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EARLY CHILDHOOD EDUCATION MAJOR PANEL MEETING Brian Durham, Panel Manager Senior Director, Academic Affairs, Career and Technical Education Illinois Community.

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Presentation on theme: "EARLY CHILDHOOD EDUCATION MAJOR PANEL MEETING Brian Durham, Panel Manager Senior Director, Academic Affairs, Career and Technical Education Illinois Community."— Presentation transcript:

1 EARLY CHILDHOOD EDUCATION MAJOR PANEL MEETING Brian Durham, Panel Manager Senior Director, Academic Affairs, Career and Technical Education Illinois Community College Board Malinda Aiello, Panel Manager Assistant Director for Academic Affairs and IAI Panel Manager Illinois Board of Higher Education May 2, 2014

2 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

3 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

4 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.”

5 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.

6 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

7 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

8 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.

9 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

10 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

11 Active IAI Panels 6 GECC Panels18 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

12 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

13 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

14 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:

15 Chemistry Major Panel

16 Theatre Arts Major Panel

17 Course Decision Criteria  Develop and adhere to course-decision making criteria to guide the submission and decision-making process for the panel.  For Example:

18

19

20 Review Submitted Courses

21 Panel Meetings  The Major panels usually meet once per semester, but may meet more often as required to fulfill their established duties.

22 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

23 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

24 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

25 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.

26 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.

27 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.

28 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 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.

29 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.

30 Questions?  Next Meeting date Over the Summer TBD  Fall Meeting in Person in Bloomington TBD Malinda Aiello, IBHE Panel Manager (217) Brian Durham, ICCB Panel Manager (217)


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