2017-2018 Program Review
Office of Institutional Planning and Assessment 1 January 29, 2018
Program Review
Child Development Program
Associate in Applied Science (AAS) and Short-Term Certificates (STC)
(CIP: 19.0706)
Program Purpose
What is the published purpose/mission of the program?
The Child Development Program provides training, field experiences, and education to prepare students for
careers in child care.
How does the program’s purpose/mission fit into the overall mission of the college?
This program supports goals three and eight of the college mission.
Do any changes need to be made to the program’s purpose/mission? Explain.
No changes to be made.
Do any changes need to be made to how the program’s purpose/mission fits into the overall college
mission? Explain.
No changes to be made.
2017-2018 Program Review
Office of Institutional Planning and Assessment 2 January 29, 2018
Program Learning Outcomes
What are the program learning outcomes, and how are they assessed?
Outcome Assessment
The student will function as a competent
entry-level childcare worker by performing
necessary skills for working in a childcare
facility.
In CHD 215, the student will score a minimum of 80%
on a comprehensive portfolio and comprehensive
exam to demonstrate his/her ability to function as a
competent entry-level childcare worker.
The student will plan programs that promote
and maintain safe and healthy learning
environments.
In CHD 206, throughout the course, the student will
plan activities that promote health and safety. They
will also compose checklists that identify safe and
healthy childcare environments with at least 80%
proficiency.
The student will apply foundational
knowledge of methods and materials for
teaching young children from birth to age 8.
In CHD 204, students will compose a unit of
developmentally appropriate lesson plans that
enhance the physical, emotional, cognitive, and
social growth of young children with at least 80%
proficiency.
The student will exhibit a positive work ethic. In CHD 215, the student’s work ethic will be assessed
by scoring at least 30 points on a standardized
Workplace Readiness Skills Rubric.
What can students do with the knowledge they have after completing the program?
Students can work in public education as a preschool auxillary teacher or aide, work as a lead-teacher or aide in a
Head Start program, or any licensed or unlicensed daycare center, or after having a years experience, open their
own center.
What are the plans for reviewing the program learning outcomes and revising them?
Program learning outcomes will be reviewed in July 2018 after looking that the data from Fall 2017 and Spring
2018 semesters. They are reviwed each year at this time and necessary changes will be made.
2017-2018 Program Review
Office of Institutional Planning and Assessment 3 January 29, 2018
Assessed Needs and Assumptions
What are the occupational projections for careers for which the program trains?
Sources:
National Projections: Bureau of Labor Statistics, Employment Projections. (https://www.bls.gov/emp/ep_table_102.htm)
Statewide Projections: Alabama Department of Labor, Production Employment and Average Annual Job Openings.
(http://www2.labor.alabama.gov/Projections/occupational/statewide/Statewide2024.aspx)
Workforce Development Region 2 Projections: Alabama Department of Labor, Region 2 Occupational Projections 2012-2022.
(http://www2.labor.alabama.gov/Projections/Occupational/Regions2024B.aspx)
Employment Projections by Occupational Group and Geographical Region
Occupation
National Projections Statewide Projections North Alabama Works Region Projections
2016 2026 Net
Change
Percent
Change 2014 2024
Net
Change
Percent
Change 2014 2024
Net
Change
Percent
Change
Avg. Wage
(2016)
Childcare
Workers
(39-9011)
1,216,600 1,298,700 82,100 6.7% 14,780 15,670 890 6.0% 2,740 2,910 170 6.2% $18,237
2017-2018 Program Review
Office of Institutional Planning and Assessment 4 January 29, 2018
Based on the occupational projections, what is the employment outlook for graduates of the program?
There is a 6.2% projection increase for the need of childcare workers. Currently, 92% of graduates from the
program are employed in field. With the continued increase, the employment outlook for graduates should be
close to 98%.
What is the outlook for the continued need of the program within the mission of the college?
