Human Services- Early

Childhood Option

Student Learning Outcomes

Fall 2016

FDTC Curriculum Map

Program: Human Services-Early Childhood Option

Course# Course Title Credits Hours Program General

lecture lab Outcomes Education

Outcomes

ENG 101 English Composition I 3 3 0 3 General Education Outcomes

MAT 155 Contemporary 3 1 1. Quantitative Literacy

SPC 205 Public Speaking 3 3 0 2,5 2. Oral Communication

soc 101 Introduction to Sociology 3 -·

3 0 4,6 3. Written Communication

CPT 170 Micro Computer Applications 3 3 0 5 4. Reading Comprehension

Elective Humanities/Fine Arts 3 3 0 5. Information Literacy

6. Critical Thinking

ECO 101 Introduction to Early Childhood 3 3 0 2

PSY 105 Personal/lntrapersonal Psychology 3 3 0 Program Outcomes -ECD

1. Promoting Child Development and

Learning: The graduate will use their

understanding of young children's

development and learning to create

environments that are healthy,

respectful, supportive, and challenging

for each child.

PSY 201 General Psychology 3 3 0 2. Building Family and Community

Relations: The graduate will know about,

understand and value the importance

and complex characteristics of children's

families and communities.

PSY 203 Human Growth and Development 3 3 0 1 3. Observing, Documenting, and

Assessing to Support Young Children and

Families: The graduate will understand

that observation, documentation, andother forms of assessment are central to

the practice of early childhood

professionals.

PSY 230 Interviewing Techniques 3 3 0 4. Using Developmentally Appropriate

Approaches: The graduate will

understand that teaching and learning

with young children is a complex

enterprise, and its details vary

depending on children's ages,

characteristics, and the settings within

which teaching and learning occur.

ECD 135 Health Safety and Nutrition 3 3 0 1,4 5. Using Content Knowledge to Build

Meaningful Curriculum: The graduate

will use their knowledge of academic

disciplines to design, implement, and

evaluate experiences that promote

positive development and learning for

each and every young child.

ECD 131 Language Arts 3 3 0 6. Becoming a Professional: The

graduate will identify and conduct

themselves as members of the early

childhood profession.

PSY 237 Crisis Management 3 3 0 4 7. Early Childhood Field Experiences: The

graduate will complete field experiences

to develop the knowledge, skills, and

professional dispositions necessary to

promote the development and learning

of young children across the entire

developmental period of early

childhood.

ECD 133 Science and Math Concepts 3 3 0 1,5

PSY 215 Intellectual Disabilities 3 3 0 Program Outcomes - HUS

1. Demonstrate knowledge of theoriesof human growth development and

education and learning related to all

children, birth through eight years.

PSY 218 Behavior Modification 3 3 0 2. Plan appropriate learning experiences

for individuals as well as groups of young

children in inclusive settings.

ECO 132 Creative Experiences 3 3 0 3. Demonstrate a competent, respectful,

nurturing teaching style to meet

children's needs.

ECO 243 Field Experience I 3 1 8 4. Develop appropriate educational

practices for young children that foster

the growth of skills in problem solving,

decision-making, critical thinking,

communication and emerging literacy.

HUS 251 Field Placement I 4 1 12 5. Use appropriate teaching strategies,

selection and preparation of materials

and methods to address children's

individual differences in development

and educational levels, culture and

learning styles.

HUS 255 Field Placement II 3 3 0

HUS 110 Orientation to Human Services 1 0 1

Total Credits: 69

Human Services/Early Childhood Option - Course Student Learning Outcomes

COURSE OUTCOMES

ECO 101 1. Demonstrate the knowledge to coordinate space, time, and materials to plan

developmentally appropriate experiences that encourage children's play, exploration, and

learning.

2. Demonstrate an understanding of the principles of child growth and development to serve as

a foundation for working effectively with young children.

3. Demonstrate the knowledge to provide a safe environment for young children and promote

the development of safe practices.

