set forth in the course
description.
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We are committed to providing services to our students, faculty, staff, and community that reflect
our understanding of the diverse cultural needs.
We are committed to enhanced student success by including highly qualified faculty, student
support services, strong assessment measurements, and technology enhanced quality instruction.
Faculty credentials and information on available student support services are discussed in depth
in latter sections of this document.
We are committed to both the professional and personal growth of our students, faculty, and staff.
Students are offered workshops through the Counseling and Career Center as well as the Learning
Center. Various departments encourage student participation at local and state conferences when
funding is available. Faculty and staff are encouraged to attend on-campus faculty development
and off-campus trainings/workshops that enhance delivery of instruction and student services.
Additionally, faculty are encouraged to attend local, state, and national conferences when funding
is available.
We are committed to the concept of working together for the betterment of the college. We have
an open-door policy that promotes shared communication and equality. Students have a voice
through the Student Government Association (SGA), Student Member on the Board of Trustees,
Student Ambassadors, and other clubs and organizations. Faculty are assigned various committee
appointments that focus on examining and/or improving the quality of services offered to our
constituents.
The RCC Early Childhood Associate Degree Program’s mission statement is as follows:
The Early Childhood Program is committed to providing sound educational opportunities to early
childhood students with a focus on developmentally appropriate practices. These practices are supported
and promoted by the NAEYC associate degree standards which are measured in our classrooms. In
continued support of this mission, we also strive to provide students with numerous opportunities to
utilize their pedagogical skills in real-world applications through field experiences in a variety of early
childhood settings. It is our belief that through the application of these skills, students will be prepared to
meet the challenges of the early childhood profession.
Robeson Community College (RCC) is committed to its students and the citizenry of Robeson County.
We strive to be a caring and comprehensive center of educational excellence. We strive to respond to the
educational needs of our local community. We believe in strong partnerships with entities that serve
children and families. For example, early childhood faculty have served on the Four County Board of
Directors, an agency that provides services for children and families in the areas of education, housing,
weatherization; the local Smart Start Board, which provides funding for multiple programs that support
children ages birth to five; the Robeson County Infant Mortality Task Force, which works to prevent
infant deaths; and many other entities, which also relate to the early childhood field.
RCC’s Early Childhood Education Program is the largest curriculum (240 plus) program on the college’s
campus. North Carolina legislation and other child care initiatives have helped to sustain this enrollment
accomplishment. We collaborate closely with the 130 plus childcare facilities in our county to offer high
quality instruction that meets the demand of the child care industry. We know that effective partnerships
are very important to the success of our program. We pride ourselves on being cooperative, collaborative,
and committed to providing the soundest educational opportunities for our early childhood students. We
focus on the best developmentally appropriate educational practices.
In addition, the Early Childhood program is recognized and valued for its role in the community as
evidenced by our frequent request for recommendations for early childhood students to fill vacant
positions within our counties childcare workforce. Our faculty is also called upon often to present
8
trainings and workshops to our local childcare providers as a way of providing professional development
for particular childcare sites. The program currently has two instructors who were selected as Robeson
County Teacher of the Year as voted on by our community at large, as well as a full-time instructor who
was named RCC Faculty Member of the Year as evaluated by peers.
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B. PROGRAM DESIGN
Criterion 2: Conceptual framework
The early childhood associate degree program is based on a conceptual framework that is linked to the
program’s mission and values.
Rationale: Strong early childhood associate degree programs are more than a collection of
courses. Strong programs gain coherence by developing, sharing, and implementing a clear,
overarching mission and set of values.
Indicators of strength:

The conceptual framework is linked to the associate degree program’s unique mission and goals
(Criterion 1) and to the NAEYC standards.

The conceptual framework is a living document: developed collaboratively; clearly written and
presented; and recognized and used by program faculty, students, field placement supervisors,
and other stakeholders.

The conceptual framework supports the program’s commitment to diversity, equity, and
inclusion and to preparing students to work in diverse, inclusive settings.
Sources of evidence:
1) Report:
a) A two-page summary of conceptual framework and how it has been developed and used.
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Discussions with faculty, students, and other stakeholders.
10
Narrative description of conceptual framework:
Early childcare stakeholders began meeting to develop the Early Childhood Education (ECE) program’s
conceptual framework during the spring of 2011. These stakeholders included ECE faculty and the ECE
Advisory Council members. The ECE Advisory Council members are a diverse group of individuals that
work with and for young children in varying capacities. University department chairs, pediatric doctors,
child care owners/directors, college administrators, and many other professionals make up this diverse
council. At this meeting, ideas where shared, and expounded upon. Eventually, a draft was created. Due
to the fact that it is a living document, changes were and have been continuously made over the course of
the last year. Our conceptual framework is a work in progress, but one nonetheless, that we feel shares
our overarching mission, philosophy and values as they relate to producing a qualified workforce ready
for employment in the ECE profession.
The ECE program’s philosophy of “Touching and Transforming Lives through Learning Experiences”
solidifies our mission statement and is a guiding force in our program decisions. It states:
The Early Childhood Program is committed to providing sound educational opportunities to early
childhood students with a focus on developmentally appropriate practices. These practices are supported
and promoted by the NAEYC associate degree standards which are measured in our classrooms. In
continued support of this mission, we also strive to provide students with numerous opportunities to
utilize their pedagogical skills in real-world applications through field experiences in a variety of early
childhood settings. It is our belief that through the application of these skills, students will be prepared to
meet the challenges of the early childhood profession.
The college and program mission statements and the ECE philosophy lay the groundwork for students’
learning experiences in the ECE program. To reinforce the mission and set of values within our program,
students are immersed in experiences that allow them to observe, assess, reflect, collaborate and apply
their pedagogical skills acquired in the ECE program. Field experience opportunities are embedded into
each course offered in the ECE program as a way of allowing students to put their knowledge of theory
into practice. The following framework has been extracted from the multiple teaching experiences as
dispositions that we strive for graduates of our program to exhibit:
Early Childhood Professional (ECP)
Reflective/Critical Thinking – ECP’s must be reflective in their practice to determine strengths and
areas of improvement for continued personal and professional growth.
Relationships and Partnerships – ECP’s must foster and maintain relationships with other professionals
as well as establish partnerships with families, businesses and community organizations.
Theory into Practice – ECP’s are effective practitioners who utilize pedagogical approaches that are
rooted in educational theory and are supported through current research.
Commitment to Continued Growth – ECP’s will seek additional opportunities for personal and
professional growth outside of classroom activities and upon employment to stay abreast of new and
innovative educational practices.
The conceptual framework outlines four focus areas. These four areas include theory into practice,
commitment to professional growth, reflective and critical thinking, and relationships and partnerships.
Faculty assists students with applying educational theories and content knowledge into professional
practice through field experiences. Successful application of theory into practice is continually supported
through active research and maintaining a commitment to professional growth. The ECE program
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provides opportunities for students to attend conferences, workshops, and trainings when possible. These
opportunities instill the importance of lifelong learning for ECPs. Faculty members are models of this
commitment to continued growth. All faculty develop assignments, activities, and plan experiences for
students to demonstrate their ability to be reflective, critical thinkers. ECPs must be able to analyze
situations and issues, and make justified decisions in their professional careers. Our ECE program ensures
that the future ECP will be successful beyond graduation. Finally, the conceptual framework emphasizes
the importance of developing and maintaining relationships and partnerships.
The conceptual framework is used in the ECE department to guide instructional practices to effectively
support what students learn and the ways in which they learn best. The conceptual framework is provided
to students upon entrance into the program in their ECE handbook. In addition to sharing the conceptual
framework with ECE students, it is posted in all of the ECE classrooms, strategically in each building on
campus, and has been shared with each childcare facility within our county. Additionally, upon students
entering the practicum course, supervising faculty members reiterate the conceptual framework with the
on-site field placement supervisor as a means of ensuring that the students’ experiences are aligned with
the conceptual framework.
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Narrative description of future plans
Strengths: One aspect of our Conceptual Framework that we feel is a definite strength is our ability to
provide students with ample opportunities to conduct field experiences within diverse, inclusive settings.
Due to the demographical make-up of Robeson County, (38% Native Americans, 27% Caucasian, 24%
African American, 11% Other/Hispanic - NCDemographics.com) students have a wide range of options
available for them to experience diversity, equity and inclusion. Many of the childcare centers that the
ECE program partners with serve, economically, socially, and culturally diverse populations. We also
have partnership with centers that serve children with disabilities which provides our students with yet
another option as they complete the various field experiences found within our program.
Challenges: In striving to provide our students with opportunities to conduct field experiences within
diverse, inclusive settings, we must also ensure such settings meet our standards of performance with
regard to teacher education, teacher-student ratios, etc. This poses a challenge to our students that are
currently working in a setting that does not meet our standards of performance. These students must be
assigned field experiences elsewhere, in settings that meet our standards of performance. They must then
schedule a time in which they can visit their assigned setting. In addition, they must arrange
transportation to their assigned setting. Our students must work to ensure they overcome such challenges
in order to meet our programs field experience requirements within diverse, inclusive, and high
performing settings.
Plans: As this is a living document, the ECE department will continue to review, evaluate and revise our
Conceptual Framework as needed. Consideration will be given to the adoption of the new NAEYC
standards and how that adoption impacts our need to adjust our conceptual framework. This process will
help to validate our teaching techniques and the experiences which we strive to offer students in our
courses.
We will also continue to provide students with opportunities to conduct field experiences within diverse,
inclusive early childhood settings through careful monitoring and assessment of options within our
county. We will work closely with the Professional Development Grant Coordinator, Educational Award
Coordinator and the local Partnership for Children to monitor the performance of the child care centers in
our area based on the licensing guidelines set by our state.
As new students and stakeholders emerge, the ECE program will make a conscious effort to ensure that
these individuals are made aware of our conceptual framework and its implications for them as early
childhood professionals and advocates. Since we see this document as one that can change as the ECE
program grows, it will continuously be a topic of discussion with the Advisory Council and the childcare
facilities to ensure it is aligned with the mission and goals of the department and to ensure we are
maintaining viable relationships with the constituents we serve.
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Criterion 3: Program of Studies
The program of studies is a coherent series of courses and field experiences that promote student learning
in relation to the NAEYC standards and supportive skills.
Rationale: Strong early childhood programs are more than a collection of courses. The program
of studies has a logical, developmental progression and has sufficient depth and breadth of
content to prepare students adequately to enter the field.
Indicators of strength:

The program has a combination of courses and field experiences that prepares students to have a
positive impact on the lives of young children and families.

Program requirements and the sequence of courses reflect the program’s conceptual framework
and the mission of the institution.
Sources of evidence:
1) Report:
a) Outline of student program of studies, including concentrations or other degree program options.
A catalog course list with brief course descriptions is ideal.
b) A one-page description of plans to address challenges and build on current strengths in this area
2) Site Visit: Follow-up meeting with administrators and faculty as needed and as suggested by the
program.
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Program course list with short descriptions (copy of catalog page is fine)
The Early Childhood Education curriculum prepares individuals to work with children from birth
through eight in diverse learning environments. Students will combine learned theories with practice in
actual settings with young children under the supervision of qualified teachers.
Course work includes child growth and development; physical/nutritional needs of children; care
and guidance of children; and communication skills with families and children. Students will foster the
cognitive/language, physical/motor, social/emotional and creative development of young children.
Graduates are prepared to plan and implement developmentally appropriate programs in early
childhood settings. Employment opportunities include child development and child care programs,
preschools, public and private schools, recreational centers, Head Start Programs, and school age
programs.
Course Description
First Semester (Fall)
ACA 111 College Student Success
+ CIS 110 Introduction to Computers
EDU 119 Intro to Early Childhood Ed.
+ EDU 131 Child, Family, & Community
+ EDU 151 Creative Activities
+ ENG 111 Expository Writing
++ PSY 150 General Psychology
Second Semester (Spring)
+ EDU 153 Health, Safety, and Nutrition
*+ EDU 235 School-Age Dev & Program
ENG 114 Prof Research & Reporting
+ MAT 140 Survey of Mathematics
+ EDU 146 Child Guidance
PSY 244 Child Development I
*+ EDU 234 Infants, Toddlers & Twos
Third Semester (Fall)
*** HEA112 First Aid & CPR
+ EDU 271 Educational Technology
**+ EDU261 Early Childhood
Administration I
++ Humanities/Fine Arts Elective
++ Social/Behavioral Science
Elective
PSY 245 Child Development II
+ EDU 259 Curriculum Planning
Class
Hrs.
Lab
Hrs.
Clin Work
Hrs. Exp.
Credit
Hrs.
1
2
4
3
3
3
3
––
19
0
2
0
0
0
0
0
––
2
0
0
0
0
0
0
0
––
0
0
0
0
0
0
0
0
––
0
1
3
4
3
3
3
3
––
20
3
3
3
3
3
3
3
––
21
0
0
0
0
0
0
0
––
0
0
0
0
0
0
0
0
––
0
0
0
0
0
0
0
0
––
0
3
3
3
3
3
3
3
––
21
1
2
3
2
2
0
0
0
0
0
0
0
2
3
3
3
3
0
0
0
0
0
0
3
3
3
3
––
18
0
0
––
4
0
0
––
0
0
0
––
0
3
3
––
20
15
Fourth Semester (Spring)
***+SOC 213 Sociology of the Family
**+ EDU 262 Early Childhood
Administration II
+ EDU 280 Language & Literacy
***+ EDU 250 Praxis I Preparation
+ EDU 221 Children with Exceptionalities
+ EDU 284 Early Child Capstone
Practicum
Class
Hrs.
Lab
Hrs.
Clin Work
Hrs. Exp.
Credit
Hrs.
3
3
0
0
0
0
0
0
3
3
3
1
3
1
––
14
0
0
0
9
––
9
0
0
0
0
––
0
0
0
0
0
––
0
3
1
3
4
––
17
Total 66
+ Placement test scores may indicate developmental courses are needed in preparation for these courses.
++ Associate in Applied Science electives are listed on page 18 of the student handbook.
Effective Fall 2009, “New” Early Childhood students will choose from the following tracks:
A. *Early Childhood Generalist Track-prepares individuals to work in child care, preschool settings,
public and private schools, recreational centers, Head Start programs, and school age programs.
Students will complete the following courses in this track: EDU 234 and EDU 235.
B. **Early Childhood Administration Track- prepares individuals to work in administrative
positions in child care to include owner/operator, director or assistant director. Students will
complete the following courses in this track: EDU 261 and EDU 262.
C. *** Early Childhood Articulation Track- prepares individuals to transfer to the University of
North Carolina at Pembroke in their Birth – Kindergarten program. Students will complete the
following courses in this track: EDU 250, SOC 213 and HEA 112.
Description of Courses in Early Childhood Program:
ACA-111 College Student Success 1 0 0 0 1
This course introduces the college’s physical, academic, and social environment and promotes the
personal development essential for success. Topics include campus facilities and resources; policies,
procedures, and programs; study skills; and life management issues such as health, self-esteem,
motivation, goal-setting, diversity, and communication. Upon completion, students should be able to
function effectively within the college environment to meet their educational objectives.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
CIS-110 Introduction to Computers 2 2 0 0 3
This course introduces computer concepts, including fundamental functions and operations of the
computer. Topics include identification of hardware components, basic computer operations, security
issues, and use of software applications. Upon completion, students should be able to demonstrate an
understanding of the role and function of computers and use the computer to solve problems.
Minimum State Prerequisites: None
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EDU-119 Intro to Early Child Education 4 0 0 0 4
This course covers the foundations of the education profession, the diverse educational settings for young
children, professionalism and planning developmentally appropriate programs for all children. Topics
include historical foundations, program types, career options, professionalism and creating inclusive
environments and curriculum responsive to the needs of all children and families. Upon completion,
students should be able to design career plans and develop schedules, environments and activity plans
appropriate for all children.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-131 Child, Family, & Community 3 0 0 0 3
This course covers the development of partnerships between culturally and linguistically diverse families,
children, schools and communities. Emphasis is placed on developing skills and identifying benefits for
establishing, supporting, and maintaining respectful, collaborative relationships between diverse families,
programs/schools, and community agencies/resources. Upon completion, students should be able to
explain appropriate relationships between families, educators, and professionals that enhance
development and educational experiences of all children.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-080 and RED-080
Set 2: ENG-085
Minimum State Corequisites: None
College Transfer: N/A
EDU-146 Child Guidance 3 0 0 0 3
This course introduces principles and practical techniques including the design of learning environments
for providing developmentally appropriate guidance for all children, including those at risk. Emphasis is
placed on observation skills, cultural influences, underlying causes of behavior, appropriate expectations,
development of self control and the role of communication and guidance. Upon completion, students
should be able to demonstrate direct/indirect strategies for preventing problem behaviors, teaching
appropriate/acceptable behaviors, negotiation, setting limits and recognizing at risk behaviors.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-080 and RED-080
Set 2: ENG-085
Minimum State Corequisites: None
Local Prerequisites: RED-090
College Transfer: This course has been approved for transfer under the CAA as a premajor and/or
elective course requirement.
EDU-151 Creative Activities 3 0 0 0 3
This course covers planning, creation and adaptation of developmentally supportive learning
environments with attention to curriculum, interactions, teaching practices and learning materials.
Emphasis is placed on creating and adapting integrated, meaningful, challenging and engaging
developmentally supportive learning experiences in art, music, movement and dramatics for all children.
Upon completion, students should be able to create, adapt, implement and evaluate developmentally
supportive learning materials, experiences and environments.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-080 and RED-080
Set 2: ENG-085
Minimum State Corequisites: None
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Local Prerequisites: None
College Transfer: N/A
EDU-153 Health, Safety & Nutrition 3 0 0 0 3
This course covers promoting and maintaining the health and well-being of all children. Topics include
health and nutritional guidelines, common childhood illnesses, maintaining safe and healthy learning
environments, recognition and reporting of abuse and neglect and state regulations. Upon completion,
students should be able to demonstrate knowledge of health, safety, and nutritional needs, safe learning
environments, and adhere to state regulations.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-080 and RED-080
Set 2: ENG-085
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-221 Children with Exceptionalities 3 0 0 0 3
This course introduces children with exceptionalities, their families, support services, inclusive/diverse
settings, and educational/family plans based on the foundations of child development. Emphasis is placed
on the characteristics of exceptionalities, observation and assessment of children, strategies for adapting
the learning environment, and identification of community resources. Upon completion, students should
be able to recognize diverse abilities, describe the referral process, and depict collaboration with families/
professionals to plan/implement, and promote best practice.
Minimum State Prerequisites: Take one set:
Set 1: ENG-090, RED-090, EDU-144, and EDU-145
Set 2: ENG-090, RED-090, PSY-244, and PSY-245
Set 3: ENG-095, EDU-144, and EDU-145
Set 4: ENG-095, PSY-244, and PSY-245
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a premajor and/or
elective course requirement at select institutions.
EDU-234 Infants, Toddlers, & Twos 3 0 0 0 3
This course covers the unique needs and rapid changes that occur in the first three years of life and the
inter-related factors that influence development. Emphasis is placed on recognizing and supporting
developmental milestones through purposeful strategies, responsive care routines and identifying
elements of quality, inclusive early care and education. Upon completion, students should be able to
demonstrate respectful relationships that provide a foundation for healthy infant/toddler/twos
development, plan/select activities/materials, and partner with diverse families.
Minimum State Prerequisites: Take one set:
Set 1: ENG-090, RED-090, and EDU-119
Set 2: ENG-095 and EDU-119
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-235 School-Age Development & Program 3 0 0 0 3
This course includes developmentally appropriate practices in group settings for school-age children.
Emphasis is placed on principles of development, environmental planning, and positive guidance
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techniques. Upon completion, students should be able to discuss developmental principles for all children
ages five to twelve and plan and implement developmentally-appropriate activities.
Minimum State Prerequisites: Take one set:
Set 1: ENG-090 and RED-090
Set 2: ENG-095
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-250 Praxis I Preparation 1 0 0 0 1
This course is designed to prepare potential teachers for the PRAXIS I exam that is necessary to enter the
field of education. Emphasis is placed on content specifications of the PRAXIS I exam, study skills and
simulated examinations. Upon completion, students should be able demonstrate an understanding of the
content necessary for successful completion of the PRAXIS I exam.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090 and RED-090
Set 2: ENG-095
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-259 Curriculum Planning 3 0 0 0 3
This course is designed to focus on curriculum planning for three to five year olds. Topics include
philosophy, curriculum models, indoor and outdoor environments, scheduling, authentic assessment, and
planning developmentally appropriate experiences. Upon completion, students should be able to evaluate
children’s development, critique curriculum, plan for individual and group needs, and assess and create
quality environments.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090, RED-090, and EDU-119
Set 2: ENG-095 and EDU-119
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-261 Early Childhood Administration I 3 0 0 0 3
This course introduces principles of basic programming and staffing, budgeting/financial management
and marketing, and rules and regulations of diverse early childhood programs. Topics include program
structure and philosophy, standards of NC child care programs, finance, funding resources, and staff and
organizational management. Upon completion, students should be able to develop components of
program/personnel handbooks, a program budget, and demonstrate knowledge of fundamental
marketing strategies and NC standards.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090 and RED-090
Set 2: ENG-095
Minimum State Corequisites: Take EDU-119
Local Prerequisites: None
College Transfer: N/A
EDU-262 Early Childhood Administration II 3 0 0 0 3
This course focuses on advocacy/leadership, public relations/community outreach and program
quality/evaluation for diverse early childhood programs. Topics include program evaluation/accreditation,
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involvement in early childhood professional organizations, leadership/mentoring, family, volunteer and
community involvement and early childhood advocacy. Upon completion, students should be able to
define and evaluate all components of early childhood programs, develop strategies for advocacy and
integrate community into programs.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090, RED-090, and EDU-261
Set 2: ENG-095 and EDU-261
Minimum State Corequisites: Take EDU-119
Local Prerequisites: None
College Transfer: N/A
EDU-271 Educational Technology 2 2 0 0 3
This course introduces the use of technology to enhance teaching and learning in all educational settings.
Topics include technology concepts, instructional strategies, materials and adaptive technology for
children with exceptionalities, facilitation of assessment/evaluation, and ethical issues surrounding the use
of technology. Upon completion, students should be able to apply technology enhanced instructional
strategies, use a variety of technology resources and demonstrate appropriate technology
skills in educational environments.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090 and RED-090
Set 2: ENG-095
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-280 Language & Literacy Experiences 3 0 0 0 3
This course is designed to expand students’ understanding of children’s language and literacy
development and provides strategies for enhancing language/literacy experiences in an enriched
environment. Topics include selection of diverse literature and interactive media, the integration of
literacy concepts throughout the curriculum, appropriate observations/assessments and inclusive
practices. Upon completion, students should be able to select, plan, implement and evaluate
developmentally appropriate and diverse language/literacy experiences.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090 and RED-090
Set 2: ENG-095
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
EDU-284 Early Child Capstone Practice 1 9 0 0 4
This course is designed to allow students to apply skills in a three star (minimum) or NAEYC accredited
or equivalent, quality early childhood environment. Emphasis is placed on designing, implementing and
evaluating developmentally appropriate activities and environments for all children; supporting/involving
families; and modeling reflective and professional practices. Upon completion, students should be able to
demonstrate developmentally appropriate plans/assessments, appropriate guidance techniques and
ethical/professional behaviors as indicated by assignments and onsite faculty visits.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090, RED-090, EDU-119, EDU-144, EDU-145, EDU-146, and EDU-151
Set 2: ENG-090, RED-090, EDU-119, PSY-244, PSY-245, EDU-146, and EDU-151
Set 3: ENG-090, RED-090, EDU-119, PSY-245, EDU-144, EDU-146, and EDU-151
Set 4: ENG-090, RED-090, EDU-119, PSY-244, EDU-145, EDU-146, and EDU-151
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Set 5: ENG-095, EDU-119, EDU-144, EDU-145, EDU-146, and EDU-151
Set 6: ENG-095, EDU-119, PSY-244, PSY-245, EDU-146, and EDU-151
Set 7: ENG-095, EDU-119, EDU-144, PSY-245, EDU-146, and EDU-151
Set 8: ENG-095, EDU-119, EDU-145, PSY-244, EDU-146, and EDU-151
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
ENG-111 Expository Writing 3 0 0 0 3
This course is the required first course in a series of two designed to develop the ability to produce clear
expository prose. Emphasis is placed on the writing process including audience analysis, topic selection,
thesis support and development, editing, and revision. Upon completion, students should be able to
produce unified, coherent, well-developed essays using standard written English.
Minimum State Prerequisites: Take One Set:
Set 1: ENG-090 and RED-090
Set 2: ENG-095
Minimum State Corequisites: None
Local Prerequisites: OST 080 or appropriate OPAC score
College Transfer: This course has been approved for transfer under the CAA as a general education
course in English Composition.
ENG-114 Prof Research & Reporting 3 0 0 0 3
This course, the second in a series of two, is designed to teach professional communication skills.
Emphasis is placed on research, listening, critical reading and thinking, analysis, interpretation, and
design used in oral and written presentations. Upon completion, students should be able to work
individually and collaboratively to produce well-designed business and professional written and oral
presentations.
Minimum State Prerequisites: Take ENG-111
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in English Composition.
HEA-112 First Aid & CPR 1 2 0 0 2
This course introduces the basics of emergency first aid treatment. Topics include rescue breathing, CPR,
first aid for choking and bleeding, and other first aid procedures. Upon completion, students should be
able to demonstrate skills in providing emergency care for the sick and injured until medical help can be
obtained.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a premajor and/or
elective course requirement.
MAT-140 Survey of Mathematics 3 0 0 0 3
This course provides an introduction in a non-technical setting to selected topics in mathematics. Topics
may include, but are not limited to, sets, logic, probability, statistics, matrices, mathematical systems,
geometry, topology, mathematics of finance, and modeling. Upon completion, students should be able to
understand a variety of mathematical applications, think logically, and be able to work collaboratively and
independently.
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Minimum State Prerequisites: Take One Set:
Set 1: DMA-010, DMA-020, DMA-030, and DMA-040 or
Set 1: MAT-060 and MAT-070
Set 2: MAT-060 and MAT-080
Set 3: MAT-060 and MAT-090
Set 4: MAT-095
Set 5: MAT-120
Set 6: MAT-121
Set 7: MAT-161
Set 8: MAT-171
Set 9: MAT-175
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: Under the CAA, this course satisfies the general education Mathematics requirement
for the AA and AFA degrees.
It does not satisfy the general education Mathematics requirement for the AS degree.
PSY-150 General Psychology 3 0 0 0 3
This course provides an overview of the scientific study of human behavior. Topics include history,
methodology, biopsychology, sensation, perception, learning, motivation, cognition, abnormal behavior,
personality theory, social psychology, and other relevant topics. Upon completion, students should be
able to demonstrate a basic knowledge of the science of psychology.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
PSY-244 Child Development I 3 0 0 0 3
This course provides an introduction to the study of child development and examines the growth and
development of children from conception through early childhood. Topics include historical and
theoretical perspectives, terminology, research and observation techniques as well as physical, cognitive,
and psychosocial growth and change. Upon completion, students should be able to demonstrate an
understanding of the early stages of child development.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
PSY-245 Child Development II 3 0 0 0 3
This course examines the growth and development of children during early and middle childhood.
Emphasis is placed on factors influencing physical, cognitive, and psychosocial growth and change. Upon
completion, students should be able to demonstrate an understanding of early and middle child
development.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: N/A
SOC-213 Sociology of the Family 3 0 0 0 3
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This course covers the institution of the family and other intimate relationships. Emphasis is placed on
mate selection, gender roles, sexuality, communication, power and conflict, parenthood, diverse lifestyles,
divorce and remarriage, and economic issues. Upon completion, students should be able to analyze the
family as a social institution and the social forces which influence its development and change.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
Humanities/Fine Arts Elective Options
ART-111 Art Appreciation 3 0 0 0 3
This course introduces the origins and historical development of art. Emphasis is placed on the
relationship of design principles to various art forms including but not limited to sculpture, painting, and
architecture. Upon completion, students should be able to identify and analyze a variety of artistic styles,
periods, and media.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
ENG-131 Introduction to Literature 3 0 0 0 3
This course introduces the principal genres of literature. Emphasis is placed on literary terminology,
devices, structure, and interpretation. Upon completion, students should be able to analyze and respond to
literature.
Minimum State Prerequisites: Take ENG-111
Minimum State Corequisites: Take One: ENG-112, ENG-113, or ENG-114
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
ENG-231 American Literature I 3 0 0 0 3
This course covers selected works in American literature from its beginnings to 1865. Emphasis is placed
on historical background, cultural context, and literary analysis of selected prose, poetry, and drama.
Upon completion, students should be able to interpret, analyze, and respond to literary works in their
historical and cultural contexts.
Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
ENG-232 American Literature II 3 0 0 0 3
This course covers selected works in American literature from 1865 to the present. Emphasis is placed on
historical background, cultural context, and literary analysis of selected prose, poetry, and drama. Upon
completion, students should be able to interpret, analyze, and respond to literary works in their historical
and cultural contexts.
Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114
Minimum State Corequisites: None
23
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
ENG-241 British Literature I 3 0 0 0 3
This course covers selected works in British literature from its beginnings to the Romantic Period.
Emphasis is placed on historical background, cultural context, and literary analysis of selected prose,
poetry, and drama. Upon completion, students should be able to interpret, analyze, and respond to literary
works in their historical and cultural contexts.
Minimum State Prerequisites: Take ENG-112, ENG-113, or ENG-114
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
ENG-242 British Literature II 3 0 0 0 3
This course covers selected works in British literature from the Romantic Period to the present. Emphasis
is placed on historical background, cultural context, and literary analysis of selected prose, poetry, and
drama. Upon completion, students should be able to interpret, analyze, and respond to literary works in
their historical and cultural contexts.
Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
ENG-261 World Literature I 3 0 0 0 3
This course introduces selected works from the Pacific, Asia, Africa, Europe, and the Americas from their
literary beginnings through the seventeenth century. Emphasis is placed on historical background, cultural
context, and literary analysis of selected prose, poetry, and drama. Upon completion, students should be
able to interpret, analyze, and respond to selected works.
Minimum State Prerequisites: Take One: ENG-112, ENG-113, or ENG-114
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
HUM-110 Technology and Society 3 0 0 0 3
This course considers technological change from historical, artistic, and philosophical perspectives and its
effect on human needs and concerns. Emphasis is placed on the causes and consequences of technological
change. Upon completion, students should be able to critically evaluate the implications of technology.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
HUM-130 Myth in Human Culture 3 0 0 0 3
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This course provides an in-depth study of myths and legends. Topics include the varied sources of myths
and their influence on the individual and society within diverse cultural contexts. Upon completion,
students should be able to demonstrate a general familiarity with myths and a broad-based understanding
of the influence of myths and legends on modern culture.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
HUM-160 Introduction to Film 2 2 0 0 3
This course introduces the fundamental elements of film artistry and production. Topics include film
styles, history, and production techniques, as well as the social values reflected in film art. Upon
completion, students should be able to critically analyze the elements covered in relation to selected films.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
MUS-110 Music Appreciation 3 0 0 0 3
This course is a basic survey of the music of the Western world. Emphasis is placed on the elements of
music, terminology, composers, form, and style within a historical perspective. Upon completion,
students should be able to demonstrate skills in basic listening and understanding of the art of music.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
REL-110 World Religions 3 0 0 0 3
This course introduces the world’s major religious traditions. Topics include Primal religions, Hinduism,
Buddhism, Islam, Judaism, and Christianity. Upon completion, students should be able to identify the
origins, history, beliefs, and practices of the religions studied.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
REL-211 Intro to Old Testament 3 0 0 0 3
This course is a survey of the literature of the Hebrews with readings from the law, prophets, and other
writings. Emphasis is placed on the use of literary, historical, archeological, and cultural analysis. Upon
completion, students should be able to use the tools of critical analysis to read and understand Old
Testament literature.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
25
REL-212 Intro to New Testament 3 0 0 0 3
This course is a survey of the literature of first-century Christianity with readings from the gospels, Acts,
and the Pauline and pastoral letters. Topics include the literary structure, audience, and religious
perspective of the writings, as well as the historical and cultural context of the early Christian community.
Upon completion, students should be able to use the tools of critical analysis to read and understand New
Testament literature.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
REL-221 Religion in America 3 0 0 0 3
This course is an examination of religious beliefs and practice in the United States. Emphasis is placed on
mainstream religious traditions and non-traditional religious movements from the Colonial period to the
present. Upon completion, students should be able to recognize and appreciate the diversity of religious
traditions in America.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Humanities/Fine Arts.
Social/Behavioral Science Elective Options
ANT-210 General Anthropology 3 0 0 0 3
This course introduces the physical, archaeological, linguistic, and ethnological fields of anthropology.
Topics include human origins, genetic variations, archaeology, linguistics, primatology, and
contemporary cultures. Upon completion, students should be able to demonstrate an understanding of the
four major fields of anthropology.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
ANT-220 Cultural Anthropology 3 0 0 0 3
This course introduces the nature of human culture. Emphasis is placed on cultural theory, methods of
fieldwork, and cross-cultural comparisons in the areas of ethnology, language, and the cultural past. Upon
completion, students should be able to demonstrate an understanding of basic cultural processes and how
cultural data are collected and analyzed.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
ECO-251 Prin of Microeconomics 3 0 0 0 3
This course introduces economic analysis of individual, business, and industry in the market economy.
Topics include the price mechanism, supply and demand, optimizing economic behavior, costs and
revenue, market structures, factor markets, income distribution, market failure, and government
26
intervention. Upon completion, students should be able to identify and evaluate consumer and business
alternatives in order to efficiently achieve economic objectives.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: MAT-070 and RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
ECO-252 Prin of Macroeconomics 3 0 0 0 3
This course introduces economic analysis of aggregate employment, income, and prices. Topics include
major schools of economic thought; aggregate supply and demand; economic measures, fluctuations, and
growth; money and banking; stabilization techniques; and international trade. Upon completion, students
should be able to evaluate national economic components, conditions, and alternatives for achieving
socioeconomic goals.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: MAT-070 and RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
HIS-121 Western Civilization I 3 0 0 0 3
This course introduces western civilization from pre-history to the early modern era. Topics include
ancient Greece, Rome, and Christian institutions of the Middle Ages and the emergence of national
monarchies in western Europe. Upon completion, students should be able to analyze significant political,
socioeconomic, and cultural developments in early western civilization.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
HIS-122 Western Civilization II 3 0 0 0 3
This course introduces western civilization from the early modern era to the present. Topics include the
religious wars, the Industrial Revolution, World Wars I and II, and the Cold War. Upon completion,
students should be able to analyze significant political, socioeconomic, and cultural developments in
modern western civilization.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
HIS-131 American History I 3 0 0 0 3
This course is a survey of American history from pre-history through the Civil War era. Topics include
the migrations to the Americas, the colonial and revolutionary periods, the development of the Republic,
and the Civil War. Upon completion, students should be able to analyze significant political,
socioeconomic, and cultural developments in early American history.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
27
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
HIS-132 American History II 3 0 0 0 3
This course is a survey of American history from the Civil War era to the present. Topics include
industrialization, immigration, the Great Depression, the major American wars, the Cold War, and social
conflict. Upon completion, students should be able to analyze significant political, socioeconomic, and
cultural developments in American history since the Civil War.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
POL-120 American Government 3 0 0 0 3
This course is a study of the origins, development, structure, and functions of American national
government. Topics include the constitutional framework, federalism, the three branches of government
including the bureaucracy, civil rights and liberties, political participation and behavior, and policy
formation. Upon completion, students should be able to demonstrate an understanding of the basic
concepts and participatory processes of the American political system.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
PSY-241 Developmental Psych 3 0 0 0 3
This course is a study of human growth and development. Emphasis is placed on major theories and
perspectives as they relate to the physical, cognitive, and psychosocial aspects of development from
conception to death. Upon completion, students should be able to demonstrate knowledge of development
across the life span.
Minimum State Prerequisites: Take PSY-150
Minimum State Corequisites: None
Local Prerequisites: None
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
SOC-210 Introduction to Sociology 3 0 0 0 3
This course introduces the scientific study of human society, culture, and social interactions. Topics
include socialization, research methods, diversity and inequality, cooperation and conflict, social change,
social institutions, and organizations. Upon completion, students should be able to demonstrate
knowledge of sociological concepts as they apply to the interplay among individuals, groups, and
societies.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
SOC-220 Social Problems 3 0 0 0 3
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This course provides an in-depth study of current social problems. Emphasis is placed on causes,
consequences, and possible solutions to problems associated with families, schools, workplaces,
communities, and the environment. Upon completion, students should be able to recognize, define,
analyze, and propose solutions to these problems.
Minimum State Prerequisites: None
Minimum State Corequisites: None
Local Prerequisites: RED-090 or ENG-095/095A
College Transfer: This course has been approved for transfer under the CAA as a general education
course in Social/Behavioral Sciences.
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Narrative description of challenges, strengths and plans:
Challenges: In the fall of 2009, the ECE program adopted multiple pre-requisites for the vast majority of
our courses. While this was done to improve performance and preparedness of our students, it has posed
a challenge largely due to the number of students who enter our college and place into developmental
courses prior to beginning their selected program of study. We did experience a decline in enrollment
during the fall 2010 semester as a direct result of this; however, it is our belief that as we move forward
this decision will serve to increase the knowledge and performance of our graduates.
Strengths: The suggested sequence in which students should take the courses required for the ECE degree
promote student success by building upon prior knowledge from course to course. A basic foundation of
the ECE program is the introductory course, EDU 119, which is recommended during our students first
semester on campus. In addition to this course, ACA 111, College Student Success, is required of all
students during their first semester. This course provides the students with tips, strategies and
information that will help them to be successful as they embark upon their college experience. During this
same semester, students are encouraged to take ENG 111, their first English, and CIS 110, Introduction to
Computers. Both of these courses help to better prepare the students for writing and technology
components that are found throughout the ECE program.
Also during the Fall of 2009, the ECE program made the decision to offer students the option of
completing tracks as part of their degree. These tracks allow students to focus on the specific area that
meets their educational needs. One of the tracks also meets the requirements as set forth in an articulation
agreement that we have established with The University of North Carolina at Pembroke (UNC-P), a
neighboring four-year institution. This particular agreement allows our students to complete their twoyear degree and transfer to UNC-P and enter the Birth-Kindergarten (B-K) program with the intent of
pursuing state licensure in that area. To support and promote the articulation agreement, we offer EDU
250 – Praxis I which prepares our graduates to take the Praxis test required for entrance into the B-K
program. A similar agreement is being negotiated with Fayetteville State University, another 4-year
institution in a neighboring county that is home to a large military population from which we are
beginning to enroll students due to the recent addition of the availability of our program completely
online. This will provide our students yet another opportunity to continue their education at the higher
education level.
Another strength of our program can be found in the range of course offerings which provide students
with a solid foundation in hopes of producing well-rounded graduates. Students must take a variety of
psychologies, several English courses, a social behavioral science, a humanities course, in addition to the
education courses required.
Plans: Curriculum plans for the future include the introduction of certificate programs which will provide
additional options to our students who want the opportunity to expand their knowledge base in a
particular area, but not necessarily working towards a degree. By taking between 18-21 focused credit
hours they can be awarded a certificate in a particular area (ex. Infant/Toddler Certificate, School-Age
Certificate, etc.) The request to begin offering these certificates has been forwarded to our Curriculum
Committee for consideration. We anticipate the approval of this great opportunity by spring 2013, with
implementation beginning fall 2013.
After offering EDU 250- Praxis I for several semesters and consulting with the students and the
instructors, it was determined that students would gain a better understanding of the course content by the
addition of MAT 140 and ENG 111 as pre-requisite courses to the Praxis course. These two courses
provide a greater foundation from which to build test taking skills for the Praxis. As evident by the
suggested sequence, EDU 250 is recommended during the final semester of the program. However, due
to the fact that students can take this course by only meeting the developmental requirements, students are
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able to register for this course against the recommendations of their advisor, with only a prerequisite of
ENG 090 and RED 090 or their equivalence as measured by placement test scores. This addition of
prerequisites has also been forwarded to the Curriculum Committee for consideration. It is our goal to
implement this change by fall 2013.
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Criterion 4: Quality of Teaching
The teaching strategies used by program faculty reflect the characteristics, instructional methods, and
evaluation strategies that are likely to promote student learning in relation to the NAEYC standards and
supportive skills. They reflect the current professional knowledge base and are responsive to the
characteristics of the program’s students.
Rationale: Today, we know a great deal about how to promote the learning of students in
associate degree programs. Teaching-learning experiences in strong programs reflect that
knowledge base and are responsive to the characteristics of the program’s students.
Indicators of strength:
NOTE: Indicators should be evident whether faculty are full-time or adjunct, and whether courses are offered in day
or evening, in distance or other formats, on- or off-campus.

