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March, 2017Academic and Student Affairs

Minnesota State Transfer Pathways Template

Early Childhood Education Transfer Pathway AS

www.asa.mnscu.edu/transfer/pathways/

Minnesota State

http://www.asa.mnscu.edu/transfer/pathways/

Transfer Pathway Template

Early Childhood Education Transfer Pathway Associate of Science

Date Developed: Spring 2017Date Final Pathway Approved: February 2018

Campus preparation/implementation begins: Fall 2018Earliest date program available to students: Fall 2019

Date to be reviewed: Spring 2022

Introduction and Overview The purpose of a Minnesota State Transfer Pathway is to identify the courses a student at a two-year college completes as part of an associate degree. Transfer Pathway associate degrees (AA, AS, or AFA) are accepted at any Minnesota State university that offers a designated bachelor’s degree. The university guarantees that a student transfers into a designated bachelor’s program with junior standing and may complete the bachelor’s degree with an additional 60 credits.

In accordance with the Laws of Minnesota 2015, Chapter 5, Article 3, Section 21 all Minnesota State Colleges and Universities (Minnesota State) agree to the following principles governing the transfer pathways for baccalaureate degrees. This transfer pathway specifically ensures that a student who successfully completes an Early Childhood Education Transfer Pathway Associate of Science (AS) can transfer the entire completed degree into a designated parallel baccalaureate degree program in Early Childhood Education at one of the seven Minnesota State universities.

Transfer Pathways will: Be associate degrees, comprised of 60 semester credits (unless a prior waiver has been

granted), excluding any required developmental or remedial courses. Meet all lower division major content and competency requirements needed to prepare

students to enroll in the major at the university. Identify and require inclusion of prerequisite courses and the designation of Minnesota

Transfer Curriculum courses, as needed. All courses are included in the 60 credits. Include lower division experiential learning activities required by direct entry university

students. Examples include but are not limited to: service-learning, internships, undergraduate research etc. The lower division courses that are intended for the major should be a minimum of 9 credits.

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Degree Requirements for Early Childhood Education Transfer Pathway

Typical Discipline

DesignatorTypical Course Title

Course Credits

Typical MnTC Goal

Required Courses Intended for the Major Usually the intended major’s core/foundational/beginning course(s). Delineate specific courses and number of credits; include additional requirements such as lab or field experiences. Courses may be in the discipline or they may be in related/supporting disciplines.ECE Introduction to Early Childhood Education 3ECE Child Growth and Development 3ECE Health, Wellness, and Nutrition 3ECE Diverse Children & Family Relations 3ECE Behavior Guidance 3ECE Observation and Assessment 3ECE Creative Activities & Environment 3ECE Introduction to Language & Literacy 3ECE Introduction to Special Education 3ECE Practicum/Internship 3At program completion student will have minimum requirement of 120 hours of field experience (15 hours minimum in each of the content areas listed above)Subtotal of Credits 30MnTC Courses The MnTC will not be completed at the collegeGoal area 1 completion required based on the college’s current MnTC requirements.Requirement or Recommendation Credits MnTC

Goal AreaWritten Communication: College Composition as required by institution

3 - 8 1

Oral Communication: Recommended: Public Speaking 3 - 4 1Natural Sciences: As required by the institution, must have lab 3 - 4 3College level Math (must be Math designator)Recommended: Math for Teachers (where available as meeting Goal 4)

3 - 5 4

Social/Behavioral Science: (Take one course with a Psychology designator and one course with a Sociology designator)Recommended: Marriage and FamilyChild PsychologyIntroduction to Educational Psychology

6 - 8 5

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Human Diversity: Recommended: a Human Relations course 3 - 4 7Humanities and Fine Arts OR Global Perspective: One course 3 - 4 6 or 8Many courses from Goals 1 – 6 also meet Goals 7 – 10. NA 7 - 10Subtotal of Credits 30General Electives List the remaining credits. Ensure that any additional graduation requirements by colleges can be included. List any lower-division elective courses that will support students’ preparation for the major but which may not necessarily count in the major.

variesTotal number of Credits 60

Notes and Comments: The Transfer Pathway degree template assumes that the student is college ready and

places into college level courses. Categories of courses listed include:

o Courses which are required at the lower-division and will apply to major requirements at the university.

