Program Details : University Catalogs : University of Minnesota

PA 5413 - Early Childhood and Public Policy

Credits:	1.5 -3.0 [max 3.0]
Course Equivalencies:	CPsy 5413/PA 5413
Typically offered:	Fall Odd Year

State/federal/int'l policies/legislation touching first 5 years of child's life. Family, community, institutional roles in promoting children's social/cognitive/emotional development. Health, mental health, poverty, special needs, economic/social justice. Part of Early Childhood Pol cert. prereq: Grad or instr consent

CPSY 5413 - Early Childhood and Public Policy

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall

State, federal, and international policies and legislative activity touching first five years of a child's life. Family, community, and institutional roles in promoting children's social, cognitive, and emotional development. Issues related to health, mental health, poverty, developmental delays, and special needs.

PA 5415 - Effective Policies for Children in the First Decade

Credits:	1.5 -3.0 [max 6.0]
Grading Basis:	OPT No Aud
Typically offered:	Periodic Spring

Policies to improve the wellbeing of children through the first decade of life are examined using examples from economics and other disciplines. The course focuses on the role of government in helping to promote early childhood development. Readings and projects focus on policies or programs that affect child outcomes from the prenatal period to third grade. Students will become familiar with the importance of rigorous impact evaluations and the use of cost-effectiveness and cost-benefit analysis as a tool for efficient resource allocation. Some familiarity with regression analysis would be helpful.

PA 5442 - Education Law and Policy

Credits:	3.0 [max 3.0]
Course Equivalencies:	Law 6233/6159/PA 5442
Grading Basis:	OPT No Aud
Typically offered:	Periodic Fall

The nation's schools have become a conflict zone where our polarized views and values are clashing. There are new arguments over curriculum, books in school libraries, and support for transgender students, as well as continuing struggles over racial segregation, disparities in learning, the quality of education, and how to pay for it. This course will explore these challenges from the perspectives of law and public policy, recognizing that decisions of institutions in both sectors contribute to the design of America's system of public preK-12 education. Justice, equity, diversity, and inclusion are central to nearly all the topics we will discuss. We will explore the process of education law and policy change, including school integration, the inclusion of students with disabilities, accountability, and calls for education reform. We will also consider the existing empirical evidence informing the debates on policy alternatives. Discussions and readings about a diverse range of cultures and countries will help us think about education law and policy in a broader context. Course readings will include judicial decisions, statutes, policy analyses, law reviews, empirical research articles, and journalistic accounts of education and human development issues. Classes will consist of active student discussion of legal and policy design issues, presentations by guest speakers who are active practitioners and advocates in education law and policy, and presentations of group research projects.

FSOS 8104 - Family Policy Seminar

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Spring

Distinguishing family policy research from other family research. Conceptual frameworks, methods, and roles family policy research can play in policy-making and knowledge-building processes.

PREV 8001 - Prevention Science: Principles and Practices

Credits:	3.0 [max 3.0]
Grading Basis:	OPT No Aud
Typically offered:	Every Spring

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

SW 5101 - Historical Origins and Contemporary Policies in Social Welfare

Credits:	3.0 [max 4.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Contemporary policies and programs in social welfare are examined in light of their historical origins and evolution. A framework is then developed for analysis of concepts and principles in contemporary social policy for social welfare programs and services. The emergence of the profession of social work also examined.

SW 8804 - Child Welfare Policy

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Develops advanced policy knowledge/skills for social workers practicing in or collaborating with public or private child welfare services.

PA 5311 - Program Evaluation

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Periodic Fall & Spring

This course covers the core principals, methods, and implementation of evaluation research. Students will learn through an applied partnership with a nonprofit or state/local government clients. The course is designed for both students interested in a potential career in evaluation and those that want to be better consumers of research. Past programmatic/policy areas included health and human services, education, environment science, economic development, transportation, and evidence-based policymaking.

