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Ece Equity In Ed Program Proposal (Central Oregon Community College)

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Revised AA Presentation Checklist-writable Updated 5/10/2018
Page 1 of 3
Academic Affairs Committee
Form 1:
Presentation Checklist
Na
me: ______________________________________________ Date: ___________________
Department: _____________________________________________________________________________________________________
COCC Contact Information: ___________________________________________________________
Use the instructions for this document to complete your presentation checklist; then e-mail your
completed presentation checklist (not the instructions) to the Academic Affairs chair by his or her
specified deadline. Please note: If an item listed is not relevant to your specific presentation to
Academic Affairs, please mark as N/A. Use as many pages as necessary.
PROPOSAL OVERVIEW
TYPE OF AGENDA ITEM
Information Item (requires approval of AA Chair)
Action Item
Information and committee feedback
Procedure—revision (Attach current procedure with proposed changes illustrated with track
changes)
Procedure—new
Identify suggested location in GPM: _______________________________________________________
Policy—revision (Attach current policy with proposed changes illustrated with track changes)
Policy—new
Identify suggested location in GPM:________________________________________________________
New academic program (Complete only items #1 and #2 on this form and attach stage 2
document.)
Other:________________________________________________________________________________
ECE Equity in Education Certificate New Program Proposal
Amy Howell
11/5/18
Education/Early Childhood Education
Amy Howell (7784)
Stage 2 document attached
Revised AA Presentation Checklist-writable Updated 5/10/2018
Page 2 of 3
BUDGET
INSTRUCTIONAL REQUIREMENTS
OPERATIONAL NEEDS, CURRENT AND FUTURE
Budget neutral
None- courses in the certificate already exist and are being taught
None
Revised AA Presentation Checklist-writable Updated 5/10/2018
Page 3 of 3
STUDENT IMPACT
ANTICIPATED IMPLEMENTATION TIMELINE
Students engaged in this certificate, as a stand-alone or as part of their ongoing work in
Early Childhood Education, will be prepared for next steps in their professional
development, which may include transfer to four-year and graduate programs with a focus
on classroom teaching, program/curriculum development, and social services.
Additionally, this certificate enables students and continuing professionals in the field of
education to credential essential workplace skills and competencies.
Fall 2019
ECE EQUITY IN EDUCATION CERTIFICATE PROGRAM PROPOSAL
STAGE 2: CONCEPT DEVELOPMENT FOR ACADEMIC AFFAIRS
2.1 Program Overview:
The Equity in Education Certificate is designed to meet the needs of the current and future
education workforce, in which classrooms and learning environments are increasingly diverse.
Currently, the Teaching Standards and Practices Commission (TSPC), which oversees the
licensure process of Oregon’s educators, notes the 40-10 gap: 40% of students in PK-12
classrooms identify as a person of color while only 10% of Oregon’s educators identify as a
person of color. At the heart of the Equity in Education Certificate is the commitment to
preparing a future teaching workforce with knowledge and confidence in facilitating culturally
responsive practices with children, families, and communities. Courses within the EIE Certificate
will help students develop skills and dispositions necessary to recognize and develop inclusive
and culturally conscious practices, which align with recommendations and guidelines from
numerous professional organizations, such as the National Association for the Education of
Young Children, the Oregon Department of Education-Early Learning Division, and Teaching
Tolerance, which are dedicated to developmentally appropriate and culturally conscious
practices in educational settings.
The intended audience for the proposed certificate includes early childhood educators who are
working toward the AAS degree in Early Childhood Education and who seek a specific focus area
in equity in education; early learning advocates and professionals who already have degrees
and certificates and are seeking additional expertise; early childhood and elementary pre-
service teacher who intend to transfer to additional programs in higher education with a focus
on equity and inclusive practices in educational institutions. In addition, the certificate can be
used as “continuing education” for licensed teachers.
2.2 Certificate or Degree Options
Certificate of completion: Please see 2.3 for curriculum plan
2.3 Curriculum Planning:
Student Learning Outcomes for the Equity in Education Certificate:
1. Demonstrate essential connections between educational institutions as critical
opportunities to examine and challenge systems of oppression.
2. Recognize the implications of bias on children’s learning and development.
3. Assess curriculum and programming for bias and evidence of inclusive practices and
access.