o A restricted range of lower-division elective courses which will apply to major requirements at the university. These courses should be ensured by the TPT not to conflict or overlap with upper-division requirements at all universities that offer the intended major. Students should choose courses based on their interest, transfer university destination, and track into which transfer is intended.

o General electives which may include a list of elective courses that will support students’ preparation for the major and will not conflict with the requirements of the intended major such as being taken at the upper-division level.

o Recommendations for MnTC courses that will best support the intended major.o Additional courses in the discipline beyond the 10 required in the pathway may

or may not be applicable to the university major. Regarding the Minnesota Transfer Curriculum:

o Goal area requirements will vary based on degree type AS requires coursework in 6 of the 10 goal areas (30 credits total) It is advised that the AS/AFA degree be designed so that goal areas are

completed (closed) at the college.o Colleges and universities may differ in their requirements for specific goals, e.g.,

the number of disciplines required within Goal 5.o Many courses from Goals 1 – 6 also meet Goal 7 – 10. Credits count only once.

Students are advised to select MnTC courses with multiple goal assignments whenever possible.

o If the MnTC is not completed: Students are advised to choose goal areas depending on the transfer university destination. Thus, students should consult with their advisor before selecting courses for satisfying the goal areas.

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This pathway was designed so that when students take the package of the ECE 10 courses, they will have fulfilled all the competencies. Colleges have the flexibility to decide which courses will include which competencies but are encouraged to follow agreements made by E-LECT.

Thirteen colleges within Minnesota State support E-LECT (e-learning for early childhood teachers). This group entered into an articulation agreement in 2011 in order to facilitate credit transfer and provide a smooth transition from one related degree program to another; and coordinate the delivery of online child development courses thus creating a single shared online option for completing the AAS degree in Child Development. A matrix was developed that describes the equivalent courses at each institution. The Transfer Pathway team will create a new matrix based on the Transfer Pathway.

o General Information: http://www.elect-mnscu.com/o Articulation Agreement: http://www.elect-mnscu.com/articulation-

agreement.phpo Matrix of course content to specific courses at each institution:

http://www.elect-mnscu.com/articulation-agreement.php

Learning Outcomes for Preparation in Early Childhood EducationFor each of the specific courses that are preparatory to the major, list the minimum learning outcomes that must be met. Optional: content topics may be listed for guidance only.

SEP: 8710.2000 – Standards of Effective Practicehttps://www.revisor.mn.gov/rules/?id=8710.2000

TECE: 8710.3000 – Teachers of Early Childhood Education https://www.revisor.mn.gov/rules/?id=8710.3000

Introduction to Early Childhood EducationLearning Outcomes:

A teacher of infant or toddler-aged, preprimary-aged, and primary-aged children must understand child development and learning, including: the research base for and the best practices of early childhood education. (TECE

3.A.1.)

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https://www.revisor.mn.gov/rules/?id=8710.3000

https://www.revisor.mn.gov/rules/?id=8710.2000




http://www.elect-mnscu.com/

A teacher of young children understands historical and contemporary development of early childhood education. The teacher must understand:

the multiple historical, philosophical, and social foundations of early childhood education and how these foundations influence current thought and practice. (TECE 3.L.1.)

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Child Growth & DevelopmentLearning Outcomes:

A teacher of infant or toddler-aged, preprimary-aged, and primary-aged children must understand child development and learning, including:

the physical, social, emotional, language, cognitive, and creative development of young children from birth through age eight;

how young children differ in their development and approaches to learning to support the development and learning of individual children;

the major theories of early childhood development and learning and their implications for practice with young children and families from birth through age eight;

the concepts of "belonging" and "family connectedness" as crucial to the development of young children. (TECE 3.A.2, 3.A.3, 3.A.4, 3.A.5.)

A teacher of infants and toddlers plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

the need to build and maintain a primary care relationship with each infant and toddler. (TECE 3.B.2)

A teacher of young children in preprimary classrooms plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

the cognitive, social and emotional, physical, and creative development of preprimary-aged children and how children's development and learning are integrated. the development of infants and toddlers and its effects on the learning and development of preprimary-aged children. (TECE 3.C.1, 3.C.2.)

