California State University, Sacramento

Department of

Family and Consumer Sciences Program Review

 

Self Study Fall 2008  

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TABLE OF CONTENTS DEPARTMENT OF FAMILY AND CONSUMER SCIENCES PROGRAM REVIEW

SELF STUDY FALL 2008

INTRODUCTION AND ORGANIZATION OF REVIEW……………………………………….… 1 SECTION 1: GENERAL INFORMATION ABOUT THE PROGRAM……………………. 2 Program mission and goals………………………………………………………………… 3 Program learning outcomes………………………………………………………………… 4 Overview of FACS department and degree options………………………………………… 4 Accredited and regulated programs…………………………………………………………..5 Faculty and staff………………………………………………………………………….......5 Students………………………………………………………………………………………7 Facilities…………………………………………………………………………………..…7 SIGNIFICANT CHANGES AND ACTIVITIES SINCE 2002 PROGRAM REVIEW………………………8 Accomplishments…………………………………………………………………………….8 Challenges……………………………………………………………………………………10 Conclusion………………………………………………………………………………….. 11 SECTION 2: PROGRAM LEARNING OUTCOMES AND ASSESSMENT……………... 12 History and evolution of assessment and program learning outcomes in FACS……........... 12 Assessment of written communication – 2003, 2005……………………………………… 12 Development and use of an indirect assessment tool – 2004-2008………………………... 12 Assessment of foundation skills by concentration – 2004-2006…………………………... 13 Current program learning outcomes and assessment plan – 2007-2008…………………… 13 FACS program learning outcomes………………………………………………………… 13 Assessment activities – 2007-2008………………………………………………………….14 Planned assessment activities AY 2008-2009…………………………………………….....15 SECTION 3: FOCUSED INQUIRY OF THE FAMILY STUDIES CONCENTRATION… 16 BACKGROUND AND CONTEXT……………………………………………………………..... .16 Institutional level…………………………………………………………………………….16 State of the field……………………………………………………………………………..17 APPROACH TO FOCUSED INQUIRY…………………………………………………………….18 Information gathering………………………………………………………………………..18 Focus group………………………………………………………………………………….19 Survey of current students and graduates………………………………………………….. .20 Figure 1: Reasons Students Chose Family Studies Major…………………………………. 20 Figure 2: Student Ideas for Promoting Family Studies…………………………………….. 21 Survey of employers………………………………………………………………………... 22 Survey of family studies program…………………………………………………………. 24 Summary of findings…………………………………………………………………………25 WORK INITIATED…………………………………………………………………..……….. 27 Outreach to community colleges…………………………………………………………… 26. Family Studies student club………………………………...……………………………... 26 FOCUSED INQUIRY: RECOMMENDATIONS AND CONCLUSION…………………………… … 27 APPENDICES………………………………………………………................................... 31

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CALIFORNIA STATE UNIVERSITY SACRAMENTO

FAMILY AND CONSUMER SCIENCES DEPARTMENT

PROGRAM REVIEW FALL 2008

INTRODUCTION AND ORGANIZATION OF THE REVIEW The format of the current program review is based on guidelines outlined in the CSUS “Program Review Process Experiment” document dated November 21, 2006. The Department of Family and Consumer Sciences (hereafter, FACS Department) has elected to present their program review according to OPTION C: Focused Inquiry. In accordance with the described format, our program review is organized into three sections including:  1. General information about the program. The FACS Department was last reviewed in 2002

following the submission of a self study document in 2001. Based upon the review, several recommendations were provided. In the subsequent 6 years, we have made many changes within the department and implemented most of the recommendations. These will be highlighted briefly in Section 1 of this report in the context of an overview, background and description of the current state of the FACS program including relevant data from the Office of Institutional Research.

2. A statement and description of student learning outcomes at the program level including assessment plan and data. The FACS Department is committed to the implementation of ongoing and meaningful assessment and program revisions based on assessment findings. Since the last review and in collaboration with the recently appointed assessment coordinators at both the institutional and college level, faculty have worked on refining and streamlining program and student learning outcomes and the assessment process. The current status of the FACS Department program learning outcomes and assessment plan and data are described in section 2 of the report following a brief historical summary.

3. Focused inquiry. The final section of the report includes a systematic review of the current state and future direction of the Family Studies concentration within the FACS Department. Since the last review, there has been a drop in the number of majors in this area and a decrease in the number of faculty to support the concentration. This is an issue of critical importance to the entire FACS Department because of the role that Family Studies plays in integrating the various concentrations in FACS. In addition, there are several Family Studies courses in the GE pattern and many other courses are shared or cross-listed with other departments. This focused inquiry is highly relevant to the mission and goals of the FACS Department and the university mission and goals to foster excellent academic and student programs and to prepare students to be successful professionals, civic leaders, and informed citizens in a diverse national and global society.

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SECTION 1

GENERAL INFORMATION ABOUT THE PROGRAM

Program mission and goals Through ongoing review and development, the mission, goals and program learning outcomes of the FACS Department have evolved to address more contemporary issues, align more closely with the university mission and goals, and focus on integration of the various disciplines within FACS. The most recent revision of the mission statement and goals developed by faculty consensus is included below. The mission and overview are also available on the department website and in printed materials related to the department.

Department of Family and Consumer Sciences

Mission and Overview

The mission of the FACS Department is to provide knowledge and skills that will enhance the well-being and quality of life for individuals, families, and communities. We strive to foster healthy relationships between people and their diverse environments, focusing on the integration of physical, biological, cultural, economic and social influences on human behavior, lifespan development, and health. These relationships are examined in the context of clothing and fashion, nutrition and food, family life and resource management. Through education, scholarly engagement, and community service, our programs and profession focus on understanding critical issues affecting individuals, families and communities. These include: family services; child care and youth services; nutrition and wellness; medical nutrition therapy; food management; food security; appearance and clothing; globalization of fashion; access to resources including food, shelter, and clothing; and the production and distribution of related services and products. Students majoring in Family and Consumer Sciences select an area of emphasis from among the following concentrations: Apparel Marketing and Design Family Studies Nutrition and Foods Dietetics Pre-credential-Single Subject Credential  A set of broad goals for the department are also available as outlined on the following page.

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Department of Family and Consumer Sciences

Goals

The FACS Department is committed to the following goals: • To prepare students to become successful and informed professionals in their chosen field and to

thrive in a diverse national and global society • To provide a high quality, current, and progressive academic program utilizing appropriate

technologies • To integrate issues and topics of diversity, globalization, public policy, scholarship and community

service learning in our academic programs • To include practical experience in prospective employment settings to enhance learning and

qualifications for entry-level positions • To participate in the CSUS General Education program as a way to serve a broad range of

students by offering a variety of courses in the FACS disciplines • To support faculty and student development and scholarly activities

Program learning outcomes The program learning outcomes for the FACS Department were recently reviewed and revised in consultation with the CSUS assessment coordinator and the Social Sciences and Interdisciplinary Studies (SSIS) College assessment coordinator. The resulting revision streamlined the 46 existing student learning outcome statements down to 6 program outcomes with measurable student learning outcomes. The revision also addressed the need for our students to have an increased awareness of the integration of the different concentrations within FACS. This addresses recommendations made in the last program review in 2002 in which the reviewers noted that the FACS Department appeared to be limited in a common identity and was lacking in the integration of the different concentrations in the department. The revised program learning outcomes are discussed in detail in Section 2 of this report. Overview of the FACS Department and degree offerings The FACS Department is housed in the College of Social Sciences and Interdisciplinary Studies (SSIS). Graduates of the program receive a Bachelor of Arts in Family and Consumer Sciences or a Bachelor of Science: Special Major in Dietetics. Students graduating with a BA are required to specialize in a concentration in one of the following four areas: • Apparel Marketing and Design • Family Studies • Nutrition and Food • Pre-Credential Single Subject Matter The FACS Department also offers a minor in Family and Consumer Sciences (24 units) and a Certificate in Family Life Education (CFLE). A fifth concentration, Consumer Studies, initiated following the earlier program review in 2002 (in spite of reservations documented by the program team at that time), has not been offered since 2006 following the departure of two full-time faculty members with specialization in this discipline and due to reduced student demand for this area.

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Accredited and regulated programs Since the 2002 program review, the Family Studies program has been approved by the National Council on Family Relations (NCFR) in the area of Family Life Education. This approval required that revisions be made to the Family Studies curriculum to ensure that ten competency areas designated by NCFR are adequately covered. Students who graduate from the Family Studies program are eligible to receive the Certified Family Life Educator (CFLE), provisional status, through a less expensive and more streamlined process than graduates of non-approved programs. After two years of documented work experience in the field, the provisional status reverts to full CFLE status. Two accredited programs are offered by the FACS Department including a Didactic Program in Dietetics (DPD) and a post-baccalaureate Supervised Practice Program (Dietetic Internship, DI). These programs maintain compliance with the national standards of the Commission on Accreditation for Dietetics Education (CADE) and are subject to scheduled accreditation reviews and site visits by this organization. Students who complete the Bachelor of Science Special Major in Dietetics fulfill the formal DPD requirements and are verified for their eligibility to apply to an accredited supervised practice program within or external to the United States. Students with prior degrees may also complete the DPD for verification without completing the Bachelor of Science in the FACS Department. The DPD was developmentally accredited by CADE in fall 1996 and became fully accredited in April 2006 following the submission of a detailed self-study report and a site visit by a CADE program review team that year. The self-study document is available for review. The next scheduled program assessment report for CADE is due in December 2011. The accredited dietetic internship (DI) was initiated in 2003 due to the high demand for an internship in the Northern California region. The internship is a full-time 12 month post-baccalaureate program that admits eight interns from a national applicant pool (annual average of approximately 80 applicants). Interns must complete a minimum of 1,400 hours of supervised practice experience and meet national competencies. The program is supported by local health care facilities, businesses, and federal and state agencies to provide a wide variety of learning opportunities for interns. The DI was developed by faculty in the Nutrition and Food concentration in the FACS Department and administered through the College of Continuing Education until fall 2008. At that time the program was designated to return to the FACS Department administrative realm as a self-supporting program and is offered through Graduate Studies. The DI was developmentally accredited for two years and became fully accredited in April 2006 following submission of a detailed self-study report and a site visit by CADE program reviewers. The self-study report is available for review. The next scheduled program assessment of the DI for CADE coincides with the DPD submission deadline in December 2011. Faculty and Staff There has been significant turnover and a decline in the number of full-time faculty in the FACS Department since 2005, at which point there were 13 full-time faculty. As of spring 2009 there are seven full-time faculty including the Chair, who is allocated 60% administrative and 40% teaching responsibility. Between 2005 and 2007, six faculty left CSUS for a variety of reasons. Four faculty cited either fiscal hardship due to low salary and/or uncertainty about the security of their future with FACS and the direction of the institution. Of these, three probationary faculty and one tenured faculty member accepted academic positions out of state. One tenured faculty member (the former Chair)

