Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing.

Writing intensive multidisciplinary approach to addressing the common question, "How can one person make a difference?" Students read a common book/work collaboratively to produce a final project. Active learning strategies to develop students' skills in critical reading, thinking, and writing. prereq: CEHD student, honors, 1st-term fr

Academics and researchers have long used data & visualization to support and illuminate particular narratives in their scholarship. Today, data visualizations are found not only in the pages of academic journals; many non-academics, including journalists and activists, use increasingly complex data visualizations and statistical summaries to convey salient information and storylines. This course will help students build on their statistical thinking and understanding learned in high school to think critically about the use of summaries and visualization and their role in the data narrative. It will also cover the use of computational tools and methods for creating data summaries and visualization that facilitate seeing patterns and relationships in data, and producing better narrative through communicating with data. Students will learn course material through in-class activities and projects conducted in cooperative learning groups and through assignments requiring the application of concepts and technology presented in class to additional real-world examples of data visualization.

Graphical/numerical presentations of data. Judging the usefulness/reliability of results/inferences from surveys and other studies to interesting populations. Coping with randomness/variation in an uncertain world. prereq: Mathematics requirement for admission to University

Standard statistical reasoning. Simple statistical methods. Social/physical sciences. Mathematical reasoning behind facts in daily news. Basic computing environment.

Introductory statistics. Emphasizes understanding/applying statistical concepts/procedures. Visual/quantitative methods for presenting/analyzing data, common descriptive indices for univariate/bivariate data. Inferential techniques.

Couple dynamics. Overview of how to develop, maintain, and terminate an intimate relationship. Communication, conflict resolution, power, roles. Programs for marriage preparation, marriage enrichment, and marital therapy.

Human development in a family context. Life-course and human development theories. Individual/family development, mate selection, birth, life cycle. Physical, cognitive, language, social, social, and personality development. Historical, social, and cultural factors. How theory/research are applied to everyday lives.

This course is designed as an introduction to multicultural families using an ecological lens. The institution of the family is recognized globally as a basic unit of a society that produces, develops, socializes, and launches the next generation of its citizenry. This course will focus on families in contemporary America, a society that has grown increasingly diverse, and faces many complex challenges in today?s global environment. Using a human ecological lens allows us to examine families in their nested and interdependent environments--how individuals shape and are shaped by families, their human built environments, their socio-cultural environments, and their natural-physical environments. This is a service learning class.

This course prepares students to present information and adjust their messages based on audience need in a variety of future work contexts. Students interested in majoring in Family Social Science, Education, Youth Studies, and Kinesiology will take this course in order to develop the disciplinary practices used in counseling, community-based organizations, education, and health sciences to convey important, and often sensitive, material to specific audiences.

This course prepares students to present information and hone their messages based on audience need in a variety of business, leadership, and workplace contexts. Students interested in majoring in Business and Marketing Education (BME), Human Resource Development (HRD), and other majors can take this course in order to develop the disciplinary practices used in training and development, as well as business and industry to convey vital and timely messages.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation.

Public communication processes, elements, and ethics. Criticism of and response to public discourse. Practice in individual speaking designed to encourage civic participation. prereq: Honors

Designed for those CEHD learners who seek to fulfill the upper level writing intensive requirement in a way that is relevant to their major and field of study, this course will support you as you manage a larger writing project. Learners in this course will form a community of writers, as each grapples with the challenges of a major project focusing on a meaningful problem or issue in your field of study. Some of the most important and most challenging work you face as you near graduation in your major is the work of bringing your academic training to bear on current issues in your field of study. By focusing on project-based writing, this course supports undergraduate learners in the endeavor to delve into and contribute to the work being done in your field to address a particular problem. You will propose a project, identify an audience, tailor your work to address your audience?s needs, gather relevant information through primary and secondary research, and create a product that engages others and furthers the real-world work of solving problems. Collaborative activities and assignments will support you through the process. The course structure is flexible and designed to be responsive to individual needs and a variety of disciplinary contexts, so that students can receive feedback and guidance during different stages of capstone or thesis writing, or community engagement projects. Thus, you can anticipate that the majority of the work will focus on a project that you will propose based on your interests, needs, or connections to your writing work in your major. Course goals are to develop a writing process, understand the habits of writings, work through a larger research project, develop skill in the APA format, learn to use the University libraries, consider audience needs. In class work include: peer review, active learning activities designed around writing skill development, discussion, lecture, and presentation. Learners are expected to actively engage in the course material, participate in class and give and receive feedback about writing. prereq: 60+ undergraduate credits, declared major, or instr consent

Explore professional communication. Research/analysis writing. Memos, reports, proposals, human resource-related documentation, letters or announcements, presentations. prereq: 60+ undergraduate credits, declared major

This is a course for students ready to face more challenging assignments and deepen their comfort and skill with writing. The instructor helps the student develop more sophisticated research strategies and experiment with more creative stylistic choices. Assignments might include autobiographies, critical comparisons, reviews of articles or books, cultural analyses, persuasive essays, and annotated bibliographies. Students in this course learn to 1) generate topics and develop essays with greater independence than they exercised in freshman composition, 2) write for multiple audiences?academic and non-academic?making appropriate decisions about content, rhetoric, structure, vocabulary, style, and format, 3) write creative non-fiction and other genres incorporating complex description and analysis, 4) analyze the conventions and styles of writing in their major field, and 5) experiment with new and more sophisticated writing strategies and styles.