4. Demonstrate the knowledge to provide a healthy environment and promote the development

of good health habits.

5. Demonstrate the knowledge of policies and practices needed to meet the nutritional needs of

young children.

6. Demonstrate a knowledge of strategies and techniques for providing a supportive

environment in which children can develop self-control and interact positively with others.

ECO 133 1. Utilize appropriate media, materials, techniques, and methods during development of science

and math activities.

2. Evaluate age appropriate science and math activities. Integrate science and math activities

into various areas of the preschool program. Create and demonstrate science and math

experiences that are important and relevant to preschool children. Plan, implement, and

evaluate age-appropriate science and math activities.

3. Identify the Science and Math South Carolina Early Learning Standards and/or South Carolina

State Standards for lesson plans.

ECO 135 1. Articulate the interrelationship of preventive health, safety, and nutrition practices that

promote overall child well-being.

2. Describe and assess the components of a healthy, safe, and nutritious child care environment.

3. Identify and apply :the South Carolina Early Learning Standards to plan health, safety, and

nutrition learning experiences for children.

1 D:>rtbl I ict

ECO 101, Program Outcome #1 and #2 PO 1: The graduate will use their understanding of young children's development and learning to create environments that are

healthy, respectful, supportive, and challenging. PO 2: The graduate will know about, understand and value the importance and

complex characteristics of children's families and communities.

LSO 1. The student will demonstrate an understanding of

e principles of child growth and development to serve as a

foundation for working effectively with young chlldren.

CSLO 2. The student wlll demonstrate knowledge about strategies for establishing and

maintaining positive and productive relationships with famllies.

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mJmftli,_I 70 70 70 70

:tual Percentage 96 83 94 80

mchmark Achievec Exceed Exceed Exceed Exceed

70

Not Met

..

ECO 133, Program Outcome #1 and #5

PO 1: The graduate will use their understanding of young children's development and learning to create environments that are

healthy, respectful, supportive, and challenging. PO 5: The graduate will use their knowledge of academic disciplines to design,

implement, and evaluate experiences that promote postivie development and learning for each and every young child.

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ctual Percentage 96 96 92 83

enchmark Achieve · Exceed .Exceed Ex�eed Exceed

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ECO 135, Program Outcome #1 and #4 PO 1: The graduate will use their understanding of young children's development and learning to create environments that are

healthy, respectful, supportive, and challenging. PO 4: The graduate will understand that teaching and learning with young children

is a complex enterprise, and its detrails vary depending on children's ages, characteristics, and the settings within which teaching

and learning occur.

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enchmark Achieve< Exceed. Exceed ·.; r-!_i:5tM�ft:;:. ·. Not Me.t :J> Not;)VIE?t

Florence-Darlington Technical College Early Childhood Development- Program Assessment-Systematic Evaluation Plan

Course Category: IZI Traditional D Hybrid/Blended D Online D Web Facilitated D Dual Enrollment D DL

Program Student Learning Outcome: For ECD 101(1), ECD 133, and ECD 135(1): The graduate will use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environments that are healthy, respectful, supportive, and challenging for each child. For ECD 101 (2): The graduate will know about, understand, and value the importance and complex characteristics of children's families and communities. For ECD 135(2): The graduate will understand that teaching and learning with young children is a complex enterprise, and its details vary depending on children's ages, characteristics, and the settings within which teaching and learning occur.

HUS-E

Course Course Student Number Learning Outcome

The student will ECD demonstrate an 101(1) understanding of the

principles of child growth and development to serve as a foundation for working effectively with young children. The student will dem�nstrate

ECD knowledge about 101(2) strategies for

establishing and maintaining positive and productive relationships with families. The student will plan,

ECD 133 implement, and evaluate age-

SEP(Data Collection V2) 9-2016

:.:.

Assessment Method

Formative Milestones ages/stages matching activity.

Summative Quiz !-Modules 1-3

Formative Family engagement activity plan.