A teacher of young children in the primary grades plans, designs, and implements developmentally appropriate learning experiences. The teacher must understand:

the cognitive, social and emotional, physical, and creative development of primary-aged children and how children's development and learning are integrated (TECE 3.D.1)

Health, Wellness, and NutritionLearning Outcomes:


strategies for developing an appropriate learning environment that:

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meet the physical needs of infants and toddlers through small and large group muscle play, feeding, diapering and toileting, and rest, including:

health and safety procedures and universal precautions to limit the spread of infectious diseases;

symptoms of common illness and environmental hazards;

how to evaluate infant and toddler environments to ensure the physical and emotional safety of children in care; and

how to use environmental factors and conditions to promote the health, safety, and physical development of infants and toddlers (TECE 3.B.5.A.i, 3.B.5.A.ii, 3.B.5.A.iii, 3.B.5.A.iv)


how to establish and maintain physically and psychologically safe and healthy learning environments for preprimary-aged children that:

acknowledge the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children's development and learning;

acknowledge the developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health, and the importance of supportive relationships;

acknowledge basic health, nutrition, and safety management practices for young children, including procedures regarding childhood illness and communicable disease;

use appropriate health appraisal procedures and how to recommend referrals to appropriate community health and social services when necessary; and

recognize signs of emotional distress, child abuse, and neglect in young children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities. (TECE 3.C.a, 3.C.b, 3.C.c, 3.C.d, 3.C.e)


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strategies for assessing a preprimary-aged child's emerging level of physical development and how to use this information to establish individual physical development goals and design developmentally appropriate learning experiences that:

facilitate children's understanding of maintaining a desirable level of nutrition, health, fitness, and physical safety (TECE 3.C.7.e)


how to establish and maintain physically and psychologically safe and healthy learning environments for primary-aged children that:

acknowledge developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health and the acceptance of supportive relationships.

acknowledge basic health, nutrition, and safety management practices for primary-aged children, including procedures regarding childhood illness and communicable diseases; and

recognize signs of emotional distress, child abuse, and neglect in young children and know responsibility and procedures for reporting known or suspected abuse or neglect to appropriate authorities. (TECE 3.D.2.b, 3.D.2.c, 3.D.2.d)

A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:

understand the responsibility for obtaining and maintaining licensure, the role of the teacher as a public employee, and the purpose and contributions of educational organizations. (SEP 10.L)

Diverse Children & Family RelationsLearning outcomes:

A teacher of infant or toddler-aged, preprimary-aged, and primary-aged children must understand child development and learning, including:

the concepts of "belonging" and "family connectedness" as crucial to the development of young children.

that children are best understood in the contexts of family, culture, and society

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(TECE 3.A.5, 3.A.6)

A teacher of young children establishes and maintains positive, collaborative relationships with families. The teacher must understand:

the need to respect families' choices and goals for their children and the need to communicate with families about curriculum and their children's progress;

the need to be sensitive to differences in family structures and social and cultural backgrounds;

theories of families and dynamics, roles, and relationships within families and between families and communities;

how to support families in assessing educational options and in making decisions related to child development and parenting; and

how to link families with a range of family-oriented services based on identified resources, priorities, and concerns. (TECE 3.J.1, 3.J.2, 3.J.3, 3.J.4, 3.J.5)

A teacher must understand how students differ in their approaches to learning and create instructional opportunities that are adapted to students with diverse backgrounds and exceptionalities. The teacher must:

understand how to recognize and deal with dehumanizing biases, discrimination, prejudices, and institutional and personal racism and sexism;

understand how a student's learning is influenced by individual experiences, talents, and prior learning, as well as language, culture, family, and community values (SEP 3.D, 3.E)

Behavior GuidanceLearning outcomes:



use guidance and management techniques to accommodate the developmental characteristics of infants and toddlers and to support their need for a sense of security and self-esteem (TECE 3.B.5.e)

strategies for assessing an infant's or toddler's emerging level of social and emotional development and how to use this information to establish individual social and emotional development goals and design developmentally appropriate learning experiences that:

