HDFS - Human Development and Family Science

HDFS 101IS Indiv and Fam Dev: Lifespan: 3 Credits (3 Lec)

(F, Sp, Su) Examination of individual growth, development, and well-being within families across the lifespan from conception to death. Emphasis on classical and contemporary individual developmental, and family theories, current research, and practical applications for practitioners, teachers, and parents.

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Core Inquiry Outcomes: Understanding of disciplinary methods, including the kinds of questions asked in the discipline and the methods that practitioners use to explore those questions. Demonstrate critical thinking skills within the field. Demonstrate communication skills.
Describe individual growth, development (including physical, cognitive, emotional, and social development) and well-being as an ongoing process, involving both continuity and change for individuals and families across the lifespan.
Analyze different individual development and family trajectories influencing well-being guided by such theories as human development, family systems theory and human ecology.
Understand individual development and family well-being from a holistic perspective including cognitive, social/emotional, physical, financial, spiritual, and cultural influences.
Recall important developmental and well-being concepts from across the lifespan and be able to recognize and apply these concepts in various situations including family, social services, and other professional settings
Apply knowledge gained from the course text, readings and assignments to personal and/or professional life and express this through writing.

HDFS 138 Survey of Family Finance and Consumer Issues: 3 Credits (3 Lec)

(F) If you need to make dollars last throughout the semester, this class is for you! The course combines some basic economics with how to's of becoming financially literate. Covers earning, using credit, spending plans, avoiding fraud, and financial planning.

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Make more informed personal and family financial choices.\\n\\n
Explain 10 things about family finance that every college student needs to know
Relate the intersection of the role of money in your life to overall happiness
Discover techniques to increase your financial well-being
Weigh the costs and benefits of financial choices and set smart goals
Take steps to minimize threats to personal financial goals.

HDFS 218 Design, Fashion, and Textiles: 3 Credits (3 Lec)

(Sp) Methods of teaching textiles and apparel; wardrobe management: planning, selection, and purchase; design principles including color, lines, and emphasis; and the care of clothing and types and characteristics of fibers, production and properties of fabrics.

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Demonstrate management of individual and family resources such as... clothing.
Analyze the relationship between the global environment and family and consumer resources.
Analyze policies that support consumer rights and responsibilities
Analyze relationships between the economic system and consumer actions in a global context.
Analyze career paths within textiles, fashion, and apparel industries.
Evaluate textiles, fashion, and apparel products and materials and their use in diverse settings
Demonstrate textiles, fashion, and apparel design skills.
Demonstrate skills needed to produce, alter, or repair textiles, fashion, and apparel.
Evaluate elements of textiles, fashion, and apparel merchandising.

HDFS 237 Managing Work and Family: 3 Credits (3 Lec)

(F) This course focuses on how families acquire and use resources from work and the household to meet family goals and demands. Special attention to managing the dual demands of work and family in relation to the family's time, money, marital, and child-rearing responsibilities.

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Demonstrate use of the family resource management descriptive theoretical model as an organizing tool to analyze resource management problems faced by individuals and families.
Determine why the decisions to work for pay, work in the household, and enjoy leisure are fundamental decisions about how resources are acquired, used, and how these decisions shape the well-being of individuals and families. ;
Understand and apply Managerial concepts and their function as components of the individual and family resource management process.

HDFS 239 Contemporary Consumer Issues: 3 Credits (3 Lec)

PREREQUISITE: HDFS 138 or consent of instructor. (F) Theories of consumer economics will be introduced and applied to current consumer issues such as housing, food, health care, and energy

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identify how consumers are directly impacted by our economy and how their decisions as consumers in turn impact the economy.

HDFS 260 Middle Childhood and Adolescent Development: 3 Credits (3 Lec)

PREREQUISITE: HDFS 101IS or equivalent biological, cognitive, social, and emotional developmental processes during middle childhood and adolescence (9 to 25 years of age). (Sp) Major theoretical perspectives will be introduced to guide the study of typical human development during these developmental time periods. Contemporary issues regarding middle childhood and adolescence will be addressed

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Students will analyze fundamental human development theories relating to middle childhood and adolescence.
Students will critically examine the typical developmental tasks (i.e., biological, cognitive, social, and emotional) in middle childhood and adolescent development.
Students will evaluate the role of culture and context on middle childhood and adolescent development.
Students will evaluate and critique popular media depictions of middle childhood and adolescent development.

