Undergraduate Child Development Program

University of La Verne

Undergraduate Child Development Program

Biennial Report

1. Contextual Information

General information to help reviewers understand the program, the context in which it operates including the number candidates and completers or graduates, and what has changed significantly since the Commission approved the current program document.

The University of La Verne Undergraduate Child Development Program has been offered on the main campus since 1971 and at regional campuses since 2001. Main campus students are comprised of traditional-aged students (ages 18-23) and returning adult students (through the Campus Accelerated Program for Adults, CAPA). With few exceptions, regional campus students are employed full-time in the field of early childhood education and have completed a minimum number of general education and child development units at a community college. Main campus students enroll in 16-week semesters, whereas, regional campus students enroll in 10-week terms. However, course content, program policies, and guidelines are consistent for all students, regardless of where the program is delivered.

It is the mission of the undergraduate Child Development program at the University of La Verne to deliver a high quality degree program at the

central and regional campuses. The Child Development program leads the

field in educating students in the dynamic integration of theory, research and practice in early education. Faculty and students are committed to the following core concepts as the basis of excellence in the field of Child Development:

•Caring relationships are the foundation of healthy human development.

•Lifelong learning is the cornerstone of excellence in teaching.

•Celebrating diversity enriches and strengthens individuals, families, and communities.

The undergraduate Child Development program is aligned with the National Association for the Education of Young Children (NAEYC) Standards for Early Childhood Professional Preparation Programs (revised, 2009). Through a crosswalk of NAEYC standards and course goals and objectives, courses were redesigned in 2006 (and again in 2010 after the revised standards came out) to ensure that all standards are met through the coursework in the program. Each course syllabus details which NAEYC standards are met and students participate in reflection activities related to the standards covered in the course.

The themes of diversity and developmentally appropriate practices are interwoven into each course. Course contentfalls primarily into five categories, though the interdisciplinary nature of the field of child development necessitates that there is cross-over between categories:

•Content/theory: Educ 253, Educ 350, Educ 451, Educ 452

•Curriculum: Educ 251, Educ 448, Educ 449

•Practicum: Educ 354A, Educ 454F

•Administration/Supervision: Educ 445, Educ 453A, Educ 453B

•Skills: Educ 352, Educ 354B, Educ 499, SpEd 455

Students move through the undergraduate Child Development Program in a pre-determined sequence in the regional campus program; however CAPA and traditional-aged students may take courses in a slightly different order based on course availability on campus. All students are required to meet the following admission requirements:

• A GPA of 2.5 or more in college coursework
• Clear fingerprints
• Interview with Child Development faculty
• Assessment of writing ability

Additionally, all students are required to meet the following prerequisites:

•2nd semester course of college writing (or equivalent)

•Educ 251 (or equivalent curriculum course)

•Educ 253 (or equivalent Child, Family, and Community course)

While main campus students do not have a minimum number of units to complete beyond those state above, regional campus students must complete a minimum of 28 units before transferring into the undergraduate Child Development Program. The difference in admission unit requirement is based on availability of general education and upper division courses at the regional campuses.

All undergraduate Child Development students complete the following courses (or their equivalents) for a total of 50-52 units in the major:

EDUC 251 - Curriculum Development for Early Childhood Education

Overview of types of curricula and various techniques used to develop and implement programs for young children.

EDUC 252 - Early Childhood Environments

Examines relationships of growing child to family, school, community, and society by studying culture, support groups, safety, family structure, and social policy.

EDUC 350 - Child Psychology and Development

Physical, cognitive, social, and emotional development of the child from conception through adolescence.

EDUC 352 - Writing for Child Development

Students will improve writing skills, use APA writing style, and write summaries of empirical research in order to understand the processes and uses of research in Child Development.

EDUC 354A - Child Observation Practicum

Practical experience for the child development student, including observing and participating in an environment that serves young children.Requires 80 hours of observation.

