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STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
PROGRAM PROPOSAL COVER SHEET
1.
Institution
George Mason University
2. Program action (Check one):
New program proposal __X___
Spin-off proposal
_____
Certificate proposal
_____
3. Title of proposed program
Human Development and Family Science
4. CIP code
19.0701
5. Degree designation
Bachelor of Art
6. Term and year of initiation
Fall 2013
7a. For a proposed spin-off, title and degree designation of existing degree program
7b. CIP code (existing program)
8. Term and year of first graduates
Spring 2015
9. Date approved by Board of Visitors
10. For community colleges:
date approved by local board
date approved by State Board for Community Colleges
11. If collaborative or joint program, identify collaborating institution(s) and attach letter(s) of
intent/support from corresponding chief academic officers(s)
NA
12. Location of program within institution (complete for every level, as appropriate).
Departments(s) or division of
___________________________________________________
College of Education and Human Development (administrative home), College of
Humanities and Social Science
_______________________________________
Campus(es) or off-campus
site(s)__Fairfax_______________________________________
Distance Delivery (web-based, satellite, etc.)
_____________________________________
13. Name, title, telephone number, and e-mail address of person(s) other than the
institution’s
chief academic officer who may be contacted by or may be expected to contact
Council staff
regarding this program proposal.
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TABLE OF CONTENTS
PROGRAM PROPOSAL COVER SHEET ........................... ERROR! BOOKMARK NOT DEFINED.
DESCRIPTION OF THE PROPOSED PROGRAM ................................................................ 1
PROGRAM OVERVIEW ...................................................................................................................... 1
Mission
ADMISSION REQUIREMENTS............................................................................................................. 3
CURRICULUM ................................................................................................................................... 4
FACULTY ......................................................................................................................................... 8
ASSESSMENT .................................................................................................................................... 9
BENCHMARKS OF SUCCESS ............................................................................................................ 11
EXPANSION OF AN EXISTING PROGRAM ......................................................................................... 12
COLLABORATIVE OR STANDALONE PROGRAM ............................................................................... 12
JUSTIFICATION FOR THE PROPOSED PROGRAM ....................................................... 12
RESPONSE TO CURRENT NEEDS ..................................................................................................... 12
EMPLOYMENT DEMAND ................................................................................................................. 14
STUDENT DEMAND ........................................................................................................................ 16
DUPLICATION ................................................................................................................................. 17
PROJECTED RESOURCE NEEDS ......................................................................................... 19
APPENDICES ............................................................................................................................. 23
APPENDIX A- SAMPLE COURSE DESCRIPTION .................................................................................. 1
APPENDIX B - SAMPLE PLAN OF STUDY ................................... ERROR! BOOKMARK NOT DEFINED.
APPENDIX C - “ABBREVIATED CV’S” FOR FACULTY ....................................................................... 1
APPENDIX D –JOB ANNOUNCEMENTS .............................................................................................. 1
APPENDIX E – STUDENT DEMAND ................................................................................................... 1
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•
DESCRIPTION OF THE PROPOSED PROGRAM
Program Overview
The joint proposed degree program is a Bachelor of Arts in Human Development and Family
Science (HDFS). This is a cross-college initiative sponsored by both the College of Education
and Human Development (CEHD) and the College of Humanities and Social Sciences (CHSS).
Administrative home will be in CEHD. The target date for implementation is January 2014. This
degree program, with an interdisciplinary approach and emphasis on experiential learning, theory
and research, will provide students with knowledge, experiences, and skills regarding how
children and adults develop within the contexts of their families, communities, and society.
Students will be prepared to work in a variety of human and family service professions to
address the issues and challenges that contemporary individuals and families across the life span
face, supporting optimal development and opportunities for all. In the information presented
below we elaborate upon the need for this program based on theory and research in human
development and family science as well as documented employer and student demands.
The target populations for the B.A. in HDFS include: current undergraduates at George Mason
University; individuals in the state of VA, and particularly northern VA, who are pursuing a
career in human and family services; and students in the VCCS community college system who
are looking to transfer to a four year institution to gain more experience and knowledge for
working with contemporary families. Moreover this program targets students who are interested
in a program that emphasizes experiential learning and application of community research (or
action research) findings, while remaining grounded in family theories.
The University degree requires 120 credit hours. Of those, 41 are University-wide General
Education requirements, 9 are the College of Humanities and Social Science (CHSS)
requirements, and 39 would be required by the Human Development and Family Science
(HDFS) program.
The proposed Bachelor of Arts program in HDFS will offer three concentrations—early
childhood development and services, adult development and aging, and family processes and
policy—however, a set of common core courses taken by all HDFS majors will ensure students
have general knowledge across all three of these areas. Moreover, students will have completed
two internships in their concentration areas, which along with their coursework will ensure
students graduating with a BA in HDFS will have the abilities and skills to work in a number of
professions serving individuals and families across the life span.
Faculty are those in the HDFS program and those contributing to the HDFS common core and
restrictive electives that are part of the common core. Four faculty will be primarily affiliated
with the HDFS program and approximately twenty five faculty are ones shared with other
programs, departments and schools. Faculty homes are in the College of Education and Human
Development (CEHD) or the College of Humanities and Social Sciences (CHSS).
Students in the HDFS BA program will be assessed through their coursework and through an
evaluation of their internship experiences. In coordination with the various attempts that George
1
Mason University makes to conduct surveys as part of program assessment, the HDFS program
will assess the effectiveness of its program through student evaluations, a Graduating Student
Survey, Career Census Survey, Alumni Surveys and thematic analysis of comments from
students and internship supervisors each year regarding the effectiveness of student training for
the workplace. Program improvement strategies will be defined and implemented given
assessment results. Benchmarks of success of the program are presented below.
Mission
This HDFS program aligns closely with the mission and strategic plan of George Mason
University. Specifically, in line with the University’s mission to “educate a new generation of
the leaders for the 21st century,” the HDFS program will prepare graduates to examine and tackle
some of the most difficult issues facing contemporary families. Further, reflecting the
University’s emphasis on “valuing diversity” students with an HDFS degree from George Mason
will develop important understanding and skills in cultural competence for working effectively
with diverse families. Finally, as George Mason continues to encourage innovative and
interdisciplinary work, HDFS, which, by definition, is an interdisciplinary field, reflects these
ideals. Moreover, as an cross-college degree, the proposed HDFS program not only represents
input and collaboration from multiple disciplines but, compared to other HDFS programs across
the country, uses an innovative inter-college approach to providing students with this important
transdisciplinary perspective for working with individuals and families.
The HDFS program will address various areas of the University’s strategic plan; however, two
aspects are most relevant to this degree. First, with a University focus on responding to the
region’s changing demands for lifelong learning, the heavy emphasis on experiential learning
through internships and participatory action research in the proposed HDFS program will
provide opportunities for important interactions between the University and local community
that can result in intellectual and community development. Second, the University goal of
providing George Mason students with global competence is reflected in the proposed HDFS
program, as it will provide students with knowledge and experiences related to cultural
competence and necessary skills for working with diverse families.
Further, the proposed HDFS program is in line with the mission of CEHD which encompasses
five core values: collaboration, innovation, research-based practice, social justice, and ethical
leadership. The knowledge and experiences students will gain in the HDFS program at George
Mason will reflect all of these core values. Further, the proposed program reflects aspects of the
mission of the College of Humanities and Social Sciences (CHSS). Specifically, programs in
CHSS “promote the exploration of contemporary issues through integrated interdisciplinary
learning that encourages students to forge real-world connections.” Traditionally HDFS
programs are interdisciplinary such family issues are explored through a range of perspectives
from various disciplines in order to best explain family phenomena. Students with an HDFS
degree from GMU will have the skills and knowledge, developed through interdisciplinary
coursework and experiential learning, to understand and work effectively with contemporary
families.
2
Admission Requirements
Freshman Requirements
The following factors are considered when reviewing freshman applications for admission1:
• Cumulative high school grade point average (GPA) for course work completed in grades 9
through 12
• Level of difficulty of course work elected throughout the high school years, particularly in
English, mathematics, laboratory science, social science, and foreign language
2
• Scores from SAT I or ACT
• For all non-native English speakers, scores from the Test of English as a Foreign Language
(TOEFL) or the International English Language Testing System (IELTS) exam.
• Essay(s)
• List of extracurricular activities
• Teacher and guidance counselor recommendations
Transfer Requirements
Students who have graduated from high school and subsequently attempted course work at a
college or university are considered transfer applicants. Transfer admission is competitive and
the number of applications received annually exceeds the available spaces in our transfer class.
The Admissions Committee considers each transfer application individually and reviews all
grades received in courses attempted, as well as the rigor of the applicant’s academic program.
Transfer applicants who have completed 45 or more credits are required to declare a specific
major on the application to benefit from academic advising within their intended major. Transfer
applicants must submit official transcripts from each previous college or university attended.
Transfer applicants with fewer than 30 transferable credits must also submit an official high
school transcript or secondary school leaving certificate and ACT or SAT scores. The
Admissions Committee may request secondary school records or ACT/SAT results for some
applicants who have earned more than 30 credits. All non-native English speakers are required to
submit official results of the TOEFL with a minimum IBT score of 88 or the IELTS with a
minimum academic score of 6.5. Completion of at least two English composition courses with
grades of C or better in each course may be submitted in lieu of the TOEFL or IELTS exams.
The English courses must be completed at a regionally accredited U.S. college or university and
approved by the Office of Admissions.
Students on active academic or social suspension or dismissal are not eligible for admission.
There will be no additional admissions requirements for the program. Students who are admitted
to Mason will be eligible to self-select a degree in Human Development and Family Science.
1
http://catalog.gmu.edu/content.php?catoid=19&navoid=4111#unde_admi_poli
see exceptions under Score Optional Consideration below.
http://catalog.gmu.edu/content.php?catoid=19&navoid=4111#unde_admi_poli
2
3
Curriculum
The University degree requires 120 credit hours. Of those, 41 are University-wide General
Education requirements, 9 are the College of Humanities and Social Science (CHSS)
requirements, and 39 would be required by the Human Development and Family Science
(HDFS) program.
The proposed Bachelor of Arts program in HDFS will offer three concentrations—early
childhood development and services, adult development and aging, and family processes and
policy—however, a set of common core courses taken by all HDFS majors will ensure students
have general knowledge across all three of these areas. Moreover, students will have completed
two internships in their concentration areas, which along with their coursework will ensure
students graduating with a BA in HDFS will have the abilities and skills to work in a number of
professions serving individuals and families across the life span.
Requirements
General Education Requirements:
College of Humanities and Social Sciences Requirements:
HDFS Core Requirements:
HDFS Concentration Requirements:
Electives: (including minor or second major) :
Credits
41
9
27
12
31
Degree Requirements:
General Education Requirements (41 credits)
•
•
•
•
•
•
•
•
•
•
•
Written Communication
Oral Communication
Information Technology & Ethics
Quantitative Reasoning
Literature
Arts
Western Civilization
Social and Behavioral Science
Global Understanding
Natural Science (although the
university requires 7, CHSS
requires 8)
Synthesis
6
3
3
3
3
3
3
3
3
8
3
College of Humanities and Social Sciences Requirements (9 credits)
•
•
Philosophy or religious studies
Social and behavioral science (3
3
3
4
•
•
credits in addition to the university
general education requirement for a
total of 6 credits)
Non-Western culture
Proficiency in a foreign language
through the intermediate level (this
could add as many as 9 credits,
reducing electives)
3
3-9
Major Core (27 credits)
In addition to the four new HDFS prefix courses listed below (12 credits), students must select
one course from each of the following topic areas listed in boldface (15 credits), for a total 27
credits of core. Of the 15 credits, no more than 9 credits can be from CEHD (prefixes ATEP,
ECED, EDUC, HEAL, PRLS) or CHSS (prefixes ANTH, NCLC, PSYC, SOCI).
