ATMCC
Truell- M••dowa Community CoUage
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
Program/Unit Reviewed: Early Childhood Education
Self-Study Chair: Crystal Swank
Division: Liberal Arts
Year of Last PUR: 2005
Dean: Armida Fruzzetti
Date of next PUR: 2014-15
Program/Unit Mission Statement: The mission of the Early Childhood Education (ECE) program at
Truckee Meadows Community College (TMCC) is to train students for careers in Early Childhood
Education as teachers, directors or owners of child care centers and preschools.
The Description of the Degree(s)/Emphasis(s)/Certificate(s) for your PUR area are listed below. Please reviewfor
accuracy.
Description of Degree/Emphasis/Certificates
AA Early Childhood Education Degree:
The associate of arts in early childhood education is designed to serve students either as a stand-alone
associate degree, or as a university transfer degree. The transfer option allows students to complete
specific lower division courses at TMCC and obtain an associate of arts degree in Early Childhood
Education; and then transfer to UNR as a junior to complete a Bachelor of Science degree in Human
Development and Family Studies. Students are encouraged to obtain academic advisement from early
childhood education faculty to facilitate the university transfer process. (Revised Fall 2013)
AAS Early Childhood Education Degree - Administration of Early Care and Education Programs
Emphasis:
The associate of applied science in early childhood education is a degree option for students seeking to
enter a rewarding career working with young children and their families. This practitioner oriented •
program has a degree emphasis in three fields: administration of early care and education programs,
preschool and infant/toddler. This gives the student the opportunity to select their educational
experience based on their specific interests and allows for greater learning in a specific area of
concentration.
AAS Early Childhood Education Degree - Infant/Toddler Emphasis:
The associate of applied science in early childhood education is a degree option for students seeking to
enter a rewarding career working with young children and their families. This practitioner oriented
program has a degree emphasis in three fields: administration of early care and education programs,
preschool and infant/toddler. This gives the student the opportunity to select their educational
experience based on their specific interests and allows for greater learning in a specific area of
concentration.
AAS Early Childhood Education Degree - Preschool Emphasis:
The associate of applied science in early childhood education is a degree option for students seeking to
enter a rewarding career working with young children and their families. This practitioner oriented
program has a degree emphasis in three fields: administration of early care and education programs,
preschool and infant/toddler. This gives the student the opportunity to select their educational
experience based on their specific interests and allows for greater learning in a specific area of
concentration.
APR I REV: 5/2014
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TMCC PROGRAM UNIT REVIEW -ANNUAL PROGRESS REPORT 2014-15
Early Childhood Educator I Skills Certificate:
The skills certificate Jn early childhood educator 1 includes g credits in early childhood education. The
courses are also required forthe early childhood education AA and AAS degrees. The certificate is one
of a series of four, stackable skills certificates available in early childhood education. Students may earn
the skills certificates as they progress toward an AA/AAS degree in early childhood education or as
professional development certifications for non-degree seeking students.
These courses may not transfer to a baccalaureate degree of art or science within the universities in the
Nevada System of Higher Education (NSHE).
Early Childhood Educator 2 Skills Certificate:
The skills certificate in early childhood educator 2 includes 12 credits in early childhood education. The
courses are also required for the early childhood education AA and AAS degrees. The certificate is one
of a series of four, stackable skills certificates available in early childhood education. Students may earn
the skills certificates as they progress toward an AA/AAS degree in early childhood education or as
professional development certifications for non-degree seeking students.
These courses may not transfer to a baccalaureate degree of art or science within the universities in the
Nevada System of Higher Education (NSHE).
Early Childhood Educator 3 Skills Certificate:
The skills certificate in early childhood educator 3 includes 21 credits in early childhood education. The
courses are also required for the early childhood education AA and AAS degrees. The certificate is one
of a series of four, stackable skills certificates available in early childhood education. Students may earn
the skills certificates as they progress toward an AA/AAS degree in early childhood education or as
professional development certifications for non-degree seeking students.
These courses may not transfer to a baccalaureate degree of art or science within the universities in the
Nevada System of Higher Education (NSHE).
Early Childhood Educator 4 Skills Certificate:
The skills certificate in early childhood educator 4 includes 30 credits in early childhood education. The
courses are also required for the early childhood education AA and AAS degrees. The certificate is one
of a series of four, stackable skills certificates available in early childhood education. Students may earn
the skills certificates as they progress toward an AA/AAS degree in early childhood education or as
professional development certifications for non-degree seeking students.
These courses may not transfer to a baccalaureate degree of art or science within the universities in the
Nevada System of Higher Education (NSHE).
APR I REV: 5/ 2014
ATMCC
Tnu: ll•• Meeclowa CQmmunlty CaU-e-
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
SECTION I
The Outcomes and Measures listed below were retrieved from Degree/Emphasis or Certificate submissions provided by
your area to CAP and approved. Please review the outcomes to ensure accuracy or submit changes to CAP via the
Degree, Emphasis, Certificate (DEC) Revisions form located on the CAP Resources web page.