4. Observe and document learning environments and programming components for
developmentally appropriate and culturally responsive pedagogy.
5. Prepare for increasingly diverse classrooms by evaluating self and society for equitable
practices that support children and families participating in education systems.
6. Apply effective communication skills and knowledge of professional standards,
associations, licensures, and related laws governing early childhood education.
Proposed Certificate Requirements
communication, computation, and the duly noted human relations
WR 121
Academic Composition
4
MTH 60
Algebra 1
4
SP
115/COM
115
Intro to Intercultural Communication
4
ED 140
Introduction to Early Childhood Education
4
ED 216
Purpose, Structure & Functions of Education in a Democracy
3
SOC 212
Race, Class & Gender
4
ED 224
Anti-Bias Curriculum in Education
4
ED 219
Multicultural Issues in Educational Settings
3
ED 152
Family, Schools & Community Relationships in Early Childhood
Education
3
ED 245
Trauma Sensitive Classrooms
3
ED 290
English Language Development in the Primary Classroom
4
Choose four from the following List
13-16
HHP 231 Human Sexuality 3
ED 269 Exceptional Children in Early Childhood Education 3
ED 112 Children’s Literature & Curriculum 4
ED 253 Learning Across the Lifespan 3
HUM 230 Immigrant Experiences in American Literature 4
HUM 240 Native American Literature & Culture 4
HUM 255 Cultural Diversity in Contemporary American Literature 4
GEOG 107 Cultural Geography 4
WS 101 Woman & Gender Studies 4
SOC 220 Sociology of Families 4
Any Foreign language course 100 or higher or CLEP
53-56
Notes: AY 2018-19 Curriculum Changes: We have asked the Communication and Fine Arts
department to consider requesting SP 115 be added to the Human Relations list. We will also
add SOC 212 to the list of optional elective courses in the ECE AAS degree.
We have communicated with all department chairs and faculty leads in the departments
outside of ECE and all fully support the certificate and the inclusion of their courses in the
certificate. In addition, all department chairs have confirmed that these courses will continue
to be regularly offered. Attached are Syllabi for all courses proposed for inclusion in the
certificate.
2.4 Enrollment Projections:
Without an accurate way to determine the exact number of students in early childhood and
education courses who intend to transfer, we are sharing data for our Early Childhood
Education AAS and AAOT. Currently, we have 84 students who are active in the Early Childhood
Education program, 76 in Elementary Education and 45 in Secondary Education. Combined, the
205 students who are actively enrolled in education courses are our primary identified audience
for this certificate.
In our research for this certificate, we considered other existing, or similar, programs. There are
very few in existence, as this is relatively new area of priority. The University of Buffalo began
an undergraduate minor in equity during the 2017-2018 academic year. In their first year, 20
students enrolled. The University of Georgia offers a certificate in diversity, equity, and
inclusion. Arizona State offers a diversity and equity studies certificate, and Seattle Central
College offers the AA-DTA: Associate of Arts Equity and Social Justice Emphasis. Please see
appendix for further details on these programs.
Based on feedback from our advisory board members and community leaders, we anticipate
that this will be a meaningful option for community members who already have associate and
bachelor level credentials but who wish to return for an additional focus in equity.
Our goal is to have 25% of our current students working toward this in the first years of
approval. Gradually, we aim to have at least 50% of our education students identifying equity in
education as a certification goal.
2.5 Preliminary Budget:
We do not anticipate needing any additional resources as all of these courses exist and are
offered regularly across all campuses with existing faculty (FT/ADJ/PT), and we believe we have
sufficient capacity for growth. The only area we anticipate a need support is with respect to
promotion and marketing of the certificate. We will need webpage updates, and the program
director can work with College Relations staff to implement these changes pending approval.
2.6 Instructional Requirements:
a. This certificate will be housed within the existing Early Childhood Education program
within Social Sciences and will not require any staffing changes.
b. As this is wholly contained within the existing Early Childhood Education program
requirements, the unique aspects of this certificate would include the required CWE
component to most of the education courses. This equates to 30 hours of approved,
supervised field placement experience per term, per relevant course.
c. We have communicated with all department chairs and faculty leads in the departments
outside of ECE and all fully support the certificate and the inclusion of their courses in
the certificate. In addition, all department chairs have confirmed that these courses will
continue to be regularly offered.
