2014 Fall Term Outcomes Assessment Report Department: Technology and Applied Science Program: Family and Consumer Sciences Date of Report: September 12, 2014 Members of Reporting Committee: Dr. Judy Lindberg, Dr. Pam Langlie-Willers Department/Program Curriculum Map has been completed and submitted. YES Type of Measure Indicate whether this report documents the department’s direct or indirect measure, click the appropriate box. Direct Measure Department/Program Goals and Outcomes: Provide a current listing of your department/program’s goals and outcomes. FCS Program Core Objectives Family and Consumer Sciences students should be able to: • Demonstrate an understanding of the foundation of family and consumer sciences, its evolution, mission and integrative focus • Demonstrate an understanding of the significance of the family and its impact on the well-being of individuals and society. • Identify current issues and trends facing individuals, families, and communities. • Demonstrate an understanding of transferable and employability skills in family, community and work/career settings. • Demonstrate an understanding of strategies to manage multiple roles and responsibilites (individual, family, career and community). • Demonstrate an understanding of skills needed to communicate effectively with a variety of audiences. Program Concentration Objectives Family and Consumer Sciences Concentration Family and Consumer Sciences students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and families in a variety of settings and to a broad range of audiences. A learning-focused program must know what it intends the students to learn and whether that learning has actually been achieved. It is not only important to collect data, but to use the data to improve programs and student learning. Therefore, the intent of assessment is to identify strengths and weaknesses and then to implement changes in an effort to improve. These changes could impact a number of aspects of the program: curriculum, staffing, facilities, internal processes, and intended student learning outcomes. Continuous evaluation of the impact of changes made completes one cycle of the ongoing process of improvement.
Transcript
2014 Fall Term Outcomes Assessment Report
Department: Technology and Applied Science Program: Family and Consumer Sciences Date of Report: September 12, 2014 Members of Reporting Committee: Dr. Judy Lindberg, Dr. Pam Langlie-Willers Department/Program Curriculum Map has been completed and submitted. YES Type of Measure Indicate whether this report documents the department’s direct or indirect measure, click the appropriate box. Direct Measure
Department/Program Goals and Outcomes: Provide a current listing of your department/program’s goals and outcomes. FCS Program Core Objectives
Family and Consumer Sciences students should be able to: • Demonstrate an understanding of the foundation of family and consumer sciences, its evolution,
mission and integrative focus • Demonstrate an understanding of the significance of the family and its impact on the well-being of
individuals and society. • Identify current issues and trends facing individuals, families, and communities. • Demonstrate an understanding of transferable and employability skills in family, community and
work/career settings. • Demonstrate an understanding of strategies to manage multiple roles and responsibilites (individual,
family, career and community). • Demonstrate an understanding of skills needed to communicate effectively with a variety of audiences.
Program Concentration Objectives Family and Consumer Sciences Concentration
Family and Consumer Sciences students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and
families in a variety of settings and to a broad range of audiences.
A learning-focused program must know what it intends the students to learn and whether that learning has
actually been achieved. It is not only important to collect data, but to use the data to improve programs and
student learning. Therefore, the intent of assessment is to identify strengths and weaknesses and then to
implement changes in an effort to improve. These changes could impact a number of aspects of the program:
evaluation of the impact of changes made completes one cycle of the ongoing process of improvement.
2014 Fall Term Outcomes Assessment Report
Department: Technology and Applied Science Program: Family and Consumer Sciences Date of Report: September 12, 2014 Members of Reporting Committee: Dr. Judy Lindberg, Dr. Pam Langlie Department/Program Curriculum Map has been completed and submitted. YES Type of Measure Indicate whether this report documents the department’s direct or indirect measure, click the appropriate box. Direct Measure
Department/Program Goals and Outcomes:
Provide a current listing of your department/program’s goals and outcomes. FCS Program Core Objectives
Family and Consumer Sciences students should be able to: • Demonstrate an understanding of the foundation of family and consumer sciences, its evolution,
mission and integrative focus • Demonstrate an understanding of the significance of the family and its impact on the well-being of
individuals and society. • Identify current issues and trends facing individuals, families, and communities. • Demonstrate an understanding of transferable and employability skills in family, community and
work/career settings. • Demonstrate an understanding of strategies to manage multiple roles and responsibilites (individual,
family, career and community). • Demonstrate an understanding of skills needed to communicate effectively with a variety of audiences.
Program Concentration Objectives Family And Consumer Sciences Concentration
Family and Consumer Sciences students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and
families in a variety of settings and to a broad range of audiences.
