Focuses on introductory concepts of Early Childhood Education professions including professionalism, ethics and standards. Historical events as well as current issues are reviewed. Students participate in hands-on activities to develop an understanding of developmentally appropriate practices within learning environments.
Prerequisite(s):
Student background check, DHS clearance
Corequisite(s):
None
Focuses on typical and atypical developmental milestones of physical, cognitive, language and social/emotional development of children from birth to age 12 with a focus on the preschool years. Theories of child development and contributions of theorists are reviewed in the context of application to developmental milestones. The effects that multiple, interrelated environmental factors have on the growth and development of the child will be explored.
Prerequisite(s):
None
Corequisite(s):
None
Focuses on the creation of a safe and healthy learning environment to encourage play, exploration and learning. Students learn how to use space, relationships, materials and routines as resources for ensuring an inclusive safe indoor and outdoor learning environment. Focus on how the environment affects growth and development through proper nutrition, self-wellness for adults and sanitation guidelines are reviewed. Legal and ethical guidelines for reporting suspected child abuse and neglect are covered.
Prerequisite(s):
None
Corequisite(s):
None
Focuses on understanding creativity and the development of skills to assist and encourage young children to express their creative natures. Through a hands-on approach, students will compare creative materials and processes using multiple teaching strategies and disciplines. A focus on child-centered and teacher-guided experiences with attention to accommodations for children identified with special needs will be included through both process and product instructional methods.
Prerequisite(s):
None
Corequisite(s):
None
Focuses on the essential organization, planning, operations, legal issues related to children and staff and ongoing quality improvement of child care centers, preschool environments and out-of-school care. Licensing, program structure and accreditation standards, including professionalism and ethics are reviewed.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on developmentally appropriate, ethical assessment of preschool children. Students will participate in hands-on child evaluation and practice developing assessment documents for parents and institutions for the purposes of determining current levels of functioning and directing curriculum development. Students will demonstrate basic knowledge of the referral process for IEPs and IFSPs, and the roles of the teachers, parents and helping professional in these processes. Course assignments demonstrating subject matter and content application are required.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on milestones of language development in children from birth to age 12. An exploration of language arts theory and techniques to assist children in developing foundational skills through curriculum planning that will allow them to be proficient in listening, speaking, reading and writing is reviewed. Techniques include creative drama, puppetry, whole language exploration and phonemic awareness. Students will also review structural and transformational linguistics theories. Specific attention is paid to English Language Learners as they acquire language in the classroom.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on developmental milestones for children birth through 35 months in cognitive, language, physical and social/emotional domains, including typical and atypical development. Provides a look at methods of designing and implementing appropriate programs, including curriculum and assessment, physical space adaptations and parent/school/community partnerships. Review of applicable early intervention procedures, including IEPs and IFSPs is explored. Includes 30 hours of fieldwork.
Prerequisite(s):
Background check; DHS clearance
Corequisite(s):
None
Focuses on multiple influences of bias as well as the possible effects of personal attitudes and dispositions on children’s development and learning. Students will analyze classroom environments for practices of equality, respect and tolerance. Curriculum will be developed that will promote anti-bias ideals, create a strong classroom community and empower families through positive reciprocal relationships.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on the integration of developmentally appropriate math, science and technology and engineering content into the early childhood classroom curriculum. The process of using inquiry tools and problem-solving strategies and focused learning centers with content embedded in all other classroom areas is explored. Emphasis is placed on development of activities and procedures that put the child in the position of problem solving through hands-on, exploratory processes in groups or individually.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on typical and atypical social and emotional development of children birth to age 12. After reviewing assessment strategies, students will review the process for additional consultation and/or referral for children displaying atypical development, including referrals to Child Protective Services for suspected abuse or neglect. Students will apply child development theories and research through development of curriculum that enhances each child’s social skills as an individual and through community group building activities.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on developmentally appropriate design of curricula that promotes the growth and development of the preschool child (ages 3 and 4) with curricular connections to early elementary. Differentiation for special needs is reviewed. Curricular domains covered are aesthetic, affective, cognitive, language, physical and social/emotional. Course assignments demonstrating subject matter and content application are required.
Prerequisite(s):
ECE 1650
Corequisite(s):
None
Explores how stress, trauma and violence impact young children’s development and the lives of their families. Students will investigate the role of early Childhood Education professionals and the professional ethical responsibility. A major emphasis will be on understanding the special learning needs of young children. Working with adult family members and agencies will also be emphasized.
