Department of Learning Sciences and Human Development

http://lshd.wvu.edu

Program Description

The undergraduate program in Child Development and Family Studies (CDFS) leads to a Bachelor of Science degree in which students choose from four curriculum options: Pre-K certification with an endorsement in Pre-K-K special needs, Pre-K certification only, Child Development and Family Studies (non-certified), or Family and Youth studies. The learning goals of the CDFS program in the certification and child development tracks focuses on birth through age five with an emphasis on preparing students to work with young children and families. A further goal of the certification tracks is to prepare students to meet the requirements for licensure of the West Virginia Department of Education following graduation. The certification options are best suited for students interested in working in public school programs as a certified teacher or in child care facilities.  The Family and Youth track extends the students preparation to youth and adolescents. Family and youth studies is best suited for students interested in working with older children, adolescents, and/or families in youth development or family development programs in community agencies.

CERTIFICATIONS AND CHILD DEVELOPMENT TRACKS

The Pre-K certification and Child Development tracks include the social, emotional, intellectual, and physical development of all children.  Students plan learning experiences for young children using the State’s Early Learning Standards, complete developmental and performance based assessments, do extensive reflecting on their own teaching, and interact with young children in developmentally appropriate ways. Students must pass the Core Academic Skills for Educators test (Praxis I) to be enrolled in the certification tracks. Students who do not pass the Core test will be placed in the non-certification CDFS track. 

Settings for internship and student teaching experiences include the West Virginia University Child Development Laboratory (Nursery School) for preschool children, Pre-K classrooms, and placements in community childcare centers.  Upon graduation, students who successfully complete certification requirements can apply for the West Virginia State Department of Education licensure. The CDFS program also offers an early childhood director’s credential, an Early Childhood Education Certificate, and an Infant Toddler Education certificate.

FAMILY AND YOUTH STUDIES

The emphasis in Family and Youth Studies is designed for students with interests in older children, adolescents, and/or families.  Students in this emphasis may be seeking careers working with these segments of the population in such settings as youth or family service agencies.  Additionally, this emphasis is appropriate for students who will pursue graduate studies in human development, marriage and family therapy, education, developmental psychology, social work, and related fields.  In the Family and Youth Studies emphasis, students complete coursework related to family issues, family interaction, human growth and development, human sexuality, youth concerns, and related topics.  All students are required to complete internships at community family- and/or youth-focused agencies.  Students in this option may wish to consider completing a certificate in gerontology or disability studies or a minor in women’s studies, communication studies, sociology and anthropology, or leadership studies.  CDFS online courses are permitted for family and youth studies emphasis majors in CDFS with the exception of CDFS 212, CDFS 250, CDFS 412, CDFS 413, CDFS 414, CDFS 415, and CDFS 491a, which are to be taken as on-campus classes.

ONLINE PROGRAM

The online undergraduate program in child development and family studies leads to a B.S. which is ideal for off-campus individuals who must obtain a degree with certification in Pre-K – Age 5 to maintain employment, or for anyone who wants to enter the field of early childhood education earning a four-year degree. The degree satisfies state and federal mandates that require child care workers in preschool programs to have a formal recognition of their training with young children.

Students may choose from two curriculum options: either the certification track or non-track certification track. The Preschool Education, Birth-Age 5 with Pre-K certification track requires students to pass the PRAXIS CORE before entering their second year of study. *Please note: PRAXIS CORE subject areas: Math, Reading, and Writing may be taken separately (see ets.org for WVDE scores and test code). Students in this option will be eligible to apply for certification in Pre-K – Age 5.

Students who do not wish to pursue certification may choose the non-certification track. This track does not require the PRAXIS CORE and is for students who need the Child Development background for their career goals but do not need certification. Also, students who do not fulfill the test requirements for the certification track, but who can meet the other program requirements, often pursue this option, knowing they will not be eligible for certification. Students in the online program are encouraged to complete the Early Childhood Director’s Credential to qualify for additional employment opportunities.

