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					                         PROGRAM REVIEW SELF-STUDY

Title of Degree Program: 13.1210 M.S. Early Childhood Education
Majors listed under the degree: Early Childhood Education
Specialization areas include: None
Minors listed under the degree: None
Program Leader: Charles Bleiker, Ph.D.
Program Faculty:
    - Angela Salmon, Ed.D.;
    - Laura Dinehart, Ph.D.

Part I: Overview

   1.   What goals did you develop as a result of your last program review?
         a. To increase the level of external funding in the program.
         b. To increase faculty capacity in the program so as to provide better support
            for students and the program.

   2.   What are your major accomplishments tied to these goals? Are there other
        significant accomplishments that you reached as a result of continuous quality
        improvement and your ability to capture emerging trends, needs, and
          a. Faculty members were awarded $2,824,978 in grants since the last review
             in 2003-04.
          b. Two faculty members, Drs. Dinehart and Manfra were hired since the last
             program review in 2003-04. Dr. Manfra has left the University; however,
             the College is undergoing a search (2010-11) to replace this faculty
             member. A faculty member has not yet been hired.

Part II: Program Analysis

   3.   What is the vision of your program(s)? Your mission?
         a. The program follows the vision and mission of the College of Education
            (COE). In addition, the mission of the Early Childhood Education
            Program is to prepare early childhood professionals to effectively work
            with culturally, linguistically, and ability diverse children (age birth to 8)
            and their families in an urban community. The Early Childhood
              Education Master’s degree program focuses on preparing early childhood
              education professionals to have the knowledge, abilities, and dispositions
              to facilitate and enhance learning and development within diverse
              settings. Moreover, the program promotes and facilitates the discovery,
              development, documentation, assessment, and dissemination of
              knowledge related to teaching and the learning of young children
              including ESL and students with exceptionalities. As a whole, the early
              childhood program intends to develop professional partnerships in the
              larger community that foster significant educational, social, economic, and
              political change in regards to Early Childhood Education.

   4.   Programmatic Information:
         a. Location(s) where degree is offered: Modesto Maidique Campus
         b. Delivery format(s): Face-to-face
         c. Enrollment data: See chart below.

                                   Fall    Fall        Fall         Fall    Fall     Fall     Fall
                                   2004    2005        2006         2007    2008     2009     2010
M.S. Early Childhood Education        16      23          14           12        7        2       8

          d. Retention and graduation rates: See charts below.

                                  2004-    2005-       2006-    2007-       2008-    2009-    2010-
Degrees Awarded
                                   05       06          07       08          09       10       11
M.S. Early Childhood Education         7       8            8       9           6         1       3

          e. Placement of graduates: The majority of students from the Early
             Childhood Education Master’s degree program work as early childhood
             education teachers in the Miami-Dade County Public School (M-DCPS)
             system. Other graduates from the program may also continue to work as
             early childhood educators in private schools and early childhood learning
             centers in the local area. Other graduates work in public, private, or non-
             profit agencies that assist in the early educational development of young
             children and their families.
          a. Percentage of graduates proceeding to graduate or professional schools:
             The program does not maintain this data, however, we estimate that a
             small percentage of our master’s degree students continue onto higher
             graduate level programs.
          f. Diversity profile of students: See chart below.

 Diversity             2004-05   2005-06   2006-07      2007-08       2008-09   2009-10   2010-11
 Total # of Students        16        23        14           12             7         2         8
 American Indian             0         0           0            0           0         0          0
 Asian                       0         1        1         2        1         0         0
 Black                       2         2        2         1        6         0         0
 Hispanic                    9        17       10         8        0         2         6
 White                       5         3        1         1        0         0         2
 Multi-racial                0         0        0         0        0         0         0
 Not Specified               0         0        0         0        0         0         0

   University Core Curriculum delivered (if applicable). – N/A

   5.   Student learning outcomes matrix (i.e., student learning outcomes stated in
        measurable terms; assessment methods [criteria and procedures for
        evaluation]; results of data summary and analysis; and, use of results for
        improving student learning) for the last two years (2008-09 and 2009-10). Use of
        results could include, for example, curriculum reform.