In this course students practice writing and revising common business documents for today?s business world. Students write memos, proposals, cover letters, resumes, and digital and web content as well as practice choice of appropriate formats and media. The course draws from current business practices and stresses workplace collaboration, broader issues of professional literacy, and responsive writing styles. Students practice rhetorical analysis and discuss concepts such as audience, purpose, tone, and context when writing and revising their documents. Students analyze and write from a variety of perspectives and contexts including formal (researched reports, proposals) and informal (email, social media) communication. Students also build a professional online presence through such platforms as LinkedIn.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

Scientific method. Major questions/objectives of family research. Data collection/analysis/reporting. Social context of family research. prereq: STAT 3011 or PSTL 1004 or STAT 1001 or ESPY 3264 or ESPY 1261 or SOC 3811 or SOC 2550 or PSY 3801 or instr consent

Family systems/theories applied to dynamics/processes relevant to family life. Diversity issues related to gender, ethnicity, sexual orientation, and disability. Divorce, single parenthood, remarriage. Family strengths/problems. prereq: At least soph or instr consent

The role of information and communications technologies in contemporary family life is explored through examination of theory, and research on technology use and family and family member outcomes. Applications of technology in family practice and issues regarding professional preparation will identify avenues for support and development.

Processes in families of origin, families of choice, and other close relationships, within diverse social contexts. Evaluating current research on family dynamics within/across generations.

This course will include a review of current family theories, use of writing self-assessments, and application of theory to phenomena affecting families today.

This course will include a review of current family theories, use of writing self-assessments, and application of theory to phenomena affecting families today.

This course will explore addiction and how we, as members of a family and community can better understand the complexity of the systems that simultaneously create environments that foster addiction and assist individuals in their quest to heal from addiction. We will explore our personal beliefs and experiences with addiction, often challenging the dominant discourses that inform who gets blamed and who gets helped when dealing with addiction. We will do this by reading, discussing and writing about three different types of addiction that are currently being discussed by families, communities and policymakers: opiate addiction, screen addiction and gambling.

Designed for those CEHD learners who seek to fulfill the upper level writing intensive requirement in a way that is relevant to their major and field of study, this course will support you as you manage a larger writing project. Learners in this course will form a community of writers, as each grapples with the challenges of a major project focusing on a meaningful problem or issue in your field of study. Some of the most important and most challenging work you face as you near graduation in your major is the work of bringing your academic training to bear on current issues in your field of study. By focusing on project-based writing, this course supports undergraduate learners in the endeavor to delve into and contribute to the work being done in your field to address a particular problem. You will propose a project, identify an audience, tailor your work to address your audience?s needs, gather relevant information through primary and secondary research, and create a product that engages others and furthers the real-world work of solving problems. Collaborative activities and assignments will support you through the process. The course structure is flexible and designed to be responsive to individual needs and a variety of disciplinary contexts, so that students can receive feedback and guidance during different stages of capstone or thesis writing, or community engagement projects. Thus, you can anticipate that the majority of the work will focus on a project that you will propose based on your interests, needs, or connections to your writing work in your major. Course goals are to develop a writing process, understand the habits of writings, work through a larger research project, develop skill in the APA format, learn to use the University libraries, consider audience needs. In class work include: peer review, active learning activities designed around writing skill development, discussion, lecture, and presentation. Learners are expected to actively engage in the course material, participate in class and give and receive feedback about writing. prereq: 60+ undergraduate credits, declared major, or instr consent

Explore professional communication. Research/analysis writing. Memos, reports, proposals, human resource-related documentation, letters or announcements, presentations. prereq: 60+ undergraduate credits, declared major

This is a course for students ready to face more challenging assignments and deepen their comfort and skill with writing. The instructor helps the student develop more sophisticated research strategies and experiment with more creative stylistic choices. Assignments might include autobiographies, critical comparisons, reviews of articles or books, cultural analyses, persuasive essays, and annotated bibliographies. Students in this course learn to 1) generate topics and develop essays with greater independence than they exercised in freshman composition, 2) write for multiple audiences?academic and non-academic?making appropriate decisions about content, rhetoric, structure, vocabulary, style, and format, 3) write creative non-fiction and other genres incorporating complex description and analysis, 4) analyze the conventions and styles of writing in their major field, and 5) experiment with new and more sophisticated writing strategies and styles.

