3 Credit(s)

Developing competencies in basic principles of family life education: curriculum design, development, implementation, and evaluation. (Fall, Spring) [Graded (Standard Letter)]

Prerequisite(s): FLHD 1500 or PSY 1100 and FLHD 2400 - Prerequisite Min. Grade: C

Registration Restriction(s): None

Darling, C. A., Cassidy, D, Ballard, S. M. (2022). Family life education: Working with families across the lifespan. 4th Edition. Waveland Press, Inc. ISBN 10: 147864737X, ISBN 13: 9781478647379

NOTE: There have been substantial changes between the 3rd and 4th editions of this textbook. Thus, it's important that you use the 4th Edition of this textbook for this class.

By completing the course requirements including readings, activities, and written assignments, at the end of the semester you will be able to:

1. Understand family life education as a profession and a process to prevent problems and strengthen individuals and families (NCFR #10)
2. Develop a personal philosophy of family life education and understand the qualities of an effective family life educator (NCFR #10)
3. Understand the various models, contexts, settings, and theories within family life education and the importance of evidence in creating family life education programs (NCFR #10)
4. Understand how to assess the needs of different audiences and create programs for specific communities (NCFR #10)
5. Employ techniques and technologies that engage individuals and families (NCFR #10)
6. Demonstrate group process and facilitation skills (NCFR #10)
7. Develop culturally-competent educational materials and learning experiences that are sensitive to diversity and community needs (NCFR #10)
8. Design an educational experience that contains: (NCFR #10)
   • Needs assessment
   • Goals and objectives
   • Content development
   • Implementation
   • Evaluation/outcome measures
   • Promote and market educational programs
   • Implement adult education principles into work with individuals, parents, and families

Assignment Outline

Announcement Agreement - In this brief assignment you'll be asked to update your Canvas settings to allow for immediate notification when announcements are sent for this class. Additionally, it provides a statement that you'll sign and agree to, stating that you will read the announcements sent by the Professor and/or CA of this course.

Module Read, Reflect, and Apply - For each module, you'll be asked to read 1-2 chapters or articles. After completing the reading, you'll respond to the following sections:

• Write a brief summary of the chapter or article. Include the main ideas and share thoughts, reactions, or questions you had while reading.
• Answer at least 3 of the "Questions and Issues for Discussion" found at the end of each chapter, or the questions provided on the instruction page for any assigned articles. Each chapter typically includes 4-11 questions. Please label the question you are answering.
• Respond to at least 1 of the application questions listed in the assignment description.

The course is divided into 11 modules, covering 12 chapters and 4 assigned articles. Your grade will be based on both the quality of your writing—including grammar and clarity—and your critical thinking and thorough completion of all parts of the assignment. Please refer to the rubric included with each assignment for specific grading criteria. More detailed instructions can be found in the assignment descriptions on Canvas.

Application Assignments - Each module of this course includes one Application Assignment designed to help you actively engage with and apply the key concepts from that week's readings, content, and lectures. These assignments offer a hands-on opportunity to explore how Family Life Education principles operate in real-world contexts. These assignments are practical, reflective, and creative in nature.

Expect to connect your learning from the textbook, lectures, and content to each assignment, demonstrating both comprehension and creativity. These assignments are meant to be engaging and applicable to your future work in the field of Family Life Education and/or other professions. Each assignment will build on course content and provide an opportunity for deeper understanding and meaningful application. Please refer to the rubric provided with each assignment for detailed grading criteria. More detailed instructions can be found in the assignment descriptions on Canvas.

Practice & Application:

Family Life Education Experiential Assignments - Before the end of the semester you’ll complete two experiential assignments that give you a broader look at how Family Life Education is offered in real life. Each experience should last at least one hour and must come from two different formats (e.g., podcast & webinar, blog & video, etc.).

These assignments are entitled: Family Life Education Experiential Assignment #1 - Utah Marriage Commission & Family Life Education Experiential Assignment #2 - Other. Thus, at least one experience must come from the Utah Marriage Commission and the other can come from other resources. There is flexibility in how you fulfill the requirement of these assignments, but each experience will need prior approval from the professor.

