Graduate programs are designed to prepare students for a variety of career options, including family specialists and others concerned with supporting families as educators and learners. Employment opportunities are available in schools, universities, community agencies, business and industry, and many other settings where work is directed toward education, prevention, support and research with individuals and families.
The graduate unit offers work leading to a Master of Arts (M.A.) degree in Family and Child Studies and a Doctor of Philosophy (Ph.D.) in Family and Child Studies. All M.A. students must fulfill the general admission requirements and the Plan I (with thesis) or Plan II (without thesis) requirements set forth in the Graduate Program section of this Catalog. M.A. students who plan to acquire research skills or to pursue a doctorate are encouraged to follow Plan I. A Master’s degree is prerequisite to application for the doctoral program. Students applying for the doctoral program are required to provide the results of performance on the GRE taken within the past five years.
The M.A. in Family and Child Studies may be pursued in one of these concentrations:
Contact the graduate unit office for more information about specific requirements for all programs.
* Students wishing to apply for the Certified Family Life Educator designation of the National Council on Family Relations refer to the NCFR Web site.
The M.A. in Family and Child Studies may be pursued in one of the three following concentrations: Early Childhood Studies, Family Life Education, or Human Development and Family Relations. Students completing the Master’s degree with a concentration in Family Life Education will be eligible to apply for the Certified Family Life Educator (CFLE) certificate from the National Council on Family Relations. Instructions and more information may be obtained from the Program Office in Simpson Hall.
The M.A. in Family and Child Studies offers flexibility in developing a program of studies to meet the interests of the student. Applicants are expected to have completed 18 credit hours of social and/or behavioral science courses (e.g., Anthropology, Family and Child Studies, Psychology, Sociology) prior to admission. Additional information and the required application form are available from the graduate unit office. Acceptance into the Master’s program is based upon ratings of several factors, including scholarship, academic background (especially in the social/behavioral sciences), work experience, letters of recommendation, a personal statement and multicultural experience. Prospective students must first apply for admission to Graduate Studies.
The requirements for the Master’s degree in Family and Child Studies consist of 33 credit hours.
The conceptual framework for the Doctor of Philosophy (Ph.D.) in Family and Child Studies is based on the link between the principles of ecology and systems theory with the study of families. The current interdisciplinary perspective assumes that family dynamics can best be understood within the multiple contexts in which they occur.
With the exception of a 15-credit hour doctoral core, students plan an individualized program with their Committee on Studies that focuses on the area of Family and Child Studies and which may include courses in the graduate unit as well as from other units. To be eligible for the doctoral core courses (advanced seminars in theories, research and legal, ethical and policy issues in Family and Child Studies and Internship), students will be expected to have had graduate courses (M.A. in Family and Child Studies core curriculum) or their equivalents in human growth and development, family interaction, managing family resources, multicultural issues in working with families and children, introductory statistics and a course in research methods. In addition, students must have 24 credit hours in a secondary discipline and complete 12 credit hours to meet the inquiry skills requirement. All of these components are outlined in the Family and Child Studies Ph.D. Program of Studies.
Family and Child Studies provides a valuable supplement to a number of degree programs and professions. The following master's-level minor program comprises a set of required courses from core offerings in theories of human development, family interaction and management of resources and electives from other graduate-level Family and Child Studies offerings to meet individual needs.
The graduate minor in Family Studies consists of a total of 12 credit hours, 6 of which are to be selected from those courses required of all program majors. These include: FCS 503 (3), FCS 517 (3), FCS 543 (3) and FCS 584 (3). In addition, with an advisor, the student selects another 6 credit hours of graduate-level Family and Child Studies courses for a total of 12 credit hours.
Courses
ECED 1110. Child Growth, Development, and Learning. (3)
This basic course in the growth, development, and learning of young children, prenatal through age eight, provides students with the theoretical foundation for becoming competent early childhood professionals. The course includes knowledge of how young children grow, develop and learn. Major theories of child development are integrated with all domains of development, including biological-physical, social, cultural, emotional, cognitive and language. The adult’s role in supporting each child’s growth, development and learning is emphasized.
ECED 1115. Health, Safety, and Nutrition. (2)
This course provides information related to standards and practices that promote children’s physical and mental well-being sound nutritional practices, and maintenance of safe learning environments. It includes information for developing sound health and safety management procedures for indoor and outdoor learning environments for young children. The course examines the many scheduling factors that are important for children’s total development, healthy nutrition, physical activity, and rest.
