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Institutions of Higher Education Mapping Project Board of Early Education and CareBridgewater State University March 8, 2011

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IHE Mapping Project: Speakers Ravitha Amarasingham (panelist)

Bristol Community College

Phil Baimas Department of Early Education and Care

Melissa Cardelli (panelist) Bristol Community College

Katie DeVita (presenter) Department of Early Education and Care

Erin Oldham LaChance (presenter) Oldham Innovative Research

Greg Nelson (panelist) Bridgewater State University

Francesca Purcell (panelist) Department of Higher Education

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Why the Higher Ed Mapping Project? Identified as an objective in the MA Head Start

Collaboration Office FY10 Strategic Plan: Develop outreach strategies and statewide

partnerships with IHEs to promote increased access to ECE degree programs and assist educators with degree attainment

Ensure information about (degree) programs is available to educators

Map existing degree programs and areas not aligned to create plan to assist educators

Assess capacity of IHEs to support early educators regarding: articulation agreements, professional development and career advancement plans and practices

Supporting work of State Advisory Council (SAC) facilitating Higher Education Workforce Preparation Partnerships around data infrastructure and access

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Workforce Task Force: Articulation and Credit for Prior Learning Committee

Goal…“to help students succeed in meeting their educational goals.”

Articulation and transfer agreements are a shared responsibility among IHE leaders, faculty and administrators; state agencies and legislatures; and students (and employers)

Recommended strengthening statewide transfer policies and practices

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Staff QualificationsHead Start NAEYC QRIS*

Assistant Teacher

Minimum of CDA and enrolled in associate’s degree program or higher, or enrolled in a CDA to be completed within 2 years (nationwide)

50% have CDA or equivalent, working on CDA or equivalent, or meet NAEYC requirements for teacher

Level 2: High school diploma or GED, minimum of 3 college credits in ECE or related field; 50% of classrooms have educator with bachelor’s degree or higher who work for the full program day

Level 3: 75% of classrooms have educator with a bachelor’s degree or higher who work for the full program day

Level 4: 100% of classrooms have educator with a bachelor’s degree or higher who work for the full program day, minimum of 30 credits in ECE or related field

Teacher At least 50% of teachers nationwide have a minimum of a bachelor’s degree by September 2013

75% have CDA or equivalent, or minimum of associate’s degree, or working towards associate’s degree or higher

Program Administrator

Education Coordinator: Bachelor’s degree or higher in related field

Minimum of bachelor’s degree and 9 credit-bearing hours of specialized college-level coursework in administration, leadership, or management, and at least 24 credit hours in ECE or related field

Level 2: CDA or higher, or enrolled in associate’s degree or higher in ECE or related field

Level 3: Minimum of bachelor’s degree and 9 credit hours of specialized coursework in administration, leadership, or management, and at least 24 credit hours in ECE or related field*QRIS level 1 meets licensing requirements

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IHE Mapping Project: Phase I

In April 2010 EEC in collaboration with the MA Head Start Collaboration Office contracted with Oldham Innovative Research, Inc to: Create a single repository of information

for higher ed. programs that lead to certificates and degrees in ECE or elementary education;

Map current network of 2 and 4 year public and private IHEs in MA;

Create program profiles

Bridgewater State University

Program Characteristicso Degrees: Bachelor of Science in Education: Early Childhood Education PreK-2 (Licensure)

o Bachelor of Science in Education: Early Education and Care, PreK-Ko Post Baccalaureate Program: Early Childhood Teach (PreK-2, Initial Licensure)o Master of Education (M.Ed.) in Early Childhood Education (Professional Licensure)

o Certificate Programs: Noneo Related Degrees: Elementary Education, Psychology with a concentration in Child Psychology, M.Ed in Counseling with a concentration in School Counselingo Accreditation: Licensure program NCATEo Faculty: 6 full time, 1 part time, 11 adjunct o Field Placement Information: For licensure program, student field placement in public preschool, first or second grade classroom. For Early Education and Care,

assigned or work setting placement (Toddler-PreK)

Student Demographicso Students in program: ECE Licensure 295. Early Education and Care 89. Masters in Early Childhood 21. Early Childhood Post Baccalaureate 5 o Age range: 16-68o Percent female: 62%o Percent Caucasian: 79%o Percent English as a Second Language: 1% (of first time freshman)o Percent who receive financial aid: 63%o Number of matriculated students: 100%

Supports for Non-Traditional Studentso Course options: No non-traditional course offerings for licensure program. Early Education and Care courses are available evenings or weekends. Evening,

weekend, or summer options are available to fulfill other degree requirementso Average number of years for non-traditional, part time student to complete Early Education and Care degree: If entering with an Associate’s degree, 6 yearso Mentoring Opportunities for ELL/ESL Students: Resources through Academic Achievement Center, Reading Center, and Writing Centero Guidance supports offered in languages other than English: Yes