Prerequisite(s):
None
Corequisite(s):
None
Focuses on planning and implementing a developmentally appropriate, anti-bias, child-centered classroom environment across curricular and developmental domains. Students will demonstrate competence in child assessment, group guidance, advocacy, peer collaboration and parent communication. Includes 125 hours of supervised participation in a quality licensed preschool for three to five-year-old children. Course assignments demonstrating subject matter and content application are required. Students must earn a minimum of 70% on all assignments and 70% on the site evaluation to earn credit for this course. Students must also contact their academic advisor to register. Focuses on planning and implementing a developmentally appropriate, anti-bias, child-centered classroom environment across curricular and developmental domains. Students will demonstrate competence in child assessment, group guidance, advocacy, peer collaboration and parent communication. Includes 125 hours of supervised participation in a quality licensed preschool for three to five-year-old children. Course assignments demonstrating subject matter and content application are required. Students must earn a minimum of 70% on all assignments and 70% on the site evaluation to earn credit for this course. Students must also contact their academic advisor to register.
Prerequisite(s):
ECE 2510, student background check, DHS clearance
Corequisite(s):
None
Focuses on information and strategies that can be used by teachers to encourage parents to work in partnership with schools. Promoting holistic child development with the parent in the role of the teacher in the home and community with the teacher as support to the parent is explored. The teacher’s role as a child advocate through mandated reporting for child abuse or neglect and family advocate through the IEP/IFSP process is reviewed. Course assignments demonstrating subject matter and content application are required.
Prerequisite(s):
ECE 1110
Corequisite(s):
None
Focuses on investigating public policies that support young children. Defines role of early childhood professional as advocate in various situations, including child abuse and neglect/mandated reporting, IEP’s and IFSP’s, anti-bias behaviors, addressing preconceived gender identity and gender roles, encouraging healthy living and supporting chronically ill children. Investigates historical perspectives that have served as an agent for change. Examines global perspectives. Discusses application of child growth and development to strengthen families.
Prerequisite(s):
None
Corequisite(s):
None
Explores contemporary early childhood educational practices and theoretical foundations of curriculum. The following philosophies will be explored and compared: Reggio Emilia, Montessori, High Scope, Creative Curriculum, Waldorf, Project Approach and others with a focus on developmentally appropriate practices within each philosophy/curriculum model. Student creates personal philosophy, integrating educational learning theories with child growth and development best practices.
Prerequisite(s):
ECE 2510
Corequisite(s):
None
Compares and contrasts the quality of early childhood education programs within the community, both onsite and through research. Standardized data collection tools-ECERS and PQA predominant-are utilized to form clear and concise data-support conclusions about programs. Students will use data collected to identify program strengths and opportunities for growth in multiple program areas including staff training, implementation of procedures and materials and communication processes. Includes 120 hours of fieldwork.
Prerequisite(s):
ECE 2710, student background check, DHS clearance
Corequisite(s):
None
Provides students with a direct fieldwork experience implementing curriculum content in a lead teacher role under a qualified teacher. Michigan curriculum standards will serve as the basis for instruction. Includes 135-hours of participation in a quality licensed preschool for three-to-five-year-old children. Must earn a minimum of 70% on all assignments and 70% on the site evaluation to earn credit for this course. Course assignments demonstrating subject matter and content application are required. Must contact academic advisor to register.
Prerequisite(s):
ECE 2710, student background check, DHS clearance
Corequisite(s):
ECE 3750
Develops daily, weekly and monthly lesson plans to be implemented within the practicum. Developmentally appropriate practices and Michigan curriculum standards will provide the framework for on-going assessment of the curriculum implementation.
Prerequisite(s):
ECE 2710
Corequisite(s):
ECE 3710
Examines the importance of parent and caregiver relationships in developing quality care for infants and toddlers. The essentials of infant and toddler caregiving, developmental growth patterns and direct observations will be emphasized. A 30-hour fieldwork observation is required.
Prerequisite(s):
ECE 2010, student background check, DHS clearance
Corequisite(s):
None
Focuses on the physical development, music curriculum and movement activities in an early childhood education environment. This course will require a hands-on demonstration of skills.
Prerequisite(s):
ECE 1410
Corequisite(s):
None
Provides a supervised fieldwork experience in an administrative role that focuses on leadership and management techniques. Includes 135-hours of participation in a quality licensed program for birth to five-year-olds. Must earn a minimum of 70% on all assignments and 70% on the site evaluation to earn credit for this course. Course assignments demonstrating subject matter and content application are required. Must contact academic advisor to register.
Prerequisite(s):
ECE 1510, ECE 2710, HUM 3910, student background check, DHS clearance
Corequisite(s):
ECE 4550
Provides critical application of essential administrative duties as performed in an early childhood education environment. Knowledge of professional and ethical responsibilities will be evaluated. The duties shall include supervising, organizing, budgeting, accounting and scheduling skills. Licensing standards and NAEYC accreditation will be emphasized.
