2007-2008 Department of Educational Foundations

Chair and Associate Professor: Ray
Professors: Denner, Jenkins, Peña, Rankin
Associate Professors: Coffland,* Luckey, Jack Newsome, Julie Newsome, J. Strickland*
Assistant Professors: Counsell, Moulton,* Sanger
Associate Lecturers: Jacobsen, Lin
Assistant Lecturers: Kauer, Toevs
Emerita: Bliss

*Note: These faculty members are affiliated with the Graduate Department of Educational Leadership and Instructional Design, and also teach in Educational Foundations.

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See Faculty Information
See Degrees

Admission to Teacher Education Program
Candidates must make formal application and complete an interview for admission to the Teacher Education Program. Application for admission and the scheduling of the admission interview are completed through forms available in the College of Education Advising Center. Standards for admission are approved and implemented by the Teacher Education Committee, a committee representing all Idaho State University teacher education programs.

Candidates in teacher education are under the same general probationary policy as the rest of Idaho State University as far as probation and dismissal from the institution are concerned. Candidates must continue to demonstrate satisfactory progress in achieving the Teacher Education Program standards.

Application for admission to teacher education is made on forms provided in the College of Education Advising Center of the College of Education following the completion of at least 26 credits hours of college work. Candidates may not register for core courses numbered 300 and above until admittance to teacher education is achieved. Candidates who have been denied admittance to teacher education may reapply when deficiencies have been met. Criteria for admission include the following:

1. A 2.75 overall grade point average including all transfer credits or credits earned in a previous degree program.
2. A grade of “B” or higher in at least two of the following areas with a grade of no lower than “C” in any of the three areas:

• ENGL 101 English Composition or ENGL 102 Critical Reading and Writing, or College of Education approved equivalent.
• COMM 101 Principles of Speech or College of Education approved equivalent.

• MATH: Any of the following, or College of Education approved equivalent:

Elementary:
108 Intermediate Algebra
143 College Algebra
256 Structure of Arithmetic for Elementary School Teachers
257 Structure of Geometry and Probability for Elementary School Teachers
Secondary:
123 Mathematics in Modern Society
127 Language of Math
130 Finite Mathematics

160 Brief Calculus
170 Calculus I
253 Introduction to Statistics

3. A background check as outlined in EDUC 201.
4. A grade of “C” or higher in the following courses:

EDUC 215 Preparing to Teach with Technology
AND
EDUC 201 Development and Individual Difference, or
CFS 203 The Young Child)

5. Presentation of minimum scores achieved on the Praxis I Academic Skills Assessments:

Reading = 172;
Writing = 174;
Mathematics = 169.

6. Submission of Professional Portfolio entry completed as course requirement for EDUC 201 or CFS 203.
7. Recommendation forms completed by EDUC 201 or CFS 203 instructor.
8. Submission of signed affidavit indicating awareness of Idaho Code pertaining to teacher certification requirements.
9. Successful completion of the Teacher Education Program Admission Interview.

Denial of Admission to Teacher Education
Candidates who have been denied admission to teacher education may reapply; however, they must meet the standards for admission in place at the time of their reapplication to attain admission.

Student Teaching Internship
The student teaching internship is designed to be the culminating professional clinical experience for candidates in teacher education. This is a professional development experience during which the intern works in a school context with students. It provides an opportunity for the intern to assume major responsibility for the full range of teaching in an approved school situation under the guidance of qualified personnel from Idaho State University and the cooperating elementary and secondary schools.

The internship is scheduled for a full semester. Candidates should not plan to enroll in any additional coursework during the internship semester. All programs other than Music Education require 14 credits of internship. Some internships may consist of two 7 credit blocks, and others may be a single 14 credit block. The Music Education program requires 7 or 14 credits to be determined in consultation with the Music Department.

