University Curriculum Committee Course Proposal Form
for Courses Numbered 0001 – 4999
Note: Before completing this form, please carefully read the accompanying instructions.
Submission guidelines are posted to the UCC Web site: www.ecu.edu/cs-acad/fsonline/cu/curriculum.cfm
1. Course Prefix and Number:
CDFR 4200
2. Date:
01/09/2014
3. Requested Action (Check only one type):
New Course
x
Revision of Active Course
Unbanking and Revision of a Banked Course
Renumbering of Existing Course from
#
to
#
4. Method(s) of Delivery (Check all boxes that apply for both current/proposed and expected
future delivery methods within the next three years.):
Current or
Proposed Delivery
Method(s):
x
Expected
Future Delivery
Method(s):
On-campus (face-to-face)
x
Distance Course (face-to-face off campus)
x
Online (delivery of 50% or more of the instruction is offered online)
x
5. Justification for new course, revision, unbanking, or renumbering (Explain why your unit
wishes to offer the course, identify the gap, describe how the course responds to the assessment
of student learning, and identify who was involved in the assessment of the program. Indicate
that faculty voted on and approved the curricular changes.):
Birth through Kindergarten teacher education candidates must be able to assess children’s development and
learning in the early childhood classroom AS WELL AS be able to assess children for possible delays and
disabilities, according to the Individuals with Disabilities Education Act (IDEA). All of this information and
application was included in one class, CDFR 4200. Last year the edTPA scores of our pilot group showed that
Task 3, Assessing Children’s Learning, were the lowest out of the three sections. BK faculty realized that
more detailed information and practice are needed in the area of assessing children’s development and
learning and using that data within a classroom situation for our candidates to be proficient on the edTPA and
Faculty Senate Resolution #09-44, November 2009; revised April 2012
successful in their future classrooms. Therefore, it was decided to “split” CDFR 4200 into two courses. The
revised CDFR 4200, Assessing Development and Learning in the Early Childhood Classroom, will focus on
assessing children’s development and learning and using assessment results in the classroom environment to
support individual and whole group learning. Assignments reflect new focus and more in-depth treatment of
using assessment results for planning differentiated curriculum. The new course, CDFR 4201, Assessment for
Intervention, will focus on assessing children for possible delays and/or disabilities and the procedures set out
in IDEA for referral, eligibility, and service delivery. CDFR faculty voted on and approved the course revision
in the faculty meeting on Jan, 13, 2014.
6. Course description exactly as it should appear in the next catalog:
CDFR 4200 – Assessing Development and Learning in the Early Childhood Classroom
3 WI F
Practicum hours required. P: CDFR 3150. Assessment skills necessary for documenting individual children’s
learning and development to be compiled into classroom profiles used for planning appropriate individualized
curriculum.
7. If this is a course revision, briefly describe the requested change:
Make focus of course the assessment of children’s development and learning for use in the classroom rather
than also for intervention purposes. Change title of course to Assessing Development and Learning in the
Early Childhood Classroom.
8. Identify if the new/revised course will be a required and/or elective course in one of the
degrees/minors/certificates offered by your unit.
Is this course required (yes/no)?
yes
Is this course an elective (yes/no)?
no
9. If writing intensive (WI) credit is requested, the Writing Across the Curriculum (WAC)
Committee must approve WI credit prior to consideration by the UCC.
Has this course been approved for WI credit (yes/no/NA)?
yes
If Yes, will all sections be WI (yes/no/NA)?
yes
10. If service-learning (SL) credit is requested, the Service Learning Committee (SLC) must
approve SL credit prior to consideration by the UCC.
Has this course been approved for SL credit (yes/no/NA)?
no
If Yes, will all sections be SL (yes/no/NA)?
NA
11. If foundations curriculum (FC) credit is requested, the Foundations Curriculum and
Instructional Effectiveness (FCIE) Committee must approve FC credit prior to
consideration by the UCC.
If FC credit has been approved by the FCIE committee, then check the appropriate box
(check at most one):
English (EN)
Science (SC)
Humanities (HU)
Social Science (SO)
Fine Arts (FA)
Mathematics (MA)
Faculty Senate Resolution #09-44, November 2009; revised April 2012
Health (HL)
Exercise (EX)
12. If global diversity (GD) credit is requested, the Foundations Curriculum and
Instructional Effectiveness (FCIE) committee must approve GD credit prior to
consideration by the UCC.
no
Has this course been approved for GD credit (yes/no/NA)?
13. If domestic diversity (DD) credit is requested, the Foundations Curriculum and
Instructional Effectiveness (FCIE) committee must approve DD credit prior to
consideration by the UCC.
no
Has this course been approved for DD credit (yes/no/NA)?
14. Approval by the Council for Teacher Education (required for courses affecting teacher
education programs):
Not Applicable
Applicable (CTE has given their approval)
x
15. Course Credit:
Per Week
or
Per Term
=
Credit Hours
Lab
Per Week
or
Per Term
=
Credit Hours
s.h.
Studio
Per Week
or
Per Term
=
Credit Hours
s.h.
Practicum
Per Week
or
Per Term
=
Credit Hours
s.h.
Internship
Per Week
or
Per Term
=
Credit Hours
s.h.
Lecture Hours
3
20
hrs
3
s.h.
