Human Development & Family Studies

Assessment of Student Learning

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The Department of Human Development and Family Studies offers courses that focus on the interactions among individuals, families, their resources, and their environments throughout the life span.

 

Undergraduate Study

The department offers work for the bachelor of science degree in three curricula: child, adult, and family services; family finance, housing and policy; and early childhood education.

 

Graduate Study

The department offers work for the degrees master of science and doctor of philosophy with the major in human development and family studies, and minor work for students taking major work in other departments. Within the major of human development and family studies students may choose from different areas of study. Areas of study are available for both M.S. and Ph.D. candidates in child development, early childhood education, early childhood special education, family policy, family studies, life-span studies, and marriage and family therapy. The marriage and family therapy area is accredited by the Commission on Accreditation for Marriage and Family Therapy Education. The Department of Human Development and Family Studies offers coursework and experiences leading to National Council of Family Relations certification as a family life educator.

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Table of Contents

Desired Outcomes of Programs

Measurement of Outcomes (Assessment) and Results

Feedback Process/Informing Change

Supporting Teaching and Learning

Learning Environment

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Desired Outcomes of Programs

 

Undergraduate Desired Outcomes

At the completion of undergraduate study in Human Development and Family Studies, undergraduates will demonstrate knowledge and understanding of: a) family systems, including special populations, and their relationships to environments and institutions; b) life span development, including special populations; c) professionalism, ethics, and public policy issues for working with individuals and families, including special populations; d) personal and professional communication with children and families, including special populations; e) management of human and material resources for children and families, including special populations.

 

Undergraduate Curriculum in Child, Adult, and Family Services

The child, adult and family services curriculum leads to work in the helping services with employment opportunities in public and private agencies, including Head Start and schools. Opportunities exist to observe and work with infants, preschoolers, school-age children, adolescents, the elderly, and families. Graduates of the program are prepared for employment in agencies and organizations serving children, youth, families, and the elderly as program development specialists, coordinators, directors, teachers, and administrators. This flexible program provides a broad emphasis in theory, research, and application in child, adult and family services including attention to community issues and public policy. A student may seek a double major or preprofessional preparation.

 

Undergraduate Curriculum in Family Finance, Housing and Policy

The family finance, housing, and policy curriculum focuses on the behavior of families as they allocate and manage their resources and function as consumers. The curriculum leads to employment with agencies and organizations concerned with family financial management, financial counseling, consumer economics, and analysis and implementation of public policies that affect family resource management.

 

Undergraduate Curriculum in Early Childhood Education

The curriculum in early childhood education operates as an inter-departmental program with the College of Human Sciences department of Curriculum and Instruction.  It is planned for students preparing to teach young children and work with their families. This program leads to careers in working with young children who are typically developing and those with special needs from birth through age eight. Graduates in this curriculum may teach in early childhood (preschool and primary) classrooms or home based programs, with emphasis on inclusive services; graduates may be employed by either public or private agencies or schools. This curriculum has been approved by the Iowa Department of Education and meets requirements for the early childhood education unified teacher license, which permits individuals to teach general and special education for children from birth through age eight.

 

Graduate Study Desired Outcomes

Graduates of M.S. and Ph.D. programs in the department will understand and apply relevant theories to educational, research, and/or intervention programs. It is intended that they will produce and disseminate research results and provide leadership in human development and family studies professions.

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HDFS Program Measurement of Outcomes

HDFS Undergraduate Measurement of Outcomes

Program: Child, Adult and Family Services.

Goal: Demonstrate proficiency in interpersonal communication.

Course Activities: HDFS 218-service learning, group presentation of service learning project
HDFS 269-project on evaluating scientific article
HDFS 367-experiential exercise
HDFS 370-interviews, analysis of interaction, journals
HDFS 395-project presentation
HDFS 449-service learning project, grant-writing project

 

Efficacy

The HDFS 491 site supervisor evaluation contains the following section on interpersonal communication. Supervisors rate students on a scale of 1-5, with 1 being low.