A learning-focused program must know what it intends the students to learn and whether that learning has
actually been achieved. It is not only important to collect data, but to use the data to improve programs and
student learning. Therefore, the intent of assessment is to identify strengths and weaknesses and then to
implement changes in an effort to improve. These changes could impact a number of aspects of the program:
• Demonstrate an understanding of consumer and management decisions related to human, economic, technological, and environmental resources within families and society.
• Demonstrate an understanding of concepts that influence nutrition and wellness practices. • Demonstrate an understanding of concepts and skills related to housing and home environments. • Demonstrate an understanding of concepts and skills related to fashion, textiles and apparel. • Demonstrate an understanding of an individual’s ability to balance multiple roles in the family,
workplace and community. • Integrate relationship skills, communication skills, and conflict management skills into the family, and
workplace. • Demonstrate an understanding of communication skills that contribute to positive relationships in the
family and workplace. • Demonstrate an understanding of management principles as they relate to individual and family
resources. • Demonstrate an understanding of children’s developmental needs and interests.
Field Endorsement In Family And Consumer Sciences Concentration Family and Consumer Sciences Education students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and
families in a variety of settings and to a broad range of audiences. • Demonstrate an understanding of consumer and management decisions related to human, economic,
technological, and environmental resources within families and society. • Demonstrate an understanding of concepts that influence nutrition and wellness practices. • Demonstrate an understanding of concepts and skills related to housing and home environments. • Demonstrate an understanding of concepts and skills related to fashion, textiles and apparel. • Demonstrate an understanding of an individual’s ability to balance multiple roles in the family,
workplace and community. • Demonstrate an understanding of communication skills that contribute to positive relationships in the
family and workplace. • Demonstrate an understanding of management principles as they relate to individual and family
resources. • Demonstrate an understanding of children’s developmental needs and interests. • Develop an understanding of the interconnection of individual, family, career and community
Fashion Merchandising students should be able to: • Demonstrate an understanding of the organization, structure and trends of the global textile/apparel
complex. • Demonstrate an understanding of the manner in which historic, cultural, economic, and environmental
factors impact fashion. • Demonstrate an understanding of quality in textile/apparel products through identification of
performance characteristics, selection criteria, and use and care information. • Demonstrate an understanding of the basic decision-making, production, and creative processes
involved in the conversion of materials to finished textile/apparel products. • Demonstrate an understanding of market and consumer factors that influence apparel and textile
merchandising and marketing decisions. • Interpret and apply mathematical concepts related to merchandise planning and control. • Demonstrate an understanding of relationship management strategies with vendors, customers,
employees, and other industry stakeholders. • Demonstrate an understanding of effective visual merchandising displays.
Foods and nutrition students should be able to: • Demonstrate an understanding of the basic concepts of nutrition and nutritional principles as it applies
to physical, psychological, social, and economic issues of individuals and families. • Demonstrate an understanding of food preparation methods and techniques to produce a variety of
food products. • Demonstrate an understanding of menu planning principles and techniques using standardized recipes
to meet consumer needs. • Demonstrate an understanding of food safety and sanitation procedures. • Demonstrate an understanding of the nutritional needs of individuals in relation to health and wellness
across the life span. • Demonstrate an understanding of the history of different foods and food patterns among cultural
groups. • Demonstrate an understanding of nutrition policy and the development of nutrition materials for target
audiences. • Demonstrate an understanding of the knowledge and skills inherent in nutritional counseling. • Demonstrate an understanding of the effects of technology and current trends on the selection,
preparation, and home storage of food. Interior Design Concentration
Interior Design students should be able to: • Understand and apply the knowledge, skills, processes, and theories of interior design. • Apply the problem solving process as individuals and as part of a group to interview clients, analyze the
clients’ needs, formulate workable solutions and communicate the solutions through appropriate media.
• Demonstrate an understanding of and application of the principles and elements of design in both residential and commercial applications
• Demonstrate an understanding of design concepts that are aesthetic, appropriate, functional, and in accordance with laws, codes, standards, and regulations.
• Design and create interior settings for clients that support human activities and values which include universal accessibility and sustainable design guidelines and other codes.
• Create illustrations, renderings and presentation boards, both manually and with the use of technology to implement design solutions.
• Demonstrate an understanding of the selection and specification of fixtures, furnishings, products, materials and colors.
• Demonstrate an understanding of attitudes, traits and values of professional responsibility, accountability and effectiveness of an interior designer
• Demonstrate an understanding of a foundation in business and professional practices. • Demonstrate an understanding of the use of lighting in residential and commercial settings.
Early Childhood Objectives Early Childhood students should be able to:
Demonstrate a theoretical knowledge of child development and use early childhood concepts to plan and implement developmentally appropriate curriculum and instructional practices for young children.
