ECHS 2315 - Advocacy for Educators

Credit Hours: 2.00

Prerequisites: ENGL 1190 or ENGL 1220; ECHS 1710 and ECHS 2220 all with grade C or better

Corequisites: ECHS 2330 and ECHS 2550

(formerly ECHS 2310)

This course provides an introductory overview of public policies that impact families, young children and Early Education professionals. This course emphasizes the knowledge and application of ethical standards and professional responsibilities of Early Education teachers and focuses on influencing public policy and engaging in informed advocacy.

Billable Contact Hours: 2

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Transfer Possibilities
Michigan Transfer Network (MiTransfer) - Utilize this website to easily search how your credits transfer to colleges and universities.

OUTCOMES AND OBJECTIVES
Outcome 1: Upon completion of this course, students will be able to think critically and prospectively about state and national policies surrounding the field of Early Education.

Objectives:

1. Identify themselves as a professional in the field of early education.
2. Illustrate professionalism by being knowledgeable of public policies.
3. Students will understand that national governance and finance either impedes or supports Early Education policy.
4. Demonstrate the ability to advocate by getting to know the elected officials at all levels.
5. Compose a persuasive letter to a legislator advocating for the rights of children, families, educational settings or teachers.

Outcome 2: Upon completion of this course, students will be able to use the NAEYC Code of Ethical Conduct to solve ethical dilemmas that occur in the field of Early Education.

Objectives:
1. Describe the NAEYC Code of Ethical Conduct.
2. Define ethical dilemma.
3. Define ethical responsibility.
4. Use the code to analyze guidelines for responsible behavior concerning ethical dilemmas and responsibilities.

Outcome 3: Upon completion of this course, students will be able to develop an advocacy plan.

Objectives:
1. Identify and prioritize major issues in the field of Early Education.
2. Develop an advocacy project for the local area that relates to issues impacting young children.
    a. Select a targeted group.
    b. Define advocacy goals and objectives.
    c. Assess resources.

Outcome 4: Upon completion of this course, students will be able to implement an advocacy plan.

Objectives:
1. Identify classmates interested in the topic and create a group.
    a. Plan meetings either on-ground or through social media to communicate about the advocacy plan.
2. Outline specific activities required for advocacy plan.
    a. Define sources needed to elicit assistance.
    b. Assign group members to tasks.
3. Evaluate the outcome.

COMMON DEGREE OUTCOMES (CDO)

Communication: The graduate can communicate effectively for the intended purpose and audience.
Critical Thinking: The graduate can make informed decisions after analyzing information or evidence related to the issue.
Global Literacy: The graduate can analyze human behavior or experiences through cultural, social, political, or economic perspectives.
Information Literacy: The graduate can responsibly use information gathered from a variety of formats in order to complete a task.
Quantitative Reasoning: The graduate can apply quantitative methods or evidence to solve problems or make judgments.
Scientific Literacy: The graduate can produce or interpret scientific information presented in a variety of formats.

CDO marked YES apply to this course:
Communication: YES
Critical Thinking: YES
Global Literacy: YES
Information Literacy: YES
Scientific Literacy: YES

COURSE CONTENT OUTLINE

Weeks	Topics
1 - 4	With resources provided, students will work collaboratively to identify and prioritize major issues in the field of Early Education. Students will decide upon an Advocacy Project and will define the goals and objectives, select the targeted group and outline the specific activities they will do to provide support. Students will begin working on implementing the project.
5 - 9	Students will use the NAEYC Code of Ethical Conduct to analyze guidelines for responsible behavior in the field of Early Education. Using NAEYC’s Code of Ethical Conduct students will solve hypothetical ethical dilemmas that transpire in everyday classrooms throughout the nation. Students will collaborate and reflect on what they believe are their ethical responsibilities to children. Students will continue working on implementing the advocacy project.
10 - 13	Identify and prioritize major issues in the field of Early Education and individually choose a policy topic that relates to issues impacting young children. Students will research legislation surrounding their chosen topic and will write a persuasive letter to the legislator (either state or federal depending on the issue) defining the importance of the topic while providing evidence supporting their argument. Students will continue working on implementing the advocacy project.
14 - 16	Students will conclude the advocacy project and gather data evaluating the effectiveness and impact of their project.

Primary Faculty
Boni, Lisa
Secondary Faculty

Associate Dean
Primeau, Paula
Dean
Mirijanian, Narine

Primary Syllabus - Macomb Community College, 14500 E 12 Mile Road, Warren, MI 48088