All students in our program will learn developmentally appropriate practices, and focus on advocacy and leadership in the field of early education. Program courses address the National Association for the Education of Young Children (NAEYC) standards for professional preparation. Our program also incorporates the West Virginia Core Knowledge and Core Competencies and the West Virginia Early Standards Framework: Early Learning Standards in order to include the most recent requirements set forth by West Virginia agencies responsible for the education of preschool children, which is in compliance with national standards relevant to all states.

http://lshd.wvu.edu/cdfs/online

CAREER OPPORTUNITIES

Graduates of CDFS may work with children in a variety of settings, such as public schools, early childhood education programs, Head Start, childcare centers or Cooperative Extension.  Additionally, students may find employment working with other children and adolescents in youth service agencies and with parents and families in a variety of social service settings.  Salary is dependent on numerous factors, such as the qualifications of the graduate, certifications, the structure of the employing agency (the position, private/public, nonprofit/for profit, etc.), and the geographical location of the employment setting.  The CDFS graduate is provided with a foundation for graduate work in a variety of social science and educational disciplines, including child/human development, family studies, developmental psychology, social work, public administration, and counseling.

Graduates of Online CDFS may work with children in a variety of settings, such as public school early childhood education programs, Head Start, childcare centers or Cooperative Extension.  Additionally, students may find employment working with other children and adolescents in youth service agencies and with parents and families in a variety of social service settings.  Salary is dependent on numerous factors, such as the qualifications of the graduate, the structure of the employing agency (the position, private/public, nonprofit/for profit, etc.), and the geographical location of the employment setting.  The CDFS graduate is also provided with a foundation for graduate work in a variety of social science and educational disciplines, including child/human development, family studies, developmental psychology, social work, public administration, and counseling.

Admission Requirements

An overall GPA of 2.5 or higher is required to enter the CDFS program. Students must pass the PRAXIS CORE (or receive an ACT composite score of 26, or a combined verbal and quantitative SAT score of 1170) to be admitted to either certification-track option of the CDFS major: Option #1 (H105) or Option #2 (H039).  A number of students transfer to WVU from other institutions, as well as transfer from within the University into CDFS.  In order for transfer students to complete the program requirements, they should anticipate spending additional time at the University to complete the program. Please note that certain courses are offered only in the fall or spring of the sophomore, junior, and senior years.  In addition, certain courses have prerequisites and were designed to be taken in a specified sequence.

Non-CDFS majors cannot take the following courses in the on-campus format until they are accepted as majors: 211, 212, 412, 413, 414, 415, 491, and 491a. Exceptions may be granted with instructor approval.  Students transferring from other institutions must apply in advance with the WVU Office of Admissions, (304) 293-2124, to determine which courses taken at other institutions will be given full credit at WVU.

Through the 2+2 articulation agreement between WVU and Pierpont Community & Technical College (PCTC; formerly part of Fairmont State University), students transferring with an Associate of Applied Sciences Degree in Early Childhood from PCTC are automatically entered into the CDFS undergraduate program at WVU given they meet the program’s requirements for admissions, currently a 2.5 GPA.

online major Admission Requirements

An overall GPA of 2.5 or higher is required to enter the online CDFS program. Students must pass the PRAXIS CORE (or receive an ACT composite score of 26, or a combined verbal and quantitative SAT score of 1170) to be admitted to the certification-track option of the CDFS online major: Option #2 (H039).  Online students are limited to 12 credits per semester. This is designed to give students optimum opportunity for success while engaged in a rigorous online curriculum. Many online students bring credits previously earned from other institutions which may decrease the time required to complete the program. Please note that certain courses are offered only in the fall or spring of the sophomore, junior, and senior years.  In addition, certain courses have prerequisites and are designed to be taken in a specified sequence.

All students in the Pre-K certification track will be required to purchase and utilize LiveText, additional information may be found on the program website. All students working with children are required to have a current TB Titer and evidence of background check on file with the program coordinator.

Child Development and Family Studies

General Education FOUNDATIONS

Please use this link to view a list of courses that meet each GEF requirement.

NOTE: Some major requirements will fulfill specific GEF requirements. Please see the curriculum requirements listed below for details on which GEFs you will need to select.

General Education Foundations
F1 - Composition & Rhetoric3-6
Introduction to Composition and Rhetoric
and Composition, Rhetoric, and Research
Accelerated Academic Writing
F2A/F2B - Science & Technology4-6
F3 - Math & Quantitative Skills3-4
F4 - Society & Connections3
F5 - Human Inquiry & the Past3
F6 - The Arts & Creativity3
F7 - Global Studies & Diversity3
F8 - Focus (may be satisfied by completion of a minor, double major, or dual degree)9
Total Hours31-37