Establish and maintain physically and psychologically safe and healthy learning environments for children which demonstrate sensitivity to all areas of diversity affecting children and their families.
Use individual and group guidance and problem-solving techniques to develop positive social interaction among children and with others.
Observe and participate under supervision of qualified professionals in a variety of settings in which young children are served and examine the experiences of those in early childhood career roles.
Build respectful relationships with children’s families and community members through positive home-school communication and partnerships with those influential in the early childhood area.
Demonstrate a knowledge of and skill in the organization and administration of early childhood programs which incorporate professional practices and standards related to working with children.
Actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources and experiences to inform and improve practice.
Assessment Activity/Measure: Describe the assessment used to measure student outcomes/achievements. Senior Project – Research based presentation (paper, class presentation and abstract) to be evaluated by all FCS faculty. Evaluation based on research, content knowledge, and presentation skills. Evaluation for target is: Exceptional (10%), Above Average (40%), Acceptable (40%), Below Average (10%), and Inadequate/Failing (0%) based of their final grade on the Senior Project in Professional Development (capstone course). Findings: What were the findings/results of the planned activities listed above? What conclusions or discoveries were
made from these results? (What learning do you want to improve? Based on …Data? Experience?)
For 15 Early Childhood majors:
3 Student(s) at Exceptional (90% or above) 7 Student(s) at Above Average (80 to 89%) 3 Student(s) at Acceptable (70 to 79%) 2 Student(s) Below Average (60 to 69%) 0 Student(s) Failing (59% or below)
For 3 Fashion Merchandising:
0 Student(s) at Exceptional (90% or above) 3 Student(s) at Above Average (80 to 89%) 0 Student(s) at Acceptable (70 to 79%) 0 Student(s) Below Average (60 to 69%)
0 Student(s) Failing (59% or below) For 5 Foods and Nutrition majors:
2 Student(s) at Exceptional (90% or above) 1 Student(s) at Above Average (80 to 89%) 2 Student(s) at Acceptable (70 to 79%) 0 Student(s) Below Average (60 to 69%) 0 Student(s) Failing (59% or below)
0 Student(s) at Exceptional (90% or above) 2 Student(s) at Above Average (80 to 89%) 3 Student(s) at Acceptable (70 to 79%) 0 Student(s) Below Average (60 to 69%) 0 Student(s) Failing (59% or below) For ALL Family and Consumer Sciences Majors (28): 5 (18%) Student(s) at Exceptional (90% or above) 13 (46%) Student(s) at Above Average (80 to 89%) 8 (29%) Student(s) at Acceptable (70 to 79%) 2 (7%) Student(s) Below Average (60 to 69%) 0 Student(s) Failing (59% or below) Target was realized – scores were not as high as previous year Change(s)/Action(s) to be taken: Did the findings lead to program changes? If so, describe the changes made. If not, describe why changes were
not needed. How have you used the data? What recommendations have been determined for improving student
learning? What is really working?
The changes in the requirements to add an annotated bibliography helped the content of the research. The format still needs to be improved on. What STILL needs to be improved is time management – turning in assignments in a timely manner and following instructions. FCS courses need to continue to have students work on research and presentation skills.
Budget Items List budget items linked to actions taken and implications for change.
EXTRA: Assessment Success Story Provide a summary of your department’s exemplary assessment practice(s).
Annual Fall Term Department/Program Assessment Status Report
The WSC Assessment Reporting Cycle consists of 1) Annual Assessment Report, completed each fall term; and
2) Status Assessment Report completed each spring term.
Two reports are required for each fall and spring reporting. Complete a separate report for direct measures and a separate report for indirect measures.
1)Department/Program’s direct measure report 2)Department/Program’s indirect measure report
Return the two reports electronically to: 1) School Dean 2) Department Chair 3) Sue Sydow, Director of Assessment
*Use the “Submit” buttons at bottom of form to automatically send the report to the Director of Assessment and to your respective School Dean. To send the report someone else (Department Chair or other faculty), add additional names in the email message TO: or CC: section.
Reports Due: October 17, 2014
Report begins on following page. Information may be keyed into the form or you can copy/paste information from a Word document into the text boxes. Click in the blue boxes to add text and/or use the tab key to navigate between form fields/sections.