HDFS Courses (newly developed, all 4 are required)
• HDFS 200: Individual and Family Development (3)
• HDFS 300: Individual and Family Service Delivery (3)
• HDFS 498: Internship & Analysis in HDFS (3)
• HDFS 499: Advanced Internship in HDFS (3)
Infant, Child, and Adolescent Development (choose one)
• ECED 401: Developmental Pathways of Diverse Learners, Birth-Adolescence (3)
• EDUC 302: Human Growth and Development (3)
• NCLC 316: Introduction to Childhood Studies (4)
• PSYC 211: Developmental Psychology (prereq = PSYC 100) (3)
• PSYC 313: Child Development (prereq = 6 credits of PSYC) (3)
Adult Development & Aging (choose one)
• PSYC 415: Psychological Factors in Aging (prereq = PSYC 100) (3)
• SOCI 441: The Sociology of Aging (prereq = 6 credits of SOCI) (3)
Family Processes (choose one)
• ECED 404: Families, Communities, and Schools (3)
• NCLC 317: Issues in Family Relationships (4)
• PSYC 466: Psychology of Intimate Relationships (prereq = PSYS 100 & 231) (3)
• SOCI 309: Marriage, Family, and Intimate Life (3)
Diversity (choose one)
• ANTH 315: Socialization Processes: Family, Childhood, Personality in Cross-Cultural
Perspective (prereq = ANTH 114 & 60 credits) (3)
• ATEP 205: Cultural Competence (3)
• EDUC 203: Human Disabilities in American Culture (3)
• HEAL 350: Interventions for Populations and Communities at Risk (3)
• NCLC 320: Construction of Differences: Race, Class, and Gender (6)
5
•
•
•
NCLC 336: Poverty, Wealth and Inequality in the US (3)
PSYC 379: Applied Cross-Cultural Psychology (prereq = PSYC 100) (3)
SOCI 355: Social Inequalities (3)
Applied Research Methods (choose one)
• PRLS 450: Research Methods (prereq =60 credits and one of the following: STAT 250,
DESC 210 OM 210, SOC 313, OM 250, or IT 250) (WI)3 (3)
• PSYC 301: Research Methods in Psychology (prereq = 6 credits of psychology,
including PSYC 300 as prerequisite or corequisite) (WI) (3)
• SOCI 303: Sociological Research Methodology (prereq = SOCI 101 or 102) (4)
HDFS Concentrations (12 credits)
Students will select one of three concentrations, in which they complete 12 credits in addition to
their HDFS core and general education requirements. No more than 6 credits can be from
CEHD (prefixes ATEP, ECED, EDEP, EDRD, EDSE, EDUC, HEAL, PHED, PRLS, TOUR),
CHSS (prefixes ANTH, CONF, CRIM, ENGH, NCLC, PSYC, SOCI, WMST), or CHHS
(prefixes GCH, HAP, HHS, NUTR, SOCW).
Concentration in Early Childhood Development and Services
In addition to the important knowledge and skills all HDFS majors will develop through the core,
students in the early childhood development and services concentration will gain understanding
and practice focused specifically on working with and for the benefit of young children.
CEHD Courses
• ECED 402: Foundations of Language and Literacy for Diverse Young Learners
• ECED 403: Inclusive Curriculum for Young Leaners- Planning Instruction and Guidance
• ECED 405: Introduction to Early Childhood Special Education
• ECED 422: Developing Language, Literacy, and Communication of Diverse Young
Learners
• EDEP 402: Brain, Behavior and Neuroimaging in Children (prereq = junior status)
• EDEP 405: The Neuroscience of Learning and Cognition (prereq = junior status)
• EDLE 420: Organization and Management in Schools (prereq = EDUC 300)
• EDRD 301: Facilitating Literacy in Schools or Community Settings
• EDSE 440: Characteristics of Students with Disabilities who Access the General
Curriculum
• EDSE 461: Introduction to Applied Behavior Analysis (prereq = EDSE 460)
• PHED 201: Developmental Motor Patterns
CHSS Courses
• ANTH 315: Socialization Processes: Family, Childhood, Personality in Cross-Cultural
Perspective (prereq = ANTH 114 & 60 credits)
• ENGH 452 : Critical Study of Children’s Literature (ENGH 101 & 3 credits of literature)
• NCLC 312: Images and Experiences of Childhood: Social Construct, Literature, and Film
3
WI: Designated by the university as a writing intensive course
6
•
•
•
•
•
NCLC 436: Social Justice Education
PSYC 304: Principles of Learning* (prereq = PSYC 300)
PSYC 414: Behavior Disorders of Childhood (prereq = PSYC 313 & 325)
PSYC 461: Special Topics Credits: 1-3 (if it relates to child development and services)
SOCI 360: Youth Culture and Society
CHHS Courses
• SOCW 423 - Social Work with Children and Adolescents (prereq = 45 credits)
Concentration in Adult Development and Aging
Beyond the core skills and knowledge all HDFS students will have, those pursuing a
concentration in adult development and aging will gain specific understanding and abilities for
working with older adults in a variety of settings.
CEHD Courses
• HEAL 110: Personal Health
• HEAL 220: Dimensions of Mental Health
• HEAL 230: Introduction to Health Behavior
• HEAL 310: Drugs and Health
• HEAL 312: Health and Wellness Choices
• HEAL 323: Program Leadership and Evaluation
• HEAL 325: Health Aspects of Human Sexuality
• TOUR 190: Wedding Planning and Management
CHSS Courses
• NCLC 317: Issues in Family Relationships
• NCLC 379: Cancer and Its Social Impacts
• NCLC 400: Temptress – Constructs of Sex and Power
• NCLC 405: Women and Leadership
• NCLC 410: Contemporary Health Issues
• NCLC 440: Death, Dying and Decision making
• PSYC 362: Psychology of Women (prereq = PSYC 100 and BIOL 103, 104)
• PSYC 418: Death, Dying, and Grieving (prereq = PSYC 100)
• PSYC 466: Psychology of Intimate Relationships
• SOCI 315: Women and Men in Society
• SOCI 441: The Sociology of Aging (prereq = 6 credits of SOCI)
• WMST 307: Women and Work
CHHS Courses
• GCH 480: Health Maintenance and Health Aspects of Aging
• HAP 307: Assisted Living/Senior Housing Management and Philosophy
• HHS 432: Healthy Aging
• NUTR 422: Nutrition throughout the Life Cycle (prereq = NUTR 295)
7
•
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SOCW 323: Human Behavior and the Life Course (prereq = SOCI 101, BIOL 103, and
PSYC 100)
SOCW 435: Introduction to Gerontology (prereq = 45 credits completed)
Other appropriate courses as approved by advisor
Concentration in Family Processes and Policy
Beyond the core skills and knowledge all HDFS students will have, those pursuing a
concentration in family processes and policy will gain an understanding and abilities for working
with entire family systems as well as the legislative process.
CEHD Courses
• ECED 404: Families, Communities, and Schools
• HEAL 327: Women’s Health
• HEAL 480: Special Topics (1-3 credits)
• PHED 340: Social and Cultural Issues in Physical Education
CHSS Courses
• ANTH 315: Socialization Process: Family, Childhood, Personality in Cross-Cultural
Perspective (prereq = ANTH 114 & 60 credits)
• CONF 320: Interpersonal Conflict Analysis and Resolution (prereq = CONF 101 & 210)
• CRIM 406: Family Law and the Justice System (prereq = CRIM 100)
• NCLC 305: Conflict Resolution and Transformation
• NCLC 310: Violence and Gender
• NCLC 314: Conflict, Trauma and Healing
• NCLC 317: Issues in Family Relationships
• PSYC 466: Psychology of Intimate Relationships (prereq = PSYC 100 & 231)
• SOCI 309: Marriage, Families and Intimate Life
• WMST 307: Women and Work
CHHS Courses
• SOCW 415: Child and Family Welfare (prereq = 45 credits completed)
• SOCW 423: Social Work with Children and Adolescents (prereq = 45 credits completed)
• Other appropriate courses as approved by advisor
Free Electives
Students will have space in their plans of study to complete 31 credits of free electives. See
Appendix B.
Faculty
The faculty of CEHD and CHSS have the expertise to teach the range of courses in the proposed
program. Faculty listed are those teaching HDFS courses and those contributing to the HDFS
common core and restrictive electives. Two full time equivalent faculty will be reallocated to
teach HDFS courses. We have plans to add a full time faculty member to launch the major.
8
Twenty-seven of the faculty are shared with other programs, departments and schools. Faculty
homes are in the College of Education and Human Development (CEHD) or the College of
Humanities and Social Sciences (CHSS). Across faculty, there are numerous sources of
extramural funding. These include external funding with a value of $1,042,000. See Appendix C
for a sample faculty appendix.
Assessment
Student Assessment
Students in the HDFS BA program will be assessed through their coursework and through an
evaluation of their internship experiences. For their HDFS courses, students will be assessed via
marks given for: (1) class participation, (2) homework assignments, (3) papers/projects, and (4)
exams. In addition, the capstone course (HDFS 300) will provide an opportunity for a more
holistic assessment of the combined skills obtained throughout the program.
Student assessment for the HDFS BA program will be based on the knowledge and skills that
graduates of the program are expected to master (above and beyond the knowledge and skills
required for general education degrees in the colleges of CHSS, CEHD, and university
requirements for GMU).
Upon completion of the HDFS degree program, students will know:
• Theories of human development in family context across the lifespan (from conception through
childhood, adulthood, old age, and death).
• Contemporary research strategies and methods used for conducting human development and
family science.
• The ways in which individual child development is influenced by families, policy, government,
and society.
• How an individual’s social, emotional, cognitive, moral, language, motor, behavioral, and
biological areas of development intersect to yield optimal human functioning over time.
• Knowledge of a variety of family service settings, professions, and career options.
• Current ethical standards of practice for professionals who work with children and families,
including older people, in a variety of settings.
• Multiple research-based methods of teaching, fostering, and/or interacting with children and
adults to optimize their education and development.
• Laws protecting clients’ rights when it comes to individual and family services and elder law.
9
In addition, upon completion of the HDFS BA degree program, students will be able to:
• Use their knowledge of ethical guidelines in the field to make appropriate decisions while
working with individuals and families.
• Identify, apply for, and successfully carry out a human services internship and/or job
application.
• Write memoranda and brief program/project proposals with budgets in spreadsheet format for
organizations
• Apply their knowledge of human development and family science to provide optimal services
for children and families containing members of all ages.
• Connect theory, knowledge, and research to real-world work and internship practice related to
children and families.
• Use the knowledge and skills developed in the program for their own personal, academic, and
interpersonal growth and development.
• Apply their knowledge about laws protecting clients’ rights
• Make informed decisions about transitions to employment settings and/or graduate studies.
