Program Review Child Development Program Associate in ... · Child Development Program Associate in Applied Science (AAS) and Short-Term Certificates (STC) (CIP: 19.0706) Program

2017-2018 Program Review

Office of Institutional Planning and Assessment 1 January 29, 2018

Program Review

Child Development Program

Associate in Applied Science (AAS) and Short-Term Certificates (STC)

(CIP: 19.0706)

Program Purpose

What is the published purpose/mission of the program?

The Child Development Program provides training, field experiences, and education to prepare students for

careers in child care.

How does the program’s purpose/mission fit into the overall mission of the college?

This program supports goals three and eight of the college mission.

Do any changes need to be made to the program’s purpose/mission? Explain.

No changes to be made.

Do any changes need to be made to how the program’s purpose/mission fits into the overall college

mission? Explain.

No changes to be made.



Program Learning Outcomes

What are the program learning outcomes, and how are they assessed?

Outcome Assessment

The student will function as a competent

entry-level childcare worker by performing

necessary skills for working in a childcare

facility.

In CHD 215, the student will score a minimum of 80%

on a comprehensive portfolio and comprehensive

exam to demonstrate his/her ability to function as a

competent entry-level childcare worker.

The student will plan programs that promote

and maintain safe and healthy learning

environments.

In CHD 206, throughout the course, the student will

plan activities that promote health and safety. They

will also compose checklists that identify safe and

healthy childcare environments with at least 80%

proficiency.

The student will apply foundational

knowledge of methods and materials for

teaching young children from birth to age 8.

In CHD 204, students will compose a unit of

developmentally appropriate lesson plans that

enhance the physical, emotional, cognitive, and

social growth of young children with at least 80%

proficiency.

The student will exhibit a positive work ethic. In CHD 215, the student’s work ethic will be assessed

by scoring at least 30 points on a standardized

Workplace Readiness Skills Rubric.

What can students do with the knowledge they have after completing the program?

Students can work in public education as a preschool auxillary teacher or aide, work as a lead-teacher or aide in a

Head Start program, or any licensed or unlicensed daycare center, or after having a years experience, open their

own center.

What are the plans for reviewing the program learning outcomes and revising them?

Program learning outcomes will be reviewed in July 2018 after looking that the data from Fall 2017 and Spring

2018 semesters. They are reviwed each year at this time and necessary changes will be made.



Assessed Needs and Assumptions

What are the occupational projections for careers for which the program trains?

Sources:

National Projections: Bureau of Labor Statistics, Employment Projections. (https://www.bls.gov/emp/ep_table_102.htm)

Statewide Projections: Alabama Department of Labor, Production Employment and Average Annual Job Openings.

(http://www2.labor.alabama.gov/Projections/occupational/statewide/Statewide2024.aspx)

Workforce Development Region 2 Projections: Alabama Department of Labor, Region 2 Occupational Projections 2012-2022.

(http://www2.labor.alabama.gov/Projections/Occupational/Regions2024B.aspx)

Employment Projections by Occupational Group and Geographical Region

Occupation

National Projections Statewide Projections North Alabama Works Region Projections

2016 2026 Net

Change

Percent

Change 2014 2024

Net

Change

Percent

Change 2014 2024

Net

Change

Percent

Change

Avg. Wage

(2016)

Childcare

Workers

(39-9011)

1,216,600 1,298,700 82,100 6.7% 14,780 15,670 890 6.0% 2,740 2,910 170 6.2% $18,237



Based on the occupational projections, what is the employment outlook for graduates of the program?

There is a 6.2% projection increase for the need of childcare workers. Currently, 92% of graduates from the

program are employed in field. With the continued increase, the employment outlook for graduates should be

close to 98%.

What is the outlook for the continued need of the program within the mission of the college?

The Alabama Statewide initiative to increase preschool education to all children by 2023 and the increase in

funding by over $18 million dollars this year for preschool education, along with the positive employment outlook

for graduates in our area shows a continued need for the program.



Structure

What credentials does the program offer?

The Child Development Program offers the following credentials:

Associate in Applied Science Degree in Child Development

Short-Term Certificate in Infant/Toddler

Short-Term Certificate in Preschool/Family Child Care

Short-Term Certificate in Early Childhood Education

Short-Term Certificate in Child Development

What are the requirements for each credential?