For assistance contact: Sue Sydow, Director of Assessment Hahn Administration, Room 205 Phone: 402-375-7197 Email: [email protected] Assessment Web site: http://www.wsc.edu/assessment Assessment Reports are posted at: http://www.wsc.edu/assessment/program_plans G:Drive: G: G:\wscdocuments_and_forms\Assessment\1_Fall_2014_Assessment_Reports
Department: Technology and Applied Science Program: Family and Consumer Sciences Date of Report: September 12, 2014 Members of Reporting Committee: Dr. Judy Lindberg, Dr. Pam Langlie Department/Program Curriculum Map has been completed and submitted. YES Type of Measure Indicate whether this report documents the department’s direct or indirect measure, click the appropriate box. Indirect Measure
Department/Program Goals and Outcomes:
Provide a current listing of your department/program’s goals and outcomes. FCS Program Core Objectives
Family and Consumer Sciences students should be able to: • Demonstrate an understanding of the foundation of family and consumer sciences, its evolution,
mission and integrative focus • Demonstrate an understanding of the significance of the family and its impact on the well-being of
individuals and society. • Identify current issues and trends facing individuals, families, and communities. • Demonstrate an understanding of transferable and employability skills in family, community and
work/career settings. • Demonstrate an understanding of strategies to manage multiple roles and responsibilites (individual,
family, career and community). • Demonstrate an understanding of skills needed to communicate effectively with a variety of audiences.
Program Concentration Objectives Family And Consumer Sciences Concentration
Family and Consumer Sciences students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and
families in a variety of settings and to a broad range of audiences.
A learning-focused program must know what it intends the students to learn and whether that learning has
actually been achieved. It is not only important to collect data, but to use the data to improve programs and
student learning. Therefore, the intent of assessment is to identify strengths and weaknesses and then to
implement changes in an effort to improve. These changes could impact a number of aspects of the program:
• Demonstrate an understanding of consumer and management decisions related to human, economic, technological, and environmental resources within families and society.
• Demonstrate an understanding of concepts that influence nutrition and wellness practices. • Demonstrate an understanding of concepts and skills related to housing and home environments. • Demonstrate an understanding of concepts and skills related to fashion, textiles and apparel. • Demonstrate an understanding of an individual’s ability to balance multiple roles in the family,
workplace and community. • Integrate relationship skills, communication skills, and conflict management skills into the family, and
workplace. • Demonstrate an understanding of communication skills that contribute to positive relationships in the
family and workplace. • Demonstrate an understanding of management principles as they relate to individual and family
resources. • Demonstrate an understanding of children’s developmental needs and interests.
Field Endorsement In Family And Consumer Sciences Concentration Family and Consumer Sciences Education students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and
families in a variety of settings and to a broad range of audiences. • Demonstrate an understanding of consumer and management decisions related to human, economic,
technological, and environmental resources within families and society. • Demonstrate an understanding of concepts that influence nutrition and wellness practices. • Demonstrate an understanding of concepts and skills related to housing and home environments. • Demonstrate an understanding of concepts and skills related to fashion, textiles and apparel. • Demonstrate an understanding of an individual’s ability to balance multiple roles in the family,
workplace and community. • Demonstrate an understanding of communication skills that contribute to positive relationships in the
family and workplace. • Demonstrate an understanding of management principles as they relate to individual and family
resources. • Demonstrate an understanding of children’s developmental needs and interests. • Develop an understanding of the interconnection of individual, family, career and community
Fashion Merchandising students should be able to: • Demonstrate an understanding of the organization, structure and trends of the global textile/apparel
complex. • Demonstrate an understanding of the manner in which historic, cultural, economic, and environmental
factors impact fashion. • Demonstrate an understanding of quality in textile/apparel products through identification of
performance characteristics, selection criteria, and use and care information. • Demonstrate an understanding of the basic decision-making, production, and creative processes
involved in the conversion of materials to finished textile/apparel products. • Demonstrate an understanding of market and consumer factors that influence apparel and textile
merchandising and marketing decisions. • Interpret and apply mathematical concepts related to merchandise planning and control. • Demonstrate an understanding of relationship management strategies with vendors, customers,
employees, and other industry stakeholders. • Demonstrate an understanding of effective visual merchandising displays.
Foods and nutrition students should be able to: • Demonstrate an understanding of the basic concepts of nutrition and nutritional principles as it applies
to physical, psychological, social, and economic issues of individuals and families. • Demonstrate an understanding of food preparation methods and techniques to produce a variety of
food products. • Demonstrate an understanding of menu planning principles and techniques using standardized recipes
to meet consumer needs. • Demonstrate an understanding of food safety and sanitation procedures. • Demonstrate an understanding of the nutritional needs of individuals in relation to health and wellness
across the life span. • Demonstrate an understanding of the history of different foods and food patterns among cultural
groups. • Demonstrate an understanding of nutrition policy and the development of nutrition materials for target
audiences. • Demonstrate an understanding of the knowledge and skills inherent in nutritional counseling. • Demonstrate an understanding of the effects of technology and current trends on the selection,
preparation, and home storage of food. Interior Design Concentration
Interior Design students should be able to: • Understand and apply the knowledge, skills, processes, and theories of interior design. • Apply the problem solving process as individuals and as part of a group to interview clients, analyze the
clients’ needs, formulate workable solutions and communicate the solutions through appropriate media.