Other (e.g., independent study):
s.h.
Total Credit Hours
16. Anticipated yearly student enrollment:
3
s.h.
40
17. Affected Degrees or Academic Programs:
Degree(s)/Course(s)
Change in Degree Hours
B.S. Birth through Kindergarten
No increase in total hours required
for degree due to deletion of one core
course, CDFR 3215, and deletion of
cognate, SPED 3005. Total degree
hours reduced from 126 to 123.
Faculty Senate Resolution #09-44, November 2009; revised April 2012
Will take new assessment course
CDFR 4201 instead. Therefore no
change in number of degree hours.
Will take new assessment course
CDFR 4201 instead. Therefore no
change in number of degree hours.
Child Life
B.S. Family and Consumer Services, Early
Intervention concentration
18. Overlapping or Duplication with Affected Units or Programs:
x
Not Applicable
Applicable (Notification and/or Response from Units Attached)
19. Instructional Format(s):
x
x
Lecture
x
Technology-mediated
Lab
Seminar
Studio
Clinical
Practicum
Colloquium
Internship
Other (describe below):
Student Teaching
20. Statements of Support:
Please attach a memorandum, signed by the unit administrator, which addresses the
budgetary and personnel impact of this proposal.
x
Current personnel is adequate
Additional personnel are needed (describe needs below):
x
Current facilities are adequate
Additional facilities are needed (describe needs below):
x
Initial library resources are adequate
Initial resources are needed (give a brief explanation and estimate for cost of acquisition
of required resources below):
Faculty Senate Resolution #09-44, November 2009; revised April 2012
x
Unit computer resources are adequate
Additional unit computer resources are needed (give a brief explanation and an
estimate for the cost of acquisition below):
x
ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Describe any computer or networking requirements of this program that are not
currently fully supported for existing programs (Includes use of classroom, laboratory,
or other facilities that are not currently used in the capacity being requested).
Approval from the Director of ITCS attached
21. Course Syllabus Information:
a. Textbook(s) and/or readings: author(s), name, publication date, publisher, and
city/state/country. Indicate whether text is required or optional. Include ISBN.
McAfee, O. & Leong, D. (2011). Assessing and guiding young children’s development and
learning, 5th ed. Pearson.
Harms, T., Cryer, D. & Clifford, R. (2005). Early childhood environment rating scale,
revised. (ECERS-R). NY: Teacher’s College Press.
The 2013 North Carolina Foundations for Early Learning and Development
http://ncchildcare.dhhs.state.nc.us/providers/pv_infant_toddler_foundations.asp
Common Core and Essential Standards (for Kindergarten)
from http://www.ncpublicschools.org/acre/standards/
b. Course objectives for the course (student – centered, behavioral focus)
Faculty Senate Resolution #09-44, November 2009; revised April 2012
Upon completion of this course, students will be able to:
 document children’s development and learning through authentic, performance-based strategies.
 record unbiased observational data in various formats (anecdotal notes, running records, time and





event charts) .
summarize children’s abilities in individual and classroom profiles.
plan next steps for learning based upon compiled assessment profiles, noting patterns of
understanding, errors, and/or need for greater challenge.
assess the classroom environment to support optimal development and learning.
share assessment results with families, professionals, and other stakeholders, using standards of
professional communication.
develop and articulate their own philosophy of appropriate assessment for young children.
c. Course topic outline
UNITS
1 – Assessment in Early Childhood: expectations and contributing factors
2 – Legal, Ethical, and Professional Responsibilities in Assessment: federal and state laws,
child and family rights
3 – Why, what, and when to Assess : purposes, content, timeline
4 – Documenting: Collecting and Recording Information (strategies, formats)
5 – Developing Portfolios (types, organization, work samples)
6 – Assessing the learning environment
7 – Developing appropriate pre and post assessments
8 – Interpreting Assessment Information
9 – Using Assessment Information: curriculum planning, individualizing plans, aligning to
goals, classroom environment modification
10 – Standardized Achievement Tests: pros and cons
11 – Communicating and Collaborating Assessment Information: reporting out
d. List of course assignments, weighting of each assignment, and the grading/evaluation
system for determining the course grade.
Faculty Senate Resolution #09-44, November 2009; revised April 2012
Assignments
30 points - Class Participation/Discussion Board
30 points - Recording formats assignments
30 points – Weekly curriculum plan aligned with goals, individualized
20 points – pre/post assessment plan
50 points – Classroom environment assessment
100 points – Child Portfolio
100 points – Quizzes, Exams
TOTAL = 360 points
GRADE
QPs % RANGE Points
A
4.0
94-100
338 - 360
A3.7
90-93
324 – 337
B+
3.3
87-89
313 – 323
B
3.0
83-86
299 – 312
B2.7
80-82
288 – 298
C+
2.3
77-79
277 - 287
C
2.0
73-76
263 – 276
C1.7
70-72
252 – 262
D+
1.3
67-69
241 – 251
D
1.0
63-66
227 – 240
D0.7
60-62
216 – 226
F
0.0
0-59
0 – 215
BK teacher ed candidates must earn a C or better for this course to count towards licensure and
degree requirements. (C- does not meet requirements.)
Faculty Senate Resolution #09-44, November 2009; revised April 2012