About the Program
Making a difference in the lives of young people is what Family and Consumer Sciences (FCS) Education is all about. As a family and consumer sciences educator, you can make a lifelong impact. You can help students develop the ability to become independent, to assume family and community roles, and to succeed in the workplace. Students in FCS benefit from extensive field experiences in schools and community agencies.
Purdue’s FCS Education graduates are in high demand and often receive several job offers. Because the program is aligned with national standards, you will not only have met requirements for an Indiana teacher’s license, but you’ll also be prepared to teach anywhere in the United States. FCS Education is an interdisciplinary program between the College of Health and Human Sciences and the College of Education. See Teacher Licensure Information in the plan below.
This program meets state and national licensure standards and is accredited by the Council for the Accreditation of Educator Preparation (CAEP) and the State of Indiana, State Board of Education.
Department of Human Development and Family Science
Family and Consumer Sciences Education Major Change (CODO) Requirements
Purdue University-Main Campus | College Scorecard (ed.gov)
Teacher Licensure Information
Successful completion of the Purdue University Family and Consumer Sciences Education Program, Family and Consumer Sciences Education, BS, and the State of Indiana licensure requirements results in an Indiana initial instructional License in Career and Technical Education (CTE): Family and Consumer Sciences (5-12), and Blended and Online Teaching (5-12). Contact the Office of Teacher Education and Licensure for additional information regarding Teacher Education and licensure requirements.
Office of Teacher Education and Licensure
Teacher Education Program (TEP) Requirements and Milestones
Indiana Licensure information - Each student must meet all degree, program, and licensure requirements prior to being recommended for licensure.
- 2.5 Overall GPA is required for the Teacher Education Program.
- Students must successfully progress through Milestone A to enroll in any Professional Education **Restricted Methods course.
- Successful completion of all Major, Professional Education (including all Foundations Courses with linked Foundations Portfolio Common Assessments and **Restricted Methods Courses), Learner Specialty Concentration/Pathway, and degree courses are required prior to Milestone C. Program limitations restrict additional courses to be taken simultaneously with or following student teaching without advance authorization.
- Successful completion of all Foundations Portfolio Common Assessments are required prior to Milestone D.
- Blended and online Teaching licensure requirements are embedded into coursework for all Undergraduate Licensure Programs.
- Beginning July 1, 2025 - According to the Indiana State Board of Education, students seeking an Initial Indiana License in a content area involving literacy instruction, including special education, must obtain an early literacy endorsement, Science of Reading (P-5), as required under IC 20-28-5-19.7.
Learning Outcomes for Education Programs
As a CAEP-accredited College of Education, Purdue’s teacher education licensure programs align to the common set of InTASC Model Core Teaching Standards, informing program outcomes as follows:
Program Outcome 1: Learner Development
Based on InTASC Standard 1
The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
Program Outcome 2: Learning Differences
Based on InTASC Standard 2
The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
Program Outcome 3: Learning Environments
Based on InTASC Standard 3
The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.
Program Outcome 4: Content Knowledge
Based on InTASC Standard 4
The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he/she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
Program Outcome 5: Application of Content
Based on InTASC Standard 5
The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
Program Outcome 6: Assessment
Based on InTASC Standard 6
The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learners’ decision making.
Program Outcome 7: Planning for Instruction
Based on InTASC Standard 7
The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
Program Outcome 8: Instructional Strategies
Based on InTASC Standard 8
The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas in their connections, and to build skills to apply knowledge in meaningful ways.
Program Outcome 9: Professional Learning and Ethical Practice
Based on InTASC Standard 9
The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate this/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
Program Outcome 10: Leadership and Collaboration
Based on InTASC Standard 10
The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning; to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth; and to advance the profession.
In addition to the InTASC Model Core Teaching Standards shared across teacher education licensure programs, each licensure program also aligns to professional sets of standards specific to their discipline. Below is a reference guide to the additional layer of program oversight and outcome expectations, running parallel to InTASC expectations.
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