2.7 Faculty Position Requests:
None at this time.
2.8 Potential Policy Impacts:
None at this time.
2.9 Updated Implementation Timeline:
No changes from Stage 1. This certificate can be awarded as soon as appropriate approvals are
received. All courses in the certificate have already been approved and are being taught.
2.10 Additional Information:
Please refer to additional statements of support included in Stage 1.
ECE EQUITY IN EDUCATION CERTIFICATE PROGRAM PROPOSAL
APPENDIX
STAGE 1: PROGRAM PROPOSAL
Proposal for the Equity in Education Certificate of Completion
Proposer(s): list name(s)/department(s) here
Amy Howell
Angie Cole
Sara Henson
-Social Science, Early Childhood Education
1. Program Overview:
The Equity in Education Certificate is designed to meet the needs of the current and future
education workforce, in which classrooms and learning environments are increasingly diverse.
Currently, the Teaching Standards and Practices Commission (TSPC), which oversees the
licensure process of Oregon’s educators, notes the 40-10 gap: 40% of students in PK-12
classrooms identify as a person of color while only 10% of Oregon’s educators identify as a
person of color. At the heart of the Equity in Education Certificate is the commitment to
preparing a future teaching workforce with knowledge and confidence in facilitating culturally
responsive practices with children, families, and communities. Courses within the EIE Certificate
will help students develop skills and dispositions necessary to recognize and develop inclusive
and culturally conscious practices, which align with recommendations and guidelines from
numerous professional organizations, such as the National Association for the Education of
Young Children, the Oregon Department of Education-Early Learning Division, and Teaching
Tolerance, which are dedicated to developmentally appropriate and culturally conscious
practices in educational settings.
The intended audience for the proposed certificate includes early childhood educators who are
working toward the AAS degree in Early Childhood Education and who seek a specific focus area
in equity in education; early learning advocates and professionals who already have degrees
and certificates and are seeking additional expertise; early childhood and elementary pre-
service teacher who intend to transfer to additional programs in higher education with a focus
on equity and inclusive practices in educational institutions. In addition, the certificate can be
used as “continuing education” for licensed teachers.
Student Learning Outcomes for the Equity in Education Certificate:
7. Demonstrate essential connections between educational institutions as critical
opportunities to examine and challenge systems of oppression.
8. Recognize the implications of bias on children’s learning and development.
9. Assess curriculum and programming for bias and evidence of inclusive practices and
access.
10. Observe and document learning environments and programming components for
developmentally appropriate and culturally responsive pedagogy.
11. Prepare for increasingly diverse classrooms by evaluating self and society for equitable
practices that support children and families participating in education systems.
12. Apply effective communication skills and knowledge of professional standards,
associations, licensures, and related laws governing early childhood education.
Proposed Certificate Requirements
communication, computation, and the duly noted human relations
WR 121
Academic Composition
4
MTH 60
Algebra 1
4
SP 115
Intro to Intercultural Communication
4
ED 140
Introduction to Early Childhood Education
4
ED 216
Purpose, Structure & Functions of Education in a Democracy
3
SOC 212
Race, Class & Gender
4
ED 224
Anti-Bias Curriculum in Education
4
ED 219
Multicultural Issues in Educational Settings
3
ED 152
Family, Schools & Community Relationships in Early Childhood
Education
3
ED 245
Trauma Sensitive Classrooms
3
ED 290
English Language Development in the Primary Classroom
4
Choose four from the following List
13-16
HHP 231 Human Sexuality 3
ED 269 Exceptional Children in Early Childhood Education 3
ED 112 Children’s Literature & Curriculum 4
ED 253 Learning Across the Lifespan 3
HUM 230 Immigrant Experiences in American Literature 4
HUM 240 Native American Literature & Culture 4
HUM 255 Cultural Diversity in Contemporary American Literature 4
GEOG 107 Cultural Geography 4
WS 101 Woman & Gender Studies 4
SOC 220 Sociology of Families 4
Any Foreign language course 100 or higher or CLEP
53-56
Notes: AY 2018-19 Curriculum Changes: We have asked the Communication and Fine Arts
department to consider requesting SP 115 be added to the Human Relations list. We will also
add SOC 212 to the list of optional elective courses in the ECE AAS degree.
