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