AAS in Child Development

Area I: Written Composition (3 hours total)

ENG 101—English Composition I (3 hours)

Area II: Humanities and Fine Arts (6 hours total)

SPH 107—Fundamentals of Public Speaking (3 hours)

Humanities and Fine Arts Elective (3 hours)

Choose from ART 100, 203, 204; MUS 101; PHL 206; REL 100, 151, 152; SPA 201, 202; THR 120, 126

Area III: Natural Science and Mathematics (9-10 hours total)

MTH 116 or any 100-level MTH (3 hours)

CIS 146 (3 hours)

Math, Science, or CIS elective (3-4 hours)

Area IV: History, Social, and Behavioral Sciences (3 hours total)

PSY 200 or SOC 200 (3 hours)

Area V: Pre-Professional, Major, and Elective Courses (48 hours total)

CHD 100 (3 hours)

CHD 201 (3 hours)

CHD 202 (3 hours)

CHD 203 (3 hours)

CHD 204 (3 hours)

CHD 205 (3 hours)

CHD 206 (3 hours)

CHD 209 (2 hours)

CHD 210 (3 hours)

CHD 215 (3 hours)

CHD 217 (3 hours)

Electives (8-9 hours)

Choose from: CHD 108, CHD 208, 211, 212, 214, 220, 221, 224; SPA 101, 102, 201, 202; PHL 206;

PSY 200, 210; SOC 200, 210; BUS 215

EMS 100 (1 hour)

WKO 106 (3 hours)

Total Hours Required for Degree: 65-67



Short-Term Certificate in Infant/Toddler

CHD 100 Introduction to Early Care and Education (3 hours)

CHD 206 Children’s Health and Safety (3 hours)

CHD 209 Infant and Toddler Education Programs (3 hours)

Total Hours Required for Short-Term Certificate: 9

Short-Term Certificate in Preschool/Family Childcare

CHD 100 Introduction to Early Care and Education (3 hours)


CHD 204 Materials and Methods for Teaching Young Children (3 hours)


Short-Term Certificate in Early Childhood Education


CHD 209 Infant and Toddler Education Programs (3 hours)

Choose: CHD 203, CHD 204, CHD 205, or CHD 215 (3 hours)


Short-Term Certificate in Child Development

CHD 201 Child Growth and Development (3 hours)

CHD 205 Program Planning for Education Young Children (3 hours)

CHD 210 Education Exceptional Children (3 hours)


How often are the requirements for the degree reviewed?

The requirements are reviewed yearly to meet the needs of requirements recommended by the State Department

Office of School Readiness and the requirements from other four year institutions.

Are there any plans for revising the degree requirements?

There are no plans to revise the degree requirements at this time. They were revised Spring 2017.



Accreditation

What is the institutional accreditation for the program?

The Child Development Program is within the institutional accreditation granted by the SACSCOC and reaffirmed

in 2015.

Does the program have any program-specific accreditations?

No

Instructors

Who are the current instructors in the program, and what are their credentials?

Name Degree/Qualifications

Dana Garner (full-time) Ed.S. in Elementary Education. The University of

West Alabama. 2010

M.S. in Elementary Education. Alabama A&M

University. 2004.

Eighteen years of teaching experience in

elementary education and reading.

Lisha Overdear (part-time) M.A. in Elementary Education. The University of

Alabama. 2000.

Elementary teacher. Caldwell Elementary School.

1997-present.

How have the instructors in the program developed professionally over the past two years?

2015-2016

2015 Alabama Community College Association Conference. Birmingham, Alabama.

Child Care Program Director’s Meeting, sponsored by Director of Health and Human Services Programs.

Montgomery, Alabama.

Child Development Meeting sponsored by Alabama Community College System. Montgomery, Alabama.

Site visit to Northwest Shoals Community College Childhood Development program facilities and the pre-k lab

school. Muscle Shoals, Alabama.

The Early Educator Workforce Summit, sponsored by Auburn University at Montgomery. Montgomery,

Alabama.

TROY Blackboard User Conference. Troy, Alabama.

2016-2017

Camp Life Special Needs Camp. Lauren Evans, Childhood Development Program. Pisgah, AL.

Super Saturday: Conscious Discipline Seminar, Erin Lusk, education director for Child Resource Network

What are any planned professional development activities for instructors in the program?

