This section contains descriptions of courses offered at Moberly Area Community College. Not all of the courses listed in this section are offered every semester. Information on where and when these courses are available may be found in each semester’s course schedule available on the Course Offerings page. Contact advising for more information.
Common syllabi can be accessed by visiting the Syllabus Library. If you need a specific syllabus or additional course information not found in the library, please contact us at Syllabus@macc.edu.
A grade of “C” or better must be achieved in all required Early Childhood Education courses (prefix “ECE”) to earn an AAS or Certificate in Early Childhood Education or an Early Learning Assistant Certificate.
Before the first day of classes, students enrolling in the Early Childhood program must complete and submit the following:
1. Proof of a current negative TB test.
2. Medical Examination Report for Childcare Providers/Staff.
3. Proof of registration in or application to the Missouri Family Care Safety Registry.
Early Childhood majors must be able to work with children and adults. They must be in good physical condition and have the stamina to care for and interact with children.
# Courses required for the Infant/Toddler CDA credential
> Courses required for the Preschool or Family CDA credential
+ CDA Elective
+ECE 110 Foundations of Early Care and Education 3-0-3
This course surveys the historical, philosophical, legal and cultural foundations of child development, early learning and care-giving that shape current policy and practice. State and national educational standards will be introduced to guide students in their professional development and in the required observation and analysis of group settings for children from infancy through primary school. Students will explore and compare diverse career paths working with children from birth to eight years of age and their families. (FA).
+ECE 120 Nutrition, Safety, and Health 3-0-3
This course provides current information on health, safety, and nutrition as it relates to the young child. It will enable the Early Childhood professional to provide a safe, healthy learning environment as well as assist young children to develop a healthy lifestyle. (SP)
#ECE 130 Essentials of Infant/Toddler Care 3-0-3
This course guides the student through the essentials of providing a developmentally appropriate, stimulating learning environment, which also supports the social/emotional development of infants and toddlers, ages birth to 3 years. (FA)
>ECE 140 Play as Learning 3-0-3
This course explores Developmentally Appropriate Practice in Early Childhood and guides the student through the essentials of providing a developmentally appropriate, stimulating learning environment, which also supports the social/emotional development of the child. (SP)
+ECE 145 CDA Preparation and Observation 2-3-3
This course is designed for students entering the early childhood education field and plan to earn a Child Development Associate (CDA) credential. This course covers the content of eight subject areas required to meet the learning competencies of the CDA credential. It will also entail observation hours in licensed early childhood centers which may be applied towards the contact hour requirement of the certification process.
>#ECE 150 CDA Seminar 1-20-2
ECE 150 CDA Seminar is an opportunity to practice implementing nurturing, stimulating learning environments in the workplace. Students will receive consultation and support to develop their Family Child Care Home, Center— Preschool, or Center—Infant/Toddler setting in line with CDA Standards. Students must complete all requirements to be eligible to apply for the Child Development Associate (CDA) through the National Council for Professional Recognition by the end of this course, including working a minimum of 20 hours per week in a qualified setting and earning a grade of “C” or higher in all CDA courses. Prerequisites: ECE 110 or ECE 120, ECE 130 or ECE 140, and ECE 165 or ECE 175. Must have worked a minimum of 480 hours in a regulated childcare work setting prior to beginning this course and continue to work in the same setting until completion of the course or have completed ECE 145. May substitute for ECE 160 or ECE 170. (SP)
ECE 151 CDA Seminar II 1-20-2
This is a course only for students needing to retake ECE 150 because of changes in certification requirements that may have occurred if a student last took ECE 150 more than three years ago. This course mirrors ECE 150 and is an opportunity to practice implementing nurturing, stimulating learning environments in the workplace. Students will receive consultation and support to develop their Family Child Care Home, Center— Preschool, or Center— Infant/Toddler setting in line with CDA Standards. Students must complete all requirements to be eligible to apply for the Child Development Associate (CDA) through the National Council for Professional Recognition by the end of this course, including working a minimum of 20 hours per week in a qualified setting and earning a grade of “C” or higher in all CDA courses. Pre- or corequisites: ECE 110 or ECE 120, ECE 130 or ECE 140, and ECE 165 or ECE 175. Must have worked a minimum of 480 hours in a regulated childcare work setting prior to beginning this course and continue to work in the same setting until completion of the course. May substitute for ECE 160 or ECE 170. (SP)
ECE 160 Beginning Laboratory in Infant/Toddler Setting 1-3-2
This course provides an opportunity to experience the daily routines and challenges of a program designed specifically for infants and toddlers (birth to 3 years) and practice implementing stimulating environments. Students will complete 45 hours of field experience in an approved program, submit weekly online assignments, and attend at least two on campus seminars. Pre- or corequisites: ECE 110, ECE 130, and ECE 165. Must be concurrently enrolled in ECE 165.
