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Enhancing Early Childhood Education Programs: A Collaborative Approach

This presentation discusses the efforts of Roosevelt University, Harold Washington College, and William Rainey Harper College to improve their early childhood education programs. The focus is on sharing commonalities in curriculum, assessments, and accreditation to better serve students. The proposed transfer plan aims to seamlessly transfer credits and field experiences, leading to a BA in Educational Studies with options for teacher licensure.

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Enhancing Early Childhood Education Programs: A Collaborative Approach

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  1. Finding the Way to Improve our Programs:Roosevelt UniversityHarold Washington CollegeWilliam Rainey Harper College Presentation At The Gateways to Opportunity Higher Education Forum April 10, 2015

  2. Who We Are Go To Meeting… Roosevelt University:Antonia PotenzaJin-ah Kim Harold Washington College:Carrie Nepstad Harper College:Wendy MertesTara Mathien

  3. Initial Thoughts:Our Students Harold Washington Roosevelt Harper

  4. Where We Began: Sharing our commonalities • Students • Curriculum • Assessments: preparing students to be reflective, skilled classroom teachers • NAEYC Accreditation • Gateways Credentials

  5. Sharing our Commonalities: Students

  6. Sharing our commonalities: Curriculum • Curriculum: a shared approach to the preparation of teachers of young children • Core foundations classes • Methods of teaching • Field and Practicum experiences • Key Assessments: preparing students to be reflective, skilled classroom teachers

  7. Harold Washington College’s AAS • CD 101 Human Growth and Development • CD 107 Health, Safety, and Nutrition • CD 109 Language and Literacy Development in EC • CD 120 Intro. to Early Childhood Education Group Care • CD 143 Science and Math for the Young Child • CD 149 Creative Activities for Young Children • CD 201 Observation, Documentation, and Assessment • CD 258 Principles and Practices of Preschool Education • CD 259 Practicum in Preschool

  8. William Rainey Harper’s AAS Program • ECE 101 Introduction to Early Childhood Education • ECE 102 Child Development • ECE 111 Infant/Toddler Programs • ECE 115 Principles of Early Childhood Curriculum • ECE 209 Language Development and Activities for Young Children • ECE 210 Creative Activities for Young Children • ECE 221 Math and Science for the Young Child • ECE 226 Assessment and Guidance • ECE 250 Health, Nutrition and Safety • ECE 252 Child Family Community • EDU219 Students with Disabilities in School • ECE 291 Early Childhood Practicum I • ECE 292 Early Childhood Practicum II

  9. Roosevelt University’s BA in Educational Studies Program (ECE) • Core Courses: routinely transferred from Harper and Harold Washington College • EDUC 200 American Education • EDUC 210 Child Development • EDUC 303 Health for Educators • EDUC 321 Creative Arts in Education • EDUC 385 Technology in Education • SPED 319 Exceptional Children and Youth

  10. Roosevelt University’s BA in Educational Studies Program (ECE) • Early Childhood Concentration: • ECHD 305 Assessment in Early Childhood • ECHD 309 Child, Family and Community • ECHD 311 History and Philosophy of Early Childhood Education • ECHD 332 Pre-Primary Science, Math and Social Studies Concepts • ECHD 333 Primary Science, Math and Social Studies Concepts • ECHD 334 Language Development • ECHD 337 Literacy in Early Childhood Education • ECHD 338 Early Childhood Curriculum • ECHD 375 Practicum: Infant, Toddler and Preschool • ECHD 382 Early Childhood Special Education Methods

  11. Where We Began:Sharing our commonalities: Accreditation • NAEYC Accreditation • Gateways Credentials • Harper: ECE Levels 1- 4, Infant-Toddler Levels • Harold Washington: ECE Levels 1-4, Infant- Toddler Levels • Roosevelt: ECE Level 5, Infant-Toddler Level 5

  12. Where We Began: Building Trust • Partnership meetings • Monthly meetings • Face to Face, in person or Go To Meeting • Visiting each other’s campuses • Chicago Area Consortium • Advisory Board memberships

  13. Where We Began: Building Trust • Focusing on the students • Learning about each other’s students • Accommodating student needs • Goal is student success • Seeing students collectively

  14. Desired Outcomes • Focus on AAS degree completion • Seamless transfer of courses and field experiences • Stackable programs based on Gateways credentials • BA degree • Early Childhood teacher licensure as an option • Student identification as future Roosevelt students

  15. Proposed AAS to Educational Studies: Assumptions • Full transfer of AAS degree, gen eds and ECE course work • Total 66 hours at community college, 54 hours at Roosevelt • Roosevelt courses include: • General education requirements compatible with teacher licensure • Bilingual/ESL coursework • Gateways Level V credential: ECE and Infant-Toddler • Transfer leads to BA in Educational Studies (non-licensure) • Option for Teacher Licensure in 5th year or MA program