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pursued an ACE fellowship in 2007 and is now housed in Academic Affairs. Another tenured faculty member retired in 2008 after four years of FERP status. The departure of six faculty members resulted in vacancies in each concentration of the department. A faculty search for two new members in spring 2008 was unsuccessful due to budget-related cessation of the search for one of the positions (Nutrition and Food) and the inability to fill a second position with qualified applicants at the current salary and terms (Apparel Marketing and Design). However, two recent faculty searches, completed in fall 2008, were successful and it is anticipated that two full-time tenure track faculty members will begin their appointment in fall 2009; one in the Apparel Marketing and Design concentration and one member in the Nutrition and Food concentration. The diversity of the FACS faculty has declined since 2002 in spite of increased diversity among our students (student profile details are on following page). The current minority representation in FACS remains below the college and university mean including 29% minority representation among full-time faculty members and 14.8% among all faculty (full and part-time). However, it is anticipated that we will have an increase to 38% minority representation among full-time faculty after the new hires join us in fall 2009. Increased diversity remains an ongoing goal in faculty recruitment. Based on data from the campus Office of Institutional Research (OIR), the FACS Department faculty:student ratio has steadily increased over time with a ten year mean of 28.4 which is higher than the SSIS college mean of 26.9 and the university mean of 21.6. The faculty:student ratio is particularly high in lower division classes and has increased from 36.8 in fall 2003 to 57.1 in spring 2008. The average number of students per section has also increased dramatically (OIR data on section size) from 50 in fall 2003 to 73 in spring 2008 with a ten year mean of 60. This is significantly higher than the college and university means of 41 and 38, respectively. The FACS Department represents 9.8% of the SSIS number of sections (non-supervision). Other data related to faculty, including workload, are available in the attached data set, “Fact Book: Fall 2008” from the Office of Institutional Research, CSUS. Due to ongoing budget restrictions both system and statewide, the FACS Department has been unable to adhere to the hiring plan recommended in the last program review including the goal of having 17 full-time faculty members by 2007. As a result, the department continues to rely heavily on part-time faculty. We have hired an average of nineteen part-time faculty per semester over the past two academic years to teach courses in all concentrations. As such, the full-time:part-time ratio is close to 0.3:1 (i.e. part-time to full-time ratio of 3:1). In the face of the reality of budget restrictions, the Department has focused on recruiting and retaining highly qualified part-time faculty. The majority of faculty in the part-time pool have completed a doctoral degree and additional training in their area of specialization. Most faculty in our current part-time pool have remained with us for at least the past three consecutive semesters or more. They are provided guidance and support, are invited to attend a department welcome/orientation each semester and are highly encouraged to participate in appropriate institutional training and relevant events. They also meet with full-time faculty and the Department Chair in order to maintain consistency in the courses, in the curriculum, and across sections. While it is our hope to increase our full-time to part-time faculty ratio in the future, we recognize that we are fortunate to have dedicated and highly qualified part-time faculty committed to our department who support our mission and have afforded us the opportunity to continue to grow and develop as a

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department. However, the heavy reliance on part-time faculty results in an increased burden on full-time faculty in the areas of advising, internship supervision, committee involvement, outreach activities, and the initiation of new programs. Additionally, such qualified part-time faculty are destined to leave for full-time positions elsewhere resulting in the need to find new part-time faculty. This requires the ongoing use of our resources and time to recruit, provide guidance and support to new part-time faculty. Vitae of all full and part-time faculty members are available for review. In addition to faculty, two full-time staff members, each new to their respective positions as of fall 2008, support the instructional and administrative responsibilities of the department. These include one Administrative Support Coordinator II and one Instructional Support Assistant II. A part-time federal work study position is also in place to fund additional clerical support in the FACS office. Since the last program review the department nominated and elected a Department Chair from within the department. The new Chair started in fall 2007 and is now in the second year of a three year term. Students According to OIR data, FACS majors are predominantly female (91.3%), California residents (98.6%), between the ages of 18-24 years (83.7%), and enroll with an average entry GPA of 3.2. Our students are registered in an average of 12.6 units per semester which is comparable to the college and university means. Since the last program review the number of total majors in FACS has nearly doubled from 209 students to 370 in 2007-08. The number of Special Majors in Dietetics (DPD - not included in the FACS count) has also doubled to approximately 50 students. The number of students majoring in FACS represents approximately 9.2% of the total student count in the College of SSIS. In 2007-2008, our students accounted for 10.3% of the total FTES for the college. The majority of the majors in FACS are enrolled in the concentration of Nutrition and Food (approximately 49%, excluding DPD) or Apparel Marketing and Design (approximately 33%). An estimated 10% are enrolled in Family Studies, 5% are undecided and <1% are in the Single Subject Pre-Credential concentration. In addition to the increased total number of FACS majors, the diversity of the students in our programs has improved including a tripling in absolute numbers of African American students from 11 in 2003 to 33 in 2007; a doubling of Latino students from 24 to 53; and an increase from 39 to 65 Asian students. The percentage of all minority students in the FACS Department increased significantly from 32.1% to 41.8% over the past 5 years and is now comparable to the diversity of the college and campus as a whole. This improvement addresses a key recommendation provided to the FACS Department in the 2002 program review to increase diversity in the program. The trend also reflects recent efforts to systematize advising, incorporate student peer advisors of diverse ethnic backgrounds, and promote general awareness of our efforts to improve diversity. Facilities For the past 8 years, the FACS Department has been housed on the third floor of Mariposa Hall including faculty offices, one dedicated classroom and two state-of-the-art combination lab/classroom

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facilities. One lab/classroom is designated for students in the Apparel Marketing and Design concentration and includes 25 sewing machines, large design tables, microscopes and other equipment for textiles courses as well as storage area for projects and costumes. The second lab/classroom includes a food production lab designated for students in Nutrition and Food/Dietetics courses. The area includes 5 fully equipped stations for food preparation designed to accommodate six students per station. Adjacent rooms are designated for food storage and pre-preparation and one room includes institutional quality food production equipment. Students transform the classroom adjoining the food lab into a dining room as part of a foodservice management project involving the planning, production and full-service of four-course meals to approximately 120 guests per semester. In 2007-08 a remodel of the food production lab was completed to increase access for students with disabilities and to provide an additional work station to accommodate the growing numbers of students in the major.

SIGNIFICANT CHANGES AND ACTIVITIES SINCE 2002 PROGRAM REVIEW

A number of changes have occurred in the FACS program and the operation of the department in the current program review cycle. Many of these directly address the recommendations provided in the program review report in 2002. It is noteworthy that we have several accomplishments to report in spite of the decline in faculty numbers and the significant turnover since 2002. In fact, only two of the current faculty were on staff at the time of the last program review, just 6 years ago. Accomplishments These are listed below and categorized in operational terms. Advising/Student Information • Department website. A dedicated website for the FACS Department has been developed

including information about the program, mission, goals and outcomes, faculty and curriculum information, career opportunities, meeting dates, forms, relevant links and other important information.

• Initiation of a student peer mentoring program. Since 2005, funding channeled through the College of SSIS has been available to seed and develop a successful student peer mentoring program. Student peer mentors have been valuable in providing guidance, developing informational materials and brochures, improving advising information and website updates and participating in orientations and other information sessions and outreach.

• Group information/advising sessions are now hosted monthly by concentrations and faciliated by full-time faculty on a rotating basis.

• Development of a designated group email for Nutrition and Food and Apparel Marketing and Design concentrations have been developed to answer discipline-specific questions from the public. Full-time faculty rotate the responsibility of answering email on a weekly basis and providing online guidance to current and prospective students. Student peer mentors assist when appropriate.

• Improved advising materials and procedures to increase clarity of prerequisite sequences and course offerings as well as improved maintenance of advising records at the department level have allowed for better continuity in advising.

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• Enforcement of prerequisite sequence for courses including the addition of online registration controls, and improved information and guidance for students on recommended course sequences in advising materials (per above) and on the department website.

• Student clubs have become increasingly active. The Food and Nutrition Club, through faculty leadership, has been very involved on campus and in the community promoting nutrition and providing student opportunities and has been awarded several grants to support outreach activities for students. The Student Fashion Association has also grown and is very active in presenting fashion shows including students’ own designs each semester and in promoting community involvement and leadership opportunities for majors.

Curriculum/Courses • Curriculum in the Apparel Marketing Design area was revised per the 2002 review

recommendations to tighten the curriculum and clarify and consolidate the number of course offerings.

• Assessment plan and program learning outcomes were revised and updated (details in Section 2 of this report).

• Systematic assessment processes and review/revision of curriculum based on assessment results were implemented (refer to Section 2 of this report).

• Articulation agreements were updated and are continually updated per the 2002 program review recommendations.

• Use of course coordinators for courses with multiple sections has been implemented in the Nutrition and Foods concentration and is expanding to other concentrations.

• Increased numbers of sections and increased frequency of high demand courses have been added to improve compliance with prerequisite sequence and to meet increased enrolment/number of majors.

• Revision of FACS 113 – Nutrition and Metabolism to remove GE Writing Intensive designation in order to better meet needs of nutrition, kinesiology and nursing majors and improve depth of required science content per 2002 program review recommendations.

• Addition of Intensive Writing GE nutrition course for non-majors, FACS 112 – Current Topics in Nutritional Sciences, to meet the demand for a GE Area B5 course.

• Development and administration of an exit survey for students and alumni and employer surveys for DI program. Incorporation of survey analysis and results in modifying curriculum as needed.

• Service learning addition in Family Studies concentration including addition of a new service learning course: FACS 162 – Family Support Services

• National Council on Family Relations approval of Family Studies program based on revised curriculum.

• Clarification and standardization of internship requirements for students including development of a revised syllabus for FACS 195C.

Faculty/Governance • Improved flexibility in faculty workload per the 2002 program review recommendation

including reviewing and streamlining the number of class offerings and class size. • Formalized orientation for part-time faculty including involvement of full-time faculty.

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• Department ARTP document was revised to more clearly delineate requirements for scholarly activity per 2002 program review recommendation.

• Clearer governance structure with faculty involvement in resource allocation and budget including formal faculty meetings no less than 1/month and formation /meetings of a curriculum committee, an assessment committee and area meetings each month.

