EDU - 270 - Introduction to Early Childhood and Childhood Education

Alteration of Existing Course (Effective 2024-25)

completed

What can I do next?

View the Proposal

  • View changes to the proposal by clicking the Discussion tab and selecting "Show current with markup" on the User Tracking dropdown.
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General Catalog Information
Next

  • GETTING STARTED

    All fields marked with an asterisk are required and must be completed prior to validating and launching your proposal

    Be sure to complete Steps 1 - 6

    ​​​​​​​Uploading files:  Select Files​​​​​​​ icon (in the vertical strip to the far right); click Browse​​​​​​​ to locate your file, the click Upload

    You may select Save All Changes at any time while working on this proposal. You may also exit out of Curriculog and return at a later time to complete the proposal

    Finally, don't hesitate to call the Academic Affairs Office if you need help along the way (ext. 2206)

  • STEP 1.  Select your department

  • Department*
    Click in the Select an option field and scroll to select your department. Save All Changes will populate the appropriate department/school information for the approval process.

  • STEP 2.  Complete the next three fields 

  • Select One*
  • Check the appropriate box(es) if you wish to add an attribute to this course. Or check the appropriate box if this alteration affects an existing attribute to this course. Check all that apply.*
  • Select changes being requested*
    For each box checked, be sure to edit the respective field(s) below

  • STEP 3.  IMPORT COURSE INFORMATION

    DO NOT type in your course information.  You must Import current course information.  To Import your course information:

    • select the Import option (located above in this pane);

    • select your desired catalog;

    • filter the courses by prefix. Click in the Filter by Field box and choose Prefix;

    • in the Prefix​​​​​​​ box, type in the course prefix (e.g. CHE) then select Search Available Curriculum;​​​​​​​

    • scroll down and/or click on Next to locate your course, the click on the desired course;

    • select Import This Item.  Course information, as it appears in the current catalog, will automatically populate into the respective fields. Be sure to complete appropriate required fields.

  • NOTE:  You may Save All Changes at any time in the proposal process

    The proposal will remain at your level for editing after launching. You can leave and return to Curriculog to continue working on a proposal. Your proposal will be located in the My Proposals tab; click on your proposal to open it.​​​​​​​​​​​​​​

  • Course Title*
    Introduction to Early Childhood and Childhood Education
    Introduction to Early Childhood and Childhood Education
  • Subject Prefix*
    EDU
    EDU
    Course Number *
    270
    270
  • Abbreviated Course Title
    Enter the abbreviated course title, if needed. (Max 30 characters/spaces)
  • * Attach a course outline/ syllabus
    Notes when submitting a syllabus:  1) If you are adding a cross-listing, be sure to add "Also listed as XXX-123..." at the end of the catalog course description.  2) Be sure to attach course outlines/syllabi for each cross-listed course.  3) If this alteration involves a shared resources course, or submitting for approval of an attribute, refer to the respective fields below for additional information to be included in your course outline/syllabus.  4) Be sure you have include the five required statements at the end of the syllabus.
  • Catalog course description*

    An overview and orientation to issues of early childhood and childhood education (birth through grade 6). Includes history, philosophy, developmental theory, professional principles and standards, and criteria for developing, operating, and evaluating early care and education programs and current educational policy resources. Opportunities for observations of programs and classrooms are provided.

    This field will automatically populate from your course import. DO NOT include the frequency code in the course description; you will make this choice in the respective field above. The catalog course description should be concise - one to three brief sentences or phrases are usually enough. A complete sentence is not always necessary. The catalog course description should not use abbreviations unless there is a standard acceptable abbreviation. The catalog course description should not include phrases such as: “The students will…” or “This course focuses on…”.
  • Lecture/Lab Hours
    Make any edits to the lecture/lab hours in this field. This information should not be included in any other fields.
  • Credit Hours*
    (3 cr. hr.)
    (3 cr. hr.)
    If changing credit hours, be sure to use the proper catalog format such as (3 cr. hr.)
  • * Frequency Code
    You may choose more than once frequency code.
  • Prerequisites/ Corequisites
    This field will automatically populate if prerequisites/corequisites exist. You may add or remove prerequisites/corequisites. The prerequisite should only be the course prefix and number, not the course title.
  • * Provide explanation to all changes checked above

    Please NOTE that the import from the catalog did NOT populate the "Prerequisites/Corequisities" box!  However, the current catalog DOES list PSY 101 as a prerequisite.

