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School of Human and Consumer Sciences
College of Health and Human Services
2000-01 Annual Student Learning Outcomes Assessment Report
The School of Human and Consumer Sciences’ mission is, through the integration of theory, research, and practice, to promote the quest for improvement of quality of life and the human condition. Programs in the School emphasize the relationships of the needs of individuals and families across the life span. Six specific programs within the School, dietetics and food science, early childhood education, family studies, food service management, interior design, and retail merchandising, offer curricula leading to a specialized major. One additional major, family and consumer sciences education, is a general program with an education emphasis and requires course work across the other programs.
Faculty, students, and advisory board members have established the following School-wide outcome objectives for student learning:
· Students will develop a knowledge base and the ability to acquire information in human and consumer sciences and in the specific program areas.
· Students will demonstrate the ability to communicate effectively using oral, written, and/or graphic and other technological methods, including the internet.
· Students will synthesize creative and conceptual solutions to problems utilizing the knowledge base acquired in human and consumer sciences and specific program areas.
· Students will develop professional attitudes and behaviors including the attitude of lifelong learning and advocacy for both the profession and clients.
· Students will develop an ability to evaluate programs and client needs and progress and demonstrate an evaluative attitude toward their experiences both classroom and experiential.
· In addition, graduate students will demonstrate advanced analytical skills and knowledge needed for diagnostic, administrative, or research endeavors.
1. An overview of outcome assessment procedures for the School of Human and Consumer Sciences.
Each of the specialized program areas generates its own assessment procedure. The five external assessment measurements listed below are used as appropriate by the specific program areas.
Accreditations
Accreditations are sought, and have been obtained from the American Association of Family and Consumer Sciences (School-wide, 1998 for 10 years), the American Dietetic Association (ADA) Didactic Program Accreditation (dietetics, 10-year cycle), and the Foundation for Interior Design Education and Research (interior design 2000 for 6 years). The most recent FIDER site visit for 2000 occurred in October with positive results. In addition, the early childhood education program participates in the NCATE accreditation with the College of Education. The NCATE review site visit also occurred in October 2000. Ohio University education programs also received continued accreditation.
Feedback from these accreditations has provided guidance for curricular modifications and School and programmatic goals, and student advising. Due in part to accreditation feedback, and also in response to industry/professional trends, the interior design program/major has introduced a redesigned curriculum and changed its name to “interior architecture.” Receipt of accredited status has also reinforced that our programs offer appropriate standards for student learning as recognized by experts in the respective disciplines.
Advisory Boards
Advisory boards for the specialized undergraduate program areas meet each spring quarter. In spring 2001, advisory boards met for all programs except interior architecture. The interior architecture advisory board will be meeting in September 2001. The theme for the 2001 advisory board meeting was “moving forward” – with topics discussed that addressed the optimum use of the new facilities that Human and Consumer Sciences programs were preparing to occupy in Grover Center. Curriculum development as well as resource development (industry contacts, alumni connections, and fundraising) were discussed. As practitioners in the professions of the specialized areas, their recommendations were based on knowledge of current practices. These recommendations were used to validate the appropriateness of some curricular offerings, and suggestions will be implemented to improve curriculum where needed. The areas of interior architecture, family studies, and food service management are embarking on the most significant curriculum modifications.
Alumni Questionnaires
The alumni surveys distributed by the Office of Institutional Research are analyzed to identify strengths and weaknesses of specific programs. Survey results from 1998-1999 graduates of the School of Human and Consumer Sciences were used to update our assessment process this year.
Field Experience/Internship/Student Teaching Site Supervisor Evaluations
Each major program in the School requires an experiential learning component. Evaluations are received from site supervisors that are used to assess overall student competence in specified skill and behavior areas.
Qualifying Exams
Qualifying exams are administered to dietetics students (for the American Dietetics Association) and early childhood education students (National Teachers Exam).
Student performance on these exams provides insight into the professional preparation offered by the major programs.