EDUC 354B - Assessment in Early Childhood

Aligning with NAEYC's Standards for Programs, this course covers a broad range of early childhood assessments, culturally, linguistically and ethically responsible practices, and the role assessment plays in influencing sound decisions about children, teaching and program improvement. Includes 10 hours of fieldwork.

EDUC 445 - Supervision and Communication in Early Childhood Education

Examines supervision and communication on an experiential basis.Includes supervising techniques, skill development, communications, leadership, and ethics in early childhood programs.

EDUC 448 - Math for Young Children

Teaches math curriculum for children ages 3 to 8. Students will explore math phobia, and improve their own math skills. Can be taken for letter grade only. 15 hours of fieldwork required.

EDUC 449 - Early Childhood Literacy

This course provides students with the opportunity to explore the emergent literacy process. The course outlines the research-based principles and practices of providing children from birth to age 8 a strong foundation of language and literacy within a developmentally appropriate approach. Incorporates strategies for young children to practice language, reading, and writing development.

EDUC 451 - Infant and Toddler Group Care and Curriculum

Reviews history and current methods of infant and toddler group care through interactive learning experiences. Fulfills education requirements of California Infant Regulations for childcare providers and administrators.

EDUC 452 - Parenting for Early Childhood Educators

Describes psychological theory behind parenting approaches.Analyzes cross-cultural parenting styles, single parenting, step parenting, and other current issues.For parent educators.

EDUC 453A - Supervision and Administration of Programs for Young Children

Assists the administrator of programs for young children in the organization, administration, and evaluation of programs currently in operation.

EDUC 453B - Advanced Supervision and Administration of Programs for Young Children

Reviews local and state regulations pertaining to supervision of programs for young children, both private and public, and presents federal regulations. Covers budget and center management, and grant writing.

EDUC 454F - Early Childhood Teaching

Student teaching experience.Includes curriculum planning and presentation, and classroom management.Requires 180 practicum hours.

EDUC 499 - Senior Project

Culminating activity required by majors in all departments. Papers/theses/projects researched, prepared, and written under the guidance of a faculty member.

SPED 455 - Introduction to Early Childhood Special Education: Policies & Practices

Current practices and procedures in early childhood special education, birth through 8 years of age.

Academic Year / Students in Program / Program Completers
Main Campus / RCA / Main Campus / RCA
2008/2009 / 29 / 179 / 18 / 112
2009/2010 / 39 / 135 / 15 / 177

II.Candidate Assessment/Performance and Program Effectiveness Information

a) What are the primary candidate assessment(s) the program uses up to and through recommending the candidate for a credential?

There are 4 transition points throughout the Child Development undergraduate program:

Transition Point 1: Admission to the Program

•2.5 grade point average

•writing sample

•interview

•clear fingerprints

Transition Point 2: Assessment of Knowledge and Readiness for Fieldwork

• Developmental Knowledge Exam
• Supervisor Evaluation

Transition Point 3: Assessment of Growth Over Time

• Portfolio Development and Final Evaluation of Teaching Performance

Transition Point 4: Assessment of Program Upon Graduation

• End-of-Program Survey

UNDERGRADUATE CHILD DEVELOPMENT PROGRAM KEY ASSESSMENTS

Key
Assessments / Description / Evaluation
Tool
Knowledge / 1) Developmental Knowledge Exam
Evidence of preparation of candidates’ understanding of the most important concepts in child psychology and development. Passing the DKE with a score of 70% or better indicates that a candidate possesses the knowledge necessary to complete upper-division coursework at the University of La Verne. The exam consists of multiple choice and essay questions.
2) Supervisor Evaluation
Evidence of candidates’ readiness to apply their knowledge of child development and developmentally appropriate practices to their work with young children. Candidates are observed and evaluated by an overseeing supervisor within their organization, or a faculty member within the Child Development Department, who assesses candidates’ interactions and dispositions towards children and adults. Evaluation of candidates’ organizational skills is included in the evaluation. / 1) Developmental
Knowledge Exam
2) Supervisor
Evaluation
Use of Assessment / Evidence of preparation of candidates’ understanding and application of a broad range of early childhood assessments including questions about quality of tests and research literature from test source and outside sources. Understanding of the role that assessment plays in influencing sound decisions about children and teaching. Utilizing APA guidelines for Poster Sessions, candidates prepare a 15-minute presentation on a screening or assessment tool. / Assessment Presentation
Planning / Evidence of its preparation of candidates to serve as curriculum instructors for young children. Candidates plan, implement, and present a developmentally appropriate (as identified in Developmentally Appropriate Practices) lesson that meets the National Council of Teachers of Mathematics (NCTM) teaching expectations identified for Pre-K through 2nd grade. Additionally, candidates self-assess their implementation of the planned lesson. / Math Lesson Plan and Implementation
Diversity / Evidence of preparation of candidates to function effectively in diverse early childhood environments. Candidates interview a family with children under the age of 18 still living in the home and who are of a culture different from their own. A prepared list of questions covering cultural attitudes and practices is taken to the interview; however the family members are encouraged to share their specific cultural parenting practices in their own way. The candidate also spends unstructured time with the family to observe cultural norms and practices.Candidates complete research on the cultural background of their chosen family and integrate knowledge of culture with their observations and results of the interview to write a comprehensive ethnography. / Ethnography Interview and Research Paper
Technology / Evidence of preparation of candidates to create a PowerPoint demonstrating effective technology skills.The PowerPoint presentation includes basic elements as well as at least one advanced element (picture, video, audio, etc.). The PowerPoint must also include proper APA citations for all quotes and multimedia effects. The candidate is expected to practice effective oral communication skills while showing the PowerPoint presentation. / PowerPoint Presentation
Upon Graduation / The End-of-Program Survey asks students for basic demographic information, employer information, and program effectiveness information. / End-of-Program Survey

b) What additional information about candidate and program completer

performance or program effectiveness is collected and analyzed that

informs programmatic decision making?

Additional candidate performance indicators include:

•Evaluation of dispositions

•Portfolio evaluation

•Exit surveys

Additional program effectiveness indicators include:

•Yearly advisory committee meetings

•Course specialists

•Tri-annual adjunct support meetings

Table 1: Summary of Transition Point 1: Admission Data (For students active from Fall 2007 to Spring 2010)

Main Campus & RCA Combined / Average of GPA / Count of GPA / Average of Writing Score / Count of Writing Score / Average of Interview Score / Count of Interview Score
2007-2008 / 3.09 / 70.00 /
2.92
/ 66.00 / 3.18 / 66.00
2008-2009 / 3.12 / 107.00 / 3.17 / 97.00 / 3.27 / 104.00
2009-2010 / 3.06 / 75.00 / 3.15 / 58.00 / 3.29 / 60.00

*yellow highlights represent statistically significant differences

Average of GPA / Count of GPA / Average of Writing Score / Count of Writing Score / Average of Interview Score / Count of Interview Score
Main Campus
2007-2008 / 3.29 / 20.00 / 3.09 / 17.00 / 3.50 / 17.00
2008-2009 / 3.28 / 45.00 / 3.25 / 34.00 / 3.50 / 42.00
2009-2010 / 3.16 / 28.00 / 3.37 / 16.00 / 3.46 / 26.00
RCA
2007-2008 / 3.00 / 50.00 / 2.87 / 49.00 / 3.06 / 49.00
2008-2009 / 3.01 / 62.00 / 3.12 / 63.00 / 3.12 / 62.00
2009-2010 / 3.01 / 47.00 / 3.06 / 42.00 / 3.16 / 34.00

yellow highlights represent statistically significant differences

Table 2: Summary of Key Assessments and Associated Course Grades (For courses completed from Fall 2008 to Spring 2010)

Key Assessment 1 (Knowledge)

