Human Development and Family Science. B) Calculated result for 2/3rds of current (Semester credit hours) Minimum

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1 Status: PENDING PROGRAM REQUEST Human Development and Family Science Last Updated: Serovich,Julianne Maria 07/29/2011 Fiscal Unit/Academic Org Administering College/Academic Group Co-adminstering College/Academic Group Semester Conversion Designation Current Program/Plan Name Proposed Program/Plan Name Program/Plan Code Abbreviation Current Degree Title Human Development & Family Sci - D1251 Education & Human Ecology Converted with minimal changes to program goals and/or curricular requirements (e.g., subplan/specialization name changes, changes in electives and/or prerequisites, minimal changes in overall structure of program, minimal or no changes in program goals or content) Human Development and Family Science Human Development and Family Science HDFS-MS Master of Science Credit Hour Explanation Program credit hour requirements Total minimum credit hours required for completion of program Required credit hours offered by the unit A) Number of credit hours in current program (Quarter credit hours) B) Calculated result for 2/3rds of current (Semester credit hours) C) Number of credit hours required for proposed program (Semester credit hours) D) Change in credit hours Minimum Maximum Required credit hours offered outside of the unit Minimum Maximum Required prerequisite credit hours not included above Minimum Maximum Program Learning Goals Note: these are required for all undergraduate degree programs and majors now, and will be required for all graduate and professional degree programs in Nonetheless, all programs are encouraged to complete these now. Program Learning Goals Assessment Assessment plan includes student learning goals, how those goals are evaluated, and how the information collected is used to improve student learning. An assessment plan is required for undergraduate majors and degrees. Graduate and professional degree programs are encouraged to complete this now, but will not be required to do so until Is this a degree program (undergraduate, graduate, or professional) or major proposal? Yes Does the degree program or major have an assessment plan on file with the university Office of Academic Affairs? Yes Summarize how the program's current quarter-based assessment practices will be modified, if necessary, to fit the semester calendar. No changes we will be made in our assessment practices at the graduate level. We assess based on the progress of individual students through end-of-year reporting, etc. Program Specializations/Sub-Plans If you do not specify a program specialization/sub-plan it will be assumed you are submitting this program for all program specializations/sub-plans. Program Specialization/Sub-Plan Name Plan A (Existing) Human Development and Family Science - Page 1

2 Status: PENDING PROGRAM REQUEST Human Development and Family Science Last Updated: Serovich,Julianne Maria 07/29/2011 Program Specialization/Sub-Plan Goals The program of study for the Plan A option is designed to build research understanding that culminates in a Master's thesis. This plan places greater emphasis on the development and demonstration of research skills. Program Specialization/Sub-Plan Name Program Specialization/Sub-Plan Goals Plan B (Existing) The General program of study for the Plan B option is designed to build a systematic approach to a problem that culminates in an independent study project. The Plan B option places emphasis on course work. Pre-Major Does this Program have a Pre-Major? No Attachments HDFS Chair Cover Letter pdf: HDFS Dept Chair Letter (Other Supporting Documentation. Owner: Parker,Anita June) HDFS MS updated pdf: Rationale, transition, courses, advising sheets (Other Supporting Documentation. Owner: Parker,Anita June) Comments (7/29/2011 ajp) Course changed to CONVERTED (from deactivated) as it will be open to those already enrolled and deactivate Dec1, New supporting documents attached (dept chair letter, supplemental materials) NOTE: Students will not be permitted to begin that course of study after December 1, Any student who enrolls in the Masters program prior to that date must complete all required work by December 1, Students who begin degrees under the quarter system and transition to the semester system before graduation will not experience a delay or disruption in their progress toward their degree if they: complete degree requirements within five years (PhD) or three years (MS); meet the standards for progress defined by their academic unit and continue to complete appropriate course loads successfully; and actively develop and follow academic plans in consultation with their academic advisors (by Parker,Anita June on 07/29/ :05 PM) Workflow Information Status User(s) Date/Time Step Submitted Parker,Anita June 10/05/ :32 PM Submitted for Approval Approved Serovich,Julianne Maria 10/05/ :33 PM Unit Approval Revision Requested Zircher,Andrew Paul 07/18/ :36 AM College Approval Submitted Parker,Anita June 07/29/ :06 PM Submitted for Approval Approved Serovich,Julianne Maria 07/29/ :42 PM Unit Approval Pending Approval Achterberg,Cheryl L Blount,Jackie Marie Zircher,Andrew Paul 07/29/ :42 PM College Approval Human Development and Family Science - Page 2

