Inactivated 11/9/07
College of the Redwoods
CURRICULUM PROPOSAL
--Attach the Course Outline-1.
Division/Center
Academic and Transfer Programs
2.
Program and Course Number
3.
Course Title
4.
____ New (If new, are you deleting a course?) Course to be deleted:______________
__X_ Change (Indicate current status and proposed changes on "Summary of
Curriculum Changes" form)
__X__ Check here if catalog description is being changed.
_____ Delete (Reason for deletion: ___)
ECE 10LB1
Field Placement in Early Intervention Settings
5. Of what approved program is this course a part? Early Childhood Education
(see list of approved programs and TOPS Codes)TOPS Code _1305.00
Is the course a "required course"?__X__ an "additional requirement” ? (In a certificate or
degree program)
6. Provide evidence that this course/revision is needed (purpose of proposal).
The Advancing Careers in Child Development Project, in collaboration with the
Commission on Teacher Credentialing and the California Community College
Chancellor’s Office, has just released new competencies that college courses are
supposed to address in their content.
7. Describe the students who will enroll (include estimated number).
Students enrolling in this course are pursuing an Associate of Science Degree in Early Childhood Education
or a Child Development Permit. Student enrollment 20 – 30.
8.
Parallel courses--what is the relation of this course to existing courses
(modify/overlap/replace)? None
9. Capital Outlay: Describe the equipment for this class.
Presently have: All required materials
Need to acquire: (include cost) Increased number of field work sites that meet
mentor and accreditation standards.
10. Staffing implications (Associate or Full-time faculty) Full-time or associate faculty.
Instructional Aide required? How many hours per week? None required.
11. Learning Resource Implications (new courses only)
Does the college have adequate learning resources to support the proposed course, or
can the necessary resources be acquired within the existing budget?
Yes _______No ______
Please attach the "Learning Resource Supplement" to the
Course Proposal form.
12. Facility Implications: (Unless otherwise stated, it is assumed this course can be offered
District-wide.)
Where Scheduled? All campuses
When Scheduled? Semester(s) Spring in Eureka, varies on other sites Day X Evening X
13. Special Fees None
14. Special Student Expenses (i.e., equipment, clothing, tools, etc.):
Students may need materials for curriculum development.
15. Submitted by Sydney Fisher Larson
Tel. Ext.4338
Date 2/6/01
16. Submitting Division/Center Review _______________________
Date ________
17. Division/Center Review ________________________________
Date ________
18. Division/Center Review ________________________________
Date ________
Approved by Curriculum Committee ____11/9/01________________
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
1
SUMMARY OF CURRICULUM CHANGES
FEATURES
OLD
NEW
TLUs
9
Lectures Hours
2
6
0
Lab Hours
Lab was formerly
incorporated into lecture
portion of the course.
Lab is separated into its own
course by area of early
intervention emphasis.
4
2
Grading Standard
Prerequisites
Corequisites
Recommended
Preparation
Repeatability Maximum
Enrollments
Repeatability Maximum Units
Maximum Class Size
Method of Instruction
Units
Other
Additions to course content
to accommodate the early
intervention emphasis.
If any of the listed features have been modified in the new proposal, indicate the "old"
(current) information and proposed changes.
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
2
College of the Redwoods
COURSE OUTLINE
PROGRAM AND COURSE NUMBER:
DATE 10/10/01
ECE 10LB1
FORMER NUMBER (If previously offered) ECE 10
COURSE TITLE Field Placement in Early Intervention Settings
I. CATALOG AND OUTLINE
1. CATALOG DESCRIPTION:
Implementation of early childhood theory and practice in early intervention settings. Working with a
mentor, students assume responsibility for the full range of teaching, care giving, and/or intervention
duties for young children in an early intervention setting.
NOTE: Fieldwork is to be completed at a campus child development center or with a mentor through the
California Early Childhood Mentor Program. If none of those options are available, students should work in
an accredited program. All sites must be approved by the course instructor. Students who have completed
ECE 10LC and ECE 10LB2, 10LB3, or 10LB4 may enroll without ECE 10LC as a co-requisite.