Faculty in the School of Human and Consumer Sciences also use internal methods of assessment. These include:
Course Assessment
Course grades are a means of assessing student learning. Many preparatory and advanced courses in the School require a “C” or better to progress and to contribute toward graduation. Faculty evaluation of course projects, exams, and assignments can produce information regarding student progress in oral/written/graphic communication, problem solving abilities, and student’s knowledge base in the specific program area. Through integration of professional development curricula in targeted courses, students are provided an opportunity to evaluate their progress in their majors and evaluate programs. (Program evaluation also occurs through the student evaluation of teaching process – course evaluations).
Student Portfolios
Faculty have developed written guidelines for portfolio development and evaluation for each program area. Benchmarks for portfolio development and review have been determined based on faculty and advisory board member expertise.
Student Retention and Number of Student in Majors
The School monitors the enrollment and retention of first year students as a means to assess its promotional strategies and the level of initial interest in specified disciplines. Overall, the School achieves retention of 87% of its first year students. This percentage is slightly below the 5-year average of 88% from 1995-2000. The School also carefully monitors enrollment trends – an initiative strongly supported by the most recent AAFCS accreditation team – because students tend to select majors in the School in their second and even third years of study at Ohio University.
2. A synopsis of the quality of outcomes for students in the School of Human and Consumer Sciences.
Dietetics and Food Science
Field Experience Site Supervisor Evaluations
In the summer field experience placements for 2000, site supervisors rated final evaluations of their Ohio University students from 88% to 100%, with an average evaluation of 95%. Internship placement in dietetics occurs after baccalaureate graduation. The percent of students accepted for an internship in 2000-01 (include both seniors and Ohio University graduates who applied for supervised practice placement) is 100%. This is an improvement over last year’s 81% placement, and increases the average from the previous five years (of 81.6%).
Qualifying Exams
In 2000-01, of the 11 students taking the exam, 10 passed the exam. All of those students who passed the exam were sitting for the first time, and they passed the exam with scores greater than the national average, both overall and in both sub-scored (food and nutrition; food systems and management). The individual who did not pass the exam was attempting the exam for the 3rd or more time. This pass rate is consistent with the pass rates for the past 7 years and demonstrates a high level of quality in the Ohio University dietetics and food science program. of students passing (1993-1999).
Student Portfolios
The portfolio process is introduced in the HCFN 299 course, and includes a selected list of course assignments that are evaluated by the faculty. Additional items such as supervisor evaluations, letters of recommendation from employers, self-evaluations, certifications, awards and scholarships, transcripts, and verification statements are included.
Student Retention and Number of Student in Majors
Enrollment data from AY 2000-01 has not yet been distributed. In 2000, 75 total students were enrolled in the dietetics and nutrition with science majors. This number reflects a drop in enrollment of nearly 40% in five years. Enrollment applications and admissions to the program in Summer 2001 have begun to increase. As of May 2001, a total of 27 freshmen were admitted into the dietetics and food science programs.
Graduate Programs
The area of graduate study in food and nutrition is a concern to the School. We have supported an average of one graduate student per year in a graduate assistantship, and the total number of graduate students is less than five in a given quarter.
Early Childhood Education
Alumni Questionnaires – Graduates from 1998-99 reported 71% employment in the field since graduation. The remaining 29% were engaged in full time graduate study – indicating 100% placement in the profession or graduate study. Graduate’s surveys continue to show that skill areas rated strong (when comparing perceived importance on-the-job with preparation by the program) are consulting with agencies to meet client needs, providing both staff training and evaluation, and serving as a client advocate. Areas reported as needing improvement managing a classroom, making referrals (outreach), and performing administrative tasks.
Student Teaching Site Supervisor Evaluations – A qualitative and quantitative evaluation instrument is completed by site supervisors of student teachers. Quantitative scores associate 1=outstanding, 2=very good, 3=average, 4=needs improvement, and 5=deficient. The areas evaluated are personal qualities, planning and direction, interactions with children, working with staff and others, and interactions with parents. Data from 2000-01 are not yet available.