The teaching-learning experiences offered in the associate degree program are consistent with the
program’s conceptual framework and the NAEYC standards and supportive skills.

The content of the program’s teaching-learning processes reflects the early childhood field’s
current knowledge base derived from research on early development and education and other
professional sources.

Teaching reflects current research about the role of faculty in associate degree programs as
facilitators of student learning and about learner-centered education that uses a variety of
methods and strategies.

Teaching reflects knowledge about and experiences with diverse populations of adults and is
based on knowledge of cultural and individual adult approaches to learning.

The program continuously evaluates the quality of its teaching-learning processes and uses the
results to improve the program and to promote all students’ learning in relation to the NAEYC
standards and supportive skills.
Sources of evidence:
3) Report:
a) A one page summary of the program’s teaching-learning processes.
b) A one-page description of plans to address challenges and build on current strengths in this area.
4) Site Visit: Discussions with faculty and students; visits to representative classes.
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Narrative description of teaching-learning experiences:
Teaching-learning experiences in the ECE program are diverse in methodology and presentation with
many opportunities directly related to course content. Observation as a teaching tool is extremely
important in the ECE program as evidenced through assessments and assignments students are required to
complete as part of their program of study. Our belief that students learn best by being actively engaged
and involved in their learning is supported through observation opportunities. As we strive to meet local,
state and national standards required of the ECE program, we utilize multiple teaching techniques in our
classrooms, both online and face-to-face. Techniques include, but are not limited to, lecture, case studies,
group activities, role plays, debates, observations, oral and written presentations, readings, field
experiences/trips, portfolios, discussion forums, chat sessions, Smart Board presentations, hands-on
activities, and community service opportunities.
One way that our belief that students learn best in a learner-centered environment is evidenced through
our implementation of activities in our classrooms that require students to work together for a common
goal, such as completion of a thematic unit that incorporates multiple disciplines. Each student may have
his/her own ideas about how a particular unit should be developed and by working together, ideas are
shared, expounded upon, and discarded. Eventually, plausible solutions are reached. Thus, students learn
how to collaborate in order to reach a common goal. To further promote the learner-centered
environment, classroom debates, chats, and online discussion forums are great methods in which students
take center stage in the learning process. Students are able to demonstrate their knowledge of a particular
educational topic and support that topic with research or by citing required and supplemental readings.
Due to the diversity found within our program, faculty often find themselves spending additional time in
preparation and instruction to meet the needs of all students. One area in which this is obvious is in
technology enhanced instruction. Many students struggle with current technological requirements for
courses. To ensure that each student has the opportunity to be successful, the ECE faculty are available
both before and after class for students to get additional help as needed. Faculty also provide in class
demonstrations for those students requiring additional explanation. In addition, the ECE program has
access to a 25 count computer lab housed in our building for students and faculty to utilize during
instruction upon request.
As evidenced by our enrollment data, we serve an increasing number of non-traditional college students.
Many of these students are displaced workers who lost their jobs and found themselves with the
opportunity to come back to school to learn a new trade. Due to this fact, many of our students enter
college with a very outdated idea of what college is all about and thus experience a culture shock. Faculty
work diligently to meet the needs of these individuals through targeted identification and the offering of
additional resources and advisement outside of the regular classroom hours. Many faculty also administer
learning style inventories which allow them to develop instructional strategies to meet the needs of the
diverse populations of adult learners found in the ECE program.
Each semester, ECE courses are evaluated to ensure the quality of their teaching-learning processes and to
ensure that strategies and instructional support promote the NAEYC standards as well as the supportive
skills. Once evaluations are completed, the results are utilized for improvement of the teaching-learning
processes being utilized by faculty. If deficiencies are noted, action plans are put in place to address the
deficiencies in a timely manner. In addition, successes are celebrated and shared with other faculty
members as a means of collaborating with the intent of providing students with the best teaching-learning
experiences possible. Another facet of this collaboration includes part time and full time faculty being
afforded opportunities to work together on curriculum and instructional concepts to use in their various
courses.
33
Narrative description of challenges, strengths and plans:
Challenges: At the present time the ECE program employs three full-time faculty members, one of which
we were fortunate to be able to bring on board recently during August 2012, and a full-time program
director. Due to the volume of students enrolled in our program and the need to offer multiple sections of
the same course, full-time faculty are averaging 6 preps per semester. This poses a challenge for faculty
as they work meticulously to adequately prepare for all their classes and the many other obligations
placed on them as faculty members (committee meetings, extracurricular activities, etc.).
An additional challenge currently being experienced by the ECE program is a lack of full-time clerical
support. At the present time we receive part-time clerical support for a total of 19 hours a week. This
support is provided in the afternoon which makes any need for clerical assistance in the morning
unattended. Due to budget restraints, this situation will most likely not change in the near future.
Another challenge faced by the ECE program is related to the economic downturn that we are
experiencing as a nation. For the past several years, our local educational entities have been faced with
the daunting task of functioning at a similar capacity with less monetary funds to do so. Reversions of
funds have been required at the state level for several years and this has had a direct impact upon our local
school district which employs many teacher assistants that are Early Childhood students at RCC. Last
school year our county laid off over 200 teacher assistants due to cuts in funding. The teacher assistants
who were not laid off saw their hours cut from 40 to 30 hours a week. Sadly, this situation proved
frustrating to many of the teacher assistants who became disenchanted with the field of early childhood.
These teacher assistants opted to discontinue their education in the area of early childhood and to pursue
another degree. A minimal decline in our enrollment occurred.
Probably one of the most profound challenges being faced by the ECE program is students entering
college unprepared for collegiate level work. This proves to be a daunting task when trying to teach all
the state competencies, program outcomes, student learning outcomes and general education outcomes
required.
Strengths: A definite strength for our program is the range of educational backgrounds and experiences
brought to the table by both our full-time and adjunct faculty. Many of them have worked numerous
years in early childhood settings as teachers and administrators. These experiences are assets to the
quality of teaching that they bring to their classrooms. They also know how important it is to be a
reflective practitioner and take full advantage of opportunities that allow them to improve their
instruction.
Plans: At the present time, our department is actively engaged in developing an ECE student club with
bylaws and mission statements. We are awaiting approval from our Academic Student Affairs
Department. Through this club, we hope to encourage and support students as they grow and develop
into early childhood providers with a variety of guest speakers, advocacy opportunities and community
service events. Additionally, we pride ourselves in being able to provide opportunities that allow our
students to be at the forefront of research and pedagogy. In support of this, we have been able to take
ECE students to our state NAEYC conference in what we hope is the beginning of many other
educational opportunities for them.
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The ECE program is also in the final steps of implementation of a “Director of the Day” program in
which our students will compete for the opportunity to become a director for a day. This is a collaborative
effort with early childcare sites in our service area that are willing to allow one of our students to shadow
them for the day so they can see first-hand the job responsibilities expected from a director. This will be
an on-going process that students will be able to apply for on a monthly basis.
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Criterion 5: Quality of Field Experiences
The program’s field experiences support students’ learning in relation to the NAEYC standards.
Rationale: Students will understand and apply the competencies reflected in the NAEYC
standards when they are able to observe, implement, and receive constructive feedback in reallife settings.
Indicators of strength:

Field experiences are consistent with outcomes emphasized in NAEYC’s standards, are well
planned and sequenced, and allow students to integrate theory, research, and practice.

When the settings used for field experiences do not reflect standards of quality, students are
provided with other models and/or experiences to ensure that they are learning to work with
young children and families in ways consistent with the NAEYC standards.

Faculty and other supervisors help students to make meaning of their experiences in early
childhood settings and to evaluate those experiences against standards of quality.

Adults who mentor and supervise students provide positive models of early childhood practice
consistent with NAEYC’s standards.

Field experiences expose students to a variety of cultural, linguistic, and ethnic settings for early
childhood care and education.
Sources of evidence:
1) Report:
a) A one page description of program’s approach to using field experiences.
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Interviews with faculty, students, cooperating teachers, and other supervisors
36
Narrative description of field experiences:
As evidenced through our conceptual framework, field experience is an essential component of the ECE
program and can be found woven throughout our courses. It is our belief, that field experiences provide
concrete, meaningful, and active experiences that help our students to make connections between theory
and practice. The standards set forth by the NAEYC exemplify what we, as an ECE department,
represent. The field experiences within the ECE classrooms range from very specific to very general in
nature. Students are encouraged to observe childrens’ and teachers’ characteristics, behaviors,
interactions with others, and so much more. Environments are observed, evaluated and examined for
developmental appropriateness. Field experiences are documented in a number of ways from informal
notes to formal documentation being presented for grading. Thorough examples and more details in
relation to required field experience opportunities within the ECE program are documented in the
curriculum chart of sample learning opportunities and assessments.
Throughout students field experiences they are required to integrate theory and research in their
assignments. With regard to a research component, depending on the prerequisites of a particular course,
faculty may have to devote a portion of class time to teaching students about the research process itself.
Early childhood educators are in a unique position. They are the bridge that connects research to children
and vice versa. Therefore, students are taught to recognize and use credible sources of information and to
discard and/or question sources of information that seem incomplete or biased. Students are also
encouraged to follow current research within the field of early childhood as students, as well as in their
futures as early childhood educators.
One great example of our commitment to ensure that student field experiences are reflective of quality
and supportive of the NAEYC standards can be seen in EDU 284, Early Childhood Practicum. This is the
culminating course for the ECE program. In this course, students are required to do 160 hours of field
experience in a three star (minimum) or NAEYC accredited or equivalent, quality early childhood
environment. Our diverse county is comprised of 121 childcare centers and homes. It is our desire that
every early childhood practicum student is placed in a center that practices high-quality care. Due to
many facilities being available for possible placement sites, our ECE department felt it necessary to
develop criteria for which facilities would be available as placement sites.
In the North Carolina Star-Rated License process, childcare facilities may earn points in two areas:
Program Standards and Staff Education, and a possibility of one (1) Quality point in staff education and
program standards. Program standard points are based on an evaluation of the daily environment at each
facility. This includes: sufficient space for activities, a variety of play materials, and a clean and
comfortable play area for the program environment. It also includes the staff to child ratio and the
interactions between the adults and the children as well as the interactions between the children and other
children. Staff education is a driving force to more highly qualified child care teachers/providers. To earn
higher points in the education component of the rated license, child care staff must complete more formal
education and have experience working with children.
Our field placement sites have been carefully chosen using criteria set forth by the North Carolina StarRated License process. We value our selection of sites based on higher program standards and staff
education. Our students gain hands-on experiences in a variety of early childhood settings such as:
licensed child care centers, Title I Preschools, NC Preschools, child care programs, and Headstarts. These
settings afford our students the opportunity to interact with children and families from various cultural,
linguistic, and ethnic backgrounds.
Each practicum student is assigned an on-site mentor who has a background in early childhood. These
mentors are positive role models who practice developmentally appropriate curricula practices and
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continue to grow professionally through attendance at early childhood workshops. Mentors/supervising
teachers of practicum students must have a minimum of an associate’s degree in early childhood or a
related field. Students are supervised throughout the semester by Robeson Community College faculty
with a minimum of a master’s degree in early childhood education or a related field. Students are
supervised weekly through phone contact, email, on-line discussion forms, visits, and face-to-face
seminar meetings. The assigned mentor/supervising teacher is responsible for the daily supervision of the
practicum student. The supervising college faculty member assists the mentor/supervising teacher with
the practicum requirements to ensure that they are satisfactorily met.
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Narrative description of challenges, strengths and plans:
Challenges: One challenge faced by many of our students relates to a lack of transportation to get to and
from field experience opportunities. Due to current economic circumstances, many of our students
carpool or ride the SEATS (South East Area Transit System) van which is Robeson County’s Community
Transportation Program. This service is provided on a first-come, first-served basis, with restricted hours
of operation and a sliding fee. Due to situations such as this, the need for an on-site laboratory facility is
vital. This is yet an additional challenge due to budgetary issues.
Due to the fact that the majority of our students work a full-time job, many of them find themselves
having to complete their field experiences during the evening hours. This poses yet an additional
challenge for students and for the ECE program faculty. There are only a handful of sites in our county
that offer second shift childcare that meet our established guidelines for quality and mentorship. Once
again, an on-site laboratory facility could help to alleviate this dilemma.
Strengths: A great strength of the ECE program is evidenced through our commitment to ensure that
students have ample opportunities to participate in field experiences in each ECE course. These
opportunities are supported through our relationships and partnerships with the 100 plus facilities in our
county. Included in this number are 26 public school Pre-K classrooms that are all five star programs.
The number of available sites and their geographical location (Robeson County is the largest county in
NC, covering 949 square miles) are a plus in placement of students in quality facilities and in providing
quality experiences. Field experiences with the ECE program have also been supported through the
grants presently being administered through our department. These grants encourage early childhood
providers to not only remain at their current place of employment to support continuity of care, but to also
continue to hone their teaching abilities through additional educational experiences at the college level.
This increased knowledge base and educational expertise provides additional quality early childhood field
experience sites for our students to benefit from.
Our county was recently designated as one of the top ten most diverse counties in the United States based
on racial, social, and economic indicators. We view this as a strength for our students and the field
experiences we are able to offer to them.
Plans: Current plans related to field experiences include the implementation of an orientation session with
mentors who will be working with ECE practicum students. It is our belief that through this orientation
mentors and students will gain a greater understanding of the types and quality of field experiences
expected to meet and support the standards required. Additionally, we are in the process of creating an
ECE handbook for students to utilize as they move through the program. This handbook will include a
brief summary of field experiences required for each course. By making this available to students upon
entrance into the ECE program, they will have a general idea of the required field experiences for each
course and can make an informed decision as to whether they will be able to meet the requirements in a
given semester.
As a department, we hold a strong belief that an on-site laboratory facility would meet the needs of our
students by providing them with a quality learning field experience. This would also help to facilitate
instruction in face-to-face classes by serving as a point of reference when those “teachable moments”
arise unexpectedly in our classrooms. In support of this belief, the ECE program plans to submit a
request for this facility to our Board of Trustees.
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C. STUDENTS
Criterion 6: Qualifications and Characteristics of
Students
The program encourages enrollment of a diverse group of students who have potential to succeed as
early childhood educators.
Rationale: Strong associate degree programs actively seek out and encourage students who will
contribute to a future work force of diverse, well-prepared early childhood professionals, as well
as welcome students with many kinds of prior experiences.
Indicator of strength:

The program actively encourages enrollment of students who demonstrate potential for success
in the early childhood field as defined by faculty
Sources of evidence:
1) Report:
a) A one-page summary of who students are and how they are invited into the ECE program.
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Follow-up discussion with administrators as necessary.
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Narrative description of student characteristics, recruitment and enrollment strategies:
The ECE program works to encourage an enrollment representative of a diverse group of students. The
Office of Instruction and Support Services is responsible for compiling information on the ECE student
demographics each semester. During the spring 2012 academic semester, the ECE program had a total of
246 students enrolled, 112 full-time and 134 part-time. This number represented 11.42% of our college’s
total enrollment for that semester. Additional statistics indicated that 87.8% of our ECE population is
represented by African Americans or American Indians. The remaining population consisted of Asian,
Caucasian, Hispanic and other races. Statistics indicate that the average age of our ECE students is 33.5.
Enrollment information also indicated that 96.7% of the ECE population is female and 3.3% male.
Many of our students are presently working in child care facilities such as daycares, Head Starts, and PreSchool programs. We also have a substantial number of students that work full-time and attend school
full-time. Due to the proximity of surrounding community colleges, we are able to only attract a small
percentage (8.5) of students from neighboring counties. However, this number is up from 6.2% during the
fall 2011 curriculum year.
The ECE program actively seeks to recruit a diverse population of students to Robeson Community
College. Through participation in numerous Career Fairs at local schools, we are able to showcase our
program and all that we have to offer. Current ECE students volunteer their time to assist with this
endeavor by attending and sharing their experience that they have had while enrolled in our program.
Prospective students are provided with brochures detailing our programs mission, recommended sequence
of courses, links to our ECE website and requirements for our program.
In addition, we are actively involved in a large number of child care facilities throughout the school year
conducting parent nights, literacy nights, and book fairs. We also actively recruit within local child care
facilities by keeping them abreast of course offerings and professional development through phone calls
and flyers. To further reach students through technology, the ECE program has an active Facebook page
and a webpage, both of which can be accessed from the college’s homepage. We utilize these two venues
to share pertinent information to both current and prospective students. This has proven to be a great
means of communicating with our students.
Presently, our college employs a recruitment specialist that arranges visits with local high schools in
which they bring their students on our campus to learn more about the ECE program. At the present time,
we have a tech prep agreement with our local public school system in which students taking child
development courses in high school are able to request a waiver of those courses at the college level.
Additionally, the ECE program is a participant in the newly created Career and College Promise program
offered through our state which has a commitment to helping every qualified high school student gain
access to an affordable college education which will help to prepare them for a career or college after high
school. Eligible high school students can earn credit through our program without the cost of tuition. This
is a brand new program and as of this semester, we have partnered with one local high school to register
interested students.
One last enrollment strategy that we are proud of making available to our students during the spring of
2012 was the offering of the EC Associate Degree completely online. This has allowed students who may
be forced to juggle home, school, and work responsibilities to have the flexibility to enroll in our program
and learn from home at their convenience. We have seen an increase in our online enrollment and
anticipate the number to climb as we are able to reach out past our geographical boundaries to students
across the state and the country. This will inevitably contribute to our goal of producing a future
workforce of diverse, well-prepared early childhood professionals, as well as welcome students with a
variety of prior experiences.
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Narrative description of challenges, strengths and plans, including strategies for building or sustaining diversity
Challenges: A current challenge being faced by the ECE program is a lack of enrollment by males within
our program. This is not a challenge that is unique to our program, but one that is being seen across the
country. We also are facing a challenge related to enrollment of a substantial Caucasian population.
Strengths: The strength of our program can be found in our enrollment numbers which consistently show
us as the largest curriculum program on campus. By implementation of the ENG 080 and RED 080 prerequisites, we have observed a student body of learners that are better prepared for the reading and writing
requirements needed to be successful in the ECE program. Due to efforts to establish and maintain
partnerships within our local childcare and public school community, the ECE program is called upon
frequently to meet a curriculum need for early childcare entities. As much as possible, we accommodate
these requests by offering services or curriculum courses needed by these organizations.
Another strength of our program is found within our collaboration with our local Partnership for Children
through the offering of the Educational Award Grant and the Professional Development Grant. These
grants are designed to provide teachers, assistant teachers; directors, assistant directors, and family child
care providers with salary supplements that are tied to their individual levels of education with a focus on
providing children with more stable relationships with better-educated teachers by rewarding teacher
education and continuity of care. Since the inception of the grants in 2000, more that $5 million has
been awarded to eligible recipients, many of whom are ECE students and recent graduates.
Another strategy that we are currently utilizing to build and sustain the diversity within our program is the
offering of our ECE degree online. This accessibility, flexibility and convenience gives students the
option of working from home at a non-prescribed time that works best for them and their schedule. This
has proven thus far to be a means of attracting students outside of our local geographical area. In doing
so, we are recruiting and enrolling a diverse population of learners that bring with them diverse
experiences that are being used to strengthen learning opportunities. Faculty are able to capitalize on
these experiences and better facilitate team learning opportunities during chat room sessions and
discussion forums.
Plans: To continue our building of diversity within the ECE program, we plan to increase our visibility
through participation in additional community events such as career fairs, community days, job shadow
opportunities, etc…
For the spring 2013 semester, we will partner with an additional five county high schools to begin
offering the Career & College Promise program on a broader scale. This outreach will help to build and
sustain diversity in our enrollment by pulling students from all across our county, a truly diverse area.
With this we meet the needs of those students that are eager to begin their college degree.
As for the issue with the recruitment and enrollment of men within the ECE program, we are actively
seeking current male students to serve as mentors for entering male students. It is our goal to be able to
assign incoming male students another male student that has at least one year of course work completed
to serve as a mentor. We are also presently trying to establish a scholarship specifically designed for a
male ECE student with the hope that this will serve as a means of attracting, recruiting and retaining male
ECE students. In regards to our Caucasian population, we anticipate seeing this number rise as we
continue to recruit heavily within our public schools and our child care centers. However, after further
research into this issue, we did discover that there are more Caucasian students that are opting to forgo the
community college setting early childhood program and enter the local four-year institution as a B-K
major. This will require us to continue to be proactive and competitive if we desire to recruit these
individuals into our program.
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Criterion 7: Advising and Supporting Students
The program ensures that students are adequately advised and supported.
Rationale: Students need many kinds of assistance if they are to gain the competencies reflected
in the NAEYC standards and supportive skills. Strong programs ensure that comprehensive
services are available to all students, and that students’ career goals are being met.
Indicators of strength:

Advisement is used as a tool to assist students in clarifying their goals and career plans.

