1
Annual Program Plan―2015-2016
Department / Child Development and EducationDiscipline or Program on which this plan focuses / Child Development
Date / January 21, 2015 / Version number / 2
I. / Program Description
The Pierce College Child Development department is part ofthe school of Career and Technical Education. The Child Development department offers students educational opportunities tied to career and transfer preparation including six certificate programs and two Associate of Arts degrees. Each certificate and degree is firmly connected to California State licensing requirements and also to wage progression within the Early Childhood Education (ECE) industry.
Certificates:
1)Preschool Teacher – 31 units
2)Child Development: Associate Teacher – 25 units
3)Preschool – 12 units
4)Preschool Director – 15 units
5)Infant Care Teacher – 15 units
6)School Age Child Care Teacher – 15 units
Degrees:
1)Early Childhood Education Associate of Science Degree for Transfer (AS-T)
2)Child Development Associates of Arts Degree (Career AA)
Child Development continues to award the highest number of certificates and the second highest number of degrees on the campus.
2012-13: Certificates - 174 Degrees – 46
2013-2014: Certificates – 242 Degrees - 65
The Pierce College Child Development department strongly emphasizes and supports teacher preparation for both current and prospective teachers working with typical and atypically developing (special education) children in the high demand field of early childhood education.. The Child Development department has developed an intentional, research-based curriculum, emphasizing and modeling hands-on, active learning. Students are mentored toward becoming reflective, responsive, culturally sensitive and self-aware practitioners. Program curriculum focuses on infants and toddlers, preschool programs, school age programs, program administration, diversity and special education.
Child Development coursework can also lead to careers working directly or indirectly with children in related fields, such as psychology, social work, child/family mental health, social services, speech and language pathology, occupational therapy, physical therapy, and pediatric health.
Child Development students often transfer into one of three programs at CSUN: 1) Child & Adolescent Development, 2) Family Consumer Sciences, 3) Liberal Studies (teacher preparation program).
Pierce College Graduates by major enrolled at CSUN in Fall 2013:
1)Child & Adolescent Development: 82
2)Family Consumer Science: 48
3)Liberal Studies: 74
Importance of early care and education:
Research has shown the critical importance of the first five years of life during the time when 90% of brain growth and development is occurring. The California Department of Education highlights research on the critical impact of high quality early education. In the California Department of Education Preschool California report titled “High Quality Early Learning: A Proven Investment in School Success” (2011), it states:
“Early childhood education is a proven long-term investment that stimulates economic growth and ensures future prosperity. And right now, every dollar put toward early childhood education is both an educational and economic stimulus for American families – creating jobs and enabling parents to earn while their children learn. Economists have found that high-quality early childhood education offers one of the highest returns of any public investment -- more than $7 for every dollar spent.” (p. 2; ).
Further, in a report published in 2009 by Mission Readiness titled “Ready, Willing, Unable to Serve,” the United States military pointed to research outlining the significance of quality early childhood education on crime rates, high school degrees completion, and eligibility for military service:
“Startling statistics released by the Pentagon show that 75 percent of young people ages 17 to 24 are currently unable to enlist in the United States military. Three of the most common barriers for potential recruits are failure to graduate high school, a criminal record, and physical fitness issues, including obesity. The most proven investment for kids who need help graduating from high school starts early: high-quality early education. It also helps kids stay away from crime and succeed in life. Our recommendation to state and federal policymakers is to ensure that America’s children have access to high-quality early education. That is the best way to make certain that more young Americans will meet the tough standards of the United States military should they choose to serve. A strong commitment today to high-quality early education will keep America strong and safe tomorrow.” (p. 2)
Salary for an Associate of Arts degree in Child Development:
An Associates of Arts degree in Child Development can lead to livable income while the student works toward a Bachelor’s degree. In 2011- 12, LAUSD ECE Teachers with AA degrees made between $39,037 – 45,704, plus benefits for a 9 month position. (
Student Success:
Finding ways to support, to mentor, and to increase the success of students is a heartfelt mission within the Child Development department. Often, Child Development students are re-entry and first-generation college students. The department continually seeks out programs and funding sources to help our students achieve both their academic and their career goals. To this end, the faculty currently work with several auxiliary student support programs such as the Child Development Training Consortium – coordinated by Lila Snow; the California Early Childhood Mentor Teacher program – co-coordinated by Lila Snow and Joleen Voss-Rodriguez; California Community College Early Childhood Educator program – current membersPatricia Doelitzsch, Traci Drelen, Lila Snow, and Joleen Voss-Rodriguez; LAUP Workforce Initiative – Project Directed by Joleen Voss-Rodriguez; California Student Aid Commission Child Development Grant program – co-coordinated by Traci Drelen and Carrie Reed; Aspire – Program Advisor Michelle Ventimiglia. The department also regularly offers Student Success Workshops “How to Become a Preschool Teacher” and “How to Apply for the CD Permit.” Each of these programs requires time and commitment above and beyond that of a regular full-time or adjunct faculty member.