Degree Requirements

UNIVERSITY REQUIREMENTS
FIRST YEAR SEMINAR
CDFS 101Introduction to Child Development and Family Studies (Min Grade of C-) *1
GENERAL EDUCATION FOUNDATIONS CURRICULUM REQUIREMENTS
ENGL 101
ENGL 102
Introduction to Composition and Rhetoric
and Composition, Rhetoric, and Research (GEF 1)
6
or ENGL 103 Accelerated Academic Writing
GEF 2B4
GEF 3 Mathematics & Quantitative Skills (choose one MATH course from the following):3-4
Intro Concepts Of Mathematics
College Algebra 5-Day
College Algebra 4-Day
College Algebra 3-Day
Pre-Calculus Mathematics
Applied Calculus
Calculus 1
Calculus 2
CDFS 110Families Across the Life Span (Fulfills GEF 4; minimum grade of C- required)3
GEF 5 Human Inquiry and the Past3
GEF 6 The Arts and Creativity3
GEF 7 Global Studies and Diversity3
GEF 8 Focus Coursework (choose 3 approved GEF courses)9
DEPARTMENTAL REQUIREMENTS
MAJOR AREA COURSES
A minimum grade of C- required for all courses with a CDFS designator
CDFS 112Introduction to Marriage and Family3
CDFS 210Introduction to Parenting3
CDFS 212Early Childhood Development3
CDFS 250Research Methods and Data Analysis (fulfills Writing and Communication Skills requirement)3
CDFS 413Contemporary Issues in Family Relations3
SPED 304Special Education in Contemporary Society (minimum grade of C- required)3
CDFS 491Professional Field Experience (CDFS Capstone)3-6
AREA OF EMPHASIS **24-49
ELECTIVES (number of electives may vary depending on Area of Emphasis and GEF overlap; students must earn minimum 120 credits to graduate)40-11
Total Hours120

Note:  Students must earn grades of C- or better in all courses with the CDFS course designator. If a student’s overall GPA drops below 2.5, he or she may be subject to academic probation and potentially dismissal from the program.

*

CDFS 101 is not required for students with transfer work (of at least 29 hours) or students who have previously taken an approved WVU orientation course.

**

Students pursuing the Youth and Family Studies Area of Emphasis must also complete SOCA 101, PSYC 101, COMM 100, COMM 102, BIOL 101, BIOL 103. These courses may also satisfy GEF requirements.

Suggested Plan of Study

First Year
FallHoursSpringHours
ENGL 101 (GEF 1)3ENGL 102 (GEF 1)3
MATH 121 (GEF 3)3CDFS 110 (GEF 4)3
CDFS 1011CDFS 1123
GEF 53GEF 6 3
GEF 83GEF 73
Elective3 
 16 15
Second Year
FallHoursSpringHours
CDFS 2103CDFS 2503
CDFS 2123GEF 83
GEF 24AOE Courses9
GEF 83 
Elective3 
 16 15
Third Year
FallHoursSpringHours
AOE Courses9AOE Courses9
Electives6Electives7
 15 16
Fourth Year
FallHoursSpringHours
CDFS 4133SPED 3043
AOE Courses9AOE Courses6
Elective3CDFS 4913
 15 12
Total credit hours: 120

Child Development Area of Emphasis

Child Development Area of Emphasis
A minimum GPA of 2.5 is required in all emphasis courses
CHILD DEVELOPMENT REQUIREMENTS
CDFS 211Infant Development4
CDFS 316Child Development Practicum3-4
CDFS 431Infant Toddler Language and Literacy3
CDFS 432Early Socio-Emotional Growth3
CDFS 491Professional Field Experience3
CDFS 491AProfessional Field Experience3
ADDITIONAL REQUIREMENTS
C&I 410Early Childhood Education 13
C&I 411Early Childhood Education 23
CHPR 172First Aid and Emergency Care2
RDNG 423Literacy and the Young Child3
SPED 311Developmental Assessment for Young Children with Special Needs3
or SPED 312 Differentiated Instruction for Young Children
or SPED 317 Technology for Young Children with/without Special Needs
KINDERSKILLS2-3
Choose one of the following courses:
Kinderskills/Gym
Kinderskills/Pool
Best Practices in Pre-K Movement
CLASSROOM CREATIVENESS3
Choose one of the following courses:
Materials and Procedures
Creative Experiences in Early Childhood
Music in the Elementary School
Creative Dramatics
THE BUSINESS OF CHILD CARE AND EDUCATION6
Choose two of the following courses:
Survey of Management
Survey of Marketing
The Art of Leadership in Early Childhood
Child Care Center Administration
Business of Child Care
External Funding: Early Childhood Programs
Survey of Entrepreneurship
Total Hours44-46