The program ensures that all students have equitable access to a comprehensive support system
including appropriate academic advisement, career counseling, financial aid information,
academic support services, and other resources from admission to the completion of their
education.

On a regular basis, program faculty review the performance of students in relation to learning
outcomes (including NAEYC standards and supportive skills) and provide students with advice
and counseling regarding their progress and potential in the program and early childhood
profession.

The program makes every effort to ensure that students complete their course of study in a
timely fashion.
Sources of evidence:
1) Report:
a) A one-to-two page summary of how student progress is assessed and how advisement and
support services are provided to students. It is fine to copy college information into report).
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Discussions with students and faculty. Follow-up with administrators as needed and as
suggested by program.
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Narrative description of strategies to monitor student progress and to provide appropriate advisement
Robeson Community College views academic advising as an important, on-going process. Each
degree/certificate seeking student is assigned a faculty advisor who assists the student in selecting and
scheduling appropriate classes. While advising is an on-going process, specific times are designated prior
to each registration period for advising. Faculty are required to meet with their assigned students each
semester/session for assistance in scheduling classes and completing the registration form. Faculty are
required to post advising hours on their office doors and in their course syllabi. Faculty must accept the
responsibility of familiarizing themselves with specific course, prerequisite, co-requisite, and program
requirements. On an annual basis, all full-time faculty must attend training sessions. Robeson Community
College Faculty Handbook
In support of the college’s policy on advisement, the ECE program works diligently to ensure that all
students have equitable access to appropriate advisement from the admission to the completion of their
education. Due to the implementation of curriculum tracks within the ECE program, faculty advocated
successfully for centralized advisement of the ECE students within our department. In years past,
advisement was decentralized and often times students were advised and registered by instructors with
little to no knowledge of the ECE program of study. To further support the ECE students, we also partner
with our Career and Counseling Services by providing sessions in which students learn about individual
counseling opportunities, academic advising, workshop presentations, career exploration, interest and
personality assessments, and resume and job search assistance available to them.
Prior to students being allowed to register for any course, they must take our college’s placement test
which determines where they are and where they need to begin in the areas of Reading, English and Math.
Based upon their scores, they may or may not have the necessary prerequisite skills to take a variety of
the courses within the ECE program. If students who have declared ECE as a major, place in
developmental courses, they are advised by our faculty to take the necessary developmental courses first
so that they are able to adequately progress in a timely manner through our program. Students are made
aware of and often referred to several tutorial services on our campus designed to meet the academic
needs of all students.
The Learning Center (TLC) is another resource available to our students that is utilized by ECE faculty to
help support the timely completion of our program by our students. TLC works to enhance the academic
success of the student, as well as to promote self-directed learning and decision-making. Writing
assistance, tutorial services and supplemental instruction are available for the ECE students at the TLC.
On a regular basis, program faculty review the performance of students in relation to learning outcomes
(including NAEYC standards and supportive skills) and provide students with advice and counseling
regarding their progress and potential in the program and early childhood profession.
TRIO (Student Support Services) is another resource available to many of our students due to the
qualifiers for acceptance into the program. These qualifications include: first generation college student,
low income, disabled, GPA below 2.5, single parent and/or returning adult. TRIO provides social and
academic counseling related to the students’ educational goals, academic advisement, information about
the availability of financial resources and assistance in the transfer process. A variety of workshops are
offered to students each semester on topic such as: Study Skills, Time Management, Test-Taking Skills,
Resume Building, Transfer Assistance, College Survival, Dress for Success and Financial Aid
Information, including assistance with the FAFSA application process. To support the holistic approach
of education, TRIO participants are also afforded the opportunity to attend all-expense paid cultural
related trips. Students that are TRIO participants become a part of an early alert system in which their
progress is monitored and reported to TRIO counselors through collaborative efforts with the ECE
faculty. This system assists in helping to keep students on track as they work to achieve their professional
and educational goals.
44
Smarthinking, an on-demand online tutoring service, is also available to ECE students as a support
system. Students can submit a paragraph or essay for individualized critique by expert writing tutors. By
completing a simple form that provides the tutor with information on the writing assignment and
requested areas of assistance, students can receive the help that they need with their writing assignment.
Students can also request a review by an ESL, Technical Writing or Creative Writing expert when
appropriate. Upon completion, students are notified their review is available. Students receive feedback
outlining the strengths, areas in need of improvement, and specific guidance to help them improve the
quality and content of their writing. To support students in achieving their goals of successful completion
of courses, ECE faculty require students to utilize this service when writing assignments are part of the
course requirements.
Formal advisement is held three times a year on our campus during the fall, spring and summer semesters.
Prior to the first day of each semester, new student orientations are also held to acclimate students to the
college experience with ECE students attending a separate program specific orientation. Students meet
with their advisors, who help them plan out an appropriate course of study for the upcoming semester.
Based upon prerequisites being met, students are then approved for the recommended courses and their
advisement flag lifted which allows them to register on a designated day as determined by the college. At
this point, we strongly encourage the ECE students to utilize the online advising center and WebAdvisor,
to register for their preapproved courses. This allows them to register without having to make an
additional appointment or wait in line to see their advisor on the actual day of registration.
Informal advisement is an on-going, open door process within the ECE program. Faculty members, both
full-time and adjunct have designated office hours in which they are available for students to come by for
support. Full-time faculty must maintain daily office hours. In the online sections of our courses,
students are encouraged to participate in the online office hour of their instructor, which is often held as a
chat session, but can be conducted using a variety of methods and resources. During advisement, faculty
review and evaluate students’ progress related to program outcomes, student learning outcomes, NAEYC
standards and supportive skills, and general education outcomes selected for assessment by the college.
Faculty then advise students by making recommendations/suggestions to assist them in their continued
progress within the program and the early childhood profession. This is a great opportunity for faculty
members to become more familiar with the student’s potential and personality. By doing so, faculty are
able to identify potential leaders within the program and students who may be struggling. Peer tutoring
and mentoring is then easier to facilitate once faculty have determined which students would benefit from
one another in such a relationship.
45
Narrative description of challenges, strengths and plans
Challenges: A major challenge faced by the ECE program is a lack of student's taking responsibility for
their educational plan and their reliance too heavily upon their advisor as a sole means of resource.
Examples of this are noticeable through the poor record keeping of many of the ECE students. This leads
to ECE students not knowing which classes they have taken and which classes they still need to take in
order to complete their program of study. Additionally, many students fail to participate in early
registration. Thus, once they decide to attempt to register, many of the courses they need are at capacity
for enrollment.
One technical challenge found within the ECE program has to deal with the multiple prerequisites
encountered during advisement/registration. These prerequisites can make utilizing the online
WebAdvisor system cumbersome for students due in most part to the manner in which the courses are
created in our registration system.
Strengths: Currently, the ECE program has an active Facebook page which we effectively utilize to share
and spread vital information to current and prospective students. Early registration opportunities are
posted along with important deadlines. Students are also made aware of these important dates through
CampusCruiser, an online portal that allows for managing, tracking, promoting and sharing information.
This portal allows students to manage email, register, correspond with peers and faculty, submit
assignments, verify financial progress, gain access to the application process for various scholarships,
track academic progress and so much more. Another strength related to the advisement of students is the
stability found within our full-time faculty. With the exception of a new full-time faculty member that
was hired August 2012, all full-time faculty in the program have seven or more years of experience
working and advising within our program.
Another great feature of our advisement process is related to The EVAL (Evaluate Student Report) or the
informal degree audit report. As students come in for advisement, faculty members are able to provide
them with an EVAL which is then utilized to ensure effective and appropriate registration. Faculty are
able to see at a glimpse, the courses students have taken, the courses that need to be taken, and any credits
that the student may have transferred from another institution. This is a vital advising tool that helps to
serve as a guide and as an effective planning instrument for both the faculty and the student.
Another strength can be found in our Records & Registrar office and the great job they do in making
advisement information accessible to students. Through the creation of an online web resource, Advising
Central, students have a plethora of resources at their fingertips. The ECE advising faculty take the time
to introduce our students to this site and explain how to effectively utilize it to help them to obtain their
educational goals.
Plans: With the addition of the new faculty member, the ECE program is excited to be able to begin to
minimize the number of students each faculty member is currently advising. This will allow for more
personal one-on-one time working with ECE students to better meet their needs. The program has also
begun to collect data related to the advisement process as a whole through evaluations from students.
The recent installation of a suggestion box will now offer students the opportunity to complete a brief
questionnaire related specifically to their advisement experience. As data is gathered, the ECE program
will respond in a manner that is beneficial to the student. In hopes of obtaining authentic comments, the
box has been strategically located outside of the main office area to the ECE department, so that students
will feel free to express their thoughts, ideas and opinions as they relate to the advisement process. The
ECE program anxiously awaits the opportunity to build upon and improve the process of advisement.
46
D. FACULTY
Criterion 8: Qualifications and Composition of Faculty
The program ensures that faculty members demonstrate the qualifications and characteristics needed to
promote students’ learning in relation to the NAEYC standards and supportive skills.
Rationale: Strong programs ensure that both full- and part-time faculty have the academic and
practical expertise to guide students toward mastery of the competencies reflected in NAEYC’s
standards and supportive skills, and to serve as models and mentors for associate degree
students.
Indicators of Strength
NOTE: Indicators apply to all faculty, whether temporary, part-time, or full-time.

All faculty are academically qualified for their specific professional roles, have had direct,
substantial, professional experience, and continue to enhance their expertise in the early
childhood profession.

Faculty hold graduate degrees in early childhood education or a closely related field and have
demonstrated competence in each field of specialization that they teach.

Faculty know about and implement the principles in NAEYC’s Code of Ethical Conduct,
including its Supplement for Teacher Educators.

The program uses a variety of strategies to recruit, hire, mentor, and retain a diverse faculty.
Sources of evidence:
1) Report:
a) Chart listing program faculty with brief description of qualifications.
b) One page description of how program is planning to address challenges and build on its current
strengths in this area.
2) Site Visit: Review of documents related to faculty qualifications as needed. Discussions with
administrators as needed.
47
Chart of faculty names and qualifications - include all full time and adjunct faculty
Name
Academic degrees
Professional Experiences
Erica Atkinson
M.S., Psychology, University
of Phoenix
Adjunct Instructor
*Only approved to teach PSY
244 & PSY 245 Child
Development I & II
Kathryn Carmical
Elementary School Tutor
B.A., Sociology, University of
North Carolina at Pembroke
M. A., Elementary Education,
Early Childhood K-4,
University of North Carolina
at Pembroke
B.A., Geography, University
of North Carolina at
Greensboro
Partnership for Children
Quality Enhancement
Specialist
Adjunct Early Childhood
Instructor
Child Care Directions
Training Specialist
Director of Weekday School
Director of Children’s
Education
Geoffrey S. Chattin
M.Ed., Educational Policy
Studies, University of Illinois
at Urbana-Champaign
Teacher (2yr. & 4yr. old class)
FT Humanities Instructor
Adjunct Early Childhood
Instructor
M.Ed., Curriculum and
Instruction, Pennsylvania State Adjunct Philosophy Instructor
University
Adjunct English Instructor
M.A., Ethics and Applies
Philosophy, University of
High School English Teacher
North Carolina at Charlotte
M. Ed., Secondary Education,
University of North Carolina
at Wilmington
Gwendolyn Chavis
B.A., English, Gettysburg
College
M.Ed., Elementary Education,
Pembroke State University
B.S., Elementary Education,
Pembroke State University
Early Childhood Program
Director
K-6 Classroom Teacher
College Summer Enrichment
Program Worker
48
Jane Chavis
M.Ed., Early Childhood
Education, University of
North Carolina at Pembroke
Adjunct Early Childhood
Instructor
K-6 Classroom Teacher
B.A., Early Childhood
Education, Pembroke State
University
Phoebe Chavis-Harris
B.S., Sociology/Criminal
Justice Concentration,
Pembroke State University
M.S.A, K-12 School
Administration with a
Curriculum Specialist
Licensure Add-on, University
of North Carolina at Pembroke
M. Ed., Elementary Education,
University of North Carolina
at Pembroke
FT Early Childhood
Instructor
Adjunct Early Childhood
Instructor
Elementary School
Administrator
K-6 Classroom Teacher
Ve-Lecia Council
BA, Elementary Education,
University of North Carolina
at Pembroke
Ed. D., Educational
Leadership, Fayetteville State
University
Adjunct Early Childhood
Faculty
Elementary School Principal
M.S.A, K-12 School
Administration, North
Carolina State University
M.S., Elementary Education,
North Carolina A&T State
University
Lorna Gibson
B.S., Elementary Education,
North Carolina A& T State
University
M. Ed., Elementary Education,
University of North Carolina
at Pembroke
Assistant Principal
Accelerated Learning Program
Teacher
K-6 Classroom Teacher
Adjunct Early Childhood
Instructor
K-6 Classroom Teacher
B.S., Elementary Education,
University of North Carolina
at Pembroke
In-Home Child Care Provider
49
Deborah Graff
M.S.A., School
Administration, University of
North Carolina at Pembroke
M.S., Elementary Education,
State University of New York
College at Fredonia
B.A., English, Secondary
Education, State University of
New York College at Fredonia
Anneta Kinlaw
Terry Locklear
*Only approved to teach EDU
271 Educational Technology
FT Early Childhood Instructor
Adjunct Early Childhood
Instructor
Public School PreKindergarten Teacher
At-risk Adolescent Education
Instructor
M.A., Elementary Education,
Pembroke State University
Preschool Teacher
Adjunct Early Childhood
Instructor
B.S., Early Childhood,
Pembroke State College
Middle School Language Arts/
Social Studies Teacher
M.S. Instructional
Technology, East Carolina
University
K-6 Classroom Teacher
Adjunct Early Childhood
Instructor
Technology Support Analyst
B.A., American Indian
Studies, University of North
Carolina at Pembroke
Interactive Video Facility
Manager
Brave Tech (Computer
Technician)
Tiffany Locklear
M.A., Elementary Education,
University of North Carolina
at Pembroke
B.S., Elementary Education,
University of North Carolina
at Pembroke
Genemma Lowery
M.A., Elementary Education,
University of North Carolina
at Pembroke
Add-On Academically Gifted
Licensure
B.S., Early Childhood
Education, University of
North Carolina at Pembroke
Adjunct Early Childhood
Instructor
6th Grade Public School Math
Teacher
Academically Gifted Public
School Teacher
Adjunct Early Childhood
Instructor
Elementary Public School
Teacher
Wakulla Childcare Classroom
Teacher
50
Debra Lowry
M.Ed., Early Childhood, B-K
add-on licensure, Pembroke
State University
B.A., Sociology, Pembroke
State University
Vicki McGuirt
*Only approved to teach PSY
244 & PSY 245 Child
Development I & II
FT Early Childhood Instructor
Adjunct Early Childhood
Instructor
Pre-School Teacher
B.S., Elementary Education,
Pembroke State University
M.A., School Counseling,
University of North Carolina
at Pembroke
PT Children’s Art Teacher
B.S., Sociology, Campbell
University
Pulmonary Rehabilitation
Instructor
Adjunct Instructor
School Counselor
Weekday School Preschool
Teacher
Rhonda Moore
*Only approved to teach PSY
244 & PSY 245 Child
Development I & II
M.A., School Counseling,
Pembroke State University
B.A., Sociology, University of
North Carolina at Charlotte
Preschool Early Intervention
Counselor
Adjunct Early Childhood
Instructor
School Counselor
Home School Coordinator
Larry Obeda
*Only approved to teach EDU
261 & EDU 262 Early
Childhood Administration I &
II
M.S.A, K-12 School
Administration, University of
North Carolina at Pembroke
High School Principal
M.A., School Counseling,
University of North Carolina
at Pembroke
Adjunct Early Childhood
Instructor
Child Nutrition Director
School Counselor
B.A., American Indian
Studies, University of North
Carolina at Pembroke
Melissa Oxendine
Youth Development Specialist
M.S.A., K-12 School
Administration with a
Curriculum Specialist
Licensure Add-on, University
of North Carolina at Pembroke
Coordinator for Technology
Enhanced Instruction
M. Ed., Elementary Education,
University of North Carolina
at Pembroke
Early Childhood Instructor
Distance Learning
Coordinator
Professional Development
Grant Coordinator
51
Add-on Licensure
Certification, Elementary
Education, University of
North Carolina at Pembroke
K-6 Mentoring Teacher
K-6 Classroom Teacher
B.S., Business
Administration, University of
North Carolina at Pembroke
Maricia Parks
*Only approved to teach PSY
244 & PSY 245 Child
Development I & II
Dr. Bruce Walters
*Only approved to teach EDU
261 & EDU 262 Early
Childhood Administration I &
II
M.A., Counseling Psychology,
Fayetteville State University
Adjunct/FT Psychology
Instructor (RCC & FSU)
M.A., Elementary Education,
Fayetteville State University
Graduate Student Project
Coordinator
B.S., Early Childhood
Education, Winston Salem
State University
Substitute Teacher, K-12
Ed.D., Educational
Administration, South
Carolina State College
Educational Award Consultant
Ed. S., East Carolina
University
Early Childhood Adjunct
Instructor
M.S., Educational
Administration, East Carolina
Coordinator and Evaluator of
Educational Award Grant
Project & Certified Grant
Specialist
B.A., Social Sciences,
Pembroke State University
Associate Superintendent of
Instructional Programs
Director of Testing &
Technology (Public Schools)
Elementary, Middle & High
School Principal
8th Grade Public School
Teacher
52
Narrative description of challenges, strengths and plans, including strategies for building or sustaining diversity
Challenges: A current challenge that we are working to address is the inclusion of our adjunct faculty in
the decision making process. Due to the fact that the majority of our adjunct faculty work full-time jobs
outside of the college setting scheduling a convenient time to hold meetings is cumbersome. We do
utilize our email system as a means of communication as well as a page found within our CampusCruiser
system devoted solely to the ECE department. This page is utilized as a resource collection site for
important documents that are used within the department. This is a member only site with faculty being
added by a facilitator of the site.
Strengths: Robeson Community College prides itself on the diversity of its faculty members. The
strength of our faculty can be seen in the diversity of work and educational experiences, as well as
cultural experiences, represented by our 16 adjunct and 4 full-time faculty members. Work experiences
range from classroom teachers, public school administrators, counselors, daycare owners, technology
analyst, and much more. All instructors who teach within the ECE program have a minimum of a
Master’s Degree, with two instructors holding doctorate degrees and two others in the dissertation stage
of their respective programs.
To help build and sustain this diversity of faculty members we provide a yearly orientation session in
which faculty receive updates of vital information that they will utilize throughout the upcoming school
year. This orientation is an opportunity for faculty to stay abreast of the ins and outs of the college.
Facilitators of this event are the Vice-President of Instruction and Support Services, along with the
Assistant Vice-President of Public Services and Applied Technologies. Once ECE faculty have attended
this meeting, they attend a program specific meeting immediately afterwards. This also provides an
opportunity for any new faculty members to network and make connections that prove to be beneficial
throughout the semester.
Another strength of our program can be found in the online instructional preparation of each faculty
member. In anticipation of our online program being approved during the spring of 2012, ECE
instructors were required to take Moodle training so that they would be adequately prepared to teach in
the online environment. Moodle is an Open Source Course Management System, also known as a
Learning Management System (LMS) or a Virtual Learning Environment (VLE). This system recently
replaced Blackboard, another LMS, as our primary means of offering online instruction. Moddle training
courses were held and upon successful completion of the course, faculty members were presented with a
certificate which then allowed them to teach online should the need arise.
Plans: Our College has pondered the idea of approving an individual in each department to serve as a
liaison to adjunct faculty. This person would receive a reduced teaching load each semester and be the
main point of contact for the adjunct faculty. This would be a great way to ensure that this group of
individuals were kept abreast of all vital information coming into and out of the ECE program.
Allocation of funds for training has been approved and we anticipate bringing in our adjunct and full-time
faculty very soon for technology training on our recently purchased ELMO and MOBI interactive system.
Another item that we are working to determine the feasibility of incorporating is TASKSTREAM, a
customizable, electronic portfolio system. This would help to alleviate some of the challenges faced with
obtaining, securing, storing, and documenting student progress within our department. For our many
adjunct faculty, especially our on-line instructors, the need to come on campus to submit student, program
and institutional data could be alleviated through this process. This would be a more effective and
efficient means of data collection.
53
Criterion 9: Professional Responsibilities
Faculty responsibilities allow them to promote students’ learning in relation to the NAEYC standards and
supportive skills.
Rationale: Teaching in associate degree programs is both demanding and critically important.
Strong programs make sure that faculty assignments balance teaching, institutional and
community service in order to fulfill their responsibility to students.
Indicators of Strength:
Indicators apply to all faculty, whether hired on a temporary, part-time, or full-time basis.

Work assignments accommodate faculty involvement in activities appropriate to their role in the
program and important to their ability to support student learning. These may include
curriculum development and evaluation, advising and mentoring, collaboration with families
and other professionals, scholarly activities, and service to the institution, profession, and
community.

Faculty teaching responsibilities, including overloads and off-campus teaching, are mutually
agreed upon and designed to allow faculty to engage effectively in activities appropriate to their
role in the program and to their ability to promote student learning.
Sources of evidence:
1) Report:
a) A one-page summary of policies related to faculty responsibilities.
b) A one-page description of plans to address challenges and build on current strengths in this area
2) Site Visit:
Discussions with faculty and administrators as needed.
54
Narrative description of institutional and program policies related to full and part time faculty teaching loads,
advising assignments, engagement in program development, and community and professional service.
A normal full-time teaching load ranges for full-time faculty from a minimum of 18 to
a maximum of 21 contact hours per semester. Adjunct teaching loads are as noted on individual contracts
and will not exceed more than three courses in a given semester. Full-time and adjunct faculty workload
assignments will be made by the appropriate Department Chair/Program Director with approval by the
appropriate Assistant Vice President of Educational Services and the Vice President for Instruction and
Support Services.
Adjunct teaching loads that exceed three courses must be approved by the Vice President for Instruction
& Support Services and by the President, based on a recommendation by the appropriate Assistant Vice
President of Educational Services. The “normal” workweek, which includes instruction, preparation, and
administration, shall be a minimum of 35 clock hours per week to include non-instructional workdays.
The difference between teaching hours and the 35 hours shall be used for committee meetings, advising
assignments, engagement in program development, community and professional services, administrative
duties, course preparation, and/or other assigned responsibilities.
The following factors are considered in scheduling faculty workload:
a. 18 – 21 contact hours per semester; however, for those courses with significant lab and/or
clinical hours (these hours may vary based on the needs of the institution/availability of funds)
more hours may be assigned;
b. The number of preparations;
c. Six or seven courses or fewer based on contact hours;
d. Student academic advising as assigned by Student Services personnel, not to exceed 50
students per instructor;
e. Lecture class size of 30 students, not exceeding 40 without justification by the appropriate
administrator (Classes with 50 or more students will be counted as two sections for full and
adjunct faculty);
f. Two or fewer standing committee assignments and two or fewer ad hoc committee
assignments;
g. Supervision of no more than one school function (student organization advisor, etc.);
h. Online courses treated the same as traditional courses relative to contact hours credited for
instructional load and for pay purposes.
To continue to effectively meet the needs of our students and the requirements as set forth by the
college’s accrediting body, The Southern Association of Colleges and Schools, work overloads are
discouraged and have not been utilized in the ECE program for well over two years. Additionally, off
campus teaching is not currently a component of the ECE program. This allows our faculty more time to
participate in scholarly activities outside of the college through service opportunities for the institution,
profession, and community. Such activities include, but are not limited to: Representation on local
Partnership for Children Board, Robeson Community College Faculty Association, Four-County
Headstart Board, Infant Mortality Task Force, NC Farm Bureau Robeson County Women's Committee,
Smart Start Day, Read Across America Day, numerous school career fairs, and so much more.
Data on current faculty teaching and advising loads, full-time:part-time faculty ratios, and faculty:student ratios
with comparisons to similar programs or institution-wide averages. Use lists and charts to present data clearly to
your readers.
55
The fall 2012 semester has brought much relief in regards to full-time faculty loads with the hiring of a
new full-time instructor. This semester, full-time faculty have found themselves with lighter than normal
loads due in part to the delay in approving of our new full-time faculty member one week prior to classes
starting. This necessitated the rearranging of faculty schedules in order to create a faculty load for the
new instructor. At the present time, our four full-time faculty members (program coordinator included)
are teaching an average of 12 credit hours. This is not indicative of our past or future semesters. In
comparison, faculty within the Associate of Arts program currently are all teaching a full load of 18 credit
hours.
For comparison purposes, the Associate of Arts program was utilized due solely to the similarity in the
number of students enrolled in that particular program to the ECE program. However, it is important to
note that this is not a culminating degree, but part of the college transfer curriculum offered by our
college. Several of the Associate of Arts courses that are represented in the chart below are also classes
that serve as general education requirements for the ECE program. These courses are noted with an
asterisk so that they can be distinguished from the others. Information contained within the data chart
below was collected from the sequence of courses for each program for the fall 2012 semester.
As a standard, all online courses are capped between 25 – 28 students as recommended by our college
accrediting board. This standard is applied across all curriculum courses. Capacity numbers for all faceto-face courses are typically set based upon room and seat availability. Due to continued growth in
enrollment on our campus, scheduling adequate number of course sections proves to be a challenge each
semester. We strive as a college and a department to meet the diverse needs of our students, both fulltime and part-time.
Associate of Arts Fall Course
Offerings
Course Prefix and
Number
Faculty:Student
Ratio & # of
sections offered
during fall 2012
Early Childhood Fall Course
Offerings
Course Prefix and
Number
Faculty:Student
Ratio & # of
sections offered
during fall 2012
*ENG 111
1:22 (16)
CIS 110
1:22 (22)
*MAT 140
1:23 (4)
ENG 111
1:22 (16)
*CIS 110
1:22 (22)
EDU 119
1:17 (3)
BIO 111
1:21 (6)
EDU 131
1:14 (3)
ACA 122
1:21 (6)
ACA 111
1:23 (17)
PSY 150
1:25 (11)
At the present time, data collected from our admission department shows a 1:119 faculty/student advisee
ratio within the ECE program and a 1:54 faculty/staff ratio within the Associate of Arts degree program.
The totals within the ECE program are on the high end due to the fact that the purging of former students
has not been completed.
56
Narrative description of challenges, strengths and plan
Challenges: One challenge that faces our faculty in regards to professional responsibilities is attendance at
the Robeson Community College Faculty Association monthly meetings. In many incidences association
meetings are held at the same time faculty are in class. These meeting times are set based upon what
works best for the college faculty as a whole. Being that our program started out years ago as primarily
as an evening program, we do still offer a full evening and night schedule to accommodate our diverse
population of students, who mainly are employed full-time during the day in local child care centers.
Fortunately, at least one faculty member is able to attend the monthly Faculty Association meetings and
bring back pertinent information to the other faculty members. We also attempt to meet prior to the
meeting to share any topics we feel relevant for discussion and would recommend be added to the agenda
for discussion by the faculty.
Strengths: The ECE has been fortunate in that our faculty to student ratios have consistently been low,
providing both students and faculty the opportunity for more one-on-one exchanges. This can be
evidenced by the chart above. Additionally, full-time faculty workloads rarely go above 18 credit hours,
and five preps, allowing faculty sufficient planning and preparation time. It is our priority too in
scheduling to attempt to assign faculty to positions in which they have more expertise. Our faculty are
diverse in that they all held various positions in the public schools or in private institutions prior to their
employment at the College.
Due to our proximity to the local four-year institution, UNC-Pembroke, faculty are afforded ample
opportunities to engage in community and professional outreach activities in collaboration with The
UNC-P Regional Center for Economic, Community and Professional Development. We are very
fortunate to have been able to build upon a positive relationship with our local partnership for children
which is funded through a grant from the NC Smart Start Initiative. Through this partnership, we have
countless opportunities to engage in scholarly activities through participation in workshops and seminars
with and without our students.
Plans: A meeting is currently scheduled with, Fayetteville State University, a neighboring four-year
institution to finalize details of a dual-enrollment agreement for students completing the EC degree. This
agreement will provide our students the option of enrolling in a two-year degree and a four-year degree
simultaneously. There is also communication with Fayetteville State faculty to teach a portion of their
courses on our campus or via information highway so that students will not be required to drive 45
minutes one – three nights a week to their campus. In addition to this, we will be meeting with our
partners in the Birth-Kindergarten program at UNC-P this month to update our current articulation
agreement with them. Over the course of the last year, they have made several changes at their college
which require adjustments to be made on our end. These opportunities will allow faculty members the
chance to collaborate with other professionals in a curriculum development and evaluation experience.
57
Criterion 10. Professional Development
Faculty are provided with professional development that strengthens their ability to promote students’
learning in relation to NAEYC standards and supportive skills.
Rationale: Early childhood education is a rapidly developing and changing field. Strong
programs help faculty keep current and engaged in their profession, and they continuously
assess faculty effectiveness, so that ultimately students may benefit.
Indicators of strength:
Indicators apply to all faculty, whether hired on a temporary, part-time, or full-time basis.