We have communicated with all department chairs and faculty leads in the departments
outside of ECE and all fully support the certificate and the inclusion of their courses in the
certificate. In addition, all department chairs have confirmed that these courses will continue
to be regularly offered. Attached are Syllabi for all courses proposed for inclusion in the
certificate.
2. Strategic Alignment:
The Equity in Education certificate includes courses from numerous and interrelated disciplines,
including Education, Sociology, Psychology, Geography, and Humanities. All required courses
are or will be contained within the AAS in Early Childhood Education and the AAOT in Early
Childhood Education. The program outcomes for the proposed certificate align well with
COCC’s mission, strategic plan, and core themes. In addition, the newly proposed certificate is
in clear alignment with the Social Science Department and Early Childhood Education missions.
Alignment between COCC Mission, Strategic Plan, and Core Themes and the Equity in
Education Certificate
COCC Mission: Central Oregon Community
College promotes student success and
community enrichment by providing quality,
accessible, lifelong educational opportunities.
Courses in the EIE certificate will provide
students with current models of best
practices that relate to culturally responsive
and developmentally appropriate curriculum
design and implementation. Graduates will
have increased success in their careers as a
result of having increased cultural
competency, which will benefit career
readiness in and out of educational settings.
COCC Vision:
To achieve student success and community
enrichment, COCC fosters student
completion of academic goals, prepares
students for employment, assists regional
employers and promotes equitable
achievement for the diverse students and
communities we serve.
The Equity in Education Certificate meets
regional, state, and national
recommendations for a culturally conscious
educational workforce, particularly in early
and elementary-focused classrooms. The EIE
Certificate meets regional efforts to “Grow
Our Own” educators to meet statewide
commitment to addressing the discrepancy
between the demographics of students and
the demographics of educators.
COCC Values:
Student Focused in All That We Do
Caliber of Faculty and Staff
Open Door Philosophy
Reputation
Diversity
Campus Traditions
Work/Life Balance
Comprehensive Services
Internal Connections
External Connections
Innovation
The EIE Certificate aligns most closely with
several of COCC’s values, particularly
reputation, diversity, and innovation. COCC
and COCC’s ECE program have strong
reputations for being responsive to the needs
of historically underserved populations. Our
current Partners in Practice program has
increased the opportunity for many of our
region’s early learning educators, including
those who identify as Latinx to grow in their
professional development. Programs such as
PIP, have been recognized as innovative
practices at the regional and statewide level.
Relevant COCC Core Themes:
Transfer and Articulation
Students will have the academic achievement
and skills necessary to transfer and articulate
successfully to institutions of higher learning
beyond the community college level.
Workforce Development
Students of Career and Technical Education
(CTE) programs will be prepared for
employment and advanced education
through the acquisition of knowledge and
skills necessary to meet current industry
needs.
The EIE Certificate will allow COCC to
continue to ensure the sustainability of our
educational offerings. Students engaged in
this certificate, as a stand-alone or as part of
their ongoing work in Early Childhood
Education, will be prepared for next steps in
their professional development, which may
include transfer to four-year and graduate
programs with a focus on classroom teaching,
program/curriculum development, and social
services.
As emphasized in current research and policy
for early learning and K-12 education,
educators need extensive opportunities in
diverse settings and a strong cultural
Lifelong Learning
Participants in lifelong learning will have
access to learning opportunities in the areas
of Enrichment, Professional Development,
Technology and Wellness.
competence to engage in diverse settings.
Regardless of students’ next steps,
professionally, participating in the EIE courses
will provide students with knowledge and
skills necessary for engaging in diverse
communities.
COCC Academic Master Plan
Priority A: Provide comprehensive, accessible
instructional resources
Priority B: Attract, recruit and retain a
diverse, highly qualified faculty
Priority C: Review and improve programs and
processes
Priority D: Provide equitable, appropriate
faculty, programs and processes at the
Redmond, Madras and Prineville campuses
Expand access
Priority E: Strengthen partnerships with
educational institutions, businesses and
statewide agencies to promote COCC’s
curricula and programs
The EIE program will include the opportunity
to engage with materials and resources to
support pre-service teachers with the
knowledge and skills to grow in cultural
consciousness to support classroom learning.
