ࡱ> !` Ibbjbj .#Z%***8bkO"NNNNNNN$UQhSjOO%OlNN$D- rߍ+* 'P/T;O0kO8(`'T|'T--'T*.l&ҿOOljkO** PROGRAM REIVEW AND PLANNING 2005-2008 Item 1. Catalog By Division by Discipline Child, Family and Consumer Sciences Div.DisciplineSubj.Current CoursesCourse TitlesCat#APPSCCFCSCFCSCFCS 100INTRODUCTION TO EARLY CHILDHOODAPPSCCFCSCFCSCFCS 101HEALTH,SAFETY AND NUTRITION FOR TEACHERS OF YOUNG CHILDRENAPPSCCFCSCFCSCFCS 102FIRST AID AND CPR FOR TEACHERS OF YOUNG CHILDRENAPPSCCFCSCFCSCFCS 104EARLY CHILDHOOD SOCIALIZATION: CHILDREN, FAMILY AND COMMUNITYAPPSCCFCSCFCSCFCS 106DEVELOPMENTAL PSYCHOLOGY OF CHILDRENAPPSCCFCSCFCSCFCS 108ADVANCED DEVELOPMENTAL PSYCHOLOGY AND OBSERVATIONAPPSCCFCSCFCSCFCS 110EARLY CHILDHOOD CURRICULUM APPSCCFCSCFCSCFCS 112LANGUAGE AND LITERATURE FOR EARLY CHILDHOODAPPSCCFCSCFCSCFCS 114ART FOR YOUNG CHILDRENAPPSCCFCSCFCSCFCS 116SCIENCE AND MATH FOR EARLY CHILDHOODAPPSCCFCSCFCSCFCS 118MUSIC AND MOVEMENTAPPSCCFCSCFCSCFCS 200FIELD EXPERIENCEAPPSCCFCSCFCSCFCS 210ADMINISTRATION AND SUPERVISIONAPPSCCFCSCFCSCFCS 211ADVANCED MANAGEMENT FUNCTIONS FOR THE OPERATION OF AN EARLY CHILDHOOD CENTERAPPSCCFCSCFCSCFCS 212ADULT SUPERVISION IN EARLY CHILDHOOD PROGRAMSAPPSC CFCSCFCSCFCS 220INFANT/TODDLER DEVELOPMENTAPPSCCFCSCFCSCFCS 221INFANT/TODDLER CURRICULUMAPPSCCFCSCFCSCFCS 230SCHOOL-AGE CHILD DEVELOPMENTAPPSCCFCSCFCSCFCS 231 SCHOOL-AGE CURRICULUMAPPSCCFCSCFCSCFCS 240UNDERSTANDING EXCEPTIONAL STUDENTSAPPSCCFCSCFCSCFCS 250FAMILY CHILD CARE BUSINESS MANAGEMENTAPPSCCFCSCFCSCFCS 251FAMILY CHILDCARE PROVIDER AND PARENT RELATIONSAPPSCCFCSCFCSCFCS 252FAMILY CHILD CARE LICENSING RESOURCESAPPSCCFCSCFCSCFCS 260PRINCIPLES OF PARENTINGAPPSCCFCSCFCSCFCS 262MULTI-LINGUAL AND MULTI-CULTURAL CURRICULUM FOR YOUNG CHILDRENAPPSCCFCSCFCSCFCS 270FIRST AID AND CPR FOR TEACHERS OF YOUNG CHILDREN REFRESHER APPSCCFCSNUTRNUTR 100FOUNDATIONS OF NUTRITION Child, Family and Consumer Sciences 2. STRENGTHS AND CHALLENGES: Indicate strengths and challenges in such areas as program accomplishments, areas of special endeavors, growth trends, recruitment, placement, distance education, innovative scheduling, relationship to local community and/or other programs and services at the college, and/or grant support activity. Discuss degrees and special academic qualifications of full-time and part-time faculty in the program and discuss evidence that faculty are staying current in their disciplines and/or instructional methodologies. ------------------------------------ Strengths JOINT PROGRAM OF INSTRUCTION AND SERVICES The Child, Family and Consumer Sciences Department house a preschool center and an infant and toddler center. The centers provide services to 94 children ages 0-5. This allows Child Development students to observe and gain hands on experience working with young children. It allows students to bridge their text book knowledge with real life situations. The centers also provide child care to students in general who meet the enrollment guidelines. The Department also assists students in processing permit applications to the state. REVISED CURRICULUM, METHODOLOGY, INSTRUCTIONAL TECHNOLOGY Course outlines for Early Childhood Education were revised to reflect the new numbering system, to adjust course content, objectives, instructional methodologies, and to match the State Permit Matrix. The curriculum is structured to guide students into each stage of the permit program. PROGRAM STANDARDS The Child, Family and Consumer Sciences Department have established performance standards establishing consistency from course to course, instructor to instructor. It has been useful in briefing new facility, adjunct and Extended Campus faculty and IVC students in general as to the stated expectations that result in a performance-based grade. SCHEDULING AND MEETING COMMUNITY NEEDS The Child, Family and Consumer Science Department have established the course scheduling to meet the needs of fulltime as well as part time students. We realize the majority of our students work and thus we offer all of our core courses in both the day and evening. ADVISORY BOARD The CFCS Department has very strong Advisory Boards for each of its programs. The Boards are made up of most of the agencies in Imperial County that represent young children or foster youth. An Example of agencies that are represented on our Advisory Boards: Imperial County Office of Education, Imperial County Department of Social Services, CAP Council, Imperial County Probation Department, Betty Jo McNeice Receiving Home, Imperial County ROP, Brawley Union High