HDFS 261 Adult Development and Aging: 3 Credits (3 Lec)

PREREQUISITE: HDFS 101IS or EDEC 160 for majors or social science core for non-majors. (F) Focus on the adult stages of the life span and families with adult children; issues include intergenerational relationships; gender differences in individual, family, and career development; and the demographic and economic consequences of an aging population

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Evaluate major theories, components, and tenets of adult development utilizing a lifespan perspective to identify their applicability and limitations in diverse contexts.
Analyze problems, issues, and concerns confronting adults, and formulate actionable insights and strategies for addressing them from individual, family, and community perspectives.
Synthesize research methodology, theoretical approaches, and behavioral processes to critically examine and address transitions and events within a lifespan developmental perspective.

HDFS 263 Relationships and Family Systems: 3 Credits (3 Lec)

PREREQUISITE: Sophomore standing. (F, Su) Relationship development across the life cycle from a family systems perspective. Relationship dynamics through major relationship transitions including couple formation, cohabitation, marriage, parenthood, death, divorce, and remarriage will be examined. The diversity of family experiences will be emphasized

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analyze factual knowledge to critically evaluate marriage and family relationships.
synthesize and apply fundamental family and relationship theories to diverse contexts.
evaluate the influence of culture, gender, and ethnicity on marriage and family relationships, drawing connections to lived experiences.
apply course content into practical, real-life situations.
identify and examine career opportunities in Family Science to enhance their understanding of professional pathways.

HDFS 271 Statistical Measures of Well-Being: 3 Credits (3 Lec)

PREREQUISITE: Sophomore standing and any quantitative courses. (F) An introduction to quantitative and qualitative measures of well-being. Students will learn how to find, read, analyze, and interpret data related to the well-being of American families

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Analyze and apply appropriate measures of central tendency (mean, median, mode), variability (range, variance, standard deviation), validity and reliability for quantitative and qualitative data.
Use SPSS to complete analysis for descriptive and inferential statistics.
Interpret and synthesize SPSS output.
Choose, justify, and interpret statistical analyses based on research questions, levels of measurement, and the theories of hypothesis testing and statistical significance.
Select, generate, and assess visual displays (line graphs, scatterplots, pie charts, bar charts, histograms, etc.) for presenting statistical information in health and social science research.
Interpret and synthesize quantitative research to draw meaningful conclusions in health and social science research.

HDFS 290R Undergraduate Research: 1-6 Credits (1-6 Other)

(F, Sp, Su) Directed undergraduate research which may culminate in a written work or other creative project. Course will address responsible conduct of research. May be repeated.

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Independent Study: Student learning outcomes vary.

HDFS 291 Special Topics: 1-4 Credits (1-4 Lec, 2-4 Lab)

PREREQUISITE: None required but some may be determined necessary by each offering department. Courses not required in any curriculum for which there is a particular one-time need or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

HDFS 292 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Consent of instructor and approval of department head. (F, Sp) Directed research and study on an individual basis
Repeatable up to 6 credits.

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Independent Study: Student learning outcomes vary.

HDFS 315 Communication and Marketing in Community Education: 3 Credits (3 Lec)

PREREQUISITE: HDFS 101IS. (Sp) This course was designed to equip developing family life education professionals with foundational skills required to develop, communicate and market research-driven information in a community education environment. This course will be taught in accordance with the ten family life education content guidelines from the National Council on Family Relations that are required for becoming a Certified Family Life Educator

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Synthesize scholarly research into clear and coherent written and oral communications, effectively conveying complex information to diverse audiences while ensuring alignment with strategic objectives and enhancing message impact.
Create educational materials that seamlessly integrate the elements and principles of design with Universal Design for Learning (UDL) principles, ensuring accessibility, visual appeal, and inclusivity for diverse learner needs.
Demonstrate ethical decision-making when using digital technologies to design and develop online educational materials.
Discriminate strategies employees utilize in community education agencies to create and market their educational materials.
Apply critical and creative thinking skills when collaborating with a community partner in the design, development and refinement of educational products.
Assess and reflect on one’s role and personal contributions to collaborative work, identifying strengths, challenges and areas for improvement.