The Alabama Statewide initiative to increase preschool education to all children by 2023 and the increase in
funding by over $18 million dollars this year for preschool education, along with the positive employment outlook
for graduates in our area shows a continued need for the program.
2017-2018 Program Review
Office of Institutional Planning and Assessment 5 January 29, 2018
Structure
What credentials does the program offer?
The Child Development Program offers the following credentials:
Associate in Applied Science Degree in Child Development
Short-Term Certificate in Infant/Toddler
Short-Term Certificate in Preschool/Family Child Care
Short-Term Certificate in Early Childhood Education
Short-Term Certificate in Child Development
What are the requirements for each credential?
AAS in Child Development
Area I: Written Composition (3 hours total)
ENG 101—English Composition I (3 hours)
Area II: Humanities and Fine Arts (6 hours total)
SPH 107—Fundamentals of Public Speaking (3 hours)
Humanities and Fine Arts Elective (3 hours)
Choose from ART 100, 203, 204; MUS 101; PHL 206; REL 100, 151, 152; SPA 201, 202; THR 120, 126
Area III: Natural Science and Mathematics (9-10 hours total)
MTH 116 or any 100-level MTH (3 hours)
CIS 146 (3 hours)
Math, Science, or CIS elective (3-4 hours)
Area IV: History, Social, and Behavioral Sciences (3 hours total)
PSY 200 or SOC 200 (3 hours)
Area V: Pre-Professional, Major, and Elective Courses (48 hours total)
CHD 100 (3 hours)
CHD 201 (3 hours)
CHD 202 (3 hours)
CHD 203 (3 hours)
CHD 204 (3 hours)
CHD 205 (3 hours)
CHD 206 (3 hours)
CHD 209 (2 hours)
CHD 210 (3 hours)
CHD 215 (3 hours)
CHD 217 (3 hours)
Electives (8-9 hours)
Choose from: CHD 108, CHD 208, 211, 212, 214, 220, 221, 224; SPA 101, 102, 201, 202; PHL 206;
PSY 200, 210; SOC 200, 210; BUS 215
EMS 100 (1 hour)
WKO 106 (3 hours)
Total Hours Required for Degree: 65-67
2017-2018 Program Review
Office of Institutional Planning and Assessment 6 January 29, 2018
Short-Term Certificate in Infant/Toddler
CHD 100 Introduction to Early Care and Education (3 hours)
CHD 206 Children’s Health and Safety (3 hours)
CHD 209 Infant and Toddler Education Programs (3 hours)
Total Hours Required for Short-Term Certificate: 9
Short-Term Certificate in Preschool/Family Childcare
CHD 100 Introduction to Early Care and Education (3 hours)
CHD 206 Children’s Health and Safety (3 hours)
CHD 204 Materials and Methods for Teaching Young Children (3 hours)
Total Hours Required for Short-Term Certificate: 9
Short-Term Certificate in Early Childhood Education
CHD 206 Children’s Health and Safety (3 hours)
CHD 209 Infant and Toddler Education Programs (3 hours)
Choose: CHD 203, CHD 204, CHD 205, or CHD 215 (3 hours)
Total Hours Required for Short-Term Certificate: 9
Short-Term Certificate in Child Development
CHD 201 Child Growth and Development (3 hours)
CHD 205 Program Planning for Education Young Children (3 hours)
CHD 210 Education Exceptional Children (3 hours)
Total Hours Required for Short-Term Certificate: 9
How often are the requirements for the degree reviewed?
The requirements are reviewed yearly to meet the needs of requirements recommended by the State Department
Office of School Readiness and the requirements from other four year institutions.
Are there any plans for revising the degree requirements?
There are no plans to revise the degree requirements at this time. They were revised Spring 2017.
2017-2018 Program Review
Office of Institutional Planning and Assessment 7 January 29, 2018
Accreditation
What is the institutional accreditation for the program?