School, El Centro High School, Head Start, Riverside Migrant Education, March of Dimes, United Families as well as a variety of public and private preschools. COMMUNITY INVOLVEMENT The Director of the Department as well as the Instructors are members of, or chair several of the committees throughout the Imperial County that represent young children and those that work with young children. Early Care and Education Imperial County Child Development Training Consortia CAEYC Imperial County Education Committee IVROP Advisory Cap Council Cal Safe NAEYC The Director is also a commissioner for Imperial County Children and Families First Commission, a member of the State CDTC Advisory, and the coordinator for Imperial County State Child Development Training Consortia. She is also a co-chair for the Child Development Conference that is held at IVC each year. The staff also recognizes the requirement the State has for permit holders for professional growth and often provides workshops throughout the county. STATE REVIEW The Preschool and the Infant Centers undergo a State program review every 3 years and a self review yearly. The Food Program undergoes a review every other year. The Foster, Kinship and Independent Living Programs are reviewed by the Chancellors office. Challenges FACILITIES Adequate classrooms and offices for increased course offerings require more classrooms on the main campus as well as Extended Campus sites. Our Department is usually assigned leftover classrooms although the class sizes are usually 35 or more. STUDENT PREPARATION Students often lack command of the English language and lack the level of reading comprehension needed to utilize the texts. Students are not prepared for college-level work. The program has a diverse range in ages and study and work habits often need to be learned or rediscovered. HIGHER EDUCATION Limited availability of Bachelors and Masters Degree Programs. #3 STUDENT DEMOGRAPHICS Child, Family & Consumer Sciences Division Child, Family & Consumer Sciences Discipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0210.525.623.029.315.512.444.728.06.34.6Fall 038.627.823.430.613.411.847.925.76.74.1Fall 0418.239.825.433.613.48.736.815.76.22.3Avg.12.431.123.931.214.111.043.123.16.43.7 The ages of the CFCS program students vary from under 20 to 50 with the majority falling in the 30 to 49 bracket. typically representing students who are returning to school or those who are changing careers. Child, Family & Consumer Sciences Division Child, Family & Consumer Sciences Discipline Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 021.32.00.31.490.186.50.70.46.99.60.70.2Fall 030.82.00.31.592.586.70.00.46.19.30.30.3Fall 041.01.90.31.391.087.60.20.47.08.50.20.2Avg.1.02.00.31.491.286.90.30.46.79.10.40.2 The majority ethnicity of the CFCS Program is Hispanic, exceeding the campus percentage. Child, Family & Consumer Sciences Division Child, Family & Consumer Sciences Discipline Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 0230484322.637.397.462.7Fall 0335983994.737.495.362.6Fall 0440281325.538.394.561.7Average35583214.337.795.762.3 The gender percentages of students taking CFCS classes are overwhelmingly female. Child, Family & Consumer Sciences Division Child, Family & Consumer Sciences Discipline Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0250.760.049.340.0Fall 0347.961.252.138.8Fall 0451.763.148.336.9Average5061.449.938.6 The primary language percentages show the students in the CFCS Program are almost equal between English and Other. Child, Family & Consumer Sciences Division Child Family & Consumer Sciences Discipline Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0214.513.732.929.82.62.229.933.87.25.26.67.60.00.06.37.7Fall 0317.313.329.830.11.92.129.832.97.05.46.47.90.00.17.88.2Fall 0415.213.031.330.82.52.230.832.07.75.27.08.40.00.25.78.2Avg.15.713.331.330.22.32.230.232.97.35.36.78.00.00.16.68.0 IVC and the CFCS Program population percentages for local residence appear to be consistent. [ADD ITEMS 4 ON GRADE DISTRIBUTION AND RETENTION, DATA FROM INST. RESEARCHER. ] 5. INSTITUTIONAL STUDENT OUTCOMES: (Student Services completes to Include in Institutional Summary Only)) From the information provided through the National Students Clearinghouse Database: Discuss how many students transfer to a four-year institution. If a two-year applied science program, discuss how well the institution prepares students for a job. Imperial Valley College has engaged in a systematic process to address the implementation