HDFS 334 Contemporary Housing Topics: 3 Credits (3 Lec)

PREREQUISITE: HDFS 138 or permission from instructor. () Offered as needed based on student demand. A survey course of housing issues from families and consumers. Among the topics to be covered are: housing design for human needs, affordability and availability issues, safety issues, and demographic influences on housing choices

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Demonstrate management of individual and family resources such as... housing
Analyze the relationship between the global environment and family and consumer resources.
Analyze policies that support consumer rights and responsibilities
Evaluate housing and design concepts and theories, including sustainability and universal design, in relation to available resources and options
Apply residential and commercial interior design knowledge, skills, and processes to meet specific design needs.
Demonstrate design, construction document reading, and space planning skills required for the housing, interior design, and furnishings industries.
Analyze professional practices and procedures for business profitability and career success, and the role of ethics in the housing, interiors and furnishings industries.
Analyze design and development of architecture, interiors, and furnishings through the ages.
Develop global view to weigh design decision with the parameters of sustainability and socioeconomic and cultural contexts within the housing, interior design, and furnishings industries.

HDFS 337 Personal and Family Finance I: 3 Credits (3 Lec)

PREREQUISITE: HDFS 138, M core, or permission of instructor. (Sp) Planned use of financial resources to meet the goals of individuals and families. Concepts include time value of money concepts, credit, budgeting, risk management, taxation and basic investments. First in a series of courses to prepare students for the accredited financial counselors exams

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Real and nominal income–and how to use that information to negotiate raises, plan for life events (college expenses, retirement), consider actual cost of living when considering relocating
Understand government economic indicators –i.e., leading indicators, unemployment rates, housing starts and the role of government regulations in personal finance
Concept of marginal utility, opportunity cost and other basic principles of microeconomics
Managing money through budgeting tools like net worth, cash flow and income/expense statements (in the context of personal and family finance -not in the context of business accounting)

HDFS 338 Personal and Family Finance II: 3 Credits (3 Lec)

PREREQUISITE: HDFS 337. (Sp) In-depth analysis for individuals and families in risk management, retirement planning, estate planning, and investment and portfolio management

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Explain the financial planning needs that are met through life insurance and what insurance products are best suited to various types of needs
Explain the five strategies of long-term investors and summarize the steps to take for effective long-term investing
Identify the types of risks faced when investing and determine what investments protect against the various types of risks;
Recognize that you are solely responsible for funding your retirement and must sacrifice some current spending and invest for your future lifestyle;
Be aware of the impact of estate and inheritance taxes on assets to be distributed to one’s heirs.

HDFS 339 Family Financial Counseling: 3 Credits (3 Lec)

PREREQUISITE: HDFS 337 or consent of instructor. (Sp) Counseling practices are introduced and applied to individuals and families who are facing financial difficulties. Case studies and role playing will be incorporated into course materials

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Apply the basics of financial counseling skills;
Recognize tools available to assist in the financial counseling process;
Identify the legal ramifications of financial counseling and the consumer and family problems that a financial counselor addresses
Perform the interpersonal skills necessary to work in a helping relationship with a client in need of financial counseling, focusing on listening skills and learning to communicate with clients by creating an atmosphere of trust and confidentiality.

HDFS 359 Theories and Skills for the Human Services: 3 Credits (3 Lec)

PREREQUISITE: Junior standing in Human Development & Community Health or consent of instructor. (F, Sp) An overview of forming the professional helping relationship, the foundation for work in human services. An introduction to various family and counseling theories, modalities, ethics, and cultural competency. Development of interpersonal and professional skills for working with others

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Identify ethical issues in the human services.
Develop self-awareness of one’s level of cultural competency humility, and increase the ability to effectively work with diverse populations.
Describe and practice active listening skills, including reflecting and summarizing.
Successfully conduct a brief helping interview.
Develop self-awareness of one’s own reaction to relationship dynamics such as conflict, emotional expression, resistance, etc.
Recognize how to use helping theories to understand client issues and guide treatment.
Increase understanding of relevant issues in the human services including crisis, grief and loss, suicide and burnout prevention.