The Child Development department also works to build a sense of community among the students while also offering many professional development opportunities. Department supported professional development opportunities include:
1) CD Club: The Child Development Club began in 2006 and has grown to become an active, popular club among the CD students; they have offered many events both on- and off-campus. The CD Club won the ASO Club Excellence Award in 2012.
2) ECE Career Night: Every year the department hosts an ECE Career Night, inviting professionals from a wide variety of careers with children, as well as representatives from local universities to meet with students. We typically have over 200 students in attendance.
3) WOYC Conference: The department has hosted an annual “Week of the Young Child” conference since 2004. This conference is open to Pierce students and to the community. Each year it features a prominent keynote speaker and 10 break out workshops. WOYC servesan average of 250 community and student participants each year.
4) Fall Into Fun: The department co-hosts the Southern California Valley Association for the Education of Young Children “Fall Into Fun” workshop. In 2011, there were over 200 attendees at this well-respected event.
5) Student Success Workshops: The department offers student success workshops each semester -- “How to Become a Preschool Teacher” and “How to Apply for the CD Permit.”
The Child Development faculty also actively advocate for student success and collegiality on the larger Pierce College campus. Child Development faculty serve on campus committees that will ensure the quality of the institution and improve campus collegiality such as Faculty Position Priority Committee, Academic Senate, Work Environment Committee, Pierce College Council, Accreditation standards committees, Faculty Gala, and various tenure committees.
II. / Assessment of 2013-2014 Annual Goals
Provide an assessment of2013-2014Annual Goals. List any continuing goals in Section VII.
Goal Achieved Continuing Discarded
A. / Ensure that students have access to a high quality academic and vocational program.
Action plan: 1) Continue to revamp and expand our curriculum to respond to the needs of the workforce;2) Hire additional full-time faculty; 3) Work with Dean to revise budget to meet the needs of daily program materials and equipment; 4) Continue to work with Counseling to promote & enhance completion; 5) Continue offering contextualized and cohort coursework; 6) Continue to offer tutoring / x
B. / Expand community connections and improve communication and public relation strategies.
Action Plan: 1) Continue to hold Advisory Committee meetings and respond to advisory committee input / x
C. / Improve articulation with the CSU system. Action Plan: 1) Offer CD 7 and phase out CD 3 and CD 4; 2) Submit new Advanced Curriculum courses to curriculum to offer in staggered sequence; 3) Change current degrees to match Transfer Model Curriculum; 4) Create a new Advanced Curriculum certificate / x
D. / Continue to assess and revise Outcomes across the CD Curriculum.
Action Plan: 1) Continue to hold team meetings focusing on SLOs and PLOS
2) SLOs and PLOs will be entered in the database / x
E. / Continue to build in supports for non-traditional and Latino Child Development students.
Action Plan: 1) Continue Student Tutor, 2) Hire an Instructional Assistant to run lab, 3) Continue to work with Counseling to promote & enhance completion, 4) Continue to offer high quality outreach courses and workshops / x
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III. / Curriculum Changes During 2013-2014 Academic YearA. / List any new programs and/or certificates OR changed programs and/or certificates approved by the Curriculum Committee duringthe 2013-2014 academic year. Check whether they are New or Changed, and provide the date they were approved by the Curriculum Committee. / New / Changed / Approval Date
1 / Early Childhood Education AS-T approved / Spring 14
2
3
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B. / List any new, updated, or changed coursesapproved by the Curriculum Committee duringthe 2013-2014 academic year. Provide the course number and the course title. / Check All That Apply.New / Updated / Honors / Distance Education / Approval Date
1 / CD 1 / x / 11/2013
2 / CD 2 / x / 2/2014
3 / CD 7 / x / 2/2014
4 / CD 27 / x / 2/2014
5 / CD 22 / X / 5/2014
6
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C. / Course Outlines of Record1 / Number of courses in discipline or department / 20
2 / Number of courses that have been updated since2008(CORs must be updated every 6 years) / 20
3 / Number of courses that require updating during 2015-2016 to maintain currency / 0
IV. / Progress in the Student Learning Outcomes Cycle
A. / Learning Outcomes Development and Assessment Status
Total
1. Number of courses in discipline or department / 20
2. Number of courses with approved SLOs on the COR / 20
3. Number of degrees and state-approved certificates in the discipline/department (If zero, please go to A.6.) / 8
4. Number of degrees and state-approved certificates with program-level outcomes (PLOs) developed / 8
5. Number of degrees and state-approved certificates with PLOs developed and courses mapped to the PLOs / 8
6. Number of courses mapped to one or more General Education Learning Outcomes / 20
B. / Outcomes Assessment Results
1. Provide a narrative describing the significant findings from the course- and program-level outcomes assessed in 2013-2014. Place your narrative in the expandable row below.