Admission to Internship
A candidate's application for a student teaching internship must be filed with the Office of Field Experiences by October 20 for fall semester of the following year, and by April 20 for spring semester of the following year. There is a $50 charge for late applications, a $25 charge for change of placement, and a $25 charge for reapplication. Applications for all teaching internships may be obtained from the Office of Field Experiences.

The application must be signed by the advisor(s) and the Director of the Office of Field Experiences.

Eligibility Criteria
The candidate must meet the following criteria for enrollment in the internship (EDUC 492, 494, 495, or 496, B ED 496, CFS 493 or 495, P E 495, SPED 495):

1. Completion of all requirements unless specifically approved by petition.
2. Completion of at least 67% of the professional education core credits from Idaho State University.
3. A 2.75 grade point average overall including all transfer credits or credits earned in a previous degree program.
4. A 2.75 grade point average in the professional education core including all transfer credits or credits earned in a previous degree program with a grade of “C” or higher in all courses used for the professional education core.
5. A 2.50 grade point average in the teaching major and minor (secondary) or emphasis area (elementary) including all transfer credits or credits earned in a previous degree program.
6. A grade of “C” or higher in ENGL 102 (Critical Reading and Writing) or College of Education approved equivalent course.
7. Must be admitted to the teacher education program.
8. Successful completion of the Praxis II Content Test in each area being recommended for certification. Qualifying scores for each test are available in the Teacher Education Office and the College of Education Dean’s Office.
9. For elementary, special education, and early childhood candidates successful completion of two of the three Idaho Comprehensive Literacy Assessment standards. Qualifying scores for the ICLA are available in the College of Education Advising Center.

Correspondence Courses

No candidate is permitted to enroll in a correspondence course during the semester in which he/she is completing the internship without written permission from the Director of the Office of Field Experiences.

Teacher Education General Requirements
A candidate pursuing any bachelor’s degree in the College of Education must fulfill the University’s General Education requirements, listed in this catalog’s General Information section. Bachelor’s degrees in Teacher Education are:

• Bachelor of Arts in Early Childhood Education
• Bachelor of Arts and Bachelor of Science in:

The transfer policy, alternate means to satisfy general education requirements, and general education and major field requirements as listed in the graduation requirements section of this bulletin also apply to College of Education majors.

The Child and Family Studies program includes several undergraduate options:

• Bachelor of Arts in Early Childhood Education
(with emphases leading to Standard K-8 teaching Certificate OR Blended Early Childhood Education/Early Childhood Special Education Certificate)
• Bachelor of Arts or Bachelor of Science in General Family and Consumer Sciences (a non-teaching major)
• Secondary Single Subject Teaching Major in Family and Consumer Sciences
• Minor in Consumer Economics
• Minor in Family and Consumer Sciences (a non-teaching minor)

These degree areas are designed to prepare teachers and other professionals through general and specialized coursework. The coursework requirements for each major are listed in this section of the catalog, and include core coursework in Education (EDUC), Child and Family Studies (CFS), and/or related areas of study. Candidates interested in pursuing a degree in the area of Child and Family Studies should contact the Department of Educational Foundations for additional information. A master’s degree emphasis in Child and Family Studies is also offered; this degree program is described in the Graduate Catalog.

The goal of the Early Childhood Education Program is to prepare professionals who have the necessary knowledge, dispositions, and abilities to:

1. enhance learning and development of young children, with and without disabilities, between the ages of birth and third grade.
2. establish collaborative relationships with families, and other professionals in ways that produce outcomes for young children.
3. view their own professional development as a lifelong endeavor.
4. advocate for children, families, and the early childhood profession.

The Bachelor of Arts in Early Childhood Education degree program is designed to prepare professionals in the field of early childhood education. Early Childhood Education is the study and education of young children from birth through third grade.

Candidates majoring in Early Childhood Education may elect to pursue a Standard K-8 teaching certificate or a Blended Early Childhood Education / Early Childhood Special Education Certificate. This degree program is competency/field based and allows candidates the opportunity to apply course work instruction to practical experiences in approved early childhood education centers at each level of preparation.