Summative Quiz 4-Modules 11-14

Formative Practice written science experiment lesson plan

Benchmark Actual Level of Action Plan Time Interval Achievement

Students will receive Fall 2017 70% or higher 96% more hands-on

opportunities to identify principles of child growth and

70% or higher 83% development.

Students will receive Fall 2017 70% or higher 94% more hands-on

opportunities to learn about strategies for establishing and

70% or higher 80% maintaining positive and productive relationships with families. Continued in-class Fall 2017

70% or higher 96% lesson planning activities.

appropriate science and math activities.

The student will plan ECD and evaluate 135(2) nutritionally

balanced meals for young children.

The student will ECD articulate the 135(1) interrelationship of

preventive health, safety, and nutrition practices that promote overall child weIJ-being.

SEP(Data Collection V2) 9-2016

Summative Teaching/guiding of science experiment with peers

Formative Math game evaluation.

Summative Creation/presentation/playing of math eame Formative Rate your plate activity.

Summative One week meal plan including portions based on USDA and DSS euidelines. Summative Professional journal article summary/presentation pertaining to a health or safety practice concerning young children.

Formative Small groups will plan and present an activity that will help young children understand a health or safety practice.

Continued in-class 70% or higher 96% science experiments.

Students will be given more opportunities to

70% or higher 92% explore math games.

70% or higher 83%

70% or higher 90% Students will continue Fall 2017 to have opportunities to learn about USDA and DSS meal

70% or higher 92% requirements

70% or higher 96% Students will continue Fall 2017 to have opportunities to learn about the interrelationship of preventive health, safety, and nutrition practices that promote

70% or higher 94% overall child well-being.

Florence-Darlington Technical College Assessment-Systematic Evaluation Plan Detailed Report

Course Name: ECD 101

Faculty: Karen Vido

Semester(s) Reported: Fall 2016

[Division] HUS-E

Course Category: jgJ Traditional D Hybrid/Blended D Online D Web Facilitated D Dual Enrollment D DL

Program Student Learning Outcome: 1. The graduate will use their understanding of young children's characteristics and needs, and of

multiple interacting influences on children's development and learning, to create environmentsthat are healthy, respectful, supportive, and challenging for each child.

2. The graduate will know about, understand, and value the importance and complex characteristicsof children's families and communities.

Course Student Learning Outcome: 1. The student will demonstrate an understanding of the principles of child growth and development

to serve as a foundation for working effectively with young children.2. The student will demonstrate knowledge about strategies for establishing a maintaining positive

and productive relationships with families:

Analysis of Results:

Strength in student performances: I. A total of96% of the students successfully completed the milestones ages/stages matching

activity with a "C" or higher.2. A total of 83% of the students passed Quiz I with a "C" or higher.3. A total of 94% oftheistudents successfully completed the family engagement activity plan with a

"C" or higher.4. A total of 80% of the students passed Quiz 4 with a "C" or higher.

Weaknesses in student performances: An area of weakness for some students was a lack of understanding of establishing productive relationships with families.

Recommended Action(s): I. Students will receive more hands-on opportunities to identify principles of child growth and

development.2. Students· will receive more hands-on opportunities to learn about strategies for establishing and

maintaining positive and productive relationships with families.

When Action will be implemented: Fall 2017 semester

SEP(Summary)V2

9-2016

D t C a a omoanson: 2016 20_ 20 Fall- Startup

Measurement Benchmark Benchmark Benchmark Instrument Milestones 96% scored 70% activity or higher

Quiz 1 83% scored 70% or higher

Family 94% scored 70% engagement or higher activity plan

Quiz2 80% scored 70% or higher

Impact of Changes Implemented As a Result of Previous Assessment Cycle:

SEP(Summary)V2

9-2016

20 -

Benchmark

Florence-Darlington Technical College Assessment-Systematic Evaluation Plan Detailed Report

Course Name: ECD 133 [Division] HUS-E

Faculty: Karen Vido

Semester(s) Reported: Fall 2016

Course Category: IZI Traditional D Hybrid/Blended D Online D Web Facilitated D Dual

Enrollment D DL

Program Student Learning Outcome: I. The graduate will use their understanding of young children's characteristics and needs, and of

multiple interacting influences on children's development and learning, to create environmentsthat are healthy, respectful, supportive, and challenging for each child.