3 July 29, 2011 Dear Curriculum Review Committee, The Department of Human Development and Family Science in the College of Education and Human Ecology is presenting a total of four programs for semester conversion in Summer of Of the four, three are undergraduate programs including: a BS in HDFS with 2 program specializations (Developmental and Prevention Science and Family Studies), a minor in Developmental and Prevention Science, and a minor in Human Development and Family Science. We are also proposing a Ph.D. in Human Development and Family Science. The current programs in the department are: Undergraduate Majors: BS in Human Ecology, HDFS Major Family Studies Program Option Early Childhood Development and Education Program Option Undergraduate Minor: Human Development and Family Science Minor Graduate Programs: MS in Human Ecology Ph.D. in Human Ecology The faculty in the Department of Human Development and Family Science participated in the review and approval of each curriculum. Members of the Undergraduate Studies committee took leadership of the undergraduate curriculum and members of the Graduate Studies committee look leadership of the graduate curriculum. Information and feedback was also generated by faculty led interest groups (e.g., family science, child development). Members of these committees reviewed our current curriculum, looked at program offered by our benchmark institutions (e.g., Penn State, University of Arizona) and discussed nationwide trends in programs of study among Human Development and Family Science departments. These processes generated the proposed changes. Faculty voted unanimously to move each program forward. For the undergraduate programs, common changes were the addition of new courses to cover gaps in the curriculum and to meet the needs of a new undergraduate minor and a re-envisioned BS. Redundant coursework was eliminated and several courses were modified based on faculty review of curricular maps, complementary coursework from other units, and/or changes in time based on the quarter to semester conversion. The Family Studies program option was converted with minimal changes to program goals and/or curricular requirements, while the re-envisioned Early Childhood Development and Education program option (proposed as the Development and Prevention Science Program) underwent significant changes to program goals and/or curricular requirements. The Development and Prevention Science (DAPS) program specialization is an interdisciplinary program concerned with the use of science to address social, educational and health issues, problems,

4 and challenges (e.g., preventing sexually transmitted diseases, improving education and accommodating disabilities, reducing alcohol and substance abuse, curbing domestic violence, reducing prevalence of obesity and diabetes) within the context of families and development. In addition to understanding the origins of adaptive behavior, this discipline seeks to understand interventions and programs for preventing maladaptive behavior and atypical development. Development and prevention science is a new and growing interdisciplinary field requiring expertise in a variety of theoretical perspectives. The purpose of the field of study is to prepare students to participate in and conduct mission-oriented research that seeks to improve the human condition and to promote well-being, especially among needy populations. To do so, developmental and prevention scientists strive to better understand individual differences in the context of the interplay among the human capital systems of the family, changing societies and social welfare, health and education, vocational and recreational settings, and communities and cultures. While a number of graduate programs are beginning to emerge in this area of study (e.g., Harvard, Emory, University of Minnesota), to the best of our knowledge, there are no undergraduate programs in the country. The initiation of this program as an undergraduate specialization will likely be the first of its kind. For the graduate programs, the most significant change was the elimination of our terminal MS degree. After careful review of the number of quality students who ultimately pursue the Ph.D. and the practices of our aspirational peers, we concluded that this change would significantly raise the profile of our department and make us more competitive for the best doctoral students. Our Ph.D. program has been converted with minimal changes to program goals and/or curricular requirements. As for the fiscal implications of these changes, the outcome is not clear. The unit does not have fiscal support to conduct these types of analyses. As unit leader, I can state a couple of things very clearly. First, HDFS faculty have been working hard over the past few years to increase our course visibility on campus and promote our Family Studies option. As a result our Family Studies option is now an official Pre-Med major and our enrollment has increased. We hope this will result in increasing the academic profile of our undergraduates in this area. In addition, our General Education Credit courses have never been more desirable. As we transition our courses, we anticipate that these trends will continue such that there will be no fiscal impact on the college. That is, our plan is to work to increase the visibility of our DAPS program while we gradually phase out our early childhood majors and increase our General Education Credit offerings. This plan also includes transitioning faculty resources from the current courses they teach to our new offerings. The faculty have submitted rationale statements for programmatic changes or additions and supplied transition statements when applicable. I recommend approval of the proposed degrees. Please do not hesitate to contact me with your questions. Sincerely, Dr. Julianne Serovich Professor and Chair Department of Human Development and Family Science

