Family Studies

• Mission Statement

  The mission of the Department of Child and Family Studies is to prepare Early Childhood and Family Life Educators to positively transform our community and society.

• Student Learning Outcomes
  • Certificates (Not Applicable)

     

  • Associate Degree (Not Applicable)

     

  • Bachelor Degree

    Over the course of their program, students completing the Bachelor of Science in Family Studies will develop the following outcomes:

    • 1. Families and Individuals in Societal Contexts: An understanding of families and their relationships to other institutions, such as the educational, governmental, religious, health care, and occupational institutions in society.
    • 2. Internal Dynamics of Families: An understanding of family strengths and weaknesses and how family members relate to and interact with each other.
    • 3. Human Growth and Development Across Lifespan: An understanding of the development changes (both typical and atypical) of individuals in families across the lifespan. Based in knowledge if physical, emotional, cognitive, social, moral, and personality aspects.
    • 4. Human Sexuality Across the Lifespan: An understanding of the physiological, psychological, and social aspects of sexual development across the lifespan, to achieve healthy sexual adjustment.
    • 5. Interpersonal Relationships: An understanding of the development, maintenance, and dissolution of interpersonal relationships among friends, roommates, coworkers, neighbors, as well as family members.
    • 6. Family Resource Management: An understanding of the decisions individuals and families make about developing and allocating resources including money, time, energy, space, material, and health assets, and networks of support to meet their goals.
    • 7. Parenting Education and Guidance: An understanding of how parents teach, guide, and influence children and adolescents, as well as the changing nature, dynamics and needs of the parent-child relationship across the lifespan.
    • 8. Family Law and Public Policy: An understanding of legal issues, policies, and laws influencing the well-being of families.
    • 9. Professional Ethics and Practice: An understanding of the character and quality of human social conduct, and the ability to critically examine ethical questions and issues as they relate to professional practice.
    • 10. Family Life Education Methodology: An understanding of the general philosophy and broad principles of Family Life Education in conjunction with the ability to plan, implement, assess, and evaluate such educational programs.
    • 11. Professional Development/Practicum: An understanding and skill demonstrated in computer literacy, composition and writing skills, research skills, family advocacy processes, membership in relevant professional organizations, and appropriate grooming, dress, and behavior.
• Curriculum Grid

• Program and Contact Information

  The Department of Child and Family Studies was developed to prepare students to become Early Childhood and Family Life Educators who respect diversity, use culturally competent practices, and apply their knowledge to create environments that enhance the lives and healthy development of adults, children, and families over the lifespan. The Family Studies program is responsive to workforce needs in many ways, and provides advising, support, and networking with community leaders and potential employers as well as graduate schools. The FS program is highly involved with the community and has a very active advisory board containing directors and administrators from a variety of area agencies. Further evidence of community engagement includes the Families Alive Conference, The Storytelling Festival, the Human Trafficking Symposium, and the Utah Marriage Commission with offer educational opportunities for working professionals, university students, and community members. Faculty are also highly involved with the National Council of Family Relations (NCFR), the Family Science Association, and Teaching Family Science Conference (several faculty members have served as conference chairs, organization president, and journal editors). Finally, the Family Studies program operates the following programs which receive external funding to serve families in the community: The WSU Family Literacy Program and the WSU Healthy Marriage and Relationship Education Program (2009-2021).

   

  Contact Information:
  Dr. Wei Qiu
  Weber State University
  1301 University Circle
  Ogden, UT 84408-1301
  Education Bldg, Rm 204
  (801) 626-7386