        Please refer to the SLO Assessment Reports for the MS in Early Childhood

   6.   Program performance outcomes matrix (i.e., program outcomes stated in
        measurable terms; assessment criteria and procedures for evaluation; results of
        data summary and analysis; and, use of results for improving the program.)

        Please refer to the PO Assessment Reports for the MS in Early Childhood

Provide focused synthesis and analysis of the above segments.
          a. Improvements related to Student Learning Outcomes:
                 i. Results from graduate coursework indicate that potential areas of
                    improvement include research and program evaluation and
                    reflective practice.
                ii. Critical assignments in the Early Childhood Education research
                    course allow students to conduct hands-on analysis rather than
                    simply interpreting other people’s analyses. The faculty will
                    continue to include the instruction of SPSS as part of this course
                    and use it in other relevant graduate courses to enable students to
                    apply it to other content areas.
               iii. Faculty also agreed to implement action research projects focusing
                    on teacher improvement through reflective practice. It was
                    determined that this strategy is a valuable tool for teachers at the
                    master’s level.
               iv. Faculty will continue to meet to make improvements in their
                    assessments and findings and to determine who will serve as
                    external evaluators for critical assignments for this report.
                    Outcomes will be used to improve existing coursework.

         b.         Improvements related to Program Outcomes:
                 i. Faculty will continue their high level of research productivity and
                    will collaborate together on research articles in top-tier journals and
                    presentations at national and state conferences.
                ii. Adjuncts and faculty who received a poor rating from a student(s)
                    will meet with the program director to examine which items
                    received the low ratings. This support will provide them an
                    opportunity to improve those areas of teaching.
               iii. Faculty will develop more online and hybrid courses to meet the
                    needs of candidates.

Contextual Program Information:

   7.   List recommendations from the last program review and actions taken in
        response to recommendations.
          a. In accordance with the College of Education’s (COE) goal of increasing
              research productivity, the faculty members of the Early Childhood
              Education program have received numerous grants that have advanced
              scholarly productivity. Faculty are continuously encouraged to submit
              and attain success in acquiring these grants. Moreover, the faculty engage
              in multiple activities to enhance the research productivity of the College.
              These activities include research presentations made by the faculty, and
              inviting guest researchers to present. Faculty who have left (2010) are
              expected to be replaced with tenure-earning faculty committed to

   8.   Summarize results/recommendations of any specialized accreditation,
        including date of review.
        The program has not undergone any specialized accreditation reviews.

   9.   Describe major changes in the Program as a result of changes in discipline,
        student demand, faculty feedback and labor dynamics.
          a. The Early Childhood Education Master’s degree program has seen
             fluctuation in growth over the last few years. In 2008, significant changes
             were made to the program to allow students more options with regard to
             coursework and the need to align with courses that were offered on a
             regular basis. This reorganization made more sense to students and made
             them feel more confident that courses were going to be offered. From
             2006-08, the number of Early Childhood faculty increased, which allowed
             the program to offer more courses and advise more students
         appropriately. A significant decrease in faculty in 2010 will create a
         challenge to the program in the next few years.
      b. Employment of early childhood teachers is expected to grow by 13%
         through 2018. Most of the job openings will be a result of teachers who are
         retiring or leaving school systems. Teachers with advanced degrees in
         early childhood education will be able to receive salary increments after
         completing the program.

