Student Learning Outcomes

1. Students will understand how children and families learn and develop by demonstrating knowledge of developmental theories, principles, concepts, and the multiple factors influencing individual and family development and learning.

2. Students will explain how to build strong family and community relationships, foster engagement in a diverse society, and demonstrate an understanding of the key theories that support healthy family dynamics, considering the factors that influence relationship development.

3. Students will describe and demonstrate effective ways to develop, implement, evaluate and adapt appropriate programs with individualized and group goals utilizing developmentally appropriate curricula, assessment tools and practices when working with children, youth and families when adapting to various professional settings.

4. Students will demonstrate critical thinking and informational literacy to facilitate life-long learning and enhance professional practice and scholarship.
5. Students will develop and utilize effective interpersonal skills to enhance collaboration and ethical leadership in a variety of professional settings and activities.
6. Students will gain knowledge and skills to advance anti-bias practices to enhance interactions with individuals and communities across settings with an ultimate goal of working toward anti-bias practices on a global level. Students will view diversity in its broadest context including but not limited to racial and ethnic identity, family structure, socioeconomic status, religion/lack thereof, individual abilities, gender identity, and sexual orientation.

1. Students will be able to apply the Department of Elementary and Secondary Education (DESE) content standards to the field of elementary education.
2. Students will demonstrate proficiency in working with diverse students in elementary education settings.
3. Students will be able to apply their content knowledge in elementary education to create student growth and learning in a meaningful and engaging manner.
4. Students will use formative and summative assessment strategies to evaluate student learning.

1. Effective Communication Skills
   • Demonstrate the ability to communicate effectively using oral, written, and visual methods to present specifications and information clearly.
   • Apply communication skills in professional settings to support decision-making and ensure effective collaboration across diverse teams and stakeholders within Career and Technical Education (CTE) environments.
2. Proficiency with Industry-Specific Technologies
   • Demonstrate proficiency in using industry-specific technologies, tools, and systems, ensuring they are capable of applying technical knowledge to solve practical problems encountered in their career field.
   • Engage with both current and emerging technologies to meet industry demands, while continuously enhancing their technical expertise in a Career and Technical Education context.
3. Critical Thinking and Analytical Problem Solving
   • Apply critical thinking, mathematical, statistical, and scientific principles to identify, analyze, and solve complex problems in industry-related settings.
   • Demonstrate the ability to gather and assess data, develop hypotheses, and implement solutions using analytical tools and evidence-based reasoning within their Career and Technical Education pathway.
4. Leadership and Team Collaboration
   • Develop leadership skills and the ability to work collaboratively in diverse teams to solve problems, manage projects, and navigate complex workplace scenarios.
   • Contribute to group efforts, lead initiatives when necessary, and effectively communicate to resolve conflicts and promote positive teamwork in Career and Technical Education environments.
5. Management and Operational Excellence
   • Apply management principles to oversee, control, and enhance operations within industry environments
   • Demonstrate the ability to organize resources, manage time, evaluate team performance, and implement continuous improvement strategies.
6. Ethical Standards and Professionalism
   • Demonstrate an understanding of ethical behavior, industry standards, and regulations in the workplace.
   • Apply principles of non-discrimination, diversity, and inclusivity in their professional conduct, ensuring that their decisions and actions align with the highest standards of integrity and professionalism in Career and Technical Education settings.

1. Content Knowledge:
   • Candidates demonstrate a thorough understanding of middle school curriculum standards and apply Missouri Learning Standards to lesson and unit plans.
   • Course alignment: MID 400, 425, 493, 494.
2. Instructional Strategies:
   • Candidates apply a range of developmentally appropriate instructional strategies for middle school, incorporating current technology, to promote student engagement and critical thinking.
   • Course alignment: MID 400, 425, 439, 493, 494.
3. Assessment:
   • Candidates develop and implement formative and summative assessment plans to provide meaningful feedback and to inform instruction.
   • Course alignment: MID 400, 425, 493, 494; SFR 486; SFR 796.
4. Classroom Management:
   •  Candidates formulate classroom management strategies that lead to a collaborative and positive learning environment to promote mutual respect of the social, emotional and behavioral needs of middle school students.
   • Course alignment: MID 400, 425, 439, 494; SFR 486; SFR 796.
5. Cultural Competence:
   • Candidates demonstrate cultural competence by recognizing and responding to students’ diverse backgrounds to ensure equity in learning opportunities and outcomes.
   • Course alignment: MID 400, 425, 493, 494.
6. Professional Responsibly:
   • Candidates commit to ethical and professional responsibilities, including continuous professional growth, collaboration with peers, and engagement with the school community.
   • Course alignment: MID 400, 425, 439, 493, 494.