  Child & Family Studies Website

• Assessment Plan

  General Outcome	Learning Outcomes (Based on knowledge and understanding of):	Skills and Abilities to (A FLE can):	Assessment	Course Assessed	Evaluation
  Area 1 - FAMILIES & INDIVIDUALS IN SOCIETAL CONTEXTS An understanding of families and their relationships to other institutions, such as the educational, government, religious, and occupational institutions in society	1. Various family structures and functions; 2. Cultural variations among families (family heritage), including social class, geography, ethnicity, race, and religion; 3. Dating, courtship, and marital choice; 4. Kinship (inter-generational) relations; 5. Cross-cultural understanding of the lifestyles of minority families in various societies around the world; 6. Changing gender roles, including role expectations, and behaviors of courtship partners, marital partners, parents and children, siblings, and extended kin; 7. Present and future demographic trends among families; 8. Families as they have developed through history; 9. The reciprocal influence between the occupational work place and family members; 10. The reciprocal influence of the major social institutions and families, i.e., governmental, religious, educational, and economic.	a. Identify the characteristics, diversity, and impact of local, national, and global social systems. b. Identify factors (e.g., media, marketing, technology, economics, social movements, natural disasters, war) influencing individuals and families from both contemporary and historical perspectives. c. Identify factors that influence the relationship between work and family life. d. Identify social and cultural influences affecting dating courtship, partner/marital choice & relationships, family composition, and family life. e. Recognize the reciprocal interaction between individuals, families, and various social systems (e.g., health, legal, educational, religious/spiritual). f. Assess the impact of demographics (e.g., class, race, ethnicity, generation, gender) on contemporary families.	1. Lectures 2. Applied papers 3. Discussion 4. Case study 5. Examinations	FAM 3350 Diverse Families	Family Studies Faculty: Each faculty designs and implements an evaluation methods and rubric for each assessment which are included in each course syllabus.
  Area 2 - INTERNAL DYNAMICS OF FAMILIES An understanding of family strengths as weaknesses and how family members relate to each other.	1. Internal social processes including cooperation and conflict. 2. Communication patterns and problems, in husband-wife relationships and in parent-child relationships, included stress and conflict management. 3. Conflict management. 4. Decision-making and goal setting. 5. "Normal" stress in families: such as, transition period in the family life cycle, three-generation households, caring for the elderly, and dual careers. 6. Family stress/crises, such as divorce, remarriage, death, economic uncertainty and hardship, violence, substance abuse. 7. Families with special needs, including adoptive, foster, migrant, low income, military, and blended families, as well as those with disabled members.	a. Recognize and define healthy and unhealthy characteristics pertaining to: 1) Family relationships 2) Family development. b. Analyze family functioning using various theoretical perspectives. c. Assess family dynamics from a systems perspective. d. Evaluate family dynamics in response to normative and non-normative stressors. e. Evaluate family dynamics in response to crises. f. Facilitate and strengthen communication processes, conflict-management, and problem-solving skills. g. Develop, recognize, and reinforce strategies that help families function effectively.	1. Genogram 2. Examinations 3. Applied assignments 4. Applied papers	CHF 2400 Family Relations	Family Studies Faculty: Each faculty designs and implements an evaluation method and rubric for each
  Area 3 - HUMAN GROWTH AND DEVELOPMENT ACROSS THE LIFE SPAN An understanding of the developmental changes of individuals in families throughout the life span including prenatal, infancy, early and middle childhood, adolescence, adult, and aging to meet their changing needs.	1. Physical 2. Emotional 3. Cognitive 4. Social 5. Moral 6. Personality	a. Identify developmental stages, transitions, tasks, and challenges throughout the lifespan. b. Recognize reciprocal influences: 1) Individual development on families, 2) Family development on individuals. c. Recognize the impact of individual health and wellness on families. d. Assist individuals and families in effective developmental transitions. e. Apply appropriate practices based on theories of human growth and development to individuals and families.	1. Pretest 2. Chapter Quizzes and Assigned Readings 3. Discussion Posts: Theory and Research Application 4. Four Exams 5. In-class Activities Participation and Attendance	CHF 1500 Human Development Across the Lifespan	Family Studies Faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 4 - HUMAN SEXUALITY An understanding of the physiological, psychological and social aspects of sexual development throughout the life span, so as to achieve healthy sexual adjustment.	1. Reproductive physiology; 2. Biological determinants; 3. Emotional and psychological aspects of sexual involvement; 4. Sexual behaviors; 5. Sexual values and decision-making; family planning; 6. Physiological and psychological components of the sexual response; 7. Sexual dysfunction; and, 8. Influence of sexual involvement on interpersonal relationships.	