Faculty members stay current and engaged in the field. Depending on their role in the program,
this may occur through active participation in professional organizations, conferences, scholarly
activity, or service to the profession.

Faculty members have opportunities to develop knowledge and collaborative relationships with
professionals in other disciplines, such as health, speech and language, or special education.

Opportunities are provided for faculty development, such as travel support, leave, in-service
training, education visits, exchanges, and fellowships.

Faculty members’ performance is periodically reviewed and evaluated; the review uses multiple
methods of evaluation, such as self-assessment and reflection, student evaluations, professional
early childhood peer evaluations, and assessment by other individuals.
Sources of evidence:
1) Report:
a) A one-page summary of how program provides professional development and how it conducts
and uses faculty evaluations.
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit:
program.
Follow-up meeting with administrators and faculty as needed and as suggested by the
58
Narrative description of strategies to evaluate faculty and support faculty professional development
Robeson Community College’s (RCC) evaluation process is comprised of two major components: a
student evaluation and a supervisory evaluation component. It is the policy of the college that each fulltime curriculum faculty member is to have a student evaluation of instruction conducted on at least one
class per fall and spring term. Each adjunct faculty member shall have a student evaluation of instruction
performed on at least one class taught per fall and/or spring term. The evaluation is administered by the
Department Chair/Program Director or the appropriate Vice-President of Educational Services. The
evaluation is then reviewed and discussed with the instructor. If problems exist, a plan of action is
executed to help eliminate the negative aspects. This plan is monitored by the Program Director and
Vice-President to ensure that desired results are attained.
Evaluation of faculty members shall be uniformly applied based upon total performance with primary
emphasis on teaching quality, with a focused concentration on the following criteria:
 Assessment of Student Learning
 Classroom Management
 Course Design and Development
 Curriculum Development/Maintenance
 Institutional Support
 Instructional Delivery
 Professionalism
 Student Support
Each year, RCC’s ECE faculty are involved in many opportunities that allow them to stay abreast of
current research based practices to support instruction. All full-time faculty members, and many of our
adjunct faculty, are active members of NAEYC and our state affiliate, NCAEYC. In addition, the ECE
faculty serves, on a rotating basis, on the board of a regional based pre-school organization that
encompasses four surrounding counties and serves 2000+ pre-school children. Annually, ECE faculty
are encouraged to participate in national, state, and local early childhood conferences/workshops which
expose them to new, innovative teaching strategies that they bring back and implement in their classroom
instruction. In addition to ECE funds, The Office of Instruction and Support Services provides training
opportunities to enhance and strengthen the faculty teaching experience. Both full-time and adjunct
faculty are supported through these funds.
The following list includes a few of the opportunities that ECE faculty have had the opportunity to
participate in over the course of the last two years:
 NCAEYC Annual Study Conferences
 NAEYC Annual Conferences
 NAEYC National Institute for Early Childhood Professional Development
 Smart Start Lending Library Orientations
 Lumberton Area Chamber of Commerce Leadership Institute
 Professional Development Grants
 College Tech Prep Articulation with The Public Schools of Robeson County
 Fun with Language and Literacy
 Workplace Reflections
 Course Design & Development Part I
 Course Design & Development Part II
59





Teaching to How the Mind Works
Learning Styles: Multiple Models, Multiple Teaching Methods
Maximizing Student Learning & Participation in Discussions
Code Green/Sustainability Workshop
Technology courses (Microsoft Word, Blackboard, Excel, etc.)
In addition to the workshops/seminars/conferences listed above, the college has taken the initiative to
offer workshops to assist our department in the creation of assignments necessary to meet our General
Education Outcomes as outlined by our regional accreditation body. These workshops have covered the
skills of critical thinking, quantitative reasoning, and writing. These workshops, while designed to meet
the college’s objectives, have served as an effective tool in helping early childhood faculty to scrutinize
closely the assignments that we utilize in our classrooms.
60
Narrative description of challenges, strengths and plans
Challenges: For the current academic year, our college is facing an approximate reduction of state funding
in the amount of $507,000. This, on top of the 12.5% or $2,300,000 reduction from the college’s
previous yearly budget, will and has impacted our ability to send faculty to state and national conferences
for professional development purposes. In addition, because of the number of EC full-time faculty
members, participating in a fellowship/exchange program is a challenge due to inability to provide
adequate course opportunities to our students.
Strengths: The strength of our program can be found in the many opportunities faculty have to participate
in professional development opportunities, locally, regionally, and nationally. Despite budgetary
restraints, we have been able to benefit greatly from faculty that have been able to participate in
professional development opportunities. The ability to network with EC faculty from across the state,
region, and nation has allowed us to form partnership and relationships that have facilitated our efforts to
diversify our instructional practices. Through a sharing of knowledge and ideas, we have been able to
maximize our instructional efforts to promote students’ learning in relation to NAEYC standards and
supportive skills.
EC faculty are often called upon to serve on a variety of committees, one of which is the curriculum
committee. Through our presence and participation on committees such as these we are afforded the
opportunity to develop knowledge and collaborative relationships with professionals in other disciplines,
such as health, computer technologies, criminal justice, and so much more. A complete listing of
committee assignments and duties will be provided during the site visit.
In addition to receiving professional development across the curriculum, EC faculty have been able to
serve as facilitators of professional development within our local public school setting, headstart settings,
and childcare centers. Through collaboration with specials needs teachers, pre-kindergarten teachers,
birth to kindergarten teachers, and local child care administrators, our faculty has created, coordinated and
presented countless workshops and seminars to meet the professional development needs of these
teachers and assistant teachers. These professional development opportunities have allowed faculty to
give back to a devoted workforce of childcare providers who have served as a great resource for our
students as they complete their required observations and field experiences within their facilities.
Plans: As a department, we are currently seeking funding sources in a variety of places to help
supplement our ability to continue to participate in professional development opportunities that arise. We
hold several fundraisers each year which generate funds that we utilize, in part, to attend workshops and
conferences. During the fall of 2012, four faculty members will be attending the NAEYC Annual
Conference. This is yet another opportunity for faculty to network with other professionals, glean new
experiences and ideas, and return to their teaching positions energized, renewed, and ready to utilize their
newfound knowledge.
An additional professional development opportunity that will take place this fall is related to the
technology supported instruction within our department. We recently purchased new technology
instructional equipment and have been fortunate to be able to fund a training opportunity which will
include both full-time and adjunct faculty. This training will provide faculty with a hands-on application
process that will make the implementation of this equipment into daily instructional experiences userfriendly. Through this new knowledge, faculty will be better prepared to meet the curriculum needs of all
students and gain techniques to further engage their students in the learning process using technology.
61
E. SUPPORTIVE INFRASTRUCTURE AND ORGANIZATION
OF PROGRAM
Criterion 11: Program Organization and Guidance
The program’s organization and guidance are mission-driven and participatory, placing the needs of
students as its first priority.
Rationale: Strong programs function out of a clear sense of mission, seek the involvement of all
stakeholders, and place the needs of students at the center of their operations.
Indicators of strength:

The program sets goals and plans in conjunction with the college and program mission and in
response to stakeholder and community needs.

Faculty, including adjunct faculty, are informed about and regularly participate in program
decision-making.

As appropriate to their role, faculty have opportunities to participate in college-wide decisionmaking.

Students participate in evaluation of courses, faculty, field experiences, and the program.

With advisory council, faculty, and other stakeholder involvement, the program establishes
strategic objectives to address student and stakeholder needs; incorporate new knowledge about
the education of children and families, and enhance its performance.
Sources of evidence:
1) Report:
a) A two-page summary of key features of program’s organization, decision-making processes, and
faculty/stakeholder involvement.
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Discussions with stakeholders as needed and as suggested by the program. Program
should have available a summary of current strategic objectives and how they were developed.
62
Narrative description of program organization and governance; strategies to engage faculty in program and
institution wide decision-making; and strategies to engage faculty, students and other stakeholders in program
development
The Early Childhood Department is comprised of full-time and adjunct faculty. The department is
supervised by a Program Director who teaches a reduced work-load in the department. The Early
Childhood Department is supervised by the Assistant Vice-President of Public Service and Applied
Technology who reports to the Vice-President of Instruction and Support Services. The Vice-President of
Instruction and Support Services reports to the President of the College. The Early Childhood Department
also collaborates with the Local Partnership for Children and Smart Start to meet the needs of local child
care providers by providing an Educational Award and Professional Development Coordinator. The Early
Childhood Department is staffed by a part-time secretary who provides assistance to the department
Monday – Thursday, from 1:30 – 5:00 and Friday from 1:30 – 3:00.
Faculty are informed and engaged in program decision making by being a member of the Early Childhood
Advisory Council and other local and state boards or committees. Full-time faculty in the Early
Childhood Department, in addition to their teaching responsibilities, are also appointed by the VicePresident of Instruction and Support Services to various committees that serve to implement changes to
policy and procedures of the College. Faculty are also encouraged to nominate themselves to any
committee they feel they can provide any relevant expertise and insight.
The Early Childhood Department faculty are involved in workshops, presentations and meetings that are
held on campus and locally by agencies providing services to young children or to the students we serve.
Adjunct faculty are also given the opportunity to attend any of these sessions, but many do not due to
their primary job responsibilities. Faculty within the ECE department are all members of NAEYC and
attend bi-annual meetings with ACCESS, the non-profit organization of the Associate Degree Early
Childhood Teacher Educators. During the Fall and Spring meetings, Early Childhood Instructors from the
58 North Carolina Community Colleges across the state have the opportunity to meet and discuss
implementation of policy and procedures that would be beneficial to everyone. The meetings also provide
opportunities for professional development.
An articulation agreement with the local university provides the department opportunities to engage
faculty in program and institution wide decision making. We currently have an articulation agreement
with only one local university, but we are currently in discussion with another local university to provide
a dual enrollment program that would allow students the option of completing course requirements
simultaneously at both schools. The articulation agreement we currently have in place provides a
seamless transition from our college to the university allowing students to be able to complete the
requirements for a Bachelor’s degree in four years.
The ECE program sets program outcomes, student learning outcomes and goals and objectives that
support and promote the college and program missions. In doing so, we are better equipped to meet the
needs of both our stakeholders and the community at large. Our college based curriculum programs are
governed by our state community college system, with each program having its own description, course
descriptions and objectives. Due to the requirement that we use our state standards, we work within a
window of restriction to some extent. However, because our state level early childhood administrators
value and believe in the NAEYC standards at what accreditation represents, they have worked diligently
to try to coincide as much as possible, our state standards to the NAEYC standards. This has allowed
several of our faculty members the opportunity to work at the state level matching state course objectives
to the NAEYC standards. This was a great opportunity to be involved with faculty from around the state
in a collaborative effort to support all community colleges in North Carolina.
63
Early Childhood students are encouraged to become part of the governing student body of the College,
the Student Government Association (SGA), which are selected based on voting by their peers. Students
are also appointed by the Vice-President of Instruction and Support Services to serve on numerous
college committees each year. These appointments provide our students to be a voice for our program.
Students in both traditional and online classes are given the opportunity to complete a survey each
semester regarding instructor performance and satisfaction. The data from these surveys are compiled and
shared with the Assistant Vice-President of Public Service and Applied Technology, the Program
Director, the faculty and the Advisory Council. The results from these surveys allow the department to
make recommendations for continuous employment of adjunct faculty and also provides topics for
discussion regarding professional development opportunities to enhance teaching and learning in the
department.
The Early Childhood Advisory Council is comprised of constituents from across the local communities
that are advocates or hold positions with agencies that provide services for young children. The Council is
composed of local child care providers, faculty, public school staff, doctors, Head Start and staff from the
local partnership for children. These individuals attend informational sessions 2 – 4 times a year and
engage in discussions relevant to improving the department. Many of the individuals in this group bring
with them first-hand knowledge of the students we serve who have entered the workforce. Their candid
conversation related to the performance of the students in the workplace provides us with topics for
improving teaching and learning in our program.
Public Service & Applied Technology
Assistant
Vice
President
Organization Chart
Secretary
Program Director
Early Childhood
Faculty
Professional
Development
Grant Staff
Educational Award
Grant Staff
64
Narrative description of challenges, strengths and plans
Challenges: One challenge often faced in trying to engage all stakeholders, the advisory council in
particular, can be attributed to the fact that many of our members serve on multiple boards. This can
often create conflicts in scheduling a time that is convenient for the majority of individuals to be present.
Additionally, many of our stakeholders are parents with multiple responsibilities that consume the large
part of their day. It is extremely difficult to get them to attend a meeting after they have worked all day,
most with children, and been responsible for meeting the needs of their families.
Strengths: The ECE program currently utilizes a webpage within our campus wide communication
system. This page is devoted solely to early childhood faculty and serves as a venue for sharing pertinent
information related to the ECE program. This information can come in the form of announcements, post,
loaded documents within shared files, or simply emails. This has been an effective tool for adjunct
faculty who can sometimes feel disconnected from the ECE department.
Plans: As a means of continued support for the ECE faculty, both full time and part time, plans are
currently underway to provide additional opportunities for faculty to receive training on rubric creation,
rubric use, alignment of assignments with standards, and best teaching practices.
To continue to support the need for our stakeholders to be involved in the decision making process, we
believe that it is essential that they have a thorough understanding of the NAEYC standards and how we
utilize them in our classrooms to meet the needs of our students. To that end, we anticipate holding a
series of training sessions with the ECE Advisory Council on the standards and supportive skills. Due to
the fact that a new set of standards have been approved, this training will be essential for all stakeholders
and faculty members. This will allow our stakeholders to become more actively involved in the decision
making processes that impact our daily instructional practices.
At the present time, the ECE Advisory Council doesn’t have a student body representative. This is
something we are working to alleviate in the near future with members of our Student Support Services.
We desire to provide our students with a voice in the decision making process, outside of the completion
of surveys and evaluations. It is our hope that through this engagement opportunity with the ECE
Advisory Council, students will begin to take additional ownership in meeting their personal goal of
becoming an early childhood professional.
65
Robeson Community College Early Childhood Department
Advisory Council
Name
Tonie Brite
Kathy Carmical
Dr. Marisha D. Roach-Scott
Melissa Oxendine
Vardell Bullard
Anne Kinlaw
Cathey Maples
Dr. Jessica Lowery
Debbie Strickland
Sandra Hunt
Hazel Perez
Gwendolyn L. Chavis
Dr. Katie Lowry
Phoebe Chavis-Harris
Betty McArthur
Deborah Graff
Debra Lowry
William Locklear
Title/Agency
Head Start Director
Four-County
Quality Enhancement Specialist
Robeson County Partnership for Children
Adjunct Instructor
Robeson Community College
Dean of Education
School of Education - UNC-Pembroke
Coordinator for Technology Enhanced
Instruction
Adjunct Instructor
Robeson Community College
Owner/Director
Raggedy Ann & Andy’s
Child Care Center
Teacher - Communities in Schools
Adjunct Instructor
Robeson Community College
Title I Pre-K Coordinator
Public Schools of Robeson County
Executive Director
Robeson County Partnership for Children
Director
First Baptist Early Childhood Ministry
Director
Sandy Plains Child Care Center
Program Director
LRDA Headstart/Early Headstart
Program Director
Robeson Community College
Pediatric Physician
Robeson Pediatrics
Early Childhood Instructor
Robeson Community College
Director/Owner
God’s Gift Day Care Home
Early Childhood Instructor
Robeson Community College
Early Childhood Instructor
Robeson Community College
Assistant Vice-President
Robeson Community College
66
Criterion 12: Program Resources
The program has sufficient resources to support its efforts to promote students’ learning in relation to
NAEYC standards and supportive skills
Rationale: Appropriate learning materials, support staff, and budget resources are essential if
strong programs are to meet students’ learning needs.
Indicators of strength:

Faculty and students have access to and use of appropriate instructional materials and
technology to support students’ success in relation to NAEYC standards, such as early childhood
classroom materials, consumable supplies, video and other media equipment, and computers.

The institution’s library/information technology center reflects a commitment to child
development and early childhood education as reflected in the NAEYC standards. A sufficient
number of current books, journals, periodicals, media, and other materials that reflect the
diversity of philosophy in the field are available. Adequate library/information technology
center resources include but are not limited to study space for students; instructional and
curriculum laboratories; media and data processing and technological equipment; and
cooperative educational and research relationships with early childhood settings and
practitioners.

The program’s budget reflects a level of support comparable to other programs at the institution
or to similar early childhood programs elsewhere, and is adequate to allow the program to
support students’ learning in relation to the standards.

Faculty have access to adequate support staff to allow them to meet their responsibilities in the
program.
Sources of evidence:
1) Report:
a) A one-page description of the program’s budget and other resources. The program should
include a chart comparing the support for the ECE program with support for comparable
programs at the college.
b) A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Discussions with faculty and administrators. Review of additional materials related to
program resources. Tours of relevant sites such as media center or curriculum lab, as needed and as
suggested by the program.
67
Narrative description of program budget and resources, with comparisons to similar programs
The Early Childhood program has sufficient resources to support efforts to promote student learning in
relation to NAEYC standards and supportive skills.
Faculty and staff have adequate access to and use of appropriate instructional materials and technology to
support instruction and student learning. A variety of instructional materials including DVDs, media
equipment, and computers are available and purchased when needed. The program has a fully equipped
instructional lab that includes instructional materials and activities that provide students the opportunity to
connect theory with practice. Students learn how to use manipulatives and other activities in the lab for
instructional purposes. The Early Childhood Program Director is responsible for maintaining and
procuring educational materials and equipment used for classroom and lab activities/projects.
The attached budget indicates funds budgeted for 2010-11, actual expenses for 2010-11 and funds
budgeted for 2011-12. Although the 2011-12 budget shows a decrease of $3,754 compared to the
budgeted amount for 2010-11, this is because the College, due to budget constraints and the need to
monitor its travel funds, has allocated all travel funds to one college line item. Only mission critical
travel will be approved. The College anticipates that the Early Childhood program will have significant
travel expenses due to NAEYC accreditation, the need for faculty to attend important state meetings, and
the need to monitor cooperative sites. Therefore, it is anticipated that the Early Childhood program will
surpass its budgeted amount for 2011-12 bringing it more in line with expenses for 2010-11.
The amount of funding allocated to the Early Childhood program is comparable to the amounts budgeted
for other college programs of similar size. In fact, the Early Childhood program has the third largest
budget of degree programs at the College. Only Basic Law Enforcement Training and Culinary
Technology have larger budgets. This is due to the large amount of instructional supplies needed in these
programs. The attached spreadsheet shows a comparison to the Associate in Arts program, a program
with similar numbers of students enrolled. The Early Childhood program has 250 plus students enrolled
compared to 301 in Associate in Arts. The attached spreadsheet is verification of the College’s
commitment to fund the Early Childhood program at the level needed to support the number of students
enrolled.
The College’s Library has adequate resources to support faculty and students in the Early Childhood
program. Robeson Community College’s Library is an automated library with a vast array of resources
available to students. RCC’s Library provides access to NC LIVE services allowing student’s access to
over 10,000 bibliographic sources on NC LIVE’s databases including NewsBank, NewsFile, and
InforTrac. NewsBank Science Source collections provide Internet access to numerous full-text articles in
science-based publications, 1987 to present. InforTrac (Health Reference Center) “is a multi-source
database for health and wellness research. It includes indexed and full-text periodical titles – 4 years plus
current year and current edition data from other sources.” RCC’s Library is equipped with 26 computers
for student access for research purposes. The Library is staffed with qualified librarians and assistants to
assist students in their research assignments. RCC’s Library also offers interlibrary loan services to
students should they desire to obtain resources from other libraries. On a regular basis, RCC’s Library
staff works with the program director and other program faculty to ensure that needed resources are kept
current and are adequate to support faculty and student needs. RCC’s Library has also invested in
numerous databases and has purchased a vast amount of e-books to support its programs.
68
Robeson Community College
Early Childhood Associate and Associate in Arts Comparison
Based on 2010-11 and 2011-12 Budget
***Budget for 2012-13 under construction
Early Childhood
2010-11
2011-12
Budget
Budget
Instructional supplies
Office supplies
Other supplies
In state ground transportation
In state lodging
In state meals
Out of state
ground
Out of state air
Out of state
lodging
Out of state meals
Registration fees
Postage
Maintenance agreement
Lease/rental
Advertising
Accreditation expense
Associate in Arts
2010-11
2011-12
Budget
Budget
$14,214.00
$4,910.00
$100.00
$1,388.00
$591.00
$521.00
$8,020.00
$3,724.00
$295.00
$786.00
$449.00
$176.00
$4,501.00
$3,458.00
$0.00
$232.00
$496.00
$95.00
$8,673.00
$601.00
$0.00
$553.00
$181.00
$91.00
$386.00
$988.00
$75.00
$680.00
$0.00
$0.00
$0.00
$0.00
$843.00
$500.00
$1,300.00
$20.00
$650.00
$0.00
$0.00
$143.00
$26,554.00
$1,023.00
$270.00
$560.00
$18.00
$0.00
$92.00
$0.00
$518.00
$16,686.00
$88.00
$38.00
$275.00
$193.00
$0.00
$0.00
$4,530.00
$0.00
$13,906.00
$0.00
$0.00
$50.00
$78.00
$0.00
$0.00
$3,776.00
$0.00
$14,003.00
69
Narrative description of challenges, strengths and plans
Challenge: One aspect of the ECE program which can be viewed as a challenge is the lack of an on-site
early childhood center to utilize in a supporting and supplemental manner to enhance instructional
experiences for our students. Due to the economic situation of many of our students, transportation to and
from field experience sites can be cumbersome for them. An on-site facility would provide students with
ease of access and the ability to better meet the standards and objectives set forth for them in a variety of
assignments, across a broad range of courses.
Another challenge can be seen in our lack of full-time clerical support. This support is desperately
needed in the morning hours, which are often some of the busiest for the ECE program. It is important to
note that even with the high number of students that this department serves, it has never had full-time
clerical support. Prior to receiving a part-time clerical assistant one year ago, the department utilized
financial aid work study students who typically worked 20 hours or less a week.
Strengths: The strength of the ECE program’s ability to support efforts to promote students’ learning in
relation to NAEYC standards and supportive skills is evident in the way we opt to spend our budget. A
plethora of consumable supplies are purchased annually to support instructional experiences within the
classroom. Through a collaborative effort with our two full-time librarians, current books, journals,
periodicals, and media have been purchased to support the ECE program. As needed, students are
provided with workshops to assist them in effective utilization of all the sources of information available
to them.
Another strength of the program is evident in the procurement of several interactive wireless board
systems that include both a teacher and learner pad option, several ELMO document cameras, video
cameras, Ipads, and digital cameras. As a way of support for the NAEYC standards, college outcomes,
and program outcomes required, students are taught how to effectively utilize instructional technology
within the early childhood setting through hands on application opportunities. Many of these
technologies are items that are currently used in our early childhood public school classrooms. It is
essential that our students are comfortable and familiar with their functions and uses so they will be
adequately prepared to incorporate them into their instructional practices. The ECE program will continue
to build upon this strength by providing students with numerous chances to utilize these technical devices
to enhance their learning experiences. Furthermore, faculty instruction is strengthened as the needs of our
diverse population of learners and varying modalities represented are met.
The ECE program was recently able to hire an additional full-time faculty member. This will provide the
opportunity for faculty to be able to work more one-on-one with students by decreasing the number of
advisees per faculty member. It will also allow for fewer preps each semester with faculty members
being able to frequently teach more than one section of the same course to meet the recommended course
load of 18 to 21 credits hours.
Plans: As discussed in a previous section, the ECE department will forward a formal request to our Board
of Trustees in regards to the creation of an on-site laboratory facility to support instructional practices. In
regards to the need for an additional clerical person to assist in the morning hours, a request has been
submitted for a work-study student for our department. Work study students are gathered from a pool of
students who meet financial eligibility requirements and who express a desire to be considered for workstudy positions. For the fall semester, we are still awaiting a response to this request. We have been able
to benefit from the assistance of a work study student in the past and are hopeful that this request will be
approved for this semester as well.
70
PART TWO:
PROGRAM CONTENT
AND OUTCOMES
F. LEARNING OPPORTUNITIES
What is the evidence that the program’s students have opportunities to learn and are gaining competence
in relation to the NAEYC Standards and Supportive Skills?
Rationale: Strong programs ensure that their students can take advantage of courses, field
experiences, and other learning experiences that help them gain the knowledge, skills, and
professional dispositions appropriate for associate degree program graduates.
“An associate degree program that specializes in early childhood education has a responsibility
to address all of the standards, just not in the same way or at the same depth as baccalaureate
programs would…Certain aspects of a standard may appear especially important for students in
an associate program, with other aspects requiring less focused attention.” Preparing Early
Childhood Professionals: NAEYC Standards for Programs—Associate Degree Programs, page 101.
Indicators of Strength:

The program aligns its courses and field experiences with NAEYC Standards and Supportive
Skills and takes into account state early learning standards, the Head Start standards, or other
relevant standards.

