AY 2024-2025

https://calstatela.curriculog.com/proposal:11991/form

C1. How will the changes fit with the Institutional Mission / Institutional Learning Outcomes (ILO)

The Department of Child and Family Studies revised some of the language in our Program Learning outcomes in order to align with our Department Mission. Specifically, to add the words “strengths-based” perspectives to PLO3. All 5 Program Learning Outcomes are still in alignment with the Institutional Mission and ILOs.

 

C2. Program Learning Outcomes (PLOs)

https://www.calstatela.edu/hhs/cfs/cfs-learning-outcomes

 

 

https://www.calstatela.edu/hhs/cfs/cfs-learning-outcomes

 

1. Knowledge Base in Child & Family Studies
Students will articulate the major concepts, theoretical perspectives, and empirical findings related to human development and family processes.

1. 1 Describe major transitions and developmental achievements across the lifespan in physical, cognitive, linguistic, and socioemotional domains within diverse cultural and social contexts.
1. 2 Define and evaluate major theoretical perspectives on human development and family processes, including classic frameworks and intersectional and strengths-based models.
1. 3 Identify and analyze research methods and empirical findings in developmental science.
1. 4 Describe systems of oppression and historical antecedents that impact human development. 

2. Critical Thinking, Problem Solving, and Quantitative Reasoning
Students will investigate, critically question, and analyze current perspectives, research, contemporary challenges, and applications (policies & programs) related to human development and family studies.

2. 1 Study children and families using rigorous scientific methods and processes, entailing critically conscious introspection and awareness of positionality.
2. 2 Evaluate research and common understandings in the field and their limitations, acknowledging the importance of contextualized interpretations and the existence of complexity.
2. 3 Analyze the ways in which the developing person and family are embedded within diverse cultural, local, global, and historical contexts, which are nested and interconnected, as well as systems of power that impact those contexts.

3. Ethical and Social Responsibility and Commitment to Diverse Communities 
Students will identify and demonstrate ethical principles and social responsibility using strength-based perspectives to exhibit leadership in multilingual, multi-ethnic, and global communities. 

3. 1 Apply ethical standards and social responsibility to analyze child and family programs and practices in diverse contexts.
3. 2 Adopt values that use strength-based perspectives and critical consciousness to build and enhance local, national, and global interpersonal relationships.
3. 3 Students will demonstrate leadership skills and advocacy by creating, evaluating, and implementing programs and practices that promote well-being in multilingual, multi-ethnic, and global communities.

4. Communication
Students will demonstrate competence in written, oral, and interpersonal communication skills, exemplifying attitudes and behaviors that promote the development of children and families, valuing and including a diversity of communication styles and mediums.

4. 1 Develop written products that conform to accepted standards of communication in the field and practice (i.e., use of scholarly, field, and community-based literacy), and are relevant and culturally affirming to the communities they serve.
4. 2 Orally communicate theoretical, empirical, and practical ideas to show consideration of the audience and practice disseminating information to the families and communities they serve.
4. 3 Employ interpersonal communication skills to build mutual, collaborative relationships with community members and colleagues, including perspective-taking, collaborating, leveraging strengths, and soliciting and integrating feedback.

5. Integrative Learning and Professional Development
Students will integrate personal awareness and professional knowledge to advocate for developmentally appropriate and culturally responsive practices and collaborate with diverse communities.

5. 1 Analyze their social positions, personal biases, strengths, and opportunities for self-development in relation to academic and practitioner-based knowledge in diverse communities.
5. 2 Synthesize their personal, academic, and community experiences along with academic and practitioner-based knowledge to deepen their understanding of children and families and broaden their viewpoints.
5. 3 Integrate perspectives across disciplines about the development of children and families, the strengths of diverse communities, and systems of oppression and historical antecedents to conclude about developmentally appropriate and culturally responsive practices.
5. 4 Adapt and apply personal, academic, and community skills, abilities, theories, or methodologies gained in one situation to a new situation.