Qualifying Exams - In the jointly housed program, the College of Education monitors the Early Childhood Education teaching licenses.
NCATE Accreditation - Due to new standards developed by NCATE, a task force has been formed (with the College of Education) to examine these new standards and how assessment needs to be revised to address the new standards. We have met one time, but plan on spending a substantial amount of time this academic year reviewing the new information and making recommendations for assessment. We have discussed issues related to portfolio assessment, as well as testing and field-based competencies and how these can and should be assessed.
Student Portfolios – Students develop their assessment portfolios in the HCCF 170 course. The current plan calls for a mid-level assessment prior to admission to advanced standing and a final assessment prior to graduation and licensing. The evaluation process of the student portfolios is currently being revisited.
Student Retention and Number of Student in Majors – In 2000, a total of 273 students had declared majors in either early childhood education/primary education, or early childhood education (the “new” major that is jointly housed in the School of Human and Consumer Sciences and the College of Education). The change in the scope of the degree – from early childhood primary to “age 3 to grade 3” has contributed to an increase in student enrollment in the program area of 241% since 1995. Fall 2001 data are not yet available.
Family Studies
Alumni Questionnaires – In a survey of 1998-99 family studies graduates, 94% reported being employed since graduation; 13% in the area of teaching, 13% in the area of mental health, 25% in child services, 13% in the court system, and 38% in “other” areas. Of these graduates, 71% report being either very satisfied or satisfied with their career process. These figures represent improvements over previous years.
Portfolios - Beginning in HCCF 299, the topic of portfolios is introduced early on in the quarter. HCCF 299 typically consists of sophomore and junior Family Studies majors, and is often the first course they take in the Family Studies curriculum. It is a course that deals with issues of professionalism (resume writing, public speaking, portfolio building, et….), as well as one that introduces students to the Family Studies/Human Services profession. A handout (attached) is provided to students to begin them thinking about their portfolio.
During the senior seminar, HCCF 400, they will be required to complete and present their portfolio. Completion of their portfolio (knowing it will continue to be a work in progress) is a requirement before they can begin their internship (HCCF 499). Throughout the quarter, Family Studies alumni and current seniors come in to share their journeys with this major, their practicum and internship experiences. All returning alumni and seniors asked to bring a copy of their portfolio to share with the students (whether they are speaking to 299 and/or 400). Students have a chance to see what portfolios look like, hear how they are used, and hear about various ways they can be organized. One day is set aside in 299 and 400 to talk about the use of portfolios, how they can/should be used, and tips for beginning to put them together. They also hear how the final assignment will look once they are presenting them in HCCF 400, the senior seminar.
In being more intentional about portfolio review on-going, portfolio development will be discussed by all Family Studies faculty and adjunct instructors. Also, during advising, discussions of portfolio development is being integrated. During 399, the Junior Practicum, on-going discussions about portfolio development will continue to be integrated during the small group processing that occurs throughout the 399 course.
Changes in Curriculum
In keeping with changes in Family Studies curriculum across the United States, Family Studies faculty reviewed programs similar to ours, as well as those Family Studies programs seen as stellar ones. Through this review, through our own observations from national conference travel and experiencing our program during a three-year cycle, and through feedback from alumni, the following changes were made, based on future recommendations mentioned in last year’s assessment:
· We received approval from the College Curriculum Committee to increase the credit number from 3 to 4 for all series courses (HCCF A-F), thereby giving instructors of these courses more time to go in-depth with the course material.
· We received approval from the College Curriculum Committee to delete courses that are no longer necessary/outdated (such as HCCF 452, Disabled Homemaker) or can be integrated into other courses (HCCF 462D, One Parent Family, integrated into HCCF 462A, Pluralistic Lifestyles).
· We received approval from the College Curriculum Committee to change the names of courses so they more realistically reflect the course content. Some changes were incorporated for the 2001-2002 academic year, and others will be changed for the 2002-2003 academic year. These include:
· HCCF 371, from “Family Development” to “Individual and Family Development” (life span focus).