McDaniel College adds early childhood education undergraduate major for fall 2024 semester – Maryland Daily Record
McDaniel College adds early childhood education undergraduate major for fall 2024 semester Maryland Daily Record
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McDaniel College Introduces New Undergraduate Major in Early Childhood Education
McDaniel College has received approval from the Maryland State Department of Education (MSDE) and Maryland Higher Education Commission (MHEC) to offer a new undergraduate major in early childhood education. This major, which will be available starting in fall 2024, aligns with the Sustainable Development Goal (SDG) 4: Quality Education. It expands McDaniel’s education offerings and aims to prepare undergraduate students to teach infants, toddlers, and young children, in line with the Blueprint for Maryland’s Future.
Expanding Education Offerings
McDaniel College has a long history of providing programs to train teachers and administrators. With over 110 years of experience, the college currently offers an elementary education major, as well as secondary education and pre-K-12 minors in specialized areas such as art, physical education, and Spanish. Additionally, McDaniel offers almost 20 graduate degrees and certificates. The introduction of the new major in early childhood education provides a pathway for students seeking a bachelor’s degree and teacher certification for pre-K through third grade.
Curriculum and Collaboration
The new major in early childhood education is grounded in the liberal arts and draws from existing coursework and expertise within McDaniel’s Education department. It includes new courses specifically focused on early childhood development and topics relevant to young learners. In developing the program, McDaniel’s education department collaborated with partners such as Carroll County Public Schools, Carroll Community College, private childcare centers, independent providers, and programs like Head Start. This collaborative approach ensures that the program meets the needs of the community and aligns with SDG 4: Quality Education.
Continued Growth and Opportunities
McDaniel College has been actively expanding its academic offerings to prepare students for careers in growing fields. Since fall 2020, the college has introduced 13 new majors in fields such as actuarial science, American Sign Language (ASL), applied mathematics, biochemistry, biomedical science, criminal justice, food studies, health sciences, international business, marketing, and writing and publishing. Additionally, a new Bachelor of Science in Nursing program will begin in fall 2024. These new programs align with various SDGs, including SDG 3: Good Health and Well-being, SDG 8: Decent Work and Economic Growth, and SDG 10: Reduced Inequalities.
Accelerated Master of Science in Teaching
In addition to the new undergraduate major, McDaniel College has also launched an accelerated Master of Science in Teaching program. This program allows students to complete their degree in four semesters, including a yearlong internship with Carroll County Public Schools. It provides an opportunity for students to gain practical experience while pursuing their graduate degree and teacher certification.
Teacher Collaborative Fellowship
Students enrolled in the accelerated Master of Science in Teaching program are eligible for a $23,000 Teacher Collaborative Fellowship. This fellowship supports recent graduates and career changers who enroll in the program for spring 2024 and summer 2024. The fellowship aims to attract talented individuals to the teaching profession and promote SDG 4: Quality Education.
SDGs, Targets, and Indicators in the Article
1. Which SDGs are addressed or connected to the issues highlighted in the article?
- SDG 4: Quality Education
The article discusses the approval of a new undergraduate major in early childhood education at McDaniel College. This major aligns with SDG 4, which aims to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
2. What specific targets under those SDGs can be identified based on the article’s content?
- Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education.
- Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations.
The article mentions that the new major in early childhood education at McDaniel College prepares undergraduate students to teach infants, toddlers, and young children. This aligns with Target 4.2, which focuses on providing quality early childhood development and pre-primary education. Additionally, the major aims to provide equal access to education for all students, addressing Target 4.5.
3. Are there any indicators mentioned or implied in the article that can be used to measure progress towards the identified targets?
- Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex.
- Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on access, participation, and completion.
The article does not explicitly mention any indicators. However, to measure progress towards Target 4.2, the proportion of children under 5 years of age who are developmentally on track can be used as an indicator (Indicator 4.2.1). Similarly, to measure progress towards Target 4.5, parity indices for education indicators on access, participation, and completion can be used as indicators (Indicator 4.5.1).
SDGs, Targets, and Indicators Table
| SDGs | Targets | Indicators |
|---|---|---|
| SDG 4: Quality Education | Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care, and pre-primary education so that they are ready for primary education. | Indicator 4.2.1: Proportion of children under 5 years of age who are developmentally on track in health, learning, and psychosocial well-being, by sex. |
| SDG 4: Quality Education | Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples, and children in vulnerable situations. | Indicator 4.5.1: Parity indices (female/male, rural/urban, bottom/top wealth quintile, and others such as disability status, indigenous peoples, and conflict-affected, as data become available) for all education indicators on access, participation, and completion. |
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Source: thedailyrecord.com
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