2. COURSE OUTLINE:
% of Classroom Hours
Spent on Each Topic
1. Evaluation of child’s environment for optimal accessibility
2. Plan and adapt curriculum for specific needs of individuals
and groups
3. Implementation of developmentally appropriate and inclusive
curriculum
4. Child assessment and evaluation
5. Self evaluation
15%
25%
35%
15%
10%
II. PREREQUISITES
Prerequisite?
No ________
Corequisite?
No ________
Yes ECE 7 and 21 (C or better)
(course)
Yes ECE 10LC (Unless ECE 10LC, and
10LB2, 10LB3 or 10LB4 were passed with a
C or better in prior semester.
Recommended Preparation? No ____X____
(course)
Yes __________________
(course)
Rationale for Prerequisite, Corequisite, Recommended Preparation
ECE 10LC and 10LB1 are the capstone “student teaching” portions of the early
childhood education program. In this course students experience the day-to-day
realities of the early childhood educator. ECE 7 is the first curriculum development
course. It provides the theoretical framework for lesson planning for children of
all ages and abilities. Students in ECE 21 learn a variety of methods to implement
learning theory and curriculum and make adaptations as appropriate. In ECE
10LB1 students are placed in a professional setting for two lab session per week
totaling 108 hours, working directly with children, educators, and parents. It is
crucial that they have a strong background in both theory and practice prior to
enrolling in this course.
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
3
PROGRAM AND COURSE NUMBER
ECE 10LB1
III. OUTCOMES AND ASSESSMENTS
1. COURSE OUTCOMES/OBJECTIVES:
List the primary instructional objectives of the class. Formulate some of them in terms of
specific measurable student accomplishments, e.g., specific knowledge and/or skills to be
attained as a result of completing this course. For degree-applicable courses, include
objectives in the area of "critical thinking." Upon successful completion of this course, the
students will be able to:
Early Intervention
(All outcomes listed below will be preformed under the supervision of an Early
Interventionist or appropriately credentialed special education teacher.)
1. Evaluate an early intervention environment to ensure optimal
accessibility and child-centered learning.
2. Assess the developmental and educational needs of individual
children using a variety of assessment tools.
3. Based on child assessment, plan and individualize curriculum to allow
optional access to materials and experiences.
4. Implement an individualized curriculum and adapt it as necessary.
5. Evaluate his or her ability to work effectively with children with
special needs.
2. COLLEGE LEVEL CRITICAL THINKING TASKS/ASSIGNMENTS:
Degree applicable courses must include critical thinking tasks/assignments. This section
need not be completed for non-credit courses. Describe how the course requires students
to independently analyze, synthesize, explain, assess, anticipate and/or define problems,
formulate and assess solutions, apply principles to new situations, etc.




Evaluate environment and propose changes to meet children’s needs.
Use a variety of tools to assess children’s level of development.
Formulate curriculum plans based on children’s development.
Analyze one’s own strengths and weaknesses as an educator.
3. ASSESSMENT
Degree applicable courses must have a minimum of one response in category A, B, or C. If
category A is not checked, the department must explain why substantial writing
assignments are an inappropriate basis for at least part of the grade.
A. This course requires a minimum of two substantial (500 words each) written assignments
which demonstrate standard English usage (grammar, punctuation, and vocabulary) and
proper paragraph and essay development. In grading these assignments, instructors shall
use, whenever possible, the English Department’s rubric for grading the ENGL 150 exit
essay. Substantial writing assignments, including:
__ essay exam(s)
__ term or other paper(s)
___ laboratory report(s)
__ written homework
__ reading report(s)
X other (specify) Portfolio development
If the course is degree applicable, substantial writing assignments in this course are
inappropriate because:
__ The course is primarily computational in nature.
X The course primarily involves skill demonstrations or problem solving.
