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Course Criteria
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3.00 Credits
Fulfills General Education Social and Behavioral Sciences requirement and is a Global & Cultural Perspectives (GLOCUP) course. Of particular interest to those interested in education and health. Utilizes theory and current practices in child development as they apply to the effects of culture and the bio-social, cognitive, and psychosocial development through the lifespan. Diversity as well as global issues affecting human populations is integrated into each section of the course. Lecture-based course with a strong laboratory involvement in the Utah Tech University Preschool. Includes observations and active learning approaches in class. Dual listed with PSY 1100 (students may only take one course for credit). **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1. Discuss issues of diversity of human development across gender, ethnic orientation and social class. 2. Explain development in the context of development theory, by relating various theoretical frameworks to the study of substantive developmental issues. (Theories put forth by Erikson, Piaget, Vygotsky, and others will be explored, as well as ideas relevant to Learning Theory, Information Processing Theory, Sociocultural Theory, and Ecological Theory, Lifespan and Life Cycle Theories.) 3. Engage in critical thinking about themes in the text and relate the scholarly material to personal questions and concerns relative to developmental stages, domains, and developmental controversies. 4. Explain stage changes and continuous changes and interactions likely to occur overtime in each of the developmental domains. 5. Recognize and evaluate research techniques appropriate for studying human development: i.e. types of studies used, ethical obligations, techniques for ensuring validity and reliability. 6. Do observational research and follow guidelines and procedures for observing young children in a variety of settings. Observing in the preschool and writing a case study on a preschool child will gain research experience. Other observations relevant to specific developmental period will also be completed. 7. Explain methods of interaction and behavioral influences in various developmental periods as Case Study viewed by current theoretical approaches to human development. 8. Talk knowledgeably about the developmental process over the lifespan using theoretical knowledge as well as the cultural/contextual effects. FA, SP
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3.00 Credits
For students interested in nutrition or health sciences. Explores the role of nutrition throughout the life cycle stages. Includes nutrient needs, functions, sources, and alterations during preconception, pregnancy, lactation, growth, development, maturation, adulthood, and aging. Different types of nutritional assessment are taught using lecture, labs, activities, and student projects. ***COURSE LEARNING OUTCOMES (CLOs)** At the successful conclusion of this course students will: 1. Understand the role of and changes in nutritional requirements during the human life cycle. 2. Relate the nutrition concerns specific to each stage of the life cycle to health and disease. 3. Explain the physical, physiological, social, and psychological factors impacting nutritional status during each stage of the human life cycle. 4. Identify practical strategies for promoting healthy eating behaviors at every life cycle stage. Prerequisite: FSHD 1020. FA, SP
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3.00 Credits
At the completion of this course the student will understand the intersection between nutrition, physical activity and health in an aged population. Theories of aging, physiological processes, nutritional needs, chronic health conditions and components of physical activity will be explored. **COURSE LEARNING OUTCOMES (CLOs) At the successful conclusion of this course, students will be able to: 1.Explain the physiological aging process and theories on aging. 2. Identify signs and symptoms of selected chronic health conditions/diseases and the impact of these conditions on physical activity and nutrition in older adults. 3. Learn and demonstrate skills specific to encouraging physical activity in later life. 4. Explain the complex nutritional needs associated with the aging process. 5. Summarize the intersection between nutrition, physical activity and health in the aging population. FA
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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 processes, based in Family Systems Theory. It includes an introduction to research methods for studying family and conceptual theories for understanding families. This is an applied course, helping students begin to analyze family processes for personal family improvement and setting the stage for learning more about interventions to help other families improve. The fundamental family processes studied will help students understand the great diversity of family interactions in a multicultural society. ***COURSE LEARNING OUTCOMES (CLOs)** At the successful conclusion of this course students will: 1) Identify intergenerational issues and relational patterns using a genogram. 2) Practice healthy communication processes. 3) Analyze family processes for family functionality and relational health. 4) Create personal family improvement plans. FA, SP, SU
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3.00 Credits
Provides an overview of the concept of eating intuitively with a Health at Every Size approach. Examines the social, cognitive, cultural, biological, and environmental factors that influence eating and physical activity behaviors. Examines the social, cognitive, cultural, biological, and environmental factors that influence eating and physical activity behaviors. Provides practical strategies to promote healthy relationships with food, exercise, and body image. **Course Learning Outcomes (CLO's)** At the successful conclusion of this course students will: 1. Explain the historical and modern perspectives of medias and familys influence on body dissatisfaction. 2. Explain the impact of the diet industry on individuals, families and society as a whole. 3. Compare and contrast the differences between a weight focused vs a non weight focused approach to health. 4. Examine strategies for developing into an intuitive eater and promoting body image resilience. 5. Apply strategies for developing into an intuitive eater and promoting body image resilience personally and in family and community settings. 6. Explain the etiology, treatment options, and harms of a select number of eating disorders. FA, SP
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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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