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Course Criteria
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3.00 Credits
This course helps students learn family resource management principles to aid in creating healthy families. This course helps students to develop an understanding the significance of values, goals, attitudes and planning strategies in the management of human, economic and environmental resources as they relate to increasing satisfaction and the enhancement of family relationships. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Recognize the diversity of family resources and evaluate how these can be used to meet family goals and support family values. 2. Assess values, attitudes and goals regarding family resources. 3. Evaluate and apply decision making and problem solving models in regard to family resources. 4. Demonstrate communication skills for addressing resource needs and problems. FA
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3.00 Credits
For students interested in nutrition. Includes strategies for meeting the nutrient needs of infants, toddlers, preschool, and school-age children. Covers menu planning for children in day care and preschool settings and methods for teaching nutrition to children. Uses guest speakers, student presentations, lecture, observations, and group work. **COURSE LEARNING OUTCOMES (CLOs) ** At the successful conclusion of this course, students will be able to: 1. Students will describe typical eating patterns and behaviors of the infant and young child. 2. Students will apply nutritional guidelines to systematically analyze, evaluate, and design meal plans relevant to infants and young children. 3. Students will develop nutrition lesson plans appropriate for teaching food and nutrition concepts to young children. 4. Student will evaluate young children's dietary plan and habits and make recommendations based on the children nutrition guidelines. 5. Students will apply what they learned from the course to successfully teach nutritional concepts to young children. Prerequisite: FSHD 1020. SP
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2.00 Credits
Required of students pursuing the associate's degree in Early Childhood Education, but valuable to all educators. Prepares educators to competently structure the vital collaboration between educational agencies and the home by highlighting the fact that school and the home are intertwined in the support of healthy childhood development. Focuses on the development of attitudes, knowledge and skills that educators bring to strengthen school and home relationships. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify and discuss the importance of creating strong, working partnerships between schools and families. 2. Analyze the role of teachers, parents, and institutions in developing productive partnerships. 3. Demonstrate strategies that should be used when working with families of different cultures. 4. Demonstrate knowledge of the stages of child development and communicate those stages with parents. 5. Demonstrate methods to effectively communicate with parents and families. 6. Explain effective and meaningful ways to involve parents in their child's education. 7. Demonstrate knowledge about community resources that are available to support parents and families. Prerequisites: FSHD 1500 (can be concurrently enrolled); or FSHD 2500 (can be concurrently enrolled); or PSY 1100 (can be concurrently enrolled); AND FSHD 2610 (can be concurrently enrolled). SP
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3.00 Credits
A self-directed class for students who want to develop intermediate and/or advanced sewing skills. Provides students with instruction and hands-on learning experiences in developing advanced techniques in sewing as they design and produce wearables, create home decorations, and work with man-made and natural fibers. Students will use a variety of applications and concepts to create their own designs. Combined lecture/lab class. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Create wearables that can be manufactured for others to wear assessed with a rubric. 2. Sew in an invisible zipper assessed with an evaluation checklist. 3. Create a home decoration such as a: quilt, cushion, etc., assessed with a rubric. 4. Complete a textile and fiber project assessed with a rubric. 5. Participate in Service Learning hours where the assessment includes points awarded for number of service hours performed. 6. (Advanced Students) Use creative and designing abilities to plan and complete an individual project related to his/her career path assessed with a rubric. 7. (Advanced Students) Demonstrate more advanced sewing techniques while developing tailoring and finishing skills to achieve fashion design expertise assessed with a rubric. 8. (Advanced Students) Use advanced sewing skill to create a home decoration furnishings assessed with rubric. 9. (Advanced Students) Use man-made or natural fibers to complete a fiber and textile project assessed with rubric. Prerequisite: FSHD 1240 and Instructor permission. SP
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3.00 Credits
Fulfills General Education Social & Behavioral Sciences requirement and is an approved Global & Cultural Perspectives course. Introductory course on the study of family systems, sociology of the family, and interaction patterns within families. It includes an analysis on research methods of studying the family, conceptual theories for understanding family dynamics, and family systems theory. Other topics covered will be resource management within the family, parent-child relationships, marriage relationships, patterns of problem solving within families, and the study of family change and transition. Family Relationships is a course that prioritizes mindfulness regarding demographic diversity. Every study unit examines current and past research regarding race, ethnic origins, gender, age, religious affiliation, geographic influences, and socioeconomic status, among other demographics. The emphasis in the course is always in applying critical thinking skills to create deeper understanding of beliefs and practices in a multicultural society. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Use theoretical frameworks for evaluating family relationships. 2. Develop a better understanding of self and personal interaction within relationships. 3. Become more aware of gender related issues and articulate how these issues impact family. 4. Explain and use communication and conflict resolution skills that contribute to successful family living. 5. Recognize areas of stress in families and relationships, and name resources to diminish the likelihood of problems. 6. Discuss issues of human sexuality within relationships. 7. Explain processes of parent-child relationships. 8. Recognize signs of family violence and give processes for healthy prevention and response. 9. Discuss the distribution of resources within the family and family dynamics for managing resources. 10. Use a Genogram to identify transgenerational issues and relational patterns in families. 11. Assess family paradigms and rituals for improved family functioning. FA, SP
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3.00 Credits
Open to all students interested in learning how to live with more safety in this society. Provides students with knowledge and skills that can: strengthen cognitive awareness, increase knowledge of bystander activation, increase physical self-defense skills, develop resistance strategies, increase understanding of the effects of drugs and alcohol on sexual assault, and enhance self-confidence. It is an in-depth study of gender dynamics and cultural norms that make sexual assault and domestic violence a national as well as transnational problem. The course examines historical attitudes and current events to encourage activism towards social and cultural change to a safer world. Lab included in course. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Understand the scope and definitions of gender-based violence and the role of structural functionalism in role development. 2. Understand concepts and ideas relevant to learning of social roles for men and women, with a focus on safety and personal effectiveness. 3. Conduct yourself with more assertiveness and confidence by maintaining healthy boundaries and understanding the dynamics of Consent and Respect in relationships. 4. Identify manipulative and abusive behavior as well as knowledge and skills for building healthy relationships; Relationship Attachment Model. 5. Understand the dynamic of experienced trauma and the process of healing from a sociological as well as a physiological perspective. 6. Become more physically capable of maintaining personal safety through physical training and practice. 7. Understand the axioms of physical conflict and be able to apply the core principles of self-defense tactics. 8. Identify barriers to personal empowerment. 9. Participate in activities that encourage social and cultural awareness and change for a safer world. 10. Examine the role of alcohol and drugs in sexual assault on college campuses. 11. Develop moral consciousness with an attitude and skill set of Bystander Effectiveness that spreads a consciousness of care in life. Course fee required.