AA Early Childhood Education Degree Goals/Outcomes:
Degree Outcomes:
•
•
Demonstrate proficiency in the knowledge and skills represented in the National Association
for the Education of Young Children (NAEYC) national Standards for Early Childhood
Professional Preparation Programs.
Gain competence and skills required to gain entry into a baccalaureate degree program,
including but not limited to: understanding child development; guiding young children;
developing professionalism in the ECE field; developing and implementing curriculum for
children birth through preschool; working with families and the community; understanding
children with disabilities; observing, documenting and accessing young children; and field
experiences working with young families.
AAS Early Childhood Education Degree -Administration of Early Care and Education Programs
Emphasis Goals/Outcomes:
Degree Outcomes:
•
•
Fulfill the requirements of the Associate of Applied Science.
Demonstrate competency in their specified emphasis.
Emphasis Outcomes:
•
•
Demonstrate proficiency in the knowledge and skills represented in the National Association
for the Education of Young Children (NAEYC) national standards for Early Childhood
Professional Preparation Programs.
Demonstrate proficiency in the knowledge and skills specific to the degree emphasis, including
supervision and management of staff in early care and education programs, and comprehensive
administration of an early care and education program.
AAS Early Childhood Education Degree - Infant/Toddler Emphasis Goals/Outcomes:
Degree Outcomes:
•
•
Fulfill the requirements of the Associate of Applied Science.
Demonstrate competency in their specified emphasis.
Emphasis Outcomes:
•
•
Demonstrate the scope of knowledge and skills based on the five National Associate for the
Education of Young Children's (NAEYC) Associate Degree Standards. These include promoting
child development and learning; building family and community relationships; observing,
documenting, and assessing; teaching and learning; and becoming a professional.
Demonstrate a scope of knowledge and skills based on the infant and toddler emphasis. These
include understanding child development with an emphasis on infant and toddlers; guiding
infants and toddlers; developing professionalisl'T! in the ECE field; developing and implementing
curriculum for infants and toddlers; working with families and the community; understanding
children with disabilities; observing, documenting and assessing young children; and various
field experiences with infants and toddlers.
APR I REV: 5/2014
ATMCC
Truall•• Me•daw• Cammunl ty College
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
AAS Early Childhood Education Degree - Preschool Emphasis Goals/Outcome:
Degree Outcomes:
• Fulfill the requirements of the Associate of Applied Science.
• Demonstrate competency in their specified emphasis.
Emphasis Outcomes:
• Demonstrate the scope of knowledge and skills based on the National Associate for the
Education of Young Children's (NAEYC) Associate Degree Standards. These include promoting
child development and learning; building family and community relationships; observing,
documenting, and assessing; teaching and learning; and becoming a professional.
• Demonstrate a scope of knowledge and skills based on the preschool emphasis. These include
understanding chjld development; guiding young children; developing professionalism in the
ECE field; developing and implementing curriculum for children birth through preschool;
working with families and the community; understanding children with disabilities; observing,
documenting and assessing young children; and various field experiences with young children
New £:14-:151- The ECE Program has added four Skills Certificates which have been approved by the
Board of Regents and will appear in the 20.i4-.i5 catalog.
Early Childhood Educator I Skills Certificate:
Certificate Outcomes:
• Identify and apply the knowledge and skills required to proceed to the skills certificate: early
childhood educator 2, including general knowledge about the early childhood education
profession, lifespan human development, and posit ive guidance of young children birth
through age eight.
• Identify and apply the knowledge and skills related to the six standards for the National
Association for the Education of Young Children (NAEYC).
Early Childhood Educator 2 Skills Certificate:
Certificate Outcomes:
• Ident ify and apply the knowledge and skills required to proceed to the skills certificate: early
childhood educator 31 including general knowledge about t he early childhood education
profession, lifespan human development, positive guidance of young children birth through age
eight, and the observation, documentat ion, and assessment of young children.
• Identify and apply the knowledge and skills related to the six standards for the National
Association forthe Education of Young Children (NAEYC).
Early Childhood Educator 3 Skills Certificate:
Certificate Outcomes:
• Identify and apply the knowledge and skills required to proceed to the skills certificate: early
childhood educator 4, including general knowledge about the early childhood education
profession, lifespan human development, positive guidance of young children birth through age
eight, the observation, documentation, and assessment of young children, professionalism in
ECE, children with exceptionalities, and preschool curriculum planning.
• Identify and apply the knowledge and skills related to the six standards for the National
Association for the Education of Young Children (NAEYC).