Course Student Learning Outcome: I. The student will plan, implement, and evaluate age-appropriate science and math activities.

Analysis of Results:

Strength in student performances: I. A total of 98% of students received 70% or higher on the practice written science experiment

lesson plan assignment.2. A total of 96% of students received 70% or higher on the teaching/guiding of science experiment

with peers assignment.3. A total of 92% of students received 70% or higher on the math game evaluation.4. A total of 83% of students received 70% or higher on the creation/presentation/playing of math

game assignment.

Weaknesses in student performances: An area of weakness among some students was a lack of understanding concerning the different components of a math game.

Recommended Action(s): l. Continued in-class lesson planning activities.

2. Continued in-class science experiments.3. Students will be given more opportunities to explore math games.

When Action will be implemented:

Fall2017

D t C a a omoarison:

Measurement Instrument

SEP{Summary)V2

9-2016

2016 Fall- Startup

Benchmark

20 20 - -

Benchmark Benchmark

20 -

Benchmark

Practice written science 98% scored experiment lesson plan 70% or higher

Teaching/ guiding of science 96% scored experiment with peers 70% or higher

Math game evaluation 92% scored 70% or higher

Creation/presentation/playing 83% scored ofmath game 70% or higher

Impact of Changes Implemented As a Result of Previous Assessment Cycle:

SEP(Summary)V2

9-2016

Florence-Darlington Technical CoHege Assessment-Systematic Evaluation Plan Detailed Report

Course Name: ECD 135

Faculty: Karen Vido

Semester(s) Reported: Fall 2016

[Division] HUS-E

Course Category: IZI Traditional D Hybrid/Blended D Online D Web Facilitated D Dual

Enrollment D DL

Program Student Learning Outcome: I. The graduate will understand that teaching and learning with young children is a complex

enterprise, and its details vary depending of children's ages, characteristics, and the settingswithin which teaching and learning occur.

2. The graduate will use their understanding of young children's characteristics and needs, and of multiple interacting influences on children's development and learning, to create environmentsthat are healthy, respectful, supportive, and challenging for each child.

Course Student Learning Outcome: I. The student will articulate the interrelationship of preventive health, safety, and nutrition

practices that promote overall child well-being.2. The student will plan and evaluate nutritionally balanced meals for young children.

Analysis of Results:

Strength in student performances: I. A total of 96% of students scored a 70% or higher on the professional journal article

summary/presentation pertaining to a health or safety practice concerning young children.2. A total of94% of students scored a 70% or higher on the small group plan and present an activity

that will help young children understand a health or safety practice assignment.3. A total of 90% of students scored a 70% or higher on the rate your plate activity.4. A total of 92% of students scored a 70% or higher on the one week meal plan including portions

based on USDA and DSS guidelines assignment.

Weaknesses in student performances: An area of weakness among some students was confusion concerning specific portion requirements of meals for different age groups of children.

Recommended Action(s):

1. Students will continue to have opportunities to learn about USDA and DSS meal requirements.2. "Students will continue to have opportunities to learn about the interrelationship of preventive

health, safety, and nutrition practices that promote overall child well-being.