In this course students practice writing and revising common business documents for today?s business world. Students write memos, proposals, cover letters, resumes, and digital and web content as well as practice choice of appropriate formats and media. The course draws from current business practices and stresses workplace collaboration, broader issues of professional literacy, and responsive writing styles. Students practice rhetorical analysis and discuss concepts such as audience, purpose, tone, and context when writing and revising their documents. Students analyze and write from a variety of perspectives and contexts including formal (researched reports, proposals) and informal (email, social media) communication. Students also build a professional online presence through such platforms as LinkedIn.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience.

This course introduces students to technical and professional writing through various readings and assignments in which students analyze and create texts that work to communicate complex information, solve problems, and complete tasks. Students gain knowledge of workplace genres as well as to develop skills in composing such genres. This course allows students to practice rhetorically analyzing writing situations and composing genres such as memos, proposals, instructions, research reports, and presentations. Students work in teams to develop collaborative content and to compose in a variety of modes including text, graphics, video, audio, and digital. Students also conduct both primary and secondary research and practice usability testing. The course emphasizes creating documents that are goal-driven and appropriate for a specific context and audience. Honors section includes discussion on scholarly readings in technical and professional writing as well as a final project that must be addressed to a real-world audience.

This course will focus on preparing students to work with families in a community context. Central themes of the course include strategies for family and community engagement, understanding how families interact with community organizations and institutions, how to mobilize family and community assets, and collaborating with families to create systems change and build positive community resources. The course will pose questions for students about the roles of family professionals in supporting families in community contexts. The course will utilize readings about best practices in family and community engagement, both from the family studies literature and from cutting edge community-based organizations. Students will participate in a community project with a community organization that focuses on supporting families. This will enable them to attend community meetings, shadow family/community liaisons, and better understand the interface between families, community organizations, and institutions. Class assignments will allow students to engage in reflective practice and pull learning from their community-based experiences. They will learn concrete skills like meeting facilitation through a workshop format.

Connections between policies that governments enact, and families and their well-being. Conceptual frameworks for influences underlying policy choices. Evaluating consequences of such choices for diverse families.

This course will focus on stress contexts that place families at risk across the life span such as poverty, war/civil conflict, disability, social disparities/discrimination, and family dissolution. An examination of family strengths, cultural diversity, and approaches for working with families across the life course in community based settings including classrooms, programs, and agencies will be emphasized. This course focuses on vulnerable families and those affected by historical and traumatic stress. It covers family members of all ages who face particular challenges, such as intergenerational exposure to traumatic events, persistent and structural inequality, and health disparities. This course is designed to increase awareness of the conditions that place families and children at risk, the theories and frameworks available to understand these risks, and both individual and family resiliency to these conditions. The course will primarily focus on a) individual, family, community, and developmental contexts of risk and resiliency, and b) family-level preventive and intervention frameworks and approaches to support individuals and families.

This course focuses on the impact of “immigration” (i.e., refugee vs. various types of immigration statuses) on family relationships, specifically how culture of origin and acculturation processes influence individuals and families over time; explores issues faced by various immigrant family systems, including a consideration of generational status, gender identities, social classes, and ethnic/racial group identities; develops intercultural interaction skills that prepare students to effectively engage with diverse immigrant families in multiple contexts; and builds practical skills that enhance students’ abilities to work in and collaborate with community-and faith-based organizations to strengthen cultural resources while overcoming barriers to increase service utilization.

Systematic preparation for upper division education, research/field internships, and career possibilities in Family Social Science.

Basic counseling skills. Counselor needs/motivations, non-verbal communication, basic/advanced empathy, identifying strengths, maintaining focus, challenging discrepancies, use of self. Emphasizes building from client strengths, learning through role-playing.

Basic counseling skills. Counselor needs/motivations, non-verbal communication, basic/advanced empathy, identifying strengths, maintaining focus, challenging discrepancies, use of self. Emphasizes building from client strengths, learning through role-playing.

This course is designed as an introduction to the field of Family Therapy. Students who successfully complete the course should be well versed in the basics of both the foundational and contemporary theories of the discipline. Further, students will be exposed to a number of clinical vignettes and case scenarios that demonstrate the application of the theories in pre-recorded family therapy sessions. Through class assignments and discussions, students will be able to make a more informed decision as to whether or not family therapy is a field that holds potential for them in their own professional pursuits. Other mental health disciplines attend to family variables but having a background in family systems theory and family therapy theories will provide a solid knowledge base for someone embarking on a career in family clinical work. Systems theory guides the majority of what will be discussed in class.

