Program/Discipline: Early Childhood Education
Annual Program Review Update
Instructions
The Annual Update is conducted district-wide by each program/discipline and consists of
a) analysis of general changes, staffing, resources, facilities, equipment and other needs,
as well as b) reporting of curricular changes and outcomes assessment.
The questions on the subsequent pages are intended to assist you in planning for your
program or area. Input should be sought from all campuses. It should be submitted or
renewed every year by the designated date in anticipation of budget planning for the
next fiscal year.
Institutional data used to document program/discipline statistics and trends will be
provided by Institutional Research.
Please include pertinent documents such as student learning outcomes assessment reports
and data analysis to support any requests for new faculty, facilities, equipment, etc.
Retain this information for your discipline’s use,
Submit an electronic copy of your Annual Update Document and supporting data to the
Program Review Committee. Also submit a copy of these documents to your Division
Chair, Director, or Campus Lead Faculty.
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Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Early Childhood Education
Submitted by (names): Sydney Fisher Larson & Phil Freneau
Contact Information (phone and email): 476.4338; sydney-larson@redwoods.edu
Date: 10/13/08
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last
Annual Update? (Have you shifted departments? Have new degrees or certificates
been created by your program? Have activities in other programs impacted your area
or program? For example, a new nursing program could cause greater demand for
life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes Describe the changes below:
Early Childhood Education, as an instructional program has been moved from
the Humanities and Communications Division to the Arts, Language and Social
Sciences Division.
ECE now has one Certificate of Achievement and one Associate of Science
Degree that have been approved by the College and the Community College
Systems Office.
2. Program/Discipline Trends
Refer to the data provided (data link is located at
http://inside.redwoods.edu/Assessment/ProgRev/InstructionalProgramReviewData.as
p) and describe the trends in enrollment, retention, success rates, and student
demographics. If applicable, describe how changes in these areas are impacting your
discipline and describe efforts within your area to address these impacts.
ECE FTEs, TLUs, & FTE per TLU by Semester and Site
Fall 2004
FTEs
TLUs
FTE/TLU
District
Total
Eureka
Del Norte
Mendocino Klamath
Coast
Trinity
43.91
77.46
.57
25.13
44.25
.57
12.18
15.21
.80
4.07
9.0
.44
2.53
9.0
.28
32.73
84.4
.39
25.45
55
.46
5.88
14.4
.41
5.1
12
.43
1.3
3
.43
26.20
15.39
7.84
2.98
0
Virtual
Campus
Spring 2005
FTEs
TLUs
FTE/TLU
Fall 2005
FTEs
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TLUs
FTE/TLU
49.23
.53
32.25
.47
12.48
.63
4.5
.66
0
0
34.95
70.98
.49
20.39
43.5
.47
9.7
10.98
.88
3.72
7.5
.50
1.58
9
.18
21.78
48.5
.45
13.59
30.5
.45
5.48
9
.61
1.33
4.5
.30
1.37
4.5
.30
31.43
60.7
.52
21.59
39
.55
6.92
12.72
.54
1.58
4.5
.35
1.34
4.5
.30
34.72
70.2
.49
19.39
39.75
.49
10.58
21.45
.49
3.16
4.5
.70
1.58
4.5
.35
35.75
71.13
.50
15.6
30
.52
6.67
15.63
.43
2.74
7.5
.37
1.9
4.5
.42
8.85
13.5
.66
41.96
58.5
.72
16.34
24
.68
6.43
9
.71
3.06
4.5
.68
2.11
4.5
.47
14.02
16.5
.85
Spring 2006
FTEs
TLUs
FTE/TLU
Fall 2006
FTEs
TLUs
FTE/TLU
Spring 2007
FTEs
TLUs
FTE/TLU
Fall 2007
FTEs
TLUs
FTE/TLU
Spring 2008
FTEs
TLUs
FTE/TLU
Fall 2008
FTEs
TLUs
FTE/TLU
A matrix of ECE FTEs, TLUs, and FTE per TLU from Fall 2004 to the present for the
entire district and for each site where ECE courses have been taught is presented above.
ECE has recently revised its entire curriculum to bring it into alignment with ECE
program throughout the state. Since the degree requirements have changed and the
number of courses requiring labs has decreased it is not easy to make predictions on
future enrollments based on the past. The number of degrees and certificates issued in
the past five years varies from a low of two degrees and four certificates to a high of 12
degrees and 25 certificates.