{Fall}
ECED 1120. Guiding Young Children. (3)
This course explores various theories of child guidance and the practical applications of each. It provides developmentally appropriate methods for guiding children and effective strategies and suggestions for facilitating positive social interactions. Strategies for preventing challenging behaviors through the use of environment, routines and schedule will be presented Emphasis is placed on helping children become self- responsible, competent, independent, and cooperative learners and including families as part of the guidance approach.
ECED 1125. Assessment of Children and Evaluation of Programs. (3)
This basic course familiarizes students with a variety of culturally appropriate assessment methods and instruments, including systematic observation of typically and non-typically developing children. The course addresses the development and use of formative and summative assessment and evaluation instruments to ensure comprehensive quality of the total environment for children, families, and the community. Students will develop skills for evaluating the assessment process and involving other teachers, professionals and families in the process.
ECED 1130. Family and Community Collaboration. (3)
This beginning course examines the involvement of families and communities from diverse cultural and linguistic backgrounds in early childhood programs. Ways to establish collaborative relationships with families in early childhood settings is discussed. Families’ goals and desires for their children will be supported through culturally responsive strategies.
ECED 1996. Topics. (1-6, no limit Δ)
A course exploring a topic not covered by the standard curriculum but of interest to faculty and students in a particular semester.
ECED 2110. Professionalism. (2)
This course provides a broad-based orientation to the field of early care and education. Early childhood history, philosophy, ethics and advocacy are introduced. Basic principles of early childhood systems are explored. Multiple perspectives on early care and education are introduced. Professional responsibilities such as cultural responsiveness and reflective practice are examined.
ECED 2115. Introduction to Language, Literacy, and Reading. (3)
This course is designed to prepare early childhood professionals for promoting children’s emergent literacy and reading development. Through a developmental approach, the course addresses ways in which early childhood professionals can foster young children’s oral language development, phonemic awareness, and literacy problem solving skills, fluency, vocabulary, and comprehension. This course provides the foundation for early childhood professionals to become knowledgeable about literacy development in young children. Instructional approaches and theory-based and research based strategies to support the emergent literacy and reading skills of native speakers and English language learners will be presented.
ECED 2120. Curriculum Development through Play: Birth through Age 4 (PreK). (3)
The beginning curriculum course places play at the center of curriculum in developmentally appropriate early childhood programs. It addresses content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.
Corequisite: 2121.
ECED 2121. Curriculum Development through Play: Birth through Age 4 (PreK) Practicum. (2)
The field based component of this course will provide experiences that address curriculum content that is relevant for children birth through age four in developmentally and culturally sensitive ways of integrating content into teaching and learning experiences. Information on adapting content areas to meet the needs of children with special needs and the development of IFSPs is included. Curriculum development in all areas, including literacy, numeracy, the arts, health, science, social skills, and adaptive learning for children, birth through age four, is emphasized.
Prerequisite: 1110.
Corequisite: 2120.
ECED 2130. Curriculum Development and Implementation: Age 3 (PreK) through Grade 3. (3)
The curriculum course focuses on developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included.
Corequisite: 2131.
ECED 2131. Curriculum Development and Implementation: Age 3 (PreK) through Grade 3 Practicum. (2)
The field-based component of this course will provide experiences that address developmentally appropriate curriculum content in early childhood programs, age 3 through third grade. Development and implementation of curriculum in all content areas, including literacy, numeracy, the arts, health and emotional wellness, science, motor and social skills is emphasized. Information on adapting content areas to meet the needs of children with special needs and the development of IEPs is included.
Prerequisite: 1110.
Corequisite: 2130.
FCS 2240. Infant Toddler Growth and Development: Prenatal to Age 3. (3)
Provides both basic knowledge of typically and atypically developing young children from the prenatal period to 36 months and a foundational understanding for the promotion of the health, well- being and development of all infants and toddlers within the context of family, community and cultural environments. The course examines infancy and toddlerhood with an emphasis on the interrelationship of cognitive, physical, social and emotional development, mental health and early parent-child relationships.
ECED 2996. Topics. (1-6, no limit Δ)
A course exploring a topic not covered by the standard curriculum but of interest to faculty and students in a particular semester.
FCS 302. Emergent Literacy: Birth through Pre-K. (3)
This advanced course prepares early childhood professionals to teach reading and writing in Birth to Pre-K classrooms. This course covers a broad spectrum of topics relevant to the teaching of reading.
Prerequisite: 311 and 321 and 401.
FCS 303. Infant Growth and Development. (3)
Provides an overview of infant growth & development from prenatal through the second year of life. Focuses on theoretical foundations and practical applications. Examines contextual and biological during first two years of life.