The program analyzes what aspects of the standards are emphasized in the program’s learning
opportunities, and at what breadth and depth.
Sources of evidence:
1) Report:
a) Curriculum chart of program’s learning opportunities and sample assessments in relation to the
standards and the supportive skills. Describe the activity or assessment in a phrase such as family
interview or quiz, with course numbers.
b) A one-to-two page commentary on the chart (for example, description of how the program
decides which aspects of the standards to address in greater depth; themes or aspects of the
conceptual framework embedded throughout the opportunities)
c)
A one-page description of plans to address challenges and build on current strengths in this area.
2) Site Visit: Discussions with faculty and students; visits to classes and field experience sites to
expand on and support report. Review of additional documents that provide detail.
71
Standard 1:
Promoting Child
Development and
Learning
1a: Knowing and
understanding young
children’s characteristics
and needs
Sample opportunities
for students to learn
and practice
Sample related assessments
of student performance
EDU 119 – Students are
assessed on their completion of
a written summary of a child
observation that includes a
record of the activities
demonstrated by the child and
noted physical, cognitive,
language and social emotional
development of the child.
Students are assessed on their
ability to apply their
knowledge of young children’s
characteristics and needs using
the NAEYC Code of Ethical
Conduct in a case study.
EDU 119 – Introduction to Early
Childhood
EDU 131 – Students are
assessed on their ability to
adequately critique an article
on a current trend in the field
of early childhood.
Specifically: Students must
answer “How will you use the
ideas expressed in this article
to help assist you in the
development and learning of
young children?”
EDU 131 – Child, Family &
Community (Article Critique)
EDU 146 – Students are
assessed based upon their
ability to use their knowledge
of young children’s
characteristics and needs to
create and recommend
developmentally appropriate
guidance strategies.
They also must be able to
understand and apply
children’s characteristics and
needs to a NAEYC Code of
Ethical Conduct case study.
EDU 146 – Child Guidance


Child Observation
Assignment
NAEYC Code of Ethical
Conduct Case Study
How wou



Classroom Management
Learning Project
Code of Ethical Conduct
Observation Paper
72
EDU 151 – Students are
assessed on their ability to
develop a notebook of three (3)
creative activities for each of
the following areas: Dramatic
play and puppetry, Food
Experience, Creative
movement, Music, Language
Experiences, Science, Math,
Social Studies, Health and
Safety, Holidays and Seasons.
They also are assessed on their
ability to design a
developmentally appropriate
pre-school classroom.
EDU 151 – Creative Activities
EDU 153 – Students are
assessed on the ability to plan
and create a menu, lesson
plans, and health/sanitation,
safety, and sanitary food
handling policies for a group
of preschoolers that takes into
consideration young children’s
needs and characteristics.
EDU 153 – Health, Safety and
Nutrition
EDU 221 - Students are
assessed upon their completion
of a written assignment that
utilizes their understanding and
knowledge of theories of child
development.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259 – Students are
assessed based upon their
ability to articulate knowledge
of young children’s
characteristics and needs in
their philosophy of how
children learn best and in a
child observation.
EDU 259 – Curriculum Planning
EDU 271 – Students are
assessed based upon their
ability to evaluate computer
software to see how effective it
is at meeting young children’s
need and characteristics.







Creative Activities Notebook
Activity Based Classroom
Design
Menu
Health/Safety/Nutrition
Lesson Plans
Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
Philosophy
Observation
EDU 271 – Educational Technology
(Computer Software Evaluation)
73
1b: Knowing and
understanding the
multiple influences on
development and
learning
EDU 284 – Students are
assessed on their ability to
select an assignment from
approved early childhood
courses that reflects their
knowledge and understanding
of children’s characteristics
and needs.
EDU 284 – Early Childhood Capstone
Practice (Assignment Compilation)
PSY 244 – Students are
assessed on their ability to
respond appropriately to
questions related to Fetal
Alcohol Syndrome based upon
research. They are also
assessed based upon their
ability to evaluate the
developmental skills needed to
operate a particular toy and
make an appropriate
recommendation on its use.
Students are assessed based
upon their ability to
appropriately describe and
apply a child development
theory of their choice to their
work with young children.
PSY 244 – Child Development 1
PSY 245 – Students are
assessed on their ability to
organize and present their
knowledge/understanding of a
topic of interest that relates to
cognitive, physical or
psychosocial development,
specifically, an abnormality or
maladaptive behavior that may
occur during the years of
middle childhood or
adolescence.
PSY 245 – Child Development II
(Research Project/Presentation)
EDU 119 – Students are
assessed based upon their
ability to recognize and
understand the multiple
influences on development and
learning in young children
through the creation of an
activity plan and through
application of their knowledge
EDU 119 – Introduction to Early
Childhood





Prenatal Development – Fetal
Alcohol Syndrome
Toy Evaluation
Child Development Theory
Preschool Classroom Activity
Plan
NAEYC Code of Ethical
Conduct Case Study
74
in a case study.
EDU 146 – Students are
assessed based upon their
ability to understand the
multiple influences on
children’s behavior which
includes classroom
environments; physical wellbeing; relationships; economic
conditions, etc…
EDU 146 – Child Guidance
(Classroom Management Learning
Project)
EDU 151 – Students are
assessed based upon their
ability to design and
demonstrate various
developmentally appropriate
learning experiences to meet
the needs of all individual
children across the curriculum.
EDU 151 – Creative Activities
(Creative Activities Notebook)
EDU 153 – Students are
assessed on their ability to
formulate lesson plans that
include opportunities for
students to learn from multiple
influences.
EDU 153 – Health, Safety and
Nutrition (Health/Safety/Nutrition
Lesson Plans)
EDU 221 - Students are
assessed upon their completion
of a written assignment that
utilizes their understanding of
multiple influences (culture,
society, etc.) on development
and learning.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259 - Students are
assessed on their ability to
formulate a lesson and weekly
plan that includes opportunities
for students to learn from
multiple influences.
EDU 259 – Curriculum Planning
EDU 271 - Students are
assessed on their ability to
formulate a lesson plan that
includes opportunities for
students to learn from multiple
EDU 271 – Educational
Technology (Lesson Plan)


Weekly Plan
Lesson Plan
75
influences.
1c: Using knowledge of
development to create
healthy, respectful,
supportive, and
challenging learning
environments
EDU 280 - Students are
assessed on their ability to
conduct an observation of a
literacy center and evaluate the
environment to determining
the impact of multiple
influences on a child’s
development and learning.
EDU 280 – Language and Literacy
(Field Experience Assignment)
PSY 245 – Students are
assessed on their ability y to
describe the influence of media
outlets on development and
learning through a written
paper clearly detailing such
influences. Through
completion of a research
project presentation, students
are assessed upon their ability
to share a wide variety of
influences, both genetic and
environmental that impact
development and learning.
PSY 245 – Child Development II
EDU 119 – Students are
assessed on their ability to use
their knowledge of child
development to prepare an
activity plan and daily
classroom schedule. They
must take into consideration a
child’s need for exploration,
hand-on activities, transitions
and much more.
EDU 119 – Introduction to Early
Childhood
EDU 146 – Students are
assessed based upon their
developmental knowledge of
children to be able to
effectively create guidance
strategies that are healthy,
respectful, supportive and
challenging
EDU 146 – Child Guidance
(Classroom Management Learning
Project)
EDU 153 – Students are
assessed based upon their
ability to develop lesson plans
and policies with a clear focus
on creating a healthy,
EDU 153 – Health, Safety and
Nutrition





Analyzing the Impact of
Media on a Child’s
Development
Research Project/Presentation
Preschool Classroom Activity
Plan
Daily Schedule
Health/Safety/Nutrition
76
respectful, supportive learning
environment. Policies must
also meet state and local
guidelines.

Lesson Plans
Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
EDU 221 - Students are
assessed based upon their
ability to recognize
characteristics of a healthy,
respectful, supportive and
challenging learning
environment.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259 – Students are
assessed on their ability to use
their knowledge of child
development to prepare a
weekly plan and a theme
specific lesson plan. They
must take into consideration a
child’s need for exploration,
hand-on activities, transitions
and much more.
259 – Curriculum Planning
EDU 271 – Students are
assessed based upon their
ability to develop a lesson plan
that considers a child’s need
for a health, respectful,
supportive and challenging
environments. They also must
evaluate computer software as
a means of ensuring that
children are provided
appropriate, learning
environments.
EDU 271 – Educational
Technology
EDU 280 – Students are
assessed based upon their
ability to study early childhood
environments to determine
measures of support and
challenges for learners.
EDU 280 – Language and Literacy
(Field Experience Assignment)
EDU 284 – Students are
assessed on their ability to
select an assignment from
approved early childhood
course that reflect use of
EDU 284 – Early Childhood Capstone
Practice (Assignment Compilation)




Weekly Plan
Lesson Plan
Lesson Plan
Computer Software
Evaluation
77
developmental knowledge to
create healthy, supportive, and
challenging learning
environments.
Standard 2: Building
Family and Community
Relationships
2a: Knowing about and
understanding family and
community
characteristics
PSY 244 – Students are
assessed on their ability to
respond appropriate to a case
study involving Fetal Alcohol
Syndrome and the impact it
has on development. They
must create a healthy,
supportive, and challenging
learning environment for the
child bases on child
development theory.
PSY 244 – Child Development I
PSY 245 – Students are
assessed based their ability to
produce a written response to a
variety of case studies and
research topics related to
environmental influences and
the impact they have on
creating a healthy supportive,
and challenging environments
for children. Their response
should reflect their
understanding of
developmental knowledge
need to create appropriate
environments.
PSY 245 – Child Development II
Sample related assessments
of student performance
Sample opportunities for students to
learn and practice
EDU 131- Students are
assessed based upon their
ability to recognize the
importance of family and
community dynamics and
parenting roles.
EDU 131 – Child, Family &
Community
EDU 146 – Students are
assessed based upon their
ability to apply their
knowledge of family and
community characteristics
EDU 146 – Child Guidance
(Multiculturalism Activity)







Prenatal Development-Fetal
Alcohol Syndrome Case
Study
Child Development Theory
Research Project/Presentation
Reflection Papers
Analyzing the Impact of
Media on a Child’s
Development
Parent Handbook
Family Interviews
78
though a multiculturalism
activity in which they use
children’s books on
multicultural themes to
promote positive child
guidance.
2b: Supporting and
empowering families and
communities through
respectful, reciprocal
relationships
EDU 153 – Students are
assessed based upon their
ability to recognize and
incorporate their knowledge of
family and community
characteristics into an early
childhood menu.
EDU 153 – Health, Safety and
Nutrition (Menu)
EDU 221 – Students are
assessed based upon their
interactions with one or more
family member to develop an
understanding of the family
entity.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 271- Students are
assessed based upon their
ability to create a webpage and
PowerPoint presentation that
meets the needs of children’s
families and communities
through an outreach effort.
EDU 271 – Educational Technology
EDU 284 – Students are
assessed based upon their
ability to select five
assignments from approved
early childhood course that
represent their knowledge and
understanding of families and
community characteristics.
EDU 131- Students are
assessed based upon their
ability to conduct interviews
related to parenting
involvement and family
dynamics in relation to the
community. They must also
create a parent handbook
which serves as a means of
supporting and empowering
families.
EDU 284 – Early Childhood Capstone
Practice (Assignment Compilation)

Creation of a Teacher
Webpage Parent PowerPoint
Presentation
EDU 131 – Child, Family &
Community



Parent Handbook & Agency
List
Family Interviews
Parent Involvement Plan
Interview
79
2c: Involving families
and communities in their
children’s development
and learning
EDU 146 – Students are
assessed based upon their
ability to demonstrate their
knowledge of cultural
competence as it relates to
choosing children’s books that
are culturally respectful.
EDU 146 – Child Guidance
(Multiculturalism Activity)
EDU 221 – Students are
assessed based upon their
ability to interact respectfully
with family members during a
particular situation.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 271- Students are
assessed on their ability to
create a teacher webpage and
parent PowerPoint presentation
that could be shared with
parents and the community as
a means of support and
empowerment through their
access to classroom related
information and knowledge.
EDU 271 – Educational Technology
EDU 284- Students are
assessed based upon their
ability to select five
assignments from approved
early childhood classes that
represent their support of
families and communities.
EDU 119- Students are
assessed based upon their
ability to distinguish
specifically how they could
involve families and the
community in solving an
ethical issues based on a case
study.
EDU 284 – Early Childhood Capstone
Practice (Assignment Compilation)
EDU 131 – Students are
assessed based upon their
ability to create a parent
handbook and community
based agency list that provides
parents with opportunities to
be involved in their child’s
EDU 131 – Child, Family &
Community


Creation of a Teacher
Webpage
Parent PowerPoint
Presentation)
EDU 119 – Introduction to Early
Childhood ( NAEYC Code of Ethical
Conduct Case Study)


Parent Handbook
Community Based Agency
List
80
learning and development.
EDU 146 – Students are
assessed based upon on their
application of the NAEYC
Code of Ethical Conduct as it
relates to involving families
and communities in children’s
development and learning.
They are also assessed upon
utilization of knowledge of
family and community
involvement to carefully select
children’s book on
multicultural themes that
promote positive guidance.
EDU 146 – Child Guidance
EDU 153- Students are
assessed based upon their
ability to create a community
and family involvement
opportunity within the creation
of lesson plans and
administrative health, safety
and nutrition policies.
EDU 153 – Health, Safety and
Nutrition
EDU 221 – Students are
assessed based upon their
understanding of the personal,
cultural and historical
experiences that contribute to a
child’s performance.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259- Students are
assessed based upon their
ability to create a family and
community involvement
opportunity within the creation
of a lesson plan and a weekly
plan.
EDU 259 – Curriculum Planning
EDU 271- Students are
assessed based upon their
ability to create a family and
community involvement
opportunity within the creation
of a webpage, PowerPoint, and
EDU 271 – Educational Technology








Code of Ethical Conduct Case
Study
Multiculturalism Book
Selection and Activity
Health/Safety/Nutrition
Lesson Plans
Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
Weekly Plan
Lesson Plan
Creation of a Teacher
Webpage
Parent PowerPoint
81
lesson plan.
Standard 3: Observing,
Documenting, and
Assessing to Support
Young Children and
Families
3a: Understanding the
goals, benefits, and uses
of assessment

Presentation
Lesson Plan
EDU 284 – Students are
assessed based upon their
ability to select five
assignments from approved
early childhood courses that
represent the involving of
families and communities in
learning.
EDU 284 – Early Childhood Capstone
Practice (Assignment Compilation)
Sample related assessments
of student performance
Sample opportunities for students to
learn and practice
EDU 119 – Students are
assessed based upon their
ability to document reasons for
their selection of particular
types of assessments and how
they can better meet the needs
of children due to the
assessment tool selected.
EDU 119 – Introduction to Early
Childhood
EDU 153 - Students are
assessed based upon their
ability to document reasons for
their selection of particular
types of assessments and how
they can better meet the needs
of children due to the
assessment tool selected.
EDU 153 – Health, Safety and
Nutrition
EDU 259 - Students are
assessed based upon their
ability to document reasons for
their selection of particular
types of assessments and how
they can better meet the needs
of children due to the
assessment tool selected. They
also must be able to justify
their reasons for selecting a
particular curriculum model
over researching the types of
assessments found in each
model.
EDU 259 – Curriculum Planning






Lesson Plan s
Preschool Classroom Activity
Plan
Health/Safety/Nutrition
Lesson Plans
Environmental Evaluations:
Outdoor and Indoor
Curriculum Model
Presentation
Lesson Plan
82
3b: Knowing about and
using observation,
documentation, and other
appropriate assessment
tools
EDU 271 - Students are
assessed based upon their
ability to document reasons for
their selection of particular
types of assessments and how
they can better meet the needs
of children due to the
assessment tool selected.
EDU 271 – Educational Technology
EDU 284 – Students are
assessed based upon their
ability observe, document and
assess young children in
response to a case study of a
child enrolled in a 3-5 star
facility. They must also select
previous completed
assignments representative of
their ability to understand the
goals, benefits and uses of
assessment.
EDU 119- Students are
assessed based upon their
ability to conduct a thorough
observation of a child in a
preschool setting and the
creation of an activity plan
appropriate for a preschooler.
During the observation,
students must document their
findings relative to specific
guidelines. In creation of the
activity plan, students must
incorporate appropriate forms
of assessment, including
observation, documentation
and other tools.
EDU 284 – Early Childhood Capstone
Practice
EDU 146 – Students are
assessed based upon their
ability to articulate and apply
the concept of observation and
documentation while aligning
their discoveries with
appropriate guidance
techniques to improve
outcomes for children and
families.
EDU 146 – Child Guidance
(Observation Paper)
EDU 153 - Students are
assessed based upon their




Computer Software
Evaluation
Lesson Plan
Case Study
Assignment Compilation
EDU 119 – Introduction to Early
Childhood


Child Observation
Assignment
Preschool Classroom Activity
Plan
EDU 153 – Health, Safety and
Nutrition
83
ability to conduct a thorough
evaluation of childcare
environments, create lesson
plans, and administrative
policies. These assignments
should reflect the importance
of observation, documentation,
and assessment to support
young children and families.



Health/Safety/Nutrition
Lesson Plans
Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
Environmental Evaluations:
Outdoor and Indoor
EDU 221- Students are
assessed based upon their use
of the following assessments
(observations, classroom
assessments, teacher
interviews, family interviews
and personal interactions with
children.)
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259- Students are
assessed based upon their
ability to incorporate
observation, documentation
and assessment into a
preschool observation, weekly
plan, and lesson plan.
EDU 259 – Curriculum Planning
EDU 271- Students are
assessed based upon their
ability to incorporate
observation, documentation
and assessment into a lesson
plan.
EDU 271 – Educational
Technology (Lesson Plan)
EDU 280- Students are
assessed based upon their
ability to use observation and
documentation to determine
the developmental
appropriateness of a preschool
literacy center.
EDU 280 – Language and Literacy
(Field Experience Assignment)
EDU 284 – Students are
assessed based upon their
ability to demonstrate their
knowledge of observation,
documentation and other
assessment tools through their
response to a child case study
EDU 284 – Early Childhood Capstone
Practice





Observation and Evaluation
Lesson Plan
Weekly Plan
Case Study
Assignment Compilation
84
and from prior learning
experiences.
EDU 119 – Students are
assessed based upon their
ability to practice responsible
assessment in a child
observation and a preschool
classroom activity plan.
Emphasis is given on the
students’ ability to maintain a
degree of objectivity, fairness,
and absence of bias.
3c: Understanding and
practicing responsible
assessment
EDU 119 – Introduction to Early
Childhood


Child Observation
Assignment
Preschool Classroom Activity
Plan
EDU 146 – Students are
assessed based upon their
knowledge of observation in
which they practice
responsible assessment that is
grounded in being
developmentally, culturally,
and linguistically appropriate.
EDU 146 – Child Guidance
(Observation Paper)
EDU 153 – Students are
assessed based upon their
ability to practice responsible
assessment in creation of
lesson plans and evaluations of
early childhood environments.
EDU 153 – Health, Safety and
Nutrition
EDU 221 – Students are
assessed based upon their
ability to practice responsible
assessments that are objective,
fair and without bias.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259 – Students are
assessed based upon their
ability to practice responsible
assessment in a child
observation. Emphasis is given
on the students’ ability to
maintain a degree of
objectivity, fairness, and
absence of bias.
EDU 259 – Curriculum Planning
(Observation)
EDU 280 – Students are
assessed based upon their
knowledge and ability to
observe and assess the
EDU 280 – Language and Literacy
(Field Experience Assignment)


Health/Safety/Nutrition
Lesson Plans
Environmental Evaluations:
Outdoor and Indoor
85
classroom environment with
objectivity and under
confidentiality.
3d: Knowing about
assessment partnerships
with families & other
professionals
Standard 4: Teaching
and Learning
4a: Knowing,
understanding, and using
positive relationships and
supportive interactions
EDU 284 - Students are
assessed based upon their
ability to demonstrate their
understanding and practicing
of responsible through their
response to a child case study
and from prior learning
experiences.
EDU 119 – Students are
assessed based upon their
knowledge of the importance
in establishing partnerships
with families and other
professionals related to
assessment through the
creation of an activity plan.
EDU 284 – Early Childhood Capstone
Practice
EDU 284 - Students are
assessed based upon their
knowledge of the importance
in establishing partnerships
with families and other
professionals related to
assessment through their
response to a child case study
and from prior learning
experiences.
Sample related assessments
of student performance
EDU 119- Students are
assessed based upon their
ability to utilize their
knowledge of the NAEYC
Code of Ethical Conduct to
build upon the positive
relationships and supportive
interaction that are evidenced
by children and families
through case study inquiry.
EDU 284 – Early Childhood Capstone
Practice
EDU 146 – Students are
assessed based upon their
ability to utilize their
knowledge of the NAEYC
Code of Ethical Conduct to
build upon the positive
EDU 146 – Child Guidance


Case Study
Assignment Compilation
EDU 119 – Introduction to Early
Childhood (Preschool Classroom
Activity Plan)


Case Study
Assignment Compilation
Sample opportunities for students to
learn and practice
EDU 119 – Introduction to Early
Childhood ( NAEYC Code of Ethical
Conduct Case Study)


Code of Ethical Conduct
Multiculturalism and
Diversity Activity
86
relationships and supportive
interaction that are evidenced
by children and families
through case study inquiry and
selection of multicultural and
diversity books.
4b: Knowing,
understanding, and using
effective approaches,
strategies, and tools for
early education
EDU 259 - Students are
assessed based upon their
ability to reflect in a
philosophy and lesson plan on
their own personal experiences
as they relate to understanding
and using positive
relationships and supportive
interactions.
EDU 259 – Curriculum Planning
EDU 271 - Students are
assessed based upon their
ability to reflect in lesson plan
on their own personal
experiences as they relate to
understanding and using
positive relationships and
supportive interactions.
EDU 271 – Educational Technology
(Lesson Plan)
EDU 284 – Students are
assessed based upon their
ability to design, implement
and identify activities and
assignments that reflect their
knowledge, understanding and
uses of positive relationships
and supportive interactions.
EDU 119- Students are
assessed based upon their
ability to identify strategies in
a daily schedule and a case
study that could be used to
meet children’s needs.
EDU 284 – Early Childhood Capstone
Practice
EDU 146- Students are
assessed based upon their
utilization of teaching/learning
approaches as they relate to
specific case studies and the
development of a classroom
management learning project.
EDU 146 – Child Guidance




Philosophy
Lesson Plan
Learning Activities
Assignment Compilation
EDU 119 – Introduction to Early
Childhood




Daily Schedule
NAEYC Code of Ethical
Conduct Case Study
Classroom Management
Learning Project
Code of Ethical Conduct Case
Study
87
EDU 153- Students are
assessed based upon their
ability to identify strategies in
creation of a menu, lesson
plans and administrative
polices that could be adapted
to development, individual,
and cultural characteristics of
children.
EDU 153 – Health, Safety and
Nutrition
 Menu Creation
 Health/Safety/Nutrition
Lesson Plans)
 Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
EDU 221 – Students are
assessed based upon their
ability to recommend three or
more specific strategies to
promote the child’s learning
and development based on
assessments. These strategies
build upon the students’
strengths and enhance
weakness.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259- Students are
assessed based upon their
ability to identify effective
teaching strategies in creation
of a lesson plan and a weekly
plan. They also must be able
to identify other tools for early
education as discovered
through their research of an
early childhood curriculum
model..
EDU 259 – Curriculum Planning
EDU 271 - Students are
assessed based upon their
ability to identify strategies in
creation of a lesson plans and
parent PowerPoint that could
be adapted to development,
individual, and cultural
characteristics of children.
EDU 271 – Educational
Technology
EDU 284 - Students are
assessed based upon their
ability to design, implement
and identify effective teaching
approaches and assignments
that reflect their knowledge,
understanding and uses of
strategies and tools for early
childhood education.
EDU 284 – Early Childhood Capstone
Practice







Curriculum Model
Presentation
Weekly Plan
Lesson Plan
Lesson Plan
Parent PowerPoint
Presentation
Learning Activities
Assignment Compilation
88
4c: Knowing and
understanding the
importance, central
concepts, inquiry tools,
and structures of content
areas or academic
disciplines
EDU 119- Students are
assessed based upon their
ability to schedule and create
activities that are age
appropriate and emphasize
active learning.
EDU 119 – Introduction to Early
Childhood
EDU 151 – Students are
assessed based on their design
and implementation of DAP
classroom environments for
young children.
EDU 151 – Creative Activities
(Activity Based Classroom Design)
EDU 146 – Students are
assessed based upon their
utilization of their knowledge
of academic disciplines to
design and implement a
classroom management
learning project that promotes
positive development and
learning for all children.
EDU 146 – Child Guidance
(Classroom Management Learning
Project)
EDU 153 - Students are
assessed based upon their
ability to develop lesson plans
that integrate a variety of
content areas and incorporates
age appropriate activities that
emphasize active learning.
EDU 153 – Health, Safety and
Nutrition (Health/Safety/Nutrition
Lesson Plans)
EDU 259- Students are
assessed based upon their
ability to develop a lesson plan
and weekly plan that integrates
a variety of content areas and
incorporates age appropriate
activities that emphasize active
learning. They must also be
able to identify central
concepts and structures of a
variety of curriculum models.
EDU 259 – Curriculum Planning
EDU 271 - Students are
assessed based upon their
ability to develop a lesson
plans that integrate a variety of
content areas and incorporates
age appropriate activities that
emphasize active learning
EDU 271 – Educational
Technology (Lesson Plan)





Preschool Classroom Activity
Plan
Daily Schedule
Curriculum Model
Presentation
Weekly Plan
Lesson Plan
89
4d: Using own
knowledge and other
resources to design,
implement, and evaluate
meaningful, challenging
curriculum to promote
positive outcomes
EDU 280 – Students are
assessed based upon their
ability to apply knowledge to
create rich and meaningful
environments.
EDU 280 – Language and Literacy
(Field Experience Assignment)
EDU 284 -. Students are
assessed based upon their
ability to design, implement
and identify the importance of
central concepts, inquiry tools
and structure of content areas.
EDU 119 – Students are
assessed based upon their
ability to design and evaluate a
daily preschool schedule that
promotes positive outcomes
based upon developmentally
appropriate practices.
EDU 284 – Early Childhood Capstone
Practice
EDU 146 – Students are
assessed based upon their
knowledge of early childhood
curriculum to design
implement and evaluate
meaningful, challenging
experiences that promote
cultural sensitivity.
EDU 146 – Child Guidance
(Multiculturalism/Diversity Activity)
EDU 153 – Students are
assessed based upon their
ability to design, implement
and evaluate a health, safety
and nutrition lesson plan that
promotes positive outcomes
based upon developmentally
appropriate practices.
EDU 153 – Health, Safety and
Nutrition (Health/Safety/Nutrition
Lesson Plans)
EDU 259 – Students are
assessed based upon their
ability to design, implement
and evaluate a lesson plan and
weekly plan that promotes
positive outcomes based upon
developmentally appropriate
practices.
EDU 259 – Curriculum Planning
EDU 271 – Students are
assessed based upon their
ability to design, implement
and evaluate a technology
EDU 271 – Educational
Technology (Lesson Plan)


Learning Activities
Assignment Compilation
EDU 119 – Introduction to Early
Childhood (Daily Schedule)


Weekly Plan
Lesson Plan
90
lesson plan that promotes
positive outcomes based upon
developmentally appropriate
practices.
Standard 5: Becoming
a Professional
5a: Identifying and
involving oneself with
the early childhood field
EDU 284 – Students are
assessed based upon their
ability to design, reflect and
implement learning activities
that utilize their knowledge
and other resources to promote
positive learning outcomes.
EDU 284 – Early Childhood Capstone
Practice
Sample related assessments
of student performance
EDU 119 – Students are
assessed on their ability to
reflect on their beliefs and
actions as it pertains to activity
planning and their personal
philosophy of education.
Sample opportunities for students to
learn and practice
EDU 119 – Introduction to Early
Childhood
EDU 131– Students are
assessed on their ability to
reflect on how they would
utilize information gained from
an article on current trends in
education within an early
childhood classroom setting.
EDU 131 – Child, Family &
Community (Article Critique)
EDU 259- Students are
assessed based upon their
ability to demonstrate their
skills as a reflective
practitioner.
EDU 259 – Curriculum Planning
EDU 151 – Students are
assessed based upon their
ability to use professional and
ethical guidelines as
demonstrated within their
created materials.
EDU 151 – Creative Activities
(Creative Activities Notebook)
EDU 271 – Students are
assessed based upon their
EDU 271 – Educational Technology







Learning Activities
Assignment Compilation
Preschool Classroom Activity
Plan
Personal Philosophy
Article Critique
Philosophy
Curriculum Model
Presentation
91
involvement with the
professional activities of
webpage creation and
PowerPoint presentations.
5b: Knowing about and
upholding ethical
standards and other
professional guidelines


Creation of a Teacher
Webpage
Parent PowerPoint
Presentation
EDU 284 – Students are
assessed based upon their
ability to explain why they
chose to pursue a career in
early childhood education and
through documentation that
represents their involvement
within the early childhood field
during the course of their
college experience.
EDU 284 – Early Childhood
EDU 119- Students are
assessed based upon their
ability to uphold ethical
standards and other
professional guidelines as
documented in their
philosophy and through
application of the NAEYC
Code of Ethical Conduct in a
case study.
EDU 119 – Introduction to Early
Childhood
EDU 146- Students are
assessed based upon their
ability to uphold ethical
standards and other
professional guidelines as
documented in selection of
multicultural/diversity books
and through application of the
NAEYC Code of Ethical
Conduct in a case study.
EDU 146 – Child Guidance
EDU 153- Students are
assessed based upon their
ability to uphold ethical
standards and other
professional guidelines as
documented in their creation of
administrative early childhood
policies. Compliance with
local, state and federal
guidelines is essential in this
assignment.
EDU 153 – Health, Safety and
Nutrition (Health/Sanitation, Safety,
and Sanitary Food Handling Policies)






