uwf banner 2004-2005 CATALOG  
Table of Contents
Welcome
Telephone Directory
Academic Calendars
     Year 2004/2005
     Fall Semester 2004
     Spring Semester 2005
     Summer Semester 2005
University Mission
Accreditations
Degrees, Areas of Specialization,
Minors

Admissions
After Admission
Financial Assistance
Student Activities
Student Services and Resources
Tuition and Fees
Military and Veterans Information
Registration and Records
Academic Policies
Graduation and General Degree
Requirements

Public Service and Research Centers
College Mission Statements
Undergraduate Degree Programs
Master's Degree Programs
Specialist Degree Programs
Doctoral Degree Programs
Course Numbering System
Course Listings and Descriptions
Administration
Faculty
Index
Course Listings/Descriptions
Semester offering codes corrected and posted on June 7, 2004.
EEC-Education: Early Childhood

EEC 3204 Introduction to Early Childhood Education . . . . . 3(F)
Prerequisite: EEC 3704.
Basic curriculum principles and the role of the teacher in education of children from infancy to eight years of age. Observation/participation in early childhood education settings.

EEC 3307 Providing for Conceptual Learning of Young Children . . . . . 2(F)
Prerequisite: EEC 3204, EEC 3704, and EEC 3940.
Designed to develop student's concept of a constructivist approach to the teaching/learning process. Includes an understanding of pre-concepts and appropriate methods for corrections of children's misconceptions. Impact of the environment and appropriate environmental designs for the constructivist approach are expected outcomes.

EEC 3704 Right From The Start: Education of the Developing Young Child . . . . . 3(F)
Designed for the education major, this course has as its focus educational implications of the total development of children, pre-natal through early childhood. Typical and atypical development is addressed from three viewpoints: Age period (pre-natal, infancy, toddler, pre-school, and early elementary), developmental domain (i.e., physical, social, emotional, and cognitive), and educational applications at each age and domain.

EEC 3731 Health/Nutrition/Safety . . . . . 3(SS)
Designed to prepare pre-professionals to function skillfully and effectively as teachers/care givers in providing health, safety, and nutritional needs of the young child. Focuses on providing a sound knowledge base in each of the three areas of emphasis and then developing competence related to each one.

EEC 3800 Professional Development Seminar . . . . . 1(F,S,SS)
Promotes reflective thinking for student empowerment. Through ongoing professional seminars and engagement in a variety of professional workshops on topics related to Early Childhood, students will develop the ability to self-evaluate and reflect on experience for personal and professional development. Students will also initiate and develop a portfolio. The purposes of the portfolio are: (1) to engage in personal self-awareness, evaluation, development and progress; (2) to encourage interaction with ideas, materials, and peers; (3) to articulate a personal philosophy of Early Childhood Education; (4) to project goals and plan strategies; and, (5) to document development as an empowered person and professional. Students will register for 1 hour credit, Professional Development Seminar, during each semester of enrollment for a minimum total of 4 hours in the program. Graded on satisfactory/unsatisfactory basis only.

EEC 3940 ICFE I - Integrated Curriculum/Field Experience . . . . . 3(SS)
Prerequisite: EEC 3204.
Corequisite: EEC 3941, EEC 3800.
Introduces professionals to the myriad service delivery systems of the Early Childhood professional. Students' understanding of the role of inter-agency outcomes related to collaboration and transdisciplinary service delivery models will be developed. In addition, skills dispositions necessary for effective teaming will be developed.

EEC 3941 ICFE I - Practicum . . . . . 1(SS)
Corequisite: EEC 3940.
Students will be provided with opportunities to observe and participate in varied service delivery systems including home based, center based, and hospital based serving young children and their families. Minimum of 35 hours; includes seminar, observing, collaborating with early childhood professional in the work setting, and individual project. Graded on satisfactory/unsatisfactory basis only.

EEC 3942 ESOL/Reading Professional Practicum II . . . . . 3(F,S)
This clinical field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed course assignments. Under the guidance of highly qualified supervising teachers, students will work with individuals, small groups, large groups and/or the entire class. Students will also continue work begun earlier in their program on their Teacher Development Portfolio (TDP) (TDP) which document Educator Accomplished Practices Competencies and ESOL Performance Standards. Minimum of 100 hours in a Pre-K or Primary educational setting including: observation, planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient - (LEP), and students at risk for school failure.

EEC 3948 Service Learning Field Study II . . . . . 1-3(F,S,SS)
Placement in community agency or other social organizational setting related to field of study. Supervision by faculty and agency. Students and faculty "customize" courses to fit a full range of services that are available in the setting. Student must be able to draw correlation between the discipline and field study. Journal and reflective experience paper are required. With the agreement of the student's faculty sponsor, a minimum of 4-6 hours per week must be done at the field site per semester hour of credit. Permission is required.

EEC 4268 Educational Assessment . . . . . 3(F,S,SS)
Designed for all students in Teacher Education and focuses on assessment concepts that are critical for good teaching. Topics include (1) measurement issues to determine assessment quality; (2) teacher constructed assessments such as paper and pencil assessments, informal assessments, and performance and product assessments; (3) interpreting standardized assessments commonly used in public schools.