FCS 304. Growth and Development in Middle Childhood. (3)
Principles of growth and development for 6 to 11-year-olds in language, cognitive, physical, motor, social and emotional areas. Influences on development included.
FCS 305. Research and Evaluation in Family and Child Studies. (3)
A course focusing on research and evaluation.
Restriction: admitted to B.S. Family and Child Studies.
{Spring}
FCS 310. Friends and Intimate Relationships. (3)
Survey of the research concerning friends and intimate relationships. Focus on the dynamic characteristics of friendship and other intimate relationships.
FCS 311. Family, Language and Culture. (3)
This advanced course prepares prospective teachers for working effectively as partners with diverse family and community members to facilitate the development and learning of children birth through age 8, including children with special needs.
Prerequisite: ECED 1130.
{Fall}
FCS 312. Parent-Child Interactions. (3)
Dynamic interactions of parents and children throughout the life cycle in diverse family configurations.
FCS 313. Family Theories. (3)
Family theories, conceptual frameworks and research relevant to current family lifestyles including single parents, remarried, same sex, cohabitants.
FCS 315. Adolescent Development in the Family. (3)
Developmental interaction and communication patterns of adolescents within a family setting.
FCS 316. Early Childhood Pedagogy and Curriculum. (3)
Course focuses on developmentally appropriate practices and content, learning environments, and curriculum implementation for children in Pre-K through 3rd grade. It emphasizes integration of content areas including reading/writing, math, science, and technology.
Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.
FCS 321. Young Children and Diverse Abilities. (3)
Advanced course building upon student understanding of connections among learning, teaching, assessment and program evaluation strategies. Specific focus on educational policies, programs, practices, services appropriate for infants, toddlers, preschoolers, early primary children exhibiting delays and disabilities.
Prerequisite: 220.
FCS 343. Family Management Theories. (3)
Comparison of current theories of family management.
FCS 391 / 591. Problems. (1-6 to a maximum of 6 Δ; 1-3 to a maximum of 12 Δ)
Individual research into an area proposed by the student and conducted under the direction of a faculty member.
Restriction: permission of instructor.
FCS 395. Field Experience. (3)
Combines 120 hours of practical experience in agency or institutional setting with class seminar. Students apply and integrate knowledge and skills for working with or on behalf of individuals and/or families.
FCS 401. Research in Child Growth, Development and Learning. (3)
This advanced course in child growth, development, and learning builds upon the foundational material covered in the basic course in child growth, development, and learning. An integration of major theories of child development is provided.
Prerequisite: ECED 1110.
{Fall}
FCS 402. Teaching and Learning Reading and Writing. (3)
This advanced course is designed to prepare early childhood professionals to understand and to teach. This course focuses on reading as a complex, interactive, constructive process.
Prerequisite: 202.
Restriction: admitted to B.S. Family and Child Studies.
{Fall, Spring}
FCS 403. Growth and Development of the Preschool Child. (3)
Developmental principles and recent research on language, cognitive, physical-motor and social-emotional development of the preschool child.
FCS 405. Advanced Caregiving for Infants and Toddlers. (3)
This advanced course prepares early childhood professionals to teach reading and writing in K-3 classrooms. A broad spectrum of topics relevant to the teaching of reading are covered.
Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.
FCS 406. Teaching and Learning Math and Science. (4)
This course focuses on the standards, principles, and practices in teaching mathematics and science to young children in preschool through grade 3. An emphasis is placed on developing a content-rich integrated math and science curriculum.
Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.
FCS 408. Teaching and Learning in Social Studies, Fine Arts and Movement. (3)
This course emphasizes an integrated approach to teaching the “what and why” of social studies, fine arts and movement; assessing student learning; planning units, lessons, and activities; developing effective instructional strategies.
Restriction: admitted to B.S. Family and Child Studies, and junior or senior standing.
FCS *411. Marriage and Family Life Education. (3)
Philosophies and processes of family life education programs (FLE).
FCS 412. Fathering. (3)
This course will examine fathers’ role in child development across cultural groups. Conceptualization of fathering and the relationship between cultural beliefs and fathering behaviors will be explored.
FCS 416. Adult Development in the Family. (3)
Examination of the biological, psychological and sociocultural aspects of adult development and aging and their dynamic interactions within the context of diverse family structures and lifestyles. Implications for prevention and intervention strategies discussed.
FCS 417L. Teaching and Learning Practicum. (2)
This advanced practicum provides opportunities for students to develop, implement, and evaluate developmentally appropriate and integrated learning experiences for children in K-3rd grade. This 2 credit-hour practicum requires 60 supervised contact hours.