There is a move state-wide (and nation-wide) to increase the level of education required
for teachers in early care and education programs. When/if these changes are
implemented we can expect an increase in enrollment, especially from students wanting
to transfer to a four-year institution.
ECE has very consistent course retention and success rates. Since 2004-2005 course
retention varies from 89% to 92%. In that time student success varied from 73% to 74%.
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The highest percentage of non-retained students is in the introduction - survey course.
This does not seem surprising since this course is taken by students exploring but not yet
committed to the field. Given the lack of commitment to the field it is not surprising that
this course is also the one with the highest percentage of students receiving a grade of
"D" or no credit.
With the addition of online course into the ECE curriculum, we may see an increase in
enrollments along with a decrease in course retention and an increase in failing grades. It
appears (and this is anecdotal not research bases) that some of the ECE online
enrollments are not students interested in the ECE field, but are instead interested in
having their entire course load online. This motivation for taking ECE courses does not
contribute to course retention and success.
The course fill rates vary throughout the district. District-wide fill rates are consistently
higher in the Fall Semester than they are in the Spring. Since Fall 2004, fill rates have
ranged from 51% to 59% until this Fall when the fill rate percentage went up to 89%.
The enrollment in four online courses may have contributed to this increase since all four
of them were filled beyond the enrollment cap. Since Spring Semester 2005 the fill rates
have varied from 43% to 49%.
The cap-stone course, ECE 10, which includes weekly six-hour (two three-hour days) lab
experience, is usually offered in the Spring on the Eureka campus. Because of the time
commitment, it is often low-enrolled but must be offered both to allow students to
complete the degree and to meet the requirements for credentials and licensing.
A significant change in ECE in the past year (since Spring 2008) is the addition to some
online courses. In Spring 2008 three ECE course sections were offered online (one was a
very late add so was fairly low enrolled). For Fall 2008 there are four courses offered
online. Enrollments are very good in these courses. There is not yet data available on
retention and success for these courses. These courses seem to be serving the needs of
students throughout the district. Del Norte and Mendocino campuses do not have the
student base to offer courses beyond the "core" courses. Making ECE courses available
online is allowing students to complete courses necessary for degree and/or credential
completion.
The ECE faculty (Freneau, Larson & Woolley) agreed last academic year to keep the
core courses in as face-to-face courses on the each campus to ensure that each community
within the district can continue to support a community of early childhood educators who
know each other and can focus on the specific needs of their communities. It is also very
clear from the online courses that we have offered to date that online courses are not an
appropriate learning environment for all students and that some online options continue
to be available.
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data. Links to various reports
and information, as well as instructions on how to create program-specific reports,
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can be found at http://www.redwoods.edu/District/IR/Reports/LaborMarket.asp.
Institutional Research (IR) is available to help with surveys and reviews. All survey
data (whether collected by your program or the institution) should be sent to IR to be
kept on record.
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
The Employment Development Department reports that there are an estimated
1730 people employed in child care and development programs in the Northern
California region in 2004. They predict a 7.5% increase over between 2004 and 2014. In
addition to the approximately 13 new positions per year, there is turnover generating 60
opening in child are and development programs per year. Faculty at all three campuses
confirm that student are usually employed prior to completing the ECE Program but that
the high turn-over in the field requires newly trained people on an ongoing basis. In
coastal Mendocino County the associate faculty reports a difficult time recruiting
students into the field, despite outreach at local high-schools, due to the low salaries in
the ECE field.
The data from the Employment Development Department is not completely
accurate. It only includes licensed family child care providers who hire assistants. There
are an estimated 150 - 200 more family child care providers in the region who are selfemployed. Also, after several years of center-based program closures, in the past year
there is renewed interest in opening new licensed child care facilities. This will increase
the number of positions in the field.
Humboldt State University has a Child Development major but only a small
percentage of their students choose preschools teaching as a career path. College of the
Redwoods is the primary educator of preschool teachers and directors in the community.
(HSU no longer offers the Child Care Administration courses and refers students needing
those courses to CR.) There are no other community colleges or private universities in
commuting range for Redwoods Community College District students.
There are an increasing number of California Community Colleges offering ECE
courses on-line. Some CR students have taken online courses from other colleges but we
do not have a way to measure how many students or the number of courses they have
taken. In the past year, CR has added on-line courses into our curriculum to enable us to
serve the entire district and to capture some of the enrollment that was going to other
colleges in the state.