Facilities • Remodel of food lab/classroom to add one additional work station and improve accessibility. • Ongoing repair/upgrade of equipment including sewing machines in apparel lab/classroom,

washer/dryer in foods lab, computer equipment, lab chairs etc. Administrative • Migration of the Dietetic Internship from administration by College of Continuing Education to

FACS Department through Graduate Studies. Challenges The FACS Department currently faces several significant challenges as outlined below. One of these challenges, the declining enrolment in the number of majors in the Family Studies concentration concurrent with increasing numbers in the larger concentrations in FACS, is the subject of our focused inquiry and is examined more fully in Section 3 of this report. Need for additional tenure-track faculty in all concentration areas. The reduction in the number of full-time faculty (currently 40% of hiring plan projection) and the increased reliance on part-time faculty presents several challenges for the department including: • Increased full-time faculty workload particularly in the areas of advising, department

representation at college and institutional level, orientations and other required functions. While our student numbers have doubled, our full-time faculty numbers have been reduced by approximately 50% and currently stand at 40% of the projected need recommended in the 2002 program review.

• Fewer faculty to promote the major and recruit students. • Ongoing use of faculty time and resources to recruit and train new part-time faculty each semester

and loss of part-time faculty to full-time employment elsewhere. • Fewer full-time faculty to implement new programs, supervise internships/field placements

(currently internships are faculty overload). • Increased number of part-time faculty evaluations for annual review. • Fewer faculty to share the work of program administration (e.g. writing self-studies for our

accredited programs, conducting alumni surveys, submission of annual reports). Lack of integration between individual concentrations in FACS. Efforts are being made to improve the integration of the different concentrations in FACS such as inclusion of cross-discipline curriculum, the development of a shared capstone course – FACS 168, Senior Seminar and the revision of program learning outcomes to address integration. As alluded to in the 2002 program review, integration and a shared identity between concentrations has historically been a challenge for the FACS Department. This becomes a greater challenge with high turnover of

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faculty in some concentrations and the resulting lack of continuity in a shared vision. The high number of part-time faculty are also a factor as they do not have the expectations of full-time faculty to interact with other concentrations in shared events or activities such as program planning, assessment, committee meetings, outreach activities, or advising. Reduced visibility and name recognition within and beyond the campus. An ongoing challenge is to find the balance between promoting the discipline of Family and Consumer Sciences as an integrated discipline while showcasing and publicizing the offerings of individual concentrations and the Special Major in Dietetics. Students, faculty outside of the department and college, community advisors and other stakeholders have provided feedback that they were unaware of individual concentrations of Apparel Marketing and Design, Nutrition and Food/Dietetics and Family Studies housed under the title of Family and Consumer Sciences. In the last accreditation site visit by CADE in 2006, reviewers recommended that the DPD, currently offered as a Special Major, be redefined and offered as a distinct degree and to consider increasing visibility and name recognition. They and others have noted that since our Special Major in Dietetics is not a distinct degree program it is difficult to find through searches, and would be much more visible online, in the catalog and among students if it was listed as a degree option. Lack of a centralized infrastructure or center to coordinate sponsored grants and promote the integration of the FACS Department. In the 2002 program review, the FACS Department was commended for having a funded center (Center for Family Studies) as a conduit for future research and sponsored grants. The Center sponsored internationally known speakers in 2000 and 2004, provided professional trainings for the community, and collaborated in a national research study, However, due in part to economic climate but also impacted by faculty turnover and lack of cohesion, the center was unable to become self-supporting, its impact decreased, and its status is now suspended . As such, our department lacks a centralized entity to sponsor programs or to work with community partners. Conclusion On the whole, the FACS Department is a strong and growing program with increasing student demand and community interest and is supported by highly qualified and dedicated faculty. We have made considerable progress in many areas since the last program review and we are excited about future plans for continued program development, proactive curriculum review and revision, and growth. We are also committed to our future focus on recruiting and marketing our programs, especially in the Family Studies concentration as discussed in our focused inquiry in Section 3. We recognize and plan to continue to address the issues of reduced visibility and lack of centralization and integration between concentrations. However, the FACS department faces the significant challenge of continuing to operate at such a high level given the current climate of resource limitations, particularly the significant reduction in numbers of full-time faculty compared to prior years.

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SECTION 2

PROGRAM LEARNING OUTCOMES AND ASSESSMENT

In this section of the report student learning outcomes at the program level are discussed in addition to assessment measures, including both direct and indirect methods. A discussion of how assessment is used to achieve program improvement is also included. The FACS Department Annual Assessment Report for 2007-2008 is attached in Appendix 1 and referenced throughout this section. History and evolution of assessment and program learning outcomes in FACS The FACS Department has been engaged in assessment for several years. In the program review report of 2002, the department assessment plan was presented as a matrix of 46 learning outcomes categorized into three broad areas: foundations, professional practice and communication skills. Eight general assessment methods and the classes in which these outcomes were assessed were described. These formed the basis of the FACS Department assessment activities between 2003-2007. In 2006-07, there was a growing institutional emphasis on the adoption of specific measurable outcomes and a coordinated effort to improve assessment. In keeping with this, a campus-wide assessment-coordinator was appointed the following year and a college-based assessment coordinator assigned. With the input of these two individuals, we revised the program learning outcomes for our department to streamline and align them more closely with the mission of the program and the institution. The revised outcomes are presented after an overview of assessment activities between 2003 and 2006. Assessment of written communication – 2003, 2005 After the program review in 2002, an assessment committee, including 6 faculty members in FACS, was formed. The first task of the assessment committee was to develop a rubric to assess competency in a specific learning outcome: proficiency in written communication. The rubric was validated for reliability and consistency based on comparable faculty ratings of 40 student papers including assessment measures of written organization, concept/thesis development, use of language, support/development and documentation/referencing in. The rubric was used as an assessment tool in 2003. Students were found to be satisfactory or above in each of the assessment categories with the exception of documentation and referencing in which only 51% of the papers reviewed demonstrated proficiency. Based on the results of this assessment, faculty worked on curriculum revision and developed and implemented strategies to improve student skills in this area. A reassessment of written communication in 2005 using the same rubric found that 95% of papers assessed met or exceeded the criteria for proficiency in documentation and referencing. In general, proficiency in all other areas of written communication also improved significantly. The rubric, data, summary analysis and detailed documentation of this assessment are available for review. Development and use of an indirect assessment tool - 2004-2008 In 2004 an indirect assessment questionnaire in the form of an exit survey was developed to assess student perception of their preparation and competency in the broad categories of communication, professional practice and foundation knowledge. The questionnaire, based on a Leichart scale rating of 18 statements, has been administered to approximately 380 graduating seniors (enrolled in FACS 168-

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Senior Seminar) since spring 2004. The results have consistently demonstrated that 80-85% or more of students agree or strongly agree that their skills and knowledge needs were met during the completion of their FACS degree. A summary table of the exit survey results between 2004-2008 are presented in Appendix 2. Copies of the survey as well as more detailed summary analyses for each semester are available for review. As described further below, we are in the process of revising the exit survey for consistency with the revised program learning outcomes adopted in 2008. Assessment of foundation skills in FACS by concentrations - 2004-2006 In 2004, the assessment committee also developed guidelines for assessing foundation, knowledge and skills in each of the FACS concentration areas. Grades in specific courses were used in 2004-05 and 2005-06 to assess proficiency in the concentrations of Nutrition and Foods, Family Studies, Consumer Studies and the Single-Subject, Pre-credential program area. However, in evaluating the data it was concluded that course grades did not identify specific areas in need of improvement. This realization occurred at a time when the institutional focus at CSUS was shifting toward more specific measurable outcomes and there was a growing emphasis on the process of assessment including the appointment of a campus-wide assessment-coordinator, as described earlier. In 2007, it was decided to temporarily disband the FACS assessment committee, in part due to the reduced number of faculty, but more importantly, so all faculty could become involved in the assessment process at the critical stage of refinement and revision of the program learning outcomes. In conclusion, the work on assessment between 2002 and 2007 in the FACS Department yielded valuable information and provided the foundation for the current and continually evolving process of program development. Assessment activities have been key in the ongoing improvement in the curriculum, have fostered constructive discussions among faculty, and led to important and relevant revisions based on assessment findings, both past and present. Current program learning outcomes and assessment plan – 2007-08 In 2007-2008, the entire faculty convened to review and revise the FACS Department assessment plan including the development of program learning outcomes that aligned more closely with the program and institutional mission. With the input and consultation of the university and college assessment coordinators, the FACS assessment plan was redefined and streamlined to include measurable outcomes for 6 specific program goals. These are outlined below and are available on the department and institutional websites as well as printed program materials. .

Family and Consumer Sciences Department Program Learning Outcomes The overarching goal of the Family and Consumer Sciences Department is to graduate competent entry-level practitioners in their chosen field who have an understanding of the integration of the different concentrations within family and consumer sciences. Graduates will have well developed and demonstrated ethical values, strong communications skills, critical thinking ability and be sensitive to issues related to global awareness and cultural diversity. The FACS Department has identified the following program learning outcomes for the undergraduate program in all concentrations. The outcomes align with the institutional baccalaureate learning goals but are tailored to the FACS program.

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Students who graduate with a baccalaureate degree in FACS will demonstrate:

1. Competence in their chosen professional concentration including demonstrated knowledge of fundamental skills, values, resources, current trends, theories, and issues related to their field.

2. Effective communication skills as individuals and collaborators in written and verbal delivery and receipt including the use of current technology.

3. Analytical thinking and effective problem solving ability. 4. Understanding of ethical practice and key values as individual citizens and in their chosen field

of study

5. Cultural and global awareness/sensitivity including demonstrated understanding, respect and support of multiple perspectives from other disciplines, societies, individuals, groups, and cultures.

6. Awareness of the integration of the different concentrations in FACS and their importance to in the relationships between humans and their diverse environments as individuals and groups as a whole.

