Curriculum Guideline

Directed Studies in Community Practice II

Effective Date:
Course
Discontinued
No
Course Code
CFCS 2391
Descriptive
Directed Studies in Community Practice II
Department
Child, Family & Community Studies
Faculty
Applied Community Studies
Credits
0.00
Start Date
End Term
Not Specified
PLAR
No
Semester Length
Flexible delivery ranging over 2 to 15 weeks
Max Class Size
10
Contact Hours
20 hours: Student Directed Learning
Method Of Instruction
Tutorial
Methods Of Instruction

Directed study

Course Description
This course provides opportunities for individualized study for students who have successfully completed CFCS 2390. Working with program faculty, students will develop and complete projects/portfolios which meet individually identified criteria for which there is no existing course offering. Maximum credits in a directed studies mode is six.
Course Content

The following global ideas guide the design and delivery of this course:

  • Responding to individual needs is an underlying concept in the Department of Child, Family and Community Studies.  This course design allows application of this principle to individual students.
  • Learning and acquisition of skills, knowledge and attitudes occur in many contexts.  Individuals draw on their experiences to increase their understanding of theory and its links with field practice.
  • Evidence of learning can take many forms.  Collaborative planning between student and faculty contributes to learning activities which match goals of personal growth.
Learning Outcomes

Course learning outcomes are specifically identified in the curriculum assigned to this directed study. The curriculum assigned may be CFCS or department specific (ECED, CYCC, CSSW, CCSD, INTR), representing a whole course or specific learning outcomes from one or more courses.

Means of Assessment

This course will conform to Douglas College policy regarding the number and weighting of evaluations.

  • Adherence to college evaluation policy regarding number and weighting of evaluations, i.e. a course of three credits or more should include at least five separate evaluations.
  • A combination of evaluation instruments that includes opportunities for students to demonstrate different ways of knowing, i.e. oral, individual, group, narrative, research.
  • A developmental approach to evaluation that is sequenced and progressive.
  • Evaluation being used as a teaching and learning tool for both students and instructors.
  • Commitment to student participation in evaluation through such processes as self and peer evaluation, participation in instrument design and program/instructor evaluation.
Textbook Materials

TBA

Prerequisites