On October 1, 2008 the Local Child Care Planning Council of Humboldt County
(LCCPC) help a community meeting to address workforce issues related to the child care
and development field. The three areas that were identified as the most serious in our
area were: 1) low salaries and benefits, 2) the shortage of substitute teachers when regular
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staff are ill, and 3) recruiting and retaining qualified staff. (These concerns are similar in
the rest of the CR District.)
College of the Redwoods ECE faculty will be working with HSU faculty and the
LCCPC to identify specific challenges in the recruitment and retention of ECE teachers
and to come up with suggestions to resolve these issues.
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted
funds have a sponsor/grantor/donor (federal, state, local government, etc). The
funds are restricted by the sponsor/grantor/donor. Everything else is
unrestricted.
Category
Supply and printing
budget
Equipment replacement
and repair budget
Professional Development
Unrestricted Funds
Funds for ECE continue to
be integrated into the
Humanties &
Communications budget
and have not yet been
transferred to Arts,
Languages and Social
Sciences.. The fund
transfer must be initiated
by H&C.
Restricted Funds
300
6020
Available for application
from Senate Staff
Development Committee.
Work-study funding
Additional Budget Items
737
600
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
The funds are barely adequate for this year. There is no guarantee that the funds will
be available in the future.
The restricted printing funds and the equipment and staff development funds are from
CTEA. They will be used for developing and printing program brochures and posters
to recruit students into ECE and to upgrade the technology in the Eureka ECE
classroom. The remaining funds are to provide a staff development activity with CR
ECE faculty district-wide and HSU Child Development faculty to clarify transfer
requirements.
The additional $600 is from the Child Development Training Consortium and is used
to maintain a text-book loan program for ECE students. It is not enough to meet
student need or to supply reserve copies of the text in the LRC.
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5. Learning Resource Center Resources
Is the level of resources provided by the Academic Support Center and Library
(Learning Resource Center) adequate.
Yes
No
If not, explain.
6. Student Services Resources
Complete the following grid concerning Student Services Areas.
Student
Services
Does the area satisfy the needs of your discipline?
Area
There is a
connection to this
discipline/program
and YES the student
services area does
satisfy the needs of
the discipline.
There is a
connection to this
discipline/program
and NO the student
services area does
not satisfy the needs
of the discipline.
Uncertain about the
student service area
provided or how it
connects to this
discipline/program
Admissions and
Records
Counseling
Financial Aid
Career Services
Disabled
Student
Programs and
Services
(DSPS)
Extended
Opportunities
Programs and
Services
(EOPS)
CalWorks
Residence
Halls
Upward Bound
Student
Conduct
If a lack of support was indicated in the table above, describe your program/discipline
need.
The issue is not so much a lack of support but a lack of current knowledge. The ECE
field is very complex because it must respond to outside agencies for licensing and
credentialing of early childhood educators. It is very difficult for the generalists in
Counseling and Advising to stay current with the field. As a result students are misadvised. Whenever possible ECE faculty members advise students and would
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encourage Counseling and Advising staff to refer students to ECE faculty for accurate
information to attain the student's career goals.
7. Faculty Resource Needs
Complete the Faculty Employment Grids below (data link is provided at
http://www.redwoods.edu/District/IR/Reports/EnrollmentFTES.asp).
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
fall 2007
term
Early
70.2
Childhood
Education
% of
Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by PartTime
Faculty
% Change
from fall
2006
% Change
from fall
2005
Explanations
and Additional
Information
(e.g., retirement,
reassignment,
etc.)
61.2
9
1.42%
49.5
1.425%
49.23
In Fall 2007,
S. Larson
returned to
full time
teaching after
having been
reassigned to
administrative
work,
increasing the
ECE faculty
load from
what it was in
Spring 2007..
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring
2008 term
Early
71.13
Childhood
Education
% of Total
Teaching
Load by
Full-Time
Faculty
% of Total
Teaching
Load Taught
by Part-Time
Faculty
% Change
from spring
2007
% Change
from spring
2006
59.13
12
1.17%
60.72
.02%
70.98
Explanations
and
Additional
Information
(e.g.,
retirement,
reassignment,
etc.)
a. Describe the status of any approved, but unfilled full-time positions.