a. Recognize the biological aspects of human sexuality: 1) Sexual functioning, 2) Reproductive health, 3) Family planning, 4) Sexually transmitted infections (STDs) b. Recognize the psychosocial aspects of human sexuality: 1) Characteristics of healthy and ethical sexual relationships, 2) Interpersonal dynamics of sexual intimacy, 3) Risk factors (e.g., substance abuse, social pressures, media). c. Address human sexuality from a value-respectful position	1. Plan and implement a presentation and create a tri-fold brochure filled with information and resources on topic. 2. Journal parts - 4 journal themes 3. Website evaluation - "Go Ask Alice" 4. 4 exams	HE 3500 Human Sexuality	Health and Family Studies Faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 5 - INTERPERSONAL RELATIONSHIPS An understanding of the development and maintenance of interpersonal relationships	1. Understanding of self and others; 2. Interpersonal communication skills, such as listening, empathy, self-disclosure, decision-making, problem solving, and conflict resolution; 3. Understanding of intimacy, love, and romance; and 4. Relating to others with concern, respect, sincerity, and responsibility.	a. Recognize the impact of personality and communication styles. b. Recognize the developmental stages of relationships. c. Analyze interpersonal relationships using various theoretical perspectives. d. Develop and implement relationship enhancement and enrichment strategies. e. Develop and implement effective communication, problem solving, and conflict management strategies. f. Communicate aspects of relationships within the context of their developmental stages.	1. Textbook readings 2. Class lecture notes 3. Assigned articles 4. Applied papers 5. Applied assignments 6. Examinations	FAM 1400 Marriage and Romantic Relations	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 6 - FAMILY RESOURCE MANAGEMENT An understanding of the decisions individuals and families make about developing and allocating resources (e.g., time, money, material assets, energy, friends, neighbors, and space) to meet their goals.	1. An understanding of concepts such as goals, resources, planning, decision-making, implementing; and 2. An understanding of changing family resource management concerns over the life cycles of various concerns for different family structures.	a. Identify personal, familial, professional, and community resources available to families. b. Recognize the reciprocal relationship between individual/family/community choices and resources. c. Apply value-clarification strategies to decision-making. d. Apply goal-setting strategies and evaluate their outcomes. e. Apply decision-making strategies. f. Apply organizational and time management strategies. g. Apply basic financial management tools and principles. h. Inform individuals and families of consumer rights, responsibilities, and choices of action/advocacy. i. Apply stress management strategies.	1. In-class discussions 2. Application assignments 3. Examination 4. Class activity and participation	FAM 2100 Family Resource Management	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 7 - PARENT EDUCATION AND GUIDANCE An understanding of how parents teach, guide, and influence children and adolescents.	1. Parenting as a process; 2. Parental right and responsibilities; 3. Parental roles over the life cycle; and 4. Variations in parenting practices.	a. Promote health parenting from a systems perspective. b. Promote health parenting from a child's and parent's developmental perspective. c. Apply strategies based on the child's age/stage of development to promote effective developmental outcomes. d. Identify different parenting styles and their associated psychological, social, and behavioral outcomes. e. Promote various parenting models, principles, and strategies. f. Evaluate the effectiveness and appropriateness of various parenting strategies. g. Recognize various parenting roles (e.g., father/mother, grandparents, other caregivers) and their impact on and contribution to individuals and families. h. Recognize parenting issues within various family structures (e.g., single, blended, same-sex). i. Recognize the impact of societal trends on parenting (e.g., technology, substance abuse, media). j. Recognize the influence of cultural differences and diversity. k. Identify strategies to advocate for children in various settings (e.g., schools, legal system, healthcare). l. Recognize the various pathways to parenting and their associated issues and challenges (e.g., assisted reproduction, adoption, childbirth, blending).	1. Three exams 2. 14 Reading quizzes 3. Two book reviews/journals 4. Juxtaposition paper 5. Discipline strategy presentation 6. Case Study / Parenting Program 7. Professionalism 8. Parenting Education Program paper and workshop development (evidence-based)	FAM 3550 Parenting Education	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 8 - FAMILY LAW AND PUBLIC POLICY An understanding of the legal issues, policies, and laws influencing the well-being of families.	1. The historical development of such laws; 2. Laws relating to marriage, divorce, family support, child custody, child protection and rights, and family planning; and 3. Public policy as it affects the family, including tax, civil rights, social security, economic support laws, and regulations.	a. Identify current law, public policy, and initiatives that regulate and influence professional conduct and services. b. Identify current laws, public policies, and initiatives that affect families. c. Inform families, communities, and policy makers about public policies, initiatives, and legislation that affects families at local, state, and national levels.	