• Appreciate and be appropriately sensitive to cultural variations in individual and family needs.
• Develop reflective practice plans that respond to the needs of individuals and families.
• Find and evaluate information sources on services and policies related to human service
delivery.
• Apply their experience teaching or providing services for children, youth, adults, or elderly
individuals from their internship to future work setting that involve fostering human and family
development.
• Manage their time sufficiently, and engage in proficient interpersonal communication to
successfully carry out their internship responsibilities while balancing other demands on their
time.
We note that many of the knowledge and skills above match those that are requested in the job
ads for relevant positions for graduates that are listed in another section of this report (e.g.,
interpersonal and organizational skills, working with parents and children, experience working
with children or elderly in service settings, teaching experience, cultural sensitivity while
working with families, awareness of ethical principles for reporting child abuse).
10
Program assessment.
In coordination with the various attempts that George Mason University makes to conduct
surveys as part of program assessment, the HDFS program will assess the effectiveness of its
program through the following mechanisms: (1) student evaluations at the end of each course,
(2) a Graduating Student Survey completed at the time of application to graduation, (3) a Career
Census Survey administered jointly with Mason’s Career Center at graduation and one year postgraduation, (4) Alumni Surveys conducted at the time of Academic Program Review, and (5)
thematic analysis of comments from students and internship supervisors each year regarding the
effectiveness of student training for the workplace.
The outcomes of the program will be assessed during the capstone course (HDFS 300) as well as
during the culminating internship courses (HDFS 498 and 499). These culminating courses
provide a good opportunity to examine students’ cumulative achievement as they are ready to
leave the program.
A preliminary review of the proposed program will be performed by the HDFS steering
committee which will be composed of students and faculty from both Colleges as well as
community members, under the guidelines of Mason’s Office of Institutional Assessment, in
2018, after the program’s 5th year. Around that time, the program will also be reviewed by the
Board of Visitors and we will look forward to their feedback. Finally in 2020, (the seven-year
cycle typical of programs within George Mason University), the HDFS program will be
reviewed under the guidance of the Office of Institutional Assessment which requires four
semesters to complete. The outcomes of the process are a series of deliverables—a selfassessment report and academic plan written by program faculty and a report by a review team
external to the program—and changes made to enhance the program.
Benchmarks of Success
The proposed program has established the following benchmarks of success:
• 15 students enrolled in year one, and 60 students enrolled by year three.
• 85% of the students will report being satisfied or very satisfied with the program.
• 75% of full-time students will complete the program within four years.
• 90% of graduating students will have a full time job offer or graduate program admission
within 6 months of graduation.
We believe these benchmarks are achievable. The faculty will review the program annually to
assess student satisfaction and track progress in terms of course completion and career
placement. If the benchmarks of success are not being met as anticipated, the faculty will reevaluate and determine strategies to reach the benchmarks of success. For example, if the
students are failing to meet the desired benchmark of 60 enrolled students by year 3, a potential
strategy may be to increase the marketing of the program and to raise funds for scholarships. The
faculty will assess the program after the first graduating class. Exit surveys will be utilized to
assess the success of the program. The information derived from any reviews or surveys will be
utilized to make adjustments to the program if needed.
11
Expansion of an Existing Program (n/a)
Collaborative or Standalone Program (n/a)
JUSTIFICATION FOR THE PROPOSED PROGRAM
Response to Current Needs
(General Demand)
As the building blocks of societies, families are considered the most important context for
individuals’ development. In the last few decades, the complexity and diversity of family life,
including the structures, functions, and cultures of families, increased at a rapid pace (Casper &
Bianchi, 2002; Walsh, 2012). Consequently, the need for human development and family
science (HDFS) scholars and practitioners, who are consistently working to understand and work
most efficiently to manage the experiences of contemporary families has never been greater.
National, state and regional demographic trends (Casper & Bianchi, 2005; Cherlin, 2010;
Hernandez, 2009) reflect issues faced by contemporary families and in turn, the growing
essentiality of family practitioners with backgrounds in HDFS to work with families with
increasingly diverse needs. The most prominent of demographic changes among families
include: 1) shifting structures, functions, and cultural backgrounds (Casper & Bianchi, 2005;
Cherlin, 2010; Hernandez, 2009; Walsh, 2012); 2) increasing child and family poverty; and, 3)
larger aging population (Casper & Bianchi, 2005; Cherlin, 2010; Walsh, 2012).
The knowledge, skills and dispositions in the HDFS program as described above are those
deemed by relevant national professional organizations (eg. American Psychological
Association, American Educational Research Association, National Association for the
Education of Young Children, National Council on Family Relations, American Association of
Family and Consumer Sciences, Society for Research on Child Development) needed to equip
students to address family and demographic needs.
Diverse Families: The Importance of Understanding Family Processes and Policy
A host of prominent family demographers espouse the increasing diversity and complexity of
families in the U.S. (Casper & Bianchi, 2005; Cherlin, 2010; Hernandez, 2009). These changes
include: 1) varied family forms or structures; 2) shifting gender roles; 3) growing cultural
diversity; and, 4) increasing socio-economic disparity (Walsh, 2003). Since the middle of the
20th century, the “post-modern family” has emerged replacing the idealized traditional nuclear
family, reflecting a “hodgepodge of multiple, evolving family cultures and structures; working
mothers and two earner households; divorced, single-parent, remarried and adoptive families;
and domestic partners, both gay and straight,” (Walsh, 2003, p. 12). Consequently, child and
family programs increasingly are tasked with meeting the needs of all families, regardless of
structure or composition. Additionally, gender roles in the U.S. and around the world continue
to shift, with more mothers continuing to enter the work force, and more men taking on custodial
caregiving roles (Bianchi, Robinson, & Milkie, 2006); creating ever-increasing needs for workfamily supports. Moreover, with increases in immigration, particularly since the 1990s, the
12
cultural diversity of families in nearly all states is greater than in previous decades (Hernandez,
2009). Finally, in the wake of the 2008 recession, there continues to be growth in the income
and wealth gap between the wealthiest and poorest Americans. Economic insecurity can shake
the stability of entire family systems and reduce the sense of well-being among individuals
(Walsh, 2003). These demographic changes reflect an increasing national need for HDFStrained family practitioners who with an interdisciplinary, ecological focus are able to effectively
tackle complex issues facing contemporary families locally, nationally, and internationally.
There are a variety of state-supported efforts that reflect the state’s need for family practitioners
trained in HDFS. In particular, in 2005, VA created the VA State Parenting Education Coalition
(VSPEC), an initiative to improve statewide supports for parents and families
(http://nccp.org/publications/pdf/text_966.pdf). VSPEC’s leadership are based in the VA
Department of Health and Prevent Child Abuse Virginia, two agencies in which HDFS-trained
family practitioners could offer expertise. Moreover, the Virginia Poverty Reduction Task Force
(VPRTF) indicated a goal of expanding safety- net opportunities for families including:
unemployment supports; greater access to Medicaid and other government programs including
nutrition programs and Temporary Assistance for Needy Families (TANF).
Child Poverty and Well-being: The Importance of Early Childhood Services
Research suggests that twice (200%) the federal poverty level (FPL) is what is needed to meet a
family’s most basic needs. In 2010 approximately 35% of young children in VA were
considered low-income or living in families below 200% of the FPL, compared to 48% at the
national level. Among young children in VA, 36% of children under age three and 34% of
children three to five were low-income in 2010 (National Center for Children in Poverty, 2010,
http://nccp.org/profiles/VA_profile_8.html). Although poverty rates across all of northern part
of VA, where George Mason is located, the vast majority (80%) of low-income individuals and
families in VA were living in urban and suburban areas in 2008, of which much of northern VA
is comprised (Task Force for Poverty Reduction in Virginia, 2010,
http://www.dss.virginia.gov/geninfo/reports/agency_wide/poverty_long.pdf).
National and international research indicates the negative impact of poverty on young children’s
developmental outcomes (Bradley & Corwyn 2002; McLoyd, 1998). Studies reinforce however
that early childhood programs for young children and their parents can buffer the ill-effects of
poverty (Campbell et al., 2012; NICHD NICCRN, 2005). Consequently, at the national level
there is an ever-increasing need for family practitioners, policy makers, and researchers to tackle
issues of child poverty and well-being. At the state level, the Task Force for Poverty Reduction
in Virginia (TFPRV), which formed in 2009, indicates investing in young children and
strengthening family relationships as a primary goal towards reducing poverty in Virginia
(http://www.dss.virginia.gov/geninfo/reports/agency_wide/poverty_long.pdf, 2010). With a
focus on reducing poverty, specifically child poverty, and improving child and family wellbeing, TFPRV recommends the expansion of early childhood care and education (ECCE) across
VA, an increase in support for at-risk students including a “coordinated interdisciplinary”
strategy, and expanded funding for nutrition assistance programs and health care benefits.
Moreover, the Virginia Early Childhood Comprehensive Systems Project (VECCS) is a federally
funded initiative to build a comprehensive early childhood system in VA including: early
childhood care and education, parent education and family supports, behavioral health, and
13
health care and insurance
(http://mchb.hrsa.gov/programs/earlychildhood/comprehensivesystems/plansandmodels/stateplan
s/vaexecsumm.pdf). These efforts to address child and family poverty through both TFPRV and
VECCS indicate a potential expansion of programs in VA to support families moving out of
poverty. This will require practitioners who are prepared to work with diverse families in a
variety of early childhood programs including education, youth services, nutrition, and health.
Availability of Mason HDFS graduates with a focus on early childhood services will certainly
support the states’ immediate efforts in these areas.
The Graying Trend: The Importance of Understanding Adult Development and Aging
In 2011, baby boomers began to reach retirement age, and it is predicted that by 2050, over 20%
of the population will be over age 65. This graying trend is reflected nationally and at the local
level. Because of sheer numbers, these individuals’ sociocultural experiences in terms of
education, work experiences, economic well-being, marriage and divorce, as well as lower levels
of fertility, the needs of this group are not only unique from previous cohorts, but they are also
significant (Jacobsen, Kent, Lee, & Mather, 2011). Moreover with individuals living to older
ages, there is an increased need for caregivers for these older adults. Consequently, programs in
which students are trained to work in a variety of capacities with older adults are necessary to
create an effective work force ready to address the issues of our aging population in VA and
nationwide.
On the other hand, cognitive decline in old age is not universal. There is increasing evidence that
30-50% of healthy older people do not decline cognitively (e.g. Persson et al., 2006; Schupf et
al., 2004). Many older people benefit cognitively from moderate aerobic exercise (Colcombe et
al., 2004) and also from formal cognitive training (e.g. Lovden et al., 2010). Several pilot
projects trained low-income older people to assist in inner-city schools and found that not only
did the older people benefit cognitively but the schools benefited from the assistance (e.g. StineMorrow et al., 2008). These relatively new findings in the cognitive aging literature are related
to a change not only in the role of older people in communities but also the type of services those
people will need. Therefore, students will be exposed to current literature showing that older
people can be a potential resource as well as a burden. Among the services that will be needed
for the growing proportion of the population that is aged is access to affordable cognitive and
physical stimulation. Specifically needs of older people are expanding from assistance with
“activities of daily living” to include “lifelong” learning programs and exercise programs tailored
or their needs. The HDFS courses aimed at aging will effectively prepare students in the
program for those demands.
