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cloud.gcc.mass.edu- Overview
- Mission
- Transfer
- Student Teaching
- Outcomes
Note that transfer to many four-year colleges and universities may require the completion of four semesters of World Languages. Four sequential semesters of World Languages classes from GCC will fulfill any UMass-Amherst language requirement.
Curriculum documents- Early Childhood Education (ece) required courses – from our official academic catalog
- Degree completion checklist (2019-20) – a worksheet to track your progress towards completing this program
To plan degree completion, see the course descriptions in the academic catalog which specify the planned semester(s) in which required classes are to be scheduled.
This is just one way you might complete the Early Childhood Education program in 4 semesters over 2 years of full-time study, or 8 semesters over 4 years of part-time study. (Sample course sequences assume that all pre-requisites have been satisfied and the student is prepared for college-level work.) For a detailed list of required courses, optional electives and program information, download the Early Childhood Education program description from our official academic catalog.
Course descriptions are also available in the catalog. Find courses
Sample 2 Year Sequence of Courses Fall 1 Spring 1 Fall 2 Spring 2 ENG Comp. I
Natural or Physical Science course (3 credits)
EDU 101
EDU 103
EDU 123ENG Comp. II
Natural or Physical Science course (4 credits)
PSY 101
EDU 112
EDU 201Humanities or Fine Arts course (3 credits)
PSY 233
EDU 215
Humanities or Fine Arts course (3 credits)ENG 241
MAT 116
SOC 203
EDU 216Sample 4 Year Sequence of Courses Fall 1 Spring 1 Fall 2 Spring 2 ENG Comp. I
EDU 101ENG Comp. II
EDU 201Humanities or Fine Arts course (3 credits)
EDU 103
EDU 123ENG 241
EDU 112
PSY 101Fall 3 Spring 3 Fall 4 Spring 4 Natural or Physical Science course (3 credits)
SOC 203Humanities or Fine Arts course (3 credits)
Natural or Physical Science course (4 credits)EDU 215
PSY 233EDU 216
MAT 116
Student learning outcomes
What’s next
Teach and care for children in community-based early childhood settings, working with families and children ages birth, infant-toddler, or pre-school (birth through age 5). This degree prepares students to become eligible for Lead Teacher Certification and prepares students for teaching positions in programs such as: Head Start; Girl’s Club; YMCA; independent state and nationally accredited centers; licensed family day care, etc. To work towards a top-level teaching or leadership position in the field of community-based early education and care, students should plan to obtain a bachelor’s degree in Early Childhood Education and Care. A bachelor’s degree prepares for advancement, leadership, and optimal employment opportunities within the field. Note: This type of bachelor’s degree does not prepare students for public school licensure. It is not necessary to take the Massachusetts Tests for Educator Licensure (MTEL) nor complete a secondary major for this pathway. Several 4-year schools offer bachelor’s programs in early education and care that support a pathway for employment in community-based settings. UMass Amherst University Without Walls (UWW) offers a bachelor’s in Early Care and Education provided fully online.
The Education Department believes in the centrality of and the right to optimum care and education of all young children. The Early Childhood degree serves as a catalyst for change and betterment at each stage of professional development for those who seek to care for and educate infants, toddlers and preschoolers. The department strives to offer current and research-informed preservice as well as ongoing professional development opportunities via face-to-face courses in both the day and evening as well as online.
The Early Childhood Education degree program was designed for seamless transfer to Elms College’s B.S. in Early Care and Education, which you can earn right here at GCC! Learn more about transfer at the Education Department website.
Outcome Measure #1 – Number of Program Completions
Number and percentage of program completers for the three most recent academic years
| Academic Year | Program completers | % of program completers who were attending full-time (at the time of completion) | % of program completers who were attending part-time at the time of completion) |
|---|---|---|---|
| 2018-2019 | 4 | 25% | 75% |
| 2017-2018 | 7 | 71% | 29% |
| 2016-2017 | 9 | 44% | 56% |
Outcome Measure #2 – Program Completion Rate
Percentage of full-time candidates completing the program within 150% and 200% of the published timeframe (two years)
| Academic year in which a fall cohort of full-time candidates enrolled in the program | % of those candidates who completed the program in 150% of the published timeframe | % of those candidates who completed the program in 200% (twice) of the published timeframe |
|---|---|---|
| 2015-2016 | 18% | 18% |
| 2014-2015 | 14% | 29% |
| 2013-2014 | 9% | 27% |
Outcome Measure #3 – Retention Rate
Fall-to-fall retention rate in the program for each of the three most recently completed academic years
| Academic Year | % of total enrollment by part-time candidates | Retention rate among part-time candidates | % of total enrollment by full-time candidates | Retention rate among full-time candidates |
|---|---|---|---|---|
| FA 2017 cohort | 69% | 27% | 31% | 60% |
| FA 2016 cohort | 69% | 11% | 31% | 75% |
| FA 2015 cohort | 61% | 29% | 39% | 45% |