Students will demonstrate knowledge and understanding of personal and professional communication with individuals, children and families, and special populations.

Communicates effectively with others:

• Is friendly, sincere, and approachable
• Communicates effectively via informal interactions, written contacts, and formal contacts (e.g., conferences, staffings)

Develops oral and written communication skills as evidenced by:

• Use of correct grammar and spelling
• Use of correct sentence structure
• Coherent, logical oral presentation of ideas
• Comprehensible writing style
• Logical and organized written presentations of ideas and information

Functions as an effective team member:

• Communicates openly with other team members
• Cooperates with others in planning and delivering services
• Gains information from observing other team members
• Accepts responsibilities designated by others
• Delegates responsibility to other team members appropriately

 

Future plans

Correlate scores on site supervisor evaluation from 491 with grades from class.

Add question about proficiency in interpersonal communication to 491 student self evaluation.

This will give us information from the student, the on-site internship supervisor and from faculty regarding each students communication skills.

 

CAFS Course Learning Outcomes and Assessment Report - Spring 2005

 

Program: Family Finance, Housing, and Policy (formerly Family Finance Family Resource Management / Housing and the Near Environment) combined the two majors for the 2005 catalogue. The focus was to develop a program of study that combined courses from the two majors for a core area of study and for a series of "select from" courses for an area of emphasis. Also, learning outcomes and assessment were developed for the new major.

 

Below is the new clustering of current courses and learning outcomes.

 

Select 5 courses from:

Note that the one credit senior seminar will be a major part of program outcomes assessment.

 

Learning Outcomes and Assessment

Students graduating with a degree in Family Finance, Housing, and Policy are able to:

• Demonstrate competency in consumer science and their chosen field of emphasis
• Demonstrate proficiency in interpersonal communication and in working with diverse groups to solve multidisciplinary problems
• Effectively prepare and deliver information to family finance, housing, and policy professionals as well as to the general public
• Critically evaluate information and accurately interpret and use research
• Understand the complexity of issues facing professionals in the field, including ethical, cultural and environmental elements Outcome assessment is done by means of course surveys, internship evaluations, portfolio reviews, and senior surveys and focus groups.

 

Assessment: Several levels of the University reviewed the proposed merged major. Also, several graduates of the programs and current students have also reviewed and supported the new program. The fact that several current students are doing double majors in FRM and HNE also supported the merger.

 

FFHP Course Learning Outcomes and Assessment Report - Spring 2005

 

Program Name: Early Childhood Education

HDFS Outcomes Assessment - Early Childhood Education (Selected from Required Teacher Education Standards)

1. Foundations, Reflection and Professional Development:

Continually evaluates the effects of her/his choices and actions on students, parents, and other professionals in the learning community, and actively seeks out opportunities to grow professionally.

2. Collaboration, Ethics, and Relationships:

Fosters relationships with parents, school colleagues, and organizations in the larger community to support students' learning and development

3. Content Standards for Endorsement 100:

Understands central concepts, tools of inquiry and structure of the disciplines taught and can create learning experiences that can make the content meaningful to students.

 

Content areas: (1) Child growth, development, and learning; (2) Developmentally appropriate learning environment and curriculum implementation; (3) Health, safety, and nutrition; (4) Family and community collaboration, (5) Professionalism.

The above are selected from the list of 11 learning standards for all students in ECE. Students are assessed on knowledge in each area in different classes using Designated Performance Indicators (DPIs). Each course has been assigned one or more DPIs; each course must identify one or more assignments/activities that address each applicable DPI. Grading rubrics are used to evaluate student performance on each DPI using the criteria of Acceptable Performance, Marginally Acceptable Performance, or Unacceptable Performance. For licensure, students must receive Acceptable Performance on all DPIs.