Family and Youth Studies Area of Emphasis

Family and Youth Studies Area of Emphasis
A minimum GPA of 2.5 is required in all emphasis courses
Child Development Courses
CDFS 412Adolescent Development3
CDFS 414Adolescent Problems and Disorders3
CDFS 415Family Interaction and Communication3
CDFS 491AProfessional Field Experience6
Additional Requirements
AGEE 220Group Organization and Leadership3
BIOL 122Human Sexuality3
CHPR 170Health of the Individual3
COMM 112Small Group Communication3
HN&F 171Introduction to Human Nutrition3
SOCA 303Juvenile Delinquency3
SOWK 105Social Welfare Institutions3
CSAD 270Effective Public Speaking3
WGST 170Introduction to Women's and Gender Studies3
Total Hours42

Pre-School Education,BIRTH-Age 4 Area of Emphasis

Birth Through Pre-K CD&FS Area of Emphasis:
A minimum GPA of 2.5 is required in all emphasis courses
CHILD DEVELOPMENT COURSES
CDFS 211Infant Development4
CDFS 316Child Development Practicum3
CDFS 431Infant Toddler Language and Literacy3
CDFS 432Early Socio-Emotional Growth3
INTERNSHIP REQUIREMENTS
CDFS 491Professional Field Experience3
CDFS 491AProfessional Field Experience3
ADDITIONAL REQUIREMENTS
CHPR 172First Aid and Emergency Care2
C&I 410Early Childhood Education 13
C&I 411Early Childhood Education 23
RDNG 423Literacy and the Young Child3
SPED 312Differentiated Instruction for Young Children3
SPED 317Technology for Young Children with/without Special Needs3
KINDERSKILLS2-3
Choose one of the following courses:
Best Practices in Pre-K Movement
Kinderskills/Gym
Kinderskills/Pool
CLASSROOM CREATIVENESS3
Choose one of the following courses:
Materials and Procedures
Creative Experiences in Early Childhood
Music in the Elementary School
Creative Dramatics
BUSINESS OF CHILD CARE AND EDUCATION
Choose two of the following courses:6
Survey of Management
Survey of Marketing
The Art of Leadership in Early Childhood
Child Care Center Administration
Business of Child Care
Survey of Entrepreneurship
Director's Credential (Optional)
The Art of Leadership in Early Childhood
Child Care Center Administration
Business of Child Care
External Funding: Early Childhood Programs
Total Hours47-48

Preschool Special Needs, PreK-K Area of Emphasis 

Special Needs Pre-K Endorsement Area of Emphasis
A minimum GPA of 2.5 is required in all emphasis courses
SPED 311Developmental Assessment for Young Children with Special Needs3
SPED 312Differentiated Instruction for Young Children3
SPED 314Center-Based Programs Early Intervention3
SPED 315Home-Based Programs Early Intervention3
SPED 316Behavior Support Young Children Special Needs3
SPED 317Technology for Young Children with/without Special Needs3
CDFS 491Professional Field Experience3
CDFS 491AProfessional Field Experience3
SPED 419Internship: Preschool Special Needs6
Praxis II **
Praxis I *
Total Hours30
*

The Core Academic Skills Test may be waived with and ACT score of 26 or a SAT score of 1170.

**

Students must have passed the Core Academic Skills for Educators test (Praxis I) within their first 30 undergraduate credits to be enrolled in this certification track. Students who do not pass the Core test will be placed in the non-certification CDFS track.

Major Learning Goals

child development and family studies

The BS degree in Child Development and Family Studies offers two curriculum options: birth through pre-kindergarten and family and youth.

Students in the birth through pre-kindergarten option of Child Development and Family Studies will acquire:

  • Knowledge of the social, emotional, intellectual, and physical development of young children in the family and preschool contexts.
  • Skills in implementing appropriate curricula as well as developmental and performance assessments.
  • Ability to construct positive and enriched early childhood environments where the young have the opportunity to develop skills for lifelong learning.  
  • Knowledge of current best practices that prepare young children to be competent, independent learners.
  • Ability to reflect on one’s knowledge and skills of teaching and interacting with young children.
  • Knowledge of how young children learn in order to prepare educational activities in inclusive environments.
  • Extensive field experiences with various ages of young children--infants, toddlers and preschoolers and young school age.