HDFS 371 Research Methods in HHD: 3 Credits (3 Lec)

PREREQUISITE: Math core completed with a grade of C or better and junior standing in major. (F, Sp, Su) Prepares Health and Human Development students to become informed consumers of research. Research principles for both quantitative and qualitative research are covered. Readings and other class materials ensure that students will understand how research in HHD enriches human well-being

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Develop an understanding of basic terminology and concepts related to research methods and research design.
Develop the ability to review and understand basic research.
Demonstrate the ability to understand inherent limitations of research by becoming critical consumers of research.
Exhibit critical thinking skills associated with becoming knowledgeable consumers of research.
Integrate obtained knowledge resulting in the development of a research project proposal.

HDFS 419 STEAM: Clothing & Textiles Instruction in FCS: 3 Credits (1 Lec, 2 Lab)

(Sp) Family and Consumer Sciences Education students only. Offered every other Spring. This course has been developed to provide students with a deeper understanding of the role of clothing and textiles instruction in Family and Consumer Sciences classrooms. Students will develop basic clothing construction skills while also examining how clothing and textiles can be used to teach STEAM education principles. An emphasis is being placed on textile science and choosing textiles with serviceability features which address consumer demand. (Formerly HDFS 219).

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Demonstrate skills needed to construct, alter and repair apparel products.
Exhibit safe use and proper care of sewing equipment.
Identify and execute appropriate construction techniques for quilting and garment construction.
Apply problem-solving strategies to derive solutions to construction and design problems.
Correlate textile fibers with their properties to produce goods with end use requirements consistent with consumer expectations.
Develop a clothing and textiles related curriculum for a secondary classroom which integrate science, technology, engineering, art and math (STEAM) principles. ;

HDFS 450 Curric Dev in FCS Education: 3 Credits (3 Lec)

(Sp) How to plan, develop, teach, supervise, and evaluate programs in family and consumer sciences education. A second focus will be to learn about responsible actions and decision making as leaders in family, community, and work settings through the use of FCCLA.

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Use the Understanding by Design Framework to design units of study and lesson plans focused on big ideas, essential understandings and questions for FCS educational settings.
Apply the FCS Body of Knowledge and Critical Science Perspective to instructional decisions to create a culturally responsive learning environment.
Examine Career Pathways in Family and Consumer Sciences with a focus on the Human Services Pathway and the 10 Content Areas of Family Life Educators.
Articulate the importance of and promote the Family and Consumer Sciences profession in the past, present and future.
Evaluate methods for achieving learning goals and choose various teaching strategies, materials, and technologies to meet instructional purposes and student needs.
Engage in reflective educational practices including utilizing assessment in instruction, quality questioning and discussion techniques and growing and developing professionally.

HDFS 451 Trauma and Recovery: A Lifespan Perspective: 3 Credits (3 Lec)

PREREQUISITE: HDFS 359 or consent of instructor. (Sp) Introduction to the different types of trauma and sources of trauma across the lifespan. Students will explore the symptoms and consequences of trauma from developmental lifespan and Family Systems Theory perspectives. The course is designed to enhance students' knowledge and skills for working ethically and productively in non-clinical settings (e.g., community education, case management) with individuals who have experienced trauma

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Define trauma and the different types of trauma
Create a personal self-care plan to ethically provide non-clinical (e.g., community education, case management) services for people who experience trauma
Assess the different events and experiences that can lead to trauma across the lifespan and the emerging treatment modalities
Identify when someone needs to be referred to a trauma clinician and create a referral plan for people in childhood, adolescence, or adulthood (early, middle, and older)
Appraise different approaches and methods to trauma informed education and case management
Develop a trauma informed plan of action for working within a non-clinical setting (e.g., community education or case management) in collaboration with peers

HDFS 455R Program Planning and Administration in Family & Consumer Sciences: 3 Credits (3 Lec)