Students in non-licensure programs are also graded using criteria listed on the rubrics, but do not need to meet the same criteria of Acceptable Performance.

 

Program Learning Goal: Content Knowledge (Understands central concepts, tools of inquiryand structure of the disciplines taught and can create learning experiences that can make the content meaningful to students). (2) Developmentally appropriate learning environment and curriculum implementation.

 

Description of Program/Course Activities Designed to meet this Learning Goal:

Plan, implement, and continuously evaluate developmentally and individually appropriate curriculum goals, content, and teaching practices for infants, toddlers, preprimary, and primarychildren based on the needs and interests of individual children, their families, and community.

 

Courses (& activities) that include this learning goal:

HDFS 340: Assessment and Curricula: Ages Birth through 2 Years (Students conduct and report a developmental profile of a particular child over an entire semester)

HDFS 343: Assessment and Programming: Ages 3 through 6 years (Students complete an assessment portfolio of a particular child over an entire semester)

HDFS 455: Curricula for Ages 3 through 6 Years (Students complete a curriculum projectthat includes assessment, curricular framework, and learning unit for a group and an individual child)

 

Assessment of Efficacy of Program/Course Activities Described Above: All activities for the learning goal are part of the Candidate Assessment Evaluation System for Early Childhood Education (Endorsement 100) used to show student preparation to meet state Teacher Education Standards. ISU uses Designated Performance Indicators (DPIs) to show students are making progress toward meeting the teaching standards. Each DPI is scored using a rubric with the categories of acceptable, marginally acceptable, or unacceptable. All students must achieve a score of acceptable on all DPIs. Each course is designed to build on skills learned in previous courses. DPI grading criteria are given to each student as part of course materials, so they know the criteria for each learning activity prior to and during completion of the assignment.

 

ECE Candidate Assessment System

 

HDFS Graduate Measurement of Outcomes

HD FS Graduate Program Assessment of Outcomes (MS & Ph. D)

The HDFS graduate program expects all students to demonstrate mastery of required coursework by maintaining a cumulative grade point average of 3.0 or better.  All students will successfully complete the HDFS Graduate Program Learning Outcomes (Table 1) including a demonstration of current knowledge of theory, research, research methodology, and ethical issues relative to the discipline.

 

*Department assessments will be shared by the Department Chair and DOGE with the HDFS graduate faculty for purposes of improving student learning.

**Student exit survey given (after final orals) to all graduating student's conducted by the DOGE to assess how each student's program experience affected his/her learning and professional preparation. Survey will be based on learning outcomes.

*** Alumni Surveys will be conducted every 5-7 years in parallel with HDFS Department Program Reviews Survey will include information provided by graduates regarding the effectiveness of the graduate program in preparing them for their professional careers.

**** As part of the HDFS annual review of graduate students, data will be collected regarding the number of professional presentations, journal publications, and grant proposals that are part of each student's record.

 

HD FS Graduate Student Outcomes (MS & Ph. D)

 

Course Description

Feedback Process/Informing Change

Undergraduate Feedback Process

Each individual program within HDFS has the same learning outcome assessment plan augmented to meet unique characteristics of each program, especially in the specifics in carrying out the plan.  Each program plan has three steps based on suggestions by Walvoord (2004)*:

 

This year all three programs have completed step one and made plans for steps two and three.  Each program developed their respective learning outcomes including the two learning goals of the FCS College (interpersonal communication and critical thinking).  Each program has developed a matrix linking courses in their program. Currently, each program is developing methods for gathering evidence to show how well students are meeting learning outcomes.  Some instructors added questions to measure program outcomes to the FCS standard form for student evaluations in individual courses.  Others are developing senior-level assessment techniques to be used next fall to gather overall impressions of students about the program through student focus groups and exit surveys.

For ChAFS and FFHP, the internship coordinator for the department is developing a WebCT-based course to gain a better understanding of students experiences in their internships.  She is also summarizing information about the students' experiences and sharing it with each program.  Next year, a new assessment technique will be developed to summarize and share information from internship supervisors in the field.

