Course Syllabus

Introduction to Afterschool Education

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Course Description

This course is an overview of afterschool education and the ways in which afterschool experiences can impact the development of the whole child. The course provides students with an understanding of the history of the afterschool field and examines the skills and training needed to successfully develop and administer high-quality programming in afterschool settings. Topics include child and youth development, health and safety, program organization and professional development, family and community, and teaching and learning.

Essential Objectives

1. Discuss the historical, cultural, and philosophical development of afterschool education.
2. Explore afterschool education in the context of family and community relationships, including the need for cultural competence when supporting and collaborating with individuals from diverse backgrounds.
3. Understand the theories of physical, social, emotional, and cognitive development of youth and describe how these theories relate to the implementation of afterschool education settings and other diverse programs.
4. Analyze evidence-based models of afterschool education and curricular design.
5. Discuss strategies to create respectful, supportive, and inclusive afterschool environments and activities for families and children, including those with diverse abilities and/or affected by trauma.
6. Discuss standards and regulation of afterschool programs, staff, and facilities to ensure developmentally appropriate practice, health and safety, and program operation.
7. Using research, examine self-assessment instruments and compare these tools to national and state recommended competencies for afterschool professionals.
8. Explore the scope and diversity of career opportunities in the field of afterschool education and youth work, through assignments such as informational interviews, job shadows, or other career-exploration activities.

Required Technology

More information on general computer and internet recommendations is available on the CCV IT Support page. https://support.ccv.edu/general/computer-recommendations/

Please see CCV's Digital Equity Statement (pg. 45) to learn more about CCV's commitment to supporting all students access the technology they need to successfully finish their courses.

Required Textbooks and Resources

This course uses one or more textbooks/books/simulations.

Fall 2024 textbook details will be available on 2024-05-20. On that date a link will be available below that will take you to eCampus, CCV's bookstore. The information provided there will be specific to this class. Please see this page for more information regarding the purchase of textbooks/books.

Link to Textbooks for this course in eCampus.

The last day to use a Financial Aid Advance to purchase textbooks/books is the 3rd Tuesday of the semester. See your financial aid counselor at your academic center if you have any questions.

Methods

• small and large group discussions
• interactive projects and/or activities
• multimedia presentations and resources
• readings, writing, and inquiry-based research

Evaluation Criteria

15 weekly onlibe discussions (10 points each) = 150 points

15 weekly assignments (10 points each) = 150 points

5 quizzes (20 points each) = 100 points

1 final project = 100 points

Total possible points in the course = 500

Grading Criteria

CCV Letter Grades as outlined in the Evaluation System Policy are assigned according to the following chart:

	High	Low
A+	100	98
A	Less than 98	93
A-	Less than 93	90
B+	Less than 90	88
B	Less than 88	83
B-	Less than 83	80
C+	Less than 80	78
C	Less than 78	73
C-	Less than 73	70
D+	Less than 70	68
D	Less than 68	63
D-	Less than 63	60
F	Less than 60
P	100	60
NP	Less than 60	0

Weekly Schedule

Attendance Policy

Regular attendance and participation in classes are essential for success in and are completion requirements for courses at CCV. A student's failure to meet attendance requirements as specified in course descriptions will normally result in a non-satisfactory grade.

• In general, missing more than 20% of a course due to absences, lateness or early departures may jeopardize a student's ability to earn a satisfactory final grade.
• Attending an on-ground or synchronous course means a student appeared in the live classroom for at least a meaningful portion of a given class meeting. Attending an online course means a student posted a discussion forum response, completed a quiz or attempted some other academically required activity. Simply viewing a course item or module does not count as attendance.
• Meeting the minimum attendance requirement for a course does not mean a student has satisfied the academic requirements for participation, which require students to go above and beyond simply attending a portion of the class. Faculty members will individually determine what constitutes participation in each course they teach and explain in their course descriptions how participation factors into a student's final grade.

Participation Expectations

Participation Policy

Discussions are an essential part of online learning and give the opportunity to create a social presence in an online course as well as build a sense of community. Given the high importance of discussions, we have% specific expectations required.

The posting requirements for each week will be listed in every discussion forum prompt. Be sure to read and follow these thoroughly to ensure you understand what is expected to receive full points. Each week, you are expected to post your initial post by Thursday at 11:59 pm (earlier is encouraged to get the conversation started). You are expected to post an additional 3 responses by Sunday at 11:59 pm to receive full credit.

Please read the requirements listed for the responses to peers. Do not sign in once a week to make all of your posts and be sure to check in to see if anyone has asked you questions that you need to follow up on. When responding to peers, please focus on the following expectations to keep the dialogue meaningful and robust:

• Share feedback perhaps by saying something about how much thought or detail was put into the response.
• Build on the discussion by asking deeper questions about the responses to maybe find some commonalities.
• Make a connection by noticing similarities or differences in your attributes and share an anecdote.

There is a rubric for each discussion post to review to evaluate your posts each week, please review this so you can see what the expectation is or to see why you did not receive full credit. Please keep in mind that for a 3-credit course, you should be spending 3 hours per week “in class work” and 6 hours per week on homework.

Missing & Late Work Policy

Late Work Policy

To ensure a fair and consistent learning environment for all, please plan to submit work on time. Doing so confirms that I can review and provide meaningful feedback promptly and also ensures you can engage with other students throughout the week regarding the readings and assignments and share and gain other perspectives and feedback with peers.

Because life happens, time management can be challenging and deadlines may not always be met, late work will be accepted; but do not expect to get full credit for handing in late work. You can submit assignments up to one week late. Doing so will result in a 10% deduction each day after the due date. You must complete the assignment within that week as much of our learning is scaffolded, building upon the prior week’s learning.

Should a circumstance arise that is foreseeable, I encourage you to reach out and advocate for your success in the following ways:

• Identify the problem
• Contact me to propose a solution
• Make a plan we can both agree on
• Follow up when the assignment has been submitted on the date agreed upon.

I reserve the right to revisit and change this policy if needed.

Accessibility Services for Students with Disabilities:

1. Provide disability documentation to the Accessibility Coordinator at your academic center. https://ccv.edu/discover-resources/students-with-disabilities/
2. Request an appointment to meet with accessibility coordinator to discuss your request and create an accommodation plan.
3. Once created, students will share the accommodation plan with faculty. Please note, faculty cannot make disability accommodations outside of this process.

Academic Integrity