1. Conscious Discipline Training, Athens State University.

2. Zero to Three Conference

3. NAEYC Summer Conference, Austin Texas

4. Bi-Monthly meetings with other program directors and instructors for child development.



Are any additional instructors anticipated within the next five years? If so, please explain.

No



Instructional Quality and Enhancements/Curriculum Design

How is the general education core incorporated into the course of study for this program?

The AAS degree includes 21-22 credit hours of general education in the 65-67 credit-hour total: ENG 101; SPH 107;

three credit hours of humanities or fine arts; MTH 100 or numerically higher; CIS 146; another three- or four-hour

elective in math, science, or computer science; and three credit hours for either PSY 200 or SOC 200.

Are all course syllabi current and posted on the NACC website? Explain.

Yes, all CHD course syllabi were updated and posted Fall 2017.

How is the curriculum of each program option evaluated to ensure it is relevant and current? Examples

include advisory committee suggestions, student learning outcome evaluations, student evaluations, etc.

An advisory meeting is held each spring to review the program goals and curriculum. Several informal meetings

are held each semester to take suggestions from major stakeholders. Student learning outcomes are evaluated

once a year.

Describe changes that have been made in the delivery of the courses in each option of the program as a

result of review of the program learning outcomes over the last five years.

Students are now required to participate in 12 more field experience hours, participate in family involvement

activities, interview and observe assessment techniques, and student teaching hours were increased by 30 hours.

Are courses in the program scheduled to maintain availability and accessibility in accordance with the

college’s mission? Explain.

Yes, course offerings in the CHD program have been revised to offer course rotations to accommodate online,

campus, and combinations of both formates. Starting Fall of 2018, the CHD program will offer a completely online

rotation. Short-term certificates were evaulated and changed last year to accommodate the need of surrounding

counties wanting qualified students to work immediately as preschool auxilary teachers. A student can now

qualify in one semester to be employable in a First Class Pre-k program in public schools.



Program Resources

Describe the physical facilities and resources, including any laboratories, used in the program. Are the

physical facilities and resources adequate? Explain.

The childhood development classroom was updated in 2016 to accommodate activites with children and

community members. There is a workstation in the classroom for students to use equipment often found in Pre-k

classrooms.

Are there any plans for major expansion or upgrade of facilities or major replacement/expansion of

equipment? Explain the rationale and include projected costs.

There are no plans at this time.

Describe the technological resources used in the program. Are the technological resources adequate?

Explain.

The childhood development program is housed in the library where librarians assist students with technology and

online resourses. If needed, CHD instructor gains access to library laptops for classroom use of technology

projects. All CHD courses whether on campus or online are set up in the same Canvas format. This enables a

student to have access to all tecnology through Canvas.

Are there any plans for major expansion or upgrade of technological resources? Explain the rationale and

include projected costs.

There are no plans at this time.

Describe the library resources that are available to the program.

Examples of library resources provided by the NACC Learning Resources Center include the following: books,

eBooks (full-text electronic books), and full-text journal, magazine, and newspaper articles. Depending on format,

these items may be accessed electronically or in print. Online tutorials, as well as program-specific LibGuides

pages, provide instruction in the use of these resources. Library staff are available to assist students and faculty in

person, online, and by phone.

Are the library resources for the program adequate? Explain.

Yes, the library add professional literature and children's literature each semester to keep current in the early

learning field.

Are there any plans for expansion or upgrade of library resources for the program? Explain the rationale

and include projected costs.

The library resources are increased each semester by the librarians. Currently, there is a need for increasing the

number of books for infant and toddler education. The need is based on the book circulation and requests by the

CHD students. The library covers the cost of expansion.



Advisory Committee

Is an advisory committee in place for the program? If so, list the committee members and their affiliation in

the community. If not, are plans in place to establish an advisory committee?