Pre- or corequisite: 402.
Restriction: admitted to B.S. Family and Child Studies.
{Fall, Spring}
FCS 440. Student Teaching Seminar. (3)
Weekly seminar where students engage in critical reflection and discussion of their own practice, and make connections between theory and practice. Students focus on developing competencies, self-assessment, and develop a professional portfolio.
Prerequisite: 311 and 321 and 401 and 406 and 408 and 417L and ECED 1115 and ECED 1120 and ECED 2110 and ECED 2115 and ECED 2120 and ECED 2121 and ECED 2130 and ECED 2131.
Restriction: admitted to B.S. Family and Child Studies, and senior standing.
FCS 440L. Student Teaching Laboratory. (9)
Student teaching experience in early childhood including placement and assigned tasks in an early childhood classroom with a mentor teacher, and a weekly seminar where students review and reflect on their own teaching practices.
Prerequisite: 305 and 401 and 402 and 417L.
Restriction: admitted to B.S. Family and Child Studies.
{Fall, Spring}
FCS 481. Public Policy and Advocacy in Family and Child Studies. (3)
Synthesis of issues in Family Studies with emphasis on the formulation and impact of public policies.
Restriction: junior or senior standing.
FCS *484. The Sociocultural Context of Families. (3)
Survey of family dynamics of ethnic minority families in the U.S. Topics include gender roles, mate selection, conjugal power, intermarriage, child development, parenting, the elderly, kinship patterns and reciprocal impact of social environments and family systems.
FCS 493 / 593. Topics. (1-3, no limit Δ; 1-3, no limit Δ)
Various current topics in family studies are offered on a trial basis before they are established as permanent courses. Additional information may be obtained from the program.
FCS 497. Reading and Research in Honors I. (2)
Advanced studies and research under the supervision of a faculty mentor.
Restriction: permission of instructor.
FCS 498. Reading and Research in Honors II. (2)
Advanced studies and research under the supervision of a faculty mentor.
Prerequisite: 497.
Restriction: permission of instructor.
FCS 499. Honors Thesis. (2)
Faculty-supervised investigative study that results in the development and writing of an undergraduate Senior-level thesis.
Prerequisite: 498.
Restriction: permission of instructor.
FCS 501. Parent Education. (3)
Focus on philosophy of parent education, including content, processes, procedures, techniques and resources. Implications of child development principles from infancy through adolescence for parenting will be examined.
FCS 502. Developmental Issues in Families: Early Childhood. (3)
Addresses developmental issues in families with children from birth through age 8, including all aspects of development in children, with developmental implications for family members, based on contemporary research.
Prerequisite: a course in human development, early childhood or developmental psychology.
FCS 503. Seminar in Human Growth and Development. (3)
Theories and research relevant to human growth and development across the life span, including implications for education, child rearing and counseling.
FCS 504. Developmental Issues in Families: Middle Childhood and Adolescence. (3)
Physical, affective, social and language/cognitive development in middle childhood and adolescence. Ecological and relational influences will be emphasized, including school, gender, social class, family and peer relationships.
{Offered in rotation with two other developmental courses}
FCS 508. Developmental Issues in Families: Adulthood and Aging. (3)
Current issues concerning the biological, psychological and sociocultural aspects of adult development and aging within the contexts of diverse family structures and lifestyles will be examined through the study of the relevant research literature.
{Offered in rotation with 502 and 504}
FCS 514. Fatherhood. (3)
A critical examination of issues related to fatherhood including the multiple dimensions of paternal involvement, influences on involvement and consequences of involvement. The course examines multiple perspectives and frameworks for understanding fatherhood.
FCS 516. Advanced Study of Early Childhood Curriculum. (3)
This course focuses on investigating early childhood curricula for children birth to 3rd grade. Students conduct studies to gain deeper understandings of current curricula, theoretical foundations, related trends and issues, and impact on children's learning.
FCS 517. Family Interaction Theories. (3)
Review of salient theories and dynamics involved in understanding interaction patterns within contemporary families. The ability to analyze relationships is emphasized.
Restriction: permission of instructor.
FCS 543. Managing Family Resources. (3)
A survey of the research in the field of family management to include family resources, decision making and work allocation.
Prerequisite: a course in family management theories or permission of instructor.
FCS 570. Research Methods in Family and Child Studies. (3)
Research design and methods used in research with families. Includes individual projects.
FCS 576. Teaching and Learning Through Play. (3)
This course explores the philosophical and theoretical foundations of play and its impact on children's development and learning. Students explore current research, issues, and trends related to play in early childhood programs.