Employment Demand
The Bureau of Labor Statistics (BLS), U.S. Department of Labor “Occupational Outlook
Handbook” at www.bls.gov/oco was reviewed on 10-8-12 for positions related to this proposal.
The table below summarizes the findings. Note that more than one position are categorized
together.
Position
Child and family
Job Outlook
Employment of mental health counselors is expected to grow
14
counselors/
Mental health counselors
and marriage and family
therapists
Gerontology social
workers/ Child abuse
workers/
Child and family service
workers/
Child protective service
workers/
Social workers
Childcare workers/
Childcare aides/
Childcare attendants/
Family childcare
providers
Childcare center
administrators/
Childcare center
directors/ Preschool and
childcare center directors
Gerontology assistants/
Family service assistants/
Mental health aides/
Social and human service
assistants
by 36 percent from 2010 to 2020, much faster than the
average for all occupations. Employment of marriage and
family therapists is expected to grow by 41 percent from
2010 to 2020, much faster than the average for all
occupations. Growth is expected as the overall population
grows and as insurance companies increasingly provide for
reimbursement of counselors and marriage and family
therapists as a less costly alternative to psychiatrists and
psychologists.
Employment of social workers is expected to grow by 25
percent from 2010 to 2020, faster than the average for all
occupations. Growth will be due to an increase in demand for
health care and social services but will vary by specialty.
Employment of childcare workers is expected to grow by 20
percent from 2010 to 2020, faster than the average for all
occupations. Growth is expected because of increases in the
number of children who require childcare and continued
demand for preschool programs.
Employment of preschool and childcare center directors is
expected to grow by 25 percent from 2010 to 2020, faster
than the average for all occupations. Continued demand for
preschool programs and childcare is expected to contribute to
growth.
Employment of social and human service assistants is
expected to grow by 28 percent from 2010 to 2020, faster
than the average for all occupations. There should be good
job prospects, as low pay and heavy workloads cause many
workers to leave this occupation.
We examined positions requiring education at the BA level. These announcements include the
degree plus varied amounts of experience. HDFS graduates will have 1 year of experience as
required in the program and often have other prior related employment that can count for
experience. Because some HDFS graduates will not have the needed experience upon
graduation, we have also included positions that do not require the degree but that might be
secured to obtain employment experience. Positions include are those related to the three tracks
of study in the program.
Data from the Virginia Employment Commission (VEC) at www.vawc.virginia.gov were
retrieved on 10-8-12. Below are employment projections in main areas of employment related to
our proposal.
Occupational
2010
2012 Projected
Total 2010-
Total Annual
15
MSAB 11/17/12 2:57 PM
Comment [1]: Comment from Ellen to Robin – Is
this wise or risky?
Title
Child Care
Workers
Other Personal
Care and
Service
Workers
Personal and
Home Care
Aides
Other
Protective
Service
Workers
Other
Protective
Service
Workers
Estimated
Employment
Employment
2012
Employment
Change
Avg. Percent
Change
20,450
20,822
372
0.9%
60,469
63,729
3,260
2.7%
17,529
19,765
2,236
6.2%
40,571
41,681
1,110
1.4%
40,571
41,681
1,110
1.4%
See Appendix D, part 1 for job announcements and Appendix D, part 2 for letters of support
from potential employers.
Student Demand
We have collected student demand information for the BA HDFS using two surveys of different
prospective student populations, Mason undergraduate students entering in Fall 2012 and Mason
students with undeclared majors in Spring 2012. Copies of the surveys are included in Appendix
E.
The first survey of students entering Mason for undergraduate study in Fall 2012 was distributed
in August, 2012. Eighty-five students responded. Of these, 81% were freshmen and 19% were
transfer students. Demographic information was a follows: 16% male, 82% female; 71%
Caucasian, 2% Latina/Hispanic, 14% Asian, 15% Black/African American, 1% Native
Americans, and 7% other. The modal age of respondents was 18 years with a range from 17 to
52. Results indicated the following percentage (and associated raw number) of interest in an
undergraduate major (BA degree) in Human Development and Family Science: Likely or very
likely 17.6% (15); maybe 34.1% (29); not likely 48.2% (41). Of the three concentrations
proposed, the following percentage (and associated raw number) of likely interest in Early
Childhood Development and Services was 33.3% (28); Adult Development and Aging was 12%
(10); and Family Processes and Policy was 21.7% (18). We asked an open-ended question about
potential careers respondents were pursuing and ones listed related to this major were business
owner, art therapist, engineer, social work, nutritionist, not sure. We asked an additional openended question soliciting additional comments. Representative responses are included in
Appendix E.
16
The second survey was conducted for students in introductory university courses (University 100
and Psychology 100) as part of an effort to solicit information from undeclared majors and
declared majors early in their program of study. Data were collected during April and May,
2012. Sixty-three students responded. Of these 27% had undeclared majors and 73% had
declared their major such as Psychology. Demographic information was a follows: 24% male,
76% female; 48% Caucasian, 16% Latina/Hispanic, 13% Asian, 16% Black/African American,
no Native Americans, and 10% other. The modal age of respondents was 19 years with a range
from 18 to 51. Results indicated the following percentage (and associated raw number) had an
interest in an undergraduate major (BA degree) in Human Development and Family Science:
Likely or very likely 14% (9); maybe 29% (18); not likely 57% (36). Of the three concentrations
proposed, the following percentage (and associated raw number) of likely interest in Early
Childhood Development and Services was 40% (26); Adult Development and Aging was 16%
(10); and Family Processes and Policy was 21% (13). We asked an open-ended question about
potential careers respondents were pursuing and ones listed related to this major were family
counselor, psychology of childhood offenders, nursing, teacher, doctor, job in camp, child
development, community health, child development. Forty-one students responded to this
question. We asked an open-ended question soliciting additional comments and these are
included in Appendix E.
_____________________________________________________________________________
STATE COUNCIL OF HIGHER EDUCATION FOR VIRGINIA
SUMMARY OF PROJECTED ENROLLMENTS IN PROPOSED PROGRAM
MSAB 11/17/12 2:19 PM
Comment [2]: Robin Parker working on this
section
Projected enrollment:
Year 1
Year 2
Year 3
Year 4
Target Year
(2-year institutions)
Year 5
Target Year
(4-year institutions)
20xx – 20xx
20xx – 20xx
20xx – 20xx
20xx- 20xx
20xx – 20xx
HDCT FTES HDCT FTES HDCT FTES HDCT FTES
GRAD
--
HDCT
FTES
This table projects the estimated headcount and FTE (full-time equivalent) for the proposed
program. The projections are done by the Provost’s Office. Please contact Robin Parker or
Renate Guilford ([email protected]) for assistance.
Duplication
There are only three comparable four-year degree programs offered in Virginia:
17
GRAD
•
•
•
Liberty University – Family and Child Development, B.S. (19.0701)
Southern Virginia University – Family and Child Development, B.A. (19.0701)
Virginia Tech – Human Development, B.S. (19.0701)
Liberty University has a similar program mission and a number of comparable course/topic area
requirements, but there are significant differences. First, Liberty University is a private
institution and their degree has a definite religious focus. The required curriculum is from a
single department, and therefore not interdisciplinary (as ours is). In relation to required
coursework, there is no diversity, human services delivery, or applied research methods
components in the degree, nor an adult development/aging component in the required core.
While Liberty’s program has an internship requirement, it is only 3 credits (one semester), while
our program includes two, 3-credit internships during students’ last two semesters to help them
transition into full-time employment following graduation. There are no focus tracks in the
Liberty University degree; however, our program provides students with the option of focusing
on early childhood, family dynamics and policy, or adulthood and gaining in addition to
preparing them with a rigorous set of core courses. Geographically, the university is relatively
far from Northern Virginia. Finally, program enrollment and degrees awarded are much smaller
than our target goals.
Southern Virginia University also has a similar program mission and a number of comparable
course/topic area requirements, but again there are significant differences. First, it too is a
private institution and the degree has a secular focus. The required curriculum is from a single
department, and therefore likely has less of an interdisciplinary focus than our proposed
program. In relation to required coursework, there is no diversity or human services delivery
components in the degree, nor an adult development/aging component in the required core. Also
there are no internship requirement or focus tracks in their degree. Geographically, the Southern
Virginia University is relatively far from Northern Virginia. Finally, program enrollment and
degrees awarded are much smaller than our target goals.
Virginia Tech’s program is the most similar to the one currently proposed. It is a large public
institution, and the degree program has a similar mission and a number of comparable
course/topic area requirements. In addition, the Virginia Tech program offers three similar
tracks within the degree (Child and Adolescent Development, Family Gerontology, Professional
Helping Skills). Finally, the program enrollment and degrees awarded are similar to our target
goals. However, there are differences: the majority of coursework is from a single department
and therefore not necessarily interdisciplinary, the diversity component in the required core is
narrower than ours, half of the Virginia Tech course is focused on gender issues, and their
helping skills track does not emphasize family dynamics as does our family processes and policy
tracks. Geographically, the university is not in Northern Virginia.
Table II. Enrollments and Degrees Awarded at Comparable Programs in the Commonwealth
18
Enrollments4
Virginia Tech
Liberty University
Southern Virginia University
Degrees Awarded5
Virginia Tech
Liberty University
Southern Virginia University
Fall
2007
148
Fall
2008
164
Fall
2009
222
31
2007-08
68
32
2008-09
48
5
7
34
2009-10
68
36
7
Fall
2010
347
143
38
2010-11
91
48
15
Fall
2011
419
156
37
2011-12
Projected Resource Needs
In a narrative, describe the available and additional program resources anticipated in the
following categories, explaining the need to operate the program:
This is not a mechanism for requesting additional resources; you do that through the regular
budget process. Provide a description of the resources that the department or college (or some
partner) will provide for the proposed program. Important: Can the proposed program initiate
and operate without compromising existing programs?
Robin Parker will develop the text for the subsections below, based on the enrollments projected
for the program. Robin will also develop the charts identified as Part B, Part C and Part D.
Full-time Faculty- CEHD adding new position for Fall 2013
Part-time Faculty from Other Academic Units
Adjunct Faculty
Graduate Assistants
Classified Positions
Targeted Financial Aid
Equipment
Library
Telecommunications
Space
Other Resources - 10 to 25K for partnership support to have sufficient internship sites
Explanation of Allocated and/or Re-allocated Funds
______________________________________________________________________________
PROJECTED RESOURCE NEEDS FOR PROPOSED PROGRAM
Part A: Answer the following questions about general budget information.
•
Has or will the institution submit an addendum budget request to
cover one-time costs?
Yes
No
X
4
State Council of Higher Education for Virginia (SCHEV). Fall Headcount Enrollment by Race/Ethnicity, Gender
and Program Detail. http://research.schev.edu/enrollment/E16_Report.asp. (Accessed [DATE]).
5
State Council of Higher Education for Virginia (SCHEV). Completion, Program Detail C1.2.
http://research.schev.edu/Completions/C1Level2_Report.asp. (Accessed [DATE]).
19
•
•
•
•
Has or will the institution submit an addendum budget request to
cover operating costs?
Will there be any operating budget requests for this program that
would exceed normal operating budget guidelines (for example,
unusual faculty mix, faculty salaries, or resources)?
Will each type of space for the proposed program be within
projected guidelines?
Will a capital outlay request in support of this program be
forthcoming?