1. Dr. David Campbell, (ex-officio), President

2. Dr. Joe Burke, (ex-officio), Vice-President, Dean of Instruction

3. Dr. Mike Kennamer, Director of Workforce Development

4. Joan Reeves, Director, Div. English and Fine Arts/Director of Student Activities

5. Dana Garner, Instructor/Advisor of Child Development

6. Judy Davidson, (Committee Chair): DeKalb County Childcare Resource Network

7. Erynn Lusk, Childcare Resource Network Education Coordinator

8. Jenny Copeland, Education Administrator, State of Alabama Dept of Early Childhood Ed.

9. Cathy Mitchell, Scottsboro Impact Learning Center

10. Deborah Fanning, Scottsboro High School FCS Instructor

11. Jada Freeman, Parent/ATN Office Manager

12. Myra Holt, Regional Manager for Office of School Readiness Pre-K

13. Bob Johnston, DeKalb County Chief Deputy District Attorney

14. Greta Mosley, Fort Payne Head Start

15. Theresa Dalton, Area Team Leader, Head Start/Early Head Start/Pre-K

16. Stephanie Lusk, Pre-k Director, 21st Century Programs Manager, and public relations

17. Penny Roney, Jackson County Health

18. Jim Cunningham, Superintendent Fort Payne City Schools

19. Kevin Dukes, Superintendent Jackson County Schools

20. Dr. Jason Barnett, Superintendent DeKalb County Schools.

21. Dr. Jose Reyes, Superintendent Scottsboro City Schools

22. Dr. Houston Henderson, Assistant Principal, Wills Valley, Fort Payne

23. Dr. Sandra Spivey, Principal, Dade County

24. Marion Maddox, Capna Headstart, Parent Programs Director

What is the purpose and role of the advisory committee?

The purpose and role of the advisory committee is to provide a means through which child care practitioners and

administrators may invest in the development and evalation of the program.

Describe any changes that have been made to the program as a result of advisory committee activity or

suggestions.

The advisory committee suggested to increase the number of courses offered in an online format to

accommodate working students, offering a short-term certificate available each semester, increase in field

experiences and family involvement experiences. Both recommendations are currently being revised as a result.



Enrollment and Completions

What are the enrollment trends in the program over the last five years?

Number of Students Enrolled in

CHD Courses

AY 2012-2013 through AY 2016-2017

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

68 54 77 86 76 Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.

What are the enrollment trends in the program over the last five years by gender?


CHD Courses

by Gender

AY 2012-2013 through AY 2016-2017

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Male 1 2 2 5 2

Female 67 52 75 81 74

Total 68 54 77 86 76 Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.

What are the enrollment trends in the program over the last five years by race/ethnicity?


CHD Courses

by Race/Ethnicity

AY 2012-2013 through AY 2016-2017

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

African American 1 0 0 0 0

Asian 0 0 0 0 0

Hispanic 0 0 3 2 6

Native American 3 0 3 4 2

Other 0 0 0 1 2

White 64 54 71 79 66

Total 68 54 77 86 76 Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.



What are the total number of enrollments and the credit-hour production over the last five academic years?

Total Enrollments and Credit-Hour Production

CHD Courses

AY 2012-2013 through AY 2016-2017

2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

Total Enrollments 313 187 299 254 266

CHP 814 472 725 723 743 Note: “Total Enrollments” is a duplicated headcount. If a student enrolled in more than one CHD course, that student is

counted multiple times.

Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.

What are the course success and retention rates in the program over the last three academic years?

Course Success and Retention Rates

CHD Courses

AY 2014-2015 through AY 2016-2017

Year Enrollments

Withdrawal

Rate

Failure

Rate

Pass Rate

(A-D)

Success Rate

(A-C)

No. % No. % No. % No. %

2014-2015 299 24 8% 17 6% 258 86% 250 84%

2015-2016 254 9 4% 7 3% 238 94% 230 91%

2016-2017 266 16 6% 15 6% 235 88% 228 86% Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.

What are the retention rates in the program over the last five academic years?

Student Fall-to-Fall Retention

Child Development

Fall Cohorts 2012-2017

Fall 2012-

Fall 2013

Fall 2013-

Fall 2014

Fall 2014-

Fall 2015

Fall 2015-

Fall 2016

Fall 2016-

Fall 2017

35.3% 60.0% 50.0% 51.0% 41.5% Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January

2018.

*Fall-to-Fall Retention refers to the percent of students who were enrolled in a CHD course during one fall

semester and either completed a degree in the program or were enrolled in a CHD course the following

fall semester.

What do the data indicate about enrollment and student retention in the program?

Total enrollment and Fall-to-Fall retention has fallen for the program. Course success rates seem to be holding

consistent.

What are the plans for increasing enrollment and retention rates in the program?