of Student Learning Outcomes (SLOs). During the 2004-2005 Academic Year, there have been four (4) work sessions at IVC to introduce the concept of SLOs. These work sessions afforded individuals the opportunity to contribute to the development of Institutional SLOs. As the concept of SLOs continues to evolve at IVC, there will be the development of SLOs to address institutional departmental, program, course, and learning activity levels of implementation. Under the leadership of the IVC Academic Senate, faculty developed and have proposed five (5) Institutional SLOs, these are: Personal Responsibility Global/Multicultural awareness Communication Skills Information Literacy Analytical/Critical Thinking The proposed IVC SLOs will dovetail very well with our present curriculum, sets of competencies, and outcome expectation in Child, Family & Consumer Sciences. The Secretarys Commission on Achieving Necessary Skills (SCANS) 2000 reported the essential mastery of very similar desirable COMPTENCIES to meet workplace expectations, these are: Resources Interpersonal Skills Information Systems, and Technology In addition, SCANS identified the desirable FOUNDATION as being: Basic Academic Skills Thinking Skills, and Personal Qualities Within the Child, Family & Consumer Sciences program, evidence of competency mastery and SLOs attainment will be through the evaluation and assessment of the comprehensive and sequential set of learning activities in the classroom and laboratory environment as well as outside assignments. [ASK RE ITEM 6 ON STUDENT LEARNING OUTCOMESACC SENATE? STUDENT SERVICES TO PROVIDE? ] STUDENT SUPPORT SERVICES AND THE CFCS PROGRAM The Counseling Department continues to work with the CFCS Department to improve consistency from the moment of academic advising recommendationto the classroom event of learning and performance. The Director continues to hold trainings for the counseling staff in preparing students in job preparation. The Counseling Department now provides students with necessary information in obtaining Commission on Teacher Credentialing Child Development Permits. Liaisons are a regular part of CFCS Department meetings. The CFCS Department provides child care to students meeting enrollment requirements. We have written an addition grant to provide TANF and CalWORKS recipients who are training in the Child Development field with tutoring services, assistance with child care, books, and employment. The Department also houses the Independent Living Program and has established a scholarship program for foster youth attending college or vocational education. Through other grant programs within the Department we have established a Student Library lending text books, resource materials, cds and videos to Child Development students. ACADEMIC STANDARDS FOR THE CFCS PROGRAM Courses in the CFCS Department are continually scrutinized for standards to maximize student success in the course itself, and in completing the necessary requirements for California Child Development Permit Matrix. The Department currently follows the State guidelines in requiring a minimum grade of C in order to complete a course. The CFCS staff maintains academic standards by attending and participating in state guideline meetings and training on a regular basis. . 9. PROGRAM PLANS AND OBJECTIVES, 2005-2008 Institutional Goal A: Create a modern comprehensive Science and Technology Center. The CFCS Department recognizes the necessity for a modern facility to accommodate the demands of the learning community seeking academic and vocational goals in the sciences. Classrooms and supportive equipment are currently unavailable to meet the demand for instruction. With the addition of the Science and Technology Center the CFCS Department hope to be included, providing much needed classrooms and technology. Program Goal A: CFCS facilities on the main and extended campus sites to coordinate instruction, staff, and equipment to accommodate the demand for CFCS courses. Program Objective 1: A classroom/office/presentation facility for CFCS classes, utilizing smart technology and motivational furnishings to support the unique learning requirements of the major. Program Objective 2: Full service multipurpose classrooms providing hands on learning experiences to expand knowledge in working with young children. Classrooms should include sinks, ovens, stoves, counter space, etc.. Program Objective 3: Support resources and instructional lab equipment for Child Development classes at the Extended Campus sites. Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Program Goal B: Ensure Instructional Staff are trained to effectively implement technology-enhanced distance learning capabilities. Program Objective 1: Seek funding to train Instructional staff in Distance Learning. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Program Goal C: The Program will maintain evolving professional standards in the field of Child Development: Program Objective 1: Explore ways to enhance the academic track for eventual university transfer. Program Objective 2: Explore the implementation of non-credit courses that will accommodate students with non-academic/university transfer goals and the Professional growth hour requirement of the State Permit Matrix. Institutional Goal D: Develop a long-term facility plan Program Goal D: Is essentially described in Institutional Goal A Program Objective 1: A classroom/office/presentation facility for CFCS classes, utilizing smart technology and motivational furnishings to support the unique learning requirements of the major. Program Objective 2: Full service multipurpose classrooms providing hands on learning experiences to expand knowledge in working with young children. Classrooms should include sinks, ovens, stoves, counter space, etc.. Program Objective 3: Support resources and instructional equipment for CFCS classes. Institutional Goal E: Develop, implement, and manage a six day per week balanced class schedule applicable district-wide to meet the needs of our community. Program Objective 1: Continue with efforts to recruit additional faculty for Friday and Saturday classes. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshman level. For those who are ready for college level courses, a full-time program is offered to graduates in two years, or four to six semesters depending on major preparation requirements. Program Goal F: Continue efforts for increased preparedness in Child Development for entering freshman. Program Objective 1: Continue in dialogue with local high schools about the current state of readiness of their high school graduates for college-level coursework. Program Objective 2: Continue efforts with High School Child Development ROP Program Objective 3: Continue collaboration with San Diego State University, Imperial Valley Campus to provide transfer options. Institutional Goal G: Implement community involvement by IVC Program Goal G: Continue and expand community involvement by the CFCS Department. Program Objective 1: Continue to serve on community committees for the Early Childhood field. Program Objective 2: Instructors and Director continue to provide community trainings. Program Objective 3: Inform community about legislative and funding changes. 10. ANTICIPATED CURRICULUM CHANGE The Department of Education, Child Development is currently setting Standards which align with Elementary Standards. They are also creating a Preschool Curriculum that will be mandatory for all Title V Preschools in California. The expected date for these changes is in 2006. The Child, Family and Consumer Sciences Department will then have to revise the current curriculum courses to reflect those changes. The changes proposed also will require Preschool teachers to hold a Bachelors degree. The Department is also adding a new discipline, Hospitality. The courses for this discipline will be developed. . 11. GOALS FOR MEETING STUDENT DEMAND Applied Sciences Child, Family & Consumer Sciences Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 6)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCStudents Served - Fall 200247.32433.013.013.8200Students Served - Fall 200351.92502.316.114.6189Students Served - Fall 200446.82557.512.013.7134Students expected to served: Fall 200551.4Students expected to served: Fall 200659.0Students expected to served: Fall 200763.6Child, Family and Consumer Sciences Enrollment Fall 2004 showed a slight decline. We expect the enrollment to increase with the new addition of a full time Instructor. Projections: We kept our projections modest although we expect enrollment to increase much more due to the changes in the State guidelines. The guidelines proposed will require all preschool teachers to increase their education including those who are now exempt from the education requirement such as Family Childcare. 12. CAPITAL OUTLAY/FACILITIES: (For division or program as appropriate) Child, Family and Consumer Sciences Facility Changes Information (Table 7)  Facility ChangesTotal Amt 2005-2006Total Amt 2006- 007Total Amt 2007-2008 Classrooms ovens, sinks and stoves  118,000  Lecture/Presentation  100,000   Projected Totals218,000. 