Prerequisite(s):
ECE 1510
Corequisite(s):
ECE 4510
Focuses on knowledge of characteristics and classifications of common delays, impairments and disabilities. Tools of assessment and methods of referral for young children demonstrating atypical development with an emphasis on the goals and benefits of developmentally appropriate assessment is explored. IFSP, IEP, early intervention and legal issues surrounding these topics will be featured.
Prerequisite(s):
ECE 1650
Corequisite(s):
None
Provides essential background into speech, cultural, linguistic and language development of young children. An emphasis will be placed on the link between home and educational environment. Home-to-school activities will be developed.
Prerequisite(s):
ECE 1710, student background check, DHS clearance
Corequisite(s):
None
Provides a foundation of knowledge in psychology examining key topics related to understanding human thoughts and behavior. Topics include an exploration of factors that influence thoughts and behavior, psychology as a science, sensation/perception, motivation, emotion, memory, cognition, personality, as well as key figures, research and theories within psychology. Applying concepts to real-life settings is a focus throughout the course.
Prerequisite(s):
None
Corequisite(s):
None
Serves as an overview of the historical development of the human services field. Introduces the philosophical framework and theoretical models as well as the interdisciplinary nature of the human services profession. Students will explore the roles, functions and future of the human services field, along with developing knowledge of community resources and policies developed to assist vulnerable communities.
Prerequisite(s):
Student background check
Corequisite(s):
None
Increases knowledge, personal awareness, and skills relative to diversity within the contemporary world population. Addresses the scope of conditions that promote or inhibit human functioning, including causes of systemic poverty and its implications. The course will examine historical and current experiences of diverse groups, including a focus on gender, race, ethnicity and national origin, social class, religion, sexual orientation, age, and abilities. Issues examined are related to diversity, equity, and inclusion.
Prerequisite(s):
None
Corequisite(s):
None
Emphasizes the assessment of diverse crisis situations brought on by past trauma with emphasis on the use of short-term intervention and problem-solving techniques to help individuals and families de-escalate crisis situations and develop appropriate coping techniques. The course will address principles of trauma informed care, brief and short-term interventions, and multicultural issues in trauma/crisis intervention situations.
Prerequisite(s):
None
Corequisite(s):
None
Explores the etiology of and established policies (federal and state) relevant to the prevalence of family violence across the lifespan, including child abuse and neglect, intimate partner violence (IPV), intergenerational violence, and elder abuse. This class will identify signs and symptoms of neglect and abusive patterns, identify appropriate reporting procedures, examine systemic variables that perpetuate cycles of violence, and explore evidence-based prevention and intervention strategies.
Prerequisite(s):
None
Corequisite(s):
None
Explores family systems theories and concepts within family systems, culturally and relationally. Provides students with a foundation of knowledge and skills with an emphasis on family strengths and benefits that come from diversity. Skill development will focus on recognizing and addressing the impact of intergenerational trauma, assessing family needs and strengths, and eliciting relevant information.
Prerequisite(s):
None
Corequisite(s):
None
Examines the dynamic role of business in the modern economy and the influences of the external and internal environments in which businesses operate. Provides an overview of each of the core functional areas of business and analyzes how the interrelationships among them are critical to meet the strategic and operational goals of an organization.
Prerequisite(s):
None
Corequisite(s):
None
Focuses on an overview of grant writing, the grant seeking process, and determining resources and steps to find fund sources, identifying specific requirements, and preparing and submitting proposals. Skills to write competitive grant proposals to various types of foundations and organizations will be developed.
Prerequisite(s):
None
Corequisite(s):
None
Emphasizes the history and trends of philanthropy and the laws that impact fund development. Policies for fund development will be constructed and the role of the Board of Directors vs. staff will be outlined. The opportunity for the use of technology used in the fund development will be discussed along with available resources. As operational tasks in fund development are carried out, ethical and professional standards will be discussed including transparency. The challenges to fund development will be addressed including the results vs. the effort in fundraising, strategies, employee burn out, the economy, skilled staff, etc.
Prerequisite(s):
None
Corequisite(s):
None
Examines the background, theory, and process of cognitive behavioral therapy. Topics include maladaptive thought patterns and cognitive behavioral therapy solutions, several expressions of cognitive behavior therapy, and cognitive behavior therapy applications to common problems such as fear, anger, addiction, anxiety, and depression.
Prerequisite(s):
PSY 1110
Corequisite(s):
None
Equips students with a psychological foundation of theories related to death, dying, and bereavement. Prepares students who are entering a helping profession to work with others to understand and cope with death, dying, and bereavement.
Prerequisite(s):
None
Corequisite(s):
None
Reviews primary categories of legal and illegal drugs and substances. Examines the behavior and mental processes associated with drug use and addiction. Explores environmental, biological, and psychological factors that influence drug use, addiction, and recovery. Various treatment options are discussed. Careers related to substance abuse treatment will be discussed.