• Demonstrate an understanding of and application of the principles and elements of design in both residential and commercial applications
• Demonstrate an understanding of design concepts that are aesthetic, appropriate, functional, and in accordance with laws, codes, standards, and regulations.
• Design and create interior settings for clients that support human activities and values which include universal accessibility and sustainable design guidelines and other codes.
• Create illustrations, renderings and presentation boards, both manually and with the use of technology to implement design solutions.
• Demonstrate an understanding of the selection and specification of fixtures, furnishings, products, materials and colors.
• Demonstrate an understanding of attitudes, traits and values of professional responsibility, accountability and effectiveness of an interior designer
• Demonstrate an understanding of a foundation in business and professional practices. • Demonstrate an understanding of the use of lighting in residential and commercial settings.
Early Childhood Objectives Early Childhood students should be able to:
Demonstrate a theoretical knowledge of child development and use early childhood concepts to plan and implement developmentally appropriate curriculum and instructional practices for young children.
Establish and maintain physically and psychologically safe and healthy learning environments for children which demonstrate sensitivity to all areas of diversity affecting children and their families.
Use individual and group guidance and problem-solving techniques to develop positive social interaction among children and with others.
Observe and participate under supervision of qualified professionals in a variety of settings in which young children are served and examine the experiences of those in early childhood career roles.
Build respectful relationships with children’s families and community members through positive home-school communication and partnerships with those influential in the early childhood area.
Demonstrate a knowledge of and skill in the organization and administration of early childhood programs which incorporate professional practices and standards related to working with children.
Actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources and experiences to inform and improve practice.
Assessment Activity/Measure: Describe the assessment used to measure student outcomes/achievements. The Family and Consumer Sciences program will survey FCS alumni (5 to 10 years past graduation) about the perceived strengths and weaknesses of their FCS courses, skills and knowledge, and the application to their professional/personal lives after graduation. Of those responding to the Alumni Survey, at least 75% will indicate that they are satisfied or very satisfied (high to average quality) with the quality of instruction they received. Findings: What were the findings/results of the planned activities listed above? What conclusions or discoveries were
made from these results? (What learning do you want to improve? Based on …Data? Experience?)
Sixteen graduates responded to the alumni survey mailed in the fall 2013. They graduated between 2003 and 2009. Surveys were returned by Fashion Merchandising, Foods and Nutrition, FCS Education, Interior Design and FCS non-teaching majors. No Early Childhood majors returned their survey. Of the 16 who returned their surveys, 14 rated their college preparation Good to Excellent, one rated their preparation fait and one rated it poor. For the overall all quality of their WSC education the response average was 4.3 on a 5 point scale. Skills and knowledge (preparation) were rated on a 5 point scale with 5 as greatly enhanced and 1 and not enhanced. All but 2 areas (out of 22-23) received a 3 or above. Those two areas were 1) universal design and sustainable guidelines for interior design majors, and 2) basic concepts in housing and home environments for FCS non-teaching majors. Our target was realized. More helpful were the comments generated from the survey, as listed below: Taking into consideration your post-graduation experiences, what would you consider to be the strengths of the Family and Consumer Sciences program?
1. Child development, Sewing/Fashion & Relationships 2. Small class size, Personalized attention, Kiddie College –That was a great experience! 3. I felt fully prepared to teach all of my food & textiles classes. I had multiple courses in college
4. Small class sizes, Able to interact frequently with professors, Hands on learning 5. The faculty & staff! Going to WSC gave me the confidence to start a new career path and I am
very grateful for that. It wasn’t easy, but worth it. The instructors know you & always willing to help. Angela was great & since she is in the business, she could answer all my questions.
6. The multiple opportunities to get practical, hands on learning. Most things I learned in the FCS dept. at Wayne State were relevant and gave me a great understanding of what I should know & be able to do as a FCS professional.