As the ECE program continues to grow and
the Education pathway continues to develop
at the state level, a certificate in Equity in
Education will include faculty members who
identify as bilingual and bicultural.
As part of our ongoing commitment to the
cycle of assessment, applying an equity
perspective to all of our programs, including
the courses required for the EIE, allows
consistent review of our outcomes and
course-related assignments to include a
consistent focus on inclusion, equity, and
access.
Our current commitment to offering 50% or
more of our courses outside of Bend, all ED-
prefix courses will be offered throughout
COCC’s service district, and many of the other
courses outside of Education are consistently
scheduled in Redmond and Madras.
The ECE program has a strong connection
with many of our regional partners, including
the High Desert ESD, Bend La Pine Schools,
and NeighborImpact. A program with a
specific focus on equity aligns closely with
regional goals for equity, access, and inclusive
practices.
Social Science Mission:
Social Science engages students to create an
inclusive environment which fosters personal
growth, appreciation of local and global
diversity, and critical thinking to understand
complex social issues.
The core focus of the Equity in Education
certificate is to broaden the perspectives of
students pursuing careers in education to
include a critical lens through which they are
prepared to identify and address barriers
related to inequity. In this effort, students
will explore inclusivity in the broadest sense,
and they will be prepared to engage
meaningfully in diverse educational
environments.
Early Childhood Education Mission:
We are a community of learners that
provides innovative, high quality professional
development that is accessible, culturally
responsive and intentional for early learning
educators and advocates.
Stemming from the ECE program’s focus on
professional development, which is
accessible,culturally responsive and
intentional for early learning educators and
advocates, the Equity in Diversity certificate
supports students as grow in intentional
teaching practices and apply professional
development experiences to educational
learning environments, which serve children
and families.
3. Employment Projections:
Based on feedback from the Early Childhood Education advisors, national recommendations,
and statewide commitments to increasing cultural responsiveness in PK-12 classrooms, the
Equity in Education certificate will provide students with job-relevant skills and dispositions.
As noted by recommendations from the Teaching Standards and Practice Commission (TSPC),
the Unified Statewide Transfer Articulation workgroups--facilitated by HECC--and ODE’s Early
Learning Division, Oregon is facing a teacher shortage. It is estimated that among the 15,000-
20,000 positions to be filled, there will be a tremendous need for teachers who are trained in
culturally responsive teaching practices.
Feedback regarding the proposed certificate has been unanimously positive among regional
partners and employers of many of our graduates:
Kendra Coates, D.Ed.
High Desert ESD
Regional Director of P-3rd Education
As a parent, community member, early learning advocate, OSU-Cascades Adjunct Instructor,
and Regional Director of P-3rd Education, I enthusiastically support the Equity in Education
Certificate. Equity is at the heart of prenatal through third grade care and educational
opportunities, programs, and services. Cultivating the knowledge and confidence of our future
teaching workforce to facilitate culturally responsive practices with children, families, and
communities is critical to the overall health and success of our communities.
Kimberly Snow
EHS/HS Director
NeighborImpact
The Equity in Education Certificate would support the commitment to preparing a future
teaching workforce with knowledge and confidence in facilitating culturally responsive practices
with children, families, and communities. We are especially pleased to learn that you are
focusing on equity as we currently have a program initiative on how we can support equity
within our program. As an organization focused on serving children and families at-risk,
including children with disabilities we value your attention to this important target.
Karen Prow
Associate Director of Child Care Resources
NeighborImpact
I am very excited about the proposed Equity in Education Certificate! As diversity grows in
Central Oregon, the need for early educators to increase their skills as culturally responsive and
inclusive educators grows as well. Oregon has adopted a focus on equity for Early Learning
Division contractors, with education equity and service equity training as a new requirement.
Projects like Spark, impacting all early learning programs in Oregon, require a look at policies
and procedures of programs through an equity lens.
More important than a shift in requirements around the state is doing the right thing to meet
children and families where they are. Your department has always done an amazing job of
seeing the needs of early educators and responding with solutions. This certificate would meet
the growing need of new early educators in the field, as well as offer an update option for those
who have been in the field for many years.