APq I REV: 5/2014
ATMCC
Truck-...,.,...._ Community Cohge
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
Early Childhood Educator 4 Skills Certificate:
Certificate Outcomes:
• Identify and apply the knowledge and skills in the early childhood education profession,
lifespan human development, positive guidance of young children birth through age eight, the
observation, documentation, and assessment of young children, professionalism in ECE,
children with exceptionalities, preschool curriculum planning, and in one of three areas of
emphasis (infant/toddlers, preschool, or administration of ECE programs).
• Identify and apply the knowledge and skills related to the six standards for the National
Association for the Education of Young Children (NAEYC).
APR I REV: 5/2014
ATMCC
Truck•• M••dow• Community Coll•U•
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
SECTION II
The fallowing recommendations and strategies were identified in your most recent Program/Unit Review.
Please respond to the strategies by including the status, actions taken to respond to the strategy, projected
timeline, and ifresources are anticipated to fulfill the strategy.
Unit Strategy #1
Develop a marketing recruitment plan for the program and a website
with the goal of identifying underserved students.
Status: choose
Ongoing
CompleteX
Other
Timeline:
Date range
Action: The ECE Program developed a website and a marketing plan in consultation with the ECE Program
Advisory Committee. The website needs to be updated. The marketing plan needs ta be refreshed and a budget
for specific strategies needs to be developed.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy #2
Status: choose
Timeline:
Date range
Formalize community relationships through contracts or Memorandum Ongoing
of Understanding (MOUs).
CompleteX
Other
Action: The ECE Program formalized relationships with several community partners for the purpose of placing
students in off campus field experience and practicum sites. This included work with the Internship Office to
develop a site agreement.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy #3
Status: choose
Timeline:
Improve communication among faculty.
Ongoing
Date range
CompleteX
Other
Action: The ECE Program Coordinator maintains ongoing communication with faculty in a variety of ways,
including faculty meetings each semester, regular email and telephone calls, and has developed an online assist
course using the campus LMS, Canvas, which houses the program's documents and farms.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, sta!finfJ, etc.
Unit Strategy #4
Status: choose
Timeline:
Date range
Strengthen the advisory committee.
Ongoing
CompleteX
Other
Action: The ECE Program's Advisory Committee composition was reviewed and additional representatives were
added, including community representatives and a student representative. New officers were elected. Terms of
service were established and staggered to assure continuity as representatives retired and new representatives
joined the committee. The committee established bylaws and a process to review effectiveness.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffin~, etc.
Status: choose
Timeline:
Unit Strategy #5
Date range
Pursue accreditation in 2007-2008 academic year.
Ongoing
CompleteX
Other
APR I REV: 5/2014
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Tnu::ille•
Me•*'- Cammunlty ca1i.g.
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
Action: The ECE Program was accredited by the Early Childhood Associate Degree Accreditation (ECADA)
Commission in September of2009.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staf{inq, etc.
Unit Strategy #6
Status: choose
Timeline:
Develop a more formal advising system for students in the program to
Ongoing
Date range
identify the true program majors and improve graduation rate.
CompleteX
Other
Action: The ECE Program Coordinator conducts formal academic advisement sessions with ECE majors on a
regular and ongoing basis. Students are encouraged to participate in advisement each semester to track
progress and make adjustments to their educational plans as needed. Files are maintained for each student. The
ECE Coordinator works closely with the ECE liaison in the Academic Advisement Office to assure that students
interested in ECE are referred to ECEfaculty for advisement, and that academic advisers have the most current
program information.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffin~, etc.
Unit Strategy #7
Status: choose
Timeline:
Improve graduation rate.
Date range
Ongoing X
Complete
Other
Action: The graduation has improved but this is an ongoing process. The program has used several strategies to
address the graduation rate, including increased and specific academic advisement, adding four ECE Skills
Certificates, and expanding andformalizing off-campus practicum placements. This strategy will likely be
identified in the 2014 PUR process as an ongoing recommendation and a new action plan and needed resources
will be identified.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staftinCi, etc.
Unit Strategy #8
Status: choose
Timeline:
Date range
Address the room scheduling issues through the administrative
Ongoing
structure.
CompleteX
Other
Action: The ECE Program now uses a Tier 2 classroom in Sierra 117 which has been specifically outfitted with
furniture and equipment for the ECE, HDFS, and EDU programs. Nearly all ECE and HDFS courses are taught in
the ECE lab class. The ECE Coordinator uses a master schedule to assure that courses are offered in a cycle to
assure students can complete a degree within two years.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, statfinCi, etc.
Status: choose
Timeline:
Unit Strategy # 9
Date range
Update catalog to accurately depict the program.
Ongoing X
Complete
Other
Action: The ECE Program Coordinator reviews and revises the courses and degrees on a regular basis to assure
catalog accuracy.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy # 10
Status: choose
Timeline:
Date range
Work with the Distance Education (DE) director to address the issues of Ongoing X
Complete
retention in DE courses.