The program is now partnering with surrounding high school FACS programs offering the following courses:

Teaching I and Teaching II. The CHD instructors visits the classrooms to recruit future students and offers a visit to

the Child Development classroom where students participate in a hands-on experience such as one they will

experience in their CHD college coursework. The workforce dual enrollment scholarship will once again be offered

to Child Development students, and this will be promoted in recruiting events. The Leadership Scholarship has

also been increased for the Child Development Program. There are plans to recruit currently employed childcare

workers into the CHD program with this scholarship.



How many students have earned a credential in the program in the last five academic years?

Completers in

Child Development

Academic Years 2012-2013 through 2016-2017

Credential 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017

AAS 10 12 10 10 7

STC 20 10 16 12 26 Note: A student who earned both a degree and a STC in the same academic year is counted in both rows.

Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.

What are the plans for increasing the completion rates in the program?

To increase completion rates, the instructor now contacts child development students each semester during pre-

registration and again before the semester begins to encourage students to continue their coursework. Also,

students are advised to immediately seek employment in the field to gain experience related to their current child

development studies.



Licensure passage rates

Does the program lead to the opportunity for licensure? If so, what are the licensure opportunities?

There is no licensure for child development at this time.

What are the licensure pass rates, if applicable?

N/A

Does the program or any coursework in the program lead to any type of industry certification? If so, what

are the certifications?

There are no industry certifications at this time.

What are the industry certification pass rates, if applicable?

N/A



Job Placement Rates and Employer Satisfaction

What are the job placement rates for graduates of the program?

Child Development AAS Graduates 2016-2017: 86%

Child Development AAS Graduates 2017-2018: 100%

STC 2016-2018: 73%

Is employer satisfaction of graduates assessed? If so, are employers satisfied with graduates of the

program? Please describe.

Employer satifisfaction is extremely positive and continues to increase. Employers call the office requesting

students from the program each semester. This year 100% off AAS graduates have been placed in schools and

daycare centers.

Student Follow-Up Reports

Is student satisfaction with the program assessed? If so, are students in the program satisfied with the


Yes, according to the evaluation surveys, students provide positive reports of the program.

Is alumni satisfaction with the program assessed? If so, are alumni of the program satisfied with the


Yes, alumni are satisfied with the program. They are qualified for the positions and receive positive feedback from

their employers. Often times new students have been referred to the program by former child development

students.



Findings of Review

What are the strengths of the program?

1. The program has partnerships with CAPNA Head Start programs, Jackson County Board of Education, and

Dekalb County Board of Education enabling students to actively participate in field experiences, observations, and

make contact with future employers.

2. The program places an emphasis on community involvment and family engagement in which helps to prepare

students for the requirements of high quality early education.

3. There is an increased amount of hours for field experiences and observations that go above and beyond the

minimum standards listed on the current plan of instruction better preparing our students for immediate

employment in high quality enviornments.

4. The CHD Instructor assists students in making connections with future employers through field experienes and

field activities where their qualifications and talents can be experienced first hand.

5. The program meets the needs of the State of Alabama First Class Preschool initiative.

6. The NACC child development students are sought after by prospective employers.

What are recommendations for improvement?

1. The NACC child development students to receive specific training in Concious Discipline, a positive discipline

philosophy that is soon to be implemented statewide in Alabama.

2. Implement and perfect the new online and campus course rotations to better meet community and student

needs.

Please provide any other findings that are pertinent to the review.

Over the past year, there has been a request for non-credit professional development hours or courses be offered

by the child development program. This request comes from community sites wanting to encourage their

childcare workers to seek child development degrees by exposing them to interesting coursework in a college

classroom in an effort to help students realize the ease of obtaining a degree in their field of interest, as well as,

helping these facilities with their professional development yearly requirements. There are scholarships from the

Alabama's Workforce Development and Department of Human Resources available to this student population.

There should be further inquiry by the child development program director and community stakeholders.

Report Affirmed by:

Signed:

Date:

Dana Garner, Instructor

Signed:

Date:

Chad Gorham, Interim Dean of Instruction

Signed:

Date:

Rodney Land, Chemistry Instructor and Chair of the

Curriculum Committee

Documents

Program Review Child Development Program Associate in ... · Child Development Program Associate in Applied Science (AAS) and Short-Term Certificates (STC) (CIP: 19.0706) Program