EARLY CHILDHOOD EDUCATION MAJOR PANEL MEETING

Brian Durham, Panel Manager Senior Director, Academic Affairs,

Career and Technical EducationIllinois Community College Board

217-524-5502brian.durham@illinois.gov

Malinda Aiello, Panel ManagerAssistant Director for Academic Affairs and IAI Panel ManagerIllinois Board of Higher Education217-557-7355aiello@ibhe.org

May 2, 2014

Today’s Agenda Review -- What is the Illinois Articulation

Initiative including its purpose Discuss the Major Course Review process Discuss previous ECE courses that were

IAI approved Provide an initial forum for discussion Set the next two meeting dates

Summer Conference call Fall in-person meeting

ECE Numbers Statewide 28 Senior Teacher Education Institutions

Offer ECE Programs At the Community College Level:

36 Offer ECE Certificate Programs 40 Offer an AAS in CDV or ECE 27 Offer an AA in CDV or ECE 15 Offer an AAT ECE

An estimated 4,000 Students are Enrolled in IL ECE Programs

The Illinois Articulation Initiative

The Illinois Board of Higher Education (IBHE) The Illinois Community College Board (ICCB) Transfer Coordinators

“to ease the transfer of students among Illinois public and independent, associate and baccalaureate degree-granting institutions.”

IAI: What is it? The Illinois Articulation Initiative (IAI) is a statewide transfer

agreement, which is transferable among more than 100 participating college or universities in Illinois.

All colleges and universities participating in the IAI agree to accept a “package” of IAI general education courses in lieu of their own comparable lower-division general education requirements.

IAI also includes major recommendations, created by discipline-specific faculty panels, for the first two years of college in several popular majors. IAI major recommendations work best for students who have chosen

their majors, are going to eventually transfer, but are undecided on the college or university that will grant their baccalaureate degree.

3 Key Concepts Guide IAI 2-year and 4-year institutions are equal

partners in educating freshmen and sophomores in Illinois

Faculty members should take primary responsibility for developing and maintaining program and course articulation

Institutions must work together to assure that lower-division courses at both 2-year and 4-year institutions are comparable in scope, quality, and academic rigor

IAI: Who Participates? Approximately 400 faculty members,

transfer coordinators, and academic officers from: 110 Illinois regionally-accredited

institutions 97 full-participation schools

48 public community colleges 12 public universities 37 independent 2-year and 4-year colleges &

universities 13 receiving-only schools

Institutional Participation Requirements

Participating institutions must: Hold regional accreditation from an accrediting authority

recognized by the U.S. Department of Education or the Council on Higher Education Accreditation

Have authority to offer either transfer-oriented associate degree(s) or baccalaureate degree(s) in Illinois, and

Agree with the “IBHE Policies on Undergraduate Education, adopted September 1990, Transfer and Articulation, amended September 1994 and May 1997” and Item #7 of the IAI Revisions adopted by the IBHE in April 2006.

Faculty Driven Panels IAI faculty panel members approve a

number of different course identifiers per panel Course title, description, student learning

outcomes IAI code

Institutions are invited to submit a course to one of the panels for evaluation

IAI faculty panels evaluate courses May grant course an IAI code

IAI Panel Membership A fully-complemented panel should have:

(9) 2 year public college faculty (community college) (8) 4 year public university faculty (4) private institution faculty (3) Transfer Coordinators, one from each sector: 4 year public

university, 2 year public college, and private institution (1) Academic Officer or approved designee from a community

college (1) dean or approved designee from a public university

Terms & Participation Serve 3 year terms Voting before & during meetings Panels meet each semester

Active IAI Panels6 GECC Panels 18 Major Panels

-Communications-Humanities & Fine Arts-Life Science-Mathematics-Physical Science-Social & Behavioral Sciences

-Agriculture-Art-Biology-Business-Chemistry-Computer Science-Criminal Justice-Early Childhood Education-Engineering-English-History-Industrial Technology-Mass Communications-Mathematics-Physics-Political Science-Psychology-Theater Arts