7. The flexibility of the staff. The staff was so completely personal beyond the classroom. 8. They taught us to always be professional, both in our appearance and our actions. This very
important to have both in college and in workplace environments. 9. One of my greatest fears as an introvert is to have to talk to people I don’t know, whether it is
presentation-style in front of a large group or one-on-one. Even though I still get nervous, I am so much more confident because of how many presentations I gave throughout my college career. I think you can ask any of my teachers/professors and they could tell you how much I opened up and became more confident from my first semester to my last. I could not be in the position I am without that confidence and it is 100% from giving presentations in class. I have heard of students taking speech on-line, which I feel is a waste of credits because they are not getting what they should out of that class. Since this is unfortunately the wave of the future, I hope the FCS department continues to push its students to get up in front of the class – real people, not a computer screen or your close family/friends.
10. Small program. Personal. Teaches all areas of FCS. (specifically touches on clothing/construction as UNL does NOT teach this) Tries to prepare the student for whatever job scenario may be presented with after graduation.
11. Tight cohesive group of instructors. 12. The teachers were very knowledgeable and lots of getting in the field.
From your work and life experiences, what courses, information or projects do you think would be important to enhance in our Family and Consumer Sciences program?
1. Curriculum development w/in FACS; How to align standards & benchmarks, along w/ the common core; More financial literacy & work place skills – both a huge push today; Culinary skills – not just foods but culinary skills
1. An additional nutrition/health course (ie. Healthy Living, Advanced Nutrition); An additional Finance course (ie. Family Finance, Financial Management) (similar to Family Resource Mgmt, but focusing more on just finances)
2. FCS majors – more child development classes other than Kiddie College. I was teaching (& still am) subject matter I hadn’t been taught since I was a high school student. Also relationships is another area I teach that I took very little college courses on.
3. Leadership development coursework; Heavy use of technology; More connection with employers in emerging fields; Entrepreneurship coursework
4. The auto-CAD courses were great & I use a form of computer drafting now. I would have loved to have more courses in residential design, instead of industrial. The Real Estate class was an elective, & I use that info a lot. Should be encouraged/required. I used what I learned from the construction course every day, but needed more construction math.
5. As a FCS teacher, I am more & more aware of the need to match our courses up w/industry standards and the common core standards. Most of us do so w/o realizing it, but by acknowledging it & promoting it, our programs will hopefully survive & grow! Our administrators, students, parents & society need to know & understand how relevant our programs are!! I will always be an advocate of FCS in our schools, not just because its job security for me, but because I truly feel it is IMPORTANT!
6. They are all great. 7. I think more job shadowing and guest speakers in that area of expertise. My major was a
culmination of different subjects and when I interned, I only got experience in one field, which is not the field I chose to take my career. And I think that goes for any major, there is always more than one career path, why not get an understanding in multiple?!
8. Increased technology. Left college not having technology training (SmartBoard, Projector, etc.) Writing curriculum; Connecting objectives to standards
9. Need a bit more work with construction & practicing lesson plans. 10. For Foods & Nutrition I enjoyed meal preparation courses and just the general studies of
cooking classes. 11. Develop the education aspect more classroom management & education practices. 12. More hands-on experience such as internships in a variety of businesses that have both the
out-dated (non-computer) run businesses and the up-to-date technologically run businesses. 13. Interior Design advanced classes
Please feel free to make any other comments about your Wayne State College, Family and Consumer Sciences education you think would be helpful to the Department as we assess the quality of our programs.
1. I enjoyed my educational experience in FCS at WSC. Even though I am not currently teaching FCS, I feel that the program prepared me for “real life” both in and outside of the classroom. I hope to teach FCS someday when the opportunity is presented.
2. I think there is an excellent early childhood program but at the time I was in the program FCS ed majors only took 1 class. Some of the other courses I took were not necessary to my career because most of the basic concepts are taught in other classes.
3. I feel ASID is very important for networking & obtaining CEU’s. Their seminars give you an opportunity to meet other designers, personal growth, new concepts & trends, & more efficient ways to run a business. Angela does a good job of exposing students to ASID. Maybe less time sewing & more time reading & understanding blueprints, as its very important in design.
4. I absolutely loved my experience with the WSC FCS Dept. I had a great FCS Education Instructor & wonderful student teaching experience! (Thanks Sally Ebmeier & Carol Erwin!)
5. When I attended the staff was absolutely the best part of the program. They knew me beyond school and were very understanding of my situation.
6. The FCS department is great and I hope it is able to continue well into the future. It makes me sad this subject is being cut from some school systems because I feel it is some of the most basic information and very useful in many aspects of life.
7. Thanks you! Learned & enjoyed education @ Wayne State.
8. I did very well in the classroom, however I did not have the previous job experience to add to that knowledge as I was learning it from a textbook & no applying it to a real-life situation. I really don’t feel like the Fashion Merchandising Concentration prepares anyone for a future job. Could I go manage or start a business in the field from my college based knowledge – no. Am I any more qualified for a job b/c I have a 4 year degree – no.