Main Campus & RCA Combined / Average of Grade 352* / Count of Grade 352* / Average of Supervisor Evaluations* / Count of Supervisor Evaluations* / Average of Grade 350 / Count of Grade 350 / Average of Knowledge Key Assessment / Count of Knowledge Key Assessment / Average of Knowledge Key Assessment - non passing Attempts / Count of Knowledge Key Assessment - non passing Attempts
2007-2008 / 3.07 / 69.00 / 3.35 / 27.00 / 2.99 / 97.00 / 76.29 / 28.00 / 55.30 / 10.00
2008-2009 / 3.35 / 84.00 / 3.51 / 23.00 / 3.32 / 84.00 / 82.13 / 39.00 / 52.80 / 5.00
2009-2010 / 2.92 / 62.00 / 3.40 / 18.00 / 3.02 / 71.00 / 79.37 / 38.00 / 55.75 / 8.00
Average of Grade 352* / Count of Grade 352* / Average of Supervisor Evaluations* / Count of Supervisor Evaluations* / Average of Grade 350 / Count of Grade 350 / Average of Knowledge Key Assessment / Count of Knowledge Key Assessment / Average of Knowledge Key Assessment - non passing Attempts / Count of Knowledge Key Assessment - non passing Attempts
Main
2007-2008 / 3.24 / 10.00 / 4.00 / 1.00 / 3.19 / 18.00 / 77.00 / 5.00 / 64.00 / 1.00
2008-2009 / 3.06 / 16.00 / 2.88 / 10.00 / 74.67 / 3.00 / 49.00 / 2.00
2009-2010 / 2.86 / 9.00 / 3.24 / 17.00 / 75.50 / 2.00 / 68.00 / 1.00
RCA
2007-2008 / 3.05 / 59.00 / 3.33 / 26.00 / 2.94 / 79.00 / 76.13 / 23.00 / 54.33 / 9.00
2008-2009 / 3.41 / 68.00 / 3.51 / 23.00 / 3.37 / 74.00 / 82.75 / 36.00 / 55.33 / 3.00
2009-2010 / 2.93 / 53.00 / 3.40 / 18.00 / 2.94 / 54.00 / 79.58 / 36.00 / 54.00 / 7.00

yellow highlights represent statistically significant differences

*Data is based on year of admission versus year the course was completed

Table 2 (Cont) Key Assessment 2 (Planning)

Main Campus & RCA Combined / Average of Grade 448 / Count of Grade 448 / Average of Planning Key Assessment / Count of Planning Key Assessment
2007-2008 / 3.33 / 86.00
2008-2009 / 3.36 / 86.00 / 2.96 / 14.00
2009-2010 / 3.57 / 72.00 / 3.63 / 55.00
Average of Grade 448 / Count of Grade 448 / Average of Planning Key Assessment / Count of Planning Key Assessment
Main
2007-2008 / 2.91 / 20.00
2008-2009 / 3.14 / 5.00 / 2.86 / 5.00
2009-2010 / 3.95 / 13.00 / 3.90 / 13.00
RCA
2007-2008 / 3.45 / 66.00
2008-2009 / 3.37 / 81.00 / 3.02 / 9.00
2009-2010 / 3.49 / 59.00 / 3.55 / 42.00

yellow highlights represent statistically significant differences

Table 2 (Cont) Key Assessment 3 (Assessment)

Main Campus & RCA Combined / Average of Grade 354B / Count of Grade 354B / Average of Assessment Key Assessment / Count of Assessment Key Assessment
2007-2008 / 3.11 / 51.00
2008-2009 / 3.69 / 57.00
2009-2010 / 3.45 / 67.00 / 3.45 / 43.00
Average of Grade 354B / Count of Grade 354B / Average of Assessment Key Assessment / Count of Assessment Key Assessment
Main
2007-2008 / 3.51 / 9.00
2008-2009 / 3.53 / 14.00
2009-2010 / 3.34 / 17.00 / 3.28 / 12.00
RCA
2007-2008 / 3.02 / 42.00
2008-2009 / 3.75 / 43.00
2009-2010 / 3.49 / 50.00 / 3.52 / 31.00