  16. Proposed AAS to Educational Studies: Transfer Plan • Transfer full set of Child Development courses plus additional coursework included in AAS degree (total 66 credit hours) • Transfer observation hours and practicum as equivalent to observations and practicum required in Ed Studies major

  17. Proposed AAS to Educational Studies: Transfer Plan • 54 additional hours of coursework to BA: • Introductory and capstone courses (6.0 credit hours) • Infant and Toddler Classroom and Practicum (6.0 credit hours, if not taken at AAS level) • RU required courses – LIBS 201 (3.0 credit hours) • Gen Ed courses that match requirements for licensure • Bilingual-ESL endorsement courses (3 – 18 credit hours)

  18. Proposed AAS to Educational Studies: Design Plan • Reconfigure Ed Studies major, Early Childhood concentration • Refocus on pre-kindergarten and infants and toddlers • Align with Gateways ECE Level V credential and Infant –Toddler Level V credential

  19. Proposed AAS to Educational Studies: Design Plan • Reconfigure Ed Studies major, Early Childhood concentration • Add introductory course – • Anti-bias education in early childhood settings • Project based • Aligned with Gateways ECE Level V

  20. Proposed AAS to Educational Studies: Design Plan • Reconfigure Ed Studies major, Early Childhood concentration • Add capstone course – • Advocacy/social justice theme • Field-based project and presentation • Aligned with Gateways ECE Level V credential

  21. Revised Educational Studies Major:Concentration in Early Care and Development • Core Courses: • EDUC 210 Child Development • EDUC 303 Health for Educators • EDUC 321 Creative Arts in Education • EDUC 385 Technology in the Classroom • SPED 319 Survey of Exceptional Children and Youth

  22. Revised Educational Studies Major:Concentration in Early Care and Development • Concentration: • ECHD 3xx Anti-bias, multicultural curriculum • ECHD 309 Child, Family and Community • ECHD 332 Pre-Primary Science, Math and Social Studies Concepts • ECHD 334 Language Development • ECHD 336 Literacy in Early Childhood Education: Prekindergarten • ECHD 338 Early Childhood Curriculum • ECHD 370 Infant and Toddler Classroom: Teaching and Learning • ECHD 375 Practicum: Infant, Toddler and Preschool (6 hrs.) • ECHD 3xx Capstone: Issues and Advocacy in Early Childhood

  23. Proposed AAS to Educational Studies:Licensure option • Complete following courses for MA and license (36 CH): • ECHD 405 Assessment in Early Childhood Education • ECHD 433 Science, Math and Social Concepts in ECE • ECHD 437 Literacy in Early Childhood Education • ECHD 474 Student Teaching and Seminar in ECE • ECHD 482 Early Childhood Special Education Methods • Bilingual/ESL endorsement coursework

  24. Proposed AAS to Educational Studies:Licensure option • Pass IL TAP or ACT plus writing score of 22 or better • Pass Early Childhood Content area test • Pass APT and EdTPA

  25. Will they come? Harper Online Survey • Determined students are very interested in this program. • What did we learn?

  26. What we learned from our survey • I am interested in learning more about transferring to Roosevelt University Schaumburg campus. • Yes - 38% • No – 61%

  27. What we learned from our survey:AA to AAS? •  I understand that the AA degree and the AAS degrees from Harper are different! • AA degree – transfer to a 4 year college to B.A. degree and state license. Take the majority EC coursework at Roosevelt. • AAS degree – Not designed to transfer into a state licensure program. EC coursework at Harper. • I plan to get the following degree: •  AAS in ECE – 57% • AA in ECE – 43%

  28. What we learned from our survey:Degree completion • I would be interested in the following programs at Roosevelt. • BA degree in Ed. Studies (Early care and education) with IL Gateways’ EC and infant/toddler Level 5 credential without State teaching License: 60% • MA degree with IL Gateways’ EC and infant/toddler Level 5 credential with State Teaching License: 40%

  29. What we learned from our survey:Cohort Program • I would be interested in a cohort at the Schaumburg campus beginning Fall 2015. • The majority of these courses would be General Education and some early childhood and bi-lingual ESL courses: • Yes – 45% • No – 23% • I can’t start Fall 2015 but would definitely be interested in the future – 32%

  30. What we learned from our survey • I would prefer the following: • Day classes – 50% • Night classes – 32% • Day or Night classes – 18%

  31. We believe they will come! • Roosevelt is considering offered a cohort program with students from other community colleges in the northwest suburbs.

  32. A recap • AAS degree transferred into the Ed Studies degree with the possibility of adding another year for licensure. • Students could receive a master’s degree along with licensure • Level 4 Credential pathway to a Level 5 Credential. • Pathway for students seeking BA, but don’t require teacher licensure • Relationships among the faculty of the three schools

  33. Questions?

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