Afl" I REV: 5/2014
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TMCC PROGRAM UNIT REVIEW -ANNUAL PROGRESS REPORT 2014-15
Other
Action: The ECE Coordinator works closely with the WebCollege Director to identify strategies for improving
retention rates, including professional development and service on the WebCollege Faculty Advisory Committee.
The two full-time ECE Program faculty completed Quality Matters (QM) training, focused on improving online
course design. Online courses were reviewed and updated to follow the QM rubric for best practices. The ECE
Coordinator monitors adjunct faculty teaching online to evaluate each instructor's delivery of online courses and
mentor/coach them as needed. The WebCollege and the Office ofInstitutional Research provide retention data,
which is used to identify areas for improvement with regard to retention. Retention in online classes will continue
to be a goal for the ECE Program.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staf{inQ, etc.
Unit Strategy # 11
Status: choose
Timeline:
Revise the curriculum where appropriate.
Ongoing X
Date range
Complete
Other
Action: The ECE Program's curriculum is regularly reviewed and revised as needed. Courses and degrees have
been identified for review and will be updated in the next PUR cycle.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy # 12
Status: choose
Timeline:
Date range
Improve the practicum experience for students.
Ongoing X
Complete
Other
Action: The ECE Program has considered a variety ofstrategies to improve the practicum experience for
students. Several have been implemented to address the challenges, including off-campus placement sites,
working with a community partner to provide scholarships for students who need substitute teachers while they
complete the practicum, working with the E. L. Cord Child Care Center to expand the number ofslots for
students in the center, and migrating course content to the LMS (Canvas). Additional strategies are being
considered for implementation in the next PUR cycle.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy # 13
Status: choose
Timeline:
Maintain systematic process to track program graduates.
Ongoing
Date range
CompleteX
Other
Action: This is done by the Office of Institutional Research and data are provided to the ECE Program
Coordinator.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Status: choose
Timeline:
Unit Strategy# 14
Administer the Student Follow-Up Survey and Employer Satisfaction
Ongoing X
Date range
Survey.
Complete
Other
Action: The Student Follow-Up Survey is administered by the Office of Institutional Research. The Employer
Satisfaction Survey is no longer being used as a measure ofprogram success, but will be revisited in the next PUR
cycle.
APR I REV: 5/2014
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Truall- - e c l o - Community Cot1999
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffing, etc.
Unit Strategy# 15
Revamp the measures of the student learning outcomes beyond the
current expectation.
Status: choose
Ongoing
CompleteX
Other
Timeline:
Date range
Action: This has been completed and is reflected in the current Master Course Outlines. The student learning
outcomes are reviewed on a regular basis and revised as needed.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffin~, etc.
Unit Strategy# 16
Status: choose
Timeline:
Date range
Request new full-time faculty through the regular approval process.
Ongoing
CompleteX
Other
Action: This is not currently needed. One full-time faculty member is approaching retirement and will likely need
to be replaced during the next PUR cycle.
Anticipated Resources Needed: Be specific about dollar amounts equipment, space size, staffin~, etc.
Timeline:
Unit Strategy# 17
Status: choose
Date range
Request through the Dean's office or Department Chair additional
Ongoing X
student clerical support.
Complete
Other
Action: The ECE Program has utilized a student worker at various times; the student worker was funded
through a Perkins Grant. Clerical support continues to be a needfor the ECE Program; additional resources are
needed to fund a student worker position.
Anticipated Resources Needed: Student Worker, 5 hours per week x 32 weeks = 160 hours/year@ sisfhour =
s2400.oo, + _1._~% frinqe s84.oo = s2484.oo
APR I REV: 5/2014
ATMCC
Truell•• M••dDW• Community Call•SI•
TMCC PROGRAM UNIT REVIEW-ANNUAL PROGRESS REPORT 2014-15
SECTION Ill
(OPTIONAL- Fill out only if adding new Unit Strategies)
Please include any newlv identified strategies for the Program/Unit. Please respond to the strategies by
including the status, actions taken to respond to the strategy, projected timeline, and if resources are
needed to fulfill the strategy. If there are no new strategies, please leave this blank and no signatures are
required.
Unit Strategies: New
Status: choose
Ongoing Complete
Other
Timeline: Date range
Action: Recap of accomplishments work to do
Anticipated Resource Needed: What are they and what are the aooroximate costs?
Unit Strategies: New
Status: choose
Ongoing Complete
Other
Action: Recap of accomplishments work to do
Anticipated Resource Needed: What are they and what are the aooroximate costs?
Unit Strategies: New
Status : choose
Ongoing Complete
Other
Action: Recap ofaccomplishments work to do
Timeline: Date range
Timeline: Date range
Anticipated Resource Needed: What are they and what are the approximate costs?
Approvals (Signatures and dates are required)
APR I REV: 5/2014