PREREQUISITE: HDFS 371 and senior standing. (Sp) Knowledge and skills necessary for planning, establishing and administering various human service programs including early childhood, youth, family, older adults, and agency settings. Students will design a program including preparation of a grant application. This course has been developed to equip students with the knowledge to gain understanding of how organizations provide support to administer programs. The course will focus on the development of strategic organizational plans, goals, and programs

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Students will use data, theory, and empirical research to identify creative solutions to real-world programming and administrative challenges in human service organizations\\n
Students will compare management and leadership roles that exist in human services organizations
Students will evaluate different approaches to developing and managing financial resources within human service organizations
Students will create a sustainable fundraising plan that could be used in a human service organization that includes a community needs assessment

HDFS 457 Family Life Education: 3 Credits (3 Lec)

PREREQUISITE: HDFS 371 and junior standing in the major. (F) Students will gain an understanding of the general philosophy and broad principles of family life education in conjunction with the ability to plan, implement, and evaluate such educational programs. This course will be taught in accordance with the guidelines from the National Council of Family Relations on becoming a Certified Family Life Educator

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Students will examine current practices, trends, research, and theoretical foundation of each major Family Life Education content area as defined by NCFR.
Students will identify the NCFR requirements of a Certified Family Life Educator.
Students will gain experience in the process of program design, implementation, and evaluation with awareness of ethical challenges including planning for diverse audiences.
Students will conduct Family Life Education programming.
Students will develop a toolkit of instructional methods appropriate for family life education settings.
Students will demonstrate professionalism in working with others in collaborative environments.

HDFS 460 Parenting: 3 Credits (3 Lec)

PREREQUISITE: HDFS 263 and junior standing. (Sp) Examines parenting processes and parent-child relationships based on scientific study of child development and family relations. Diverse parenting issues (e.g., parenting through divorce; parental stress and adaptation) will be explored across the lifespan using family systems and ecological frameworks

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To promote an understanding of major theories, components, and\\ntenets of parent-child relations utilizing a lifespan perspective.\\n
To acquire up-to-date knowledge about parenting research,\\npractices, and policies
To promote an understanding of the problems, issues and concerns\\nconfronting parents today and to develop insights and strategies for\\ndealing with them from an individual, family, and community approach.\\n
To understand the stages of growth and development that influence\\ncaregiving and parent-child relations and how parenting affects\\nrelationship cross the lifespan.\\n
Distinguish methods used in various parent education programs\\nthrough research and evaluation.

HDFS 461 Principles Wellbeing in Aging: 3 Credits (3 Lec)

PREREQUISITE: Completion of 12-credits of coursework in the online gerontology program. (Su) This class will explore the theoretical foundations of wellbeing. Students will work to understand and analyze the interconnectedness of the dimensions of wellbeing with older adults, family units and family relationships

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Explain the concepts of wellbeing and how these concepts are related the various dimensions of health.
Relate theoretical components of wellbeing to selected aging populations.
Analyze the interconnectedness of the dimension of wellbeing to selected aging populations.
Plan and evaluate a wellbeing program for older adults.

HDFS 464 Gender, Race, Class, and Family Diversity: 3 Credits (3 Lec)

PREREQUISITE: Senior standing or permission of instructor. (Sp) Examines gender, race, social class, and diversity in family life as well as the intersections of gender, race, class, and other variables, such as geographic location (rural, urban) and household composition, using family systems, ecological, cultural, and feminist frameworks

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Students will create a working knowledge of the concepts of race, class, gender, diversity, and culture.
Students will apply diversity principles to their own lives through the completion of reflection assignments and in-class participation.
Students will develop awareness about diversity in families in the United States by exploring research (and understanding the limitations of research) related to specific cultural groups.
Students will synthesize their knowledge through applying the principles they learn in this course to an intensive case study.

HDFS 465R Family Law & Public Policy: 3 Credits (3 Lec)

PREREQUISITE: HDFS 263, HDFS 371 or equivalent, senior standing or permission of instructor. (F, Su) An in-depth review of current laws and public policies impacting family well-being including marriage, domestic partnership, divorce, child custody, welfare, foster care, ICWA, and adoption. The impact of workplace and health care policies on families is also examined

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Students will recognize what social policy is and how the changing nature of family life influences these policies.
Students will analyze a variety of local, state, and government policies using a family perspective.
Students will critically evaluate the influence of policy on diverse family forms.
Students will identify the role of human science scholars and citizens can take in policymaking.
Students will use research skills to generate a policy analysis paper.