Change(s)/Action(s) to be taken: Did the findings lead to program changes? If so, describe the changes made. If not, describe why changes were
not needed. How have you used the data? What recommendations have been determined for improving student
learning? What is really working?
Many items were positive and we want to continue in that direction. Since the graduates were 5 to 10 years out, some changes have been made. We do have more technology in the department, there is more child development in the FCS Ed program, Real Estate class is part of the Interior Design program, and we have added a professional practice course in Interior Design. To take the Interior Design major much further we need a full time person who could teach the classes as well as other FCS classes. Adding additional finance and nutrition classes as suggested, would also take more faculty. Some of our class sizes have grown to continue to offer our current classes. To incorporate culinary skills and classes in to our program, we would need to update the foods lab and add new equipment. The FCS Methods class for education majors has expanded to 3 credit hours. Suggestions such as standards, classroom management, and lesson plans can be addressed in more depth.
Budget Items List budget items linked to actions taken and implications for change.
As it gets more difficult to find adjunct faculty, another faculty position, to keep class sizes small and incorporated suggestions from alumni. Continue to add technology to classes, so students can experience what they will be using once they graduate.
EXTRA: Assessment Success Story Provide a summary of your department’s exemplary assessment practice(s).
• Demonstrate an understanding of consumer and management decisions related to human, economic, technological, and environmental resources within families and society.
• Demonstrate an understanding of concepts that influence nutrition and wellness practices. • Demonstrate an understanding of concepts and skills related to housing and home environments. • Demonstrate an understanding of concepts and skills related to fashion, textiles and apparel. • Demonstrate an understanding of an individual’s ability to balance multiple roles in the family,
workplace and community. • Integrate relationship skills, communication skills, and conflict management skills into the family, and
workplace. • Demonstrate an understanding of communication skills that contribute to positive relationships in the
family and workplace. • Demonstrate an understanding of management principles as they relate to individual and family
resources. • Demonstrate an understanding of children’s developmental needs and interests.
Field Endorsement In Family And Consumer Sciences Concentration Family and Consumer Sciences Education students should be able to: • Transmit a body of knowledge and skills and apply content to the practical problems of individuals and
families in a variety of settings and to a broad range of audiences. • Demonstrate an understanding of consumer and management decisions related to human, economic,
technological, and environmental resources within families and society. • Demonstrate an understanding of concepts that influence nutrition and wellness practices. • Demonstrate an understanding of concepts and skills related to housing and home environments. • Demonstrate an understanding of concepts and skills related to fashion, textiles and apparel. • Demonstrate an understanding of an individual’s ability to balance multiple roles in the family,
workplace and community. • Demonstrate an understanding of communication skills that contribute to positive relationships in the
family and workplace. • Demonstrate an understanding of management principles as they relate to individual and family
resources. • Demonstrate an understanding of children’s developmental needs and interests. • Develop an understanding of the interconnection of individual, family, career and community
Fashion Merchandising students should be able to: • Demonstrate an understanding of the organization, structure and trends of the global textile/apparel
complex. • Demonstrate an understanding of the manner in which historic, cultural, economic, and environmental
factors impact fashion. • Demonstrate an understanding of quality in textile/apparel products through identification of
performance characteristics, selection criteria, and use and care information. • Demonstrate an understanding of the basic decision-making, production, and creative processes
involved in the conversion of materials to finished textile/apparel products. • Demonstrate an understanding of market and consumer factors that influence apparel and textile
merchandising and marketing decisions. • Interpret and apply mathematical concepts related to merchandise planning and control. • Demonstrate an understanding of relationship management strategies with vendors, customers,
employees, and other industry stakeholders. • Demonstrate an understanding of effective visual merchandising displays.
Foods and Nutrition Concentration Foods and nutrition students should be able to: • Demonstrate an understanding of the basic concepts of nutrition and nutritional principles as it applies
to physical, psychological, social, and economic issues of individuals and families. • Demonstrate an understanding of food preparation methods and techniques to produce a variety of
food products. • Demonstrate an understanding of menu planning principles and techniques using standardized recipes
to meet consumer needs. • Demonstrate an understanding of food safety and sanitation procedures. • Demonstrate an understanding of the nutritional needs of individuals in relation to health and wellness
across the life span. • Demonstrate an understanding of the history of different foods and food patterns among cultural
groups. • Demonstrate an understanding of nutrition policy and the development of nutrition materials for target
audiences. • Demonstrate an understanding of the knowledge and skills inherent in nutritional counseling. • Demonstrate an understanding of the effects of technology and current trends on the selection,
preparation, and home storage of food. Interior Design Concentration
Interior Design students should be able to: • Understand and apply the knowledge, skills, processes, and theories of interior design. • Apply the problem solving process as individuals and as part of a group to interview clients, analyze the
clients’ needs, formulate workable solutions and communicate the solutions through appropriate media.