ECE 165 Assessment in Early Childhood I 1-0-1
This beginning course provides an overview of assessment in early childhood. It emphasizes the skills for authentic assessment through observation and documentation of the individual child’s growth and development. Prerequisite: ECE 130. Corequisite: ECE 150 or ECE 160 or instructor approval.
ECE 170 Beginning Laboratory in Preschool 1-3-2
This course provides an opportunity to experience the daily routines and challenges of a preschool (3 to 6 years) program and practice implementing stimulating learning environments. Students will complete 45 hours of field experience in an approved program, submit weekly online assignments, and attend at least two on-campus seminars. Pre- or corequisites: ECE 110, ECE 140, and ECE 175. Must be concurrently enrolled in ECE 175.
ECE 175 Assessment in Early Childhood II 1-0-1
This course builds on the observation skills learned in ECE 165. Students will continue to hone authentic assessment skills, learning to collect and organize assessment evidence for student and program evaluation and planning. Formal assessment such as screening and diagnostic instruments will be introduced. Prerequisite: ECE 140. Corequisite: ECE 150 or ECE 170 or instructor approval.
ECE 210 Early and Middle Childhood 3-0-3
This course explores theories of child growth and development as they are applied in early care and education settings. The emphasis is on development from birth to 12 years of age and includes in-depth exploration of current brain research as it relates to theories of learning. Students will complete developmental summaries based on research and real life observations. Pre- or corequisites: ECE 170 or ECE 160 or ECE 150 or CDA credential; and LAL 101. (SP)
ECE 220 Working with Families and the Community 3-0-3
This course explores the diverse cultures, values, and traditions of family systems and the Early Childhood professional’s role in partnering with parents to form a nurturing learning community. Students will develop skills to help them effectively relate to parents and access community resources. Pre- or corequisites: ECE 170 or ECE 160 or ECE 150 or CDA credential; and LAL 101. (FA)
ECE 230 Guidance, Support, and Interventions in Early Childhood Education 3-0-3
This course explores developmental strengths, challenges, and special needs that impact the child’s success in the Early Childhood setting. Individual and classroom strategies to guide all children toward emotional, moral, and social competence are emphasized. Prerequisites: ECE 170 or ECE 160 or ECE 150 or CDA credential; and LAL 101. (FA)
ECE 240 Emergent Language and Literacy 3-0-3
This course examines the emergence of language and literacy in young children as a dynamic process requiring support of receptive and expressive language skills, both oral and written. Students will learn to assess language development and literacy learning and analyze and select appropriate literature and other learning materials for diverse learners, including linguistic diversity. Prerequisites: ECE 170 or ECE 160 or ECE 150 or CDA credential; and LAL 101. (FA)
ECE 250 Curriculum and Planning in Early Childhood 3-0-3
This advanced curriculum course integrates the material from previous courses into a cohesive individual philosophy and methodology of Early Childhood Care and Education. It emphasizes integrating subject areas to attain a stimulating learning environment that provides emotional security and optimal development for each child. Modern theory as it is encapsulated in current curriculum models will be examined. Prerequisite: ECE 210. Pre- or corequisites: ECE 220, ECE 230 and ECE 240. (FA)
ECE 260 Professional Issues in Early Childhood 3-0-3
This course investigates the roles and responsibilities of the Early Childhood professional. The student’s personal development will be enhanced through the critical exploration of ethics, advocacy, and leadership. Prerequisites: LAL 101 and 15 credit hours in ECE. (SP)
ECE 270 Management of Early Childhood Programs 3-0-3
Management of Early Childhood programs including homes, group homes, and centers will be examined in this course, which encompasses administration, marketing, personnel issues, parent and community involvement, and legal responsibilities. Prerequisites: ECE 250 and MTH 095 or BUS 152. (SP)
ECE 290 Early Childhood Practicum 1-10-3
This final field experience reinforces the skills learned throughout the program and provides an opportunity to integrate skills and competencies into an individual philosophy and methodology of Early Childhood care and education. This course extends the experiences of the earlier laboratories, requiring participation in planning and implementing all classroom routines during a total of 150 hours of field experience in an approved setting. Prerequisites: ECE250. Pre- or corequisites: ECE260 and ECE270. (SP)
ECE 296 Early Childhood Capstone 1-0-1
The student will prepare a portfolio to showcase development and integration of knowledge, self-reflection, and application of course work using NAEYC Standards for Early Childhood Professionals. Depending upon future goals, students may align their reflections to Missouri Standards (e.g., MoSTEP or OPEN). Application and interview skills will also be addressed. Pre- or corequisite: ECE 290. (SP)
ECE 299 Special Studies in Early Childhood (1-6)-0-(1-6)
This course will consist of specialized study in areas of the department, which are not covered in-depth in courses already offered. Students may take no more than six credit hours of special studies in any one discipline. (IN)
Nate Johnson
Marcus Hill
Travis Wallace
Andrew Harmon
Anthony Hill
Devan Moss
Derrick Wiley
Terrance Chapman
Marvin Moss
Antonio Burks
Bobby Ewing
Raymond Warner
Andre Thornton (Manager)
In the 1973-74 basketball season, Sills scored 529 points. Under Coach Charlie Spoonhour, four players on the same team put up over 500 points that season, a record that still held when Sills was inducted into the Hall of Fame. The Hounds finished 32-8 that season, taking third place at the National Tournament. Sills returned for his sophomore year, lead the team with 535 points, averaging 17.8 per game, and was named to the 1975 All-Region XVI team. He spent one season at Georgia State University; ruled ineligible for the next season, he returned to Moberly to marry his long-time girlfriend.