HDFS 468 Home Visiting for Families: 3 Credits (3 Lec)

PREREQUISITE: HDFS 101IS and junior standing. (Spring, even years.) In this course, students will learn about the purpose, rationale, and benefits of home visiting services, including early intervention programs. Students will be introduced to a variety of home visiting programs, professional roles, and recommended practices. Students will plan for and conduct home visits, apply principles of adult learning, and use a strength-based approach to family engagement

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Describe the purpose, rationale, and breadth of home visiting services, including early intervention programs.
Demonstrate teaming, collaboration, and relationship-building skills by partnering with families and classmates to plan for and conduct home visits.
Use professional guidelines, ethical standards, and recommended practices to plan and conduct home visits.
Identify child and family priorities, strengths, and needs through the use of observation, interviews, and assessments.
Develop and implement home visit plans that include coaching and family engagement strategies.
Evaluate their skills by documenting their home visits and reflecting on their learning in order to identify their strengths and areas for improvement.

HDFS 490R Undergraduate Research: 1-6 Credits (1-6 Other)

(F, Sp, Su) Directed undergraduate research which may culminate in a research presentation, research paper, journal article, undergraduate thesis, etc. Course will address responsible conduct of research. May be repeated.
Repeatable up to 12 credits.

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Apply research methodology skills at various stages of a research project.
Understand responsible research conduct.
Create a final research product (e.g., research proposal, research presentation, research grant, etc.)

HDFS 491 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Course prerequisites as determined for each offering. Courses not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

HDFS 492 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Junior standing, consent of instructor, and approval of department head. (F, Sp, Su) Directed research and study on an individual basis
Repeatable up to 6 credits.

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Independent Study: Student learning outcomes vary.

HDFS 494 Seminar/Workshop: 1 Credits (1 Other)

PREREQUISITE: Senior standing. (F) Topics offered at the upper division level that are not covered in regular courses. Students participate in preparing and presenting class materials
Repeatable up to 4 credits.

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Articulate your interests, values, and abilities in relation to your chosen major and/or minor and their importance in the job market
Gain knowledge of the career search process from start to finish (search strategies, application, negotiation, accepting the offer, etc).
Identify internship opportunities in relation to your career goals.

HDFS 498 Internship: 1-12 Credits (1-12 Other)

PREREQUISITE: HDFS 494 and consent of instructor. (F, Sp, Su) An individualized assignment with a professional agency to provide a guided field experience
Repeatable up to 12 credits.

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Independent Study: Student learning outcomes vary.

HDFS 515 Statistical Approaches to Studying Children, Families and Communities: 3 Credits (3 Lec)

PREREQUISITE: Graduate student status. () Offered as needed based on student demand. A graduate-level course focused on statistical measures in community health, early childhood, human development and family science. The course develops statistical computation skills, in addition to critical thinking about empirical evidence

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Distinguish between different units of analysis including (but not limited to): per capita, family, household, students, schools, school districts, reservations, tribes, city, county, state, nation, global regions and global.
Distinguish between independent, dependent and mediating variables.
Find, correctly interpret and accurately cite descriptive statistics in a variety of reports (i.e., international, government, non-profit, for profit) peer reviewed journal articles and other sources of information.
Identify and define statistical nomenclature typically used across these fields.
Calculate measures of central tendency mean/median/mode and corresponding variance, standard deviation, standard error.
Read and write statistical null and alternative hypotheses with a clear understanding of possible Type 1 and Type II errors.
Use statistical software to calculate differences in means across and within groups (t-tests, ANOVA), differences in expected frequencies (chi-square), correlations, regressions (linear, binary, multinomial), rate ratios, risk ratios.
Critically examine published research conclusions in terms of model specification (especially the validity of underlying assumptions and possible issues with collinearity and endogeneity), hypothesis testing, statistical significance, effect size and power.
Evaluate published studies in terms of validity and reliability as measured statistically and also in terms of potential conflicts of interest, sampling issues, spuriousness, cultural bias, currency of study, and other factors.
Critically examine claims of causation of any research study by knowing the statistical boundaries of causation especially in terms of observational data versus experimental/clinical trial data.
Know how to seek valid statistical help on campus and post-graduation. ;