SEP(Summary)V2

·9-2016

When Action will be implemented:

Fall 2017

D C ata omnanson:

Measurement Instrument Rate your plate activity

Meal Plan

Professional journal article

Small group activity

2016 Fall- Startup Benchmark

90% scored 70% or higher

92% scored 70% or higher

96% scored 70% or higher

94% scored 70% or higher

20_ 20

Benchmark Benchmark

Impact of Changes Implemented As a Result of Previous Assessment Cycle:

SEP(Summary)V2

9-2016

20_

Benchmark

Outcome Curriculum

I How will SLO's be Measured? IWhen will SLO'S be

I Whowill

Department/Program Program Outcomes Re ortin Categories Mapping Measured? Measure SLO's? I P

g

Associate of Applied

Science in Human Services -Early Childhood Option

� Promoting Child Development and Learning: The graduate will use their understanding of young

Instructors children's characteristics and ECO 101 students will take a quiz. ECO 133

needs, and of multiple interacting ECD 101, ECD 133, students will write a science lesson plan. responsible for

influences on children's 1 and ECD 135

ECO 135 students will write a plan to help Fall 2016 teaching ECD I Karen Vido young children understand a health or 101, ECD 133, development and learning to safety practice. and ECD 135 create environments that are

healthy, respectful, supportive, and challenging for each child. (NAEYC Standard 1).

Building Family an Community Relations: The

;�1Jf :];_��'.�i;l!l�tfi�t!f ij��1it��ii Instructors graduate will know about, ECD 101 students will take a quiz. responsible for understand and value the ECD 101 and ECD F.allr2016ffcmEG01101�-·'':llF,a'll"fi'i 2 ECD 243 will engage in family .·t,._·, ·.-,., .;' ·1-�'\•')�' . .Y · :(l;!,i�t(i;,-�V�?'t�·-���b--1t:"-"A� teaching ECD I Karen Vido importance and complex 243 2018'fo'r;EGDl2�f3jfl1;1r.:,1'Ik{\!�:�;, characteristics of children's

activities at their lab site. };&tf t1�1�tt{r2l! iitli11,f.11�11�1'.ttl

101 and ECD

families and communities. 243

,m::..s.tandacrL2l

� Observing, Documenting, and Assessing to Suppport Young Children and Families: The Instructors graduate will understand that The student will complete reflective responsible for ECD 105 and ECD journal entries of weekly observations. A Fall 2017 for ECD 105 .'fall··· observation, documentation, and 3 243 rubric will be used to evaluate the 2018 for ECD 243 teaching ECD I Karen Vido other forms of assessment are journals. 105 and ECD central to the practice of all early 243

childhood professionals. (NAEYC Standard 3)

� Using Developmentally Appropriate Approaches: The graduate will understand that

Instructors teaching and learning with young The student will participate in group children is a complex enterprise, ECD 131 and ECD projects. A rubric will be used to responsible for

4 teaching ECD I Karen Vido and its details vary depending on 135 evaluate the projects and children's ages, characteristics, presentations. 135and ECD

and the settings within which 131.

teaching and learning occur. (NAEYC Standard 4)

)> Using Content Knowledge to Build Meaningful Curriculum: The graduate will use their knowledge of academic disciplines to design, implement, and evaluate experiences that promote positive development and learning for each and every young child. (NAEYC Standard S)

)> Becoming a Professional: The graduate will identify and conduct themselves as members of the early childhood professional. (NAEYC Standard 6)

)> Early Childhood Field Experiences: The graduate will complete field experiences to develop the knowledge, skills, and professional dispositions necessary to promote the development and learning of young children across the entire developmental period of early childhood. (NAEYC Standard 7)

5

6

7

ECD 131, ECO 132, I

The student will plan, implement, and

ECO 133 and ECO evaluate age-appropriate discipline

243 ' specific lesson plans. A rubric will be used

to evaluate student's success.

ECO 243

ECD 243

Successful completion of 120 hours of supervised field experience in a childcare setting. A rubric will be used to evaluate student's success.

Successful completion of 120 hours of supervised field experience in a childcare setting. A rubric will be used to evaluate student's success.

Fall 2016 for ECO 133 Fall 2017 for ECD 131 Fall 2018 for ECO 132 and ECO 243

Instructors responsbile for teaching ECO 131, ECO 132, ECO 133, and ECO 243

Instructor ·• responsible forteaching ECO243

Instructor responsible for teaching ECO 243

Karen Vido

Karen Vldo

Karen Vido