Assessment activities 2007-08 In the academic year 2007-08, the Family and Consumer Sciences department completed an assessment of Program Learning Outcome # 3 – “Students who graduate with a baccalaureate degree in Family and Consumer Sciences will demonstrate analytical thinking and effective problem solving ability”. The outcome was assessed using both direct and indirect measures. The direct assessment was completed using a newly developed rubric to review randomly selected assignments completed by students in three different FACS courses. The assignments and courses were determined by faculty to be representative of the three main concentrations in FACS including: Apparel Marketing and Design, Nutrition and Foods, and Family Studies. The indirect assessment was based on an exit survey completed by students. Details of the methodology are included in the Annual Assessment Report in Appendix 1. It was found that FACS students are generally competent in clearly identifying a problem or issue (99% highly and mostly competent) and selecting and using appropriate methods and resources in problem analysis (94% highly and mostly competent). However, the assessment showed that the majority of students did not appear to be highly competent in recognizing limitations to solutions or considering an alternative point of view (only 21% highly competent; 61% mostly competent). The data also showed that the FACS Department should put a greater emphasis on requiring that students apply new insights, depth and creativity to a given problem. The detailed findings are summarized in more detail in the Annual Assessment Report in Appendix 1 The results of this assessment led to a review of the curriculum including revision of assignments in each concentration to include a graded component requiring students to consider limitations and alternate viewpoints. In addition, it was decided that it is important to develop in-class discussions and

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activities such as debates and “pro and con” analyses to foster these skills. Ongoing curriculum review to be completed in spring 2009 in each concentration will include adaptations to address the above as well as revisions to address improving integration skills and emphasize creative approaches in the analytical thought process. The assessment revealed a disparity between competencies of students in different concentrations of FACS related to Program Learning Outcome #3 and the need for a comprehensive approach in a capstone course shared by all concentrations. The integration of the diverse concentrations within FACS has been an ongoing challenge for the department (discussed further below). Presently, all students are required to take FACS 50 – a lower division course, FACS 160 – Communication (all except DPD students who are subject to CADE assessment standards) and FACS 168 – Senior Seminar. In FACS 168 there is currently a problem-analysis assignment and discussion shared by all students. A random sample of these completed assignments was reviewed by faculty members but the consensus was that the depth of the current approach does not adequately address analytical thinking and effective problem solving. In AY 2008-09 we plan to review the potential for developing a more in-depth assessment that integrates the various concentrations of the FACS discipline and explore the use of FACS 168 as a possible course for improving and effectively assessing analytical thinking and problem solving ability across the disciplines. Planned assessment activities for AY 2008-2009 This year assessment activities will focus on the integration of the different concentrations in the FACS Department. We plan to assess Program Learning Outcome #6 which states that students who graduate with a baccalaureate in FACS will have an “awareness of the integration of the different concentrations in FACS and their importance to humans as individuals and groups as a whole”. As discussed in greater depth in Section 3 of this report, our focused inquiry of the Family Studies concentration is related to the importance of integrating the various FACS disciplines and maintaining our common identity as a department. The importance of Program Learning Outcome #6 is to have students share that sense of identity and understand the broad spectrum of Family and Consumer Sciences. In addition to the above assessment, we plan to review and revise the current indirect assessment tool. As described earlier, our indirect assessment is based on an exit survey administered to graduating seniors in FACS 168, Senior Seminar. The questions are presently based on student learning outcomes prior to 2007-2008. The goal of the planned revision is to ensure that the survey questions are consistent with the revised program learning outcomes and that we have valid indirect assessment measures for each planned outcome. In conclusion, the assessment process and program learning outcomes for the FACS Department have evolved and improved significantly since the last program review. We will continually strive to make our program the best it can be for our students as well as for the department, college, and institution at large.

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SECTION 3

FOCUSED INQUIRY ON THE FAMILY STUDIES CONCENTRATION

BACKGROUND AND CONTEXT Institutional level Family and Consumer Sciences (FACS) is a discipline that emphasizes specialized yet integrated areas. Family Studies is one of three distinct but related programs in the FACS Department, along with Apparel Marketing and Design, and Nutrition and Food/Dietetics. The Family Studies area is of critical importance to the entire FACS Department due to the integrated nature of the FACS discipline and the role of Family Studies as the common link in our department identity. Furthermore, Family Studies courses account for 33% of the FTES generated by the FACS department and 70% of our GE offerings. While a valued component of the department, Family Studies has historically had the smallest number of declared students in the FACS major, compared to the two larger concentrations (Apparel Marketing and Design, and Nutrition and Foods/ Dietetics). This fact alone was not viewed as highly problematic, but when paired with a recent decline in the number of declared majors in the Family Studies concentration, a concern arises and will be addressed in this focused inquiry. The FACS faculty agree that a focused inquiry into the current status of the Family Studies concentration is highly relevant to the mission and goals of the FACS department and the university mission and goals to foster excellent academic and student programs and to prepare students to be successful professionals, civic leaders, and informed citizens in a diverse national and global society. On the CSUS campus, several programs compete with the Family Studies concentration for majors. Child Development and Social Work, and to a lesser degree, Psychology, Nursing and Liberal Studies, all share some content and all appeal to students who intend to work directly with children and families. However, there are also several important distinctions between the programs. For example, the Child Development program (in the College of Education) is more likely to appeal to students who wish to eventually become preschool or early childhood teachers, or work in a daycare setting. The Social Work Program (College of Health and Human Services) appeals to students with the goal of becoming social workers. In contrast, Family Studies offers more flexibility in career options rather than having the primary role of preparing students for distinct and select careers. The Family Studies curriculum includes content likely to be of immediate personal benefit and our data indicate that current and former students cite this as a reason for choosing Family Studies. In addition, more like Psychology and Sociology in the College of SSIS, Family Studies graduates are prepared with a knowledge base, a perspective, and related skills that are valuable in many career fields, and also lay the foundation for subsequent graduate work. A list of careers and graduate work our students have pursued is presented in Appendix 3. At the institutional level, several changes at CSUS have potentially contributed to the declining enrolment in Family Studies. In particular, Child Development has moved from being an interdisciplinary program to being a department with increased visibility and faculty recruitment. Child Development has developed new courses with content that was historically addressed by the

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Family Studies area. For example, the Child Development program recently began offering ChDv 35 which is comparable to our long-standing FACS 52. Another challenge has been the recent cross-listing of FACS 154 (a course developed by and previously taught by FACS) with Child Development. This has decreased the number of classes and students we teach. In addition, the Child Development program has developed a concentration for students interested in working with children and families in “Social and Community Settings”, similar to the focus of the Family Studies curriculum. These changes have occurred with institutional approval at a time when FACS and the Family Studies area in particular, has been compromised by faculty departures and limited resource allocation. State of the field The Program Review document of 2002 briefly described the evolution of the FACS discipline in the twentieth century and into the new millennium. The report also included a summary of the recommendations of a 1999 summit on The Future of Family and Consumer Sciences in which FACS educators identified areas that needed reform in order to maintain the field as a viable discipline. The FACS Department at CSUS has responded and continues to respond to several of the recommendations, including academic reorganization and changes in curricula, as described in this and prior program review reports. At a Family and Consumer Sciences Strategic Planning Retreat of the California Community Colleges in 2007, representatives provided an overview of the challenges for all Family Studies programs in California. An important concern is that there appears to be confusion at the state level regarding what constitutes the discipline of Family Studies. Faculty present at the retreat, including representation from our department, reviewed the current framework for community college curricula in Family and Consumer Sciences. Continued involvement with the FCS California Community College Collaborative Grant and other statewide initiatives are important for the future of our FACS Department and the discipline. At the local level, several community colleges in the Sacramento region have undergone revisions and transitions that have impacted the transfer to students into the Family Studies Area. For example, in the Los Rios Community College District, from which many of our students transfer, there is wide variation in the structure of FACS departments. In order to facilitate the on-going transfer of community college students to our program, the Family Studies faculty have started and will continue to forge relationships with related programs such as Human Services, Human/Career Development, Foster and Kinship Care Education, and Health Education, all of which share some common components with the Family Studies concentration. The 2004 Strategic Plan of the National Council on Family Relations (NCFR, the professional organization under which our Family Studies program has been approved in the area of Family Life Education), revealed that many of the issues/opportunities at the national level are paralleled at the local level. The Council is engaged in proactive efforts to promote and define the field. For example, student recruitment and the transition to work, (identified as important issues by our own students), are being developed at the national level and will have positive effects, including the distribution of recently developed materials, on local programs. NCFR is also promoting the field of Family Studies through the Certificate in Family Life Education (CFLE). A brochure that was recently developed to describe the Family Life Education Certificate is currently available online at:

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http://www.ncfr.org/pdf/cfle_cert/Employers_Brochure.pdf. Excerpts of this brochure are included in Appendix 4 of this report.

APPROACH TO FOCUSED INQUIRY Faculty across all concentrations in the FACS Department worked together to review the Family Studies Concentration, to conduct a focused inquiry, and to develop an action plan to address recruitment, enrolment, and curricular issues. All faculty members, including the Chair, were involved in formative discussions, completion of delegated tasks, and development of potential solutions. At two initial brain-storming meetings, several questions and concerns were presented by faculty. These included, in no particular order:

1. What are the current and national trends in Family Studies? In FACS in general? 2. Are other institutions experiencing similar patterns of declining enrolment?

a. If yes, do they have strategies in place to address the decline? b. If no, how do these programs differ from ours?

3. What is the value of a BA in FACS with a Family Studies concentration? To employers? To students? As a feeder degree?

4. What are the defined career opportunities in the field? 5. How can we attract more majors in Family Studies and what resources are needed? 6. Do we need to develop a more specialized niche? If yes what? Middle adulthood? Aging?

Relationship dynamics? 7. What is our future relationship with Child Development? What are our options for working

with other departments to increase enrolment? 8. How can we increase our visibility? Is name recognition an issue? How can we ensure

students know what our major is and how Family Studies differs from Child Development? from Social Work?

9. What are the implications for the FACS Department if the Family Studies concentration continues to decline?

10. With the heavy reliance on part-time faculty, can we accomplish implementation of solutions to increase enrolment in the Family Studies area?

In spring 2008 the FACS Department initiated several information-gathering activities that were completed by fall 2008. Based on the results and findings, the faculty discussed and proposed a number of potential actions that are currently in the process of implementation. The following section summarizes the results of the information gathering surveys, the resulting recommendations and a description of the initial implementation of some of the action plans and timelines. Information Gathering Four information gathering strategies were implemented including: 1. A focus group session with current students in the Family Studies concentration (spring 2008) 2. A survey of current students and recent graduates of the Family Studies concentration (spring

2008) 3. A survey of employers and potential employers for Family Studies students (fall 2008) 4. A survey of other Family Studies programs in the CSU system and nationally (fall 2008)

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 A summary of each approach including findings and conclusions is presented below. 1. Focus group A focus group conducted in May 2008 was attended by seven students who were enrolled in the Family Studies concentration. Dr. Moylan, a senior faculty member in Family Studies, facilitated a discussion about the Family Studies concentration focusing on the curriculum and transition-to-work opportunities. Many issues were discussed, but two key consensus findings were identified by students as important for further exploration by the department: 1) appreciation for the lifespan development focus and a desire to expand on this aspect of the curriculum and 2) the need for a greater emphasis on “transition to work” as described below.