The Child Development Program is within the institutional accreditation granted by the SACSCOC and reaffirmed
in 2015.
Does the program have any program-specific accreditations?
No
Instructors
Who are the current instructors in the program, and what are their credentials?
Name Degree/Qualifications
Dana Garner (full-time) Ed.S. in Elementary Education. The University of
West Alabama. 2010
M.S. in Elementary Education. Alabama A&M
University. 2004.
Eighteen years of teaching experience in
elementary education and reading.
Lisha Overdear (part-time) M.A. in Elementary Education. The University of
Alabama. 2000.
Elementary teacher. Caldwell Elementary School.
1997-present.
How have the instructors in the program developed professionally over the past two years?
2015-2016
2015 Alabama Community College Association Conference. Birmingham, Alabama.
Child Care Program Director’s Meeting, sponsored by Director of Health and Human Services Programs.
Montgomery, Alabama.
Child Development Meeting sponsored by Alabama Community College System. Montgomery, Alabama.
Site visit to Northwest Shoals Community College Childhood Development program facilities and the pre-k lab
school. Muscle Shoals, Alabama.
The Early Educator Workforce Summit, sponsored by Auburn University at Montgomery. Montgomery,
Alabama.
TROY Blackboard User Conference. Troy, Alabama.
2016-2017
Camp Life Special Needs Camp. Lauren Evans, Childhood Development Program. Pisgah, AL.
Super Saturday: Conscious Discipline Seminar, Erin Lusk, education director for Child Resource Network
What are any planned professional development activities for instructors in the program?
1. Conscious Discipline Training, Athens State University.
2. Zero to Three Conference
3. NAEYC Summer Conference, Austin Texas
4. Bi-Monthly meetings with other program directors and instructors for child development.
2017-2018 Program Review
Office of Institutional Planning and Assessment 8 January 29, 2018
Are any additional instructors anticipated within the next five years? If so, please explain.
No
2017-2018 Program Review
Office of Institutional Planning and Assessment 9 January 29, 2018
Instructional Quality and Enhancements/Curriculum Design
How is the general education core incorporated into the course of study for this program?
The AAS degree includes 21-22 credit hours of general education in the 65-67 credit-hour total: ENG 101; SPH 107;
three credit hours of humanities or fine arts; MTH 100 or numerically higher; CIS 146; another three- or four-hour
elective in math, science, or computer science; and three credit hours for either PSY 200 or SOC 200.
Are all course syllabi current and posted on the NACC website? Explain.
Yes, all CHD course syllabi were updated and posted Fall 2017.
How is the curriculum of each program option evaluated to ensure it is relevant and current? Examples
include advisory committee suggestions, student learning outcome evaluations, student evaluations, etc.
An advisory meeting is held each spring to review the program goals and curriculum. Several informal meetings
are held each semester to take suggestions from major stakeholders. Student learning outcomes are evaluated
once a year.
Describe changes that have been made in the delivery of the courses in each option of the program as a
result of review of the program learning outcomes over the last five years.
Students are now required to participate in 12 more field experience hours, participate in family involvement
activities, interview and observe assessment techniques, and student teaching hours were increased by 30 hours.
Are courses in the program scheduled to maintain availability and accessibility in accordance with the
college’s mission? Explain.
Yes, course offerings in the CHD program have been revised to offer course rotations to accommodate online,
campus, and combinations of both formates. Starting Fall of 2018, the CHD program will offer a completely online
rotation. Short-term certificates were evaulated and changed last year to accommodate the need of surrounding
counties wanting qualified students to work immediately as preschool auxilary teachers. A student can now
qualify in one semester to be employable in a First Class Pre-k program in public schools.
2017-2018 Program Review
Office of Institutional Planning and Assessment 10 January 29, 2018
Program Resources
Describe the physical facilities and resources, including any laboratories, used in the program. Are the
physical facilities and resources adequate? Explain.