1. Policy paper 2. Ecological map of family policy 3. Participation 4. Class discussion	FAM 4990B Senior Seminar in Family Studies	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 9 - PROFESSIONAL ETHICS AND PRACTICE An understanding of the character and quality of human social conduct, and the ability to critically examine ethical questions and issues as they relate to professional practice.	1. Demonstrate an understanding of Professional Skills. 2. Demonstrate an understanding of Professional Credentials. 3. Develop an understanding of Professional Ethics.	a. Communicating well to secure employment (verbal, non-verbal, written) b. Networking with professionals in the field c. Identifying and recalling current needs in FLE professions d. Knowing the requirements of a Family Studies Major e. Identifying Graduate School options f. Learning about and working towards becoming a Certified Family Life Education g. Articulating FLE related positions and credentials h. Reviewing and writing about social and personal consequences of value choices i. Reviewing, discussing, and writing about Ethics of professional practice / Certified Family Life Educator Code of Ethics	1. Resume, Cover letter 2. Mock interviews, Me in 30 seconds 3. Community Service Learning and paper 4. Personal Timeline paper 5. Syllabus Quiz 6. Class Discussions, readings 7. Practicum Fair 8. Professional interviews/Ethics paper 9. Guest presentations and Reflections 10. Class discussions / Participation (Careers in Family Studies booklet) 11. Background check 12. Class participation, group project	FAM 2990B Seminar in Family Studies	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 10 - FAMILY LIFE EDUCATION METHODOLOGY 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.	1. Planning and implementing family life education programs; 2. Evaluating family life education materials, student progress, and program effectiveness; 3. Using a variety of educational techniques in the presentation of a family life education program; 4. Sensitivity to others to enhance educational effectiveness; 5. Sensitivity to community concerns and values and an understanding of the public relations process; and 6. Understanding the relationship between one's personal values/beliefs and family life education areas. The Planning Wheel Model: Step 1 - I Believe That: Think through your and your agency's basic values. Step 2 - What I Want: Identify in a general way, what you hope to accomplish, and what the results of a needs assessment indicate. Step 3 - End Product: Identify the specific behavioral outcomes you will plan for. Differentiate between means, goals, and end goals. Step 4 - How To Do It: Decide what learning experiences to offer. Step 5 - Carry Out The Plan: Do it - lead the workshop, teach the class, run the project. Step 6 - Evaluate: Evaluate the outcome.	a. Employ a variety of current educational strategies. b. Employ techniques to promote application of information in the learner's environment. c. Create learning environments that are respectful of individual vulnerabilities, needs, and learning styles. d. Demonstrate sensitivity to diversity and community needs, concerns, and interests. e. Develop culturally competent educational materials and learning experiences. f. Identify appropriate sources for evidence-based information. g. Develop educational experiences: 1) Needs assessment, 2) Goals and objectives, 3) Content development, 4) Implementation, 5) Evaluation/outcome measures. h. Promote and market educational programs. i. Implement adult education principles into work with families and parents. j. Establish and maintain appropriate personal and professional boundaries.	1. Workshop packet 2. Presentation 3. Applied papers 4. Lessons and puzzles 5. Quizzes 6. Pre/Post-test design 7. Reports 8. Active learning presentations	FAM 4650 Family Life Education Methods	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.
  Area 11 - PROFESSIONAL DEVELOPMENT / PRACTICUM Understanding and skill demonstrated in computer literacy, composition and writing skills, research skills, family advocacy processes, membership in relevant professional organizations, and appropriate grooming, dress, and behavior.	1. Computer literacy skills including e-mail, basic word processing, Internet, and library research. 2. Composition and writing skills (i.e. application of APA format, technical writing, proposal elements, and grant writing formats). 3. General research and research methodology 4. Family advocacy processes 5. Relevant professional organizations and student associations 6. Basic principles of appropriate professional grooming, dress, and behavior	a. Create a well-researched, accurately documented and publishable document that clearly presents ideas and data. b. Formulate a research proposal. c. Actively participate in relevant professional and/or student organizations and associations. d. Apply principles of professional grooming, dress, and behavior. e. Represent the department well in academic, professional, and community circles.	1. Brochure and Community Agency Paper 2. Service hours 3. Evaluation 4. Journals 5. Applied papers 6. Weber Sync documentation	FAM 4860 Practicum	Family Studies faculty: Each faculty designs and implements an evaluation method and rubric for each assessment which are included in each course syllabus.

   

• Assessment Report Submissions
  2021-22
  2019-20
  2017
  2016
  2015

• Program Review

  2023-24

  2018-19

  2017-18

This information is part of the cyclical program review process. Details such as mission statements, learning outcomes, etc., are updated as part of the biennial assessment reporting process, an integral component of program review.