Credit Transfer Informationo ECE courses taught in other languages count toward degree: Yeso Credits for CDA Credential: Noneo Credit for Prior Learning Experience: None

o Criteria for earning credit: NAo Accept CEU’s from other entities: Unknown

This information was provided by staff at Bridgewater State University and/or taken from their website. This information was accurate as of June 2010 but may have changed since then. Please see Bridgewater’s website at http://www.bridgew.edu/ for

the most up-to-date information

Massachusetts Early Childhood Education and Elementary Education Transfer Compact The following community college Early Childhood Education and Elementary Education programs are part of the transfer compact with Bridgewater State University:Early Childhood Education Berkshire: ECE Liberal Arts degree into all Liberal Arts Majors *see notes Bristol: ECE Transfer into all majors except those noted Cape Cod: ECE transfer into all majors except those noted Greenfield: ECE into all liberal arts majors *see notes Massachusetts Bay: Liberal Arts ECE into all liberal arts majors Middlesex: ECE transfer into all majors except those noted Mt. Wachusett: ECE transfer concentration into all majors except those noted. North Shore: Early Childhood Development into all majors except those noted Northern Essex: ECE into all except those noted Quinsigamond: ECE transfer into all majors except those noted

Elementary Education Bristol: Elementary transfer into all majors except those noted Bunker Hill: General Concentration into Elementary Education*see notes Cape Cod: Elementary Education transfer into all majors except those noted Greenfield: Elementary Education into all liberal arts majors *see notes Massachusetts Bay: Liberal Arts Elementary Education into all liberal arts majors Massasoit: Liberal Arts studies: Elementary Education option into all majors except those noted Middlesex: Elementary Education transfer into all majors except those noted Mt. Wachusett: Liberal Arts and Sciences: Elementary Education concentration into all liberal arts majors North Shore: Elementary Education transfer program into all majors except those noted Northern Essex: Elementary Education into all majors except those noted Quinsigamond: General Studies Elementary Education transfer into all majors except those noted Individual articulation agreement with Holyoke Community College

[1] Information from MA Department of Higher Education Admission and Transfer site http://www.mass.edu/forstudents/admissions/transfercompacts.asp

Bridgewater State University

For more information on Bridgewater State University, please see the Department of Early Education and Care website

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Phase I: Key Findings from 28 IHEs

Degree programs include: 14 associate’s, 9 bachelor’s, and 11 master’s;

15 offer a concentration in ECE and 14 have ECE related certificates;

89% offer evening coursework for non-traditional students;

11% offer courses taught in languages other than English; and

57% of two-year and 50% of four-year align courses with EEC Core Competencies

Further coordination and collaboration around the Mass Transfer Compact is needed.

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Phase I: Recommendations for EEC and AccomplishmentsRecommendation: Provide a current inventory of ECEcertificate and degree programs

Action Step: Phase I final report and fact sheets onlineAction Step: OIR continuing to map ECE Certificateand degree programs

Recommendation: Provide objective and professionaleducational consultation services through local entities

Action Step: EPS grantees provide academicand career counseling and help educators todevelop IPDPs at the local level

Recommendation: Continue to collaborate with DHE and IHEsAction Step: Transfer Compact, EPS grant, coursedevelopment (ARRA funds), Readiness Centers

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Phase I: Recommendations forEEC and Accomplishments contd.

Recommendation: Map alignment of accreditationstandards, core competencies, and IHE courses

Action Step: Phase II includes alignment of core competencies

Recommendation: Share best practices and the need forproviding supports for ELL students

Action Step: EPS grant provides opportunities forgrantees to share best practices; grant supports ESOL,ABE, and developmental courseworkAction Step: Dual Language Education Policies and Guidelines

Recommendation: Explore demand for school age certificateand degree programs and options for OST educators

Action Step: EPS grant has shown an increase in PD opportunities for school age/ OST educators

Action Step: Low demand for certificates continues

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Phase I: Recommendations for the System and Accomplishments

Increase number of ECE bachelor’s degree programs

Increase availability of intensive and on-line classes for bachelor’s and master’s degrees

Utilize Ed Specialist/Career Counselors Host information sessions for students Disseminate ECE Transfer Compact fact

sheets Facilitate focus groups to gather more

detailed information

IHE Phase II Mapping Project: Course Alignment

Preliminary FindingsDr. Erin Oldham LaChance

Purpose of IHE Phase II Study

Second Phase of IHE Project focused on identifying ways to increase transferability of early childhood courses across Institutes of Higher Education (IHE) by examining and identifying courses common to IHEs so as to encourage and ease the process of transferability.

The ultimate purpose is to make it easier for students to transfer courses from one institution to another and to create a clear pathway towards degree attainment.