The childhood development classroom was updated in 2016 to accommodate activites with children and
community members. There is a workstation in the classroom for students to use equipment often found in Pre-k
classrooms.
Are there any plans for major expansion or upgrade of facilities or major replacement/expansion of
equipment? Explain the rationale and include projected costs.
There are no plans at this time.
Describe the technological resources used in the program. Are the technological resources adequate?
Explain.
The childhood development program is housed in the library where librarians assist students with technology and
online resourses. If needed, CHD instructor gains access to library laptops for classroom use of technology
projects. All CHD courses whether on campus or online are set up in the same Canvas format. This enables a
student to have access to all tecnology through Canvas.
Are there any plans for major expansion or upgrade of technological resources? Explain the rationale and
include projected costs.
There are no plans at this time.
Describe the library resources that are available to the program.
Examples of library resources provided by the NACC Learning Resources Center include the following: books,
eBooks (full-text electronic books), and full-text journal, magazine, and newspaper articles. Depending on format,
these items may be accessed electronically or in print. Online tutorials, as well as program-specific LibGuides
pages, provide instruction in the use of these resources. Library staff are available to assist students and faculty in
person, online, and by phone.
Are the library resources for the program adequate? Explain.
Yes, the library add professional literature and children's literature each semester to keep current in the early
learning field.
Are there any plans for expansion or upgrade of library resources for the program? Explain the rationale
and include projected costs.
The library resources are increased each semester by the librarians. Currently, there is a need for increasing the
number of books for infant and toddler education. The need is based on the book circulation and requests by the
CHD students. The library covers the cost of expansion.
2017-2018 Program Review
Office of Institutional Planning and Assessment 11 January 29, 2018
Advisory Committee
Is an advisory committee in place for the program? If so, list the committee members and their affiliation in
the community. If not, are plans in place to establish an advisory committee?
1. Dr. David Campbell, (ex-officio), President
2. Dr. Joe Burke, (ex-officio), Vice-President, Dean of Instruction
3. Dr. Mike Kennamer, Director of Workforce Development
4. Joan Reeves, Director, Div. English and Fine Arts/Director of Student Activities
5. Dana Garner, Instructor/Advisor of Child Development
6. Judy Davidson, (Committee Chair): DeKalb County Childcare Resource Network
7. Erynn Lusk, Childcare Resource Network Education Coordinator
8. Jenny Copeland, Education Administrator, State of Alabama Dept of Early Childhood Ed.
9. Cathy Mitchell, Scottsboro Impact Learning Center
10. Deborah Fanning, Scottsboro High School FCS Instructor
11. Jada Freeman, Parent/ATN Office Manager
12. Myra Holt, Regional Manager for Office of School Readiness Pre-K
13. Bob Johnston, DeKalb County Chief Deputy District Attorney
14. Greta Mosley, Fort Payne Head Start
15. Theresa Dalton, Area Team Leader, Head Start/Early Head Start/Pre-K
16. Stephanie Lusk, Pre-k Director, 21st Century Programs Manager, and public relations
17. Penny Roney, Jackson County Health
18. Jim Cunningham, Superintendent Fort Payne City Schools
19. Kevin Dukes, Superintendent Jackson County Schools
20. Dr. Jason Barnett, Superintendent DeKalb County Schools.
21. Dr. Jose Reyes, Superintendent Scottsboro City Schools
22. Dr. Houston Henderson, Assistant Principal, Wills Valley, Fort Payne
23. Dr. Sandra Spivey, Principal, Dade County
24. Marion Maddox, Capna Headstart, Parent Programs Director
What is the purpose and role of the advisory committee?
The purpose and role of the advisory committee is to provide a means through which child care practitioners and
administrators may invest in the development and evalation of the program.
Describe any changes that have been made to the program as a result of advisory committee activity or
suggestions.