Table 2 (Cont) Key Assessment 4 (Diversity) & Key Assessment 5 (Technology)

Main Campus & RCA Combined / Average of Grade 452 / Count of Grade 452 / Average of Diversity Key Assessment - Ethnography / Count of Diversity Key Assessment - Ethnography / Average of Technology Key Assessment - PowerPoint / Count of Technology Key Assessment - PowerPoint
2007-2008 / 3.40 / 97.00
2008-2009 / 3.50 / 100.00 / 3.45 / 15.00 / 3.68 / 15.00
2009-2010 / 3.37 / 45.00 / 3.22 / 33.00 / 3.55 / 26.00
Average of Grade 452 / Count of Grade 452 / Average of Diversity Key Assessment - Ethnography / Count of Diversity Key Assessment - Ethnography / Average of Technology Key Assessment - PowerPoint / Count of Technology Key Assessment - PowerPoint
Main
2007-2008 / 2.93 / 12.00
2008-2009 / 3.14 / 10.00 / 3.41 / 9.00 / 3.75 / 9.00
2009-2010 / 3.26 / 9.00 / 3.40 / 9.00 / 3.43 / 7.00
RCA
2007-2008 / 3.47 / 85.00
2008-2009 / 3.54 / 90.00 / 3.50 / 6.00 / 3.58 / 6.00
2009-2010 / 3.40 / 36.00 / 3.15 / 24.00 / 3.59 / 19.00

Table 3: Child Development B.S. Correlation Table – Main Campus (Data inclusive of 2007-2008 through 2009-2010); Pearson r

Writing Score / Grade 352 / Interview Score / Knowledge Key Assessment / Knowledge Key Assessment - non passing Attempts / Supervisor Evaluations / Grade 448 / Planning Key Assessment / Grade 354B / Assessment Key Assessment / Grade 452 / Diversity Key Assessment - Ethnography / Technology Key Assessment - PowerPoint
GPA / 0.459 / 0.375 / 0.357 / 0.544 / 0.109 / -0.980 / -0.015 / 0.086 / 0.215 / 0.303 / 0.031 / -0.069 / -0.260
Writing Score / 0.554 / 0.634 / 0.685 / -0.094 / 0.064 / 0.294 / -0.088 / 0.520 / 0.400 / 0.475 / 0.349 / 0.324
Grade 352 / 0.206 / 0.557 / 0.168 / 0.993 / -0.083 / -0.274 / 0.268 / 0.388 / 0.432 / 0.590 / 0.168
Interview Score / 0.128 / 0.131 / 1.000 / 0.172 / -0.533 / 0.312 / -0.342 / 0.704 / 0.645 / 0.569
Grade 350 / -0.082 / 0.974 / #DIV/0! / 0.653 / -0.321 / 0.474 / 0.844 / 0.716 / -0.080 / 0.340
Knowledge Key Assessment / #DIV/0! / #DIV/0! / -0.024 / 0.123 / 0.494 / 1.000 / 0.539 / 0.582 / 0.321
Supervisor Evaluations / #DIV/0! / -0.731 / 1.000 / #DIV/0! / 1.000 / 0.982 / 1.000
Grade 448 / 0.902 / 0.549 / #DIV/0! / 0.812 / -0.130 / -0.017
Planning Key Assessment / 0.249 / 1.000 / 0.082 / -0.029 / -0.084
Grade 354B / 0.673 / 0.479 / 0.621 / 0.227
Assessment Key Assessment / -1.000 / 1.000 / #DIV/0!
Grade 452 / 0.634 / 0.791
Diversity Key Assessment - Ethnography / 0.584

yellow highlights represent moderate to high correlation values

1

Table 4: Child Development B.S. Correlation Table – RCA (Data inclusive of 2007-2008 through 2009-2010); Pearson r