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establish environments in which responsive and predictable interaction sequences occur;

promote healthy peer relationships (TECE 3.B.7.a, 3.B.7.c)


how to establish and maintain physically and psychologically safe and healthy learning environments for preprimary-aged children that:

acknowledge the influence of the physical setting, schedule, routines, and transitions on children and use these experiences to promote children's development and learning;

acknowledge the developmental consequences of stress and trauma, protective factors and resilience, and the development of mental health, and the importance of supportive relationships (TECE 3.C.3.a, 3.C.3.b)


strategies for assessing a preprimary-aged child's emerging level of social and emotional development and how to use this information to establish individual social and emotional development goals and design developmentally appropriate learning experiences that:

establish environments in which responsive and predictable interaction sequences occur;

structure the classroom to promote positive and constructive interactions among children;

promote healthy peer relationships;

build in each child a sense of belonging, security, personal worth, and self-confidence toward learning;

allow for the construction of social knowledge, such as cooperating, helping, negotiating, and talking with others to solve problems;

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facilitate the development of self-acceptance, self-control, and social responsiveness in children through the use of positive guidance techniques (TECE 3.C.6.a, 3.C.6.b, 3.C.6.c, 3.C.6.d, 3.C.6.e, 3.C.6.f)


how to establish and maintain physically and psychologically safe and healthy learning environments for primary-aged children that:

acknowledge the influence of the physical setting, scheduling, routines, and transitions on children and use these experiences to promote young children's development and learning (TECE 3.D.2.a)

Observation & AssessmentLearning outcomes:

A teacher of young children uses informal and formal assessment and evaluation strategies to plan and individualize curriculum and teaching practices. The teacher must understand:

observing, recording, and assessing young children's development and learning and engage children in self-assessment using assessment results to identify needs and learning styles and to plan appropriate programs, environments, and interactions; and

developing and using formative and summative program evaluation instruments to enhance and maintain comprehensive program quality for children, families, and the community. (TECE 3.K.1, 3.K.4, 3.K.5)

A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:

understand that a student's physical, social, emotional, moral, and cognitive development influence learning and know how to address these factors when making instructional decisions; (SEP 2.B)

understand developmental progressions of learners and ranges of individual variation within the physical, social, emotional, moral, and cognitive domains, be able to identify levels of readiness in learning, and understand how development in any one domain may affect performance in others; (SEP 2.C)

A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other

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professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:

use classroom observation, information about students, and research as sources for evaluating the outcomes of teaching and learning and as a basis for reflecting on and revising practice; (SEP 9.H)

Creative Activities & EnvironmentsLearning outcomes:



use scheduling and daily routines to meet infants' and toddlers' needs for balance in predictable active and quiet activities, social and solitary experiences, reliable transitions, and rest.

use educational materials for infants and toddlers that balance needs for growing independence and active exploration with the need for safety and health (TECE 3.B3.5.b, 3.B.5.c)

strategies for assessing an infant's or toddler's emerging level of social and emotional development and how to use this information to establish individual social and emotional development goals and design developmentally appropriate learning experiences that:

structure the classroom to promote positive, constructive interactions between and among children (TECE 3.B.7.b)

strategies for assessing an infant's or toddler's emerging level of creative development and how to use this information to establish individual creative development goals and design developmentally appropriate learning experiences that:

create an environment where infants and toddlers are able to explore and expand their creative abilities. (TECE 3.B.9.c)


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strategies for assessing a preprimary-aged child's emerging level of cognitive development and how to use this information to establish individual cognitive development goals and design developmentally appropriate learning experiences that:

create experiences that enable preprimary-aged children to use play as an organizer between the acquisition and use of information (TECE 3.C.5.b)

strategies for assessing a preprimary-aged child's emerging level of creative development and how to use this information to establish individual creative development goals and design developmentally appropriate learning experiences that:

provide children with opportunities to use materials in self-selected and self-directed ways;

use open-ended activities to reinforce positive self-esteem and individuality among children (TECE 3.C.8.d, 3.C.8.e)


how to create learning environments that emphasize play, active manipulation of concrete materials, child choice and decision making, exploration of the environment, and interactions with others (TECE 3.D.3- Must address school age)