Expanded life focus Students reported that they appreciate the lifespan focus of Family Studies and would like to see this aspect of the curriculum expanded. This is one of the key ways in which Family Studies is distinguished from both Child Development and Gerontology, each of which specialize in a specific and limited range within lifespan development. Currently, the FACS department offers a three-course lifespan sequence: FACS 52, the Child in the Family; FACS 152, Adolescent Development; and FACS 159, Adulthood and Aging. Students observed that while this sequence covers the lifespan, it is their opinion that early and middle adulthood is not addressed in the same depth as the other life periods of early childhood, adolescence, and aging, and thus should be expanded. Currently FACS 159, Adulthood and Aging, covers late adulthood and aging. Students expressed a desire for more coverage of early and middle adulthood, developmental stages that are not covered in other programs on campus. Information related to transition to work Students expressed concern about their transition to work after graduation including limited information about career opportunities. Those who were currently enrolled in FACS 168, Senior Seminar, felt that they were getting general support and professional preparation skills for this transition, but they would like to see more Family Studies-specific attention to the job market for majors in this concentration. Conclusion and actions related to focus group data The faculty agree with the comments of students in the focus group that adulthood is a critical time in development, including, in many cases, decisions about intimate relationships, marriage, parenting, careers and even retirement. In fact, these were stated as the years of most interest to the students in the focus group. Due to limited full-time faculty, FACS 159, Adulthood and Aging, has been included regularly in the part-time faculty teaching assignment. In response to this finding, Family Studies full-time faculty will confer with the part-time faculty teaching FACS 159 to discuss and plan specific strategies to increase the coverage of early and middle adulthood. The department will address the benefit that may come from shifting this course into the full-time load, and expanding coverage of both early and middle adult years.

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Faculty also agreed that the students’ request for clear information to support the transition to work is warranted. With the assistance of a student peer mentor hired with college support in spring 2008, a list of current position announcements and descriptions appropriate for majors with expertise in the Family Studies concentration was developed, posted on the Department Website, and made available to students on the Family Studies bulletin board, as flyers, in a binder, and to new and prospective students at orientation. This information remains available for review and will be updated on a regular basis to reflect new opportunities. 2. Survey of current students and recent graduates Surveys were e-mailed or hand delivered on campus to current students and recent graduates of the Family Studies program dating back to spring 2004. Of the approximately 70 students contacted, a total of 34 respondents completed the survey including 17 current students and 17 graduates. A copy of the survey is presented in Appendix 5. Detailed results and completed surveys are available for review. A summary of the results is presented below. Why students selected Family Studies as a major The majority of students, 62%, were attracted to the Family Studies concentration in FACS because they felt it provided “a broad perspective” about families and society Current students were more likely to report this reason for choosing the major (76%) than students who had already graduated (47%). Whether this represents a difference in the way the program is currently promoted or whether this is due to recall bias is not clear but is worth further exploration. Comparable percentages of students, either current or past, indicated that they chose the major because it provided material that was personally beneficial or helpful in “real-life” situations (average 26%) and a much smaller percentage responded that career options and personalized attention from faculty accounted for their decision to select Family Studies as their major. The responses to this question are depicted in the pie graph below. Figure 1: Why Students Chose Family Studies

 

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Ideas for promotion of the major and recruitment of students Students were asked about their ideas for promoting the major. Current versus graduated students differed somewhat in their perception of helpful strategies to promote and recruit for the Family Studies area. Current students were more likely to suggest that outreach at high schools and community colleges would be a helpful strategy (53%), whereas only 29% of recent graduates mentioned this as potentially useful. Graduates and current students alike placed importance on the need for a greater understanding and promotion of job opportunities in the field with nearly half of each group indicating this recommendation. The data are graphed below. These results are consistent with national data and the earlier findings in our focus group with students in the Family Studies concentration in which information related to transition to work was identified as a key priority. Figure 2: Student Recommendations for Promoting Family Studies  

           

Recommendations for promoting Family Studies

0

10

20

30

40

50

60

Outreach to CC/JC/HS Job Promotion

Perc

enta

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Graduated StudentsCurrent Students

   Career Preparation Forty-seven percent of recent graduates reported that they felt the Family Studies major prepared them for their subsequent career. In contrast, 29% indicated that the major did not prepare them for their current work and 12% of graduates felt somewhat prepared. The remainder did not provide data. Follow-up in this area will be needed in order to determine what steps can be taken to improve our students’ preparation for the transition to work and their perception of readiness. Graduate Preparation Thirty-five percent of the graduates who responded to the survey had pursued graduate work, including five students who enrolled in a master’s program and one in a doctoral program. Developing a better system for tracking our graduates will allow for additional data to be collected on the number who pursue graduate studies. This information will be critical in determining how prepared our graduates

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are for graduate work in various fields of study. A detailed listing for the 17 graduate respondents including their post graduation employers and graduate studies programs is included in Appendix 3.  Conclusions related to student survey data The surveys indicate that students are, in large measure, attracted to the Family Studies program because of the broad perspective provided in this major. Clearly, this is a feature that the program does not want to compromise. Student’s open-ended comments suggest that they find that the Family Studies is not as limited in its approach to studying family, when compared to what they perceive as the more narrow focus of programs such as Psychology and Child Development. In spite of the appeal of Family Studies’ broad approach, students indicated a strong desire for information on specific job opportunities in the field and less than the majority of graduates felt that this major prepared them for their future career.

When asked how they found out about Family Studies, some of our students indicated they just “happened upon” Family Studies and did not know of its existence until they took a class or found out otherwise. This is consistent with earlier feedback suggesting the critical need to promote, recruit and educate prospective students about the benefits and availability of this major. The survey results confirm that students feel that outreach and promotion is important to the success of Family Studies. The findings of this student survey, while preliminary and somewhat open ended, are an important first step in defining the needs of our current and future students. The outcomes suggest that Family Studies faculty may need to balance the benefit of a broad perspective with the need to prepare students for more defined career opportunities and that there is a compelling need to expand the promotion of this major. Future exploration of job satisfaction, salaries, specific strengths and weaknesses of the curriculum, and detailed input from prospective and current employers will be additionally valuable in further planning to increase enrolment in the Family Studies concentration. 3. Survey of employers In fall 2008, faculty conducted a pilot phone survey of employers and potential employers of graduates from the Family Studies concentration. (Refer to Appendix 6 for survey questions). Employers interviewed represented family support services in the general areas of education, military, and community resource centers. The organizations interviewed included: Even Start Family Literacy Program; Sacramento County Office of Education; Mercy Education Resource Center; United States Navy, Fleet and Family Support Programs; and the Child Abuse Prevention Council. Additional input was obtained from several community partners that provide service learning opportunities to students enrolled in FACS 162, Family Support Services. These included: Sacramento Food Bank and Family Services; Folsom-Cordova Community Partnership; People Reaching Out; Hart Senior Center; and W.I.N.D. Youth Services. The consensus findings are reported below. AmeriCorps Survey results indicated that several employers rely on AmeriCorps workers for entry-level positions in human services. AmeriCorps is a program that is analogous to a “domestic” Peace Corps. Individuals sign up for a year of full-time or part-time service during which they are provided with a

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very modest salary. At the end of the year of service, an educational stipend is awarded, making the experience not only a way to obtain valuable experience in the transition to work, but also a means of obtaining a small amount of funding for continuing education. Though this may not be economically feasible for graduating students due to the limited income, it is worthwhile to explore this option for students who lack the experience to find a job in a related field and are looking for a way to gain experience before beginning a career or entering graduate school. Employer feedback related to graduates with FACS degrees: Family Studies concentration Employers of Family Studies graduates indicated that in general, they find our graduates to be well prepared for the positions in which they were working. Comments from some employers relayed how the FACS degree in Family Studies mirrored their position descriptions even though they were unaware of the availability of such a degree until hiring a graduate from our program. Others indicated that they were impressed with the qualifications, qualities and competencies of the FACS graduates they had hired. The hired graduates were described as “responsible, reliable, flexible and excited about the field.” Feedback on specific desirable skills When asked about specific skills that employers seek in new hires, the following were included: written and oral communication, computer skills, interpersonal skills, presentation skills, empathy, ability to be a team player, an understanding of adult education, curriculum development, ability to complete needs assessments, and teaching experience. Some specified that additional coursework in education or psychology/behavioral science is of benefit. Crisis response training was indicated as important to at least one employer –that is, the ability to spot red flags and know when a referral is appropriate. One employer stressed the importance of good research skills by saying, “New employees need to take initiative. If you can’t get information you can’t survive. You need to be resourceful, self-motivated, and able to self-supervise; there is no hand-holding here.” Diversity Employers indicated that two areas in which students need to be especially prepared include working with diverse populations and working with parents. Employers reported that in general, students seem to be better prepared to work with children and youth, but that many positions also require knowledge, skills and comfort in working with other family members. While being bilingual is a strong asset, most employers indicated that it is not essential for all employees. However, being prepared to work with a very diverse population is essential, and being able to address ever-changing needs is important. Conclusion related to employer survey data The results of this informal phone survey, while preliminary in nature, are an important starting point from which to review the curriculum in Family Studies. In general, many courses in this area are addressing specified needs of employers and are consistent with the FACS Department program learning outcomes. However, it is clear that students would benefit from more practical, “hands-on” experience in working with diverse populations and working with parents. One avenue to have students gain these skills is by improving the current internship program, and/or requiring additional service-learning and fieldwork courses. These options will be explored in depth as the Family Studies area continues curriculum review/revision in the coming year, recognizing the challenge of implementation with limited resources and faculty.

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4. Survey of family studies programs In fall 2008 a survey of academic institutions offering programs comparable to our FACS Family Studies concentration was completed. The objective of this survey was to collect information from Family Studies programs across the nation to learn of ideas, strategies and successful approaches we might use to strengthen our own Family Studies program at CSUS. The surveys were completed using a combination of email questionnaires and/or phone surveys, depending upon the preference of the interviewee. Interviews were conducted by our FACS faculty in all concentrations and interviewees included either a “family studies” faculty member or department chair. The interview questions included in the survey are presented in Appendix 7 A total of eight programs were surveyed including CSU, Northridge (CSUN) which houses a FACS department comparable to ours (including Apparel, Nutrition, and Family emphases); three in-state family studies programs (CSU, L.A., San Diego State, Long Beach) and five other family programs across the country, including Illinois-Chicago Urbana, Northern Iowa, Kansas State, Towson (Maryland), and Georgia Southern (Statesboro). Programs outside of California were chosen because of their strong major base in a Family Studies (or comparable) program and they provided pilot data for national comparison. The results presented here are focused on how programs promote their major. Other findings of the survey and completed questionnaires are available for review. How programs promote their Family Studies major The survey found that many programs promote and recruit for students in Family Studies by offering General Education courses designed to spark interest in the area. For example, CSUN offers 15 sections of a Marriage and Family course, and reports that all sections consistently fill. Dr. Alyce Akers, Chair of the FACS Department at CSUN, has agreed to serve as an external consultant for our program review. Another reported method for promoting Family Studies programs across the nation is by offering a certification, commonly the Certified Family Life Educator (CFLE) and/or the Certified Child Life Specialist (CCLS). On campuses where these certificates are awarded, they provide students options that are not available anywhere else on campus. Our CSUS Family Studies program prepares students for the CFLE (program recertification in 2009) and advises students toward the CCLS. Educating potential and current students about future career paths is another recommendation provided by the Family Studies programs surveyed. Many students choose the Family Studies program because they are seeking a program that offers more diverse career opportunities than some other majors (e.g., Child Development or Social Work programs as described earlier). A program that prepares students for a wide variety of positions in family and human services provides students with the great advantage of flexibility in responding to an ever-changing field. The challenge for many programs then, is to retain this flexibility while also helping students to feel prepared for the transition to work. This has been addressed in several ways. One option some programs suggest is to offer tracks in specific career options. Another is to encourage students to complete a minor in a related field of study. Both of these options are being explored by the Family Studies area. All of the programs surveyed responded that internship placements are the bedrock for helping students get a job in their area of preference. The benefit of an internship was particularly salient when