10. Demonstrate need for the Program and benefit to the University, region, State,
    and global community, as applicable.
     a. The Early Childhood Education program benefits the University, region,
         and state. The program encompasses the values of FIU: truth, freedom,
         respect, and responsibility. Students who graduate from either the Early
         Childhood Education program with ESOL endorsement or the Early
         Childhood Development program would have gained significant
         knowledge in the field and would be able to work respectfully and
         effectively within diverse environments and contexts. Graduates of our
         programs are given all the tools to act responsibly, ethically, and
         professionally as they engage in their professional careers.
     b. Nationally, the need for high-quality early childhood educators is well
         documented. Research indicates that early education can be the greatest
         difference between success and failure in American society. High-quality
         early childhood education helps prepare young children to succeed in
         school in the short-term and ultimately increase the chances of long-term
         academic success. The return on investment in early childhood education
         is significant in reducing the long-term cost of the alternatives, including
         remedial and special education programs, grade repetition, criminal
         prosecution, and incarceration. Quality early childhood education has
         been linked to advanced degree attainment, better job preparedness, and
         higher income. Finally, quality early education is essential for a
         productive 21st century, global workforce.
     c. The Early Childhood Education Program trains educators for the
         community and school system who can provide critical early childhood
         services to the community in various settings. This is consistent with one
         of the global themes of FIU, which is to “expand and strengthen FIU’s
         engagement with local, national, and international communities.”
         Moreover, the Early Childhood Education program also includes a
         significant number of field and internship hours in the schools and
         community. Students and faculty are engaged in the community by
         providing services and collaborating with other professionals. This type
         of community engagement is congruent with the goals of FIU to enhance
         learning and research through student internships and community
         engagement and collaboration. Graduates of the programs engage with
             the global community through their training in cross-cultural counseling
             and emphasis on working with diverse populations.

Fiscal Analysis:

   11. The Fiscal Analysis will be enacted through a process between the Office of
       Academic Budget and Personnel in the Division of Academic Affairs and the
       dean of the College of Education.

Research Productivity (as applicable):

   12a. Grant Support: Please analyze tenured and tenured-earning faculty
        productivity in the last three years in terms of grant support, including the
        following: number of proposals funded; number of submitters; total funds
        requested; average per proposal; number of proposals funded; and, total
        amount funded. (Please provide the information by fiscal year.) You can also
        provide the analysis on non-tenured and non-tenured earning faculty.
        Analysis on clinical grants, as applicable, can be included.


                            Year            Amount of
             Faculty                                      Duration     Total
                           Funded            Funding
                                         $325,000 per
       Bleiker; Chae         2006                          2 years
                                             year                    $650,000

       Dinehart; Chae                    $325,000 per                $650,000
                             2006                          2 years

                                            $24,978 per
                             2007                          1 year
       Manfra; Dinehart                        year                   $ 24,978
       Katz; Bono,
                                         $200,000 per
       Kaiser; Dinehart;     2007                          3 years
       Ullery; Maze                                                  $600,000
       Manfra; Bleiker;                  $150,000 per
                             2007                          3 years
       Dinehart                              year                    $450,000
       Manfra; Bleiker;                  $150,000 per
                             2007                          3 years
       Dinehart                              year                     $450,000
       Totals                  6                                     $2,824,978
                                        List of Grants

    -   Bleiker, C. (PI), Chae, C. (Co-PI). (2006) Early Reading First - Learning Educational
        Approaches to Reading Now (LEARN). $325,000 per year (2 years) from the Early
        Learning Coalition of Miami-Dade/Monroe.

    -   Dinehart, L. (PI), Chae, C. (Co-PI). (2006) Early Reading First - Learning Educational
        Approaches to Reading Now (LEARN). $325,000 per year (2 years) from the Early
        Learning Coalition of Miami-Dade/Monroe.

    -   Manfra, L. (PI), Dinehart, L. (Co-PI). (2007) The Development of Young Children’s
        Knowledge of Mathematical Concept and Number Words: Implications for Early
        Mathematics Curriculum. $24,978 per year (1 year) - FIU Faculty Research Award.

    -   Manfra, L. (PI), Bleiker, C. (Co-PI), Dinehart, L. (Investigator). (2007) Long-Term
        Follow-up of School Success in Grades 3 through 5 for Children Attending Different
        Early Childhood Programs in Miami-Dade. $150,000 per year (3 years) from the
        Children’s Trust of Miami-Dade County.

-       Katz, L. (PI) Bono, K. (Co-PI), Kaiser, M. (Co-PI), Dinehart, L. (Study
        Coordinator), Ullery, M. (Senior Research Associate), Maze, C. (Child Welfare
        Specialist). (2007). Early School Readiness in Children Within and Outside the Child
        Welfare System: An Examination of the Impact of Childcare Quality, Family Stability,
        and Developmental Status $200,000 per year (3 years) from the Children’s Trust of
        Miami-Dade County.

