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Graduate Course Proposal Form Submission Detail - EEC6517
Tracking Number - 2102
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Current Status:
Approved, Permanent Archive - 2007-03-14
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Detail Information
- Date & Time Submitted: 2007-02-23
- Department: Childhood Education
- College: ED
- Budget Account Number: 1721
- Contact Person: Suzanne Quinn
- Phone: 41028
- Email: squinn@tempest.coedu.usf.edu
- Prefix: EEC
- Number: 6517
- Full Title: Advocacy and Leadership in Early Childhood Ed
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?:
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Advocacy and Leadership in ECE
- Course Online?: -
- Percentage Online:
- Grading Option:
R - Regular
- Prerequisites: none
- Corequisites: none
- Course Description: This course focuses on developing leadership skills and knowledge necessary to help individuals build coalitions and design effective public policy/advocacy initiatives. This course is open to graduate non-majors and is repeatable for 3 hours credit.
- Please briefly explain why it is necessary and/or desirable to add this course: Teachers of young children require the skills to advocate for the unique needs of children and families in the broader social and political context. This course will address both advocacy issues in early childhood education and leadership skills necessar
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? This course is part of the required sequence for the EC masters program. In an era of increasing policy attention to EC (e.g., State of Florida voluntary PreK initiatives, and teaching shortages in the primary grades) the focus of this course on advocacy and leadership is a critical strand in the program. It may also serve graduate students in child-family studies, child psychology, and other related educational fields.
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? The course has been offered as EDG 6931- once.
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Must have an Earned doctorate in Early Childhood Education or related field.
- Objectives: 1. an ability to critique both the popular media and the professional literature on current educational policies that directly effect children and families. CF 4, NAEYC 5
2. an ability to critically examine questions/issues such as “What does it mean to advocate for children and families?,” “What types of federal and state programs for young children and families have been most effective and what are some of the challenges in measuring their success?,” “Should the government establish a national family policy and – if so – what should be its intent and features?” (or “How does the state govern children and families?”). CF 4, NAEYC 5
3. an understanding of global perceptions/practices exist in the areas of child care and family support, including neo-liberal policy trends, and examine strategies used by grassroots and citizen lobbying efforts on behalf of children. CF 1,6, NAEYC 5,
4. an understanding of the life experiences and perspectives of persons living in poverty in the U.S. and ways to be stronger allies or partners with them as it relates to children. CF 5, NAEYC 5
5. an ability to examine issues of power, privilege, pathologizing of persons in poverty, and surveillance as they relate to public policy that affects children. CF 5, NAEYC 5
6. an ability to engage in the transformation of social justice issues through initiatives such as Academic Service-Learning. CF2,4, NAEYC 5
- Learning Outcomes: a. critique of the popular media and the professional literature on current educational policies that directly effect children. – Class discussions, Article critiques, Papers, Service-Learning Projects, Student presentations
b. analyze policies effecting children and families - Class discussions, Article critiques, Papers, Service-Learning Projects, Student presentations
c. analyze global perceptions and practices in the areas of child care and family support, including neo-liberal policy trends, and examine strategies used by grassroots and citizen lobbying efforts on behalf of children. - Class discussions, Article critiques, Papers, Service-Learning Projects, Student presentations
d. examine the impact of life experiences and perspectives of persons living in poverty in the U.S. and ways to be stronger allies or partners with them as it relates to children. - Class discussions, Article critiques, Papers, Service Learning Projects, Student presentations
e. evaluate issues of power, privilege, pathologizing of persons in poverty, and surveillance as they relate to public policy that affects children. - Class discussions, Article critiques, Papers, Service-Learning Projects, Student presentations
f. design projects that engage in the transformation of social justice issues through initiatives such as Academic Service-Learning.- Class discussions, Article critiques, Papers, Student presentations
- Major Topics: A. Identifying Advocacy Issues
Child Care
Family Support
Causes and Impacts of Poverty in the Lives of Children
Early Childhood Education Initiatives at National, State, and Local Levels
Early Childhood Teacher Educator Issues
B. Professional Autonomy
C. Effective Advocacy Strategies
Grassroots Efforts
Effective Use of Print Media
Using Technology for Effective Advocacy
D. Forming Coalitions
E. Advocacy Activities that Relate to Education
- Textbooks: Doyon, J. (2003). Not with our kids you don’t!: 10 strategies to save our schools. Portsmouth, NH: Heinemann.
Polakow, V. (Ed.) (2000). The public assault on America’s children: Poverty, violence and juvenile injustice. New York: Teachers College Press.
Robinson, A., & Stark, D.R., (2002). Advocates in action: Making a difference for young children. Washington, D.C.: National Association for the Education of Young Children.
Schram, S.F. (2000). After welfare: The culture of postindustrial social policy. New York: New York University Press.
Staff., (2004). Kids count dat
- Course Readings, Online Resources, and Other Purchases:
- Student Expectations/Requirements and Grading Policy:
- Assignments, Exams and Tests:
- Attendance Policy:
- Policy on Make-up Work:
- Program This Course Supports:
- Course Concurrence Information:
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.