Capstone Practice
Professional Portfolio
Personal Philosophy
NAEYC Code of Ethical
Conduct Case Study
Code of Ethical Conduct
Multiculturalism Activity
92
5c: Engaging in
continuous, collaborative
learning to inform
practice
EDU 221 – Students are
assessed based upon their
interaction with the teacher and
other school professionals to
gain a better understanding of
the child.
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259 - Students are
assessed based upon their
ability to uphold ethical
standards and other
professional guidelines as
documented in their
philosophy.
EDU 259 – Curriculum Planning
(Philosophy)
EDU 271 - Students are
assessed based upon their
ability to uphold ethical
standards and other
professional guidelines as
documented in the creation and
presentation of a parent
PowerPoint.
EDU 271 – Educational Technology
(Parent PowerPoint Presentation)
PSY 245- Students are
assessed based upon their
ability to uphold ethical
standards and other
professional guidelines as
documented in their reflection
papers and their analysis of the
impact of media on a child’s
development.
PSY 245 – Child Development II
EDU 284 – Students are
assessed based on their ability
to identify opportunities in
which they can reflect upon
their upholding of ethical
standards and other
professional guidelines.
EDU 119 – Students are
assessed based on their ability
to seek out additional resources
to inform their practice in the
development of an activity
plan.
EDU 284 – Early Childhood Capstone
Practice




Reflection Papers
Analyzing the Impact of
Media on a Child’s
Development
Assignment Compilation
Professional Portfolio
EDU 119 – Introduction to Early
Childhood (Preschool Classroom
Activity Plan)
93
EDU 131- Students are
assessed based upon their
ability to seek out additional
resources to inform their
practice through an article
critique.
EDU 131 – Child, Family &
Community (Article Critique)
EDU 259- Students are
assessed based upon their
ability to seek out additional
resources to inform their
practice through an article
critique.
EDU 259 – Curriculum Planning
(Article Critique)
EDU 151 – Students are
assessed based upon their
ability to collaborate with
peers as a team to enhance
learning through reflection.
EDU 151 – Creative Activities
(Notebook)
EDU 153 - Students are
assessed based upon their
ability to seek out additional
resources to inform their
practice in the development of
administrative policies for
early childhood.
EDU 153 – Health, Safety and
Nutrition (Health/Sanitation, Safety,
and Sanitary Food Handling Policies)
EDU 259 - Students are
assessed based upon their
ability to seek out additional
resources to inform their
practice in the evaluation of a
variety of curriculum models.
EDU 259 – Curriculum Planning
(Curriculum Model Presentation)
EDU 271 – Students are
assessed based upon their
ability to seek out additional
resources to inform their
practice in the creation and
presentation of a parent
PowerPoint.
EDU 271 – Educational Technology
(Parent PowerPoint Presentation)
EDU 284 – Students are
assessed based upon their
ability to identify and reflect
upon prior learning experience
that represents their
engagement in continuous,
collaborative learning.
EDU 284 – Early Childhood Capstone
Practice


Assignment Compilation
Professional Portfolio
94
All of the assignments listed in
section 5d are assessed based
upon the students’ ability to
integrate knowledgeable,
reflective and a critical
perspective on the early
childhood field.
The following assignments
require the student to reflect on
their learning and experience:
 Philosophies
 Article Critiques
5d: Integrating
 Lesson Plans
knowledgeable, critical &
 Reflection Paper
reflective perspectives on
 Parent PowerPoint
early education
Presentation
 Assignment
Compilation
 Professional Portfolio
EDU 119 – Introduction to Early
Childhood (Personal Philosophy)
EDU 131 – Child, Family &
Community (Article Critique)
EDU 146 – Child Guidance
(Philosophy)
EDU 259 – Curriculum Planning


Article Critique
Lesson Plan
EDU 271 – Educational
Technology


Lesson Plan
Parent PowerPoint
Presentation
PSY 245 – Child Development II
(Reflection Papers)
EDU 284 – Early Childhood Capstone
Practice


EDU 153 – Students are
assessed based upon their
ability to design administrative
policies that protect the rights
of children to have a safe
environment in early childhood
settings.
5e: Engaging in informed
advocacy for children
and the profession
EDU 271 – Students are
assessed based upon their
ability to create a teacher
webpage in which they share
knowledge of advocacy
opportunities with parents.
EDU 284 – Students are
assessed based upon their
ability to document hours of
work/volunteering at approved
agencies that serve that serve
Assignment Compilation
Professional Portfolio
EDU 153 – Health, Safety and
Nutrition (Health/Sanitation, Safety,
and Sanitary Food Handling Policies)
EDU 271 – Educational Technology
(Creation of a Teacher Webpage)
EDU 284 – Early Childhood Capstone
Practice


Assignment Compilation
Professional Portfolio
95
Supportive Skills
Supportive Skill 1: Self
–assessment and selfadvocacy
Supportive Skill 2:
Mastering and applying
foundational concepts
from general education
as advocates for young
children. They also must
select an assignment that
reflects their active
engagement in advocacy for
children and the profession.
Sample related assessments
of student performance
EDU 119 – Students are
assessed based upon their
ability to reflect upon their
beliefs as it relates to the field
of early childhood.
Sample opportunities for students to
learn and practice
EDU 119 – Introduction to Early
Childhood (Personal Philosophy)
EDU 131 – Students are
assessed based upon their
ability to determine how they
will utilize information obtain
from articles on current
educational trends in an early
childhood setting.
EDU 131 – Child, Family &
Community (Article Critique)
EDU 146 - Students are
assessed based upon their
ability to reflect upon their
beliefs as it relates to guidance
practice in the field of early
childhood. They also must
explain how they will advocate
for a child in a case study
using the NAEYC Code of
Ethics.
EDU 146 – Child Guidance
EDU 284 – Students are
assessed based upon their
ability to self-assess their
growth over time in a variety
of assignments. They also
must show how they support
their role as advocates for the
early childhood profession.
EDU 119 – Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
EDU 284 – Early Childhood Capstone
Practice






Philosophy of Guidance
NAEYC Code of Ethical
Conduct Case Study (class
discussions, course readings,
student reflections,
observations)
Case Study
Learning Activities
Assignment Compilation
Professional Portfolio)
EDU 119 – Introduction to Early
Childhood


Preschool Classroom Activity
Plan
Philosophy of Education
96
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills.



NAEYC Code of Ethic Case
Study
Creation of a Daily Early
Childhood Schedule
Child Observation
Assignment
EDU 146 – Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills.
EDU 146 – Child Guidance
EDU 151 - Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills.
EDU 151- Creative Activities
EDU 153 - Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills.
EDU 153 – Health, Safety and
Nutrition








Philosophy of Guidance
Classroom Management
Learning Project (Behaviors)
Code of Ethical Conduct Case
Study
Multicultural Book Selection
and Classroom Use
Notebook Creation
Activity Based Classroom
Design Creation
Menu for an early childhood
classroom
Health/Safety/Nutrition
Lesson Plans
97
EDU 259- Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills.
EDU 259 – Curriculum Planning
EDU 271 – Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and
EDU 271 – Educational Technology
EDU 259 – Students are
assessed based on their ability
to apply foundational concepts
from their general education
courses, such as ENG 111,
ENG 114 and CIS 110.
Correct usage of technology
skills, grammar skills and word
processing skills are all part of
the assessments for this course.
EDU 271 - Students are
assessed based on their ability
to apply foundational concepts
from their general education
courses, such as ENG 111,
ENG 114 and CIS 110.
Correct usage of technology
skills, grammar skills and word
processing skills are all part of
the assessments for this course.








Computer Software
Evaluation
Creation of a Teacher
Webpage
Lesson Plan
Parent PowerPoint
Presentation
EDU 280 – Language and Literacy
(Field Experience Assignment)
EDU 284 – Early Childhood Capstone
Practice



Learning Activities
Assignment Compilation
Professional Portfolio
EDU 221 – Children with
Exceptionalities (Child Case Study)
PSY 244 – Child Development I

EDU 280 – Students are
assessed based upon their
ability to apply foundational
Curriculum Based Philosophy
Curriculum Model
Presentation (Montessori,
Waldorf, Bank Street, ect.)
Lesson Plan
Weekly Plan (Theme Based)


Prenatal Development-Fetal
Alcohol Syndrome
Child Development Theory
Toy Evaluation
98
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills. Knowledge
of chart development is
important in this assignment.
PSY 245 – Child Development II
(Research Project/Presentation)
EDU 284-Students are
assessed based upon their
ability to apply foundational
concepts from their general
education courses. This can
include, but is not limited to
proper use of grammar,
punctuation, sentence
structure, MLA citation ,
calculations and word
processing skills. Knowledge
of chart development is
important in this assignment.
EDU 221 – Students are
assessed based upon their
ability to effectively utilize
clear and appropriate citations
in MLA format.
PSY 244 – Students are
assessed based upon on their
ability to produce a writing
product that includes mastery
and application of foundational
concepts from their general
education courses.
PSY 245 – Students are
assessed based upon their
ability to create a presentation
that reflects their master and
application of foundational
concepts from their general
education courses.
99
All ECE assignments are
assessed for proficient skills in
written and/or verbal
communication. These
assessments are developed
with the knowledge of
foundational skills previously
acquired and in a sequence that
allows the student to gain
communicative competence.
EDU 119 – Introduction to Early
Childhood






Child Observation
Assignment
Preschool Classroom Activity
Plan
Personal Philosophy
Daily Schedule
NAEYC Code of Ethical
Conduct Case Study
Article Critiques
EDU 131 – Child, Family &
Community



Parent Handbook
Agency List
Family Interviews
EDU 146 – Child Guidance
Supportive Skill 3:
Written and verbal skills
All ECE assignments are
assessed for proficient skills in
written and/or verbal
communication. These
assessments are developed
with the knowledge of
foundational skills previously
acquired and in a sequence that
allows the student to gain
communicative competence.





Philosophy
Classroom Management
Learning Project
Code of Ethical Conduct
Observation Paper
Multiculturalism Activity
EDU 151 – Creative Activities


Creative Activities Notebook
Activity Based Classroom
Design
EDU 153 – Health, Safety and
Nutrition




Menu
Health/Safety/Nutrition
Lesson Plans
Environmental Evaluations:
(Outdoor and Indoor)
Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
100
EDU 259 – Curriculum Planning





Article Critique
Curriculum Model
Presentation
Observation
Weekly Plan
Lesson Plan
EDU 271 – Educational Technology




Computer Software
Evaluation
Parent PowerPoint
Presentation
Creation of a Teacher
Webpage
Lesson Plan
EDU 280 – Language and Literacy
All ECE assignments are
assessed for proficient skills in
written and/or verbal
communication. These
assessments are developed
with the knowledge of
foundational skills previously
acquired and in a sequence that
allows the student to gain
communicative competence.

Field Experience Assignment
EDU 221 – Children with
Exceptionalities

Child Case Study
EDU 284 – Early Childhood Capstone
Practice



Learning Activities
Assignment Compilation
Professional Portfolio
PSY 244 – Child Development I



Prenatal Development-Fetal
Alcohol Syndrome
Child Development Theory
Toy Evaluation
PSY 245 – Child Development II



Reflection Papers
Analyzing the Impact of
Media on a Child’s
Development
Research Project/Presentation
101
EDU 119 – Students are
assessed based upon their
ability to make connections
between their prior knowledge
or an experience to new
learning that occurs in this
course.
EDU 119 – Introduction to Early
Childhood





EDU 131 – Students are
assessed based upon their
ability to make connections
between their prior knowledge
and experiences to their new
learning through reflection on
articles and interviews held
with families.
Supportive Skill 4:
Making connections
between prior
knowledge/ experience
and new learning
EDU 146 – Students are
assessed based upon their
ability to effectively make
connections between prior
knowledge of experiences
guiding children’s behavior
and applying new techniques
and strategies.
EDU 151 – Students are
assessed based upon their
ability to use various
professional collaboration and
resources to enhance service to
children and families.
EDU 153 – Students are
assessed based upon their
ability to reflect upon their
experience after conducting a
lesson based on their lesson
plan. This reflection should
either affirm or call into
question their experience based
on theory and research.
Child Observation
Assignment
Preschool Classroom Activity
Plan
Personal Philosophy
Daily Schedule
NAEYC Code of Ethical
Conduct Case Study
EDU 131 – Child, Family &
Community


Article Critiques
Family Interviews
EDU 146 – Child Guidance





Philosophy
Code of Ethical Conduct)
Classroom Management
Learning Project
Observation Paper
Multiculturalism Activity
EDU 151 – Creative Activities


Creative Activities Notebook
Activity Based Classroom
Design
EDU 153 – Health, Safety and
Nutrition (Health/Safety/Nutrition
Lesson Plans)
102
EDU 221 – Students are
assessed based upon their
ability to articulate relevant
theory and research that draws
upon their experience and
critical reflection
EDU 221 – Children with
Exceptionalities (Child Case Study)
EDU 259 - Students are
assessed based upon their
ability to reflect upon their
experience after critiquing an
article, completing an
observation and conducting a
lesson based on their lesson
plan. This reflection should
either affirm or call into
question their experience based
on theory and research.
EDU 259 – Curriculum Planning



Article Critique
Observation
Lesson Plan
EDU 271 - Students are
EDU 271 – Educational Technology
assessed based upon their
ability to reflect upon their
 Computer Software
experience after evaluating
Evaluation
software; creating a webpage;
 Creation of a Teacher
preparing and presenting a
Webpage
parent PowerPoint; and
 Parent PowerPoint
conducting a lesson based on
Presentation
their lesson plan. This
 Lesson Plan
reflection should either affirm
or call into question their
experience based on theory and
research.
EDU 280 – Students are
assessed based upon their
development of extensive
skills in the creation of
developmentally appropriate
activities for families and
children.
EDU 280 – Language and Literacy
(Field Experience Assignment)
EDU 284 – Students are
assessed based upon their
ability to draw from prior
learning experiences to reflect
assignments that are
representative of NAEYC
standards.
EDU 284 – Early Childhood Capstone
Practice



Learning Activities
Assignment Compilation
Professional Portfolio
103
Supportive Skill 5:
Identifying and using
professional resources
EDU 119 – Students are
assessed based upon their
ability to identify and use
credible professional resources
from a multiple sources to
create an activity plan.
EDU 119 – Introduction to Early
Childhood (Preschool Classroom
Activity Plan)
EDU 131 – Students are
assessed based upon their
ability to identify a
professional article relevant to
a current trend in early
childhood and conduct a
critique.
EDU 131 – Child, Family &
Community (Article Critiques)
EDU 146 – Students are
assessed based upon their
ability to identify and
effectively utilize professional
early childhood resources,
including professional
educational journals, credible
internet sites, etc.
EDU 146 – Child Guidance
EDU 151 – Students are
assessed based upon their
ability to use various
professional collaborations and
resources to enhance service to
children and families.
EDU 151 – Creative Activities
EDU 153 – Students are
assessed based upon their
ability to identify and use
credible professional resources
from multiple sources that
allow them to better serve
children and families.
EDU 153 – Health, Safety and
Nutrition
EDU 259 - Students are
assessed based upon their
ability to identify and use
credible professional resources
from multiple sources that
allow them to better serve
children and families.









Philosophy
Classroom Management
Learning Project
Code of Ethical Conduct
Multiculturalism/Diversity
Activity
Creative Activities Notebook
Activity Based Classroom
Design
Menu
Health/Safety/Nutrition
Lesson Plans
Health/Sanitation, Safety, and
Sanitary Food Handling
Policies
EDU 259 – Curriculum Planning
(Curriculum Model Presentation)
104
EDU 284 - Students are
assessed based upon their
ability to identify and use
credible professional resources
from multiple sources that
allow them to better serve
children and families.
EDU 284 – Early Childhood Capstone
Practice
PSY 244 - Students are
assessed based upon their
ability to identify and use
credible professional resources
from multiple sources that
allow them to better serve
children and families with a
wide range of needs and
abilities.
PSY 244 – Child Development I
PSY 245 - Students are
assessed based upon their
ability to identify and use
credible professional resources
from multiple sources that
allow them to better serve
children and families.
PSY 245 – Child Development II
(Research Project/Presentation)






Learning Activities
Assignment Compilation
Professional Portfolio
Prenatal Development-Fetal
Alcohol Syndrome
Child Development Theory
Toy Evaluation
105
Commentary on Chart
We strive to consistently weave the NAEYC Standards throughout all of our ECE courses. Each course
carefully develops assignemnts that align closely with the standards as evidenced by our chart. The five
key NAEYC assessments (Language and Literacy Field Experience; Early Childhood Capstone
Practicuum Portfolio; Children with Exceptionalities Child Case Study; Health, Safety, and Nutrition
Lesson Plan; and Child, Family, and Community Parent Handbook) that we have chosen mirror our
conceptual framework best because we believe these key assessments focus on challenging our ECE
students to be reflective in their commitment of continued growth in their field.
One of the biggest themes that is reflective in our ECE program is our commitment to help our ECE
students grow professionally in their work with children and families. Throughout our ECE program,
there is an underlying obligation of all those that impact our ECE students and their decisions (faculty,
stakeholders, student services, etc.) to continually encourage our ECE students to be reflective, critical
thinkers. We are committed to their success and strive to continually offer numerous learning
opportunities whereby students can utilize their knowledge of and their ability to put into practice
(mastery) the NAEYC Standards.
We offer three track options for our ECE students to complete their associate’s degree in Early
Childhood:
A. Early Childhood Generalist Track – prepares individuals to work in child care, preschool settings,
public and private schools, recreational centers, Head Start programs, and school age programs.
Students will complete the following courses in this track: EDU 234 and EDU 235.
B. Early Childhood Administration Track – prepares individuals to work in administrative positions
in child care to include owner/operator, director or assistant director. Students will complete the
following courses in this track: EDU 261 and EDU 262.
C. Early Childhood Articulation Track – prepares individuals to transfer to the University of North
Carolina at Pembroke in their Birth – Kindergarten program. Students will complete the
following courses in this track: EDU 250, SOC 213 and HEA 112.
Students choose the track that they feel best meets their needs as it related to their career. What we have
consistently seen over the last couple of years is that ECE students are electing to complete more than one
track to better solidify their knowledge base. We did not include them in our chart of course offerings, but
the NAEYC Standards are selectively woven throughout our track courses to further show our
commitment to a high-quality ECE program. (Track course syllabi and NAEYC assessments will be
available to NAEYC Site Visit team members upon request).
The ECE program was also selected to be part of the e-text pilot program conducted the College during
the 2011-12 school year. There were 10 faculty selected in various departments (one from Early
Childhood) to participate in this program in hopes of providing a more feasible cost for students.
106
Narrative description of challenges, strengths and plans
One challenge that is common across our ECE course offerings is our student’s inability to write at a
collegiate level. Many have taken developmental course work because of having to meet ENG or RED
prerequisites for EDU courses, but their ability to effectively write their thoughts for some of our students
is a constant struggle. We are very fortunate to have The Learning Center on our campus where students
can be referred to for additional support in the areas of Reading, Writing, and Math.
Another challenge we face continuously is students’ lack of computer literacy and its application to their
coursework. We offer our ECE program as a fully online option and students will enroll in online courses
without seeking the necessary tools to help them to be successful. In the future, all courses campus wide
(face-to-face as well as online), will have an online presence and hopefully this will assist with the lack of
technology literacy we face with our students.
The Infant-Toddler is a course offering in one of our track options. There has been communication at the
state level regarding including it as part of the core. We feel strongly that this would paint a truer picture
of an Early Childhood graduate because of the need to prepare graduates to be versatile in their ability to
teach children at various ages.
Our use of the NAEYC Standards as our guiding principle in our courses has definitely become our
biggest strength. Although our rubric development and use is a constant work in progress, we are
committed to assessing our student’s knowledge of the NAEYC Standards in the fairest and most
proficient way possible.
Our plans include to continually evaluate what we do to efficiently meet the NAEYC Standards and the
needs of our students. We will strive to always offer assignments that will be meaningful, yet challenging.
We will continue to become more proficient with our use of rubrics and continue to refer our students to
the right place for academic assistance when needed. Technology will in essence always be a challenge
because it is constantly changing, but we will make every effort possible to ensure there are tools in place
that will assist them with their understanding of technology and its application in their ECE course work.
107
G. ASSESSMENTS AND EVIDENCE OF STUDENT
OUTCOMES
Rationale: Early childhood professional preparation focuses on outcomes or results for students
and ultimately for children. Evidence of student outcomes is a stronger indicator of program
quality than the details of how courses and field experiences are organized. Documented
evidence of student competence is essential for programs to know how to meet student needs
and plan for the future.
The report will highlight no more than five assessments, selected as key to the program’s design.
Indicators of Strength
The program has developed a system that is used regularly to document evidence of student competence
related to NAEYC Standards and Supportive Skills.

Collectively, these assessments document student growth at different points in the program,

Collectively, they assess all five standards and supportive skills,

Each is used by all faculty across relevant course sections, and

Each is used with all students. Explain exceptions for transfer and prior learning assessment in
your narrative.
Typically, each of these assessments will address more than one standard and more than one supportive
skill. They will evolve in response to evidence of effectiveness. It is alright if they have been updated by
the time you receive a site visit. You will simply explain any updates to the peer review team and supply
new documents as needed.
Additional Indicators of Strength are described in relation to each standard and supportive skill.
Sources of Evidence
1) Report:
a) Multi-Program Key Assessment to Degree Program Alignment Chart (for institutions submitting
multiple degree programs in one Self-Study Report)
b) Overview Chart of Assessments and Standards for collection of key assessments
c)
Chart of Assessments and Evidence for each assessment
d) The directions or guidelines for each key assessment as they are given to students
e) The rubric or scoring guide that is used by faculty or field supervisors to evaluate student work
on each key assessment
f)
One-to-two page narrative describing how student performance data is or will be used for
program planning and improvement.
108
2) Site Visit:
a) Review of additional examples of assessments related to standards and supportive skills, their
scoring guides, and evidence of student competence.
b) Discussion with faculty and administrators about how these assessments and student
performance data is being used or will be used to support student growth and program
improvement.
Standard 1: Promoting Child Development and Learning
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students know and understand young children’s characteristics and needs.
2.
Students know and understand the multiple influences on development and learning.
3. Students use developmental knowledge to create healthy, respectful, supportive, and challenging
learning environments.
Standard 2: Building Family and Community
Relationships
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students know about and understand family and community characteristics.
2.
Students can support and empower families and communities through respectful, reciprocal
relationships.
3. Students involve families and communities in children’s development and learning.
109
Standard 3: Observing, Documenting, and Assessing to
Support Young Children and Families
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students understand the goals, benefits, and uses of assessment.
2.
Students knowing about and use observation documentation, and other appropriate assessment tools
and approaches.
3.
Students understand and practice responsible assessment.
4.
Students know about assessment partnerships with families and other professionals.
Standard 4: Teaching and Learning
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students know, understand, and use positive relationships and supportive interactions as the
foundation for their work with young children.
2.
Students know, understand, and use a wide array of effective approaches, strategies, and tools to
positively influence children’s development and learning.
3.
Students understand the importance of each content area in young children’s learning. They know
the essential concepts, inquiry tools, and structure of content areas, including academic subjects, and
they can identify resources to deepen their understanding.
4.
Students use their own knowledge and other resources to design, implement, and evaluate
meaningful, challenging curriculum that promotes comprehensive development and learning
outcomes for all young children.
Standard 5: Becoming a Professional
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students identify and involve themselves with the early childhood field.
2.
Students know about and uphold ethical standards and other professional guidelines.
3.
Students engage in continuous, collaborative learning to inform practice.
4.
Students integrate knowledgeable, reflective, and critical perspectives on early education.
5. Students engage in informed advocacy for children and the profession.
110
NAEYC SUPPORTIVE SKILLS
Rationale: NAEYC has identified five skills that support associate degree students’ ability to gain
competence in relation to the core standards. With these skills, students are better able to make use of
learning opportunities provided by the program and progress in a career as an early childhood
professional.
Skill 1: Self-Assessment and Self-Advocacy
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students assess their own goals, strengths, and needs.
2. Students know how to advocate for their own professional needs.
Skill 2: Mastering and Applying Foundational Concepts from
General Education
Indicator of strength:
The key assessments submitted in section G provide evidence that
1.
Students understand foundational concepts from areas such as science, mathematics, literature, and
the behavioral and social sciences.
2. Students can apply these concepts in their work as early childhood professionals.
Skill 3: Written and Verbal Communications Skills
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students have effective skills in written and verbal communication.
2. Students are technologically literate.
Skill 4: Making Connections Between Prior Knowledge/Experience
and New Learning
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students respect and draw upon their past or current work experience.
2. Students are able to reflect critically upon their experience.
111
Skill 5: Identifying and Using Professional Resources
Indicators of Strength:
The key assessments submitted in section G provide evidence that
1.
Students know how to identify and use credible professional resources from multiple sources.
2.
Students use these resources to better serve children and families with a wide range of cultures,
languages, needs, and abilities.
112
Multi-Program Key Assessment to Degree Program
Alignment Chart
Note: This chart is only required for institutions submitting multiple degree programs on one SelfStudy Report. Programs are responsible for consistency in degree name throughout their Self-Study
Report.
Each degree program will receive an accreditation decision and each must meet accreditation
standards. Degree programs are defined by their graduation requirements - lists of required and elective
courses, admission requirements, and graduation requirements. Each degree plan/program/curriculum is
a separate degree program. The same degree program may be offered at multiple campuses or may be
offered both on campus and online.
List the names of the degree programs submitted for review in this Self-Study Report, e.g. 1) AA Child
Development; 2) AAS Early Childhood Education; 3) AAS Early Childhood Education: Infant Toddler
Track; 4) AA Child Development: State University Transfer Track.
AAS Early Childhood: Generalist Track
AAS Early Childhood: Administration Track
AAS Early Childhood: Articulation Track
Multiple programs may be reviewed in one report only if they share the five key assessments, attached to
a set of common core courses that are required in all programs. List the common core courses that are
required in all of the degree programs submitted in this report. (Will be verified on site through
college catalog or other official course requirements document.)
ACA 111 College Student Success
CIS 110 Introduction to Computers
EDU 119 Intro to Early Childhood Ed.
EDU 131 Child, Family, & Community
EDU 151 Creative Activities
ENG 111 Expository Writing
PSY 150 General Psychology
EDU 153 Health, Safety, and Nutrition
ENG 114 Prof Research & Reporting
MAT 140 Survey of Mathematics
EDU 146 Child Guidance
PSY 244 Child Development I
HEA112 First Aid & CPR
EDU 271 Educational Technology
Humanities/Fine Arts Elective
Social/Behavioral Science Elective
113
PSY 245 Child Development II
EDU 259 Curriculum Planning
EDU 280 Language & Literacy
EDU 221 Children with Exceptionalities
EDU 284 Early Child Capstone Practicum
114
Multi-Program Key Assessment to Degree Program
Alignment Chart, continued
List the course number that implements the key assessment for each degree program. The key
assessments (instructions to candidates and faculty rubric or scoring guide) must be used in each degree
program submitted for accreditation in this report. The course must be a required course to demonstrate
that every graduate will be assessed in relation to every accreditation standard. Attach a copy of the
degree program requirements, including course list, for each degree program from your current college
catalog. Note: Programs are responsible for consistency in key assessment name and degree name
throughout their Self-Study Report.
Key
assessment
name
Name of Degree
program 1
Name of Degree
program 2
Name of Degree
program 3
Name of Degree
program 4
Name of Degree
program 5
Early Childhood:
Generalist Track
Early Childhood:
Administration
Track
Early Childhood:
Articulation
Track
1
Field Experience
Assessment 1 is
required in
course #
EDU 280
Assessment 1 is
required in
course #
EDU 280
Assessment 1 is
required in
course #
EDU 280
Assessment 1 is
required in
course #
____________
Assessment 1 is
required in
course #
____________
2
Professional
Portfolio
Assessment 2 is
required in
course #
EDU 284
Assessment 2 is
required in
course #
EDU 284
Assessment 2 is
required in
course #
EDU 284
Assessment 2 is
required in
course #
____________
Assessment 2 is
required in
course #
____________
3
Case Study
Assessment 3 is
required in
course #
EDU 221
Assessment 3 is
required in
course #
EDU 221
Assessment 3 is
required in
course #
EDU 221
Assessment 3 is
required in
course #
____________
Assessment 3 is
required in
course #
____________
4
Lesson Plan
Assessment 4 is
required in
course #
EDU 153
Assessment 4 is
required in
course #
EDU 153
Assessment 4 is
required in
course #
EDU 153
Assessment 4 is
required in
course #
____________
Assessment 4 is
required in
course #
____________
5
Parent
Handbook
Assessment 5 is
required in
course #
EDU 131
Assessment 5 is
required in
course #
EDU 131
Assessment 5 is
required in
course #
EDU 131
Assessment 5 is
required in
course #
____________
Assessment 5 is
required in
course #
____________
115
OVERVIEW CHART OF KEY ASSESSMENTS ALIGNED
WITH ACCREDITATION STANDARDS AND SKILLS
Write a short title for each of your key assessment (portfolio, interview, case study, student
teaching evaluation, advocacy project, etc.) to assist your readers.
Place a check or X under the NAEYC Standards and Supportive Skills assessed in each of
your key assessments.
STD = standards 1-5, SS = Supportive Skill 1-5
Assessment
1. EDU 280 Early
Childhood Literacy
STD
1
STD
2
X
STD
3
STD
4
X
X
STD
5
SS
SS
SS
SS
SS
1
2
3
4
5
X
X
X
X
X
X
X
Field Experience
2.EDU 284
Early Childhood
Capstone Practice
X
X
X
Professional
Portfolio
3. EDU 221
Children with
Exceptionalities
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
Case Study
4.EDU 153
Health, Safety &
Nutrition
X
Lesson Plan
5.EDU 131
Child, Family &
Community
X
X
Parent Handbook
116
CHART OF ASSESSMENTS AND EVIDENCE
Key Assessment 1
Briefly describe the assignment and list the courses that use this assignment
The language and literacy field experience requires students to visit three preschools or childcare
centers to conduct an evaluation of literacy centers. Students must create a rating scale that
evaluates four key components of a literacy center. In addition, to the rating scale, students must
provide a reflection of their experience. This assignment is currently used in EDU 280, Language
and Literacy Experiences. This assignment will be utilized in an online section of the course for
the first time during the Fall 2012.
Place a check or X under the NAEYC Standards and Supportive Skills assessed
through this activity
STD = standards 1-5, SS = Supportive Skill 1-5
STD1
X
STD2
STD3
STD4
X
X
STD5
SS1
SS2
SS3
SS4
X
X
X
SS5
Briefly summarize student performance data from this assessment or describe plans
to collect data on student performance.
As noted by the attached data table, students met/exceeded Standard 1b at a rate of 95% and
Standard 1c at a rate of 100%. Standard 3b was met/exceeded at a rate of 100% and Standard 3c
at a rate of 95%. Standard 4c was met/exceeded at a rate of 100%. As for the Supportive Skills,
SS2 was met/exceeded at a rate of 73%; SS3 at a rate of 45% and SS4 at a rate of 100%.
Describe how data are or will be used to improve the program
Data collected is currently being used to improve the program by focusing on the weaknesses
noted in meeting SS2 and SS3. As noted by the data, students are struggling with their ability to
efficiently communicate in written form. Faculty will begin to effectively utilize the many
tutorial services located on campus, specifically The Learning Center to refer students to for
remedial written communication skill lessons. In addition, the ability to show skills in mastering
and applying foundational concepts from general education is weak. Students struggled with
several citation issues, such as length and format. Faculty will work with the college’s general
education outcome committee to reinforce skills students were taught in ENG 114 Professional
Research and Reporting.
117
Key Assessment #1:
EDU 280 – Language and Literacy Experiences
Field Experience
Does Not Meet
Meets
Exceeds
Expectations
Expectations Expectations
Standard 1:
Promoting Child
Development and Learning
b) Knowing and
understanding the multiple
influences on development
and learning
c) Using developmental
knowledge to create, healthy,
respectful, supportive, and
challenging learning
environments
Standard 3:
Observing, Documenting,
and Assessing to Support
Young Children and
Families
b) Knowing about and using
observations, documentation,
and other assessment tools
and approaches
c) Understanding and
practicing responsible
assessment
Standard 4: Teaching and
Learning
c) Knowing and
understanding the
importance, central concepts,
inquiry tools and structures
of content areas or academic
disciplines
Supportive Skills
SS2
Skills in Mastering and
Applying Foundational
Concepts from General
Education
Fall 2011
Spring 2012
Fall 2011
Spring 2012
Fall 2011
Spring 2012
Total
Meeting/Exceeding
Expectations
Fall 2011
Spring 2012
0 (0%)
1 (11% )
6 (46%)
6 (67%)
7 (54%)
2 (22%)
13 (100%)
8 (88%)
0 (0%)
0 (0%)
1 (8%)
6 (67%)
12 (92%)
3 (33%)
13 (100%)
9 (100 %)
0 (0%)
0 (0%)
2 (15%)
7 (78%)
11 (85%)
7 (22%)
13 (100%)
9 (100 %)
1 (8%)
0 (0%)
1 (8%)
0 (0%)
11 (84%)
9 (100%)
12 (92%)
9 (100 %)
0 (0%)
0 (0%)
2 (15%)
5 (56%)
11 (85%)
4 (44%)
13 (100%)
9 (100%)
3 (23%)
3 (33.3%)
7 (54%)
3 (33.3%)
3 (23%)
3 (33.3%)
10 (77%)
6 (67%)
118
SS3
Written and Verbal
Communication
SS4
Skills in Making
Connections between Prior
Knowledge/Experience and
New Learning
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
5 (39%)
7 (78%)
6 (46%)
2 (22%)
2 (15%)
0 (0%)
Total
Meeting/Exceeding
Expectations
8 (62%)
2 (22%)
0 (0%)
0 (0%)
5 (38%)
6 (67)
8 (62%)
3 (33%)
13 (100%)
9 (100%)
***This data reflects 2 semesters of data, fall 2011 (N=13) and spring 2012 (N=9). Data will be
collected during the fall of 2012 from our online section of EDU 280 for the first time and will
be available at the site visit for review.
119
Attach or insert:

The directions or guidelines for Key Assessment #1 as they are given to students

The rubric or scoring guide for Key Assessment #1 that is used by faculty or field supervisors to
evaluate student work on each key assessment
120
KEY ASSESSMENT #1
EDU 280
Language and Literacy
Field Experience
1. Visit three preschools or child care centers.
2. Photograph or draw a sketch of the literacy centers designated for children. Mount each
on a plain sheet of paper.
3. Analyze the following:
a. Comfort Level
b. Eye-catching quality
c. Lighting
d. Any nearby distractions
4. Develop a rating scale form using the 4 categories above that showcases the information
you gather in a computer generated table/spreadsheet format. Use a numeric scale such
as the one below making sure to assign each number a descriptor.
Please remember to maintain confidentiality at all times as you discuss each center.
You should refer to each center as either Center #1, Center #2, etc… or Center A,
Center B, etc…
Example:
Numeric Value = Descriptor
3 = Above Average
2 = Average
1 = Below Average
5. Write a two page reflection paper about the literacy centers that answers the following:
a. What innovative ideas did you observe?
b. Explain how each center promoted a healthy, respectful, supportive and challenging
environment.
c. Based upon your knowledge of early childhood research and theory, what does this
observation mean for your work with young children?
d. What future improvements do you suggest and why?
121
KEY ASSESSMENT #1 RUBRIC
EDU 280 – Language and Literacy
Field Experience
Scoring: Award 2 points for each “Exceeds Expectations” score, 1 point for each Meets
Expectations” score, and 0 points for each “Does Not Meet Expectations” score. Passing score
of at least 10 is required.
NAEYC
STANDARD/S.S.
(1b) Knowing and
understanding the
multiple influences on
development and
learning
Question 3 and 5c
(1c) Using
developmental
knowledge to create,
healthy, respectful,
supportive, and
challenging learning
environments
Questions 5b and 5c
(3b) Knowing about
and using observation,
documentation, and
other appropriate
assessment tools and
approaches
Questions 4 and 5d
Does Not Meet
Expectations (0)
Student visited less than 3
preschools or child care
centers
Students photograph or
sketch of literacy center
designated for children
fails to provide details of
the center
Meets
Exceeds
Expectations (1)
Expectations (2)
Student visited 3 preschools Student visited more than 3
or child care centers
preschool or child care
centers
Students photograph or
Students photograph or
sketch of literacy center
sketch of literacy center
designated for children is
designated for children is
detailed
thorough and includes
intricate details of the
center
Student’s knowledge and Student describes the nature Student describes the nature
understanding of multiple of multiple influences on
of multiple influences on
influences on
development and learning
development and learning
development and learning including comfort level,
including comfort level,
is weak or not evident
eye-catching quality,
eye-catching quality,
lighting and nearby
lighting and nearby
distractions associated with distractions associated with
the literacy center
the literacy center; and cites
relevant theory and research
Student fails to utilize
Student incorporates
Student incorporates
developmental knowledge knowledge of child
knowledge of child
to create healthy,
developmental research and developmental research and
respectful, supportive, and theory within the learning
theory within the learning
challenging learning
environment for the child;
environment for the child;
environments
and demonstrates a focus
and demonstrates a focus
on healthy, respectful,
on healthy, respectful,
supportive and challenging supportive and challenging
environments
environments and does so
in an in-depth way
Student’s knowledge and Students displays basic
Students displays basic
skills in this area is weak
knowledge in utilization of knowledge in utilization of
or not evident
an observation assessment
an observation assessment
tool; work reflects skill in
tool; work reflects skill in
interpreting and using
interpreting and using
results
results; and provides an indepth description in their
use of the assessment tool
created.
122
NAEYC
STANDARD/S.S.
(3c) Understanding and
practicing responsible
assessment
Does Not Meet
Expectations (0)
Student does not adhere to
confidentiality
requirements as they share
assessment results
Meets
Expectations (1)
Student adheres to
confidentiality requirements
as they share assessment
results
Student’s explanation and
application of content
knowledge is weak or not
evident
Student provided an
adequate explanation and
application of content
knowledge; content is
interdisciplinary utilizing
language and literacy and
math skills in designing of
assessment tool
(S.S #2)
Skills in Mastering and
Applying Foundational
Concepts from General
Education
4 or more citation issues
(length, appropriateness,
and format)
Few (1 to 3) citation issues
(length, appropriateness,
and format)
(S.S. #3)
Written and Verbal
Communication
4 or more spelling,
grammatical, or
punctuation errors
Few (1 to 3) spelling,
No spelling, grammatical,
grammatical, or punctuation or punctuation errors
errors
(S.S. #4)
Skills in Making
Connections between
Prior
Knowledge/Experience
and New Learning
Student fails to make any
connections between their
prior knowledge or
experiences to their new
learning
Student articulates relevant
theory and research that
either affirms or calls into
question their experience
Questions 4 and 5b
(4c) Knowing and
understanding the
importance, central
concepts, inquiry tools,
and structures of
content areas or
academic disciplines
Questions 4 and 5c
Question 5c
Exceeds
Expectations (2)
Student adheres to
confidentiality requirements
as they share assessment
results and display a degree
of objectivity, fairness and
absence of bias in their
assessment.
Student provided an
adequate explanation and
application of content
knowledge; content is
interdisciplinary utilizing
language and literacy and
math skills in designing the
assessment too; reflection
upon the importance of the
guided observation
Clear and appropriate
citations in MLA format
Student articulates relevant
theory and research that
either affirms or calls into
question their experience;
reflects critically upon it,
enriching and altering prior
knowledge with new
insights
123
CHART OF ASSESSMENTS AND EVIDENCE
Key Assessment 2
Briefly describe the assignment and list the courses that use this assignment
Course: EDU 284 Early Childhood Capstone Practicum
Assignment: Professional Portfolio
Students will assemble a professional portfolio that includes the following:
 Personal Statement
 Philosophy of Education
 Professional Resume’
 Professional Development Documentation
 Application of Code of Ethical Conduct
 Advocacy Opportunity
Place a check or X under the NAEYC Standards and Supportive Skills assessed
through this activity
STD = standards 1-5, SS = Supportive Skill 1-5
STD1
STD2
STD3
STD4
STD5
X
SS1
SS2
SS3
SS4
SS5
X
X
X
X
X
Briefly summarize student performance data from this assessment or describe plans
to collect data on student performance
Data collection for this assignment will begin Fall 2012. To better meet NAEYC Standard 5, our
Early Childhood faculty felt the need to revamp the key assessment for this course during the
summer of 2012. We feel that the need to better prepare our students professionally in the field of
early childhood can be evidenced by more opportunities for professional development through
workshop participation, identified guest speakers, field trips, and advocacy opportunities.
Required student participation and documentation will be vital to our efforts to enhance these
professional development opportunities for our student.
Describe how data are or will be used to improve the program
The information gathered from our EDU 284 Professional Portfolio assignment will determine if
our students have and are growing professionally in the field of early childhood. This will be
evidenced through their certificates earned; participation logs with signatures documented, and
class discussions about early childhood professionalism. Upon completion of their professional
portfolio, students will be given a self-assessment on professionalism in the early childhood field.
124
Attach or insert:

The directions or guidelines for Key Assessment #2 as they are given to students

The rubric or scoring guide for Key Assessment #2 that is used by faculty or field supervisors to
evaluate student work on each key assessment
125
KEY ASSESSMENT #2
EDU 284
Early Childhood Capstone Practicum
Professional Portfolio
NAEYC Standard 5
Becoming a Professional
Candidates identify and conduct themselves as members of the early childhood profession. They
know and use ethical guidelines and other professional standards related to early childhood
practice. They are continuous, collaborative learners who demonstrate knowledgeable, reflective,
and critical perspectives on their work, making informed decisions that integrate knowledge
from a variety of sources. They are informed advocates for sound educational practices and
policies.
5a. Identifying and becoming involved with the early childhood field
5b. Upholding ethical and professional standards
5c. Engaging in continuous learning
5d. Integrating knowledgeable, reflective, and critical perspectives
5e. Engaging in advocacy for children and the profession
NAEYC Key Assessment: Professional Portfolio
This portfolio will be used to document your continued growth in the field of early childhood
education. This portfolio will encourage you to reflect on your knowledge and understanding of
what is meant by “Becoming a Professional” in your field. (NAEYC Standard 5,
5a,5b,5c,5d,5e; SS #1, #2, #3,#4, #5)
Your assignment is to assemble a professional portfolio that includes the following artifacts as
documentation: (please place portfolio in a black 1 ½ inch. three-ring binder)



Cover Sheet (Course Prefix and Name, Professional Portfolio, Date, Your Name,
Instructor’s Name)
Table of Contents
Personal Statement (A statement that describes the personal journey that has brought
you to the field of early childhood education as a career choice. Be specific in your
description of relationships of influence and events) NAEYC Standard 5a
126





Philosophy of Education (A teaching philosophy is a statement of reflection about your
beliefs as a teacher. Articulate your philosophy of teaching young children. State your
educational theories and practices as it relates to the education and care of young
children. NAEYC Standard 5d
Professional Resume’ ( includes education, work experience, professional organizations,
professional references) NAEYC Standard 5a
Professional Development Documentation (certificates, attendance log, workshops,
seminars, guest speakers, field trips) NAEYC Standard 5c
Application of Code of Ethical Conduct (Using your knowledge and understanding of
the NAEYC Code of Ethical Conduct, how do you effectively apply this code when
working with children and families? Provide a statement of your commitment as it
relates to the NAEYC Code of Ethical Conduct) NAEYC Standard 5b
Advocacy Opportunity (Volunteer at least 3 hours (documentation required) at any of
the following agencies that are Early Childhood Advocacy friendly: Guardian AdLitem, Robeson County Church & Community Center, Robeson County Partnership for
Children, Boys & Girls Club, Child Advocacy Center (DSS), Exploration Station
(Children’s Hands-On Learning Center), Healthy Start Corps, Parents as Teachers)
NAEYC Standard 5e
127
KEY ASSESSMENT #2 RUBRIC
EDU 284 – Early Childhood Capstone Practice
Professional Portfolio
NAEYC
Standard/SS and
Criterion
Student’s
professional
portfolio is wellorganized. A cover
sheet, a table of
contents &
artifacts are
included.
Student designs
professional
resume that
includes education,
work experience,
professional
organizations, &
professional
references.
5a. Student creates
a personal
statement
explaining why
he/she chose to
pursue a career in
early childhood
education. Student
also identifies &
describes specific
relationships of
influence & events.
Does Not Meet
Expectations (0)
Meets Expectations
(1)
Exceeds
Expectations (2)
Student’s fails to
appropriately
organize his/her
professional
portfolio. He/she
also fails to include
a cover sheet, a
table of contents,
and/or artifacts.
Student fails to
design professional
resume that includes
education, work
experience,
professional
organizations &
professional
references.
Student’s
professional
portfolio is wellorganized. He/she
also includes a cover
sheet, a table of
contents, & most
required artifacts.
Student’s
professional portfolio
is well-organized.
He/she includes a
cover sheet, a table
of contents, & all
required artifacts.
Student designs a
professional resume
that includes
education, work
experience,
professional
organizations, &
professional
references.
Student fails to
create a statement
explaining why
he/she chose to
pursue a career in
early childhood
education. He/she
also fails to identify
& describe specific
relationships of
influence & events.
Student
appropriately creates
a personal statement
explaining why
he/she chose to
pursue a career in
early childhood
education. He/she
also identifies &
describes specific
relationships of
influence & events.
In addition, student’s
professional resume
is highly organized &
includes very
detailed descriptions
of education, work
experience,
professional
organizations, &
professional
references.
In addition, student’s
writing is very
descriptive in nature.
Chosen relationships
of influence & events
clearly relate to
his/her decision to
pursue a career in
early childhood
education.
Score
128
5b. Student applies
his/her knowledge
& understanding
of NAEYC Code of
Ethical Conduct to
his/her work with
children &
families. Student
also provides a
statement detailing
his/her
commitment to
NAEYC Code of
Ethical Conduct.
Student fails to
apply his/her
knowledge &
understanding of
NAEYC Code of
Ethical Conduct to
his/her work with
children & families.
Student also fails to
provide a statement
detailing his/her
commitment to
NAEYC Code of
Ethical Conduct.
Student
appropriately applies
his/her knowledge &
understanding of
NAEYC Code of
Ethical Conduct to
his/her work with
children & families.
Student also
provides a statement
detailing his/her
commitment to
NAEYC Code of
Ethical Conduct.
In addition, student’s
work includes rich
examples & is very
descriptive in nature.
Application of
NAEYC Code of
Ethical Conduct to
practice is clearly
evident.
5c. Student
provides
professional
development
documentation
(certificates,
attendance logs,
workshops,
seminars, guest
speakers, field
trips, etc.) as it
relates to early
childhood
education.
5d. Student
develops
philosophy of
education that
reflects his/her
beliefs as an early
childhood
educator. He/she
integrates
appropriate
educational
theories &
practices.
Student fails to
provide professional
development
documentation as it
relates to early
childhood
education.
Student provides
professional
development
documentation as it
relates to early
childhood education.
In addition, student
cites relevance of
professional
development
experiences to
his/her work with
young children.
Student fails to
develop philosophy
of education that
reflects his/her
beliefs as an early
childhood educator.
He/she also fails to
integrate
appropriate
educational theories
& practices.
Student
appropriately
develops philosophy
of education that
reflects his/her
beliefs as an early
childhood educator.
He/she also
integrates
appropriate
educational theories
& practices.
In addition, student’s
work is wellgrounded in
scholarly research &
includes rich
examples.
Application of
educational theory to
practice is clearly
evident.
129
5e. Student
provides
documentation
citing at least 3
hours of volunteer
work at approved
agencies.
Student fails to
provide
documentation
citing at least 3
hours of volunteer
work at approved
agencies.
Student provides
documentation citing
at least 3 hours of
volunteer work at
approved agencies.
In addition, student
cites relevance of
volunteerism to
his/her work with
young children.
SS1. Student’s
philosophy of
education
demonstrates skills
in self-assessment
& self-advocacy.
He/she synthesizes
his/her goals,
strengths, & needs
to further develop
his/her beliefs as
an early childhood
educator.
Student’s work fails
to demonstrate
skills in selfassessment & selfadvocacy. He/she
fails to synthesize
his/her goals,
strengths, & needs
to further develop
his/her beliefs as an
early childhood
educator.
Student’s work
demonstrates skills
in self-assessment &
self advocacy.
His/her work
synthesizes his/her
goals, strengths, &
needs to further
develop his/her
beliefs as an early
childhood educator.
In addition, student’s
work includes
scholarly research &
rich examples to
further support
his/her beliefs as an
early childhood
educator.
SS2. Student’s
philosophy of
education includes
rationales for
his/her beliefs as
an early childhood
educator, all of
which are wellgrounded in
foundational
concepts.
Student’s rationales
for his/her beliefs
are not wellgrounded in
foundational
concepts.
Rationales are not
written in a manner
that reflects
conceptual accuracy
& richness.
Student’s rationales
for his/her beliefs
are well-grounded in
educational theory &
practice. Rationales
are written in a
manner that reflects
conceptual accuracy
& richness.
In addition, examples
and/or scenarios are
included to further
support rationales for
his/her beliefs as an
early childhood
educator.
130
SS3. Writing
Style/Mechanics
SS4. Student’s
work demonstrates
skills in making
connections
between prior
knowledge & new
learning. Student
applies his/her
prior knowledge
of/experience with
NAEYC Code of
Ethical Conduct to
his/her work with
young children &
families.
SS5. Student’s
professional
development
documentation
reflects skills in
identifying & using
professional
resources. He/she
identifies & uses
credible
professional
resources thus
allowing him/her
to better serve
children & families
with a wide range
of cultures,
languages, needs &
abilities.
Grammar,
punctuation, and
spelling interfere
with readability;
little to no attempt
to follow style
conventions.
Writing is highly
disorganized
throughout student’s
work.
Student’s
knowledge seems
weak or nonexistent. Student’s
work fails to
demonstrate skills
in making
connections
between prior
knowledge & new
learning.
Paragraphs are welldeveloped with clear
topic sentences &
supporting
sentences.
Grammatical errors
are minimal.
Mechanics are
correct throughout
student’s work.
Writing style is
coherent & fluid.
Student’s work
reflects skills in
making connections
between prior
knowledge & new
learning. Student
applies his/her prior
knowledge
of/experience with
NAEYC Code of
Ethical Conduct to
his/her work with
young children &
families.
In addition, evidence
of student’s ability to
make connections
between prior
knowledge & new
learning is supported
by rich examples
and/or scenarios.
Student’s
professional
development
documentation fails
to demonstrate
skills in identifying
& using
professional
resources. He/she
also fails to identify
& use professional
resources thus not
allowing him/her to
better serve children
& families with a
wide range of
cultures, languages,
needs, & abilities.
Majority of student’s
professional
development
documentation
demonstrates skills
in identifying &
using professional
resources. He/she
identifies &
primarily uses
credible professional
resources thus
allowing him/her to
better serve children
& families with a
wide range of
cultures, languages,
needs, & abilities.
All of student’s
professional
development
documentation
demonstrates skills in
identifying & using
professional
resources. He/she
identifies & uses only
credible professional
resources thus
allowing him/her to
better serve children
& families with a
wide range of
cultures, languages,
needs, & abilities.
131
Rubric Key:
20-24 Points
15-19 Points
10-14 Points
5-9 Points
< 5 Points
A (93-100)
B (85-92)
C (77-84)
D (70-76)
F (Below 70)
Instructor’s Comments:
______________________________________________________________________________
______________________________________________________________________________
132
CHART OF ASSESSMENTS AND EVIDENCE
Key Assessment 3
Briefly describe the assignment and list the courses that use this assignment
Students are required to complete a case study of a special needs child ages 0 -5 using a variety of
evaluation measures including observation, classroom assessments, conversations with the
classroom teacher and families, and personal interactions with the child. This case study must
take place in an early childhood setting. Students have to describe the student’s personal, cultural
and historical experiences, as well as their current status in the different developmental domains.
Knowledge of theories of child development and learning must be integrated throughout this
assignment. Currently this assignment is being utilized in EDU 221 – Children with
Exceptionalities, but is being considered in a modified format for a variety of other courses.
Place a check or X under the NAEYC Standards and Supportive Skills assessed
through this activity
STD = standards 1-5, SS = Supportive Skill 1-5
STD1
STD2
STD3
STD4
STD5
X
X
X
X
X
SS1
SS2
SS3
SS4
X
X
X
SS5
Briefly summarize student performance data from this assessment or describe plans
to collect data on student performance
Student performance data for Key Assessment #3, reflects positive cumulative averages in the
assessment of standard 1,2,3, and key element 4b. These standards and key elements all reached
or exceeded 84%, with standard one having a met/exceeded rate of 98%. Standard 5b posted a
met/exceeded rate of 70% in regards to students’ interaction with school-based professionals to
gain a better understanding of the child that was studied. SS3 and SS4 posted an average
showing of 76% and 73% respectively, while SS 2 posted a met/exceeded rate of only 35%.
Describe how data are or will be used to improve the program
As evidenced from the attached chart, 17% of our students failed to submit the required
assignment. These students were all enrolled in the online section of this course and the majority
of the students that didn’t meet expectations were also from the online section. As can be
experienced sometimes with online learning, students fail to ask for clarification of assignments
when they are unsure of how to proceed. For the fall 2012, a specific discussion forum has been
created for students to pose questions related to this assignment. Students that show signs of
struggle related to SS2 or SS3 will be referred to one of our many tutorial opportunities on
campus to reinforce the skills they are lacking. As faculty, we will continue to offer students
additional opportunities through field experiences to meet key element 5b by interacting with
professionals, both in school settings and the community to support children’s learning. We will
also continue to evaluate the rubric and assignment and make adjustments as needed.
133
Key Assessment #3:
EDU 221 – Children with Exceptionalities
Child Case Study
Standard 1:
Promoting Child
Development and Learning
Student uses 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 all children.
Standard 2:Building Family
and Community
Relationships
Student knows about,
understands, and values the
important and complex
characteristics of children’s
families and communities.
They use this understanding to
create respectful, reciprocal
relationships that support and
empower families, and to
involve all families in their
children’s development and
learning.
Standard 3:Observing,
Documenting, and Assessing
to Support Young Children
and Families
Student knows about and
understands the goals, benefits
and uses of assessment. They
know about and use
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
Fall 2011
Spring 2012
Fall 2011
Spring 2012
Fall 2011
Spring 2012
Total
Meeting/Exceeding
Expectations
Fall 2011
Spring 2012
0 (0%)
1 (5% )
6 (40%)
9 (45%)
9 (60%)
10 (50%)
15 (100%)
19 (95%)
2 (13%)
4 (20%)
10 (67%)
16 (80%)
3 (20%)
0 (0%)
13 (87%)
16 (80%)
1 (7%)
4 (20%)
6 (40%)
11 (55%)
8 (53%)
5 (25%)
14 (93%)
16 (80%)
134
systematic observations,
documentation, and other
effective assessment strategies
in a responsible way, in
partnership with families and
other professionals, to
positively influence children’s
development.
Standard 4: Teaching and
Learning
4b. Knowing, understanding,
and using effective
approaches, strategies, and
tools for early education
Standard 5: Becoming a
Professional
5b. Knowing about and
upholding ethical standards
and other professional
guidelines
Supportive Skills
SS2
Skills in Mastering and
Applying Foundational
Concepts from General
Education
SS3
Written and Verbal
Communication
SS4
Skills in Making
Connections between Prior
Knowledge/Experience and
New Learning
2 (13%)
2 (10%)
8 (53%)
12 (60%)
5 (34%)
6 (30%)
13 (87%)
18 (90%)
3 (20%)
8 (40%)
6 (40%)
11 (55%)
6 (40%)
1 (5%)
12 (80%)
12 (60%)
6 (40%)
18 (90%)
8 (53%)
2 (10%)
1 (7%)
0 (0%)
9 (60%)
2 (10%)
5 (34%)
3 (15%)
10 (66%)
17 (85%)
0 (0%)
0 (0%)
10 (66%)
17 (85%)
5 (34%)
4 (20%)
10 (66%)
15 (75%)
0 (0%)
1(5%)
10 (66%)
16 (80%)
***This data reflects 2 semesters of data, fall 2011 (N=15) and spring 2012 (N=27). During this
collection cycle, there were a total of 7 students who didn’t submit their child case study (all 7
were from spring semester). It is important to note that all 7 of these students were enrolled in
our online section of this course. Data will be collected during the fall of 2012 from two sections
of EDU 221 and will be available at the site visit for review.
135
Attach or insert:

The directions or guidelines for Key Assessment #3 as they are given to students

The rubric or scoring guide for Key Assessment #3 that is used by faculty or field supervisors to
evaluate student work on each key assessment
136
KEY ASSESSMENT #3
EDU 221
Children with Exceptionalities
Case Study
Requirements for Assignment:
You will complete a case study of a child ages 0 -5, identified as a special needs child using a
variety of evaluation measures including observation, classroom assessments, conversations with
the classroom teacher and families, and personal interactions with the child. This study should
take place in an early childhood setting. You must describe the student’s personal, cultural and
historical experiences, as well as their current levels of each development listed below. Your
knowledge of theories of child development and learning should be integrated throughout
this assignment.
Required Format:
A. Introduction: Provide the child’s name, age and a brief description of him/her along with
the setting(s) in which you gathered your information. Include background information
that helps to describe the child’s personal, cultural and historical experiences. Maintain
confidentiality at all times by not including any identifying information such as last
names and the specific name of the setting in which the case study occurred.
B. Physical Development:
 Characteristics - appearance, height, weight, body proportions, and size
 Health – record of attendance, illnesses, vitality, fatigue (indicate source of
information)
 Nutrition – food habits, meals, snacks, etc…
 Level of Independence with toileting routines, etc…
 Motor Coordination – large and small muscle skills
C. Intellectual Development:
 Evidence of learning – note concepts the child understands
 Language – spoken/written
 Evidence of desire to learn
 Interest/Motivators in various areas of the early childhood setting
 Evidence and identification of learning styles (Where they utilized and supported
by the childcare provider? If so, please explain how.)
D. Social Development:
 Interactions with children and adults (How does the child relate to others?)
 Ability to share and take turns
137