• Demonstrate an understanding of and application of the principles and elements of design in both residential and commercial applications
• Demonstrate an understanding of design concepts that are aesthetic, appropriate, functional, and in accordance with laws, codes, standards, and regulations.
• Design and create interior settings for clients that support human activities and values which include universal accessibility and sustainable design guidelines and other codes.
• Create illustrations, renderings and presentation boards, both manually and with the use of technology to implement design solutions.
• Demonstrate an understanding of the selection and specification of fixtures, furnishings, products, materials and colors.
• Demonstrate an understanding of attitudes, traits and values of professional responsibility, accountability and effectiveness of an interior designer
• Demonstrate an understanding of a foundation in business and professional practices. • Demonstrate an understanding of the use of lighting in residential and commercial settings.
Early Childhood Objectives Early Childhood students should be able to:
Demonstrate a theoretical knowledge of child development and use early childhood concepts to plan and implement developmentally appropriate curriculum and instructional practices for young children.
Establish and maintain physically and psychologically safe and healthy learning environments for children which demonstrate sensitivity to all areas of diversity affecting children and their families.
Use individual and group guidance and problem-solving techniques to develop positive social interaction among children and with others.
Observe and participate under supervision of qualified professionals in a variety of settings in which young children are served and examine the experiences of those in early childhood career roles.
Build respectful relationships with children’s families and community members through positive home-school communication and partnerships with those influential in the early childhood area.
Demonstrate a knowledge of and skill in the organization and administration of early childhood programs which incorporate professional practices and standards related to working with children.
Actively seek out opportunities to grow professionally by locating and using appropriate professional literature, organizations, resources and experiences to inform and improve practice.
Assessment Activity/Measure: Describe the assessment used to measure student outcomes/achievements. The PrePAC (Pre-Professional Assessment and Certification) Exam from AAFCS (American
Association of Family and Consumer Sciences was given to graduating seniors in FCS 410 Professional
Development in FCS Fall 2013.
Findings: What were the findings/results of the planned activities listed above? What conclusions or discoveries were
made from these results? (What learning do you want to improve? Based on …Data? Experience?)
Early Childhood – 15 students took the exam:
Average WSC score on the exam was 74.8% (a 1% increase over the scores in 2012),; the national average score was 69% Of the 7 domain on the exam, WSC students met or exceeded the national average on all 7 for the exam. The lowest domains were Developmentally Appropriate Practice and Professional Practices and Standards. Both were close the national average, but areas that could be approved on
Fashion Merchandising – 3 students took the exam:
Average WSC score on the exam was 68% a decrease from the average score of 73% the previous year; the national average score was 60%, so the 68% score was above the national average.
Scores for 5 of the 7 domains exceeded the national average for the exam. The domains with the lowest score were Fashion Textile and Apparel Production and Customer Service.
Courses need to be reviewed for more emphasis on the topics in more than one course. Interior Design – 5 students started the exam, one did not finish:
For the 5 students who completed the exam, the average score was 70.8%. . The national average score was 62%.
Of the 6 domains on the exam, two were below the national average for the exam The domain with the lowest score was Professional Practice. A new class in professional practice is being offered Fall 2014. The other domain below average was Career Paths, this can also be addressed in the new course.
Foods and Nutrition – 5 students took the exam: The average score for the 5 students was 70.8%, the national average was 54% Scores for all 6 domains exceeded the national average for the exam.
The one domain that was lower was Nutrition Principles, they are being reinforced in every Foods and Nutrition course.
Change(s)/Action(s) to be taken: Did the findings lead to program changes? If so, describe the changes made. If not, describe why changes were
not needed. How have you used the data? What recommendations have been determined for improving student
learning? What is really working?
Apparel production needs to be emphasized more in the Introduction to the Fashion Industry, Clothing Design and Fashion Analysis classes.
For Interior Design majors a new class in Professional Practice will be offered in Fall 2014
A Serve/Safe class was added in 2013, which should continue to improve Food Safety scores.
Budget Items List budget items linked to actions taken and implications for change.
An adjunct teacher continues to be needed to cover the new course in Professional Practices for Interior
Design students.
EXTRA: Assessment Success Story Provide a summary of your department’s exemplary assessment practice(s).