A secondary purpose was to map the identified common courses to one or more EEC Core Competency

A special project was to determine whether it is possible to compare syllabi as a better way of determining transferability between courses.

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Scope of IHE Phase II Study

Scope of Study: The intention of the study was to look broadly across 33 IHEs at early childhood degrees to identify courses that would be candidates for transfer and then to examine those courses in some depth to encourage and ease the process of transferability.

Lessoned Learned from Phase I: Information gathered from IHEs needs to be verified by an actual person (not from websites which are often out of date) especially as all of this information is considered politically sensitive.

Because we knew we had limited time and money (4 months, $15k), to ensure that we focused on the courses with the strongest potential for transferability we targeted our study by:

•Focusing on Early Childhood Education degrees (not Out of School Time or K-12). • Focusing on required courses (not general education, elective, practicum, or seminar courses). Initial review included 1000 courses. Final categorization includes 378 courses.

Research phase is complete; verification phase is on-going; summary of findings continuing.19

Targeted Methodology for Phase II

1. Reviewed required courses for Early Childhood Education degree and certificate programs at 33 IHEs

2. Identified common course themes within the reviewed courses

3. Gathered in-depth information on targeted courses from course catalogs and websites

4. Analyzed course descriptions to determine potential transferability

Analysis process: Two team members separately read course descriptions by theme (e.g., all “Intro to ECE” courses) to determine course objectives and key terms. Then a team of three came together to determine which courses were similar in content and objectives. Any courses that did not align were removed from the category. Some themes were further divided into subthemes.

5. Aligned courses with one or more EEC Core Competencies

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Targeted Methodology Phase II (Continued)

6. Contacted ECE department heads to:a) Verify accuracy of collected data and garner additional informationb) Collect syllabi for targeted coursesc) Identify institutional policies on transferability

7. Conducted preliminary analysis of syllabi of one course to determine usefulness of syllabi in determining transferability.

8. Created theme-based fact sheets on potentially transferable courses for use by EEC, IHEs, and students.

9. Developed sortable database with detailed course information on 378 courses across 33 IHEs. Sortable by multiple variables including: degree, school name, EEC course competency address, theme, and number of credits.

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Preliminary Phase II FindingsRelated to the ECE Compact

Our findings are in alignment with the Early Childhood Education Compact (2011 revision). In an independent examination, we found common course themes that were closely aligned with the course requirements for the early childhood education compact.

Thus, IHEs should not have to make many changes or additions to their course load for the compact to work at their school.

As noted in the ECE Compact, a coordinating committee will assist campuses in developing courses that meet the ESE and EEC core content knowledge requirements. Information from this project can be used by the coordinating committee.

This project also provides evidence of transferability between private and public schools. This has the potential to expand students’ options for a clear pathway towards achievement of a degree.

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Preliminary Phase II FindingsTransferability Policies and

ProceduresIHEs have policies and procedures around transferability, but

transfer of ECE credits and courses is mainly individualized from institution to institution. However, we are able to identify some trends from an online survey/interviews with 19 IHEs.

•Certain foundational/introductory courses (e.g., Introduction to Early Childhood Education, Child Growth and Development) were accepted for credit, many of which are outlined in articulation agreements; and

•Many institutions consider the possibility of prior coursework being counted as an elective

•When IHEs are considering transferability, they tend to look atthe content of the course, which typically includes a transcript review, an

examination of the course descriptions, one-on-one discussions with individual students about courses and if necessary, a review of syllabi;

whether or not the credits obtained were from an accredited institution; and

whether the student achieved a grade of a C or better in courses that were deemed transferable.

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Preliminary Phase II FindingsTrends in Course Transferability

Course descriptions are the most effective method for determining transferability

Course numbers are not a clear indicator of transferability

Syllabi are not a clear indicator of transferability

There are course themes with common courses that clearly lend themselves to transferability across IHEs. These are areas where IHEs could be encouraged to create or expand their articulation agreements.24

Example: Course similarity within theme of “Guiding and Interacting with Children”

“In this course, students will look at the relationship of physical space, time, curriculum and instruction in creating the positive and effective learning environments for young children, birth to age 12. Introducing practical principles and techniques for providing developmentally appropriate guidance for all children, emphasis is placed on encouraging self-esteem, cultural awareness, effective communication skills, direct/indirect techniques/strategies and observation to understand the underlying causes of behavior. Upon completion, students will demonstrate appropriate interactions with children and families and promote conflict resolution, self-control, self-motivation, and self-esteem in children.”

“This course focuses on teacher’s attitudes and effective communication in guiding behavior. Emphasis is placed on techniques which help children build positive self concepts and individual strengths within the context of appropriate limits and discipline. The course will customize and meet the specific needs of infant toddler and/or preschool settings.”