Describe level of participation in routines/activities
Describe prosocial behavior including any behavioral management factors that
may influence the child’s learning (If you observed these factors being managed,
please share your observation.)
E. Emotional Development:
 Evidence of happiness or unhappiness
 Evidence of security or insecurity
 Evidence of absence or presence of emotional tension
 Evidence of withdrawal or aggressive behavior
 Ability to handle stressful situations
F. Self-Concept:
 Ability to demonstrate confidence and independence
 Ability to stand up for own rights
G. Concluding Paragraph:
 Include a list of specific recommended strategies to enhance this child’s learning
and development based upon your assessments.
138
KEY ASSESSMENT #3 RUBRIC
EDU 221 – Children with Exceptionalities
Case Study Rubric
NAEYC
Standard/S.S.
Standard 1 (a,b,c)
Student uses their
understanding of young
children’s characteristics
and needs and of multiple
interacting influences on
children’s development
and learning.
Does Not Meet
Expectations (0)
Fewer than 2 forms of
development are accurately
described and minimal to no
connection made between
theory and child
development and learning in
the case study report.
Meets
Expectations (1)
At least 3 forms of
development are accurately
described with connections
being made between theory
and child development and
learning included in the
case study report.
Exceeds
Expectations (2)
A thorough and true
description of the child’s
current levels of physical,
social, emotional and
intellectual development is
provided. A thorough and
true description of theory
and research associated with
child development and
learning is included
throughout the case study
report.
Standard 2 (a,b,c)
Knowing, understanding
and valuing the important
and complex
characteristics of
children’s families and
communities
The case study report does
not indicate any interaction
with family members and
fails to provide adequate
personal, cultural or
historical experiences that
contribute to the child’s
current performance.
The student interacts with a
member of the child’s
family to gain a better
understanding of the child
and provided an adequate
description of the
interaction between the
personal, cultural and
historical experiences that
contribute to the child’s
current performance.
The student interacts with
one or more family
members to develop a
thorough understanding of
the family entity and its
impact on the child and
provides a thorough
description of the interaction
between the personal,
cultural and historical
experiences that contribute
to the child’s current
performance.
Standard 3 (a,b,c,d)
Student knows about and
understands the goals,
benefits and uses of
assessments in partnership
with families and other
professionals to positively
influence children’s
development
The student uses 2 or less
assessments (observation,
classroom assessment,
teacher interview, family
interview, personal
interaction with the child)
objectively, fairly and
without bias to gather a
clear understanding of the
child’s developmental
levels.
The student uses a
minimum of 3 assessments
(observation, classroom
assessment, teacher
interview, family interview,
personal interaction with
the child) objectively, fairly
and without bias to gather a
clear understanding of the
child’s developmental
levels.
The student uses all of the
following assessments
(observation, classroom
assessment, teacher
interview, family interview,
personal interaction with the
child) objectively, fairly and
without bias to gather a clear
understanding of the child’s
developmental levels.
139
NAEYC
Standard/S.S.
Does Not Meet
Expectations (0)
No specific strategies to
4b
Knowing, understanding,
promote the child’s learning
and using effective
and development based on
approaches, strategies, and assessments are offered.
tools for early education.
Meets
Expectations (1)
The case study report
recommends 1-2 specific
strategies to promote the
child’s learning and
development based on
assessments.
Exceeds
Expectations (2)
The case study report
recommends 3 or more
specific strategies to
promote the child’s learning
and development based on
assessments. These
strategies build upon the
students’ strengths and
enhance weakness.
5b
The student interacts with
professionals in the
school-based community
to support the child’s
learning.
The case study does not
indicate any interaction with
school-based professionals
in relation to understanding
the child.
The student speaks with the
teacher and/or other school
professionals to gain a
better understanding of the
child.
The student speaks with the
teacher and other school
professionals to gain a better
understanding of the child
and provide
recommendations about how
this professional community
might support the child.
SS2
Skills in Mastering and
Applying Foundational
Concepts from General
Education
SS3
Written and Verbal
Communication
4 or more citation issues
(length, appropriateness,
and format)
Few (1 to 3) citation issues
(length, appropriateness,
and format)
Clear and appropriate
citations in MLA format
4 or more spelling,
grammatical, or punctuation
errors
Few (1 to 3) spelling,
grammatical, or
punctuation errors
No spelling, grammatical, or
punctuation errors
SS4
Skills in Making
Connections between
Prior
Knowledge/Experience
and New Learning
Student fails to make any
connections between their
prior knowledge or
experiences to their new
learning.
Student articulates relevant
theory and research that
draws upon their prior
knowledge or experiences
and makes connections to
their new learning.
Student articulates relevant
theory and research that
draws upon their experience;
and reflects critically upon
it, enriching and altering
prior knowledge with new
insights.
Scoring: Award 2 points for each “Exceeds Expectations” score, 1 point for each Meets
Expectations” score, and 0 points for each “Does Not Meet Expectations” score. Passing score
of at least 8 is required.
140
CHART OF ASSESSMENTS AND EVIDENCE
Key Assessment 4
Briefly describe the assignment and list the courses that use this assignment
Students will complete a lesson plan using the approved format provided. This particular
lesson plan will focus on the curriculum areas of Health, Safety or Nutrition. Upon
completion of the lesson plan, students must conduct the lesson at an early childhood
center and complete the reflection component of the lesson plan. Currently, this
assignment is used in EDU 153- Health, Safety and Nutrition, EDU 119 – Introduction to
Early Childhood, EDU 235 – School –Age Development and Programming, EDU 271 –
Educational Technology and EDU 284 – Early Childhood Capstone Practicum.
Place a check or X under the NAEYC Standards and Supportive Skills assessed
through this activity
STD = standards 1-5, SS = Supportive Skill 1-5
STD1
STD2
STD3
STD4
STD5
X
X
X
X
X
SS1
SS2
SS3
X
X
SS4
SS5
X
Briefly summarize student performance data from this assessment or describe plans
to collect data on student performance
This lesson plan template was recently developed and no data has currently been
collected. While it has been utilized in a prior format, fall 2012 will be the first time
that the current lesson plan template is used for assessment purposes. This template will
be used in both the online section and the face-to-face sections of EDU 153 – Health,
Safety and Nutrition during the fall 2012 semester. Student performance data will be
collected and analyzed at that time.
Describe how data are or will be used to improve the program
Data will be collected and analyzed at the end of the fall 2012 semester to determine the
effectiveness of this assignment in meeting the expected NAEYC standards and
supportive skills. After analysis, any adjustments that are needed to improve this
assignment will be made prior to the collection of data for the spring 2013 semester. All
data will be on hand and accessible during the site visit.
141
Attach or insert:

The directions or guidelines for Key Assessment #4 as they are given to students

The rubric or scoring guide for Key Assessment #4 that is used by faculty or field supervisors to
evaluate student work on each key assessment
142
KEY ASSESSMENT #4
EDU 153
Lesson Plan
You will develop a Health, Safety or Nutrition lesson for children ages 3 - 8 using the
format provided. Once completed you must conduct the lesson in an early childhood
classroom. Please include a list at the end of how your lesson related to each of the
developmental domains.
General Goal(s):
What is your overarching purpose in conducting this lesson? (Be sure that this lesson maintains
a primary focus of health.)
Specific Objectives:




What specifically do you want the students to be able to do during this lesson and upon
completion of this lesson? (i.e. “Children will…..”)
Under what conditions will students’ performance be accomplished?
What is the degree/criteria on the basis of which satisfactory attainment of the objectives
will be judged?
How will students demonstrate that they have learned and understood the objectives of
this lesson?
Necessary Pre-requisite Skills:
List specific pre-requisite skills students will need for participation in this lesson.
Literature Connection:
Search to find a piece of literature that you can connect to your goal(s) and objective(s). Tell
specifically how you will utilize this piece of literature.
Family/Community Connection:
Include an activity or event that could engage the student’s family and/or the community.
Required Materials:
This section includes a list of materials, books, equipment and a minimum of 3 professional
resources needed to complete the lesson. Make sure that this section is comprehensive so that
any teacher that would decide to utilize this lesson plan would know what they would need to
have to teach an effective lesson.



What materials will be needed?
What textbooks or storybooks will be needed?
What steps need to be prepared in advance?
143
Step-By-Step Procedures:
This section provides a detailed, step-by-step description of how to replicate the lesson and
achieve lesson plan objectives. It focuses on what the teacher should have students do during the
lesson.





How will you introduce the ideas and objectives of this lesson?
How will you get students’ attention and motivate them in order to hold their attention.
How can you link lesson objectives with student interests and past classroom
activities/experiences?
What will be expected of the students?
What are the students learning?
Closure/Conclusion/Summary:
What will you use to draw the ideas together for students at the end? How will you provide
feedback to students to correct their misunderstandings and reinforce their learning?
Assessment:
What type of informal assessment will you utilize in this lesson? Explain why you selected
each observation, documentation, and assessment approach that you utilized. Be specific!
What is planned for determining effectiveness of your strategies and presentations and how
students are responding? What specific questions will you ask? What other ways will you assess
students? List them in detail.
What type of formal assessment will you utilize in this lesson? Explain why you selected each
observation, documentation, and assessment approach that you utilized. Be specific! Will
you conduct it during this lesson or will it be necessary to do it on another day? What will it be?
Keep in mind that it should reflect the same level of learning that students practiced in class.
Keep in mind, your assessment must match the learning objectives.
Modifications/Accommodations:
Based upon individual needs of students, what type of modifications will be made in this lesson?
(i.e. materials, environment, teaching approach) Remember to consider your student(s) with
learning or physical disabilities, as well as the gifted student(s)
Possible Connections to Other Subjects:
Give examples of how would/could integrate this lesson into other curriculum areas. Be specific.
Use of Technology:
Specifically identify how you will utilize technology in your lesson plan presentation.
Follow-up Lesson/Activity:
 What activities might you suggest for enrichment or remediation?
 What lessons might follow as a result of this lesson?
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Reflection (COMPLETE AFTER THE LESSON IS TAUGHT):
This section provides an opportunity for you, to share some thoughts about your experience and
suggestions to yourself for editing the lesson plan for future use.
 What went well with this lesson or not well?
 What could you have done differently?
 What recommendations would you consider to help make the lesson plan more effective
for the next time?
 Is there something else (additional concept/goal/objective) you could add that would have
provided necessary content and student engagement?
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KEY ASSESSMENT #4 RUBRIC
EDU 153 – Lesson Plan
NAEYC
Standards/S.S.
1b. Knowing and
understanding the multiple
influences on development
and learning.
Does Not Meet
Expectations (0)
Concept selected is not
developmentally
appropriate for preschool
children.
Meets
Expectations (1)
Concept selected is
developmentally
appropriate for
preschool children.
1c. Using developmental
knowledge to create
healthy, respectful,
supportive, and
challenging learning
environments
There is no list showing
how activities relate to all
domains of development.
There is a list but only
shows how activities
relate to only 2-3 of the
domains of
development.
2c. Involving families and
communities in their
children’s development
and learning
The lesson plan shows
minimal to no involvement
for the family and
community.
The lesson plan
adequately includes
involvement for the
family or the
community.
Student shows
knowledge of
important goals of
assessment, and
explains assessments
benefits and uses.
The lesson plan includes
an activity which
engages the family and
engages the community.
Student’s selection of
valid tools and
approaches (formal and
informal) that are
developmentally
appropriate in relations
to goals, objectives,
and children’s diverse
characteristics
Student’s selection of
valid tools and
approaches (formal and
informal) that are
developmentally
appropriate in relations
to goals, objectives, and
children’s diverse
characteristics
3a. Understanding the
Student’s understanding
goals, benefits, and uses of and use of assessment is
assessment
weak or not evident.
3b. Knowing about and
using observation,
documentation, and other
appropriate assessment
tools and approaches
Student’s selection of valid
tools and approaches
(formal and informal) that
are developmentally
appropriate in relations to
goals, objectives, and
children’s diverse
characteristics (linguistic,
cultural, disabilities, etc..)
Exceeds
Expectations (2)
Concept selected is
developmentally
appropriate for
preschool children and
supports children’s
strengths.
The list shows how
activities relate to all
domains of
development.
Student shows
knowledge of important
goals of
assessment, and
explains assessments
benefits and uses.
Student also aligns
assessment with lesson
plan objectives and
goals.
146
is weak or not evident.
(linguistic, cultural,
disabilities, etc..) is
satisfactory.
(linguistic, cultural,
disabilities, etc..)
displays a thorough
understanding of
knowledge and use of
assessment tools and
approaches.
4a. Knowing,
understanding and using
positive relationships and
supportive interactions
The reflection on the
relationship or interactions
is incomplete, unclear or
missing.
The reflection
addresses the
opportunities for
positive relationships
and supportive
interactions to occur in
the lesson.
4 b. Knowing,
understanding, and using
effective approaches,
strategies and tools for
early education.
The lesson plan provided
little to no reflection of
developmentally effective
approaches in the
modifications and
accommodations section.
The lesson plan
satisfactory reflects
developmentally
effective approaches in
the modifications and
accommodations
section.
The reflection addresses
the opportunities for
positive relationships
and supportive
interactions to occur in
the lesson and how they
have an impact on the
lesson.
The lesson plan
thoroughly reflects
developmentally
appropriate approaches
in the modifications and
accommodations
section.
4 c. Knowing and
understanding the
importance, central
concepts, inquiry tools,
and structures of content
areas or academic
disciplines.
The activities provided in
the lesson plan are not age
appropriate and do not
emphasize active learning
or activities are not related
to the central concept/goal.
Most of the activities in
the lesson plan are age
appropriate and
emphasize active
learning and related to
the central
concept/goal.
All of the activities in
the lesson plan are age
appropriate and
emphasize active
learning and are most
are related to the central
concept/goal.
4d. Using own knowledge
and other resources to
design, implement, and
evaluate meaningful,
challenging curriculum to
promote positive
outcomes.
No credible professional
resources are referenced or
utilized in the lesson plan.
At least 3 credible
professional resources
are referenced or
utilized in the lesson
plan.
More than 3 credible
professional resources
are referenced and
utilized in the lesson
plan.
5d. Integrating
knowledgeable, reflective,
and critical perspectives
on early education
Student’s reflection upon
lesson plan is weak or not
evident.
Student’s reflection
upon lesson plan is
satisfactory and
includes some
recommendations to
Student’s reflection
upon lesson plan is
thorough and includes
suggestions and
recommendations to
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SS2 Skills in Mastering
and Applying Concepts
from General Education
SS3 Written and Verbal
Communication Skills
The lesson plan is not easy
to follow or read and
multiple errors occur
within explanation of
concepts.
Unorganized thoughts,
many (4 or more) spelling
or grammatical errors.
make the lesson plan
more effective.
make the lesson plan
more effective.
Most of the lesson plan
is easy to follow, read
and is user-friendly.
Most concepts are
clear.
Some parts difficulty to
understand, few (1-3)
spelling and
grammatical errors.
The lesson plan is easy
to follow, read and is
very user-friendly. All
concepts are clear and
understandable.
Clearly written in
organized thoughts,
complete sentences
without spelling or
grammatical errors.
Scoring: Award 2 points for each “Exceeds Expectations” score, 1 point for each Meets
Expectations” score, and 0 points for each “Does Not Meet Expectations” score. Passing score
of at least 12 is required.
148
CHART OF ASSESSMENTS AND EVIDENCE
Key Assessment 5
Briefly describe the assignment and list the courses that use this assignment
Students must create a parent handbook that could be utilized with an early childhood
setting. The handbook must include specific key such as, background/introduction,
staffing, fees, administrative information, food, behavior management, discipline, and
parental involvement. Additionally, students must include a listing of community
resources that could support and empower families. This assignment is utilized in EDU
131 – Child, Family and Community and EDU 261 – Early Childhood Administration
(Administrative Track).
Place a check or X under the NAEYC Standards and Supportive Skills assessed
through this activity
STD = standards 1-5, SS = Supportive Skill 1-5
STD1
STD2
X
STD3
STD4
STD5
SS1
SS2
SS3
X
SS4
SS5
X
Briefly summarize student performance data from this assessment or describe plans
to collect data on student performance
Student performance data from Key Assessment #5 reflects students understanding of
knowledge of building family and community relationships and their ability to engage in
advocacy for children and the early childhood profession. The yearly cumulative data
demonstrates that students met/exceeded key element 2a at a rate of 83%; 2b at a rate of
79%; and 2c at a rate of 84%. Key element 5e (engaging in advocacy for children and
the profession) was met/exceeded at a rate of 81%. SS3 (written and verbal
communication) was met/exceeded at a rate of 64%. 14% (10 out of 71) of the students
failed to submit this assignment.
Describe how data are or will be used to improve the program
As evidenced from the attached chart, 14% of our students failed to submit the required
assignment. These students were all enrolled in the online section of this course and the
majority of the students that didn’t meet expectations were also from the online section.
As can be experienced sometimes with online learning, students fail to ask for
clarification of assignments when they are unsure of how to proceed. For the fall 2012, a
specific discussion forum has been created for students to pose questions related to this
assignment. Students that show signs of struggle related to SS3 will be referred to one of
our many tutorial opportunities on campus to reinforce the skills they are lacking. We
will also continue to evaluate the rubric and make adjustments as needed.
Key Assessment #5:
EDU 131 – Child, Family & Community
Parent Handbook
Standard 2:
Building Family and
Community Partnerships
a) Knowing and
understanding family and
community characteristics
b) Supporting and
empowering families and
communities through
respectful, reciprocal
relationships
c) Involving families and
communities in their
children’s development and
learning
Standard 5: Becoming a
Professional
e) Engaging in informed
advocacy for children and
the profession
Supportive Skills
SS3
Written and Verbal
Communication
Does Not Meet
Expectations
Meets
Expectations
Exceeds
Expectations
Fall 2011
Spring 2012
Fall 2011
Spring 2012
Fall 2011
Spring 2012
Total
Meeting/Exceeding
Expectations
Fall 2011
Spring 2012
6 (18%)
5 (17% )
13 (41%)
13 (45%)
13 (41%)
11 (38%)
26 (82%)
24 (83%)
7 (22%)
6 (21%)
20 (63%)
15 (52%)
5 (15%)
8 (27%)
25 (78%)
23 (79%)
6 (19%)
4 (14%)
15 (47%)
17 (58%)
11 (34%)
8 (28%)
26 (81%)
25 (86 %)
7 (22%)
5 (17%)
20 (62%)
21 (73%
5 (16%)
3 (10%)
25 (78%)
24 (83%)
10 (31%)
12 (41%)
17 (53%)
11 (38%)
5 (16%)
6 (21%)
22 (69%)
17 (59%)
***This data reflects 2 semesters of data, fall 2011 (N=40) and spring 2012 (N=31). During this
collection cycle, a total of 10 students didn’t submit their parent handbook assignment (8 from
the fall and 2 from the spring). It is important to note that all 10 students were enrolled in our
online section of this course. Data will be collected during the fall of 2012 from three sections of
EDU 131 and will be available at the site visit for review.
150
Attach or insert:

The directions or guidelines for Key Assessment #5 as they are given to students

The rubric or scoring guide for Key Assessment #5 that is used by faculty or field supervisors to
evaluate student work on each key assessment
151
KEY ASSESSMENT #5
EDU 131 – Child, Family & Community
Parent Handbook
Students will development a Parent Handbook that provides pertinent information for
families entering an early childhood facility. Opportunities for family involvement should
be included as a way of supporting and empowering families.
The Parent Handbook should include:
Cover Page – should be attractive and appealing to the eye
Table of Contents - include headings and sub headings with page numbers
Group the headings as follows:
Background/Introductory Information
Licensing
Mission Statement
Philosophy
Staffing
Child/Staff Ratios
Ages
Hours of Operation
Holidays
Admissions Information
Enrollment Forms (what is required)
Application Information
Items Needed Upon Admission and Available At All Times (such as emergency contact numbers
and who is allowed to pick up the child)
Curriculum – explain in at least 2 paragraphs what curriculum the early childcare facility
provides with detailed explanations
Parent/Guardian Agreement
Fees
Registration Fee
Monthly Tuition Fees
Tuition and Payment Guidelines
Administrative Information
Drop-Off and Pick-Up of Children
Arrival and Departure
Sign-in/Sign-Out
Parking/Driving
Field Trips
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Late Pick-Up Fees
Withdrawal/Dismissal
Inclement Weather/Center Emergency Situations
Health
Medical Check-ups and Immunization Records
Medications
Fever
Illness
Recovery Time
Outdoor Play
Diapers and Toilet Training
Health Check and Reporting Procedures
Emergency
Food
General – specify if you will be serving breakfast, snack, lunch, snack, dinner, etc.
Birthdays and Special Treats
Allergies
Clothing – procedures for clean clothes, extra clothes, etc.
Behavior Management
Biting & Hair Pulling
Center Behavior Agreement
Safety
Discipline
Grievance Policy
Child Abuse/Child Neglect
Parent Involvement – list and explain ways parents can be involved.
Community Resources – list at least 10 resources in the community that provide aid to families.
Include the agency name, address, telephone number, email address, and a brief description of
the services the agency provides.
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KEY ASSESSMENT #5 – RUBRIC
EDU 131 – Child, Family & Community
Parent Handbook
NAEYC
STANDARD/S.S.
2a. Knowing
about and
understanding
family and
community
characteristics
Does Not Meet
Expectations (0)
The handbook covers little
information under each
sub heading, and
addresses some of the
listed criteria.
Meets
Expectations (1)
The handbook covers the
information under each sub
heading, and addresses
listed criteria. It includes
programs for parent
involvement but not
programs to reflect
diversity.
Exceeds
Expectations (2)
The handbook covers all
information under each sub
heading, addresses all listed
criteria.
2b. Supporting
and empowering
families and
communities
through
respectful,
reciprocal
relationships
The handbook includes
little essential information
and makes little or no
connections between
families and communities.
The handbook includes
essential information. It
makes average connections
between families and
communities and reflects
some responsiveness to
family diversity.
The handbook covers
information completely
and in-depth. It makes
excellent connections between
families and communities and
reflects responsiveness to
family diversity.
2c. Involving
families and
communities in
their children’s
development and
learning.
The handbook has no
programs for parent
involvement.
The handbook includes
programs for parent
involvement but not
programs to reflect
diversity.
The handbook includes
programs for parent
involvement with details as to
how to get involved. The
parent involvement programs
reflect diversity.
5e. Engaging in
informed
advocacy for
children and the
profession
Community Resource list
contains less than 10
resources.
Community Resource list
supplies all necessary
information and contains at
least 10 resources. These
reflect a variety of agencies
that provide aid to families.
Community Resource list
supplies all necessary
information and contains 10
or more resources. These
reflect a wide variety
of agencies that provide aid to
families.
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NAEYC
STANDARD/S.S.
S.S. #3
Written and
Verbal
Communication
Does Not Meet
Expectations (0)
The handbook has more
than 3 spelling,
grammatical or
punctuation errors.
Meets
Expectations (1)
Exceeds
Expectations (2)
The handbook has few
(1 to 3) spelling,
grammatical, or
punctuation errors.
The handbook has no
spelling, grammatical or
punctuation errors.
Scoring: Award 2 points for each “Exceeds Expectations” score, 1 point for each Meets
Expectations” score, and 0 points for each “Does Not Meet Expectations” score. Passing score
of at least 5 is required.
155
Close your report with a two-page narrative reviewing
your program’s student assessment system, strengths,
challenges and plans.

Do your key assessments address all key elements of all five standards and all five supportive
skills? Are they used consistently across course sections and faculty? Are they living documents
that evolve and improve in response to new developments in the profession, evidence of
effectiveness, and input from stakeholders?

Do your rubrics or other scoring guides clearly address the key elements of the accreditation
standards and supportive skills? Do they clearly describe different levels of student performance
- what is acceptable, unacceptable, and excellent?

Do you have student performance data on each of these assessments? If not, what is your plan to
begin collecting data? Be specific about short and long term plans.

What does the data on student performance on these assessments tell you about the strengths of
your program? What does it tell you about challenges in your program? How will this
information be used for program planning and improvement?

What changes or improvements in your program are you considering for the coming year?
156
As we reflect on the completion of our self-study, we are reminded of the fact that this journey is really
only just beginning. Pursuing our self-study reminds us so clearly of the task at hand, which is to prepare
our graduates to be critical thinkers who know how to establish and maintain relationships and
partnerships with other professionals, families and communities that allow them to meet the needs of
young children. We want graduates who have had countless opportunities to put theory into practice in a
variety of diverse, quality field experience sites. We want graduates who take the “bull by the horn” and
use every opportunity to seek out both personal and professional growth experiences. Experiences that
will allow them stay abreast of the new and innovative educational practices that are discovered each and
every day. We want graduates who don’t conform to the norm, but seek to “Touch and Transform Lives
through Learning Experiences.”
Over the course of the past year, we have made discoveries, both positive and negative. We have
discarded knowledge and gained knowledge. Through it all, we believe that the self-study process has
made the ECE program and the ECE faculty at Robeson Community College stronger, wiser, more
confident, and most of all more accountable for our decisions, teaching practices, actions and in some
cases, inaction.
In evaluating our key assessments, we can state with certainty that our key assessments address all key
elements of all five standards and all five supportive skills. These key assessments are used consistently
across course sections, both online and face-to-face and in all day and evening courses. As is the nature
of any assignment, these are living documents that we find have evolved over time to their current state.
It would be to our students’ detriment to believe that these key assessments are in their final state. As
new developments in the field of early childhood occur, there will be a need to revise, revisit and in some
cases reinvent some of the key assessments in our program. Determining through data collection whether
or not these key assessments are effective in assessing what they claim, will play an extremely important
role in future decisions related to the key assessments. This data collection will not only consist of
teacher rubric scoring data and student suggestions, but also on input gathered from other early childhood
stakeholders.
As this process began, it was evident very early on that rubric development was an area in which many of
our faculty felt they needed additional training. Fortunately, we had some great faculty members who
were willing to share their knowledge of rubric creation and today we find ourselves more confident in
our ability as a program to create quality rubrics, which is essential. As faculty, we can’t allow ourselves
to simply “tell students what we want”. We owe it to them and to ourselves, to clearly describe the level
of student performance that we expect from them. In doing so, we have the opportunity to really evaluate
each component of a particular assignment and why it is important, what students will gain from it, and
how it will help students meet their goal of becoming an early childhood professional. In many cases,
this evaluation causes faculty to scrutinize and prioritize goals and objectives that have been selected for
students to learn. Our rubrics have allowed us to be upfront and specific in our description of what we
feel exceeds, meets or doesn’t meet the NAEYC standards and supportive skills.
As evidenced by the overview of the chart of key assessments section, we currently have performance
data on three of our five key assessments with plans in place to collect data on the other two during the
fall 2012 semester. Based upon the key assessment and the time frame in which it is assessed, we may
have additional data from the spring 2013 semester prior to our site visit. Our short-term student
performance data collection plan is to collect data from all five key assessments during the fall 2012
semester. Upon collection, the data will be analyzed for effectiveness in meeting the designated standards
and supportive skills and for any areas that may need to be revised, edited, or clarified. If areas of
concern are identified, ECE faculty will collaborate to address and manage them to the best of their
ability. Our long term student performance data collection plan will continue into the spring 2013
semester and mirror our short term plan of collection, analysis, revision and clarification as needed.
157
The data on student performance that has been collected thus far provides a snapshot of our ability to
effectively teach the NAEYC standards for Associate Degree programs. Overall, our students have, for
the most part, met expectations of the key elements of standards, but appear to struggle with a few of the
supportive skills. We have noted these struggles and implemented strategies to address them to ensure
that our students experience success. As part of our program outcomes and planning process, we will
work closely with our general education outcomes committee to provide additional opportunities for our
students to obtain skills in mastering and applying educational concepts from general education. In
addition, students will be referred to our various tutorial services on campus to provide them with some
remedial assistance in the area of written and verbal communication skills.
The NAEYC Accreditation Self-Study process has been a great reflection on the need to continually
revisit how will operate our ECE program. The need to revisit syllabi, assignments, resources, etc. has
only strengthened our ECE department. The alignment of our assignments to the NAEYC Standards has
certainly given our students the expectation that they deserve in the educational arena and they will be
better prepared professionals because of it.
Although we have made tremendous strides with this process, there is still much to be done to continue
our efforts to maintain the high quality program that we have begun:

Continue rubric development/ revision with full time and part time ECE faculty to better
align coursework/assessments with NAEYC Standards

Inquire into funding for electronic options for our ECE data collection to be more efficient in
data collection and storage

Conduct a feasibility study to determine need of a state of the art lab school for our ECE
students to complete their observations, fieldwork, practicum

Better determine use of our data collection as it relates to student performance academically

Invite additional stakeholders to the table to determine needs of Early Childhood Industry

Add certificate options for our ECE program for more specialization for student needs

Changing our PSY 244 (Child Development I) and PSY 245 (Child Development II) to EDU
144 (Child Development I) and EDU 145 (Child Development II) to better serve our students

Continue to market our ECE program as a fully online program

and….Continue to stress the continuous need to be reflective and responsive in all that we do
for our ECE students
158