After participating in each pre-approved FLE experience, you’ll write a 2-page summary (APA format, double-spaced) reflecting on your experience. In each summary, you’ll:

• Reflect on the experience
• Connect it to what you’ve learned in the course
• Explain how and why it qualifies as FLE

You’ll also need to include a reference to the specific offering you engaged in (e.g., link to a podcast or video, certificate of attendance, etc.). More detailed instructions and examples will be provided in the assignment description on Canvas.

Blog Post Assignment - You will research and write a 500-700 word blog post as if it were for the "Utah Marriage Commission" on a relationship-related topic (e.g., dating, marriage, intimacy). The post should be engaging, research-based, and include at least 2-3 peer-reviewed sources (published within the last 10 years). Refer to the assignment description for specific writing guidelines. You can also go to strongermarriage.org and check their blog examples. More detailed instructions can be found in the assignment description on Canvas.

Personal Philosophy of Family Life Education Reflection Paper - For this assignment, you will write a 5-6 page, double-spaced reflection paper outlining your personal philosophy of Family Life Education. Your paper should include an introduction, conclusion, and five clearly labeled sections using APA headings. You will reflect on your personal beliefs about the family, the purpose of family life education, the content of family life education, the learning processes that support families, and your potential interest in working in family life education, including any influences on that decision (if applicable). You should integrate course content throughout your paper to support and deepen your reflections. This might include principles discussed in the textbook, assignments, or other course materials. The paper should thoughtfully connect course principles to your personal values and beliefs about family life and family life education. More detailed instructions can be found in the assignment description on Canvas.

Final Project & Check-Ins

Final Project - Family Life Education Program - You will design and deliver a family life education program/offering. You can do this in one of two ways.

1. Community Presentation: You will design and deliver a Family Life Education program/offering. You'll present (in person or virtually) one session of your FLE Program to your identified community participants.
2. Website/Blog: You will design and deliver a Family Life Education program/offering through creating a website/blog. You'll write and publish 3 posts for your targeted audience.

Your project is worth 44% of your grade.

14% will be for your Program Outline Part ONE & TWO & the Check-In assignments

These are preliminary assignments preparing you for your final project. More information can be found on the assignment descriptions.

30% will be for putting your project into motion: running your community presentation or publishing your website/blog.

Course Assessment Table

Grade Scheme

The following grading standards will be used in this class:

Final Grade Policy
Final grades are based on the work submitted and the grading criteria outlined in this syllabus and individual assignment descriptions. At the end of the semester, the grade you have earned is the grade you will receive. Please plan accordingly and reach out early in the semester if you need support or clarification. Requests for extra credit, grade changes, or re-evaluation after final grades are submitted will not be considered.

Online classes provide unique challenges for interaction. For messages/emails sent to me, I will respond within 2 business days (Monday-Friday, 8 am - 5 pm, excluding Holidays). I believe that feedback is an important part of learning, therefore, please look for feedback on your assignments. It is my goal to provide grades and feedback within 5-7 business days from the due date.

Late Policy/Make Up Work: Late work will be accepted at a 10% penalty per day up to 2 days after due date.

Extra Credit: Extra Credit will not be given.

AI Use

AI is a useful tool and it's one that you will likely want to be familiar with as you look for a job. That being said, the purpose of this class is to train and develop critical thinkers that can analyze, solve problems, and apply research. In this class you are welcome to use AI to help you during the brainstorming and research gathering part of the class as well as checking grammar and syntax. However, during the composition of the assignments, the work needs to be your own. AI used to answer questions or create drafts for your discussion posts, assignments, or projects is in violation of academic integrity under plagiarism and will result in punishments from failing the assignment/class up to being expelled. AI checkers and plagiarism checkers may be used for any discussion, assignment, test, or project. The responsibility for violations of intellectual property laws, misinformation, or unethical content lies on the student. If you have any questions, please reach out to me.

This is an asynchronous online course and therefore synchronous attendance is not required. Your participation in the course activities and assignments are essentially your attendance.

Program and Course Fees

Finances are an integral part of maintaining your wellbeing. If you are struggling financially or wish to know more about budgeting, please visit the Financial Wellness Center in room 201C in the Sharwan Smith Center, contact Ashleigh Zimmerman at (435) 865-8436, or text the Financial Wellness line at 435-708-1952.