Intro to Language & LiteracyLearning outcomes:


strategies for assessing a preprimary-aged child's emerging level of cognitive development and how to use this information to establish individual cognitive development goals and design developmentally appropriate learning experiences that:

encourage the development of language and communication skills encourage the use and construction of literacy skills (TECE 3.C.5.g, 3.C.5.h)

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encourage children to express ideas and feelings (TECE 3.C.8.c)


the central concepts and tools of inquiry for teaching language and literacy, including how to:

use teaching practices that support and enhance literacy development at all developmental levels (TECE 3.D.4.a)

A teacher of young children in the primary grades must have knowledge of the foundations of reading processes, development, and instruction, including:

concepts about print, including:

knowledge about how letters, words, and sentences are represented in written English;

the importance of teaching uppercase and lowercase letter recognition and formation; and

the instructional progression of the alphabetic principle (TECE 3.E.3.a, 3.E.3.b, 3.E.3.c)

A teacher of young children in the primary grades must have knowledge of and ability to use a wide range of instructional practices, approaches, methods, and curriculum materials to support reading instruction, including:

appropriate, motivating instruction, both explicit and implicit, in:oral language development (TECE3.F.1.a)

selection, design, and use of appropriate and engaging instructional strategies, activities, and materials, including:

multisensory techniques to ensure that students learn concepts about print including how to recognize and write letters (TECE3.F.2.a)

A teacher of young children in the primary grades must have the ability to create a literate and motivating environment that fosters reading by integrating foundational knowledge, use of instructional practices, approaches and methods, curriculum materials, and the appropriate use of assessments, including:

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the use of a variety of strategies to motivate students to read at home; encourage and provide support for parents or guardians to read to their children, in English or in the primary languages of English learners; and to use additional strategies to promote literacy in the home. (TECE 3.H.7)

Intro to Early Childhood Special EducationLearning outcomes:

A teacher must understand how students learn and develop and must provide learning opportunities that support a student's intellectual, social, and personal development. The teacher must:

use a student's strengths as a basis for growth, and a student's errors as opportunities for learning (SEP 2.D)


know about areas of exceptionality in learning, including learning disabilities, perceptual difficulties, and special physical or mental challenges, gifts, and talents (SEP 3.B)

understand that all students can and should learn at the highest possible levels and persist in helping all students achieve success (SEP 3.I)

identify when and how to access appropriate services or resources to meet exceptional learning needs (SEP 3.N)

A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:

understand student rights and teacher responsibilities to equal education, appropriate education for students with disabilities, confidentiality, privacy, appropriate treatment of students, and reporting in situations of known or suspected abuse or neglect (SEP 10.C)

understand the concept of addressing the needs of the whole learner (SEP 10.D)

Practicum/InternshipLearning outcomes:

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strategies for assessing a preprimary-aged child's emerging level of physical development and how to use this information to establish individual physical development goals and design developmentally appropriate learning experiences that:

meet children's physiological needs for activity, sensory stimulation, fresh air, rest, hygiene, and nourishment and elimination (TECE 3.C.7.f)


build children's confidence, creativity, imagination, personal expression of thoughts and feelings, initiative, and persistence in task completion (TECE 3.C.8.b)


develop a learning community in which individual differences are respected (SEP 3.Q)

A teacher must understand and use a variety of instructional strategies to encourage student development of critical thinking, problem solving, and performance skills. The teacher must:

demonstrate flexibility and reciprocity in the teaching process as necessary for adapting instruction to student responses, ideas, and needs (SEP 4.E)

A teacher must be able to use an understanding of individual and group motivation and behavior to create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation. The teacher must:

engage students in individual and group learning activities that help them develop the motivation to achieve, by relating lessons to students' personal interests, allowing students to have choices in their learning, and leading students to ask questions and pursue problems that are meaningful to them and the learning (SEP 5.M)

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A teacher must be a reflective practitioner who continually evaluates the effects of choices and actions on others, including students, parents, and other professionals in the learning community, and who actively seeks out opportunities for professional growth. The teacher must:

understand the influences of the teacher's behavior on student growth and learning (SEP 9.C)

understand professional responsibility and the need to engage in and support appropriate professional practices for self and colleagues (SEP 9.G)

A teacher must be able to communicate and interact with parents or guardians, families, school colleagues, and the community to support student learning and well-being. The teacher must:

collaborate with other professionals to improve the overall learning environment for students (SEP 10.G)

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Degree Map and Course SequencingThis is an example of a degree map/course sequencing for a full-time student in the Early Childhood Education Transfer Pathway.