{Fall}
FCS 581. Seminar in Legal, Ethical and Policy Issues in Family and Child Studies. (3)
Examination and analysis of contemporary issues relating to families from legal, ethical and policy perspectives. Development of a code of ethics for family professionals.
Restriction: admitted to Ph.D. Family and Child Studies.
FCS 584. Multicultural Issues: Working with Families. (3)
Provides information specific to various subcultures in the U.S.A., including cultural self-awareness, and the development of multicultural competence for successful interaction. Emphasis is on research findings on multicultural issues working with children, adults and families.
FCS 591 / 391. Problems. (1-3 to a maximum of 12 Δ; 1-6 to a maximum of 6 Δ)
Individual research into an area proposed by the student and conducted under the direction of a faculty member. May be repeated to a maximum of 6 credit hours for Master’s Plan I and a maximum of 12 credit hours for Master’s Plan II.
FCS 593 / 493. Topics. (1-3, no limit Δ; 1-3, no limit Δ)
Various current topics in family studies are offered on a trial basis before they are established as permanent courses. Additional information may be obtained from the program.
FCS 595. Advanced Field Experiences. (3)
Course completed in a setting where student will work with families and/or individuals. Students must participate in 160 hours.
Restriction: permission of instructor.
FCS 596. Graduate Research Seminar. (3, may be repeated once Δ)
Designed for non-thesis M.A. Family and Child Studies students to complete a scholarly research project. In this project, students are expected to demonstrate skills and knowledge in research methods, statistics, and academic writing.
Restriction: admitted to M.A. Family and Child Studies.
FCS 598. Directed Readings in Family and Child Studies. (3-6 to a maximum of 6 Δ)
Independent readings to be arranged with individual faculty.
FCS 599. Master's Thesis. (1-6, no limit Δ)
Faculty-supervised investigative study that results in the development and writing of a master’s thesis.
Offered on a CR/NC basis only.
FCS 610. Applied Developmental Science in Families. (3)
This advanced doctoral seminar explores the application of Developmental Science to the understanding of human development in families.
FCS 614. Globalization and International Families. (3)
This course discusses empirical findings and conceptual, descriptive, and cultural frameworks for understanding diverse forms and functions of the family in a global context.
FCS 615. Human Development in Cultural Contexts. (3)
This course explores theories and methodological commitments of developmental cultural psychology. It analyzes issues, trends, and controversies in relation to current and future empirical work.
FCS 620. Sleep and Family Processes. (3)
Students will learn about issues in sleep research with a focus on the examination of sleep in the family context. The course will emphasize how family processes influence sleep across development and vice versa.
FCS 622. Seminar in Advanced Study of Early Childhood Education. (3)
This advanced studies course focuses on multiple dimensions associated with educating children birth to 3rd grade. Discussions topics include current literature, investigations of practice, tensions between policy and practice, advocacy, initiatives, and exemplary programs.
FCS 625. Seminar in Self Regulation. (3)
Advanced doctoral seminar explores the field of self-regulation from an ecological, developmental, and applied approach. Related constructs will be explored as well as diverse theories and applications.
FCS 670. Advanced Seminar in Theory and Research in Family and Child Studies I. (3)
The first half of a two-semester course examining the nature of theories, theoretical approaches to the study of families and the application of various theories of human development.
Restriction: admitted to Ph.D. Family and Child Studies.
FCS 671. Advanced Seminar in Theory and Research in Family and Child Studies II. (3)
The second half of a two-semester course examining the application of certain theories to research on families and the implications of family theories for education, prevention and social policies.
Prerequisite: 670.
Restriction: admitted to Ph.D. Family and Child Studies.
FCS 699. Doctoral Dissertation. (3-12, no limit Δ)
Students may not receive credit in dissertation until the semester in which the doctoral comps are passed.
Offered on a CR/NC basis only.
FCST 1120. Introduction to Family and Child Studies. (3)
An introduction to the profession of Family Studies including content areas, community agencies and career opportunities.
FCST 1125 [FCS 102]. Carpe Noctem: Sleep, Health, and the Family. (3)
Students will learn about issues in sleep research with a focus on the examination of sleep in the family context. The course will emphasize how family processes influence sleep across development and vice versa.
FCST 2130. Marriage and Family Relationships. (3)
This course provides insights into contemporary marriage and family situations. Focus is on decision-making for better understanding of families and the broader society.
Meets New Mexico General Education Curriculum Area 4: Social and Behavioral Sciences.