For ECE, the University student teaching supervisors conduct exit interviews with students at the conclusion of the student teaching semester. Next year the Iowa Department of Education will conduct a program review of all teacher licensure programs including ECE.Also next year, the department committee plans to assist each program in completing their assessment measures, gathering their evidence, and in developing ways to share the evidence among each programs faculty and to use the evidence to improve each program. * Walvoord, B. E. (2004).

Assessment Clear and Simple: A Practical Guide for Institutions, Departments, and General Education. San Francisco: Jossey-Bass.

 

Graduate Feedback Process

Graduate Student Survey Assessment

For the department's most recent program review (2003-04) a survey was mailed to 135M.S. and Ph. D. graduates, which obtained a 60% response rate. In general, the former graduate students rated the program quite highly. The vast majority was satisfied with their preparation for employment (73%), the coursework (90%), and specialization requirements (82%).  The practicum experience (not a part of all programs) was seen as adequate (85%) for preparation for their employment.  For doctoral students who took prelims, 81% responded that the exam reflected program content adequately and that the process was fair.  Over 90% of the respondents strongly/moderately agreed that the faculty were available, created positive student/faculty relationships, and were academically qualified.  Only 63% evaluated the faculty as adequately diverse in terms of gender and/or ethnicity.  In terms of the Program of Study Committee who worked with the student, 92% responded that the committee was helpful in meeting their individual program goals. Some open-ended questions were included to assess what program features were particularly valuable and what changes they felt could be made to strengthen the HDFS graduate program. Answers to these questions are especially informative regarding curriculum requirements.  The aspects of the program that were most often mentioned as valuable included the HDFS core requirements: theory, research methods, statistics, research, and thesis/dissertation.  Also mentioned as highly valuable were practica, independent studies, and internships.  Among their graduate program experiences, having an assistantship was most often mentioned. And the value of the assistantship (teaching, research) was what they learned from it, not just the financial support it offered. The learning opportunities made possible through the CD Laboratory School as well as the MFT Clinic were also mentioned frequently.

In Fall 2005, the department surveyed 54 M.S. and Ph.D. graduates from Fall 2003 to Summer 2005, with a 40% response rate.  The three most important graduate outcomes (based on students' ratings) were critical understanding and application of HDFS theories; understanding of research ethics and practices; and understanding the use of qualitative and quantitative strategies for analyzing data. For all of these areas, the majority responded that the HDFS program developed each of them very well. 

External Program Reviewers Assessment and Response The evaluation of the graduate program by our 2003-04 external program reviewers recommended that the department should reduce the number of graduate specializations offered, to focus on a few signature areas of excellence. Consequently, the former specializations have been eliminated, and a more integrative set of signature areas of emphasis comprise the core of the HDFS graduate program.  These areas are: Early Development, Care, and Education; Life-Span Development; and Family Policy and Practice.

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Supporting Teaching and Learning

HDFS is an applied social-behavioral science department that has its foundations in the root disciplines of psychology, sociology, education, and economics. Its substantive areas include Child Development, Early Childhood Education, Family Studies, Family Policy, Family Resource Management, Housing, Life Span Studies, and Marriage and Family Therapy, which are supported by special department units, including the Child Development Laboratory School, Financial Counseling Clinic, Family Therapy Clinic, and the Child Welfare training project.  HDFS collaborates with the College of Hman Sciences Department of Curriculum and Instruction to offer the Early Childhood Education teacher licensure program. The department is affiliated with and provides leadership for the ISU Gerontology Program, and some faculty members have research appointments with the University's Institute for Social and Behavioral Research, and/or the Iowa Home Economics and Agricultural Experiment Station.  HDFS developed and operates for the College's Center for Family Policy. The mission of the Department of Human Development and Family Studies is to improve the quality of life for children and families through teaching research, and Extension/outreach efforts. Of particular concern are issues related to the development and use of human and material resources by those who may be constrained by economic, social, and/or developmental circumstances.