The advisory committee suggested to increase the number of courses offered in an online format to
accommodate working students, offering a short-term certificate available each semester, increase in field
experiences and family involvement experiences. Both recommendations are currently being revised as a result.
2017-2018 Program Review
Office of Institutional Planning and Assessment 12 January 29, 2018
Enrollment and Completions
What are the enrollment trends in the program over the last five years?
Number of Students Enrolled in
CHD Courses
AY 2012-2013 through AY 2016-2017
2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
68 54 77 86 76 Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.
What are the enrollment trends in the program over the last five years by gender?
Number of Students Enrolled in
CHD Courses
by Gender
AY 2012-2013 through AY 2016-2017
2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Male 1 2 2 5 2
Female 67 52 75 81 74
Total 68 54 77 86 76 Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.
What are the enrollment trends in the program over the last five years by race/ethnicity?
Number of Students Enrolled in
CHD Courses
by Race/Ethnicity
AY 2012-2013 through AY 2016-2017
2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
African American 1 0 0 0 0
Asian 0 0 0 0 0
Hispanic 0 0 3 2 6
Native American 3 0 3 4 2
Other 0 0 0 1 2
White 64 54 71 79 66
Total 68 54 77 86 76 Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.
2017-2018 Program Review
Office of Institutional Planning and Assessment 13 January 29, 2018
What are the total number of enrollments and the credit-hour production over the last five academic years?
Total Enrollments and Credit-Hour Production
CHD Courses
AY 2012-2013 through AY 2016-2017
2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
Total Enrollments 313 187 299 254 266
CHP 814 472 725 723 743 Note: “Total Enrollments” is a duplicated headcount. If a student enrolled in more than one CHD course, that student is
counted multiple times.
Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.
What are the course success and retention rates in the program over the last three academic years?
Course Success and Retention Rates
CHD Courses
AY 2014-2015 through AY 2016-2017
Year Enrollments
Withdrawal
Rate
Failure
Rate
Pass Rate
(A-D)
Success Rate
(A-C)
No. % No. % No. % No. %
2014-2015 299 24 8% 17 6% 258 86% 250 84%
2015-2016 254 9 4% 7 3% 238 94% 230 91%
2016-2017 266 16 6% 15 6% 235 88% 228 86% Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.
What are the retention rates in the program over the last five academic years?
Student Fall-to-Fall Retention
Child Development
Fall Cohorts 2012-2017
Fall 2012-
Fall 2013
Fall 2013-
Fall 2014
Fall 2014-
Fall 2015
Fall 2015-
Fall 2016
Fall 2016-
Fall 2017
35.3% 60.0% 50.0% 51.0% 41.5% Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January
2018.
*Fall-to-Fall Retention refers to the percent of students who were enrolled in a CHD course during one fall
semester and either completed a degree in the program or were enrolled in a CHD course the following
fall semester.
What do the data indicate about enrollment and student retention in the program?
Total enrollment and Fall-to-Fall retention has fallen for the program. Course success rates seem to be holding
consistent.
What are the plans for increasing enrollment and retention rates in the program?
The program is now partnering with surrounding high school FACS programs offering the following courses:
Teaching I and Teaching II. The CHD instructors visits the classrooms to recruit future students and offers a visit to
the Child Development classroom where students participate in a hands-on experience such as one they will
experience in their CHD college coursework. The workforce dual enrollment scholarship will once again be offered
to Child Development students, and this will be promoted in recruiting events. The Leadership Scholarship has
also been increased for the Child Development Program. There are plans to recruit currently employed childcare
workers into the CHD program with this scholarship.
2017-2018 Program Review
Office of Institutional Planning and Assessment 14 January 29, 2018
How many students have earned a credential in the program in the last five academic years?
Completers in
Child Development
Academic Years 2012-2013 through 2016-2017
Credential 2012-2013 2013-2014 2014-2015 2015-2016 2016-2017
AAS 10 12 10 10 7
STC 20 10 16 12 26 Note: A student who earned both a degree and a STC in the same academic year is counted in both rows.