N/A
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b. If you are requesting a Full-Time Faculty position develop an attachment to
this report that addresses the following criteria (as listed in AR 305.03)
• The ratio of full-time to associate faculty
• Current availability of associate faculty
• Relation to program review recommendations
• Effect on diversity of the faculty
• Effect on academic offerings and ability to serve students and the
community
• Effect on the vitality and future direction of a program and/or the college
• Effect on student learning
c. If your Associate Faculty needs are not being met, describe your efforts to
recruit Associate faculty and/or describe barriers or limitations that prevent
retaining or recruiting Associate Faculty
There are currently no unmet needs for associate faculty.
8. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time
staff). This does not include faculty, managers, or administration positions. If a staff
position is shared with other areas/disciplines, estimate the fraction of their workload
dedicated to your area.
Staff Employed in the Program
Assignment
Full-time
Part-time staff
(e.g., Math,
(classified) staff (give number)
English)
(give number)
Early
Childhood
Education
9.7%
0
Gains over
Prior Year
N/A
Losses over Prior
Year (give reason:
retirement,
reassignment,
health, etc.)
0
Do you need more full-time of part-time classified staff?
yes
no
If yes, explain why.
On the Eureka campus, our ALSS division currently has ~72 full-time and part-time
faculty members. With the ALSS office in charge of so many faculty-related activities
and paperwork, including the massive weight of evaluating all of these faculty; tracking
book orders, syllabi, office hours, and finals; recruiting and hiring faculty; coordinating
program review, curriculum updates, assessment, and other accreditation-related
activities; monitoring and approving budget expenditures; and monitoring faculty
teaching loads (among other things), the load is tremendous for our one division
administrative assistant. The division as a whole could use more administrative
assistance. Assistance with faculty evaluation-related tasks (typing student comments
and tallying scores) would be one of the time-consuming tasks that could readily be
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assigned to another classified staff person without disrupting the flow of work through
the office.
In order to have the clerical support necessary to administer the Child Development
Training Consortium grant, the faculty member coordinating that grant gives her annual
stipend ($3000) to off-set the salary of the Account Clerk II at the Child Development
Center so that the ACIII can provide needed work on the grant.
9. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this
discipline/program?
Yes
No
If No was checked, complete and attach Facility Form (facilities.form) for each
instructional space that does not meet the needs of this discipline/program:
10. Equipment
Is the available equipment (other than classroom specific equipment described in the
facilities section) adequate to achieve the educational outcomes of your
program/discipline?
Yes
No
If No was checked, complete the following grid for each piece of equipment being
requested for this area/discipline:
Equipment
Approximate
Price
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
This issue is
being resolved
with CTEA
funds and
equipment
should be in
place by the
beginning of
Spring 2009.
Equipment Repair
Is the equipment used for your discipline/program in need of repair, which is outside your
current budget allotment? This does not include classroom specific equipment repair
described in the facilities section.
Yes
No
If Yes was checked, provide the following information to justify a budget allotment
request:
Equipment
requiring repair
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Repair Cost /
Annual
Number of
students using
10
Describe how the equipment
allows achievement of
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maintenance
cost
equipment each
semester
program/discipline educational
outcomes
11. Learning Outcomes Assessment Update.
List all expected program-level outcomes, whether you have completed the assessment loop
(use of results) or not. For each outcome, identify the means of assessment and the criteria
for success. Summarize the data that have been collected in the ‘Assessment Results’
column. If no data have been collected and analyzed for a particular outcome, use the
‘Assessment Results’ column to clarify when these data will be collected and analyzed. In
the fourth column, indicate how the assessment results are being used to improve the
program.
Program Outcomes (Not all
disciplines have program-level
outcomes)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
1. Integrate an
understanding of typical
and atypical development
of children birth to age
eight to high quality care
and education of young
children.
2. Design, implement and
evaluate environments
and curriculum that
support positive,
developmental play and
learning for all children.
3. Apply effective
guidance and interaction
strategies that support all
children’s social learning,
identity and selfconfidence.
4. Develop strategies that
promote partnerships
between programs,
teachers, families and
their communities.
5. Demonstrate ethical
standards and professional
behaviors that deepen
understanding and
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knowledge, and
commitment to the Early
Childhood Education
profession.