EEC 4301 ICFE II - Integrated Literacy Curriculum . . . . . 3(F,S)
Prerequisite: EEC 3204 and EEC 3704.
Corequisite: EEC 3942, EEC 3800.
Instructional materials, procedures and evaluation of nursery, kindergarten and primary-school curricula and instructional strategies with an emphasis on literacy and pre-reading; includes observation/participation in early childhood education settings.

EEC 4302 ICFE III - Integrated Curriculum/Field Experiences . . . . . 3(F)
Prerequisite: EEC 3942, EEC 4301.
Corequisite: EEC 4943.
As the third course in the ICFE sequence, designed to continue the development of understanding, skills and knowledge bases initiated in ICFE I, ICFE II and other associated course work. The focus in ICFE III is to move toward full implementation of integrated curriculum practices. Therefore, emphasis is on planning and implementing an integrated approach to curriculum and assessment/evaluation of children and processes related to the development of developmentally appropriate practices for young children. Specifically ICFE III builds an understanding in the area of development of self and children's potential in all areas. Experiences in early childhood settings are required.

EEC 4408 Home/School/Community Partnerships . . . . . 3(SS)
Prerequisite: EEC 3704 or SOW 3650.
Investigates techniques and strategies for developing and implementing effective home, school, and community involvement programs in early childhood settings. Special emphasis will be placed on materials and techniques for communicating effectively with families from a variety of cultural backgrounds.

EEC 4603 Child Guidance and Classroom Management . . . . . 3(S)
Provides a comprehensive knowledge base concerning child and classroom management. Areas of emphasis include roles of various personnel, organization of the environment to promote appropriate behavior, strategies to develop appropriate behavior and motivation, and related record keeping techniques.

EEC 4613 Assessment and Evaluation for Young Children . . . . . 3(S)
Provides a comprehensive knowledge base concerning assessment of young children. Areas of emphasis include development of skills in selection, use, and interpretation of developmentally appropriate formal and holistic instruments and procedures, measurement terms and principles, procedures, and legal requirements for record keeping, use of technology in assessment, and managing an assessment team.

EEC 4943 ESOL/Reading Professional Practicum III . . . . . 3(F)
This clinical field experience includes integrating reading standards and ESOL competencies across the curriculum through carefully planned and designed assignments. Under the guidance of highly qualified supervising teachers, students will work with individuals, small groups, and a special emphasis on working with the total class. Students will also continue work begun earlier with the total class. Students will also continue work begun in their program on their Teacher Development Portfolio (TDP) which document Educator Accomplished Practices Competencies and ESOL Performance Standards. Minimum of 100 hours in an Early Childhood educational setting includes; observation, planning, adapting, delivering, and evaluating units that include curriculum materials, activities, and assessments of students from diverse backgrounds, i.e., culturally and linguistically diverse (Limited English Proficient- (LEP), and students at risk for school failure. Graded on satisfactory/ unsatisfactory basis only.

EEC 5265 Early Childhood Education: Analysis of Programs . . . . . 3(SS)
Analysis and evaluation of programs in early childhood education with consideration for the wide range of approaches and organizational arrangements existing in communities of the United States.

EEC 5926 Workshop in Early Childhood Education . . . . . 1-3(F)
Identification of participants' needs and interests, selection of specific instructional problems to be solved, and individual and group study and experimentation aimed toward solution of problems. Teaching experience (exclusive of student teaching) is required.

EEC 6263 Integrated Curriculum Development and Instruction/Early Childhood Education . . . . . 3(F)
Basis and techniques for making curriculum decisions, survey of curriculum content and programming appropriate for children three to eight years of age; clinical and field-based involvement with development and implementation of practices consistent with diagnostic/prescriptive teaching through individualized instruction. At least one course in early childhood education is required.

EEC 6305 Practical Applications and Issues in Assessment and Classroom Management: Primary
Education . . . . . 3(F,S,SS)

Students will examine trends, issues and practical applications in assessment and classroom management. Of special concern will be an analysis of the empirical evidence associated with current practices in assessment and classroom management.

EEC 6615 Problems, Issues and Trends in Early Childhood Education 3(S)
Problems, issues and trends in the broad field of early childhood education and educational programs for children three to eight years of age. At least one course in early childhood education is required.

EEC 6911 Action Research: Early Childhood Education . . . . . 3(F,S,SS)
Prerequisite: EEC 6941.
Implementation of proposal prepared in Research Practicum including identification of a problem in the area of Early Childhood Education review of pertinent literature and preparation of a proposal with all the necessary information, conducting research in a professional manner, evaluation and written report of the results. Graded on satisfactory/unsatisfactory basis only.

EEC 6941 Research Practicum: Early Childhood Education . . . . . 3(F,S)
Implementation of a well-researched teaching approach not previously used by the candidate; maintenance of a log to indicate adaptations required and conclusions drawn about the impact of the new approach on pupils' achievement; a professionally written report stating the approach used, the goal of the practicum, a brief review of related literature, a summary of the practicum experiences and a statement of the conclusions reached.