“This course covers the study of effective communication in guiding behavior. The course emphasizes techniques that help children build positive self-concepts and individual strengths within the context of appropriate limits and discipline.”

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Preliminary Phase II FindingsCore Competency Alignment

There is a cohesiveness between five core competencies and the required courses in the areas below. These are areas that are ripe for transferability.

#1: Growth and Development of Children and Youth#2: Guiding and Interacting with Children and Youth#3: Partnering with Families and Communities#5: Learning Environments and Implementing Curriculum#6: Observation, Assessment, and Documentation

There are two common course themes (i.e. Introduction to Early Childhood Education & Working with Children with Special Needs) that cross multiple core competencies. These are also areas where there is good transferability.

Transferability may be more complex for the curriculum courses. There

is a great variety of courses from math and science curriculum to encouraging creativity in children.

Three EEC Core Competencies are not consistently represented in required courses. However, these are areas that are likely covered by professional development (e.g. training for providers). It may be duplicative to cover these areas in higher education.

#4: Health, Safety, and Nutrition#7: Program Planning and Development

#8: Professionalism and Leadership

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Preliminary Phase II FindingsCore Competency Alignment

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Growth and Development

of Children

Guiding and Interacting

with Children

Partnering with Families

and Communi-ties

Health, Safety, and Nutrition

Learning Envi-ronments and

Curriculum

Observation, Assessment,

and Documen-tation

Program Planning and Development

Professional-ism and

Leadership

0

2

4

6

8

10

12

14

16

18

12

5 5 5

10

32

1

16

10

8

2

14

5

3

1

14

8

11

1

17

11

10

Certificate, n=12Associates, n=16

EEC Core Competency Area

Num

ber

of

IHEs w

ith C

ours

es R

ela

ted t

o C

ore

C

om

pete

ncy

Preliminary Phase II FindingsTrends across Degree Programs

Required courses for associates and certificate degrees are generally more similar than bachelor programs. This is likely related to the short, concentrated timeframe and focus of the ECE degrees. This results in many courses being easily transferable between certificate and associates degrees.

There is less overlap between required courses within bachelors degrees and across AA and BA degrees. This is likely related to to specificity and specialization of programs, courses, and concentrations. BA degree programs are likely purposely distinct and unique considering their desire to attract a limited number of students. Additionally, with four years worth of courses, BA programs can afford to offer distinct and unique courses that likely do not lend themselves to being transferred to other institutions.

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Methodological Limitations

Findings are preliminary! Still receiving information from IHEs and still verifying course information.

Findings only represent trends among required courses due to the scope of the study. There are additional courses (elective, practicum) that address EEC core competencies and would be eligible for transfer among IHEs.

Collection of course syllabi from IHEs was partially successful

• Syllabi seen as professors’ “intellectual property.” Unable to obtain syllabi from all IHEs.

• Syllabi are not necessarily up to date. (Some required courses not currently offered due to low enrollment, for example.)

• Syllabi are very individual and difficult to compare (e.g., course objectives vary in length from one paragraph to two pages). Could not determine a means of comparing the syllabi in an objective manner (e.g. How do you compare the merits of two different textbooks or one group of articles to another group of articles in an objective manner)

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Next (Action) Steps…

Action Step: Work with private and public IHEs to increase transferability of courses across those institutions.

Action Step: Use information from this project to bolster the reasons for IHEs to comply with ECE Transfer Compact.

Action Step: Place an emphasis in EEC conversations on transferability between two and four year institutions as there is less consistency in transfer polices despite state initiatives.

Action Step: Build upon best practices being used at some IHEs to clearly explain to students which courses transfer and which are required to be taken at the particular IHE (e.g., Gregory Nelson’s work at Bridgewater State)

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Next (Research) Steps…

Research Step: Examine elective courses for transferability and alignment with core competencies. Include information in database.

Research Step: Examine practicum courses for transferability and alignment with core competencies. Especially important now that practicum courses are included in the ECE Compact. Include information in database.

Research Step: Determine how and to what extent the following core competencies are being met by professional development: Health, Safety, and Nutrition; Program Planning and Development; and Professionalism and Leadership

Research Step: Continue to include IHEs in the development of this process. Continue to gather IHEs concerns and innovations to build buy-in and increase the likelihood of compliance and appreciation of efforts to increase transferability between courses.

Research Step: Consider including students in the development of this process. Consider gathering students’ opinions on usability of information provided on EEC’s website and in working with IHEs on course transfer.

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Next Steps for OIR…

To complete this project, OIR will:

1. Call department heads who have not yet responded to our questions about institutional policies and procedures for transfer

2. Contact all IHEs for second verification of cataloged course information

3. Complete analysis of findings and submit final report by April 1, 2011

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