Students in the family and youth option of Child Development and Family Studies will acquire:

  • Knowledge in human growth and development, adolescent development, human sexuality, family issues and interaction, youth concerns and issues, and related topics.
  • Understanding of the various social contextual influences on adolescent development and family functioning and the interactive relationships between families and other societal institutions such as schools.
  • Various strategies for working with adolescents and families in various social service and community-based context.
  • Hands-on experience working with children, adolescents, and/or families at community agencies.
  • Awareness of the multiple career paths for students in this area of study along with options and opportunities for graduate studies.

ONLINE MAJOR

The BS degree in Child Development and Family Studies: Students in the birth through pre-kindergarten option of Child Development and Family Studies will acquire:

  • Knowledge of the social, emotional, intellectual, and physical development of young children in the family and preschool contexts.
  • Skills in implementing appropriate curricula as well as developmental and performance assessments.
  • Ability to construct positive and enriched early childhood environments where the young have the opportunity to develop skills for lifelong learning.  
  • Knowledge of current best practices that prepare young children to be competent, independent learners.
  • Ability to reflect on one’s knowledge and skills of teaching and interacting with young children.
  • Knowledge of how young children learn in order to prepare educational activities in inclusive environments.
  • Extensive field experiences with various ages of young children--infants, toddlers and preschoolers and young school age.

Upon completion of six 3-hour courses, students can earn one of three minors: 1. Child Development and Family Studies (U081), 2. Family and Youth (U103), and 3. Infant and Toddler (U102). A minor in CDFS can support students in other fields who may require some background in child or adolescent development and/or family studies to broaden their overall academic experience. 

The Child Development and Family Studies Minor supports learning about development across the lifespan. Students who complete a minor in Child Development and Family Studies may be employed through public agencies; hospitals; government-sponsored housing or clinics; and social service agencies. These jobs can be both personally and professionally rewarding. There are many opportunities for students to gain experience that can lead to graduate education as well as certification and licensure in helping professions.

The Family and Youth Minor focuses on the adolescent years and supports work with families during this developmental time. For example, students in physical education or recreation and parks may work with children or adolescents. Thus, some knowledge-base in CDFS and/or Family and Youth would support their preparedness for the work setting. A minor in Family and Youth supports the increasing need of public and private sector employers for paraprofessionals. Students who complete the Family and Youth Minor may be employed in social service agencies; after-school and school support programs; and some criminal justice offices.

The Infant and Toddler Minor supports students who require a background in infant toddler development and education, and can lead to completion of the Infant and Toddler certificate. Individuals working in child care settings with infants or in pediatric nursing would benefit from information in the Infant and Toddler minor. Students who complete a minor in Infant and Toddler may be employed through public agencies, hospitals, child care centers, or programs such as Birth to Three or Women, Infants, and Children (WIC) services.

A cumulative college GPA of at least 2.5 is required for admission to the minor. CDFS minors take their courses online through Extended Learning. Minors in CDFS must earn grades of C or better in all courses with the CDFS course designator.

During the 18-credit online minor program, students will focus on an overview of the child development and family studies. Graduates will learn information that supports employment in paraprofessional positions under the guidance of counselors, psychologists, nurses, public health, child care workers, and social workers


Child Development & Family Studies Minor

A cumulative college GPA of at least 2.5 is required for admission to the minor. CDFS minors take their courses online through Extended Learning. Minors in CDFS must earn grades of C or better in all courses with the CDFS course designator.

Minor Code - U081

CDFS 110Families Across the Life Span3
Select two of the following:6
Introduction to Parenting
Infant Development
Early Childhood Development
Select three of the following:9
Child Development Practicum
Adolescent Development
Contemporary Issues in Family Relations
Adolescent Problems and Disorders
Family Interaction and Communication
Child Care Center Administration
Business of Child Care
Best Practices in Pre-K Movement
Total Hours18

Family & Youth Minor

Minor Code - U103

CDFS 110Families Across the Life Span3
CDFS 112Introduction to Marriage and Family3
Select one from the following:
CDFS 210Introduction to Parenting3
CDFS 212Early Childhood Development3
Select three from the following:
CDFS 412Adolescent Development3
CDFS 413Contemporary Issues in Family Relations3
CDFS 414Adolescent Problems and Disorders3
CDFS 415Family Interaction and Communication3
Total Hours 18

Infant & Toddler Minor

Minor Code - U102

CDFS 110Families Across the Life Span3
CDFS 211Infant Development4
Select four from the following:12
Introduction to Parenting
Child Care Center Administration
Best Practices in Pre-K Movement
Infant Toddler Language and Literacy
Early Socio-Emotional Growth
Professional Field Experience
Total Hours19