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Kansas State reported that internship students had a 20% greater likelihood (compared to non-internship students) of getting a job that they liked in the field of Family Studies. All of the programs surveyed agreed that the internship process (within their own departments) required strengthening. Conclusion related to program surveys Many programs successfully recruit new students in Family Studies by offering high demand General Education courses. The FACS Department offers approximately four sections of a freshman level course, FACS 50 - The Family & Social Issues each semester. Each section of the course often fills, in part because FACS 50 fulfills a GE requirement of Race and Ethnicity in American Society. This course generates more Family Studies students than any other class. The survey results suggest that Family Studies may benefit from offering a General Education course that is more tailored to introducing and promoting the concentration. A well developed General Education course draws students toward the major and contributes to FTES for the department. While CSUN has had success with offering marriage and family courses, an exploration of other possible courses, including possible niche courses on issues relevant to middle adulthood and beyond (per our focus group findings) is warranted. The survey of Family Studies programs also demonstrated that other programs experience the challenge of preparing students for specific employment opportunities and transition to work. The findings are consistent with the input of our students who reported that the broad major was appealing but there was a lack of certainty regarding specific employment opportunities upon graduation. Promoting employment opportunities is one of our strategies to improve student/major retention as well as draw students into the program. As a Family Studies program, we are committed to educating our students earlier (via advising, orientation and a new student club) regarding potential and specific career paths. As indicated earlier, career options have been posted on our Family Studies webpage for the FACS Department and on the Family Studies bulletin board and are available in a binder in the department, as well as being provided during orientation to new and prospective students. A final and important finding from the survey is related to the importance of internship experiences. Our survey of employers also suggested that our students would benefit from more practical, “hands on” experience. We are currently exploring options for expanding our internship opportunities/locations, as well as establishing clearer guidelines for what qualifies as an internship. Students will be encouraged to more closely align their internship with their career aspirations. This will not only strengthen our existing Family Studies program, but through peer interactions, will also bolster our major base. Summary of findings In summary, findings gathered through the four information-gathering approaches yielded useful data to help us assess the strengths of our Family Studies concentration and provided useful ideas for what we can improve upon. We found that we need to educate our students about specific career paths and provide options early in their academic career. This includes coordinating meaningful and professional internships and examining creative ways to provide supervision with limited resources.

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A review of the current curriculum and the potential benefits and drawbacks of offering a new Family Studies-oriented GE course or revising a current GE course should be considered. Our students and others also provided feedback that the visibility of the Department and the major must be increased through outreach efforts to high schools and community colleges. We have also initiated the formation of a student-based club in the Family Studies area in order to increase the visibility of the concentration. Preliminary progress on outreach and the student club on campus are described below.

WORK INITIATED  A plan of action was initiated in spring 2008 in response to results of the student surveys. The following is a summary of the results of these activities to date including: 1) outreach to community colleges (spring and fall 2008 and ongoing), and 2) initiation of a Family Studies Club (fall 2008 and spring 2009)  1. Outreach to community colleges Outreach to community colleges was accomplished in three distinct phases during 2008. A schedule for continuing recruitment efforts will follow this pattern for future semesters.

Phase one: development of materials In early spring 2008, new materials were generated for recruitment purposes. These materials consisted of the following: a letter to community college instructors and counselors, a newly developed Family Studies brochure, a one-page description of the Family Studies area, a list of frequently asked questions and answers, and a graphic representation of career possibilities. Outreach materials are available for review (See Appendix 8 for Family Studies brochure layout). Phase two: Email contact In an effort to increase communication with area community colleges, a copy of the above was emailed to area community colleges in late spring 2008. A follow-up e-mail was sent in fall 2008 to confirm receipt, to determine if clarification or additional material was needed and to ask for contact information to which printed copies of outreach material could be mailed. Phase three: mailed packets. In late fall 2008 a follow-up packet of printed materials was mailed to twenty area community colleges. The packet included materials described in Phase one as well as additional informational materials on the Family Studies concentration. Response was positive and immediate, resulting in several visits to campus from in-coming community college students and e-mail responses from several campuses asking for additional brochures. In addition these outreach efforts resulted in invitations for faculty and students from the Family Studies program to visit community college campuses to speak directly with students about the program in spring 2009. The Family Studies faculty have established a timeline for continued contact with community colleges on a bi-annual basis, to inform teachers and counselors of our program and encouraging visits to campus. These efforts will be expanded to include area high schools and communication will be increased with the Academic Advising and Career Counseling offices at CSUS. The success of this outreach effort will be monitored by documenting follow-up contact and referrals to the program.

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2. Family Studies student club The Department of Family and Consumer Sciences currently has two very active student clubs for students in the other major concentrations including the Food and Nutrition Club (FAN Club) and the Student Fashion Association (SFA). These formally recognized clubs support students, help promote the major and provide many benefits including:

• a venue in which students get to know one another outside the classroom • a means by which they can explore and develop preparation toward their career • a means by which they coordinate various service efforts in the community • an opportunity to work with faculty in an informal setting • a centralized point of contact for faculty to provide information to students regarding

opportunities for volunteer work, funding and employment. • a means by which student groups can acquire financial support from Associated

Students Inc. The potential formation of a new student club in the Family Studies area was explored in fall 2008 through both on-line surveys to students and several on-campus meetings. The surveys were used to determine interest among students enrolled in FACS 50, a core Family Studies course, and on-campus meetings were targeted to students in upper division courses in the department (FACS 160, FACS 162, and FACS 168). Results of the survey indicate that 46% (64 out of 139 students who responded) were either interested or very interested in a Family Studies group or club. Three on-campus meetings were advertised by class announcements, e-mail invitations, and flyers on campus. Several students attended each of the meetings and indicated an interest in being involved in the future Family Studies club. Follow up will take place in spring 2009.

FOCUSED INQUIRY: RECOMMENDATIONS AND CONCLUSION At several follow-up meetings faculty met to discuss progress and recommendations based on the findings of the information gathering efforts. The Family Studies concentration has designated twelve areas of action that are vital to address the issues identified and to increase enrolment. The twelve action items are described in three broad areas: curriculum, advising, and outreach. Curriculum 1. Service learning and internships. Based on the findings of the focused inquiry, the Family Studies area is working to strengthen both service learning and internship programs within the concentration. The evidence provided points to a need to give students more hands-on experience working with individuals at different stages of the life-cycle and with families from diverse backgrounds - socially, culturally, and economically. Dr. Moylan has met with the campus internship coordinator and faculty will continue to explore opportunities to strengthen this aspect of students’ preparation. 2. Freshman course. The Family Studies concentration is exploring the feasibility of introducing a course with wide campus appeal that would be targeted to freshman. This may take the form of a freshman seminar, a revised FACS 50, or a new course based on successful models in other programs with the goal of drawing students in for an early introduction to some cutting edge topics in the family

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area. Based on input from our students and other programs a range of potential topics has been suggested. Our students were very interested in learning more about adulthood, a critical time in development, including in many cases, decisions about relationships/marriage, parenting, career choice, and even retirement. The unique approach in the freshman course will be to provide a venue in which FACS and Family Studies are defined and promoted, serving as a vehicle for recruitment into the major and an opportunity to present the integration of the FACS concentrations. 3. NCFR Approval. The Family Studies curriculum was last revised in 2003 to coincide with the requirements of having our program approved by the National Council on Family Relations in the area of Family Life Education. Faculty are in the process of resubmitting for program approval in 2009. Dr. Cook has accepted the role of liaison with NCFR and will monitor our program’s compliance. 4. Lifespan focus. Students indicate that one thing that draws them to Family Studies is that we include a lifespan focus. Further exploration of this with the focus group indicated that students would like to see the Family Studies program expand upon the area of middle adulthood. The curriculum will be revised to strengthen this life phase. This may take the form of having full-time faculty teach FACS 159, Adulthood and Aging, having the course description changed to focus more on middle adulthood, adding a new course on early and middle adult years, including service learning and internship opportunities with a focus on this stage in the life cycle, among other options. 5. Scheduling and delivery. In addition to considering the content of the Family Studies curriculum, area faculty are exploring different methods and schedules for delivering our courses to students. Currently, some courses in FACS are being offered entirely on line, while others are offered as hybrid courses. The faculty are also committed to offering courses that appeal to working students, including early morning and evening courses. Other possibilities include adopting more creative scheduling, such as half-semester classes that meet six hours a week, and weekend classes. It may be that there is a niche for Family Studies for individuals who are currently employed in fields that serve children and families, but who do not yet have a bachelor’s degree. Advising 6. Career path advising. Data from the focus group and the surveys of students and recent graduates suggest the need to provide earlier and more focused career path advising. Working in conjunction with the Career Center, the Community Engagement Center, student peer mentors, alumni, and community partners, faculty will develop sample programs of study that allow students to obtain a more focused preparation toward a chosen career goal. This will likely involve the incorporation of related elective courses selected with advisor supervision, and related service learning and internship experiences. Adopting a relevant minor may also be a recommended path in some cases. The focus on transition to work is appropriate for many students who will be looking for employment upon graduation. 7. Graduate school advising. Data from the survey of our recent graduates indicate that at least one third of our students may pursue graduate studies within a short time after graduation. The four graduate programs on the CSUS campus to which the majority of our students apply include Social Work, Counselor Education (Career Counseling; Marriage, Family and Child Counseling (MFCC);