1. Design & Implement Learning Experiences
   Graduates will design and implement developmentally appropriate, engaging, and play-based learning experiences that nurture children’s curiosity, creativity, and growth from birth through grade 3.
2. Assess & Use Data to Guide Instruction
   Graduates will use a variety of assessment tools and strategies to observe and interpret children’s development and learning, applying this knowledge to guide instruction and support continuous growth.
3. Partner with Families & Communities
   Graduates will foster collaborative and respectful partnerships with families and community members, recognizing them as essential partners in children’s learning and wellbeing.
4. Foster Belonging for All Children
   Graduates will create inclusive learning environments where every child and family feels they belong, and where individual strengths, needs, and backgrounds are honored in meaningful ways.
5. Demonstrate Professionalism & Reflective Practice
   Graduates will engage in ethical, reflective, and collaborative practice, demonstrating a commitment to ongoing professional growth and to the improvement of early childhood programs and communities.

Graduates of Missouri State’s Early Childhood Education program will be able to:

1. Create engaging learning experiences that spark curiosity and support children’s growth from birth through grade 3.
2. Use assessments wisely to understand children’s development and guide teaching.
3. Build strong partnerships with families and communities to support children’s learning and wellbeing.
4. Foster belonging so that every child and family feels valued and included.
5. Grow as professionals through reflection, collaboration, and a commitment to ethical practice.

1. To demonstrate a commitment to ethical practice and professional responsibility in child life practice.
   • To adhere to standards of ethical practice
   • To engage in opportunities for continuous improvement in child life practice
   • To collaborate effectively with multi-disciplinary professionals
     
     Course alignment: CFD 610, CFD 657, CFD 705, CFD 680, CLS 710, CLS 715, CLS 720, CLS 730, CLS 790, CLS 795
     
     
2. To demonstrate the knowledge and skills used in making holistic child life assessments.
   • Assess and prioritize children and families based on psychosocial risk and need.
   • Assess relevant health care data to develop a comprehensive plan of care.
   • Assess developmental data to develop a comprehensive plan of care.
   • Assess family variables to develop a comprehensive plan of care.
   • Assess cultural and contextual variables to develop a comprehensive plan of care.
     
     Course alignment: CFD 610, CFD 657, CFD 705, CLS 710, CLS 715, CLS705, CLS 720, CLS 730, CLS 790, CLS 795
     
     

3. To design, implement, and evaluate developmentally appropriate interventions to support children and families before, during, and immediately after stressful events.
   • Provide patient- and family-centered care (i.e., dignity and respect, information sharing, participation, and collaboration)
   • Incorporate play theories and apply to practice.
   • Provide education specific to the individual needs of child and family
   • Support child and family through diagnosis, treatments, and transitions of care
   • Support child and family experiencing loss, grief, and/or bereavement.
     
     Course alignment: CFD 610, CFD 657, CFD 705, CLS 710, CLS 715, CLS 705, CLS 720, CLS 730, CLS 790, CLS 795

 

1. Student Learning Outcome 1 - Promote learning of family and human development over the life course:
   • Candidates understand the major milestones of child and family development, and recognize the multiple interacting influences (including individual, interpersonal, and systemic effects) on growth and learning.
   • Candidates know the theories, frameworks, and perspectives in early childhood and family development, including additional narratives outside of White, Euro-centric positions.
   • Candidates apply their understanding of research and theory to promote environments that are strength-based and challenging to promote lifespan development in various contexts.
     
     Missouri State Mission: Cultural Competence and Community Engagement
     
     ECFD Core Course Alignment: CFD 750, CFD 761

2. Student Learning Outcome 2 - Build family and community engagement in a diverse society:
   • Candidates know about, understand, and value the importance and complex characteristics of relationships, including those with individuals, families, communities, and societal systems.
   • Candidates use this understanding to become a part of – or to help create – respectful and reciprocal relationships that draw on the strengths of the individuals, families, and communities (e.g., individual strengths, human capital, family capital, and social capital in the community).
     