 

Pre-Professional Preparation and Student Organizations

HDFS is engaged in a number of activities designed to enhance the individual student's academic and career preparation.  The activities include experiences inside and outside the classroom.  Students have the opportunity to be involved in a number of University, College and Departmental organizations.

 

HDFS Learning Community (ChFS, ECE, FRM, HNE) is designed to help first-year students make connections during their first year at ISU.  Students in the Learning Community may choose to live in the same residence hall area with other Learning Community students.  Enrollment in HDFS 102 and English 104 provides course content linked for improved learning in their discipline.  Other coursework is also taken at the same time providing the students with continuity.  The HDFS Peer Mentor lives in the same residence hall area and serves as a resource academically and personally.  A variety of activities are planned on campus and in the community.  Many of these activities provide an opportunity to meet and interact with faculty members.

 

Study Tour (ChFS). HDFS 218 incorporates professional development, visits to internship sites, guest speakers and service learning in a two-credit course.  Students have the opportunity to develop professional skills such as working in groups as well as the opportunity to gain on-site experience working in a human service agency.  Guest speakers from human service agencies visit class discussing internship and employment opportunities.  Students also spend one or two days visiting area human service agencies to gain a better understanding of career options and responsibilities.  The service-learning component of HDFS 218 was added two years ago to enhance students' experience in the human service field, and to offer earlier exposure to internship sites and possible career choices.  ChFS faculty received a Miller Faculty Fellowship grant in 2001 to develop a service-learning manual and develop service-learning projects in the Ames community to help students build professional relationships and gain curriculum related experience.

 

Service Learning (ChFS, HNE) can be defined as service to the community with an academic component requiring some type of reflective activity.  Service learning opportunities are currently offered in HDFS 218, HDFS 360, HDFS 449 and HDFS 463.  Students have the opportunity to work at local human service agencies (such as the Boys and Girls Club, Youth and Shelter Services, Heartland Senior Services, Emergency Residence Project and Mid-Iowa Community Action), directly interacting with the clients and staff.

 

Field Experiences (ChFS, ECE, FRM, HNE). HDFS 317 is offered in all four majors in the department and required in Housing and the Near Environment.  Field Experiences give students the opportunity to examine a working environment in-depth.  Each experience is developed by the individual student and personally supervised by a faculty member.  Students have completed field experiences at businesses and agencies such as Youth and Shelter Services, Principal Financial Group and Homes of Oakridge.

 

Research Internships (ChFS, ECE, HNE.) Louise Rosenfeld Research Internships are available to undergraduate students with a junior or senior classification.  Students need to have a minimum GPA of 3.0, be considering an advanced degree and want the challenge of conducting exciting and innovative research.  These paid internships are available each semester through an application process.  Students have been involved in research projects involving early childhood, family violence, and assessing the quality of childcare.

 

Practicum/Lab Experience (ChFS, ECE). Students in HDFS 220, 221, 226, 340, 343, and 455 participate in childcare centers and schools performing care, designing assessments and age-appropriate activities for children. Practicum requirements range from 12-36 hours.

 

Internships (ChFS, FRM, HNE). HDFS 491 students are required to complete a 320-hour internship in an agency or business performing tasks and responsibilities related to the specific curriculum.  Students earn eight credit hours for the experience.  Each student submits weekly journals describing their experiences, thoughts and feelings, answers a weekly discussion item and completes a three-part evaluation process.  An on-site supervisor and a campus supervisor oversee students.  Students find the internships themselves with guidance and approval from the ISU supervisor.  A strict enforcement of prerequisites have been implemented in the last four years and a 2.0 minimum GPA requirement was added to improve the quality of the students preparation for the internship experience.  An average of 96 students complete an internship experience each calendar year.