Yes
No
X
Yes
No
X
Yes
X
No
Yes
No
X
Part B: Fill in the number of FTE positions needed for the program
Full-time faculty*
Part-time faculty (faculty
FTE split with other unit(s))
Adjunct faculty
Graduate assistants
Classified positions
TOTAL
* Faculty dedicated to the
program
** Added after initiation
year
Program Initiation Year
200XX – 20XX
On-going
and
Added
reallocated
(New)
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Expected by
Target Enrollment Year
20XX – 20XX
Added
(New)**
0.00
Total FTE
positions
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
0.00
Part C: Estimated resources to initiate and operate the program
Program Initiation Year
20XX – 20XX
Expected by
Target Enrollment Year
20XX- 20XX
Full-time faculty
salaries
fringe benefits
Part-time faculty (faculty
FTE split with unit(s))
salaries
fringe benefits
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
Adjunct faculty
0.00
0.00
0.00
0.00
20
MSAB 11/17/12 2:19 PM
Comment [3]: Might be needed as enrollment
increases and class size increases
salaries
fringe benefits
$0
$0
$0
$0
$0
$0
$0
$0
Graduate assistants
salaries
fringe benefits
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
Classified Positions
salaries
fringe benefits
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
0.00
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
$0
Personnel cost
salaries
fringe benefits
Total personnel cost
Equipment
Library
Telecommunication costs
Other costs (specify)
TOTAL
Part D: Certification Statement(s)
The institution will require additional state funding to initiate and sustain this program.
Yes
Signature of Chief Academic Officer
No
Signature of Chief Academic Officer
If “no,” please complete items 1, 2, and 3 below.
1. Estimated $$ and funding source to initiate and operate the program.
Funding Source
Reallocation within the
department (Note below the
impact this will have within the
department.)
Reallocation within the school
Program initiation year
20XX-20XX
Target enrollment year
20XX-20XX
21
or college (Note below the
impact this will have within the
school or college.)
Reallocation within the
institution (Note below the
impact this will have within the
institution.)
Other funding sources (Please
specify and note if these are
currently available or
anticipated.)
2. Statement of Impact/Other Funding Sources.
3. Secondary Certification.
If resources are reallocated from another unit to support this proposal, the institution will not
subsequently request additional state funding to restore those resources for their original purpose.
Agree
Signature of Chief Academic Officer
Disagree
Signature of Chief Academic Officer
22
Appendices
23
Appendix A- Course Descriptions
Major Core
(*New courses are noted with an asterisk)
*HDFS 200: 3 credits- Individual and Family Development
Examines how individuals and families function and develop over the lifespan. Uses a
multidisciplinary approach to integrate theories of family science and human development
emphasizing the role of contextual factors in contemporary families’ lives. Explores the impact
of gender, socioeconomics, race/ethnicity, culture, and immigrant status on human development
and family relationships. Introduces a basic model of scientific inquiry and theorizing.
*HDFS 300: 3 credits- Individual and Family Service Delivery
Overview of human services delivery with a focus on families. Explores the historical and social
contexts as well as the theoretical orientations of systems that shape delivery of services to
families. Examines: 1) economic and cultural barriers that prevent families from gaining access
to services; 2) social policy surrounding services for families; 3) ethical and legal issues in
family services.
*HDFS 498: 3 credits- Internship & Analysis in HDFS
First course in a two-course series that supports students in their internship and in transitioning
from student to professional. Enables students to discuss work-related experiences within the
context of developmental and family theories and research. Fosters and promotes professional
development through class and small group discussions, activities, lectures, guest speakers, and
practical assignments.
*HDFS 499: 3 credits- Advanced Internship in HDFS
Accompanies the second semester of the required internship experience. Supports students in the
development and implementation of a program for staff and/or clients at internship site.
Examine internship-related experiences within the context of developmental and family theories
and empirical research. Contemplate and prepare for the transition to professional.
Infant, Child, and Adolescent Development Courses (students choose one)
ECED 401: 3 credits- Developmental Pathways of Diverse Learners, Birth-Adolescence
Examines child and adolescent development from diverse perspectives. Addresses typical and
atypical physical, social, and emotional, language, and intellectual development. Explores role of
individual differences and culture in understanding and interpreting child and adolescent
development.
EDUC 302: 3 credits- Human Growth and Development
Introduction to educational issues; not applicable in graduate-level teacher education programs.
Examines human development through life span with special emphasis on cognitive, language,
A-1
physical, social, and emotional development of children. Emphasizes contemporary theories of
human development and their relevance to educational practice.
NCLC 316: 4 credits- Introduction to Childhood Studies
Focuses on the study of childhood from birth to adolescence from the perspective of several
disciplines. Covers childhood theory, research, and policy and their applications to decisions
regarding children and youth.
PSYC 211: 3 credits- Developmental Psychology (prereq = PSYC 100)
Review of major developmental theories including perspectives of childhood, adolescence,
adulthood, and old age.
PSYC 313: 3 credits- Child Development (prereq = 6 credits of PSYC)
Study of human psychological development from conception to adolescence including such
topics as genetic factors, emotional and intellectual growth, and environmental influences.
Adult Development and Aging Courses (students choose one)
PSYC 415: 3 credits- Psychological factors in Aging (prereq = PSYC 100)
Examination of the sensory, perceptual, intellectual, and personality changes that occur in older
people. Common adjustment problems as well as more serious adjustment difficulties are
discussed. Applications of various personality theories of aging.
SOCI 441: 3 credits- The Sociology of Aging (prereq = 6 credits of SOCI)
Aging from a sociological perspective. Topics include demographic trends and aging population
in America, social construction of life stages and creation of “old age,” cultural labeling, and
human resistance.
Family Processes Courses (students choose one)
ECED 404: 3 credits- Families, Communities, and Schools
Focuses on strategies for developing culturally appropriate family-professional partnerships to
benefit children, including children from diverse cultural and linguistic backgrounds and children
with special needs. Explores theories and research supporting a family-centered approach.
NCLC 317: 4 credits- Issues in Family Relationships
Dynamics of family systems and issues that shape relationships among family members. How
families evolve as members grow, leave, and create related family systems; family roles and
forms; and communication patterns, decision- making, conflict, stress, and power. Content draws
from family communication, family relations, psychology, and counseling. Lecture, discussion,
observation, analysis, research, and role-playing.
PSYC 466: 3 credits- Psychology of Intimate Relationships (prereq = PSYS 100 & 231)
A-2
Advanced survey of theories and research related to intimate relationships, including romantic
relationships and those among family members and friends.
SOCI 309: 3 credits- Marriage, Family, and Intimate Life
Uses a sociological framework to analyze and understand the diverse forms of contemporary
families–traditional marriages, cohabitation, domestic partnerships, single-parents families,
stepfamilies, and gay and lesbian families. Explored are topics such as changes in sexual mores,
reflected in new dating practices; shifting parenting roles; effects of social class, race and
ethnicity; and the outcomes of divorce for couples and children.
Diversity Courses (students choose one)
ANTH 315: 3 credits- Socialization Processes: Family, Childhood, Personality in Cross-Cultural
Perspective (prereq = ANTH 114 & 60 credits)
Examines aspects of the cultural transmission process in specific local cultures selected from
various world culture regions, with emphasis on transmission of cultures.
ATEP 205: 3 credits- Cultural Competence
Explores cultural competence and its integration for effective professional practice. Includes
communication styles, daily living practices, common sensitivities, self-awareness, and historical
cultural implications in multicultural environments.
EDUC 203: 3 credits- Human Disabilities in American Culture
Provides a perspective in human disabilities in American culture through awareness, historical
and political implications, and technological applications. Demonstrations, discussions, and
explorations of this culture by age groups, professions, and life domains will be included.
HEAL 350: 3 credits- Interventions for Populations and Communities at Risk
Identifies culturally, physically, emotionally, mentally, and demographically diverse populations
and communities at risk. Covers implications for developing innovative programs and role of
HFRR interventions.
NCLC 320: 6 credits- Construction of Differences: Race, Class, and Gender
Investigates race, sex, sexual orientation, and social class in contemporary American society.
Examines commonalities in the construction of these categories and experiences of those who
occupy them.
NCLC 336: 3 credits- Poverty, Wealth and Inequality in the US
Explores the social, cultural, political, and spiritual implications of poverty, wealth, and
inequality in the United States. Examines the ways in which class identity informs one’s views of
the world and its politics; how socioeconomic status affects one’s access to education and other
social goods; and how dominant discourses and stereotypes related to poverty influence mass
perception regarding a range of social issues, from educational policy to welfare.
PSYC 379: 3 credits- Applied Cross-Cultural Psychology (prereq = PSYC 100)
A-3
A review of important landmarks in cross-cultural research, showing how this research impacts
psychology as a discipline. Emphasizes an empirical approach to cross-cultural study and
includes topics such as theoretical and empirical developments in cross-cultural psychology,
development of coherent schema’s to guide cross-cultural research and interventions,
comparison of psychology’s goals and assumptions in Western and other cultures, and
integration of course materials into educational and career goals of students.
SOCI 355: 3 credits- Social Inequalities
Studies class structures and implications for individuals and groups in modern society. Explores
issues of race and ethnicity, language and immigration status, sex and gender, social class, age,
and sexual orientation. Examines critically the theory and research that explore the construction,
experience, and meaning of such differences.
Applied Research Methods Courses (students choose one)
PRLS 450: 3 credits- Research Methods (prereq =60 credits and one of the following: STAT
250, DESC 210 OM 210, SOC 313, OM 250, or IT 250)
Covers the development of empirical research designs for both practical and theoretical problems
in health, fitness, and recreation resources management. Includes literature review of
hypothesized relationships, and formulation of research proposals.
PSYC 301: 3 credits- Research Methods in Psychology (prereq = 6 credits of psychology,
including PSYC 300 as prerequisite or corequisite)
General research design in psychology, with an emphasis on experimental design and control.
Topics include use of human participants in research, reliability and validity, observational
methods, and survey and longitudinal designs.
SOCI 303: 4 credits- Sociological Research Methodology (prereq = SOCI 101 or 102)
Introduces empirical design in sociological research: historical development, research design,
sampling, methods of gathering data, sociometric scales, analysis and interpretation of results,
and research reporting.
Concentrations
Early Childhood Development and Services
CEHD Courses
ECED 402: 3 credits- Foundations of Language and Literacy for Diverse Young Learners
Examines complexity of language acquisition and literacy development. Focuses on typical and
atypical language development, connections between language and literacy, and diversity of
communication styles in families and cultures. Emphasizes first and second language acquisition.
A-4
ECED 403: 3 credits- Inclusive Curriculum for Young Learners- Planning Instruction and
Guidance
Explores principles of learning, curriculum development, and relationship between assessment
and instruction. Examines role of play and active exploration in learning. Addresses guiding
children’s behavior and the role of families and culture in children’s learning.
ECED 405: 3 credits- Introduction to Early Childhood Special Education
Surveys current knowledge about young children with disabilities within the context of human
growth and development and learning expectations in the preschool years. Includes historical
factors and legislation affecting service delivery.
ECED 422: 3 credits- Developing Language, Literacy, and Communication of Diverse Young
Learners
Examines strategies to develop language, literacy, and communication in young children with
varying abilities. Explores the importance of adult-child interaction and the effect of
bilingualism, cultural diversity, cognitive ability, and language disorders.