__ Other rationale (explain) __________________________________
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
4
PROGRAM AND COURSE NUMBER ECE 10LB1
B. Computational or Non-computational problem-solving demonstrations, including:
__ exam(s)
__ quizzes
__ homework problems
X laboratory report(s)
X field work
X other (specify) Analysis of video taped samples of students work with children.
C.
Skill demonstrations, including:
__ class performance(s)
X field work
__ performance exam(s)
__ other (specify) ______________________________________
D. Objective examinations, including:
__ multiple choice
__ true/false
__ matching items
__ completion
__ other (specify) ___________________________
E. Other (specify) Develop curriculum plans, assess children, evaluate
environment, develop portfolio to demonstrate mastery of competencies.
NOTE: A course grade may not be based solely on attendance.
IV. TEXTS AND MATERIALS
APPROPRIATE TEXTS AND MATERIALS:
(Indicate textbooks that may be required or recommended, including alternate texts that
may be used.)
Text(s)
Title:Students will use the texts they used in ECE 7 and 21.
_X_Required
Edition:______
____Alternate
Author: ______
____Recommended
Publisher:_____________________________________________
Date Published: ___
(Additional required, alternate, or recommended texts should be listed on a separate sheet
and attached.)
For degree applicable courses the adopted texts have been certified to be college-level:
___X___ Yes. Basis for determination:
______ is used by two or more four-year colleges or universities (certified by the
Division Dean or Center Dean)
OR
___X__ has been certified by the LAC as being of college level using the Coleman and
Dale-Chall Readability Index Scale.
______ No
Request for Exception Attached.
REQUIRED READING, WRITING, AND OTHER OUTSIDE OF CLASS ASSIGNMENTS:
Over a 16-week presentation of the course, 3.8 hours per week are required for each unit of
credit. ALL Degree Applicable Credit classes must treat subject matter with a scope and
intensity which require the student to study outside of class. Two hours of independent
work done out of class are required for each hour of lecture. Lab and activity classes must
also require some outside of class work. Outside of the regular class time the students in
this class do the following:
____
Study
____
Answer questions
X
Skill practice
____
Required reading
X
Problem solving activity or exercise
____
Written work
(essays/compositions/report/analysis/research)
X
Journal (reaction and evaluation of class, done on a
continuing basis throughout the semester)
____
Observation of or participation in an activity related to
course content (e.g., play, museum, concert, debate,
meeting, etc.)
X
Other (specify) Develop portfolio
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
5
PROGRAM AND COURSE NUMBER
ECE 10LB1
V. TECHNICAL INFORMATION
1. Contact Hours Per Week: (Indicate
"TOTAL" hours if less than semester length)
Lecture:
______ Weekly ______ TOTAL
Lab:
______ Weekly 108 TOTAL
No. of Weeks S (S = semester length)
(Use Request for Exception sheet to justify
more-than-minimum required hours.)
Units
6.
7. Grading Standard
X
Letter Grade Only
______CR/NC Only
______Grade-CR/NC Option
Grade-CR/NC Option Criteria:
______Introductory
______1st course in sequence
______Exploratory
6
Does course fulfill a General Education
requirement? (For existing courses only;
for new courses, use GE Application Form)
_____ Yes
X
Transferability X CSU ______ UC
List two UC/CSU campuses with similar
courses (include course #s)
SSU EDUC 331 SDSU CFD 132
Articulation with UC requested ______
2 or
Variable Unit Range ______
2. TLUs
3.
5. Recommended Maximum Class Size 25
No
If yes, in what G.E. area?
AA/AS Area _________
CSU/GE Area
IGETC Area _________
8. Is course repeatable ______ Yes
X No
If so, repeatable to a maximum of:
______Total Enrollments
______Total Units
(Use Request for Exception sheet to justify
repeatability.)
_________
4. Method of Instruction:
_____ Lecture
X
Lab
_____ Lecture/Lab
_____ Independent Study
ACADEMIC AFFAIRS
COURSE OUTLINE 6/98
9. SAM Classification B
Course Classification I
6