PA 5480 - Topics in Race, Ethnicity, and Public Policy

Credits:	1.0 -3.0 [max 9.0]
Typically offered:	Periodic Fall & Spring

Link between race/ethnicity and public policy. How to identify/measure racial/ethnic disparities and their historical/cultural origins and policy impacts and to craft politically feasible remedies. Topics may include criminal justice, housing, child welfare, and education. prereq: Jr or sr or grad student or instr consent

CI 8900 - Family, Youth, and Community Colloquium

Credits:	1.0 -4.0 [max 4.0]
Grading Basis:	S-N only
Typically offered:	Periodic Fall & Spring

Theories, philosophies, practices, pedagogies, epistemologies, and public policies not dealt with in regular courses. Content varies by offering. prereq: [MA or PhD] student

CPSY 5251W - Social and Philosophical Foundations of Early Childhood Education (WI)

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

This course traces the history of early childhood education from Plato to the present, as well as explores various program models and the standards movement, including the Minnesota Early Learning Indicators. The course includes lecture, discussion, videos and vignettes, assignments, and requires students to begin developing a personal teaching philosophy. It is also a writing intensive course which incorporates writing instruction and professional writing expectations throughout all course assignments and activities.

CPSY 5252 - Facilitating Social and Emotional Learning in Early Childhood Education

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

This course explores social and emotional development throughout the early childhood (0-8) years. Explore the variety of ways that social interactions and emotional understanding occur in young children with a special emphasis on the role of adults in facilitating these processes. Students will encounter a blend of theory and application as they learn to promote children's mental health, understand special circumstances such as trauma, and respond to challenging behaviors across early learning settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.

CPSY 5253 - Facilitating Cognitive and Language Learning in Early Childhood Education

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Every Fall

This is a required methods course for students in the Early Childhood Education major (Licensure and Individualized-Studies Tracks) and the Early Childhood Education Initial Licensure Program. It is intended to prepare students to work with and teach typically and non-typically developing children from birth to age 8. Through lecture, videos, small group projects, hands-on exploration of materials and actual implementation of course principles with children, students will practice and learn to: -carefully observe children to identify their individual learning characteristics. -assess children?s developmental characteristics in the cognitive and language domains. -plan relevant and appropriate curriculum to foster growth and development in the areas of cognition, language, and literacy. -write goals and lesson plans focusing on the curriculum areas of math, science, language and literacy. -document and reflect on children?s learning and development. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood or ECSE students.

CPSY 5254 - Facilitating Creative and Motor Learning in Early Childhood Education

Credits:	2.0 [max 2.0]
Grading Basis:	A-F only
Typically offered:	Every Spring

Learn how young children develop creativity and motor skills from birth - age 8. Engage in hands-on exploration of creative classroom materials and reflection. Complete action-oriented and applied assignments with small groups of children in early childhood education settings. prereq: CPSY 2301 or equiv or inst consent. For Early Childhood and ECSE students.

EPSY 5221 - Principles of Educational and Psychological Measurement

Credits:	3.0 [max 3.0]
Typically offered:	Every Fall & Spring

Concepts, principles, and methods in educational/psychological measurement. Reliability, validity, item analysis, scores, score reports (e.g., grades). Modern measurement theories, including item response theory and generalizability theory. Emphasizes construction, interpretation, use, and evaluation of assessments regarding achievement, aptitude, interests, attitudes, personality, and exceptionality.

EPSY 5243 - Principles and Methods of Evaluation

Credits:	3.0 [max 3.0]
Course Equivalencies:	OLPD 5501/EPsy 5243
Typically offered:	Every Fall, Spring & Summer

Introductory course in program evaluation; planning an evaluation study, collecting and analyzing information, reporting results; overview of the field of program evaluation.

EPSY 5625 - Education of Infants, Toddlers, and Preschool Children with Disabilities: Introduction

Credits:	2.0 [max 2.0]
Course Equivalencies:	EPsy 3625/EPsy 5625
Grading Basis:	A-F or Aud
Typically offered:	Every Fall

Examination of key issues and practices related to early intervention and early childhood special education, with an emphasis on family-focused and inclusive services for children birth to age six. Students enrolled in this course will be provided with a background in historical and philosophical issues relating to special education, components of due process and data privacy, the IEP/IFSP process, an overview of various disabilities and disorders, and information regarding how disabilities may affect individuals and families.