List all course-level student learning outcomes for which some assessment activity
(assessment, analysis, or use of results) has taken place since the most recent program review,
and complete the table below as appropriate
Student Learning Outcomes
(course-level)
Means of
Assessment and
Performance
Criteria
Assessment Results Summary
Use of Results
Discuss the extent to which part-time faculty (if applicable) have been involved in the dialogue
about assessing student learning outcomes:
An email discussion has been intitiated with all ECE faculty to begin to determine
the most effective way to access ECE SLOs.
12. Curriculum Update
Identify curricular revisions and innovations undertaken
a. in the last year.
All courses were update and one new course created in the 2007-2008 year.
b. planned for the coming year.
None planned.
Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
Course
ECE 1
ECE 2
ECE 5
ECE 6
ECE 7
ECE 9
ECE 10
ECE 11
ECE 12
ECE 13
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Year Course Outline Year Next Update
Last Updated
Expected
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
2007-2008
2012-2013
12
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ECE 14
ECE 15
ECE 18
ECE 20
ECE 23
2007-2008
2007-2008
2007-2008
2007-2008
2007-2008
2012-2013
2012-2013
2012-2013
2012-2013
2012-2013
If the proposed course outlines updates from last year’s annual update (or
comprehensive review) were not completed, please explain why.
There are three full-time ECE faculty in the district, 2 in Eureka and one in Del Norte.
Since there is not a sufficient student load in Del Norte, the ECE faculty there fills his
load with courses in other disciplines. It is not difficult to arrange opportunities for the
full-time ECE faculty to communicate. Opportunities to communicate with associate
faculty are more difficult to arrange. Most associate faculty are employed full-time in the
ECE field. There are also the distance issues that are a challenge for the entire district.
ECE courses at Mendocino and Klamath-Trinity are all taught by associate faculty.
It would be useful, if the ECE area coordinator job duties were clarified and
compensated, for that person to send a regular email newsletter to all ECE faculty that
addresses current issues within the college and in the field as a whole.
Currently there is no clear department structure to allow an area coordinator to have the
support to complete all the work required to stay current with outside licensing,
credentialing, and child-care funding groups. (See CCCCO recommendations below.)
An additional challenge is that since the hiring of a full-time Child Development Center
Director at the Eureka Campus, no clear line of communication has been established
between the CDC and ECE instruction. Since the CDC is the lab for ECE students it is
crucial that the theories and practices implemented in the CDC reflect what is taught in
ECE classes. There needs to be a formal link between instruction and the practice at the
CDC. (See CCCCO recommendations below.)
In 1983 the California Community College Chancellors Office issued a document entitled
"Guidelines for Comprehensive Child Development Instruction and Services Programs".
This document informed College of the Redwoods decision in 1994 to hire a full-time
ECE faculty/CDC Director. This document still provides information that is crucial to
ensuring high-quality in both ECE programs and Child Care and Development Centers.
This 96 page document includes some very specific recommendations for California
Community College Districts. The primary seven recommendations are:
1.
Community Colleges should maintain both an instructional program of child
development courses and a child development services program for children. These two
functions – instruction and services – should be fully integrated and coordinated for the
mutual benefit of both.
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2.
Child Development instruction and service programs of all community colleges
should provide opportunities for the inclusion of both children and adults with special
needs. The term “special needs” includes those persons with disabilities as well as those
who are gifted.
3.
Child Development instruction and services programs should enhance and reflect
the diverse cultural and linguistic backgrounds of students and children on each college
campus.
4.
Child Development programs should encourage and provide in-service training
for child development instructional staff – both full and part-time, and for Child
Development Center staff, in order to promote professional growth and a comprehensive,
coordinated program.
5.
Faculty loads should be planned to allow sufficient time for the administrative
duties necessary to operate coordinated instructional and services programs.
6.
The unique needs of student parents should be addresses when planning
instruction and services programs in order to maximize access to education.
7.
Community college instruction and center staff should be encouraged to
coordinate their efforts with other community agencies which provide child development
services for children and families.
Currently there is no formalized relationship between the CDC and ECE instruction.
The work of faculty on the Eureka campus to coordinate efforts with the CDC and
community agencies is done within the work load and appears to greatly exceed what
would normally be expected of faculty.
13. Communication
Are the current lines of administrative, faculty, and staff communication adequate to
meet the needs of this discipline/program? Describe representative example of
effective or ineffective communication.
There are three full-time ECE faculty in the district, 2 in Eureka and one in Del Norte.