Certificate in Infant/Toddler Education

The Infant/Toddler Certificate is a specialized curriculum designed for child care teachers and providers, Head Start teachers and WVU students who want to obtain this specific body of knowledge and who need specific written recognition for their ability to work with young children birth through three years of age. The specific body of knowledge in infancy and the toddler years satisfies new state and federal mandates that teachers of very young children must have formal recognition of their training with infants and toddlers to obtain and/or maintain employment. There are 19 hours in the Infant/Toddler Certificate program. This CDFS certificate incorporates the West Virginia core knowledge and core competencies and the West Virginia Early Standards Framework: Infant/Toddler in order to include the most recent requirements set forth by WV agencies responsible for the birth-three years. The certificate is free standing or can be taken with a degree program.

Course requirements

CDFS 110Families Across the Life Span3
CDFS 211Infant Development4
CDFS 430Best Practices in Pre-K Movement3
CDFS 431Infant Toddler Language and Literacy3
CDFS 432Early Socio-Emotional Growth3
CDFS 491AProfessional Field Experience3
Total Hours19

Certificate in Early Childhood Development

The Early Childhood Development Certificate is a specialized curriculum designed for those who work in Pre-K classrooms in the public school, Head Start and child care centers who must obtain a specific body of knowledge and need specific written recognition for their ability to work with preschool children.

There are 15 credit hours in the Early Childhood Development certificate program. The certificate program is not attached to a degree in Child Development and Family Studies. Credit hours earned in the Early Childhood Development certificate can be applied to degree requirements for those students who want to pursue a degree. This CDFS certificate will incorporate the West Virginia Core Knowledge and Core Competencies and the West Virginia Early Standards Framework: Early Learning Standards in order to include the most recent requirements set forth by WV agencies responsible for preschool children.

Course requirements

CDFS 110Families Across the Life Span3
CDFS 212Early Childhood Development3
CDFS 316Child Development Practicum3-4
CDFS 430Best Practices in Pre-K Movement3
CDFS 491AProfessional Field Experience3
Total Hours15-16

Child Dev / Family Studies Courses

CDFS 101. Introduction to Child Development and Family Studies. 1 Hour.

This course will introduce students to the following: Child Development and Family Studies Program, West Virginia University, core objectives of a First Year Experience, major requirements, program expectation and career possibilities with an emphasis on critical thinking and college survival skills.

CDFS 110. Families Across the Life Span. 3 Hours.

Explores the physical, psychological, and cognitive developmental changes of individuals who are functioning in family systems that change across the life-span.

CDFS 112. Introduction to Marriage and Family. 3 Hours.

Explores various dimensions of self-development and personal preference relevant to dating, mate selection, marriage, having children, parenting, divorce, and remarriage.

CDFS 210. Introduction to Parenting. 3 Hours.

Introduction of terminology, descriptions, and explanations of the parental role and parent-child interactions. Emphasis on social and personal definitions of the parental role and on the problems and changes in parent-child relationships.

CDFS 211. Infant Development. 4 Hours.

PR: CDFS 110. Developmental characteristics and environmental effects on the child during the prenatal period and the first two years with implications for guidance and care, includes practical experience working with infants and toddlers.

CDFS 212. Early Childhood Development. 3 Hours.

PR: CDFS 110. Physical, social, emotional, and cognitive development of children from conception to seven years with implications for guidance and care in practical settings.

CDFS 250. Research Methods and Data Analysis. 3 Hours.

Overview of principles and methods of CDFS research; developmental research challenges and strategies; descriptive statistics and statistical inference (hypothesis testing).

CDFS 293A. Health and Safety. 1-6 Hours.

CDFS 293A. Special Topics. 1-6 PR: Consent. Investigation of topics not covered in regularly scheduled courses.

CDFS 316. Child Development Practicum. 3-4 Hours.

PR: CDFS 212 or PSYC 241. Application of child development principles. Involves planning developmentally appropriate activities for three-four-and five-year old children at the West Virginia University Child Development Laboratory.

CDFS 317. Hospital Child Life Practicum. 3 Hours.

PR: CDFS 212 and CDFS 316. Application of development principles to children in the hospital. Assignments involve learning intervention techniques to minimize hospital-generated stress and enhance normal development and family experience.

CDFS 320. Family Life Education. 3 Hours.

Introduces the general philosophy and broad principles of family life education along with the range of programs available. An opportunity is given to plan, implement, and evaluate such educational programs for diverse audiences.