Thank you for your ongoing efforts to keep the field current and support our work of serving all
children and families in Central Oregon.
In proposing this certificate, we have drawn on data and recommendations from regional,
state, and national leaders and organizations in early and elementary education. As noted in
earlier sections, the Equity in Education certificate outcomes address a clear need in our
teacher education programs to support future educators who are culturally competent in their
understandings and engagement in diverse classrooms and learning settings. Although we can
begin to address issues of equity, inclusion, multicultural perspectives, and anti-bias education
in individual classes, we believe that a certificate specific to equity in education will allow
graduates to demonstrate their preparation in these practices more thoroughly and with
greatest breadths across disciplines beyond education. As all required courses will apply directly
to the AAS, the certificate will function as a portable, stackable step--as recommended by
HECC-along the way to a broader degree.
4. Implementation Timeline:
The anticipated timeline for implementing this new certificate includes submitting the proposal
to the Curriculum Committee throughout Fall 2018. During this time, in addition to submitting
the proposal, we will also propose additions to the current list of program electives. By adding
to this list, students will have more flexibility in their courses applied to program and certificate
requirements
Ideally, and pending approvals at different levels, we hope to include this in the 2019-2020
catalog, at which time students may begin to declare their intention to earn the certificate
either alone, or, as a component to their AAS degree in Early Childhood Education.
As noted above, we have asked the Communication and Fine Arts department to consider
requesting SP 115 be added to the Human Relations list. We will also add SOC 212 to the list of
optional elective courses in the ECE AAS degree.
We have communicated with all department chairs and faculty leads in the departments
outside of ECE and all fully support the certificate and the inclusion of their courses in the
certificate. In addition, all department chairs have confirmed that these courses will continue
to be regularly offered. Attached are Syllabi for all courses proposed for inclusion in the
certificate.
As part of the APR process in 2018, the ECE program identified a primary need for a dedicated
classroom space. This continues to be a need, regardless of the Equity in Education certificate.
5. Organizational Structure and Implementation Team:
Faculty and staff who will be involved in implementing this proposal include Jenni Newby, Kristi
Dunlap, Sara Henson, Amy Howell, Angie Cole, and Jackie Vance, Maribel Jimenez and
Stephanie Montoya Boni in Social Sciences. In addition, we will maintain regular contact with
faculty and Department Chairs from those areas most directly involved with required courses.
In addition, we would like to seek the guidance and expertise of the Director of Diversity
(currently Karen Roth) and the outreach coordinators.
As provided by COCC’s Director of Curriculum and Assessment, the following timeline aligns
with our intentions for the newly proposed certificate.
6. Specialized Accreditation:
Not applicable at this time.
7. Diversity:
As noted in earlier sections, fostering cultural responsiveness is at the heart of this
proposal. As the outcomes describe, students who complete this certificate will be able to
Demonstrate essential connections between educational institutions as critical
opportunities to examine and challenge systems of oppression; Recognize the implications
of bias on children’s learning and development; Assess curriculum and programming for
bias and evidence of inclusive practices and access; Observe and document learning
environments and programming components for developmentally appropriate and
culturally responsive pedagogy; Prepare for increasingly diverse classrooms by evaluating
self and society for equitable practices that support children and families participating in
education systems, and Apply effective communication skills and knowledge of professional
standards, associations, licensures, and related laws governing early childhood education.
8. Exceptional Needs:
We anticipate that the Equity in Education proposal will continue to emphasize a need for
campus resources that address access and inclusive practices. This includes a continued
need for resources, such as the Children’s Literature and Equity Resource Center (CLERC) in
the Barber Library. In addition, we anticipate the opportunity to work with Institutional
Effectiveness staff to identify and assess students’ needs across campuses.
As part of the work required for the Equity in Education certificate to take shape and to be
successful, ongoing professional development for education faculty members (FT, ADJ and
PT) will be necessary. Depending on program-related projects, the program director or
other faculty may request load or support to design new curriculum and advise students.
If approved, the Equity in Education certificate will be a regional and statewide opportunity
to support and promote teacher education through an equity lens. As such, it will be
important to share news and updates about the program through marketing efforts.
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Ece Equity In Ed Program Proposal (Central Oregon Community College)

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