5 Contents Rationale Statement... 1 Transition Policy... 2 List of Courses (Graduate and Undergrad/Grad)... 3 Quarter (Current) Advising Sheets... 4 Rationale Statement The last significant program revision of the HDFS graduate programs occurred in May During the transition to semesters, the most significant change to the graduate program is the elimination of our terminal MS degree. After careful review of the number of quality students who ultimately pursue the Ph.D. and the practices of our aspirational peers, we concluded that this change would significantly raise the profile of our department and make us more competitive for the best doctoral students. The Ph.D. program has been converted with minimal changes to program goals and/or curricular requirements. 1

6 Transition Policy We expect the transition to semester will not create severe difficulties for students in making progress towards graduation. We will offer several sections of most courses in order to accommodate students needs. Where difficulties arise, we will create a mechanism whereby students will be able to substitute appropriate and relatively similar classes for required ones. The terminal Masters degree will be deactivated as we transition to the semester systems. Students will not be permitted to begin that course of study after December 1, Any student who enrolls in the Masters program prior to that date must complete all required work by December 1, Until deactivation of the MS degree, in the event that a PhD student, although successfully completing the qualifying exam, decides that they do not want to continue in the program, they can use the materials from the qualifying exam to count toward the masters degree. Thus, the defense of the project, paper, thesis would be considered the Masters Exam and the committee members would sign off on this form from the Graduate School. The student should notify his/her advisor well in advance of undertaking the qualifying exam that they are not electing to continue in the program so that the Graduate School can be notified and the student uses the Masters Exam deadlines published by the Graduate School in order to graduate in a timely manner with the Masters Degree. Students who begin their graduate work under the quarter system and transition to the semester system before graduation will not experience a delay or disruption in their progress toward their MS degree if they: complete MS degree requirements within three years; meet the standards for progress defined by their academic unit and continue to complete appropriate course loads successfully; and actively develop and follow academic plans in consultation with their academic advisors Understanding that some classes will no longer be available under the semester system, we will provide alternatives (in the form of independent studies) to accommodate students who have entered our graduate program under the quarter system and complete their degree requirements under the semester system. Please see the transitional advising sheet included in this document. The following policies may be used by advisors in consultation with Graduate Studies Committee and Department Chair when working with students to assure their progress toward degree: A. Waive pre-requisites for semester courses when necessary and appropriate B. Advisors will have a suggested list of appropriate substitution courses for those students who have taken parts of courses that have been combined for the semester conversion. Advising for these will need to be on an individual basis since students programs are so varied. C. For special circumstances, Individual Studies or Group Studies options may be used to allow students to take ½ of courses where 2 courses have been combined. D. For courses that have minimal changes and have gone from 5 quarter hours to 3 semester hours an automatic transfer of credits will be used. Our program s assessment practice will not require modification when we convert to semesters. As has been our practice, we will evaluate students performance at the end of the academic year. If a substantial number of students fall below expected achievement, we will evaluate our practices and make changes as necessary. Dr. Julianne Serovich 2

7 List of Courses (Graduate and Undergrad/Grad) Semester # Title Quarter # 5200 Foundations of Couple and Family Therapy U/G Intimate Relationships U/G Families With Adolescents U/G Infant-Toddler Development: Current Research and Controversies U/G Adult Development and Aging U/G Human Sexuality in Context U/G Study at a Foreign Institute U/G Study Tour: Domestic U/G Study Tour: Foreign U/G Special Topics in Family Development U/G Special Topics in Child Development U/G Special Topics in Adolescent Development U/G New 5893 Special Topics in Adult Development and Aging U/G New 5897 Special Topics in Prevention Science U/G New 6780 Research Seminar G New 6782 Research Methods G Proseminar G 701/.01/ Professional Development Seminar G New 7189 Field Experience G Adolescent and Emerging Adulthood G New 7765 Advanced Child Development (Social) G Professional and Ethical Issues G Research Methods in Couple and Family Therapy G Thesis Research G Practicum in Couple and Family Therapy G Practicum in Research G Practicum in Teaching G Independent Studies for Doctoral Students G Individuation G Adolescence: Risk in Context G Theoretical Perspectives on the Family G 764/ Systems Theory G Theories of Human Development G Measurement in Human Development and Family Science G Seminar in Couple and Family Therapy G Family in Mid-to-Late Years G Seminar in Human Development and Family Science G Family Systems Assessment G Family Therapy Theory I G Family Therapy Theory II G Marital Therapy Theory G Supervision of Couple and Family Therapy G Dissertation Research G 999 3