     Missouri State Mission: Community Engagement, Ethical Leadership, and Cultural Competence
     
     ECFD Core Course Alignment: ECE 727, ECE 726

3. Student Learning Outcome 3: Understand effective program development and evaluation:
   • Candidates know about and understand program types and professional platforms in the fields of early childhood and family development.
   • Candidates understand the goals, benefits, and uses of program design and assessment in a variety of programs and activities
   • Candidates know about and use systematic observations, documentation, and other effective assessment strategies in a responsible and culturally responsive way, in partnership with families and other professionals, to positively influence individuals’ development and learning.
     
     Missouri State Mission: Community Engagement
     
     ECFD Core Course Alignment: ECE 725, ECE 727, ECE 726, ECE 771

4. Student Learning Outcome 4 - Demonstrate professionalism:
   • Candidates develop and utilize workforce skills such as autonomy, a variety of thinking skills (e.g., critical, creative, divergent, reflective, and forward thinking), self-initiative, self-assessments, self-reflections, leadership ability, a strong work ethic, intrapersonal and interpersonal skills, adaptability and flexibility, time management, problem-solving skills, collaborative learning, and networking. Candidates (and faculty) recognize that “professionalism” may be exemplified in various ways cross-culturally.
   • Candidates demonstrate ethical professional behavior, including adhering to academic integrity policy in their work, responsiveness to feedback, and following ethical guidelines of practice in the field.
   • Candidates engage in program improvement, including reviewing standards and helping to eradicate institutional marginalization, by conveying valid concerns about the program in appropriate spaces.
     
     Missouri State Mission: Ethical Leadership
     
     ECFD Core Course Alignment: CFD 701, ECE 726, ECE 771

5. Student Learning Outcome 5 - Embrace diversity and inclusion, and culturally sustaining, anti-oppressive practices:
   • Candidates gain knowledge of the importance of advancing culturally sustaining practices to enhance interactions with individuals and communities across settings with an ultimate goal of working toward anti-bias practices on a global level.
   • Candidates reflect on their own identities and privilege and work to challenge individual and institutional biases. Candidates understand systems of oppression, and recognize diversity from a sociohistorical perspective in its broadest context such as family structure, socioeconomic status, individual abilities, race, gender, and sexual orientation.
     
     Missouri State Mission: Cultural Competence, referred to in ECFD as anti-oppressive practices.
     
     ECFD Core Course Alignment: CFD 750, ECE 727

6. Student Learning Outcome 6 - Become critical consumers of research and research-based practice:
   • Candidates understand and apply research methodologies to develop original research, and can synthesize research and theory to apply in practice with children and families.
   • Candidates understand the primary research methodologies used in the field, can critique methodologies with an anti-oppressive lens, and can compare findings across multiple methodologies.
   • Candidates will demonstrate competencies in conducting literature reviews, comprehending research investigations and interpreting results, conducting research investigations to advance information in the respective knowledge base; and, utilizing research holistically to advance chosen professional areas (e.g., teaching/learning strategies, strengths-based functional assessments, and strengths-based services and interventions).
     
     Missouri State Mission: Ethical Leadership and Cultural Competence
     
     ECFD Core Course Alignment: ECE 725, CFD 765, ECE 771, ECE 762

7. Student Learning Outcome 7 - Communicate effectively through written and oral discourse:
   • Candidates successfully disseminate their ideas in clear written and oral communication.
   • Candidates actively engage in various types of professional writing (e.g., empirical writing, reflective writing), and understand required writing styles (APA).
   • Candidates conduct themselves professionally during oral and written interactions with program faculty, peers, and community members, exhibiting adaptability, interpersonal skills, and communication skills.
     
     Missouri State Mission: Ethical Leadership
     
     ECFD Core Course Alignment: ECE 762/799

1. Students will have effective working relationships with students, parents, school colleagues and community members.
2. Students will be able to demonstrate distinguished abilities in working with students of all ethnicities, racial backgrounds and other diversities in elementary education at the graduate level.
3. Students will describe effective ways to build program development to include but not limited to effective assessment strategies, goals, observations, partnerships and individual development.
4. Students will describe and apply concepts and principles of elementary education curriculum and assessment.