CDFS 321. Family Policy and Law. 3 Hours.

Explores at the federal and state level the process of policy formation, implementation, and evaluation as it relates to family life. Introduces the laws regulating such family life activities as marriage, parenting, and divorce.

CDFS 412. Adolescent Development. 3 Hours.

PR: Senior or graduate standing and CDFS 110. The adolescent in contemporary American culture, including normative physical, social, and personality development; relationships within various typical social settings. (e.g., family, school, community, peer group.).

CDFS 413. Contemporary Issues in Family Relations. 3 Hours.

PR: Senior or graduate standing or consent. Study of recent research findings in the major areas of family relationships. Topics include effects of family violence, substance abuse, poverty, and health. Pre-requisite(s) and/ or co-requisite(s) may differ on regional campuses.

CDFS 414. Adolescent Problems and Disorders. 3 Hours.

Focuses on non-normative aspects of adolescent development including social, behavior, emotional, and psychological problems. Prevention and intervention strategies are examined.

CDFS 415. Family Interaction and Communication. 3 Hours.

PR: Senior or graduate standing or consent. The family as a social group; processes related to well-being for a variety of family relationships.

CDFS 420. The Art of Leadership in Early Childhood. 3 Hours.

The course will prepare students to develop effective leadership skills in early childhood settings, advocate for children and families and develop collaborative partnerships.

CDFS 421. Child Care Center Administration. 3 Hours.

Focuses on skills necessary for directing a high quality child care center. Participants will gain knowledge in program planning, development, and maintenance.

CDFS 422. Business of Child Care. 3 Hours.

This course is designed to provide essential business and management lessons in operating a high quality early child care center.

CDFS 423. External Funding: Early Childhood Programs. 1 Hour.

Provides the opportunity to learn and understand external funding sources and the application of grant writing process in relationship to early childhood programs.

CDFS 430. Best Practices in Pre-K Movement. 3 Hours.

The course will prepare students to plan, develop and implement an appropriate structured movement program so young children can be physically active and to set the stage for lifelong physical activity.

CDFS 431. Infant Toddler Language and Literacy. 3 Hours.

Focus on language and literacy development in infants and toddlers for teachers and others working with infants and toddlers.

CDFS 432. Early Socio-Emotional Growth. 3 Hours.

An advanced course in infant and toddler socio-emotional development. The course will focus on the development of emotion, relationships, and the curriculum to promote infant socio-emotional well-being.

CDFS 490. Teaching Practicum. 1-3 Hours.

PR: Consent. Teaching practice as a tutor or assistant.

CDFS 491A. Professional Field Experience. 1-18 Hours.

PR: Consent. (May be repeated up to a maximum of 18 hours.) Prearranged experiential learning program, to be planned, supervised, and evaluated for credit by faculty and field supervisors. Involves temporary placement with public or private enterprise for professional competence development.

CDFS 493A-Z. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topoics not covered in regularly scheduled courses.

CDFS 494. Seminar. 1-3 Hours.

PR: Consent. Presentation and discussion of topics of mutual concern to students and faculty.

CDFS 495. Independent Study. 1-6 Hours.

Faculty supervised study of topics not available through regular course offerings.

CDFS 496. Senior Thesis. 1-3 Hours.

PR: Consent.

CDFS 498. Honors. 1-3 Hours.

PR: Students in Honors Program and consent by the honors director. Independent reading, study or research.

Educational Psychology Courses

EDP 101. Learning Strategies for Academic Success. 3 Hours.

The purpose of the course is to help students develop active learning strategies that are research-based and appropriate for the college curriculum that will enable them to achieve academic success.

EDP 293A-Z. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

EDP 393A. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

EDP 490. Teaching Practicum. 1-3 Hours.

PR: Consent. Teaching practice as a tutor or assistant.

EDP 491. Professional Field Experience. 1-18 Hours.

PR: Consent. (May be repeated up to a maximum of 18 hours.) Prearranged experiential learning program, to be planned, supervised, and evaluated for credit by faculty and field supervisors. Involves temporary placement with public or private enterprise for professional competence development.

EDP 493A-Z. Special Topics. 1-6 Hours.

PR: Consent. Investigation of topics not covered in regularly scheduled courses.

EDP 494. Seminar. 1-3 Hours.

PR: Consent. Presentation and discussion of topics of mutual concern to students and faculty.

EDP 495. Independent Study. 1-6 Hours.

Faculty supervised studyof topics not available through regular course offerings.

EDP 496. Senior Thesis. 1-3 Hours.