EDEP 402: 3 credits- Brain, Behavior and Neuroimaging in Children (prereq= junior status)
Focus on research regarding the development of cognitive processes in children, their
neurobiological substrates, and the imaging technology used to explore the functioning brain.
EDEP 405: 3 credits- The Neuroscience of Learning and Cognition (prereq= junior status)
Focuses on research regarding the development of cognitive processes in children and adults of
various ages, their neurobiological substrates, and the imaging technology used to explore the
functioning brain.
EDLE 420: 3 credits- Organization and Management in Schools (prereq= EDUC 300)
Studies basic issues in leadership, organization, and governance of schools. Explores theories
and models of leadership how leaders conceptualize school organization, with an emphasis on
distributed leadership in professional environments, systems thinking, and organizational change.
EDRD 301: 3 credits- Facilitating Literacy in Schools or Community Settings
Provides knowledge, teaching strategies, and support for students working with developing
readers and writers. Emphasizes implementation strategies that foster literacy development;
incorporation of trade books and technology resources into individual and small group work; and
reflection.
EDSE 440: 3 credits- Characteristics of Students with Disabilities who Access the General
Curriculum
Covers theories and specific conditions in learning disabilities and emotional disorders. Includes
the impact of these learning and behavioral differences on academic and social and emotional
performances. Addresses diversity within student populations. Experiential, observational, and
interactive strategies, including use of technological advances, are used to facilitate fulfillment of
the outcomes established for the course.
EDSE 461: 3 credits- Introduction to Applied Behavior Analysis (prereq=EDSE 460)
A-5
Teaches students basic data collection, presentation, and analysis as it pertains to applied
behavior analysis; as well as procedures for determining intervention efficacy and selecting,
developing, or modifying interventions based on data, in educational and other settings to satisfy
part of the educational requirement to sit for the Board Certified Assistant Behavior Analyst
(BCABA) examination.
PHED 201: 3 credits- Developmental Motor Patterns
Analyzes motor-skill development and prescription of activities from immature to mature stages.
CHSS Courses
ANTH 315: 3 credits- Socialization Processes: Family, Childhood, Personality in Cross-Cultural
Perspective (prereq=ANTH 114 & 60 credits)
Examines aspects of the cultural transmission process in specific local cultures selected from
various world culture regions, with emphasis on transmission of cultures.
ENGH 452: 3 credits- Critical Study of Children’s Literature (ENGH 101 & 3 credits of
literature)
Examines the history and criticism of children’s literature and the strategies used by authors of
children’s literature to address their audience. Selected readings range from Puritan to
contemporary writing for children, as well as influential works in educational philosophy, such
as those by Locke and Rousseau.
NCLC 312: 3-6 credits- Images and Experiences of Childhood: Social Construct, Literature, and
Film
Immerses students in the images of childhood through the media of literature, video, and poetry,
with a strong emphasis on historical perspectives of childhood. The class is interactive, requires
some work in groups, and requires classroom participation.
NCLC 436: 4 credits- Social Justice Education
Examines educational policy, practice, and materials using a variety of lenses informed by social
justice theory and praxis. Investigates ways in which racism, sexism, economic injustice,
heterosexism, ageism, and other forms of discrimination influence schools and educational
access and opportunity for youth. Considers and practices what individuals and communities can
do to ensure that all students have equitable educational opportunities.
PSYC 304: 4 credits- Principles of Learning (prereq=PSYC 300)
Principles of animal learning, including such topics as classical and operant conditioning,
discrimination learning, and animal cognition.
PSYC 414: 3 credits- Behavior Disorders of Childhood (prereq= PSYC 313 & 325)
Review of the theories, methods, and research dealing with emotional and behavioral disorders
of children.
A-6
PSYC 461: 1-3 credits- Special Topics Credits (if it relates to early childhood development and
services)
SOCI 360: 3 credits- Youth Culture and Society
Introduces sociology of youth and youth culture. Investigates social, economic, and political
realities of youth as a group and different groups of youth, including youth cultural production,
formation of youth culture, and youth identities in variety of social settings.
CHHS Courses
SOCW 423: 3 credits- Social Work with Children and Adolescents (prereq= 45 credits)
Major needs of children and adolescents, and implications for social work practice. Problems of
family and peer group relationships, occupational choice, sexual and scholastic adjustment, and
special problems of racial and cultural alienation, alcohol and drug abuse, and delinquency.
Reviews various theoretical orientations and evidence from research. Analyzes both individual
and group approaches to counseling and treatment.
Adult Development and Aging
CEHD Courses
HEAL 110: 3 credits- Personal Health
Focuses on individual health improvement by studying mental/emotional well-being, fitness,
nutrition, drug abuse prevention, consumerism, safety and other topics.
HEAL 220: 3 credits- Dimensions of Mental Health
Focuses on integrating behavioral and sociocultural factors in studying mental health.
HEAL 230: 3 credits- Introduction to Health Behavior
Introduces health behavior in context of health psychology. Explores various theoretical models
to understand health, illness and sick-role behaviors. Studies health and disease from a
biopsychosocial perspective. Examines means of preventing and treating health problems.
HEAL 310: 3 credits- Drugs and Health
Analyzes drug use, with emphasis on positive aspects, and presents alternatives to drug misuse
and abuse.
HEAL 312: 3 credits- Health and Wellness Choices
Actively involves students in becoming managers of their personal health and well-being
throughout life span. Consistent with Healthy People 2000 goals for nation. Emphasizes lifestyle
activity and fitness, behavioral change, and maintenance.
HEAL 323: 3 credits- Program Leadership and Evaluation
Covers leadership and evaluation of health, fitness, and recreation programs. Uses computer
technology to study evaluative aspects of program planning and administration.
A-7
HEAL 325: 3 credits- Health Aspects of Human Sexuality
Covers biological, behavioral, and sociocultural factors in human sexual behavior.
TOUR 190: 3 credits- Wedding Planning
Introduction to the planning and management of weddings. Explores social, political, economic,
cultural, religious, and historical influences on wedding planning decision-making and business
strategies. Reviews practices relevant to successful wedding planning, and consultancy for
diverse clients and settings.
CHSS Courses
NCLC 317: 4 credits- Issues in Family Relationships
Dynamics of family systems and issues that shape relationships among family members. How
families evolve as members grow, leave, and create related family systems; family roles and
forms; and communication patterns, decision- making, conflict, stress, and power. Content draws
from family communication, family relations, psychology, and counseling. Lecture, discussion,
observation, analysis, research, and role-playing.
NCLC 379: 4 credits- Cancer and Its Social Impacts
Introduces epidemiology and biological basis for treatment and prevention of cancer. Students
consider the social impact of cancer by looking at how patients and families cope with the
disease. A portion of the learning community focuses on working with and learning from people
living with cancer. Designed for biology and premedicine students as well as non-science majors
interested in connecting the physiology of health and disease to the human spirit.
NCLC 400: 3 credits- Temptress: Constructs of Sex and Power
Examines the portrayal of powerful and/or sexual women throughout history, identifying famous
historical “temptresses” and investigating the facts known about them. Explores representations
and perceptions of contemporary female sexuality, considering possible future concepts and
images of female power and sexuality.
NCLC 405: 4 credits- Women and Leadership
Examines leadership within the context of the theoretical principles of women’s studies through
discussion of course texts, interactive exercises, field trips, documentary films, guest speakers,
and reflection. Investigates the role that gender plays in the various forms of leadership and
leadership styles. Explores the historical record of women in leadership roles, identifying the
barriers as well as the opportunities.
NCLC 410: 3-18 credits- Contemporary Health Issues
Looks at a variety of health and health care issues. Examines several of the major health
concerns of women and, to a lesser degree, men. Also explores the biology and medical
implications of these diseases and how our society deals with potential life-altering information.
Examines who is making the decisions on the allocation of research funds and prevention of
diseases.
NCLC 440: 3 credits- Death, Dying and Decision Making
A-8
Interdisciplinary examination of clinical care of dying persons along with psychosocial issues
related to processes of death and dying. Special emphasis on application of ethical principles in
resolving complex problems for individuals with life-threatening illnesses and their families as
care givers or decision makers. Students consider the changing norms and mores surrounding
end-of-life decisions and explore the care available to terminally ill patients.
PSYC 362: 3 credits- Psychology of Women (prereq= PSYC 100 and BIOL 103, 104)
Behavior and attitudes of women; influence of chromosomes and hormones on behavior,
influence of culture on sex role differentiation, and theories of sex role development.
PSYC 418: 3 credits- Death, Dying, and Grieving (prereq= PSYC 100)
Advanced survey of processes of grieving and their relationship to death and dying. Topics
include ways of dying, effects of death on loved ones, and care for the terminally ill.
PSYC 466: 3 credits- Psychology of Intimate Relationships
Advanced survey of theories and research related to intimate relationships, including romantic
relationships and those among family members and friends.
SOCI 315: 3 credits- Women and Men in Society
Analyzes the roles of men and women in contemporary American society. Focuses on the
perpetuation of and change in gender stratification using sociological concepts, theories, and
research. Elucidates how gender expectations are developed and transmitted. Uses historical and
comparative data and research on diversity in American society for analysis of causes and
consequences of gender inequality.
SOCI 441: 3 credits- The Sociology of Aging (prereq= 6 credits of SOCI)
Aging from a sociological perspective. Topics include demographic trends and aging population
in America, social construction of life stages and creation of “old age,” cultural labeling, and
human resistance.
WMST 307: 3 credits- Women and Work
Historical and contemporary accounts of women’s participation in paid and unpaid labor.
Analyzes the nature of women’s work through the divisions in the labor market due to gender,
race, nationality, ethnicity, and class. Provides a detailed look at occupational sex segregation,
sexual harassment, the glass ceiling, and the role of religion, culture, and education in
determining women’s opportunities and their value as workers and as family providers.
CHHS Courses
HAP 307: 3 credits- Assisted Living/ Senior Housing Management and Philosophy
Overview of growth of assisted living industry, its role in health care continuum, current or
proposed regulatory environments, and differences between assisted living and other forms of
senior health care and senior living services. Specific instruction provided in philosophy and
day-to-day management of assisted-living communities, including resident care, operations,
finance and budgeting, human resources and staffing, and successful marketing and community
A-9
relations. Also examines industry future, including cutting-edge programs and technologies, and
approaches to creating next generation of assisted-living services.
GCH 480: 3 credits- Health Maintenance and Health Aspects of Aging
Studies physiological and psychological factors that influence health and have implications for
preventive measures in disease and health disorders. Examines nutrition, nature of health
problems, and methods of assessing physical and psychological needs.
HHS 432: 3 credits- Healthy Aging
Offers a broad perspective of normal aging in the older adult, and the impact of chronic disease
and psychosocial and cultural factors on the aging process.
NUTR 422: 3 credits- Nutrition throughout the Life Cycle (prereq= NUTR 295)
Focuses on nutrient needs and food habits throughout life cycle. Emphasizes nutrient needs prior,
during, and after pregnancy, and nutritional requirements of infants, children, adolescents, adults,
and elderly.
SOCW 323: 3 credits- Human Behavior and the Life Course (prereq=SOCI 101, BIOL 103, and
PSYC 100)
Social systems approach unifying and integrating concepts and knowledge from biology,
anthropology, sociology, and psychology about human behavior. Applications to professional
practice, from social work literature to field experience.