 

Student Teaching (HDFS 417). ECE students are required to complete two eight-week student teaching sessions, one prekindergarten experience and one primary (K-3) experience.  Both placements must take place at approved sites, and one of the two must include children with special needs. The experience provides students with many opportunities to implement the strategies and techniques they have learned during their coursework.  The student teaching semester is a 16-credit (eight credits per session) experience that yields a letter grade for each session. An ISU supervisor as well as an on site cooperating teacher oversee student teachers.  During the review period an average of  45 students per year completed a student teaching placement, but the 417 placement numbers have increased to 56 this academic year.

 

University Honors Program (ChFS, ECE, FRM, HNE).

 

Eighty-five HDFS students are eligible to participate in the University Honors Program.  Only eight students choose to do so.  The Honors Program enables high ability students to pursue an individualized program of study to meet their specific academic goals.  Students must have a 3.35 GPA.  HDFS leads the University with 35% of courses offered with Honors components.  Seventeen departments university-wide offer 35-40 courses with Honors components.  Faculty act as advisors for Honors students and advisors on Honors students' individual projects.  However, only two Honors Seminars have been offered by HDFS faculty between Fall 1997 and Spring 2002.

 

HDFS Club.  Students with an interest in family, children, housing and finance issues,  especially those in HDFS, are welcome to join.  The Club's mission involves interacting with other students, participation in University activities, and service activities in the community. 

 

Council for Exceptional Children  The Council is widely respected as the most active organization serving all exceptional children who have disabilities. Members are students with an interest in children with special needs.

 

Student Chapter of the Iowa Association for the Education of Young Children. Student members of the Iowa State Chapter are also members of the Iowa, Midwest, and National Associations.  The Association for the Education of Young Children is the nation's largest (over 100,000 members) and most influential organization of early childhood educators and others dedicated to improving the quality of programs for children birth through third grade.  The Association exists to serve and act on behalf of the needs, rights, and well-being of all young children.  The Iowa State Student Chapter was formed in August, 1990.  The chapter is active in community service as well as educational meetings.

 

College of Human Sciences Council. HDFS student organizations are represented on Council, which provides a liaison between faculty, administration, and students. Activities include the Welcome Day Picnic and fall scholarship reception.

 

Kappa Omicron Nu. HDFS students are members of Kappa Omicron Nu, an honor society that promotes graduate study, research, scholarship, and leadership in home economics.  Members are seniors with a 3.0 or higher GPA.   For the last several years, the HDFS department has provided the student leadership for Kappa Omicron Nu.

 

Phi Upsilon Omicron Members of this national family and consumer sciences honor society, are dedicated to developing qualities of professionalism and personal leadership.  They demonstrate academic excellence, a spirit of service and leadership potential.  For the last several years, HDFS has provided the student leadership for Phi Upsilon Omicron.

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Learning Environment

 

Computing The College maintains computer labs to provide all HDFS students access to state of the art hardware and software.  The department provides funds and coordinates with the College Computer Advisory Committee to purchase and maintain specialized software for social science computing.  The department is responsible for the purchase and maintenance of all PCs and peripherals. Undergraduate assistants and graduate students use desktop PCs that are connected to the College server for a full array of web access and software services. The College's educational technology staff provides maintenance for PCs and peripherals on contract to the department.  Additionally, a College director of Educational Technology provides services to support WebCT and web course development.

 

Support Units

In addition to providing undergraduate and graduate students opportunities to participate in survey research and child welfare project activities through the Center for Family Policy HDFS provides practicum experiences at three support units which provide counseling and child care services for mid-Iowa families.  These are the Child Development Laboratory School; the Financial Counseling Clinic; and the Marriage and Family Therapy Clinic.  Additionally, HDFS students benefit from close ties with the ISU Gerontology program.