Components of IAI: The Major Panels

Major panels were established to provide general advice to students who had decided upon a field of study other than at a baccalaureate institution. Panel recommendations were to include: Courses a transfer student would need in order to be

admitted to a receiving institution with Junior status Courses among the GECC package options that should

be elected by the student to meet the prerequisite or foundational demands of the major

Major or related discipline courses that a native student would normally take in the first two years of study

Components of IAI: The Major Panels

Functions Provide a forum for colleges and universities

to develop common understandings about the lower-division objectives and curriculum content and to monitor changes and developments in the discipline that may affect a student’s preparation for upper division work. For example – consider ISBE / ECAG

recommendations and changes to Early Childhood Education Teacher Requirements

Course Descriptors Recommend lower division course,

content, or standards that go beyond the Major / Discipline

Develop the discipline-specific content guidelines and learning objectives for courses to be included as a part of the Major Core

For example:

Chemistry Major Panel

Theatre Arts Major Panel

Course Decision Criteria Develop and adhere to course-decision

making criteria to guide the submission and decision-making process for the panel.

For Example:

Review Submitted Courses

Panel Meetings The Major panels usually meet once per

semester, but may meet more often as required to fulfill their established duties.

Former ECE IAI Courses

ECE 901: Health, Safety, Nutrition (no descriptor) ECE 902: Health, Safety, Nutrition for Young

Children ECE 911: Introduction to Early Childhood

Education ECE 912: Child Growth and Development ECE 913: Exceptional Child ECE 914: Observation/Clinical Experience ECE 915: Child, Family, Community

Health, Safety, Nutrition Personal health of individual including nutrition,

health and safety issues, a healthy lifestyle, preventive health and community health are examined. Topics include concepts of total health and its influences; environment that supports positive emotional health; community health; signs and symptoms of common and communicable illness; identification of communicable illness; policies and procedures for controlling communicable illnesses; dealing with chronic health problems; proper nutrition; and guidelines for a healthy nutritional lifestyle

ECE 902: Health, Safety, Nutrition for Young Children

Personal health of the individual, plus 15 additional class hours emphasizing the health, safety, and nutrition needs of children in group settings

ECE 911: Intro to Early Childhood Education This course is designed as an overview of

early childhood care and education, including the basic values, structure, organization and programming in early childhood. Examination of the student’s personal qualities in relationship to expectations of the field is addressed throughout the course. A field experience component of 15 contact hours of direct observation in a variety of early childhood settings is required.

ECE 912: Child Growth and Development

A foundation course in theory and principles of development, conception through age eight; may include the pre-adolescent child. In-depth study of physical, social/emotional, cognitive, language, and aesthetic development. An examination of theory to include Piaget, Erikson, Vygotsky, Skinner, and others. An exploration of child development in the context of gender, family, culture, and society. An emphasis on the implications for early childhood professional practice.

ECE 913: Exceptional Child Overview of children with exceptional

cognitive, physical, social and emotional characteristics; analysis of developmental and educational needs imposed by exceptionality; identification, intervention strategies, methods, and programs designed to meet their needs, including, but not limited to, children identified as learning disabled. Study of applicable federal and state laws and requirements included.

ECE 914: Observation / Clinical Experience Hours

Documented clinical experience(s) involving observation of and interaction with children and practitioners at work, according to specified guidelines, within the appropriate subject matter and age category. The experience, comprising a minimum of 30-45 hours, is planned, guided, and evaluated by a mentor or supervisor and can occur in a variety of educational settings, including those with diverse student populations.

ECE 915: Child, Family, and Community

This courses focuses on the child in the context of family and community. Includes issues of communication, diversity, professionalism, and social policy, and will promote awareness and effective use of community resources.

Questions? Next Meeting date Over the Summer

TBD Fall Meeting in Person in Bloomington

TBD

Malinda Aiello, IBHE Panel Manager(217) 557-7355aiello@ibhe.org

Brian Durham, ICCB Panel Manager(217) 524-5502brian.durham@illinois.gov