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| Course ID: | HDFS(ETAP) 5150/7150. 3 hours. | | Course Title: | Families, Schools, and Communities | Course
Description: | Families and their relationships with schools and communities,
with consideration of how historical events related to issues of
diversity impact these relationships. Implications for selected
areas of practice, including school counseling, teaching,
community development, and advocacy, are emphasized. | | Oasis Title: | Families Schools and Community | | Duplicate Credit: | Not open to students with credit in HDFS 5150S or HDFS 7150S | | Undergraduate Prerequisite: | HDFS 2100 or HDFS 2100E or HDFS 2100H | | Graduate Prerequisite: | Permission of department | Semester Course
Offered: | Not offered on a regular basis. | | Grading System: | A-F (Traditional) |
| | Course Objectives: | 1. Students will use Ecological Systems theory to assess diverse multicultural contexts on family, school, and community influences on education.
2. Students will demonstrate an understanding of social determinants influencing education on life outcomes and trajectories of individuals.
3. Students will reflect on and consider differences in access to resources in family systems on the educational choices and 0utcomes of individuals, families, and communities.
4. Students will examine educational policies and trends impacting family-school relations.
5. Students will examine sociological and educational inequities in the community. | | Topical Outline: | I. Theoretical Orientations
A. Ecological Systems Theory
B. Life Course Theory
II. Overview of Education in the United States
A. History of Education in the U.S. with Consideration to Race and Class
B. Schools and Learning Environments
a. Public/Private Schools (including charter and magnet schools) with Variation among Geography, Race, and Class
b. Curriculum and Standards
III. Community and Schools
A. Leveraging Resources
B. Supporting Families with Regard to Race and SES
C. Positive Youth Development
IV. Benefits, Goals, and Challenges Associated with Family Involvement
V. Family Empowerment
VI. Organizing Family Involvement Activities Around Family Roles
VII. Working with Diverse Families for Success in Educational Persistence and Attainment
VIII. Family Involvement Strategies
IX. Controversies in Education
A. Higher Education for All?
B. Vocational and Career Readiness
C. Early Childhood Education Programs
D. School Choice
E. Physical Education and School Lunch Programs
F. Comprehensive Sexuality Education
G. School-to-Prison Pipeline
H. Supporting High School Completion with Consideration to Race and Class
I. Out-of-School and Informal Learning to Support Vulnerable and Underserved Families | |
| Course ID: | HDFS 5150S/7150S. 3 hours. |
| Course Title: | Families, Schools, and Communities |
Course
Description: | Families and their relationship with schools and communities,
with consideration of how historical events related to issues of
diversity impact these relationships. Implications for selected
areas of practice, including school counseling, teaching,
community development, and advocacy, are emphasized. |
| Oasis Title: | Families Schools and Community |
| Duplicate Credit: | Not open to students with credit in HDFS 5150, ETAP 5150 or HDFS 7150, ETAP 7150 |
| Undergraduate Prerequisite: | HDFS 2100 or HDFS 2100E or HDFS 2100H |
| Graduate Prerequisite: | Permission of department |
Semester Course
Offered: | Not offered on a regular basis. |
| Grading System: | A-F (Traditional) |
|
| Course Objectives: | 1. Students will use Ecological Systems theory to assess diverse
multicultural contexts on family, school, and community
influences on education through real-life examples with a
community partner.
2. Students will demonstrate an understanding of social
determinants influencing education on life outcomes and
trajectories of individuals and present these findings to an
appropriate audience, including a community partner.
3. Students will reflect on and consider differences in access
to resources in family systems on the educational choices and
outcomes of individuals, families, and communities.
4. Students will examine educational policies and trends
impacting family-school relations.
5. Students will examine sociological and educational inequities
in the community through a service-learning approach that
includes reflection. The students will develop a product working
with youth, families, and/or community organizations. |
| Topical Outline: | I. Theoretical Orientations
A. Ecological Systems Theory
B. Life Course Theory
C. Service-Learning Philosophy and Approach
II. Overview of Education in the United States
A. History of Education in the U.S. with Consideration to
Race and Class
B. Schools and Learning Environments
a. Public/Private Schools (including charter and magnet
schools) with Variation Among Geography, Race, and Class
b. Curriculum and Standards
III. Community and Schools
A. Leveraging Resources
B. Supporting Families with Regard to Race and SES
C. Positive Youth Development
IV. Benefits, Goals, and Challenges Associated with Family
Involvement
V. Family Empowerment
VI. Organizing Family Involvement Activities Around Family Roles
VII. Working with Diverse Families for Success in Educational
Persistence and Attainment
VIII. Family Involvement Strategies
IX. Controversies in Education
A. Higher Education for All?
B. Vocational and Career Readiness
C. Early Childhood Education Programs
D. School Choice
E. Physical Education and School Lunch Programs
F. Comprehensive Sexuality Education
G. School-to-Prison Pipeline
H. Supporting High School Completion with Consideration to
Race and Class
I. Out-of-School and Informal Learning to Support Vulnerable
and Underserved Families |
Syllabus:
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