Wise was named Greyhound Defensive Player of the Year his freshman year, and closed his MACC career with a 12.0 points per game average. He received All-Region XVI accolades during both of his seasons at MACC and, in 2005, he was named to the NJCAA All-Tournament Team and received Third Team All-American accolades. Wise transferred to the University of Southern Indiana, where he served as team captain and led USI to two regular-season conference titles and two conference tournament championships.
Smith received a number of honors, including First Team All-Region XVI in 2004, Greyhound Most Valuable Player in 2004, and All-American Honorable Mention in 2004. He was named NJCAA Player-of-the-Year in 2005; at the time of his induction, he was the only Greyhound in history to receive this honor. During that same season, Smith was also named to the NJCAA All-Tournament Team and earned First Team All-American honors. He finished his MACC career with 1086 points and 425 assists. After MACC, Smith transferred to Texas A&M, then the University of Illinois-Springfield for his senior year. After college, Smith played professionally for eight years with the Continental Basketball Association (CBA) for the Lawton-Fort Sill Cavalry in Oklahoma, where he was a member of three championship teams, and the Windsor Express of the National Basketball League of Canada (NBL), winning a championship in 2012.
Shuck rewrote the record books at MACC, taking the All-Time Leading Scorer record with 1,408 points. She was named All-American and All-Region XVI Player in both of her MACC seasons. Shuck took her skills to the University of Texas-San Antonio, where she was named Southland Conference Newcomer of the Year in 2003, an All-Team Letter Winner in 2003 and 2004, and Second Team All-Conference in 2004. While at UTSA, she scored 589 career points and pulled down 290 career rebounds.
McKinney’s sophomore year at MACC featured a 23.7 scoring average (second-best in MACC history at the time of her induction), a 55% field-goal average, and a 71% free-throw average. She was named to the 1994095 All-Region XVI Women’s Team and the NJCAA All-American Second Team. She continued to Kansas State University, where she averaged three rebounds and 4.5 points per game.
Day made the Region XVI men’s team both of his years at MACC, and honorable mention to the NJCAA All-American Team his sophomore year, when the team earned the Region XVI championship title and finished third in the National Championship Tournament. Day’s collegiate career continued at the University of Nebraska, where as a junior he earned honorable mention All-Big Eight Conference honors, and he was named the Cornhusker team’s MVP. Bernard led Nebraska to its first NCAA Men’s National Championship Tournament in 1986. His professional basketball career lasted eight years while he played in Ireland, Holland, France, and Israel.
Bledsoe came to MACC from Beaumont HS in St. Louis. In his first year at MACC, he averaged 11.7 points and 6.5 rebounds per game, helping his team capture the Region XVI title and finish third at the National Championship Tournament. His sophomore year, he improved that average to 13.4 points and 7.3 rebounds per game before he suffered an injury. He was still named honorable mention to the NJCAA All-American Team. Bledsoe continued his education and basketball career at Kansas State University, the followed a professional basketball career to Sweden, Holland, Portugal, and Peru.
Kujawa came to Moberly in 1978 when he joined the staff at KWIX/KRES/KIRK and became the voice of the Greyhounds. In his 30-year career behind the microphone for the Greyhounds, he broadcast over 1500 games.