Interview Score / Grade 350 / Knowledge Key Assessment - non passing Attempts / Grade 448 / Planning Key Assessment / Grade 354B / Assessment Key Assessment / Grade 452 / Diversity Key Assessment - Ethnography / Diversity Key Assessment - PowerPoint
Writing Score / 0.501 / 0.305 / -0.191 / 0.170 / 0.335 / 0.266 / 0.489 / 0.256 / 0.343 / 0.096
Grade 352 / 0.253 / 0.695 / -0.066 / 0.378 / 0.425 / 0.442 / 0.370 / 0.535 / 0.697 / 0.115
Grade 350 / 0.052 / 0.415 / 0.016 / 0.559 / 0.593 / 0.371 / 0.772 / 0.469
Knowledge Key Assessment / 0.469 / 0.377 / 0.439 / 0.342 / 0.582 / 0.116 / 0.242 / -0.131
Knowledge Key Assessment - non passing Attempts / -0.314 / -0.473 / 0.338 / 0.655 / -0.226 / 0.219 / -0.711
Grade 448 / 0.831 / 0.358 / -0.061 / 0.339 / 0.578 / -0.440
Planning Key Assessment / 0.315 / -0.231 / 0.523 / 0.218 / -0.367
Grade 354B / 0.774 / 0.374 / 0.749 / 0.007
Grade 452 / 0.681 / 0.450

yellow highlights represent moderate to high correlation values

Table 5: Child Development B.S. End of Program Survey Results (Data inclusive of 2007-2008 through 2009-2010)

Child Development BS End of Program Survey
To what degree do you believe that you can demonstrate the knowledge and/or skills learned through this program? Select the appropriate number: 4 = Maximum Degree 3 = Average Degree 2 = Minimum Degree 1 = Cannot Demonstrate I CAN DEMONSTRATE:
Answer Options / Cannot Demonstrate (1) / Minimum Degree (2) / Average Degree (3) / Maximum Degree (4) / Rating Average / Response Count
Knowledge of meeting the needs of young learners through knowledge of inter-relationships among family, child, community, child development / 0 / 1 / 6 / 73 / 3.90 / 80
Knowledge of types of curricula and various techniques used to develop and implement programs for young children / 0 / 0 / 13 / 65 / 3.83 / 78
Knowledge of Title V and Title 22 regulations, how to evaluate employers and programs, how to apply for grants / 1 / 10 / 35 / 33 / 3.27 / 79
Knowledge of the role that early childhood assessments play in influencing sound decisions about children, teaching and program improvement / 0 / 0 / 11 / 68 / 3.86 / 79
Knowledge of how to intentionally incorporate classroom strategies and curriculum to support young children’s math development / 0 / 0 / 7 / 71 / 3.91 / 78
Knowledge of how to intentionally incorporate language and literacy curriculum and emergent literacy classroom strategies to support young children’s language, reading, and writing development / 0 / 0 / 14 / 65 / 3.82 / 79
Knowledge of the physical, cognitive, social, and emotional development of the child from infancy through early adolescence / 0 / 0 / 4 / 74 / 3.95 / 78
Knowledge of working with children with special needs / 0 / 3 / 29 / 45 / 3.55 / 77
Knowledge of working with families who have children with special needs / 0 / 4 / 25 / 47 / 3.57 / 76
Knowledge of psychological theory behind parenting approaches / 0 / 0 / 22 / 56 / 3.72 / 78
Knowledge of the history and current methods of infant and toddler group care / 0 / 2 / 26 / 50 / 3.62 / 78
Knowledge of developmentally appropriate curriculum planning / 0 / 0 / 5 / 73 / 3.94 / 78
Knowledge of developmentally appropriate curriculum implementation / 0 / 0 / 3 / 76 / 3.96 / 79
answered question / 83
skipped question / 2
Now we would like to rank how helpful the program has been in providing you with skills and confidence. Please use the following scale by circling your response: 4 = Extremely Helpful 3 = Somewhat Helpful 2 = Minimally Helpful 1 = Not Helpful
Answer Options / Not Helpful (1) / Minimally Helpful (2) / Somewhat Helpful (3) / Extremely Helpful (4) / Rating Average / Response Count