3 credits
Spring 2026 Lecture Upper Division
Instructional program development for family and consumer sciences. Developmental needs and issues of early adolescents; study of adolescent literacy; and curriculum integration of language arts, math, and other content areas are emphasized. Development of a comprehensive unit of instruction that incorporates standard-based curriculum, assessment, and instruction for family and consumer sciences is a major component of the course. Includes observations and interactions with family and consumer sciences teachers and students and participation in professional meetings.
Learning Outcomes1Utilize middle school philosophy/perspectives, state-level resources, and community assets to guide curriculum development in Family & Consumer Sciences that is challenging, exploratory, integrative, and diverse, and which fosters learning that is active, purposeful, and democratic. (FCS TEd 7)
2Integrate professional knowledge/behaviors supportive of middle-level education learner development (physical, cognitive, socio-emotional, psychological) into FCS curricula/practices, attentive to the health, wellness, and social-emotional competence of learners. (FCS TEd 8)
3Employ professional and other resources to develop a "literary" classroom environment that reflects all students. (FCS TEd 11)
4Identify and collect resources, references, and other materials that support the identity, intellect, skill, and criticality development of students across FCS content. (FCS-Ted)
5Create student-centered learning experiences in blended and online settings using UDL principles that are culturally responsive (TIBOT competency 3; FCS-Ted 7, 8, 11)
6Review and critique FCS curriculum materials and practices for alignment with best practices for inclusion, access, equity, and diversity. (FCS-TEd 7, 8)
7Relate family and consumer sciences programs to broader educational program goals and to community assets and needs.
8Integrate foundational FCS perspectives (historical lens, Body of Knowledge, Critical Science approach) into professional schema. (FCS-TEd 12)
9Develop and reflect on personal/professional characteristics that shape optimal middle school/FCS educator practice. (FCS-TEd 12)
Prerequisites
Restrictions
made by Purdue students.