College, Early Childhood Education AS, 60 credits - DRAFTSemester One (12-14 credits)

Intro to ECE (3) Child Growth and Development (3) Health, Wellness and Nutrition (3) Freshman Comp. Goal 1 (3-5)

Semester Two (15 - 19 credits)Diverse Children and Family Relations (3) Behavior Guidance (3) Public Speaking Goal 1 (3-4) Psych/Soc Goal 5 (3-4) College Level Math Goal 4 (3-5)

Semester Three (15-17 credits)Observation and Assessment (3) Creative Activities and Environment (3) Intro to Language and Literacy (3) Psych/Soc Goal 5 (3-4) Science Lab Goal 3 (3-4)

Semester Four (12-17 credits)Intro to Differing Abilities/Special Education (3) Practicum/Internship (3) Goal 6,7,8 (3-4) Goal 2 (if needed) Diversity or Human Relations Goal 6,7,8 (3-4)

University, Early Childhood Education BS, 60 credits - DRAFTSemester Five ( 16 credits)

EC Embed 1 Block *Fdns & Methods of Reading/Writing P-3 (4 cr) STL 341 *Primary Methods: Math/Sci/Social St (3 cr) EECE 426

Math for Early Childhood Teachers (3 Cr) MATH 302 Social Foundations of Education (3 cr) ED 310 Discovery Learning (3 cr) EECE 333

SARTE admission required for admission to Embed 1 Block courses

Semester Six (18 credits)EC Embed 2 Block

*Classroom Assessment (3 cr) STL 388 *Effective Teaching (3 cr) STL 413 *Advanced Reading/Writing Methods P-3 (3 cr) STL 442

Infant/Toddler Programs & Practices (3 cr) EECE 430 Children’s Literature: Content & Methods (3 cr) EECE 441 Science and Environmental Education (3 cr) BIOL 370

SARTE retention required for admission to Embed 2 Block courses

Semester Seven (14 credits)EC Senior Block *Building Partnerships (3 cr) STL 428 *Preschool & Kindergarten Curriculum (3 cr) EECE 433 *Leadership & Administration in EC Programs (3cr) EECE 437 *Guidance and Play (3 cr) EECE 438 *Preschool Student Teaching (2 cr) EECE 481C

Semester Eight (12 credits)Student Teaching *Student Teaching: Kindergarten/Elementary (12-16 cr) **EECE 481E

(At MSUM, this course is listed as variable credits. Students completing the EC Pathway would have to take it for 12 credits.) SARTE retention required for admission to Student Teaching Block All program courses must be completed prior

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Apply for Student Teaching

SARTE retention required for admission to Embed 3 Block courses All non-block, Embed 1 & Embed 2 courses must be completed prior to this block

to student teaching) * Classes listed in Italics must be taken in the blocks as indicated. Because some assignments may serve multiple purposes within these blocks, taking any of these courses independent of the blocks may result in you having to repeat certain assignments. ** or other required student teaching course, depending on additional licensure or location for student teaching

Credit BreakdownMnTC credits at Community College 30Direct Transfer Early Childhood CC Courses 30MnTC credits at University (includes Liberal Studies)

4 - 10

Upper Division Early Childhood Credits 50 - 56TOTAL 120 credits

This is an example of a degree map/course sequencing for a Part-Time student in the Early Childhood AS Transfer Pathway.