    -   Dinehart, L. (PI), Chae, C. (Co-PI). (2006) Early Reading First - Learning Educational
        Approaches to Reading Now (LEARN). $325,000 per year (2 years) from the Early
        Learning Coalition of Miami-Dade/Monroe.

    -   Manfra, L. (PI), Bleiker, C. (Co-PI), Dinehart, L. (Investigator). (2007) Long-Term
        Follow-up of School Success in Grades 3 through 5 for Children Attending Different
        Early Childhood Programs in Miami-Dade. $150,000 per year (3 years) from the
        Children’s Trust of Miami-Dade County.

    -   Manfra, L. (PI), Bleiker, C. (Co-PI), Dinehart, L. (Investigator). (2007) Long-Term
        Follow-up of School Success in Grades 3 through 5 for Children Attending Different
        Early Childhood Programs in Miami-Dade. $150,000 per year (3 years) from the
        Children’s Trust of Miami-Dade County.
    12b. Publications: Please provide the number of publications in peer reviewed
         journals and/or student-run publications produced in the last three years,
         including the number of papers per faculty. (Please provide the information by
         fiscal year.)

                              Number of Publications (2006-10)
                       2006          2007           2008           2009          2010
      Bleiker            0             2              2              0             0
      Dinehart           1             0              1              1             0
      Salmon             2             0              3              2             6
      Total              3             2              6              3             6

                                    Publications for 2006

-   Dinehart, L. H. B., Dice, J., Dobbins, D., Claussen, A. H., & Bono, K. E. (2006). An
    examination of proximal variables in families of cocaine-exposed infants enrolled in
    a home or center-based intervention. Journal of Early Intervention, 29(1), 32-47.

-   Gogate, L., Bolzani, L. H., Betancourt, E., & Watson, J. (2006). Attention to maternal
    multimodal naming by 6- to 8-month-old infants and learning of word-object
    relations. Infancy, 9(3), 259-288.

-   Salmon, A. (2006). Enhancing children’s literacy development through music:
    Cognitive connections. Hawaii International Education Conference Proceedings (pp.

-   Salmon, A. (2006). Pathways to communication: How becoming literate helped a
    young boy with autism emerge from his isolation. Hawaii International Education
    Conference Proceedings (pp. 5290-5297).

                                    Publications for 2007

-   Bleiker, C., Oliver, W., & Chae, C. (2007). Guided reading pilot program: Emergent
    reading program for bilingual preschool population. In Cosgrove, Manning, Mullis,
    & Bleiker (Eds.), Florida’s research/practitioner school readiness partnership: Opportunities
    and potential, A report from the Florida Network of School Readiness Hubs (pp.81-99).

-   Bernhard, J. K., Cummins, J., Campoy, F. A., Ada, A. F., Winsler, A., & Bleiker, C.
    (2007). Identity texts and literacy development among preschool English language
    learners: Enhancing learning opportunities for children at risk of learning
    disabilities. Teachers College Record, 108, 2380-2405.
                                   Publications for 2008

-   Bono, K. E., Dinehart, L. H. B., Dobbins, D., & Claussen, A. (2008). Effects of the
    proximal home environment on language and behavioral outcomes in children
    prenatally exposed to cocaine. Early Child Development and Care, 178(6), 551-568.

-   Bernhard, J., Winsler, A., Bleiker, C., Ginieniewicz, J., & Madigan, A. L. (2008).
    “Read my story:” Promoting early literacy among diverse, urban, preschool children
    in poverty with the Early Authors Program. Journal for the Education of Students
    Placed at Risk.

-   Salmon, A. (2008). Promoting a culture of thinking in the young child. Early
    Childhood Education Journal, 35, 5, 457-461.

-   Salmon, A. (2008). Young English language learners making thinking and language
    visible. Colombian Applied Linguistics, 10, 126-141.

-   Salmon, A. (2008). Prácticas adecuadas para el aprendizaje de la Lectoescritura en
    Niños Pre escolares Bilingues. (Developmentally appropriate practices for literacy
    learning in young bilingual children). Educación y Pedagogía, 20(51), 165-173.