8 Quarter (Current) Advising Sheets As this degree will not be available for new enrollment under Semesters, there are no semester advising sheets. We have included current advising sheets, noted semester equivalents where applicable, and indicated which courses are being changed substantively or combined. Quarter Number Course Title Quarter Semester # Hours MS: Plan A (45 quarter credits) HDFS Proseminar 1 HDFS 6890 HDFS 760 Research Methods 5 HDFS 6782 HDFS 764* Advanced Family* 4 HDFS 8820* HDFS 765 Advanced Child I (Under Semesters, this will be Adolescence and 4 HDFS 7350 Emerging Adulthood) HDFS 862^ Individual Cognitive Development 3 HDFS 8862^ Core Requirements 17 HDFS Electives HDFS Credits at the Grad Level beyond the core requirements 10 HDFS 998 Independent Study (IS at MS level falls under thesis hours) 9 HDFS 7999 Statistics or Additional Statistics or Methods Courses(see list) 9 (See list) Methods Courses (see list) Plan A: Additional Requirements 28 Total 45 MS: Plan B (50 quarter credits) HDFS Proseminar 1 HDFS 6890 HDFS 760 Research Methods 5 HDFS 6782 HDFS 764* Advanced Family* 4 HDFS 8820* HDFS 765 Advanced Child I (Under Semesters, this will be Adolescence and 4 HDFS 7350 Emerging Adulthood) HDFS 862^ Individual Cognitive Development 3 HDFS 8862^ Core Requirements 17 HDFS Electives HDFS Credits at the Grad Level beyond the core requirements 19 HDFS 998 Independent Study (IS at MS level falls under thesis hours) 5 HDFS 7999 Statistics or Additional Statistics or Methods Courses(see list) 9 (See list) Methods Courses (see list) Plan B: Additional Requirements 33 Total 45 *Students who have not taken 764 prior to the conversion, will enroll in HDFS 8820 (A combination of HDFS 764&820 titled "Theoretical Perspectives on the Family") ^HDFS 862 will undergo substantial modification during the conversion to become HDFS 8862 (titled "Seminar in Human Development and Family Science"). Those taking HDFS 862 will have 3 quarter credit hours which is equivalent to 2 semester hours. Those taking HDFS 8862 will have 3 semester hours. Students in transition should work in consultation with their faculty advisor when creating their personal plan of study. 4

9 Courses that meet the required Statistics/Methods requirement (offered outside of the unit). These courses are all still listed with their quarter numbers. AGR EDUC 789, , 885, 886, 887, 888, and 995 CLASSICS 800 COMM 660, 661, 663, 671, 672, 673, 760, 763, 789, 790, 801 COMP STD EDU P&L , , , , 745, 760, 765, 785, 786, 798, 800, 807, 808, 809, 810, 817, , , , 827, 848, 867, 881, , , 967, 971 EDU PAES 767, 865, 871, 873, 874 EDU T&L 842, 921 FM RES M 881 NURSING 902, , 912 POLIT SC 581, 684, 685, 686, 747, 800, , , 803, 805, 846, 853, 866, 867, 874, 875, 879 PSYCH , 800, 820, 826, 827,828, 830, 831, , , , , , , , , , , 849, 861, 872, 876, , , SOC WORK 770, 771, 901, , , SOCIOL 549, 648, 649, 651, 652, 653, 671, 672, , 703, 704, 707, 708, 710, 748, 752, 754, 791, 792, 850, 859 STAT 404, 528, 520, 521, 528, 529, 530, 602, 610, 623, 628, 632, 635, 641, 645, 651, 656, 661, 662, 663, 664, 665, 673, 674, 675, 694, 742, 743, 745, 746, 755, 756, 760, 761, 763, 773, 789, 801, 820, 821, 822, 825, 833, 847, 881, 882, 894 WOM STDS 760 5

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