EPSY 5849 - Multi-tiered Systems of Support in Early Childhood Education

Credits:	3.0 [max 3.0]
Grading Basis:	A-F only
Typically offered:	Spring Even Year

This course explores how multi-tiered systems of support (MTSS) are applied in early childhood settings. The course features content on early childhood assessment, intervention, data-based decision making, treatment integrity and information on how to apply MTSS models with unique early childhood populations. This course focuses on educational settings for children ages birth to 5 and is intended primarily for educational psychology students (or students from related disciplines) interested in basic and applied information regarding evidence-based service delivery for young children. The course will explore the three primary components of MTSS frameworks: assessment, intervention and data-based decision making including review of assessments and intervention techniques for infants and preschoolers in various developmental domains. Enrolled students will engage in a variety of instructional strategies to learn the noted content including large and small group discussion, lectures, active learning opportunities to practice and build capacity for specified interventions, technology-based interactions to support intervention, assessment and databased decision making and cooperative learning opportunities to engage content using dynamic methods.

FSOS 8106 - Seminar: Families From an Economic Perspective

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall

Conceptual/methodological/economic perspectives of family social science. Family investments in human/social capital. Diversities in families. Interface of public policies and family economic well-being.

NURS 5032 - Human Response to Health and Illness: Children and Childbearing Families

Credits:	5.0 [max 5.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Focus is on family responses to health and illness. Application of the nursing process in children and childbearing families is emphasized. The family as the unit of care is the focus of a seminar.

OLPD 5346 - Politics of Education

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Fall & Spring

Political dimensions of policy formulation/implementation in education. Use of power/influence in shaping educational policies and in resolving conflicts over educational issues. Analysis of consequences/cross-impacts. prereq: postbac, MEd, or grad student

OLPD 5356 - Disability Policy and Services

Credits:	3.0 [max 3.0]
Typically offered:	Every Spring & Summer

Policy, research, and current practices related to education, health, and social services that support children, youth, and adults with special needs, and that support their families. Federal, state, and local perspectives.

OLPD 5501 - Principles and Methods of Evaluation

Credits:	3.0 [max 3.0]
Course Equivalencies:	OLPD 5501/EPsy 5243
Typically offered:	Every Fall, Spring & Summer

Introduction to program evaluation. Planning an evaluation study, collecting and analyzing information, reporting results; evaluation strategies; overview of the field of program evaluation.

OLPD 8015 - Inquiry strategies in educational and organizational research

Credits:	3.0 [max 3.0]
Prerequisites:	[8011 or EDPA 8011], OLPD PhD student
Grading Basis:	A-F only
Typically offered:	Every Fall

Logic of research design, from research questions and audience considerations to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. prereq: [8011 or EDPA 8011], OLPD PhD student

OLPD 8016 - Research Design and Educational Policy

Credits:	3.0 [max 6.0]
Course Equivalencies:	OLPD 8016/WHRE 8911
Typically offered:	Every Fall

Logic of research design, from research questions to selecting a design for collecting/analyzing quantitative, qualitative, and mixed-method data. Writing proposals that build a reasoned statement of research problem. prereq: [8015 or EDPA 8015], CEHD doctoral student, instr consent

OLPD 8087 - Seminar: Organizational Leadership, Policy, and Development

Credits:	1.0 -3.0 [max 12.0]
Typically offered:	Every Fall, Spring & Summer

Topical issues.

OLPD 8095 - Problems: Organizational Leadership, Policy, and Development

Credits:	1.0 -3.0 [max 24.0]
Typically offered:	Periodic Fall, Spring & Summer

Independent study on issues of educational policy/administration. Arranged with instructor.

OLPD 8302 - Educational Policy Perspectives

Credits:	3.0 [max 3.0]
Typically offered:	Periodic Fall, Spring & Summer

Public policy issues in education. Historical, international, political, research perspectives. Current policy strategies for reforming U.S. public schools.

POL 8602 - Families, Children, and the State

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Periodic Fall

Politics of family, sex, and children. Comparative perspective. Family autonomy vs. state authority. Political struggles over the definition of family, sex, and marriage. Crisis in fatherhood. Children.s rights. Globalization of Western ideology of childhood. Political realities of third-world childhood. Theories of political efficacy in family/child advocacy.