Pepper played at MACC 1996-1998 and was a leader on the basketball team being awarded honors such as All-American and Region 16’s Most Valuable Player. Pepper transferred to Arkansas State University, and played basketball there for two more years. During the 1999 basketball season, C.J. and his teammates led ASU to the NCCA tournament for the first time in history. As a result of his talent and hard work, he played professional basketball as a member of the Washington Generals, New York Nationals, and the Harlem Globetrotters. He later played in the American Basketball Association for the American Bulldogs, a Kentucky Semi-Professional team for the 2006-2007 season.
Ketchum is the first MACC staff member to be inducted into the Greyhound Hall of Fame. She served as Greyhound Athletics Advisor, 1996-2005. She founded the student athletics success program as the advisor, tutor, and mentor to MACC student-athletes. She diligently worked to motivate all athletes to be successful on and off the court.
Cochran played from 1974 to 1976, and later served as an assistant coach for both the men and women Hounds for several years. He has served on the College’s Board of Trustees since 2010.
Milling played at MACC from 1983 to 1985, scoring a total of 1,049 points, before going on to play for University of North Carolina-Charlotte. He was drafted in the fifth round by the Indiana Pacers.
As a freshman, Hughes set the program’s fifth-best rebounding mark at 350 and is tied for ninth in points at 626. She continued her basketball career at the University of Arkansas-Little Rock.
Seifert coached the Greyhound men from 1995-2001, and revived the winning tradition of Greyhound basketball. During his time at MACC, Kenny was not only a basketball coach, but he taught business classes to hundreds of students. He was a great supporter of all faculty and staff and volunteered to help on any project happening on campus. Seifert left MACC to become the Athletic Director for the Moberly School District where he earned the MIAAA NE District AD of the Year Award twice, then on to Missouri State High School Activities Association in 2016, where he oversaw the officiating program and the tennis program. Seifert retired in June of 2023.
Steffes was a staple of Greyhound Athletics for over 35 years as a fan, supporter, booster, “Music Man”, administrator, and bus driver Greyhound Women’s Team to their national tournament appearance in 2018. As the Chief Financial Officer, Gary was responsible for ensuring the teams had proper financial support and funding to survive and thrive. As a fan, he missed very few games and traveled to places far and wide with the Greyhounds, wearing the hat of an administrator if a problem arose. His solid leadership skills offered constant support to coaches and other administrative staff through the years. He understood and promoted the importance of Greyhound basketball to the community. Steffes also spearheaded the comeback of the Greyhound mascot and came up with the clever name of “MaJiC” as a nod to both the Magic City of Moberly and the college’s name of Moberly Junior College.
Hughes played for the Greyhounds 2010-2012 and was an All-Region selection. He averaged 10 points and eight rebounds per game in the 2011-2012 season. He transferred to the University of Central Missouri, appearing in 23 games his junior year. He scored a season-high 16 points in the season-opening win over Northern State. He then competed as part of the 2013-14 NCAA Division II Championship team.
Coach Dick Halterman
Coach John Cochran
Ball Boy – Troy Halterman
Eleanor Carr
Rochelle McKenzie
Brenna Kelly
Carmela McMullen
Tammy Harryman
Janet Thompson
Kim Cooley
Lisa Brown
Georgia Hinson
Kathy Schulz
Denise Derrieux
Margrett Bassett
Jackie Glosson
Marion Fitzsimmons
Manager – Debbie Brown
Manager – John Peveler
With a season-ending record of 34-6, the 1980-81 Greyhound Women’s Team, led by third-year head coach Dick Halterman was the first team in MACC history to win a sub-regional title; the first team to win a Region 16 championship; the first team to win an interregional championship; and the first to compete at the national level in the National Junior College Athletic Association (NJCAA) basketball tournament. Advancing to the semifinal game, the Greyhounds beat undefeated Jackson State before eventually losing the national championship game to Louisburg, North Carolina, with a final score of 65-63.
Coach Dick Halterman
Coach John Cochran
Sandy Moore
Pat Seger Zeitlow
Lisa Linathcum Holt
Patty Rapp Thorne
Renne Skaggs Brown
Vickie Crigler
Elenaor Carr
Rochelle McKenzie
Sheri Sills Schneider
Sara Figg Gillilan
Manager Roxie Robinson
Manager Debbie Brown
Coach Joyce Campbell
Assistant Coach Steve Hunter
Mary Smiley Wohlford
Linda Connor Seidt
Robin Fitzsimmons Trammell
Janet Jackson
Debbie Stith Head
Kristie Richards Musick
Donna Farris David
Brenda Rucker
Neal Head, trainer
Cara Sue Bowden Cockerham, manager