 

Child Development Laboratory School

The Child Development Laboratory School (CDLS) has served the teaching, research and service missions of the Human Development and Family Studies Department (formerly Child Development) since 1924. The laboratory school is licensed annually by the Iowa Department of Human Services (DHS) and is accredited by the National Association for Early Childhood Programs (NAECP). The Gold Seal Child Care Provider award from DHS was received 2001. An NAECP self-study was completed September 2002 and the validation visit is pending. The primary purposes of the laboratory school have been to serve as an undergraduate and graduate center for child study and research, demonstrate developmentally sound early childhood education practices, and prepare teachers of young children, directors of child care programs, and researchers. Objectives are:

The Laboratory School teachers cooperate with other faculty each year to host the department's Barbara Mound Hansen Early Childhood Lecturer. This activity involves a prominent national research and policy authority in the field for public lectures, in-class demonstrations, and consultations with students and staff.

 

Marriage and Family Therapy Clinic

The Marriage and Family Therapy (MFT) Clinic is an integral part of the mental health training and service communities in Iowa, and provides essential and important support to achieve all aspects of the HDFS mission.  The MFT Clinic has tri-fold objectives, to:  1) train and produce qualified marriage and family therapists, 2) provide a venue for research on best practices in the mental health field, and 3) provide high quality mental health services to the citizens of Iowa. The clinic serves a diverse clientele of Iowa State students, staff, faculty, and community residents.  The services provided at the clinic include pre-marital counseling, and therapy focusing on relationship problems such as marital distress, family conflict, adjustment problems, and school-related concerns.  The clinic staff includes three professors holding advanced degrees in the mental health discipline and specialized training in marriage and family therapy.  These professors are all licensed marriage and family therapists (LMFTs), supervisors and clinical members within the American Association for Marriage and Family Therapy.  One LMFT from the Iowa community is employed to provide clinical supervision to M.S. and Ph.D. students. Additional support staff include one half-time secretary, and one half-time work study student.

 

Financial Counseling Clinic

Developed in 1986, the Financial Counseling Clinic (FCC) was the first Financial Counseling Clinic in the country to provide a tangible center with a two-fold mission:  to train students as financial counselors, and to provide financial services to the community.  HDFS students can currently major in Family Finance, Housing, and Policy with a Financial Counseling emphasis. The FCC is a nonprofit, confidential, and educational support unit that provides counseling services free to ISU students and available to non-student individuals and families on a sliding-fee scale. Currently HDFS undergraduates obtain practicum experience in the FCC by providing workshops for introductory financial education for campus and community groups.  Additionally, seniors may assist for individualized financial counseling with clients.

 

Gerontology Program

HDFS actively participates in the Interdisciplinary Gerontology Program at Iowa State University.  An HDFS Professor directs the Program, and department faculty members are active with the Program's advisory committee and as Gerontology Affiliates. The Program's mission is to provide instruction, promote interdisciplinary research and provide services that advance an understanding of gerontology.  Gerontology offers undergraduate and graduate minor degrees and a web-based Master's degree in Family and Consumer Sciences specialization. The program seeks to attract and educate students who will become leaders in both academic and applied settings to improve the quality of life for older individuals and their families in Iowa, the nation, and the world. Students are expected to take courses to develop the necessary interdisciplinary breadth, which, in combination with other disciplinary training, can prepare them to work with older adults. Gerontology research emphasizes the ecological context of older adults.  Recent research activities have focused on four major areas: adaptation of the oldest old, exercise and aging, housing and environment, and rural aging.

 

With regard to the department's mission the main strength of the Gerontology Program is that it fosters the interaction of gerontology researchers, students, and service providers to older adults. The Interdisciplinary Graduate Minor serves HDFS students specializing in Life Span Studies with core courses developed to study particular topics in aging. Undergraduates can declare a specialization in Adult Programs within the major Child and Family Services and combine that with an Undergraduate Minor in Gerontology. Graduate students may obtain instruction through the Gerontology distance education M.S. degree program in cooperation with the Great Plains Interactive Distance Education Alliance.