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3.00 Credits
Designed for early childhood educators, but open to all students. Focuses on the physical, cognitive, and psychosocial development of young children through infancy, toddlerhood, and early childhood, using a combination of lecture, interactive learning processes, and lab experiences to promote student mastery of normal developmental processes through the first eight years of life. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify and interpret theoretical explanations for child development. 2. Identify and develop curricular approaches for children in different age groups from infancy through early childhood utilizing theory and developmentally appropriate practices. 3. Complete observations and assessments of children to interpret curricular needs based upon individual needs identified and observational information gathered. 4. Identify developmental delays and describe early intervention services for individuals and families. 5. Recommend curricular activities for children of different ages sensitive to multidimensional developmental needs of children; physical, cognitive, language needs, social, emotional, and creative. FA, SP
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3.00 Credits
An introductory course designed for preschool educators, but open to all students. Includes historical background, professional issues, theories, and an overview to developmentally appropriate educational practices. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Identify the historical and philosophical origins of early childhood education. 2. Demonstrate your knowledge of how historical and philosophical origins of early childhood education impact the teaching of young children today. 3. Describe developmental stages and characteristics of young children. 4. Identify culturally and developmentally appropriate instruction and assessment in early childhood educational programs. 5. Examine current regulations and guidelines and how they contribute to quality early childhood educational programs. 6. Develop an awareness and appreciation of the individual likenesses and differences among children, families, and colleagues. 7. Identify the domains of child development: physical, cognitive, social-emotional and language. 8. Identify effective strategies to manage the early childhood classroom. FA
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3.00 Credits
Required of students pursuing the associate's degree in Early Childhood Education, but valuable to parents, prospective parents, and educators. Applies the principles of child guidance and discipline from currently accepted theories. A 30 hour Lab in an approved early childhood classroom setting is required. Inclusive Access Course Material (electronic book) fees may apply, see Fees tab under each course section for details. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Be actively involved in forming their own philosophy of guiding, managing, directing and influencing children's behavior in accordance with NAEYC guidelines; emphasizing self-esteem, self-control and concern for others in a young child's development. 2. Know about and use developmentally appropriate guidance strategies in groups and with individual students. 3. Use knowledge of child development theories/research and positive child guidance to create a healthy, respectful, supportive, and challenging learning environment for young children. 4. Be acquainted with techniques of observing and recording children's behaviors for the purpose of creating learning environments, assessing development and guiding behavior. 5. Come to understand that guiding children's learning is largely based upon knowledge of child development principles (cognitive, social, emotional and language). 6. Be exposed to developmental principles and techniques that assure inquiry, independence promoted situations, divergent thinking, and choice making skills on young children. Prerequisites: FSHD 1500 (can be concurrently enrolled); or FSHD 2500 (can be concurrently enrolled); or PSY 1100 (can be concurrently enrolled). SP
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3.00 Credits
Required of students pursuing the associate's degree in Early Childhood Education, but valuable to parents, prospective parents, and educators. Explores the value of developmentally appropriate play for young children and how to provide a rich curricular environment for early childhood settings, including planning, preparation, and implementation of activities for early childhood education. A 25 hour Lab in an approved early childhood classroom is required. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Develop curriculum and learning activities with specific goals in mind for all domains of children's development and learning. 2. Demonstrate your knowledge of the value of creative activities in promoting developmentally appropriate practice. 3. Demonstrate an understanding of approaches to learning in an early childhood setting. 4. Demonstrate knowledge and understanding of teaching a developmentally appropriate lesson using technology. 5. Understand the teacher's role as a facilitator of learning experience activities in the preschool classroom. 6. Understand and demonstrate the importance of planning learning experiences around children's developmental levels. 7. Demonstrate the ability to develop lesson plans that improve children's social-emotional development, physical development, language and literacy development, and cognitive development. Prerequisites: FSHD 1500 (can be concurrently enrolled); or FSHD 2500 (can be concurrently enrolled); or PSY 1100 (can be concurrently enrolled). FA
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