Candidates interested in pursuing Early Childhood Education, either as a major field of endeavor or as a support component area, are advised to contact the coordinator for Child and Family Studies for general information and program advisement.

Summary of Requirements for a Bachelor of Arts degree in Early Childhood Education

1. Completion of General Education requirements of the University.

2. Completion of a major in Early Childhood Education including:

a. Required coursework for the Early Childhood Education major
b. Supporting coursework leading to EITHER an Idaho Standard K-8 Certificate OR the Blended ECE/ECSE Certificate.

Required coursework leading to both emphases:

Additional Coursework leading to Idaho Blended ECE/ECSE Certificate Emphasis:

Additional Coursework leading to Idaho Standard K-8 Certificate Emphasis:

The goal of Family and Consumer Sciences is to prepare individuals for family life, work life, and careers in Family and Consumer Sciences by providing opportunities to develop the knowledge, skills, attitudes, and behaviors needed in a diverse global society. Our unique focus is on families, work, and their interrelationships. The program intends:

1. To empower the Family and Consumer Sciences practitioner to make unique contributions to diverse and ever evolving educational, community, and business contexts.

2. To produce Family and Consumer Sciences graduates who will be proficient in the delivery of their subject areas and in subject matter knowledge, as well as those research strategies, which can be used to evaluate curriculum effectiveness.

The Bachelor's degree in General Family and Consumer Sciences (a minimum of 128 credits) is designed to provide a strong generalist background in all the content areas included in family and consumer sciences: Child Development, Family Relations, Clothing and Textiles, Nutrition and Foods, Housing/Interior Design, Consumer Economics, and Management. This degree offers a broad-based curriculum to prepare candidates for a variety of employment settings and non-paid work. Family and Consumer Sciences is a unique profession whose vision “empowers individuals and families across the lifespan to manage the challenges of living and working in a diverse global society.”

Summary of Requirements for a Bachelor Degree in General Family and Consumer Sciences (128 credits minimum)

University General Education Requirements
Candidates pursuing a Bachelor of Arts degree in General Family and Consumer Sciences must complete Goals 1-9, 10A or 10B, and Goals 11-12. Candidates pursuing a Bachelor of Science degree must complete Goals 1‑6, Goal 7 or 8, Goal 9 or 10, and Goals 11‑12. It is strongly recommended that Goal 3 be met by MATH 108 and 253; Goal 4 by BIOL 100; and Goal 5 by CHEM 100. The program requires that Goal 6 be met by ART 100; Goal 11 by ECON 201; and Goal 12 by PSYC 101 AND SOC 101.

Required Courses
Required courses must be taken in the recommended sequence. The candidate must work closely with a Family and Consumer Sciences advisor as early as possible in the program.

Family and Consumer Sciences Coursework

Recommended Electives

Minor Coursework
Majors in General Family and Consumer Sciences must have a minor outside the Family and Consumer Sciences program area. The candidate must work closely with a Family and Consumer Sciences advisor concerning selection of this minor. Once the minor is determined, candidates should be advised within the department of the minor emphasis.

The Family and Consumer Sciences Education major (a minimum of 128 credits) is designed to prepare beginning teachers with a strong background in all areas of Family and Consumer Sciences endorsement on a secondary teaching credential. In addition to the required major coursework, candidates must also complete the occupational teacher preparation coursework. Candidates must also have accumulated two (2) years (4,000 clock hours) of related work experience or shall have completed an approved practicum in their field of specialization.