College, Early Childhood Education AS, 60 credits - DRAFTSemester One (12-14 credits)

Intro to ECE (3) Health, Wellness and Nutrition (3) Freshman Comp. Goal 1 (3-5)

Semester Two (15 - 19 credits)Child Growth and Development (3) Diverse Children and Family Relations (3) College Level Math Goal 4 (3-5)

Semester Three (15-17 credits)Behavior Guidance (3) Observation and Assessment (3) Public Speaking Goal 1 (3-4)Psych/Soc Goal 5 (3-4)

Semester Four (12-17 credits)Creative Activities and Environment (3)Intro to Differing Abilities/Special Education (3) Psych/Soc Goal 5 (3-4)

Semester Five (9 – 11 credits)Intro to Language and Literacy (3)Science Lab Goal 3 (3-4)Goal 6,7,8 (3-4)

Semester Six (6 – 10 credits)Practicum/Internship (3) Goal 2 (if needed) Diversity or Human Relations Goal 6,7,8 (3-4)

TOTAL 60 credits

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Designated Degrees

This Early Childhood Education Transfer Pathway AS will transfer into specific designated majors at the universities within Minnesota State. A list of designated degrees will be posted at the Transfer Pathways website as the universities identify and approve them.

Additional Information about Transfer Pathways

Development of the Transfer PathwayThe Transfer Pathway was developed by a Transfer Pathway Team (TPT) composed of faculty, staff, and administrators. Midway through the development process, a proposed Transfer Pathway was vetted with a process including a discipline stakeholders’ meeting and the opportunity to provide feedback through a survey. The final Transfer Pathway was approved by the Transfer Pathways Coordinating Team (TPCT) and was made available to the campuses for implementation.

Responsibilities of the Associate Degree Institutions (Colleges) The AS leading to a parallel baccalaureate degree will include the minimum number of

credits and learning outcomes of -specific coursework that is preparatory for the major as defined in the transfer pathway. Institutional partnerships may be necessary in order to offer all courses at a college.

By awarding the transfer pathway AS, the degree granting institution is validating that the student has met the learning outcome requirements outlined in the transfer pathway.

The associate degree college will publish the transfer pathway at a minimum in the catalog and on the campus website.

Responsibilities of the Baccalaureate Degree Institutions (Universities) The baccalaureate degree university will recognize all learning outcomes attained within

the transfer pathway AS degree and accept the transfer student who has earned the Transfer Pathway associate degree with full junior standing.

Students will be accepted into a designated baccalaureate degree program as long as enrollment capacity is available and the student has met specific admission requirements of the program.

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http://www.asa.mnscu.edu/transfer/pathways/

Transfer and direct entry students will be treated in the same manner with regard to university policy and procedure including, admission to the university major, minimum GPA and course work grade requirements. For example: The transfer of coursework with a grade less than a “C” (2.0 on a 4.0 scale) in the AS transfer pathway will be consistent with the policies of direct entry students at the university.

The baccalaureate degree university will publish the designated bachelor‘s degrees associated with the transfer pathway at a minimum in the catalog and on the campus website.

Transfer Appeal ProcessEach bachelor degree university shall have a procedure through which a transfer student can appeal a decision that he/she believes is not consistent with this transfer pathway using the Transfer Review/Appeal process in eServices. The transfer appeal process shall be published, at a minimum, in the institution’s information (catalog, campus website).

Transfer Pathway Revision and Assessment Once a statewide Transfer Pathway has been approved, no amendments to the

agreement will be considered within the initial six (6) months of the Transfer Pathway. After that time, an institution may send a proposed amendment to the TPCT for review.

Any amendment to the approved pathway must be forwarded to the TPCT. If the TPCT determines the change to be substantive, they will recall the discipline TPT for review of the amendment. If the amendment is not substantive, the TPCT will have at least thirty (30) days to review, comment and approve or deny the proposed amendments.

o The TPCT will exercise the responsibility for monitoring the effectiveness of the Transfer Pathway and its implementation.

o The system office shall collect data annually from the institutions that will enable the TPCT to assess the effectiveness of the Transfer Pathways in fostering a seamless transfer process and the academic success of the transfer students at the senior institutions.

Institutional Resolution of Disputeso In the event that an associate degree institution considers the decision of a

bachelor degree institution to be inconsistent with this Transfer Pathway, the associate degree institution shall consult directly with the bachelor degree institution and attempt to resolve the matter.

o If the institutions are unable to resolve the issue, the associate degree institution may submit their concern to the system office. The system office will act according to the policies and procedures developed as part of the statewide

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transfer pathways to baccalaureate degree. The determination made by the system office will be binding upon the parties.