SOCW 435: 3 credits- Introduction to Gerontology (prereq= 45 credits)
Surveys issues related to working with older adults, their families, and care providers. Studies
biological, psychological, and sociocultural aspects of aging, and unique problems with service
delivery to older persons. Examines forces that impinge on an older person, and explores critical
issues related to extended life span, family changes, institutionalization, and role of older persons
in society.
Family Processes and Policy
CEHD Courses
ECED 404: 3 credits- Families, Communities, and Schools
Focuses on strategies for developing culturally appropriate family-professional partnerships to
benefit children, including children from diverse cultural and linguistic backgrounds and children
with special needs. Explores theories and research supporting a family-centered approach.
HEAL 327: 3 credits- Women’s Health
Examines health issues unique to women, including health care, food and exercise, reproductive
and gynecological issues, chronic diseases, and issues of violence.
HEAL 480: 1-3 credits- Special Topics Credits (if it relates to family processes and/or family
policy)
A-10
PHED 340: 3 credits- Social and Cultural Issues in Physical Education
Studies contemporary and historical perspectives on socio-cultural and philosophical issues
influencing American public schooling and physical education teacher preparation, including
race, culture, ethnicity, nationality, globalization, socioeconomic status, gender, sexuality,
ability, obesity, and urbanization.
CHSS Courses
ANTH 315: 3 credits- Socialization Processes: Family, Childhood, Personality in Cross-Cultural
Perspective (prereq=ANTH 114 & 60 credits)
Examines aspects of the cultural transmission process in specific local cultures selected from
various world culture regions, with emphasis on transmission of cultures.
CONF 320: 3 credits- Interpersonal Conflict Analysis and Resolution (prereq= CONF 101 &
210)
Covers conflict at micro level, introducing theories drawn from various disciplines including
psychology, anthropology, and conflict resolution. Uses readings, case studies, and role plays to
develop ability to analyze and intervene in interpersonal conflicts. Also prepares for further
course work for interpersonal conflict concentration.
CRIM 406: 3 credits- Family Law and the Justice System (prereq= CRIM 100)
Introduction to the elements of family law, and exploration of its influence on American social
life and contemporary notions of justice. Topics include marriage and parenting, divorce,
custody and support, nontraditional families, and domestic violence.
NCLC 305: 6 credits- Conflict Resolution and Transformation
Examines the nature and dynamics of conflict and ways to resolve and transform conflict.
Experiential learning is used as the vehicle through which students explore their assumptions
about communication and develop their skills for resolving interpersonal conflicts.
NCLC 310: 3-6 credits- Violence and Gender
Using nonfiction, research documentaries, oral histories, case studies, literature, feature films,
music, dance, and visual arts, examines the dynamics of violence through different cultural
lenses. Students work in university and community settings to integrate their academic
experiences with practice.
NCLC 314: 6 credits- Conflict, Trauma, and Healing
Develops in students an appreciation of human resilience and helps them acquire better coping
mechanisms. Imparts knowledge of the nature and dynamics of trauma and healing. Investigates
the difficulties people face in responding to settings of conflict such as war, school shootings,
abuse, domestic violence, including natural disaster. Examines case studies from a variety of
personal, national, and international settings.
NCLC 317: 4 credits- Issues in Family Relationships
Dynamics of family systems and issues that shape relationships among family members. How
families evolve as members grow, leave, and create related family systems; family roles and
A-11
forms; and communication patterns, decision- making, conflict, stress, and power. Content draws
from family communication, family relations, psychology, and counseling. Lecture, discussion,
observation, analysis, research, and role-playing.
PSYC 466: 3 credits- Psychology of Intimate Relationships (prereq= PSYC 100 & 231)
Advanced survey of theories and research related to intimate relationships, including romantic
relationships and those among family members and friends.
SOCI 309: 3 credits- Marriage, Families, and Intimate Life
Uses a sociological framework to analyze and understand the diverse forms of contemporary
families–traditional marriages, cohabitation, domestic partnerships, single-parents families,
stepfamilies, and gay and lesbian families. Explored are topics such as changes in sexual mores,
reflected in new dating practices; shifting parenting roles; effects of social class, race and
ethnicity; and the outcomes of divorce for couples and children.
WMST 307: 3 credits- Women and Work
Historical and contemporary accounts of women’s participation in paid and unpaid labor.
Analyzes the nature of women’s work through the divisions in the labor market due to gender,
race, nationality, ethnicity, and class. Provides a detailed look at occupational sex segregation,
sexual harassment, the glass ceiling, and the role of religion, culture, and education in
determining women’s opportunities and their value as workers and as family providers.
CHHS Courses
SOCW 415: 3 credits- Child and Family Welfare (prereq= 45 credits completed)
Emphasizes viewing human development and child and family welfare services critically,
holistically, and contextually. Integrates ecological systems, human rights, and empowerment
perspectives for understanding delivery systems and persons in relation to their environment
across levels from individual to global. Provides overview of existing child welfare system with
focus on current issues, challenges, and at-risk populations.
SOCW 423: 3 credits- Social Work with Children and Adolescents (prereq= 45 credits
completed)
Major needs of children and adolescents, and implications for social work practice. Problems of
family and peer group relationships, occupational choice, sexual and scholastic adjustment, and
special problems of racial and cultural alienation, alcohol and drug abuse, and delinquency.
Reviews various theoretical orientations and evidence from research. Analyzes both individual
and group approaches to counseling and treatment.
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Appendix B – Sample Schedules
Sample Plan of Study for Full-Time Students (and part-time students, if applicable)
Typical 4-year Plan with 15-16 credits per semester (Lab Sciences are 4 credits)*
For a student who selects Child Development and Services as his/her concentration
First Year, First Semester (15 credits)
Social and Behavioral Science (SOCI 101) 3 credits
Written Communication 3 credits
Foreign Language 3 credits
Western Civilization 3 credits
Philosophy/ Religious Studies 3 credits
First Year, Second Semester (15 credits)
Quantitative Reasoning (STAT 250) 3 credits
Information Technology 3 credits
Foreign Language 3 credits
Social and Behavioral Science (PSYC 100) 3 credits
Non-western Culture 3 credits
Second Year, First Semester (16 credits)
Natural Science (Lab) 4 credits
Literature 3 credits
Foreign Language 3 credits
HDFS 200 3 credits
Elective 3 credits
Second Year, Second Semester (16 credits)
Natural Science (Lab) 4 credits
Global Understanding 3 credits
ECED 401 (Infant, Child, Adolescent Development HDFS Core) 3 credits
HEAL 350 (Diversity HDFS core) 3 credits
Elective 3 credits
Third Year, First Semester (15 credits)
Oral Communication 3 credits
Arts 3 credits
ENGH 302 3credits
PSYC 415 (Adult Development and Aging HDFS Core) 3 credits
ECED 404 (Family Processes HDFS core) 3 credits
Third Year, Second Semester (15 credits)
HDFS 300 (Synthesis) 3 credits
B-1
PSYC 301 (Applied Research Methods HDFS core) 3 credits
ECED 405 (HDFS concentration course) 3 credits
EDSE 440 (HDFS concentration course) 3 credits
Elective 3 credits
Fourth Year, First Semester (16 credits)
HDFS 498 3 credits
NCLC 436 (HDFS concentration course) 4 credits
PSYC 414 (HDFS concentration course) 3 credits
Elective 3 credits
Elective 3 credits
Fourth Year, Second Semester (15 credits)
HDFS 499 3 credits
ECED 403 (HDFS concentration course) 3 credits
EDSE 461 (HDFS concentration course) 3 credits
Elective 3 credits
Elective 3 credits
*The degree program is structured with multiple elective credits to allow:
• declaring the degree in a student’s sophomore/junior year (“discovery degree”)
• declaring the degree as a second major
• community college transfers to complete the degree in four semesters
• for the transfer of several AP or IB credits
• graduation in less than four years (with summer school)
• students to study abroad or co-op for a semester
• the declaration of one or more minors.
Example of a Part-time Enrollment Model (6-10 credits per semester)
For a student who selects Child Development and Services as his/her concentration
First Year, First Semester (6 credits)
Social and Behavioral Science (SOCI 101) 3 credits
Written Communication 3 credits
First Year, Second Semester (9 credits)
Western Civilization 3 credits
Natural Science (Lab) 4 credits
Foreign Language 3 credits
Second Year, First Semester (9 credits)
Quantitative Reasoning (STAT 250) 3 credits
Information Technology 3 credits
B-2
Foreign Language 3 credits
Second Year, Second Semester (9 credits)
Social and Behavioral Science (PSYC 100) 3 credits
Foreign Language 3 credits
HDFS 200 3 credits
Third Year, First Semester (10 credits)
Natural Science (Lab) 4 credits
Literature 3 credits
Philosophy/ Religious Studies 3 credits
Third Year, Second Semester (10 credits)
Global Understanding 3 credits
Oral Communication 3 credits
Elective 3 credits
Fourth Year, First Semester (9 credits)
ECED 401 (Infant, Child, Adolescent Development HDFS Core) 3 credits
HEAL 350 (Diversity HDFS core) 3 credits
Elective 3 credits
Fourth Year, Second Semester (9 credits)
Non-western Culture 3 credits
ENGH 302 3credits
PSYC 415 (Adult Development and Aging HDFS Core) 3 credits
Fifth Year, First Semester (9 credits)
ECED 404 (Family Processes HDFS core) 3 credits
Arts 3 credits
HDFS 300 3 credits
Fifth Year, Second Semester (9 credits)
PSYC 301 (Applied Research Methods HDFS core) 3 credits
ECED 405 (HDFS concentration course) 3 credits
EDSE 440 (HDFS concentration course) 3 credits
Sixth Year, First Semester (10 credits)
NCLC 436 (HDFS concentration course) 4 credits
PSYC 414 (HDFS concentration course) 3 credits
Elective 3 credits
Sixth Year, Second Semester (9 credits)
ECED 403 (HDFS concentration course) 3 credits
EDSE 461 (HDFS concentration course) 3 credits
Elective 3 credits
B-3
Seventh Year, First Semester (9 credits)
HDFS 498 3 credits
Elective 3 credits
Elective 3 credits
Seventh Year, Second Semester (6 credits)
HDFS 499 3 credits
Elective 3 credits
B-4
Appendix C - “Abbreviated CV’s” for Faculty
Asterilla, Glenda (Hope), (DA, Community College Education, George Mason University,
2008; MEd, Curriculum and Instruction, Howard University, 1975; BS, Speech Pathology,
Howard University, 1972). Her primary areas of specialty are in the area of youth development,
with attention to developing traditional and alternative educational programs. She has served as
a vice principal, literacy instructor, and consulting director with youth development programs in
Washington, DC.
Battaglia, Marjorie, Assistant Term Professor of Psychology: D’Youville College, BS, 1968
Bio-chemistry; Marymount University, MBA, 1989; Virginia Tech, Ph.D., Human
Development, concentration in Adult Learning, 2002. Neuroscience, Alzheimer’s Disease,
human development, lifespan development, cognition, learning and memory.(Current Funding:
$15,000)
Burns, M. Susan, Associate Professor of Education; Pennsylvania State University, BS, 1974,
Psychology, BS, 1974, Rehabilitation Education; Vanderbilt University, George Peabody
College, MA, 1980, Psychology, Ph.D., 1983, Psychology - Minor Special Education. Early
childhood education, special education, multilingual, literacy, cognition, poverty.
