Graduate Curriculum Committee Course Proposal Form
for Courses Numbered 5000 and Higher
Note: Before completing this form, please carefully read the accompanying instructions.
1. Course prefix and number:
FACS
CDFR
6430
6430
11-12-08
2. Date:
3. Requested action:
New Course
Revision of Active Course
X
Revision & Unbanking of a Banked Course
Renumbering of an Existing Course from
from
to
#
#
4. Justification (based on accreditation and/or assessment by the graduate faculty) for
new course or course revision or course renumbering:
Graduate faculty in Family and Consumer Sciences (FACS) met and determined
the need to revise this course.
5. Course description exactly as it should appear in the next catalog:
CDFR 6430. Trends and Issues in Family and Consumer Sciences
Education (3) P: Admission to FACS MAEd program. Current trends and issues
affecting family and consumer sciences education.
6. If this is a course revision, briefly describe the requested change:
The banked course is listed under the former program name “Home Economics.”
The course revision will reflect the program name change to Family and
Consumer Sciences and updated curriculum to reflect current trends and issues
in the field.
235
7. Graduate catalog page number from current graduate catalog:
8. Course credit:
Lecture Hours
3
Weekly
OR
Per Term
Credit Hours
Lab
Weekly
OR
Per Term
Credit Hours
s.h.
Studio
Weekly
OR
Per Term
Credit Hours
s.h.
Practicum
Weekly
OR
Per Term
Credit Hours
s.h.
Internship
Weekly
OR
Per Term
Credit Hours
s.h.
3
s.h.
Other (e.g., independent study) Please explain.
Total Credit Hours
9. Anticipated annual student enrollment:
10. Affected degrees or academic programs:
15-20
3
s.h.
Degree(s)/Course(s)
Current Catalog Page
MA.Ed in Family
and Consumer
Sciences
251
Changes in Degree Hours
none
11. Overlapping or duplication with affected units or programs:
X Not Applicable
Notification & response from affected units is attached
12. Council for Teacher Education Approval (for courses affecting teacher education):
Not Applicable
X
Applicable and CTE has given their approval.
13. Statements of support:
a. Staff
X
Current staff is adequate
Additional Staff is needed (describe needs in the box below):
b. Facilities
X
Current facilities are adequate
Additional Facilities are needed (describe needs in the box below):
c. Library
X
Initial library resources are adequate
Initial resources are needed (in the box below, give a brief explanation and an
estimate for the cost of acquisition of required initial resources):
d. Computer resources
X
Unit computer resources are adequate
Additional unit computer resources are needed (in the box below, give a brief
explanation and an estimate for the cost of acquisition):
X
ITCS Resources are not needed
The following ITCS resources are needed (put a check beside each need):
Mainframe computer system
Statistical services
Network connections
Computer lab for students
Software
Approval from the Director of ITCS attached
14. Course information (see: Graduate Curriculum Development Manual for instructions):
a. Textbook(s): author(s), name, publication date, publisher, and city/state/country
Suggested Text:
Noll, J.W. (Ed.). (2008). Taking Sides: Clashing views on educational issues.
Guildford, Connecticut: McGraw Hill/Dushkin.
b. Course objectives student – centered behavioral objectives for the course
Upon completion of this course, students will be able to:
 Explain current national, state, and local educational trends and issues
 Analyze present and future impacts of these trends and issues on
Family and Consumer Sciences programs
 Compare alternative courses of action for Family and Consumer
Sciences Educators.
 Identify current information applicable to selected trends and issues in
Family and Consumer Sciences
 Summarize best practices involved in establishing policies that support
Family and Consumer Sciences programs
c. Course topic outline
I. Trends and Issues in Education
i. Philosophy of Learning: Constructivism vs. Objectivism
ii. Federal Initiatives: No Child Left Behind
iii. Assessment: Traditional and Authentic
iv. School Violence
v. Inclusion
vi. School Dropout Rate
vii. Gender Differences: Single Sex Classrooms
viii. Homework
ix. Technology
x. Alternative Teacher Training
II. Trends and Issues in Family and Consumer Sciences Education
i. Historical Perspective: Comprehensive and Occupational Curriculum
ii. National Initiatives: Educational Standards
iii. Assessment: Test Management Systems
iv. Character Education, Conflict Resolution Programs
v. Students with Special Needs
vi. Student Enrollment in Family and Consumer Sciences
vii. Overcoming Gender Differences in Family and Consumer Sciences
Class Makeup
viii. Student Leadership Organization: Family, Career, and Community
Leaders of America
ix. Technology Resources for Family and Consumer Sciences
x. Supply and Demand of Family and Consumer Sciences Teachers
d. List of course assignment, weighting of each
grading/evaluation system for determining a grade
Assignments/Grading:
assignment,
Issue Reviews (10@ 10 points each): Students will read and review both
positions for each assigned chapter in the text. A written response will be
submitted detailing which position the student agrees with and why.
Article Summaries (5@5points each): Students will select a variety of articles,
book chapters or other readings related to current FACS issues using the list
supplied by the instructor. A one-page summary will be provided that includes:
purpose, rationale or significance, major findings or points, and implications.
Seminar on Selected Issue (100 points): Students will select one of the issues
related to Family and Consumer Sciences Education and provide background
research. Each student will be responsible for leading a class seminar (30
minutes) on the issue selected. Alternative courses of action for FACS will be
discussed.
Culminating Product (50 points): Students will develop a product related to an
issue they have encountered in their educational setting. The product will be
based on synthesizing the information presented in class and serve as an entry
point for resolving the issue. The product may take the form of a brochure,
poster, lesson plan, or professional presentation. Students will integrate the
product in their individual setting and evaluate the results.
Summary of Requirements:
Issue Reviews 100 points (36.5% of final grade)
Article Summaries 25 points (9% of final grade)
Seminar 100 points (36.5% of final grade)
Culminating Product 50 points (18% of final grade)
Total Points 275 points
A (90% or above)
B (80% or above)
C (70% or above)
F (less than 70%)
248-275 points
220-247 points
193-219 points
192 points and below
and