Implementation Date and Availabilityo Having fulfilled the requirements outlined in the Transfer Pathway to

baccalaureate degree, students transferring with an AA, AS, or AFA from a participating institution will be considered by the receiving baccalaureate institution to have received adequate preparation in the field of study at the foundation level and therefore eligible to transfer as a junior into advanced major coursework.

o Participating institutions will enact the Transfer Pathway in accordance to the timeline outlined by the TPCT, but no later than fall 2017 or 2018 (depending upon the transfer pathway).

o Continuation of the agreement remains in effect until such time as all cooperating institutions of the statewide transfer pathways to baccalaureate degree finally approve any revisions.

Maintenance of the Transfer Pathwayo The pathways will be reviewed by the discipline TPT every five years.o If major changes develop in the discipline curriculum, a review may occur sooner

than five years.

Glossary of TermsAdvanced Coursework: Courses with advanced depth of content knowledge in the field of study and carry the expectation of more complex competencies identified in the expected student learning outcomes is referred to as advanced coursework. These courses may have prerequisites and are usually beyond the “Introduction to…” or “Foundation of…” level.

Associate of Arts (AA), Associate of Science (AS), and Associate of Fine Arts (AFA): A degree consisting of at least 60 college-level credits and designed for transfer into a baccalaureate degree program, and consistent with the definitions and requirements in System Procedure 3.36.1 Academic Programs.

Articulation Agreement: Articulation Agreements are formal agreements between two or more colleges and universities to accept credits in transfer toward a specific academic program. Articulation Agreements are mainly for specialized professional or technical programs offered at colleges that can be applied to a specific major at the receiving university, and the entire associate degree or program needs to be completed before transfer.

Career, Technical or Applied Courses: Courses that are part of a career degree that are very specific and may not have an equivalent course at the university.

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Competency: Includes knowledge, skills, and demonstrated abilities the student develops from studying the required coursework and engaging in the experiential learning experiences of the degree.

Content: Specific topic areas and depth of instruction of the topic areas that need to be addressed for the student to be successful upon transfer. The content should align with competencies and be delineated in the agreement.

Designated Baccalaureate Degree: A bachelor’s degree program in a comparable field of study and with similar foundation-level discipline-specific competencies determined to be the receiving degree program for the transfer pathway (AA, AS, AFA) associate degree program.

Direct Entry Student: A student who entered a given university without first matriculating at another college.

Discipline-Related Courses: Courses the TPT identified as part of the associate degree in the transfer pathway that will apply to the designated baccalaureate degree. Discipline-related courses may be in areas other than the baccalaureate major. For example, chemistry courses can be discipline-related courses in the biology pathway toward a baccalaureate major in biology.

Foundation Coursework (Core/Beginning): Courses at a level of comprehension usually associated with freshman and sophomore students and typically offered during the first half of a baccalaureate degree program.

Learning Outcomes: TPT members developed statements that describe essential learning that students have achieved and which can be assessed and demonstrated at the end of a course or program.

Lower-Division Courses: Typically these courses do not require prerequisite knowledge or may require limited prerequisites. They are considered an introduction to the discipline or part of a foundation for the discipline. The skills developed include comprehension, analysis, synthesis, and application.

MnTC Framework: The number of credits and goal areas required for each associate degree type: AA – 40 credits and 10 goal areas; AS – 30 credits and 6 goal areas; AFA Theatre - 40 credits and 10 goal areas; AFA Music - 30 credits and 6 goal areas; AFA Art and all others – 24 credits and 6 goal areas.

Parallel Baccalaureate Degree: A bachelor’s degree program in a comparable field of study as the associate transfer pathway and with similar foundation-level discipline-specific competencies.

Transfer Pathway(s): The alignment of curriculum between colleges and universities to ensure efficient and effective movement of students from colleges to universities

Receiving Institution: The college or university to which a student is transferring courses or credits.

Transfer: The process by which a student moves courses/credits from one postsecondary institution to another.

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Transfer Credit: The credit granted by a college or university for college-level courses or other academic work completed at another college, university, through a national exam, or through other means.

Transfer Guide: A tool that guides a student on courses to take before transferring to a particular university.

Transfer Student: A student who enters a college or university after earning college-level credit at another college or university, through a national exam, or through other means.

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