HDFS 525 Family Finance and Resource Management: Teaching & Outreach: 3 Credits (3 Lec)

(Su) This course equips educators with skills to enhance financial well-being in communities, covering theories, financial education, money psychology, and resource management. Students engage in practical activities and use a Critical Science Perspective to create and evaluate financial/resource management curricula.

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Critically analyze the benefits of integrating family finance with resource management to gain a comprehensive understanding of how financial decisions impact and are influenced by resource allocation within a household.
Demonstrate financial literacy knowledge about foundational financial management principles (money management, taxes, saving/investing, credit, major expenditures and insurance).
Examine how conscious and unconscious internal values, goals and beliefs about money inform financial behaviors and decisions.
Justify a values-driven decision to a practical problem using the Practical Reasoning Conceptual Framework.
Apply theoretical and conceptual frameworks to address practical challenges in financial and resource management, thereby enhancing understanding.
Generate open-ended, critical questions to facilitate conversations about money.
Create research-informed outreach/educational materials for formal and informal financial education environments that improve financial well-being.

HDFS 530 Culinary and Nutrition Instruction in Family and Consumer Sciences: 3 Credits (3 Lec)

(Su) Using a food literacy approach, this course examines research-based nutrition knowledge, culinary skills, and how these inform student’s future professional endeavors. We will explore instructional pedagogy to integrate these components within the same classroom or community educational setting.

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Analyze the complexity and impact of personal factors (psychological, biological and social) and environmental influences on food consumption.
Investigate factors (e.g., environmental, economic, policy) that impact food security (availability, access, utilizing and stability).
Utilize the Food Literacy Framework to assess the food-related knowledge, skills, and behaviors of individuals or target population to determine instructional priorities when designing a nutrition and culinary educational materials.
Critique the accuracy of food and nutrition media messages using peer-reviewed scholarship.
Demonstrate how to use scientific principles to enhance cooking methods, such as emulsification, gelation, and caramelization.
Apply Integrated Learning Theory when deconstructing a recipe to design a culinary lab environment that embed multiple concepts (e.g., food safety, consumerism, food science, nutrition, substitutions).

HDFS 535 Contemporary Issues in Human Development: 3 Credits (3 Lec)

PREREQUISITE: Graduate standing. () Offered every other Summer. This course provides students with a deeper understanding of contemporary issues in human development. Major theoretical perspectives will be introduced to guide the study of human development. Contemporary empirical issues regarding development across the life-span will be addressed. The course will encourage students to apply course information as they prepare for careers working with individuals and families

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Students will understand and apply fundamental human development theories.
Students will critique the use of theory in published research articles.
Students will synthesize existing research with human development theory.
Students will create written materials related to human development.

HDFS 545 Contemporary Family Issues: 3 Credits (3 Lec)

(Sp, Su) Families are an ever-changing institution within society and family practitioners/researchers must have theoretical knowledge to successfully work with families. This course prepares students for working with individuals, families, and communities, using major theoretical perspectives in family science, and contemporary research/policy topics in family life.

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Students will understand and apply fundamental family science theories.
Students will demonstrate knowledge regarding family demographics, diversity, and functioning.
Students will develop their research skills by identifying and summarizing peer-reviewed research articles.
Students will create outreach/educational materials related to family science.