It is recommended that a candidate complete the Family and Consumer Sciences Education major and a supporting teaching minor such as Consumer Economics, Health or Natural Science.
Summary of Requirements for a Bachelor’s Degree in Secondary Education with a Major in Family and Consumer Sciences Education (128 credits minimum)

University General Education Requirements
Candidates pursuing a Bachelor of Arts in Secondary Education with a Secondary Single Subject major in Family and Consumer Sciences Education must complete Goals 1-9, 10A or 10B, and Goals 11-12. Candidates pursuing a Bachelor of Science degree must complete Goals 1‑6, Goal 7 or 8, Goal 9 or 10, and Goals 11‑12. It is strongly recommended that Goal 3 be met by MATH 108 and 253; Goal 4 by BIOL 100; and Goal 5 by CHEM 100. The program requires that Goal 6 be met by ART 100; Goal 11 by ECON 201; and Goal 12 by PSYC 101 AND SOC 101.

Required Courses
Required courses must be taken in the recommended sequence. The candidate must work closely with a Family and Consumer Sciences Education advisor as early as possible in the program.

See the Curriciulum List in the Secondary Single Subject Teaching Majors

Candidates receiving degrees in majors other than Family and Consumer Sciences may satisfy the requirements for a minor in Consumer Economics. Candidates interested in this minor should consult a Family and Consumer Sciences advisor.

Required Courses:

Choose two of the following (6 credits):

This is a non-certification program; please consult an advisor.

Select one course from the following:

CFS 100 Child and Family Studies Professions 1 credit. An introduction to professional careers in related fields. Candidate and career expectations, career options, leadership, balancing work and family, publications, and research directed toward the development of emancipated professionals. F

CFS 109 Introduction to Early Childhood Professions 2 credits. Foundations and professional careers in early childhood education and early childhood special education. S

CFS 202 Field Experience Internship 1-32 credits. Working field internship; innovative approaches in preparation of CDA trainees. Experiences in a curriculum center, library, local settings, resource and day care centers, head start programs, nursery schools (public and private), and child development centers. Experience with educational and creative supplies and materials. PREREQ: Approved enrollment in Child Development Associate Program. D

CFS 203 The Young Child 3 credits. Study and observation of typical and atypical development from conception to age eight. Focus on interaction and balance among developmental domains and influence of societal contexts. Field experience required. PREREQ: 26 credits; 2.75 GPA; “C” or higher in ENGL 101. PREREQ OR COREQ: CIS 101 or equivalent competency. F

CFS 207 Infants and Toddlers in Early Childhood Education 3 credits. Study of developmentally appropriate care and education of infants and toddlers. Field experience required. PREREQ: CFS 203 or permission of instructor.

CFS 209 Early Childhood Environments 3 credits. Study of home and school environments as foundations for fostering young children’s learning. Emphasis on materials, space, schedule, and verbal interactions. Field experience required. PREREQ: CFS 203 or permission of instructor. S

CFS 229 Textile Products 3 credits. Study of the interactive relationship among fibers, fabrics, and the construction of textile products. Information applied within the context of home and family use. PREREQ: CHEM 100, ART 100 or permission of instructor. S

CFS 314 Interior Design and Housing Perspectives 3 credits. Study of individual housing needs and alternatives including practical applications and decision making. Emphasis on social‑psychological aspects of housing. Topics include dwelling design, construction, financing, remodeling, and interior furnishings. F

CFS 318 Leadership Issues Seminar 1 credit. Consideration of issues related to the transition from candidate to professional. Insight into successful functioning as a team member and leader in the profession. PREREQ: Junior standing or permission of instructor. S

CFS 321 Families and American Society 3 credits. American families in social‑historical contexts. Contemporary issues confronting families as social institutions and examination of impact of family interaction dynamics. Cross‑listed as SOC 321. PREREQ: SOC 101 or permission of instructor. F

CFS 322 Building Positive Relationships 3 credits. Exploration of the role of decision-making and interpersonal understanding as forces in creating self-formed individuals. Emphasis placed upon building and maintaining positive interpersonal relationships. PREREQ: SOC 101 and PSYC 101. D

CFS 332 Programs in Family and Consumer Sciences 3 credits. Organization of professional-technical programs as influenced by legislation, State guidelines, association standards, and philosophical frameworks. Lecture and laboratory. D