Psychology/sociology of drug use/abuse. Life-span, epidemiological, familial, cultural data regarding use. Fundamentals of licit/illicit drug use behavior. Variables of gender, ethnicity, social class, sexuality, sexual orientation, disability.

Overview of psychology/sociology of drug use/abuse. Life-span, epidemiological, familial, cultural data regarding use. Fundamentals of licit/illicit drug use behavior. Gender, ethnicity, social class, sexuality, sexual orientation, disability.

Human ecology/development as frameworks for examining sexuality in close relationships. Diversity of sexual beliefs, attitudes, behaviors within differing social contexts. Using scientific knowledge to promote sexual health among individuals, couples, families through various life stages. prereq: At least jr or instr consent

Analysis of how individuals/families use interpersonal, economic, natural, and community resources to make decisions, solve problems, and achieve central life purposes.

Analysis of personal/family financial management principles. Financial planning of savings, investments, credit, mortgages, and taxation. Life, disability, health, and property insurance. Public/private pensions. Estate planning.

Family financial issues are studied with an emphasis on the role of the financial counselor. This course emphasizes the development of professional skills for assisting individuals and families to cope with financial concerns in their day-to-day lives. This course includes an optional service-learning component where students will work throughout the semester with local non-profit organizations focused on financial literacy, financial counseling, financial curriculum development, and/or researching financial resources. This course will require students to produce video recordings. At minimum students will need recording equipment that captures both video and audio. The resulting file will need to be uploaded to the internet. Laptops with webcams and smart phones with video capabilities should be sufficient for this purpose. Equipment and training are available from the Library's SMART Learning Commons.

Systematic preparation for upper division education, research/field internships, and career possibilities in Family Social Science.

This course will focus on preparing students to work with families in a community context. Central themes of the course include strategies for family and community engagement, understanding how families interact with community organizations and institutions, how to mobilize family and community assets, and collaborating with families to create systems change and build positive community resources. The course will pose questions for students about the roles of family professionals in supporting families in community contexts. The course will utilize readings about best practices in family and community engagement, both from the family studies literature and from cutting edge community-based organizations. Students will participate in a community project with a community organization that focuses on supporting families. This will enable them to attend community meetings, shadow family/community liaisons, and better understand the interface between families, community organizations, and institutions. Class assignments will allow students to engage in reflective practice and pull learning from their community-based experiences. They will learn concrete skills like meeting facilitation through a workshop format.

Couple dynamics. Overview of how to develop, maintain, and terminate an intimate relationship. Communication, conflict resolution, power, roles. Programs for marriage preparation, marriage enrichment, and marital therapy.

Human development in a family context. Life-course and human development theories. Individual/family development, mate selection, birth, life cycle. Physical, cognitive, language, social, social, and personality development. Historical, social, and cultural factors. How theory/research are applied to everyday lives.

This course is designed as an introduction to multicultural families using an ecological lens. The institution of the family is recognized globally as a basic unit of a society that produces, develops, socializes, and launches the next generation of its citizenry. This course will focus on families in contemporary America, a society that has grown increasingly diverse, and faces many complex challenges in today?s global environment. Using a human ecological lens allows us to examine families in their nested and interdependent environments--how individuals shape and are shaped by families, their human built environments, their socio-cultural environments, and their natural-physical environments. This is a service learning class.

Factual information about basic money management skills. Topics covered can be applied to everyday life. Online, interactive learning based class.

This course will explore addiction and how we, as members of a family and community can better understand the complexity of the systems that simultaneously create environments that foster addiction and assist individuals in their quest to heal from addiction. We will explore our personal beliefs and experiences with addiction, often challenging the dominant discourses that inform who gets blamed and who gets helped when dealing with addiction. We will do this by reading, discussing and writing about three different types of addiction that are currently being discussed by families, communities and policymakers: opiate addiction, screen addiction and gambling.

Advanced therapeutic methods. Processes of change. Identifying, reinforcing, challenging core beliefs. Reframing. Paradox. Trance, guided imagery. Cognitive-behavioral, solution-focused, narrative therapies. Emphasizes non-pathologizing models of therapy.

History, theories, research, and contemporary practices of parent-child relationships in diverse families/cultures across the life span. Preparation for professionals in education, social work, and other human service occupations.

Review of research and scholarly thought. Topics specified in Class Schedule. prereq: instr consent

Theoretical, empirical, and practical foundations for strategic interventions to prevent behavioral problems and promote healthy development. Multidisciplinary roots of prevention science. Trends/directions and best practices.

Research project with faculty. May include planning, proposal writing, literature review, data collection/coding/cleaning/analysis, and reporting. prereq: [FSOS major, at least jr] or instr consent

Directed paraprofessional work experience related to student's area of study. prereq: 2101 or 2107 or 2108

Individualizes experience by connecting aspects of major program with special academic interests.