HDFS 550 Critical Science & FCS Curriculum Development: 3 Credits (3 Lec)

PREREQUISITE: Graduate Standing. (Su) This course provides students with skills to develop and deliver a curriculum structured around the mission and knowledge base that serves as the foundation of the Family and Consumer Sciences profession: the FCS Body of Knowledge and the Critical Science Approach (CSA). When designing high-quality units of study and learning plans, the course will utilize a lesson-study approach to engage students in collaborative and reflective practices. Furthermore, students will examine research-based instructional strategies that foster critical literacy skills within inclusive, universally designed formal and nonformal educational environments

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Evaluate their self-awareness and cultural positionality.
Interpret contextual learner needs using the Critical Science Approach practical reasoning process.
Design a high-quality unit of instruction that utilizes the Understanding by Design framework to focus on the big ideas, essential understanding, and questions for formal and informal FCS educational environments.
Justify curricular decisions using Universal Design theories and practices (principles of representation, engagement, action, and expression) in designing inclusive instructional learning plans.
Compare different research-based teaching and learning strategies that foster critical literacy skills among diverse learners.
Reflexively assess the alignment of their philosophy of teaching and learning with the Family and Consumer Sciences profession.

HDFS 572 Professional Practicum: 2-6 Credits (4-12 Lab)

PREREQUISITE: HDCO 554 and graduate standing. (F, Sp, Su) Practicum experience in the field of human development
Repeatable up to 9 credits.

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Student will build goals to direct learning within a self-selected professional setting
Student will identify common challenges in professional setting and devise methods for managing challenges
Students will evaluate and reflect on their contributions to the professional setting in writing

HDFS 575 Professional Paper and Project: 1-6 Credits (1-6 Other)

PREREQUISITE: Graduate standing. (F, Sp, Su) A research or professional paper or project dealing with a topic in the field. The topic must have been mutually agreed upon by the student and his or her major advisor and graduate committee
Repeatable up to 6 credits.

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Student will create an original work (e.g., research paper, program curriculum) that relates to their area of emphasis of study.
Student will evaluate existing research on their topic and articulate what their original work will contribute to their field of study.
Student will apply the information from their required coursework to complete the project.
Student will evaluate and implement feedback they receive from their committee to determine how to enhance their project.

HDFS 588 Professional Development: 1-3 Credits (1-3 Lec)

(Su) This course may be used only by students who have completed all of their course work (and thesis if on a thesis plan) but who need additional faculty or staff time or help. May be repeated.
Repeatable up to 3 credits.

HDFS 589 Graduate Consultation: 1-3 Credits (1-3 Other)

PREREQUISITE: Master's standing and approval of committee chair. (Sp, Su) This course may be used only by students who have completed all of their course work (and thesis if on a thesis plan) but who need additional faculty or staff time or help
Repeatable up to 3 credits.

View Course Outcomes:

apply advanced consultation strategies by analyzing research, formulating educational plans, and delivering effective consultation services.
demonstrate proficiency in autonomous decision-making within professional contexts.
integrate research findings into their professional practice.

HDFS 590 Master's Thesis: 1-10 Credits (1-10 Other)

PREREQUISITE: Master's standing. (F, Sp, Su) Directed graduate research/creative activity
Repeatable up to 99 credits.

View Course Outcomes:

Independent Study: Student learning outcomes vary.

HDFS 591 Special Topics: 1-4 Credits (1-4 Lec)

PREREQUISITE: Upper division courses and others as determined for each offering. Course not required in any curriculum for which there is a particular one-time need, or given on a trial basis to determine acceptability and demand before requesting a regular course number
Repeatable up to 12 credits.

HDFS 592 Independent Study: 1-3 Credits (1-3 Other)

PREREQUISITE: Graduate standing, consent of instructor, and approval of department head. (F, Sp, Su) Directed research and study on an individual basis
Repeatable up to 6 credits.

View Course Outcomes:

Independent Study: Student learning outcomes vary.

HDFS 594 Seminar: 1 Credits (1 Other)

PREREQUISITE: Graduate standing or seniors by petition. (F, Sp, Su) Course prerequisites as determined for each offering. Topics offered at the graduate level that are not covered in regular courses. Students participate in preparing and presenting discussion material
Repeatable up to 4 credits.

View Course Outcomes:

Outcomes will differ depending on section offered.

HDFS 598 Internship: 2-12 Credits (2-12 Other)

PREREQUISITE: Graduate standing, and consent of instructor. (F, Sp, Su) An individualized assignment arranged with an agency, business or other organization to provide guided experience in the field
Repeatable up to 12 credits.

View Course Outcomes:

Independent Study: Student learning outcomes vary.