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and School Counseling), Teacher Education, and most recently, the M.A. in Child Development. With this in mind, the faculty will seek to identify early in their undergraduate years, those students who are considering graduate school and also to provide guidance to students whose career goals indicate that graduate work is a necessary or desirable step to take. This approach will help tailor advising to include the prerequisite courses for specific graduate programs of interest. For example, graduate programs in Child Development and Counselor Education have prerequisites that must be fulfilled prior to acceptance into the program. These prerequisites can often be incorporated into the undergraduate program if adequate planning occurs in a timely manner Outreach 8. Community colleges and high schools. The Family Studies area has already initiated a greatly improved outreach agenda with community colleges in the local area. New materials, including a new Family Area brochure, a revised description of the program, a chart of career opportunities, and a list of job descriptions, were provided to counselors, faculty and relevant contacts at twenty area community colleges. Phone contacts, invitations to campus, and visits to the community college campuses by our students and faculty are aspects of outreach that will be on-going as we create stronger ties to the faculty, counselors and students at these institutions. Likewise, these efforts will be extended to local high schools over the course of the next academic year. 9. CSUS Academic Advising Center and Career Center. Outreach must be improved with entities on the CSUS campus as well. Information for freshman orientation and transfer orientation, for students who provide campus tours, for academic advisors, and for those working in the Career Center must be updated and redistributed on a regular basis. The faculty, working with the Department Chair, will determine a cycle for updating these on-campus programs so that Family Studies is a program with which they are familiar and informed and to which they will more likely refer students. 10. Student club. The Family Area has initiated the formation of a new student club. In fall 2008 in-class surveys, email messages, and on-campus meetings determined that there is student interest in beginning a Family Studies club. Follow-up will take place during spring 2009 to develop the bylaws and elect student officers. The student club is viewed as an important way to create additional cohesion among the students, provide career and internship information, support service projects, promote professional development, and recruit and retain majors. 11. CSUS programs and departments. The Family Area currently has courses that are cross-listed with Ethic Studies, Communication Studies, and Child Development. The FACS Department Chair has initiated general discussions of possible partnerships with Gerontology and further exploration with Child Development. Other possible partnerships include Kinesiology and Sociology. It is important that FACS faculty and the Chair continue discussions and exploration of both shared programs and specialized niches with various programs and departments on campus. 12. State and national levels. Maintaining ties with the California Department of Education is important to remain current with standards and curriculum frameworks. Currency allows us to respond to shifts in K-12 curriculum that might impact how and why students eventually come into our program. Given the present economic climate and new national administration there will likely be

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changes in educational programs that are important to Family Life Educators. Working with our professional organizations so that some of the challenges we face can be addressed on a larger scale, is another strategy for outreach. It is this through these twelve action areas that the Family Studies concentration, with the support of the FACS department, will focus its efforts on recruitment and retention of majors. Timelines and systematic reporting methods are being developed to ensure that these actions are tracked and that the impact of these changes is measured. The faculty in all concentrations have expressed their commitment to a concerted, coordinated effort to this area for the benefit of the entire FACS Department.

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APPENDIX 1 – ASSESSMENT REPORT

Family and Consumer Sciences Assessment Report – Narrative Format

2007-2008

1. Program Learning Outcome Assessed in AY 2007-08 For the academic year 2007-08, the Family and Consumer Sciences department completed an assessment of Program Learning Outcome # 3 – “Students who graduate with a baccalaureate degree in Family and Consumer Sciences will demonstrate analytical thinking and effective problem solving ability”. 2. Methodologies Used to Assess Program Learning Outcome

a. Measures.

Program Learning Outcome # 3 was assessed both directly and indirectly in Fall 2007 and Spring 2008. The direct assessment was completed using a rubric to review randomly selected assignments completed by students in three different FACS courses. The assignments and courses were determined by faculty to be representative of the three main concentrations in FACS including:

i. A critique assignment from FACS 139 – Global Apparel Marketing and Design (representing Apparel Marketing and Design)

ii. A case study from FACS 154 – Issues in Parenting (representing Family Studies) iii. A lesson plan and review of topic from FACS 117 – Community Nutrition (representing Nutrition

and Food/Dietetics) The assessment rubric for this outcome was developed by adapting a publicly available rubric based on input and consensus from full-time faculty members in FACS. All full-time faculty members (7 members) were involved in finalizing the rubric and conducting reviews of student work from each of the three different courses described above. Independent reviews and completion of the rubric were conducted on an individual basis over a two week period. A follow-up faculty meeting was then scheduled to compile the results as a group, review and discuss the findings, and plan for anticipated changes resulting from the assessment. A total of 42 student assignments were assessed by 7 full-time faculty members (2 assignments from each of 3 concentrations). An indirect partial assessment of Program Learning Outcome # 3 was also completed. Results were obtained from an exit survey provided to senior FACS students enrolled in FACS 168 – Senior Seminar. Students were asked to rate how well their FACS classes prepared them to “reflect upon experiences in the field and how these experiences related to concepts and theories in their specialization”. A total of 55 students completed the survey in Fall 2007 and 53 students completed it in Spring 2008.

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b. Findings. The direct and indirect assessments of Program Learning Outcome # 3 revealed strengths as well as areas requiring improvement. Specific elements related to how effectively the FACS program prepares students in the areas of analytical thinking and effective problem solving ability are detailed below.

c. Areas in which students are achieving expectations

It was found that FACS students are generally highly competent (average 81%) or mostly competent (19%) at clearly identifying a problem or issue. It is noteworthy however, that the competency in this skill varied by area of concentration with a range of 71% highly competent (Apparel Marketing and Design) to 93% highly competent in Nutrition and Food Dietetics. Students are also highly competent (70%) or mostly competent (24%) at selecting and using appropriate methods and resources in their analysis and approach to a given problem. Again however, there is a range between concentrations (57% highly competent in Family Studies and Apparel Marketing and Design to 79% highly competent in Nutrition and Food).

d. Areas in which improvements are needed It appears that FACS students are mostly competent (48%) and fewer are highly competent at integrating ideas into a coherent argument or solution. A range was present among concentrations with 57% of Apparel Marketing students being highly competent in this area while only 29% and 36% were highly competent in the Family Studies and Nutrition and Foods concentrations, respectively. An area requiring significant improvement is the need to teach all FACS students to recognize limitations in their solutions to a given problem and to thoroughly considering alternate points of view. It was recognized during the assessment that the FACS program does not address these areas effectively in our students. Furthermore, only 21% of our students appeared to be highly competent in applying new insights, depth and creativity to a given problem. Even though 61% of students were “mostly competent” in this area it was clear that a greater emphasis would need to be placed on this criterion in the future in order to improve student success. The indirect assessment based on the senior exit survey showed that 17% of graduating FACS students strongly agreed that their FACS courses prepared them to “reflect upon experiences in the field and how these experiences related to concepts and theories in their specialization”, while 60% agreed and 19% were neutral.

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3. Anticipated Program Changes

Description of proposed changes

At a follow-up faculty meeting, the results of the assessment for AY 2007-08 were discussed including proposed changes to improve the specific elements in Program Learning Outcome #3, in which students were less than “highly competent”. As a starting point, faculty discussion centered on the need to improve the ability of our students to recognize limitations and provide alternate points of view in their assessment of a problem and development of a solution. The current assessment revealed that assignments provided to FACS students often do not emphasize the need to address limitations and alternate viewpoints during completion of the assignment even though these may be an important component of in-class discussions. Plans were made to revise the three reviewed assignments to include a graded component that would require students to consider limitations and alternate points of view. In addition, it was also agreed that it is important to develop in-class activities such as debates and “pro and con” analyses to foster these skills. In Fall 2008 the curriculum in each concentration will be reviewed in area meetings to determine which specific courses are appropriate for adaptation to address the above as well as work on improving integration skills and emphasizing creative approaches in the analytical thought process. The assessment revealed a disparity between competencies of students in different concentrations in FACS related to Program Learning Outcome #3 and the need for a comprehensive approach in a capstone course shared by all concentrations. The integration of the various specialties within FACS has been an ongoing challenge for the Department. Presently, all students are required to take FACS 50 – a lower division course and FACS 168 – Senior Seminar. In FACS 168 there is a current problem-analysis assignment and discussion shared by all students. A random sample of these completed assignments was reviewed by faculty members but the consensus was that the depth of the current approach does not appear to adequately address Program Learning Outcome # 3 related to analytical thinking and effective problem solving. In Fall 2008 faculty will review the potential for developing a more in-depth approach and reviewing the content of FACS 168 as a possible course for improving and effectively assessing analytical thinking and problem solving ability. Determination of future achievement of results The ongoing assessment process in accordance with the FACS department assessment plan will be important in determining if the proposed changes are helpful in achieving the desired result of improving analytical thinking and problem solving ability in FACS students. However, short-term follow-up regarding performance in problem solving activities, debates etc. in class will also be effective in determining if students are exhibiting these skills. Faculty will be reporting on these activities at the annual curriculum in review in Spring 2009.

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4. Other Assessment Activities Completed in AY 2007-08

The FACS department revised and streamlined the FACS Program Learning Outcomes and the Assessment Plan for the department with input from the campus and college assessment coordinators. In addition, the development of a rubric for analytical thinking and problem solving was completed and used in the current assessment of Program Learning Outcome # 3 as described above.

5. Planned Assessment Activities The FACS Department will be participating in a Program Review in AY 2008-09 and has elected to adopt a pilot format that places a great emphasis on assessment as well as an area of focused inquiry for the department. Assessment will address the integration of the different concentrations in the FACS Department with a plan to complete a review of Program Learning Outcome #6 stating that students who graduate with a baccalaureate in FACS will have an “awareness of the integration of the different concentrations in FACS and their importance to humans as individuals and groups as a whole”. The integration of the various concentrations with a particular emphasis on the role and future direction of the Family Studies concentration will be an area of focused inquiry for the program review. In addition, the department will formally review the current indirect assessment tool (senior exit survey) for alignment with the revised Program Learning outcomes and develop an assessment tool to be used in the planned assessment of Program Learning Outcome #6.

Report submitted by: Dianne Hyson, Chair, Family and Consumer Sciences July 2008

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Department of Family and Consumer Sciences

Summary of Indirect Assessment Data - 2004-2008

 Percent of Students Who Agreed or Strongly Agreed With Outcome Statements on Exit Survey      FACS 168 Seniors 

Academic Year    Outcome 1*  Outcome2  Outcome 3  Outcome 4  Outcome 6  Year  n  S13  S15  S17  S1  S3  S6  S8  S10  S9  S14 

AY 04‐05  73  85% 88% 90% 88% 92% 92% 86% 88% 88% 88% AY 05‐06  121  85% 93% 88% 80% 94% 93% 87% 79% 88% 92% AY 06‐07  83  80% 87% 94% 76% 82% 90% 82% 82% 88% 88% AY 07‐08  104  76% 82% 74% 59% 88% 88% 66% 71% 82% 84% Average    81% 87% 87% 76% 89% 91% 80% 80% 86% 88%

  *Each program learning outcome associated with set of statements (S) and scored on 5 point Leichart scale                      

APPENDIX 2: SUMMARY OF EXIT SURVEY DATA MODIFIED FOR REVISED PROGRAM LEARNING OUTCOMES

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APPENDIX 3: EXAMPLES OF CAREERS AND GRADUATE WORK PURSUED BY FACS GRADUATES IN FAMILY STUDIES

Employment. Based on data from those graduates who responded to the survey, the following is a list of position titles and employers:

• Marriage and Family Therapist, Pacific Asian Counseling Services, Long Beach/Los Angeles

• Program Manager, Quality Assurance, Children’s Home Society, Child Care and Development Services.