1. Candidates will be able to apply the Department of Elementary and Secondary Education (DESE) Missouri Teaching Standards to the field of Literacy.
   • Course Alignment: LTC 640, LTC 660, LTC 680, LTC 685, LTC 700, LTC 710, LTC 760, LTC 770, LTC 780, LTC 781, LTC 782, LTC 795
2. Candidates will be able to apply the International Literacy Association (ILA), Standards for the Preparation of Literacy Professionals (2017), to all aspects of their instructional practices.
   • Course Alignment: LTC 640, LTC 660, LTC 665, LTC 673, LTC 680, LTC 685, LTC 700, LTC 710, LTC 760, LTC 770, LTC 780, LTC 781, LTC 782, LTC 795
3. Candidates will be able to demonstrate professional knowledge, dispositions, and skills in literacy pedagogy.
   • Course Alignment: LTC 700, LTC 710, LTC 760, LTC 770, LTC 781, LTC 782
4. Candidates will be able to demonstrate high proficiency in working with students of all ethnicities, racial backgrounds, and other diversities for those who struggle in literacy development.
   • Course Alignment: LTC 660, LTC 665, LTC 685, LTC 673, LTC 700, LTC 760, LTC 770, LTC 780, LTC 781, LTC 782
5. Candidates will be able to demonstrate high proficiency in using technology during instruction, as needed, to support student learning.
   • Course Alignment: LTC 680, LTC 780, LTC 781, LTC 782
6. Candidates will be able to demonstrate professional communication skills with students, colleagues, and families of students.
   • Course Alignment: LTC 640, LTC 660, LTC 680, LTC 685, LTC 700, LTC 710, LTC 760, LTC 770, LTC 780, LTC 781, LTC 782

Advanced Communication and Leadership in FCS Education Contexts

• Demonstrate advanced proficiency in conveying complex concepts and research findings in Family and Consumer Sciences through oral, written, and visual communication.
• Skilled at delivering engaging lessons, conducting professional presentations, and writing scholarly articles for diverse audiences, including students, educators, policymakers, and community stakeholders.
• Apply communication skills to lead discussions, mentor emerging professionals, and collaborate across interdisciplinary teams, fostering a culture of open dialogue and engagement in Family and Consumer Sciences education.

Mastery of Relevant and Emerging Technologies in FCS Education                              

• Integrate advanced tools, digital platforms, and educational software to enhance instruction, learning, and community outreach.
• Engage with new technological trends in fields like nutrition, textiles, personal finance, and child development, ensuring their instructional practices are current and relevant.

Strategic Critical Thinking and Problem Solving in FCS Education

• Apply advanced analytical skills to address complex challenges in Family and Consumer Sciences education.
• Utilize data-driven approaches, research methodologies, and evidence-based decision-making to design curricula, assess student outcomes, and improve educational practices.
• Engage in critical reflection, leveraging both qualitative and quantitative research to analyze educational needs, develop innovative strategies, and implement solutions that enhance the quality and accessibility of FCS education.

Transformational Leadership and Collaborative Innovation in FCS Education

• Demonstrate advanced leadership skills that empower them to guide educational institutions, community programs, and professional organizations in Family and Consumer Sciences.
• Pursue leadership roles that involve program development, policy advocacy, and fostering innovation within the field.

Advanced Management and Program Development in FCS Education

• Apply high-level management principles to oversee educational programs, curricula development, and organizational operations in Family and Consumer Sciences.
• Demonstrate the ability to create, implement, and evaluate programs that address the diverse needs of students and the community.
• Evaluate instructional methods, manage resources effectively, assess program outcomes, and implement continuous improvement strategies to advance the goals of FCS education.

Ethical Leadership, Diversity, and Professional Integrity in FCS Education

• Demonstrate a comprehensive understanding of ethical principles in both educational leadership and practice.
• Navigate complex ethical issues, including those related to equity, inclusion, and professional conduct, ensuring they adhere to the highest standards of integrity in all aspects of Family and Consumer Sciences education.
• Promote diversity, equity, and inclusion in the classroom and within broader educational and community contexts, ensuring that students from all backgrounds have equitable opportunities to succeed.