-   Winsler, A., Tran, H., Hartman, S., Madigan, A., Manfra, L., & Bleiker, C. (2008).
    School readiness gains made by ethnically-diverse children in poverty attending
    center-based childcare and public school pre-kindergarten programs. Early Childhood
    Research Quarterly, 23, 314-329.

                                   Publications for 2009

-   Dinehart, L. H. B., Hughes, C., & Kaiser, M. Y. (2009). Language delay and elicitation
    intervention in children born cocaine exposed: A pilot study. Journal of Developmental
    and Physical Disabilities, 21(1), 9-22.

-   Salmon, A. (2009). Hacer visible el pensamiento para desarrollar la lectoescritura,
    implicaciones para estudiantes bilingües. (Making thinking visible to literacy
    development, implications for bilingual students. International Reading Association
    Lectura y Vida, 30(4), 62-69.

-   Pane, D., & Salmon, A. (2009). The experience of isolation in alternative education: A
    heuristic research study. The Western Journal of Black Studies, 33(4), 282-292.
                                  Publications for 2010

-   Salmon, A., & Lucas, T. (In Press). Exploring young children’s conceptions about
    thinking. Journal of Research in Childhood Education. (13 single-spaced pages).

-   Pane, D. M., & Salmon, A. (In Press). Author’s camp: Facilitating literacy learning
    through music. Submitted to Journal of Reading Education, November 14, 2009. (15
    double-spaced pages).

-   Salmon, A. (2010). Making thinking visible through action research. Early Childhood
    Education Journal, 39(1), 15-21.

-   Salmon, A. (2010). Tools to enhance the young child’s thinking. Young Children,
    65(5), 26-31.

-   Salmon, A. (2010). Engaging children in thinking routines? Association for Childhood
    Education International, 86(3), 132-137.

-   Salmon, A. (2010). Using music to promote children’s thinking and enhance their
    literacy development. Early Child Development and Care Journal, 180(7), 937-945.

    12c. Research Ranking: Please provide any ranking or notation obtained during the
         last three years (as applicable).
           a. N/A

Partnerships/Entrepreneurial Activities (as applicable):

    13. Please analyze results of foundation and auxiliary entrepreneurial activities
        (e.g., community engagement, conferences and workshops, technical
        assistance, sponsorships/donor support, etc.) during the last three years,
        detailing activities and amounts obtained (where appropriate) by fiscal year.
          a. In 2005, Dr. Salmon initiated a learning community to explore the Visible
               Thinking approach in early childhood settings. This learning community
               started with Early Childhood students. This is now a community
               engagement project involving over 40 teachers from 25 schools (public,
               private, Head Start, Charter, the United Way Center for Excellence, and
               the Children’s Museum).
          b. The Visible Thinking initiative engages teachers in collaborative action
               research at the same time that it provides continuous professional
               development and mentoring to teachers in the community. Some
               publications had resulted from this experience.
          c. As part of its professional development activities, the Visible Thinking
               project is organizing for the third time the Visible Thinking Conference
            with recognized authorities in the field. The mission of the conference is
            to engage early childhood educators in communities of practice interested
            in fostering thinking in young children. The conference provides a
            meaningful vehicle for understanding and designing environments and
            research-based strategies to teaching that develops students’ thinking
            dispositions, while at the same time deepening their understanding of
            topics they study. The conference is attracting early childhood educators
            nationally and internationally.
         d. Another project is the Early Childhood Club, a student organization that
            works toward becoming an affiliate of the National Association for the
            Education of Young children, the Early Childhood Association. The club
            offers students in professional development opportunities focusing on the
            quality of care and education for children from birth to age eight, which
            are the critical years of development. The club promotes participation in
            the local, state, and national conferences through monthly meetings and
            fundraising efforts. The Early Childhood Club members also participate
            in community service projects.

Part III: Strategic Planning and Improvement Action Plan

   14. Develop a programmatic Strengths, Weaknesses, Opportunities and
       Challenges (SWOC) analysis. An SWOC analysis identifies an organization’s
       strengths, weaknesses, opportunities, and challenges. The SWOC includes
       normally an assessment of the internal environment (strengths and
       weaknesses) and an assessment of the external environment (opportunities and
       challenges). SWOCs facilitate strategic planning. Moreover, SWOCs help to
       understand the culture, facilitate decision-making, and may be used to assess
       opportunities and identify factors leading to an organization’s critical success.