CFS 373 Curriculum and Assessment in Early Childhood Education 4 credits. Study of assessment and inquiry based curriculum practices which support development and integrate learning in content areas, including literacy, math, science, art, music, drama, and movement. Field experience required. COREQ: CFS 435. PREREQ: CFS 209 and admission to Teacher Education Program or permission of instructor. F

CFS 374 Constructing Social Understanding in ECE 4 credits. Study of psychosocial and linguistic strategies to support learning, problem solving and other positive relationships in families and classrooms. Emergent social studies connections defined. PREREQ: CFS 373 or permission of instructor. S

CFS 375 Integrating Practices in Early Childhood Education 3 credits. Planning, delivery and assessment of learning in early childhood settings. Emphasis on reflective practice and professional collaboration as basis for decision-making. Field experience required. COREQ: CFS 374 or permission of instructor. S

CFS g400 Foundations of Early Childhood Special Education 3 credits. Survey of the history, philosophy, relevant legislation, and interdisciplinary aspects of the field. Major focus on typical and atypical development from birth through five years, integrating all areas of development. F

CFS g401 Foundations of Early Childhood Education 3 credits. Examination of social, historical, and philosophical foundations of early childhood education and their respective influences on currently accepted concepts and practices in programs serving young children from birth through age eight. AF

CFS 411 Concepts and Practices in Blended Early Childhood Programs I 3 credits. Synthesis of assessment and curriculum practices which support development and learning for all young children. Field experiences required. PREREQ: CFS 373 or permission of instructor. F

CFS 412 Concepts and Practices in Blended Early Childhood Programs II 3 credits. Candidate projects and integration of current policies, issues, and practices affecting young children and families. Introduction to program administration, supervision, and evaluation. Field experiences required. PREREQ: CFS 411 or permission of instructor. S

CFS 429 Social and Psychological Aspects of Clothing 3 credits. Study of clothing as a tool of self‑expression and social interaction. Various personal and societal contexts emphasized. PREREQ: SOC 100, PSYC 100 or permission of instructor. F

CFS g431 Family Resource Management 3 credits. Management theory for resource utilization and goal achievement. Issues include stress, communication, and family types. Emphasis on decision-making related to the dynamics of balancing work and family. PREREQ: CFS g470 or permission of instructor. S

CFS g435 Relationships Within Families 3 credits. Building and maintaining positive relationships within families. Critical issues facing individuals and families including communication, cultural diversity, balancing multiple roles, time management and financial planning. F

CFS 440 Partnerships with Families of Young Children 3 credits. Examination of early intervention policies and practices. Emphasis on development and implementation of individual family service plans and service delivery in natural settings. Field experience required. PREREQ: CFS 373 or permission of instructor. S

CFS g470 Consumer Economics 3 credits. Financial management content with a focus on developing effective decision-making processes for managing resources. Topics: The changing American family; consumer protection and recourse; purchasing decisions; consumer credit; fundamentals of savings/investment; and insurance. F

CFS g471 Advanced Consumer Economics 3 credits. Advanced study of social and economic problems affecting individuals and families. Topics: financial security; credit and loans; tax planning; major consumer purchases; risk management; investments; retirement and estate planning. PREREQ: CFS g470 or permission of instructor. S

CFS g472 Teaching Consumer Economics 1-3 credits. Designed to provide educators with current content and resources for developing consumer and economic education curriculum. Teaching techniques discussed and practiced. PREREQ: CFS g471 or permission of instructor. D

CFS 481 Special Problems in Child and Family Studies 1-3 credits. Candidates select problem on the basis of needs, interests, or abilities. Independent work in the laboratory, library, or community. Regular advisor conferences required PREREQ: Permission of instructor F, S, Su

CFS 490 Field Experience in Child and Family Studies 1‑3 credits. Candidates participate in a variety of settings including schools, agencies, businesses, and child care settings. PREREQ: Permission of instructor. F, S