13. CAPITAL OUTLAY EQUIPMENT/SOFTWARE: What do you anticipate will be major capital equipment and capital software expenditures in the upcoming years? Please list in priority order, and indicate the dollar amount in the year needed. Include equipment needed as part of any facility changes. Child, Family and Consumer Sciences (Table 8)  Item QuantityTotal Amt 2005-2006 QuantityTotal Amt 2006-2007 QuantityTotal Amt 2007-2008Computer Up-grade for full-time faculty 44000 44000 44000Scanners for faculty 41,200 41200 41200Laptops for daily loan for class 44000 44000 44000Office copier (CFCS) 12,760 1 2,760 1 2,760Upgraded telephones, offices 41,000 4 1,000 4 1,000 Projected Totals10,96010,96010,960 Additional: With the expansion of the Hospitality Program equipment necessary for the discipline will be needed. 14. FTEF FULL TIME/PART TIME RATIO: (For division or program as appropriate) Based on the information provided by the institutional researcher in the table below, discuss FTEF Full Time/Part Time Ratio. Child, Family and Consumer Sciences FTEF Full Time/Part Time Ratio (Table 9)  Full Time Part TimeCurrent FTEFRatio* 3.178.7 0.8*Chancellors Office goal is 75% full time to 25% part time. 15. PROJECTED BUDGET: (For division or program as appropriate) What do you anticipate your budget needs will be over the next few years in dollars? Also indicate how many instructional, non-instructional, administrative, and classified staff members you feel you will need to conduct your planned program in the next few years? Child, Family and Consumer Sciences Projected Budget Information (Table 10)  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*3142,3344196,2484201,6384214,969Classified Regular PreSchool25,02426,02427,02428,024Classified Regular* Secretarial20,21321,21322,21323,213% Director34,32227,95029,75031,750Adjunct7,0808,20010,20010,200Overload4,1454,1454,2454,345Professional Growth 900100011001200 Telephone400600 *650700Memberships/Journals335400425450Instructional Supplies and Materials2,7082,8002,9003,000Non-Inst Supplies/Material (includes copy print, postage)340400450500Personal Services ContractsTravel and Conference Mileage to Ex Campus and back975102510501100Capital Outlay Facilities (Remodeling and Construction) *Capital Equipment/Software (and repairs)400500500Total238,776290,405302,145319,951 *Salary only, do not include employee benefits. *See table 7 *Telephone addition phone added for new instructor     PAGE  PAGE 1 '8RSvyC D ( ) u v % & e f a b   N O IJnouvh^^5CJ\h95CJ\hbCJaJ#hbB*CJOJQJ^JaJph h e 5h^^ h^^\ h^^5K&'(RSwxy~ $$Ifa$$If^$a$#bHb$Ifkd$$Iflֈ P!$':'':'V'~' <&44 lap< \kdz$$Iflֈ P!$::V~&44 la$If  B C D J O T ] \kda$$Iflֈ P!$::V~&44 la$If b\\\\\\$IfkdV$$Iflֈ P!$::V~&44 la  ' ( b\\\\\\$IfkdK$$Iflֈ P!$::V~&44 la( ) / 4 9 B t u b\\\\\\$Ifkd@$$Iflֈ P!$::V~&44 lau v | b\\\\\\$Ifkd5$$Iflֈ P!$::V~&44 la b\\\\\\$Ifkd*$$Iflֈ P!$::V~&44 la  $ % b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 la% & , 1 6 ? d e b\\\\\\$Ifkd $$Iflֈ P!$::V~&44 lae f l q v  b\\\\\\$Ifkd $$Iflֈ P!$::V~&44 la b\\\\\\$Ifkd $$Iflֈ P!$::V~&44 la b\\\\\\$Ifkd $$Iflֈ P!$::V~&44 la   ` a b\\\\\\$Ifkd $$Iflֈ P!$::V~&44 laa b h m r { b\\\\\\$Ifkd $$Iflֈ P!$::V~&44 la b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 la   b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 la   " ' 0 M N b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 laN O U Z _ i  b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 la b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 la b\\\\\\$Ifkd$$Iflֈ P!$::V~&44 la  HIb\\\\\\$Ifkd$$Iflֈ P!$::V~&44 laIJPUZcb\\\\\\$Ifkd$$Iflֈ P!$::V~&44 lab\\\\\\$Ifkdz$$Iflֈ P!$::V~&44 lab\\\\\\$Ifkdo$$Iflֈ P!$::V~&44 la#(1mnb\\\\\\$Ifkdd$$Iflֈ P!$::V~&44 lanopqrstub\\\\\\$IfkdY$$Iflֈ P!$::V~&44 lauv|b\\\\\\$IfkdN$$Iflֈ P!$::V~&44 lab\\\\\\$IfkdC$$Iflֈ P!$::V~&44 lab\\\\\\$Ifkd8$$Iflֈ P!$::V~&44 lab\\\\\\$Ifkd-$$Iflֈ P!$::V~&44 lab\\\\\\$Ifkd"$$Iflֈ P!$::V~&44 la  78 b``^```\\\kd$$Iflֈ P!$::V~&44 la   37BCMNOxy@AWXv@Xdcd|+-ýýý÷ɷɱ h-]~5CJ hbqCJ hZCJ hIbCJ h lCJ hvCJ h@cCJ hw CJ hJCJh7h^^5CJ hbCJ h7CJh^^56CJ\]h^^5CJ\ h^^CJ< 23456789:;<=>?@ABCMNOyzAbcd 67 %Z`z{|- .!!!gdla2 !-!.!!!!""."/"G"H""""""""""""###C#D#L#|#}###нƬ{m{m{m{mh1CJOJQJ^JaJh1CJOJQJ^JaJh1CJaJ h15CJOJQJ\^JaJ h1\ h^^\ hI\hIhI5CJaJhI5CJaJ hv5 h^^5 hI5 hla5hlahlaCJ hlaCJ h-]~CJ h^^CJh-]~h^^5CJ*!!!" 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