Child Development assessed 100% of the courses and PLOs in accordance with policies set forth by the Academic Senate. Overall, Child Development found a high success in attainment of both student learning and program learning outcomes. Discussion in department meetings has focused on two issues evident in the outcomes process: 1) Adding English pre-requisites for CD Courses, 2) Adding CD 1 as a pre-requisite for certain courses; and 2) Better preparation for students in CD 22 pre-requisite courses.
2. Provide a narrative describing any steps taken or changes madeas the result of these findings. Place your narrative in the expandable row below.
Child Development submitted Eng 28 pre-reqs for CD 2 and CD 22. Discussions among teachers in the CD 22 pre-requisite courses has focused on looking at group work to make sure students are passing courses without writing lesson plans. One idea is for students in CD 3 and 7 to write a lesson plan as part of their mid-term and final exams. We will continue to add the Eng 28 pre-req to additional CD classes such as CD 38.
3. Provide a narrative that describes additional steps to be taken as the result of the findings, including any needed resources required to address shortcomings in student performance. Place your narrative in the expandable row below and specify any resource requests in Items X through XIV.
Continued reflection on CD 22 preparation. Curriculum supplies are needed to maintain high quality, hands-on curriculum experiences for CD 2, 3, 7, 22, 30, 31, 46
V. / External Influences (Environmental Scans)
A. / Report on course articulation status (from ASSIST or articulation officer)
How many of your courses are transferable to CSU or UC? 20
Of these courses, how many are articulated with CSU or UC? 2
Do you have an approved or in process Transfer Model Curriculum (TMC) for your discipline?
If so, name of TMC: Early Childhood Education AS-T
if so, please provide approval status: Approved
B. / Provide relevant labor market data supporting demand for the program (if applicable)
“The Economic Impact of the Early Care and education Industry in Los Angeles County” (2012), Insight Center for Community Economic Development.
The early care and education (ECE) industry is vital to Los Angeles County’s economy. It currently:
- Generates $1.9 billion annually
- Provides 65,139 full-time equivalent jobs, employing more people than television broadcasting (8,832 employees) and hotels and motels (37,085 employees)
- Is projected to generate the sixth highest number of new jobs between 2006 and 2016 of all industries in Los Angeles County
- Benefits all industries in the county by enabling parents to work and attend higher education programs or job training programs to upgrade their skills
- Lays the groundwork for Los Angeles County’s future economic success by preparing the next generation for effective participation in the economy and attracting business to Los Angeles County
The bulk of ECE occupations are captured within the NAICS code “Child Day Care Services.” Given the projected growth of this sector, which excludes other important parts of the industry, it is clear that ECE is an important employer within Los Angeles County and across the country as a whole, and this trend will continue to become increasingly pronounced. County data shows that Child Day Care Services has the sixth highest number of new jobs projected to be created in Los Angeles over the next nine years (see Table 1.) However, using conventional data sources as a way of measuring the magnitude of the industry leaves considerable potential for underestimation.