PUBH 6606 - Children's Health: Life Course and Equity Perspectives

Credits:	2.0 [max 2.0]
Typically offered:	Every Spring

This course is focused on 1) major causes of illness at each phase of fetal, infant, and child development, 2) how the social determinants of health interact with underlying biology in early life to shape health over the life course, and 3) evidence-based child public health programs and interventions.

PUBH 6607 - Adolescent Health: Issues, Programs, and Policies

Credits:	2.0 [max 2.0]
Typically offered:	Spring Even Year

This two-credit course focuses on the major public health issues of adolescents and the programs and policies that impact the health and well-being of this population. Course readings and discussion focus primarily on adolescents in the United States, although international contexts are also considered. The course is designed to examine the prevalence and etiology of health and wellness indicators for youth, including mental health; sexual and reproductive health; physical activity and nutrition; and prevention of tobacco, alcohol, and other drug use, violence involvement, and injury. In addition, the course analyzes contemporary social movements and issues that impact adolescents through a public health lens (e.g., Black Lives Matter, DACA and the DREAM Act, achievement gap, inequitable distribution of wealth and economic opportunities, gender equity, civic engagement). The course is designed for graduate public health students with professional interests in preventive interventions to reduce health inequities. Students in other related health professions (e.g., medicine, nursing) or human services professions (e.g., public affairs, social work) with an interest in health issues are also welcome. The course meets the requirement for the Health Equity Minor in the School of Public Health.

PUBH 6613 - Children and Youth With Special Health Care Needs

Credits:	2.0 [max 2.0]
Typically offered:	Every Fall

Principles, programs, policies, and practices for identifying/meeting needs of children/youth with special health care needs in the United States. Epidemiology, historic/current legislation, organization/delivery. Readings, online discussions, written assignments. prereq: Graduate-level student in [AHC programs or education or social work or psychology]

PUBH 6630 - Foundations of Maternal and Child Health Leadership

Credits:	3.0 [max 3.0]
Course Equivalencies:	PubH 6630/PubH 6655
Typically offered:	Every Fall

Historical/current principles, programs, policies, and practices related to women, children, adolescents, and families. Articulating a personal leadership style/plan for development of leadership competencies. Leadership principles, skills, and models applied to improving health of MCH populations. prereq: Public Health MCH major or instr consent

SW 5905 - Permanency in Child Welfare

Credits:	2.0 [max 2.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Depth/breadth in knowledge/skill acquisition in achieving permanency for children receiving services within public, tribal, and private child welfare systems. Out-of-home/permanency placements, specific permanency interventions, and child/family responses to different permanency options.

SW 8363 - Social Work in Child Welfare

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Public, private, tribal child welfare related to assessment of strengths/risks. Develop appropriate plans that secure child safety/well-being.

PA 8081 - Capstone Workshop

Credits:	3.0 [max 6.0]
Grading Basis:	A-F only
Typically offered:	Every Spring & Summer

Project for external client on issue agreed upon by student, client, and instructor. Students apply interdisciplinary methods, approaches, and perspectives from core courses. Written report with analysis and policy recommendations. Oral presentation. Topics vary by term. prereq: completion of core courses or instr consent

PA 8082 - Professional Paper-Writing Seminar

Credits:	3.0 [max 3.0]
Grading Basis:	A-F or Aud
Typically offered:	Every Spring

Facilitates completion of research paper on current issues in public policy, management, and science, technology and environment. Students apply interdisciplinary methods, approaches, and perspectives studied in core courses. Written report includes analysis of issue, policy recommendations. All topics accepted. Plan A students welcome. prereq: completion of core courses, or instr consent

PA 8921 - Master's: Professional Paper (Individual Option)

Credits:	1.0 -3.0 [max 3.0]
Typically offered:	Every Fall, Spring & Summer

Students work under guidance of paper adviser and committee members to complete their Professional Paper (individual option). prereq: instr consent

PA 8991 - Independent Study

Credits:	0.5 -4.0 [max 6.0]
Typically offered:	Every Fall, Spring & Summer

Independent study. Limit of 6 credits applied toward a Humphrey School of Public Affairs degree or post-baccalaureate certificate program.

University Catalogs

Early Childhood Policy Postbaccalaureate Certificate