• Community Coalition Coordinator, Napa County Office of Education. • Human Resources, Japanese bank. • Foster Youth Services, Sacramento Office of Education. • Administrative Support Coordinator, Family and Consumer Sciences, CSUS. • Research Assistant, Iowa State University. • Parent Educator, Family Support Council in Nevada • Work and Family Life Coordinator, US Navy, San Diego • Resident Service Coordinator, Housing with Heart • Parent Educator, Crisis Pregnancy Center • Management Trainee, Blue Shield of CA. • Social Worker, hospital

Graduate Studies. Following is a list of programs in which Family Studies graduates pursued graduate studies : Masters in Psychology, Chapman University Ph.D. Child and Family Development, Iowa State Masters in Child Life, University of LaVerne Masters in Social Work, CSUS Masters in Counselor Education, CSUS Masters in Child Development, CSUS

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APPENDIX 4: EXCERPTS FROM NATIONAL COUNCIL ON FAMILY RELATIONS BROCHURE (full brochure available at: http://www.ncfr.org/pdf/cfle_cert/Employers_Brochure.pdf)

As family services move toward a preventative or enrichment model, the number of Family Life Educators is expected to grow.

The National Council on Family Relations is the U.S.’s oldest, multidisciplinary, non-partisan professional association for family researchers, family practitioners and Family Life Educators. Members of NCFR represent the nation’s foremost experts on families. Founded in 1938, NCFR publishes two highly respected scholarly journals —the Journal of Marriage and Family and Family Relations: Interdisciplinary Journal of Applied Family Studies—as well as numerous other publications.

Where are Family Life Educators Employed?

Family Life Educators serve wherever families need education and prevention programs to enhance their well-being. They provide support and information to help families establish and enrich their relationships and teach the skills necessary to negotiate typical family transitions. Family Life Educators work in a variety of settings including human services, community education and Extension, parenting education, health-care, caregiver support and long-term care programs, faith-based settings, the military, premarital and marriage education, work-life, family law, mediation, adoption support, colleges and universities, curriculum development, administration, grant-writing and public policy.

As generalists, they are versatile family services professionals. Family Life Educators are equipped to apply a wide variety of family sciences across an extensive array of services. In human services agencies, where the needs of a service population change frequently, you may need a parenting educator today, a family disaster preparedness instructor tomorrow, and a grant-writer next week. A Family Life Educator adds to your organization’s workforce by offering a trained family services professional who can serve in a broad capacity and be adaptable to an employer’s changing needs.

Why should I hire a Family Life Educator

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APPENDIX 5: SURVEY QUESTIONS OF CURRENT STUDENTS AND GRADUATES IN FACS FAMILY STUDIES CONCENTRATION

1. In your opinion, what distinguishes the Family Studies program from the

other majors you may have considered. Please be as specific as possible. 2. How did you learn about the Family Studies concentration in Family and

Consumer Sciences? Do you have suggestions on how we might do a better job of recruiting students for this program of study? At the high school level? At the community colleges? At CSUS?

3. We are interested in creating a comprehensive list of places in the

community where our students are employed, volunteering, or pursuing additional academic preparation/professional training. Please list (a) your employers, your job titles, how long you have been in this/these position(s); (b) any community work you are involved in — name of agency and type of work you are doing; and (c) graduate programs you have been in, are currently in, or plan to enroll in within the next five years.

4. Considering the types of graduate study, paid work or community service

have you been involved in, do you believe the Family Studies program prepared you for this type of study/work? Do you have suggestions on how the Family Studies program might be strengthened?

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APPENDIX 6: PHONE SURVEY OF EMPLOYERS AND POTENTIAL EMPLOYERS My name is ________ and I am a member of the faculty at CSUS. This year the Family and Consumer Sciences department, is in the process of program review. We are focusing our self study on the Family Studies program within the department. One of our objectives is to determine if our students are adequately prepared for various employment opportunities in the region. May I ask you a few questions about this? This should take only about 10 minutes of your time. 1. Are there positions at your organization for which a student with a concentration in Family Studies might be well suited? [You may need to review our program at this point, specifying some of the key courses and competencies. At the very least, mention that our students obtain a background in lifespan development, (including childhood, adolescence, adulthood, and aging); family relations (including parenting, family communication, family stress and coping); and Family Support Services (including fieldwork, internships, family life education, etc.)] 2. What are some of the qualifications and personal qualities you look for when hiring? 3. What are some of the specific competencies you expect to see in your new hires? 4. To your knowledge, have you hired a graduate from the Family Studies program at Sacramento State? [Delete per Dianne Hyson] 5. Did you find the desired qualifications, qualities, and competencies in the Family Studies graduates you hired?

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6. Were there any areas in which the graduate or graduates need to be better prepared for professional work in your agency? 7. Do you offer additional on-the-job training for new employees? If so, what is the nature of the training? 8. Are there trends that you can identify in your field of work that might inform our program as we seek to prepare students for the future employment? 9. Do you have any additional comments or recommendations that we have not touched on? [added by Hyson] 10. Would you be willing to contact us if an employment position opens, or would you be okay if we contacted you directly when recommending a particular student for employment? [added by Cook]

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1.   Basic information about the program.   

(A) How many majors do you have?  

(B) What are your concentrations/areas of study?  

(C) What kind of change have you seen in your program (direction or size) in the last 5 years?  

(D)  How does your program fit within your college?   

(E) What are your goals for growth?  

(F) Are “Child Development” and “Family Studies” separate departments—or are they offered in one program/department? 

 ‐Can you tell me what advantages/disadvantages exist for your Family Studies program being 

combined with (or separate from) the Child Development program, particularly from a student perspective?  

1. Promotion of Family Studies Program.  How do you promote your Family Studies program?  What things have you found to be effective for recruiting students?  

2. Emphasis of Program.  Is lifespan development emphasized as much as family relationships?  What are your most popular classes?  Do you plan on adding to (or subtracting from) your curriculum?  If so, what are you going to add (or take away)?  Please explain.  

3. Student transition to employment.  Is there a particular employment focus or emphasis that your students have by the time they graduate? What has your department done to help Family Studies students transition into employment, and how successful have they been in finding employment they enjoy?  If you track data on this, please tell me how this is done.  

4. Community resources.  Do you have an external or advisory committee (consisting of other colleagues and community individuals) that influences your choice of curriculum of other departmental choices?  If so, please explain. 

5. Etc.  Is there anything else you would like to tell me about your program? 

Thank you very much! The California State University: Bakersfield • Channel Islands • Chico • Dominguez Hills • East Bay • Fresno • Fullerton • Humboldt� • Long Beach • Los Angeles • Maritime Academy • Monterey Bay • Northridge • Pomona • Sacramento • San Bernardino • San Diego • San Francisco • San Jose • San Luis Obispo • San Marcos • Sonoma • Stanislaus

Department of Family and Consumer Sciences6000 J Street • Mariposa Hall 3000 • Sacramento, CA 95819-6053

Phone: (916) 278-6393 • Fax: (916) 278-7520 • www.asn.csus.edu/facs

California State University, Sacramento

APPENDIX 7: SURVEY OF PROGRAMS

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APPENDIX 7: BROCHURE Family Studies Faculty

Ann Moylan, Professor Advisor: Family Studies Concentration, Family Life Education Certificate B.A., Wake Forest University M.S., Purdue University Ph.D., The University of Georgia Contact Information: Office: MRP 3025 moylan@csus.edu Phone #: 278-5098

Jerry Cook, Assistant Professor Advisor: Family Studies Concentration, Family Life Education Certificate B.S. Utah State University M.A. Utah State University Ph.D. Utah State University Contact Information:O office: MRP 3011 cookj@csus.edu Phone #: 278-4322

Career Options • Family Life Educator • Child Life Specialist • Preschool/Day Care Director • Community Service Coordinator • Careers with Head Start • Numerous career options within

Sacramento and surrounding counties

For more career options see the Family Studies’ webpage

Family Studies’

Resources and Information Family and Consumer Sciences Department office hours: Monday - Friday 8:00am - 12:00pm 12:00 pm - 1:00 pm (closed for lunch) 1:00pm - 5:00pm Family and Consumer Sciences Department Location and Contact Information: California State University Sacramento Mariposa Hall - Room 3000 6000 J Street Sacramento, CA 95819-6053 Phone: (916) 278-6393 Fax: (916) 278-7520 Family Studies’ webpage: http://www.asn.csus.edu:16080/facs/FAMS/family_studies.htm

Family and Consumer Sciences:

Family Studies Concentration

The Family Studies major offers a wide

range of classes from multiple disciplines

APPENDIX 8: FAMILY STUDIES BROCHURE

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Lifespan Development classes: • FACS 52: The Child and the Family • FACS 152: Adolescent Development • FACS 159: Adulthood and Aging in Human Development

Family classes:

• FACS 50: The Family and Social Issues • FACS 140: Family Resource

Management • FACS 141: Family Finance • FACS 150: Family Stress and Coping:

Multicultural Focus • FACS 154: Issues in Parenting

Family Communication and Education classes:

• FACS 108: Family Communication • FACS 155: Family Life Education • FACS 160: Communication and Education in FACS

Classes from other Disciplines:

• FACS 10: Nutrition and Wellness • SOC 8: Sense and Nonsense in Social

Research OR • STAT 1: Introduction to Statistics • BIO 20: Biology: A Human Perspective • NURS 160: Human Sexuality OR • PSYC 134: Psychology of Human

Sexuality OR • HLSC 134: Understanding Human

Sexuality Internships and Fieldwork classes:

• FACS 162: Family Support Services OR • FACS 195C: Internship

Career Preparation Class:

• FACS 168: Senior Seminar

This degree benefits students personally by:

• Teaching them about issues

concerning their own families and family dynamics.

• Giving them opportunities to learn

and research issues that are important to them and that will help them function better as individuals and within different relationships.

• Providing them with a greater

appreciation of the diversity found within families and societies.

• Helping them determine their own

values and goals concerning family.

• Increasing students’ understanding

of how families of other ethnic and cultural groups live.

This degree benefits students professionally by:

• Teaching important skills, such as

oral and written communication, research, educational curriculum design, critical thinking, analytical abilities, etc.

• Providing internships and fieldwork

experience in work related fields. • Requiring a class specifically

designed to assist students with starting their careers and career advancement, such as resume writing, cover letters, references, professional portfolio design, project management, investments, interview techniques, networking, salary negotiation, etc.

• Qualifying graduates from this

program with certification as a provisional Family Life Educator through The National Council on Family Relations. Completion of an application required.

• Giving students opportunities to

work with professors.