    -   The Early Childhood Education Master’s Program at FIU draws on the
        expertise of its faculty. Faculty research is highlighted in the core courses as
        well as Special Topics courses that change from year to year. The master’s
        program allows students the option to complete a research thesis or an applied
        project. This can serve as a steppingstone to further study at the doctoral level.
        The master’s program has been recently revamped to include more of a
        research focus, and more flexibility in course offerings. Students can take up to
        three electives in addition to required classes.

    -   The Early Childhood Education master’s degree draws from the expertise of
        faculty throughout the COE. Students take many of their foundational courses,
     as well as specializations from areas outside of Early Childhood Education.
     Students typically take many of their classes together. This gives the degree a
     cohort-like feel in which students support each other throughout their degree


 -   One of the weaknesses of the Early Childhood Master’s Program is our
     inability to offer all the courses necessary to meet the needs of our students. At
     the current time we are able to offer classes only once a year.

 -   Another weakness of the program is that we do not currently offer many
     courses online. This means that we cannot meet the needs of working adults
     who require online courses in order to complete their degrees. The trend in
     colleges of education is to offer more courses online or through a hybrid
     delivery system (i.e., some face-to-face time with online delivery). We plan to
     rectify this limitation in the coming semesters.


 -   We have the opportunity to evolve the Early Childhood Program into a model
     for professional development in an urban, multicultural context. Miami-Dade
     County offers many opportunities for university-community collaborations.
     The County has the third largest school district in the country, the largest early
     learning coalition in the state, a large Head Start Agency, and a large number of
     non-profit foundations working on early childhood issues. By integrating our
     coursework and practicum more closely with these agencies we can make our
     program more relevant. At the same time, we can also serve the community.

 -   The FIU Early Childhood Program also has the potential to become more
     involved in educational issues in Latin America and the Caribbean. Miami,
     because of its proximity to Latin America and the Caribbean, is ideally situated
     to serve this growing constituency. Many countries in our Southern
     Hemisphere are engaged in large-scale early childhood initiative. Our
     expertise and that of our students could contribute to this movement.

 -   Technology offers opportunities to expand our course offerings to non-
     traditional students and to those outside of our immediate geographic area.
     Technology also offers us the opportunity to deploy coursework in other
     countries in both English and Spanish. We are able to offer coursework and
     degrees in Spanish, given the number of native Spanish instructors who work
     with the program. We need to take advantage of our expertise, the growing
        reputation of the university, and our proximity to emerging countries from
        Latin American and the Caribbean.


    -   We face the challenge of serving the needs of the community, students, and
        university in a time of dwindling resources and budget challenges.

    -   We also face competition from other institutions for the same target
        populations. We cannot match the advantages of Miami-Dade College (which
        has branches throughout Miami) or online universities offering more
        convenient degrees. We need to focus on the elements that set us apart, such as
        providing a high quality program, while at the same time accommodating the
        needs of the modern student.

    -   There is an increase in problems with student record-keeping as the Early
        Childhood Education program, the COE, and FIU continue to grow. We all
        need to do a better job in enrollment management and student progress
        monitoring in order to avoid allocating an inordinate amount of time to
        administrative problem-solving. We need to do a better job of recruiting high
        caliber students who will become the next generation of leaders and will also
        feed into our doctoral programs. We also need to work more closely with other
        programs within the COE to maximize our enrollment, and offer a more
        diverse selection of classes.

   15. Refer to issues still identified as challenges and/or opportunities and prepare a
       plan to suggest solutions and pathways towards furthering student learning
       and programmatic improvements. Include a timetable and denote process for
       developing consensus on the Improvement Action Plan. (A template has been
       provided.) Within the Improvement Action Plan, please incorporate a plan to
       measure progress/indicators of success.

        Place the formulation of the Improvement Action Plan within the context of
        your unit’s ongoing strategic planning.

Part IV: Recommendations of Provost

The Provost will provide written recommendations to the units regarding the future
direction of the academic program based on the findings of the complete Program
Review, including the self-study, external consultant’s feedback and Improvement
Action Plan.

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