CFS 493 Early Childhood Education: Student Teaching Internship 7-14 credits. Candidates assume instructional and management responsibilities in supervised early childhood/primary setting. PREREQ: Admission to Teacher Education Program and/or approved application. Graded S/U. F, S

CFS 494 Partnerships with Professionals 3 or 6 credits. Professional cooperative experience with business agency. Seminar plus 126 hours experience, 3 credits; 252 hours, 6 credits. PREREQ: 9 credits in emphasis area, 2.5 GPA, HRD g457 or HRD g455, and permission of instructor. D

CFS 495 Family and Consumer Sciences Student Teaching Internship 7-14 credits. Candidates assume instructional and management responsibilities in supervised settings. PREREQ: Admission to Teacher Education Program and permission of instructor. Graded S/U. D

The emerging elementary education professional is expected to:

1. Select general education goal courses that support the cognitive knowledge and skill requirements of an elementary teacher, including a study of the state’s history.

2. The emerging elementary education professional is expected to have subject matter depth in social science, language arts, science, mathematics, or language. He/she must utilize this knowledge in specific applications and assessments within the educational methods curriculum.

3. The emerging elementary education professional is expected to be aware of the theories related to cognitive and physical child development, classroom management and motivation, lesson planning, delivery, technology classroom integration and assessment.

4. The emerging elementary education professional is expected to participate in diverse early and extended field experiences, where their actual lesson planning, delivery, and assessment can be externally evaluated.

Summary of Requirements for a Bachelor of Arts or a Bachelor of Science degree in Elementary Education

1. Completion of General Education requirements of the University.

In order to meet the State of Idaho Elementary teaching certification requirements and the standards generated by the “No Child Left Behind” legislation, the College of Education prescribes the following set of courses to meet the General Education requirements of the University:

All Elementary Education majors will complete a minimum of the Bachelor of Science (B.S.) [goals 1-7, 9, 11, and 12] option of the General Education Requirements. Candidates wishing to earn a Bachelor of Arts (B.A.) must meet the requirements for the B.S., but could add goal 8, and either 10A or 10B.

Required Goal Courses

Goal 1: ENGL 101 and ENGL 102;
Goal 2: COMM 101;
Goal 3: MATH 256 and MATH 257;
Goal 4: BIOL 100/100L;
Goal 5: PHYS 100;
Goal 6: ART 100; ART 101; ART 102; MUSC 100; MUSC 106; MUSC 108;
Goal 7: ENGL 110;
Goal 9: HIST 118;
Goal 11: POLS 101;
Goal 12: SOC 101

Additional course work in content areas is required:

2. Completion of a major in Elementary Education includes:

a. the Professional Education Core.
b. one Emphasis Area (English, Mathematics, Science, or History) chosen from the fields listed under Elementary Education Emphasis Areas.

Elementary Education Required Courses
(please read course descriptions for prerequisites and corequisites)

History (21 cr)
Category I – World Regions: 6 credits, one course of which must be HIST 101 or HIST 102

Category III – Courses for Teachers

Plus ONE of the following:

Category IV – Upper Division U.S. History: 3 credits

History Elective – 3 credits from Categories V and VI
Choose one course from the lists of upper division History elective courses in Categories V and VI on page 108 in the Arts and Sciences section of this catalog.

Mathematics (21 cr)

Science: Biology or Geology

Biology (22 cr)

Department of Educational Foundations

Teacher Education Program

Bachelor’s Degrees in Teacher Education

Child and Family Studies Program

Bachelor of Arts in Early Childhood Education

Bachelor of Arts or Bachelor of Science in General Family and Consumer Sciences

Secondary Single Subject Major in Family and Consumer Sciences Education

Minor in Consumer Economics

Minor in Family and Consumer Sciences

Child and Family Studies Courses

Elementary Education

Elementary Emphasis Areas