Source: Office of Institutional Planning and Assessment. NACC ACCESS/400 database system. 29 January 2018.
What are the plans for increasing the completion rates in the program?
To increase completion rates, the instructor now contacts child development students each semester during pre-
registration and again before the semester begins to encourage students to continue their coursework. Also,
students are advised to immediately seek employment in the field to gain experience related to their current child
development studies.
2017-2018 Program Review
Office of Institutional Planning and Assessment 15 January 29, 2018
Licensure passage rates
Does the program lead to the opportunity for licensure? If so, what are the licensure opportunities?
There is no licensure for child development at this time.
What are the licensure pass rates, if applicable?
N/A
Does the program or any coursework in the program lead to any type of industry certification? If so, what
are the certifications?
There are no industry certifications at this time.
What are the industry certification pass rates, if applicable?
N/A
2017-2018 Program Review
Office of Institutional Planning and Assessment 16 January 29, 2018
Job Placement Rates and Employer Satisfaction
What are the job placement rates for graduates of the program?
Child Development AAS Graduates 2016-2017: 86%
Child Development AAS Graduates 2017-2018: 100%
STC 2016-2018: 73%
Is employer satisfaction of graduates assessed? If so, are employers satisfied with graduates of the
program? Please describe.
Employer satifisfaction is extremely positive and continues to increase. Employers call the office requesting
students from the program each semester. This year 100% off AAS graduates have been placed in schools and
daycare centers.
Student Follow-Up Reports
Is student satisfaction with the program assessed? If so, are students in the program satisfied with the
program? Please describe.
Yes, according to the evaluation surveys, students provide positive reports of the program.
Is alumni satisfaction with the program assessed? If so, are alumni of the program satisfied with the
program? Please describe.
Yes, alumni are satisfied with the program. They are qualified for the positions and receive positive feedback from
their employers. Often times new students have been referred to the program by former child development
students.
2017-2018 Program Review
Office of Institutional Planning and Assessment 17 January 29, 2018
Findings of Review
What are the strengths of the program?
1. The program has partnerships with CAPNA Head Start programs, Jackson County Board of Education, and
Dekalb County Board of Education enabling students to actively participate in field experiences, observations, and
make contact with future employers.
2. The program places an emphasis on community involvment and family engagement in which helps to prepare
students for the requirements of high quality early education.
3. There is an increased amount of hours for field experiences and observations that go above and beyond the
minimum standards listed on the current plan of instruction better preparing our students for immediate
employment in high quality enviornments.
4. The CHD Instructor assists students in making connections with future employers through field experienes and
field activities where their qualifications and talents can be experienced first hand.
5. The program meets the needs of the State of Alabama First Class Preschool initiative.
6. The NACC child development students are sought after by prospective employers.
What are recommendations for improvement?
1. The NACC child development students to receive specific training in Concious Discipline, a positive discipline
philosophy that is soon to be implemented statewide in Alabama.
2. Implement and perfect the new online and campus course rotations to better meet community and student
needs.
Please provide any other findings that are pertinent to the review.
Over the past year, there has been a request for non-credit professional development hours or courses be offered
by the child development program. This request comes from community sites wanting to encourage their
childcare workers to seek child development degrees by exposing them to interesting coursework in a college
classroom in an effort to help students realize the ease of obtaining a degree in their field of interest, as well as,
helping these facilities with their professional development yearly requirements. There are scholarships from the
Alabama's Workforce Development and Department of Human Resources available to this student population.
There should be further inquiry by the child development program director and community stakeholders.
Report Affirmed by:
Signed:
Date:
Dana Garner, Instructor
Signed:
Date:
Chad Gorham, Interim Dean of Instruction
Signed:
Date:
Rodney Land, Chemistry Instructor and Chair of the
Curriculum Committee