Prerequisite(s):
PSY 1110
Corequisite(s):
None
Explores human health and illness from a biopsychosocial framework. Applies psychological concepts, models, and theories to examine illness prevention and recovery, as well as explore perceptions of illness. Some topics include stress, coping, pain, and behaviors that contribute to wellbeing or illness. Students will discuss strategies to improve healthy habits and wellness. Careers related to health psychology will be explored.
Prerequisite(s):
PSY 1110
Corequisite(s):
None
Examines the symptomatology, diagnosis, and causes of various forms of psychopathology. Topics include current theory and research; ethical and social issues; and historical and current approaches to treatment of mental illness.
Prerequisite(s):
PSY 1110
Corequisite(s):
None
Explores types of disabilities from the individual, family, and caregiver perspectives. Topics include stereotypes and myths, legal issues/laws, coping with disability, and models of practice. Common challenges and solutions associated with disability across various social contexts are discussed.
Prerequisite(s):
PSY 1110
Corequisite(s):
None
Explores human development from conception through late childhood, with an emphasis on physical, mental, social, and emotional growth. Developmental processes of socialization, cognition, emotional growth, and personality development are examined. Theories about child development are assessed. Research findings on issues and disorders common to children are considered.
Prerequisite(s):
PSY1110
Corequisite(s):
None
Presents a study of individuals in the social context in which they live. Topics such as attitudes and attitude change, altruism, effects of being in a group, conformity, obedience, persuasion, and interpersonal attraction are studied.
Prerequisite(s):
PSY 1110 or PSY 2050
Corequisite(s):
None
Examines social organization, culture, and the relationship between society and the individual. The areas studied are social groups, roles and statuses, institutions, social stratification, socialization, social change, and social policy.
Prerequisite(s):
None
Corequisite(s):
None
Addresses the ability to write professionally and ethically for business and technical purposes relevant to a student’s major field or career aspirations. Emphasis is on learning and applying rhetorical principles for writing formal reports including researching published technical information. Less formal aspects of business and technical communication are also studied.
Prerequisite(s):
COM 1020
Corequisite(s):
None
Students will develop critical thinking, reading, and writing skills in the context of personal, professional, digital, and academic environments, with emphasis on analysis. This course will enable students to examine, develop, and employ the writing process while focusing on audience, invention, rhetorical context, language, style, purpose, written communication strategies, and digital demands.
Prerequisite(s):
None
Corequisite(s):
None
Students will extend and apply concepts introduced in Composition and Critical Thinking, and Quantitative Literacy, through the development of written arguments and oral presentations for a variety of academic and professional audiences.
Prerequisite(s):
COM 1010, MTH 1010
Corequisite(s):
None
This capstone course is designed to synthesize and transfer knowledge gained from the general education coursework. Students will apply learning experiences to professional, real world, complex, and ethical issues.
Prerequisite(s):
COM 1020, MTH 1010, PSY 2050, SOC 3050
Corequisite(s):
None
This course introduces skills in reasoning, critical thinking, and quantitative literacy. Students will develop the ability to reason and solve quantitative problems from a wide array of contexts and real-world situations. Students will develop the analytical skills necessary to ask questions and define problems; develop and apply quantitative models; and interpret data in order to evaluate arguments supported by quantitative evidence.
Prerequisite(s):
None
Corequisite(s):
None
Solves contemporary, real-world problems by mathematical reasoning utilizing concepts from algebra, probability, and statistics. Key topics include equations, inequalities, graphs and functions; exponential, logarithmic, and quadratic models; counting methods, probability theory, normal distribution, correlation, regression, voting methods, and graph theory. This class focuses on the application of the above concepts in a variety of professional disciplines. MTH 1070 – Quantitative Reasoning satisfies the MTA Quantitative Reasoning Pathway.
Prerequisite(s):
MTH 1010
Corequisite(s):
None
The course provides a foundation for understanding human relationships and transferring that knowledge to personal/professional applications. Topics include basic dynamics of human relationships; awareness of self; the effect of environment on thoughts and behavior; the importance of intercultural competence; ethics and social responsibility; as well as building skills that will improve individual and team functions.
Prerequisite(s):
COM 1010, MTH 1010
Corequisite(s):
COM 1020
Students will develop their civic knowledge and cultural competence by exploring topics that demonstrate the relationship between the local, national, and global dimensions of complex issues. Students will develop their awareness of cultural diversity and sharpen their analytical skills by integrating economic, political science, sociological, and ethical concepts, theories, and perspectives. Requires completion of a service-learning experience.
Prerequisite(s):
COM 1020, MTH 1010, PSY 2050
Corequisite(s):
None