PR: Consent.

EDP 498. Honors. 1-3 Hours.

PR: Students in Honors Program and consent by the honors director. Independent reading, study or research.


Faculty

Chair

  • Reagan Curtis - Ph.D. (University of California, Santa Barbara)

Assistant Chair

  • Amy Root - Ph.D. (University of Maryland)

Professors

  • William Beasley - Ed.D. (University of Georgia)
    Instructional Design, Academic Affairs
  • Reagan Curtis - Ph.D. (University of California, Santa Barbara)
    Learning Sciences, Educational Psychology
  • Gypsy M. Denzine - Ph.D. (University of Northern Colorado)
    Dean, College of Education and Human Services
  • Carol Markstrom - Ph.D. (Utah State University)
    Adolescent Development, Identity and Ethnic Identity Formation, American Indian Adolescents, Involvement in Adult-sponsored Activities
  • Neal Shambaugh - Ph.D. (Virginia Polytechnic Institute and State University)
    Instructional Systems Design
  • M Cecil Smith - Ph.D. (University of Wisconsin-Madison)
    Associate Dean for Research and Graduate Education
  • Barbara Warash - Ed.D. (West Virginia University)
    Director of the WVU Nursery School, Childhood Education, Reggio Emilia

Associate professors

  • Terence C. Ahern - Ph.D. (Pennsylvania State University)
    Instructional Design and Technology
  • Ugur Kale - Ph.D. (Indiana University)
    Instructional Design and Technology, Multimedia in Education
  • Kristin Moilanen - Ph.D. (University of Nebraska)
    Adolescent Development, Self Regulation, Risk Behavior, Family Relationships
  • Amy Root - Ph.D. (University of Maryland)
    Child Development and Family Studies (Coordinator); Parenting and the Development of Emotional Competence, Individual Differences, Development of Shy/Wary Behavior
  • Jessica Troilo - Ph.D. (University of Missouri)
    Cultural Conceptions of Fathers, Divorced Fatherhood, Influence of Social Media on Relationships

Assistant professors

  • Sara Anderson - Ph.D. (Tufts University)
    Long term pre-K effects, Pre-K quality among diverse populations, Neighborhood effects, Residential mobility
  • Suzanne Walraff-Hartman - Ph.D. (George Mason University)
    Three to Five-Year Child Development and Learning, Childcare Preschool Environmental Factors, At-risk Child Populations
  • Paul R. Hernandez - Ph.D. (University of Connecticut)
    Director, Program Evaluation and Research Center (PERC), Educational Measurement, Evaluation, and Assessment; Academic persistence of underrepresented group in STEM
  • Melissa M. Patchan - Ph.D. (University of Pittsburgh)
    Mechanisms of Peer Assessment of Writing, Effectiveness and Validity of Peer Feedback, Issues of Measurement, Multiple Sources, and Validity of Peer Ratings
  • Karen E. Rambo-Hernandez - Ph.D. (University of Connecticut)
    Educational Measurement, Evaluation, and Assessment; Schools and Gifted Learners
  • Jiangmei (May) Yuan - Ph.D. (University of Georgia)
    Learning, Design, and Technology; Formative Assessment, Feedback Design, and Learner Engagement in Online Learning Environments; Robotics in STEM Teacher Education

Teaching Assistant Professors

  • Patricia Haught - Ed.D. (West Virginia Univeristy)
    Learning Strategies, Educational Psychology, Adult Learning and Development
  • Nancy Taylor - Ph.D. (West Virginia University)
    CDFS Online Major Coordinator; Parenting Education, Conflict and Crisis Management, Family Therapeutic Interventions

Clinical assistant professor

  • Gregory Epps - Ed.D. (West Virginia University)
    Director, Regents Bachelor of Arts program

Clinical instructor

  • Nancy Wolfe-Dilgard - M.A. (West Virginia University)
    CDFS Undergraduate Major and Minor Coordinator; Infants, Toddlers, and Adolescents

Instructors

  • Melissa Workman - M.A. (West Virginia University)
    Early Childhood Education, Early Childhood Teacher, Associate Director of the WVU Nursery School
  • Keri Law - M.A. (West Virginia University)
    Early Childhood Education, Early Childhood Teacher

Professors Emeriti

  • Paul W. DeVore - Ph.D.
  • David L. McCrory - Ph.D.
  • Anne H. Nardi - Ph.D.
  • Edward C. Pytlik - Ph.D.
  • Richard T. Walls - Ph.D.