Table 1: Top 6 Fastest Growing Industries in Los Angeles County
Description / 2006
Jobs / 2016
Jobs / 2006-16
(New Jobs) / 2006-16
% change
Activities related to real estate / 94,557 / 140,249 / 45,691 / 48%
Motion picture and video industries / 151,848 / 184,626 / 32,778 / 22%
Employment services / 152,230 / 183,639 / 31,409 / 21%
Colleges, universities, and professional schools / 70,600 / 99,920 / 29,319 / 42%
Offices of real estate agents and brokers / 84,767 / 109,598 / 24,831 / 29%
Child day care services / 68,739 / 93,144 / 24,405 / 36%
Source: EMSI 06/07
Refers to the fastest growing industry sectors at the 4-digit NAICS level
Special Education: According to the Bureau of Labor Statistics, “Employment of special education teachers is expected to grow by 17 percent from 2010 to 2020. Growth is expected because of increasing enrollment and continued demand for special education services.” (Bureau of Labor Statistics, U.S. Department of Labor, Occupational Outlook Handbook, 2012-13 Edition, Special Education Teachers)
C. / Describe Advisory Committee input (if applicable, including date of last meeting)
May 14, 2014 – Discussed STEAM certificate and STEAM conference. Advisory supported an Education FT hire to support K-12 prospective students. Discussed K-3 credential and impact on field and on courses. Discussed technology in ECE and how to infuse in classes. Discussed iPad and other tech training. Discussed ECE lab enhancement, lab activities, student supports, and community workshops.
D. / Discuss other pertinent data (such asinteractions with four-year institutions, concepts derived from professional conferences and journals, outcomes from district discipline committee meetings, emerging technologies, input from adjunct faculty, agreements with high schools or regional occupational programs, etc.)
VI. / Data SetsProvided by the Office of Institutional Effectiveness (Research Office)
Please discussany longitudinal trends within your program or the relation to college averages in these areas:changes in enrollment, FTES, section offerings, and FTES/FTEF; success and retention rates;degrees and certificates awarded (especially if few awards are made each year); and full-time/part-time faculty ratios.Included in the data sets are the Benchmarks and Goals for success and retention. If the most current success and retention rates fall below the Benchmarks, please discuss ways in which your program will address these areas. Please discuss ways in which your program hopes to meet the Goals in the coming year.
VI. PROGRAM DATA SETS
Department: / Child Development
Discipline / Program: / CH DEV
A. Total enrollments, FTES (full-time equivalent students), FTEF (full-time equivalent faculty), and FTES/FTEF
Fall 2011 / Fall 2012 / Fall 2013 / Spr 2012 / Spr 2013 / Spr 2014
Total Census Enrollments: / 1475 / 1418 / 1340 / 1537 / 1460 / 1417
FTES: / 169.0 / 158.1 / 150.7 / 173.0 / 163.2 / 158.4
FTEF: / 7.4 / 7.4 / 7.0 / 7.5 / 7.5 / 7.3
Program FTES/FTEF: / 22.84 / 21.4 / 21.4 / 23.08 / 21.8 / 21.6
College FTES/FTEF: / 20.99 / 21.16 / 21 / 21.12 / 20.47 / 21
B. Number of sections offered (combined classes counted as a single class), average class size, success and retention data
Fall 2011 / Fall 2012 / Fall 2013 / Spr 2012 / Spr 2013 / Spr 2014
Number of (Combined) Sections Taught: / 35 / 35 / 33 / 36 / 36 / 34
Average Class Size at Census: / 42.1 / 40.5 / 40.6 / 42.7 / 40.6 / 41.7
Program Success: / 79.% / 72.2% / 73.8% / 77.9% / 74.3% / 73.8%
College Success: / 72% / 69% / 69% / 71% / 69% / 69%
Program Retention: / 94.7% / 92.5% / 93.1% / 94.4% / 93.5% / 91.2%
College Retention: / 89% / 87% / 87% / 89% / 87% / 86%
C. Benchmarks (5 year average X 95%) & Goals (current rates + ½%)
Success / Retention
Benchmark: / 72.6% / 88.4%
Goal: / 74.3% / 91.7%
D. Number of degrees and certificates awarded (if applicable)
2009-10 / 2010-11 / 2011-12 / 2012-13 / 2013-14
Degrees / 29 / 21 / 45 / 46 / 65
TMCs
Certificates / 128 / 108 / 185 / 174 / 242
Skills Certificates / 0 / 0 / 0 / 0 / 0
E. Comparison of full-time faculty hours to adjunct faculty hours
Fall 2011 / Fall 2012 / Fall 2013 / Spr 2012 / Spr 2013 / Spr 2014
Total Hours Taught: / 120. / 120.0 / 114.8 / 122. / 122.0 / 119.
Percent of total program hours taught by full-time faculty / 52.5% / 52.5% / 54.9% / 45.1% / 52.5% / 52.9%
Percent of total program hours taught by adjunct faculty / 47.5% / 47.5% / 45.1% / 54.9% / 47.5% / 47.1%
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