Since there is not a sufficient student load in Del Norte, the ECE faculty there fills his
load with courses in other disciplines. It is not difficult to arrange opportunities for the
full-time ECE faculty to communicate. Opportunities to communicate with associate
faculty are more difficult to arrange. Most associate faculty are employed full-time in the
ECE field. There are also the distance issues that are a challenge for the entire district.
ECE courses at Mendocino and Klamath-Trinity are all taught by associate faculty.
It would be useful, if the ECE area coordinator job duties were clarified and
compensated, for that person to send a regular email newsletter to all ECE faculty that
addresses current issues within the college and in the field as a whole.
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Currently there is no clear department structure to allow an area coordinator to have the
support to complete all the work required to stay current with outside licensing,
credentialing, and child-care funding groups. (See CCCCO recommendations below.)
An additional challenge is that since the hiring of a full-time Child Development Center
Director at the Eureka Campus, no clear line of communication has been established
between the CDC and ECE instruction. Since the CDC is the lab for ECE students it is
crucial that the theories and practices implemented in the CDC reflect what is taught in
ECE classes. There needs to be a formal link between instruction and the practice at the
CDC. (See CCCCO recommendations below.)
In 1983 the California Community College Chancellors Office issued a document entitled
"Guidelines for Comprehensive Child Development Instruction and Services Programs".
This document informed College of the Redwoods decision in 1994 to hire a full-time
ECE faculty/CDC Director. This document still provides information that is crucial to
ensuring high-quality in both ECE programs and Child Care and Development Centers.
This 96 page document includes some very specific recommendations for California
Community College Districts. The primary seven recommendations are:
1.
Community Colleges should maintain both an instructional program of child
development courses and a child development services program for children. These two
functions – instruction and services – should be fully integrated and coordinated for the
mutual benefit of both.
2.
Child Development instruction and service programs of all community colleges
should provide opportunities for the inclusion of both children and adults with special
needs. The term “special needs” includes those persons with disabilities as well as those
who are gifted.
3.
Child Development instruction and services programs should enhance and reflect
the diverse cultural and linguistic backgrounds of students and children on each college
campus.
4.
Child Development programs should encourage and provide in-service training
for child development instructional staff – both full and part-time, and for Child
Development Center staff, in order to promote professional growth and a comprehensive,
coordinated program.
5.
Faculty loads should be planned to allow sufficient time for the administrative
duties necessary to operate coordinated instructional and services programs.
6.
The unique needs of student parents should be addresses when planning
instruction and services programs in order to maximize access to education.
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7.
Community college instruction and center staff should be encouraged to
coordinate their efforts with other community agencies which provide child development
services for children and families.
Currently there is no formalized relationship between the CDC and ECE instruction. The
work of faculty on the Eureka campus to coordinate efforts with the CDC and community
agencies is done within the work load and appears to greatly exceed what would normally
be expected of faculty.
14. Action Plans
List any action plans submitted since your last annual update. Describe the status of
the plans. If they were approved, describe how they have improved your area.
None submitted.
15. Goals and Plans
If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan (QIP) if applicable.
QIP Attached
If you do not have a QIP, refer to the goals and plans from your previous annual
update. For each goal and/or plan, comment on the current status. List any new goals
and plans your area has for the coming year, and indicate how they are aligned with
the goals/objectives in CR’s Strategic Plan. (CR’s strategic plan is located on the web
at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
The recommendations from the PRC to ECE in the 2007-2008 Program Review
include:
1. Develop SLO assessment plan.
2. Investigate and evaluated need for "smart" classroom.
1. The faculty member taking the lead in the program review process last year is
unable to work this semester. She was unable to develop a SLO assessment plan
prior to her leave. ECE faculty throughout the district have been asked for input into
the SLO assessment process. We hope to have a process in place by Spring Semester.
2. The Eureka Campus ECE Program has some CTEA funds which are being used to
update the technology in the ECE classroom. Equipment has been ordered and
should be in place in the Spring Semester. Two additional small grants provided
funds for current educational DVD for use in ECE courses.
In the coming year, in addition to working to development an effective assessment of
student learning outcomes, we plan to work with colleagues at Humboldt State
University to ensure a clear career pathway for CR's ECE students to move into the
Child Development major at HSU.
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We will also ensure that our courses include that new initiatives being introduced by
the State Department of Education - Child Development Division so that students will
have the skills required in an every evolving market.
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