    Explanation for removing prerequisite: PSY 101 is already required as a prerequisitie for EDU 334 Infants and Toddlers and so using PSY 101 as a prerequisite for this course is redundant and unnecessary in our curriculum.

    Students do not need to have the content in PSY 101 in order to be successful within EDU 270.

  • Provide an explanation for each attribute being added or deleted.
  • Current Student Learning Outcomes

    Upon successful completion of this course, students will be able to:

    1. Examine trends and issues in early childhood and childhood education using multiple perspectives from history, philosophy, developmental theory, and professional principles and standards.
    2. Demonstrate an understanding of early childhood and childhood educational issues from multiple perspectives, learning from the voices of students, teachers, policymakers and theorists.
    3. Identify developmentally appropriate curriculum and resources for building relationships and promoting learning for all children.
    4. Explain the use and application of early childhood and childhood education professional principles, standards and ethics.
  • Revised Student Learning Outcomes
    Enter your SLOs in numbered bullet format. Upon successful completion of this course, students will be able to:
  • * Grade mode*
    Click on "Select an Option" and choose the grade mode.
  • If adding a cross-listing to this course, provide the course prefix and number ONLY and attach a syllabus for the cross-listed course.
  • Catalog notes
    Catalog Notes are included in the college catalog to add additional information helpful to the student (e.g., indicating a Raquette Lake trip is required or fees, etc.), and should not include information already provided within this proposal.
  • * Will this course be part of a shared resources offering?
    Course proposal forms must be submitted for each shared resources course. Proposals for shared resource courses must include both the undergraduate and graduate outline/syllabus for each course clearly defining the course requirements and expectations for earning undergraduate or graduate credit.

    If yes, attach the course outline for both undergraduate and graduate courses, clearly defining the requirements and expectations for learning undergraduate and graduate credit.

  • * Is this course part of a teacher education program?
  • * Is this course alteration being submitted as part of a program alteration?
  • If yes, provide program name AND submit program alteration proposal. Typically, course and program proposals will be reviewed at the same time.
  • * IMPACT REPORT: This required report will generate a list of all courses/programs that may be affected by this change. Any courses/programs that are affected by this change may need to have additional proposals submitted by your or the affected department. It is YOUR responsibility to reach out to the affected department(s).**

    Impact Report for EDU 270


    Source: IN-PROCESS 2024-25 Undergraduate Catalog
     

    Prerequisites/Corequisites:
    EDU 330 - Assessment of Young Learners with Diverse Needs
      EDU 331 - Integrated Curriculum Development for Young Children
      EDU 333 - Children, Families and Their Community
      EDU 490 - Student Teaching I
      EDU 491 - Student Teaching II
      EDU 492 - Seminar in Student Teaching

    Programs
    Biology Concentration (BIO for CHD/DEC/ECH)
      Childhood Education (1-6) [EDC]
      Early Childhood and Childhood Education (Birth-6) [ECD]
      Early Childhood and Childhood Education (Birth-6) [EDD]
      French Concentration (FRE for CHD/DEC/ECH)
      Humanities Concentration (HUM for CHD/DEC/ECH)
      Inclusive Early Childhood Education (Birth-2) [ECI]
      Mathematics Concentration (MAT for CHD/DEC/ECH)
      Presentation Skills Requirement
      Social Sciences Concentration (SOS for CHD/DEC/ECH)
      Spanish Concentration (SPA for CHD/DEC/ECH)
    At the top of this proposal form, select Run Impact Report. In the pop-up window, select the CURRENT in-process catalog, then select Generate Report. Copy/paste the results in this field.

  • You must upload any comments/correspondence from other departments regarding all impacts of this course alteration, if applicable.

  • STEP 4.  Validate and Launch Proposal

    When all required fields are complete you can validate and launch the proposal. The proposal will remain at your level for editing after launching. You can exit Curriculog and return to continue working on your proposal. Your proposal will be located in the My Proposals tab; click on your proposal to open it.

    To Launch: scroll to the top or bottom of this pane and select Validate and Launch Proposal. 

    ​​​​​​​STEP 5.  Be sure to complete the respective course attribute section(s) below before you approve, if applicable.

    STEP 6.  Approve your proposal. 

    When you have completed the proposal, you must Approve your proposal.  By approving your proposal, this will move it to the next step in the approval process; please make sure the proposal is complete before you approve it.

    To approve:  select the Decisions​​​​​​​ icon on the far right vertical strip, then in the Your Decision area, click Approve, then Make My Decision. 

General Education
Next

  • Complete this section ONLY if this course is being submitted for GE designation.