Brown, Elizabeth Levine, Assistant Professor of Education and Human Development; Colgate
University, BA, 2001, Psychology and Educational Studies (double major), American
University, MAT, 2004, Elementary Education; Washington College, MA, 2007, Psychology;
University of Pittsburgh, PhD 2011, Applied Developmental Psychology. Elementary education,
urban education, school mental health, teacher emotional labor, poverty, teacher preparation and
development.
Chazan Cohen Rachel, Associate Professor of Psychology; University of Pennsylvania, BS,
1988, Psychology; Tufts University, MA, 1994, Child Study; Yale University, PhD, 1997,
Psychology. Early childhood care and education, home visiting, program evaluation, parentchild relationship, infant mental health. (Current funding = $187,000/year)
Curby, Timothy W., PhD; University of Michigan, BS, 1997; University of Michigan, MA,
2004; University of Virginia, PhD-Educational Psychology, 2008; Educational Psychology,
Developmental Psychology, Teach-Child Interactions, Quantitative Methods; ($116,000)
Davis, Doris Bitler, Associate Professor of Psychology; Dickinson College, BA, 1982, MajorPsychology, Minor-Education; Hollins University, MA, 1984, Psychology; American University,
Ph.D., 1991, Psychology. Animal learning and cognition, choice behavior, the pedagogy of
psychology. (Current funding=$0)
Davis, Shannon, Associate Professor of Sociology. BA 1997, University of North Carolina Asheville; MS 2000, PhD 2004, North Carolina State University; work-family interface, workfamily gender ideologies, gender inequality, stratification, research methodologies.
C-1
Dunne, Kelly B., Term Assistant Professor of Integrative Studies. BA 1991, College of William
and Mary; MA 1997, George Mason University. Childhood Studies; History.
Ford, Martin E., Professor of Education and Senior Associate Dean; Pennsylvania State
University, College of Human Development, BS, 1975, Individual and Family Studies;
University of Minnesota, Institute of Child Development, PhD 1980, Child Psychology. Human
motivation across the life span, personal goals, personal agency, social purpose, competence
development, social intelligence, positive
psychology
Fulcher, Debra, Instructor; Elementary Education, B.S. 1975, George Mason University; M.Ed
Early Childhood, Minor Special Education Learning Disabilities, George Mason, 1978;
Educational Leadership/Administration Certificate, George Mason University,
2003. Curriculum, assessment, instruction, teacher supervision, mentoring.
Garner, Pamela Watkins, Associate Professor of Integrative Studies; BSW 1982, University of
Tennessee; MA 1988, University of Houston; Ph.D. 1992, Texas A&M University. Educational
Psychology: Human Development.
Ginsberg, Mark R., Professor of Education and Dean; The State University of New York,
College at Cortland, BA, 1975, psychology; The Pennsylvania State University, MS, 1978,
Human Development and Family Studies; The Pennsylvania State University, PhD, 1981,
Human Development and Family Studies, clinical psychology.
Gorski, Paul, Associate Professor of Integrative Studies. BS 1994, University of Virginia;
M.A.Ed., 1995, University of Virginia; Ph.D., 1998, University of Virginia; social foundations of
education, multicultural education, critical pedagogies, social justice education.
Greenwood, Pamela, Associate Professor of Psychology. BS 1969, University of Illinois; PhD,
1977, SUNY Stony Brook in Physiological Psychology. Cognitive aging, genetics of cognition,
cognitive training (Current funding = $50,000).
Gupta, Sarika S., Assistant Professor of Education, University of Maryland at College Park,
Early Childhood Education, BS, 2000, Early Childhood Special Education, M.Ed. 2003, Special
Education, Ph.D., 2010; University of Colorado Denver, Early Childhood Special Education
Leadership & Policy, PostDoc, 2011. Early childhood special education, preschool inclusion,
social-emotional development, autism, coaching, collaborative teaming, and systems-change.
Jacobs, Mark, Professor of Sociology. BA 1968, Columbia College, Columbia University; MA
1977, PhD 1987, University of Chicago, social inequalities, ethnography, culture.
Kinas Jerome, Marci, Assistant Professor of Education; The College of New Jersey, BS, 1999,
Special Education; George Mason University, M.Ed, 2001, Curriculum and Instruction: Assistive
Technology; George Mason University, Ph.D., 2008, Special Education and Assistive
Technology.
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Masters, Patricia, Term Associate Professor of Sociology. BA 1990, George Mason University;
MA 1993, PhD 1998, American University; childhood and youth culture, gender,
stratification/inequality, qualitative methods/ethnography.
Nasser, Ilham, Associate professor of Education, Hebrew University, Education and Teaching
English language and literature, BA, 1984. Hebrew University, Educational Counseling, MA,
1986. University of Maryland, Human Development and Child Study, Ph.D., 1997. Early
childhood education, teacher development and teaching in social, cultural, and political contexts.
Parham, Candace S., (MS, Exercise, Fitness, and Health Promotion, George Mason University,
2005; BS, Education, University of Virginia, 2003). Her primary areas of teaching are the
Athletic Training Education Program clinical practicum field experiences with emphasis on
physical assessment of the lower body, physical assessment of the upper body, therapeutic
modalities, and therapeutic exercise. Her primary research interest is cultural competence.
Pasnak, Robert, Professor of Psychology; University of Maryland, Psychology, BA, 1964,
Pennsylvania State University, Psychology MA, 1966, Pennsylvania State University,
Psychology, Ph. D, 1969, Minors Philiosphy of Science, Psychopjysiology, Early childhood
education, special education, cognitive development, (Current funding = $558,753)
Rosenblum, Karen, Associate Professor of Sociology. BA 1970, PhD 1979, University of
Colorado; comparative approaches to race, ethnicity, sex and gender, social class, sexual
orientation, and disability; American social problems, sociology of deviance.
Sanford, James F., Associate Professor of Psychology; B.A. Ohio Wesleyan University, 1966;
M.S. Kansas State University, 1968; Ph.D. Kansas State University, 1973. Memory and
cognition, false memory, cognitive bases for choice.
Shiraev, Eric, Senior Research Associate & term professor, St.Petersburg University (Russia),
BA, Psychology; 1980, MA+PhD, Psychology; 1983; UCLA Post Doc, 1989-1990; crosscultural psychology, political psychology, child acculturation, assessment of foreign leaders,
mental illness and culture, spirituality and health, character assassination (Current ext. funding
$35k)
Vesely, Colleen K., Assistant Professor of Early Childhood Education; Colorado State
University, B.S., 1999, Human Development and Family Studies; University of Connecticut,
M.A., 2006, Human Development and Family Studies; University of Maryland, Ph.D., 2011,
Family Science. immigrant families, families in poverty, child care, connection between families
and schools.
Wanschura, Patricia B., Term associate professor; St. Mary's College, IN, BA, Magna cum
laude, 1969, Psychology; University of Notre Dame, IN, MA, 1973, General Experimental
Psychology; University of Notre Dame, IN, Ph.D., 1974, Psychology. Child development,
cognitive development, cognitive strategies, developmental disabilities.
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Winsler, Adam, Professor of Psychology: University of New Mexico, BA, 1988
Psychology: Ph.D., Stanford University Child and Adolescent Development, 2004. Early
Childhood Education, Private Speech and Self-Regulation, School Readiness, Bilingual
Language Development. (Current Funding: $90,000)
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Appendix D, part 1 – Job Announcements
Below are two groups of job announcements, the first at the bachelors level. These
announcements include the degree plus varied amounts of experience. HDFS graduate have 1
year of experience as required in the program and often have other prior related employment that
can count for prior experience. Because there will be some HDFS graduates who will not have
the needed prior experience upon graduation, we have also included positions that do not require
the degree but that might be secured to obtain employment experience. Positions included are
those related to the three tracks of study in the program.
The announcements are screen-printed from the Web (or captured by PDF) or from email and
have the URL of the job announcement, a date stamp of the Web page, job title, degree, at the
appropriate level, required or preferred, duties/responsibilities, location and date of
announcement. The announcements have obtained within six months of submitting the proposal
to SCHEV.
See position announcements that are included in two documents, one BA level, one HS level.
BA level positions
INSERT ALL POSITIONS IN BA PDF FILE HERE
HS level positions
INSERT ALL POSITIONS IN HS PDF FILE HERE
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Appendix D, part 2 – Letters from Potential Employers
Below we include 8 letters from potential employers.
INSERT ALL EMPLOYER LETTERS PDF FILE HERE
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Appendix F – Student Demand
Surveys
Human Development and Family Science-Entering Students – Freshman and Transfer Students
Human Development and Family Studies: Entering Fall 2012
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Human Development and Family Studies: Entering Fall 2012
Page 2
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Human Development and Family Studies: Entering Fall 2012
Page 3
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Human Development and Family Science-Undeclared and early in program of study
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Written Responses from Surveys
Responses of students entering Mason for undergraduate study in Fall 2012.
- “I think it would be a good choice”
- “This major really interests me because I have considered majoring in Early Childhood
Development and would likely consider majoring in the Family Processes and Policy
concentration within it. I hope to know more about this concentration and its practicality after
college, concerning careers. ”
- “Sounds like a great idea. ”
- “Sounds like a good program!!! ”?
- “I think it is something good to start up and a lot of people will benefit from the program”
-“I have never really considered majoring in this program”
-“I feel as if it's an appealing major”
-“i feel its a good idea! im not majoring in early childhood education or adult development, but i
feel it would be good for others. ”
-“This major seems to encompass all the classes/areas of interest that I had hoped to either
pursue or at least look into. ”
-“It seems like a good program. ”,
-“I think this program could benefit a lot of people. Personally, not me but since it is geared
toward specific concentrations it could benefit a lot of others”
-“If I was not a rising senior transfer student, I'd consider this major. However, it's a little late
now. ”
- “good idea”
-“I think this program would be a good idea especially those trying to pursue teaching, since
there is no major for said career. ”
-“I think a lot of people would be interested in taking this program. I found it to be quite
intriguing. Good Luck!!”
Responses of students in UNIV 100 and Psychology 100 in Spring 2012
-“Some people will probably be very excited about this major. It's nice that it's interdisciplinary
and incorporates other areas of study”
-“I think it's a good idea. I am interested in it, however, I am just finishing freshman year so I'm
still not ready to make a commitment to anything yet. I would be interested in learning more
information and about what these majors would require.”
-“I WOULD LOVE THAT AS A MAJOR!!! I WOULD TAKE IT AS A MASTERS!!!!”
-“Great program to develop”
-“Thank you”
-“Sounds cool!”
-“love it.”
-I would be very interested in a Master's program in Human Development and Family Science.”
-“HURRY UP AND CREATE IT SO I CAN CHANGE MY MAJOR! Think of adding a five
year master program.”,
-“I want this program as my 2nd major!”
-“i'd like to learn more about it and it's requirements”
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Campbell, F.A., Pungello, E.P., Burchinal, M., Kainz, K., Pan, Y., Wasik, B.H., …Ramey, C.T.
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Casper, L.M., & Bianchi, S.M. (2002). Continuity and change in the American family
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Walsh, F. (2012). Normal family processes (4th ed.). New York, NY: Guilford.
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