    You may go to the GE webpage to access the General Education Course Proposal Guidelines.

  • Select General Education Category for this Course
  • First Semester/ Year Course to be Offered
  • Does this course currently fulfill a GE category?
  • If yes, please select category(ies)
  • Course Overview
  • How does this course meet the goal of the GE Category(ies)?
  • How will each of the learning outcomes for the identified GE Category be fulfilled?
  • How will faculty teaching the course be informed of the course inclusion in SUNY Cortland GE Assessment process (e.g. syllabi review, outcome assessment)?

  • Attach a course outline which includes the following:

    1. The catalog course description.

    2. GE Category, goals, and learning outcomes.

    3. Subject topics and readings.

    4. How the writing requirement of a minimum of 5 pages will be completed.

Liberal Arts
Next

  • Complete the section ONLY if this course is being submitted for approval of Liberal Arts Designation.

  •  

  • Please indicate how this course will fulfill the following criteria (you must choose a minimum of 5):

  • Historical Perspective
  • Theoretical Considerations
  • Relational-Complexity
  • Breadth of Knowledge
  • Inquiry-Analysis
  • Critical Examination
  • Ethical Perspective
  • Independent Learning
Presentation Skills
Next

  • Complete this section ONLY if this course is being submitted for approval for Presentation Skills.

  •  

  • Please respond to each criteria illustrating how it is met through this course:

  • Students will make at least one presentation in the course and respond to questions and comments following the presentation.
  • Students must submit at least one outline with attached source list related to the presentation.
  • Students must evaluate their own presentation and those of other students, according to criteria provided by the instructor.
  • Faculty provide instruction in effective presentation skills specific disciplines including requirements and methods of preparation for oral assignments (i.e. structure, research, outlining, visual components, creativity and delivery). Highlight these on course syllabus.
Writing Intensive
Next

  • Complete this section ONLY if this course is being submitted for approval for Writing Intensive.

  • Instructor's name if different than the originator of this course proposal.

  • Attach a Syllabus with the following information clearly included:

    1) WI SLOs

    • a calendar or course schedule that outlines all writing topics and writing assignments including drafts

    • evidence on the course schedule or in a special section for how writing is explicitly taught within class time. Next, please write a detailed response to how each WI requirement will be met.

    ​​​​​​​2) students will undertake an effective writing process, making informed decisions about their writing with input from their instructor

    3) students will write effectively in specific disciplinary genres

  • 1.  All WI courses must ask students to write the equivalent of 15 typed pages, with two or more pieces of writing submitted in multiple drafts. Upper division WI courses may use a single project toward this 15 page minimum. (15 typed pages is equivalent to 3,750 words total as a minimum.)

  • 1A. Please describe the writing assignments for this course, noting page (or word count) and the number of drafts (including the final draft) for each assignment.

  • 2.  In WI courses, revision must be REQUIRED for at least some writing assignments. Revision must be based on an instructor’s feedback on their students’ writing through comments, conferences, or both. Students must be required to use instructor feedback to revise their work, as opposed to being invited or allowed to revise. Some examples of considering instructor feedback could include process notes, response to reviewers memos, reflections, conferences, or track-changes comparisons between drafts.

  • 2A. How will you respond to each student’s writing? How will you require revision in your course?

  • 3. WI courses must have class time dedicated to teaching students how to write in a specific discipline. This could involve teaching students the strategies, moves, or conventions of a genre within your discipline, such as how to write a report, case study, or field notes. Explicit teaching of discipline-specific writing could involve in-class workshops, discussion of models or mentor texts, or assignments that teach students the concepts and conventions of a genre in your discipline.

  • 3A. What genres will students be taught in your WI course? When in your course schedule will you explicitly teach these genres, strategies, and/or how writing works in your discipline?
  • 4. Is writing a factor in at least 30% of the course grade?
  • 4A. If yes, give the percentage. If no, please explain how the grading structure demonstrates the value of the writing component in a student’s course grade.

  • User Tracking

    Help: Show Original: This option displays the proposal as it appeared at launch. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.

    Help: Show Current: This option displays the proposal as it appears currently. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.

    Help: Show Current with Markup: This option displays the proposal with all of its current content marked to show different editors. Text fields that include imported content are indicated by a blue highlight, and may also include additional changes within, indicated by each editor’s unique color. Fields containing selects, checkboxes, radio buttons, or widgets (such as the curriculum) provide an activity log above the field, indicating each editor’s selection and unique color.

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