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STUDENT LEARNING ASSESSMENT PROGRAM SUMMARY FORM AY 2013-2014

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PART ONE

|What are the |How, where, and when |What are the |What are the |Committee/ person| |learning objectives?|are they assessed? |expectations? |results? |responsible? How| | | | | |are results | | | | | |shared? | |1. Critically |a. |a. |a. |a. | |analyze principles |How: Stages of the |Group mean score of |N=95 students |Person | |of human development|Lifespan Observation |80% or higher on |M=84.27% |responsible: Dr. | |and family science. |assignment. |assignment | |Crystal | | | | |“I was very pleased|Duncan-Lane, FCS | | |The purpose is to | |with the overall |Assistant | | |apply lifespan human | |scores on this |Professor | | |development concepts | |assignment for the | | | |to observations of | |semester. The |How are results | | |infants, children, | |assignment [allows |shared? | | |adolescents, young | |me to know]… |-On-going data | | |adults, middle adults,| |students who have |collection is | | |and late adults. | |or are in the |discussed in | | | | |process of |monthly FCS - | | |Each stage of life is | |mastering abstract |Family Services | | |observed for a set | |thinking and those |Program Area | | |time frame in a public| |who are still using|Faculty Meetings.| | |or personal space. For| |a concrete | | | |three of the six life | |[approach to] | | | |stages, students have | |thinking. The |-Results are | | |an option to conduct | |assignment is |provided to the | | |media (e.g., | |discussed in detail|Family Services | | |television shows, | |on the first day of|Program | | |movies) observations | |class, with |Coordinator at | | |of human behaviors. A| |reminders on its |the conclusion of| | |minimum of three | |due date throughout|each semester. | | |observations must be | |the semester. In | | | |conducted in person. | |prior semesters, |-Results of the | | | | |nontraditional |previous academic| | |For each observation, | |students and those |year are provided| | |students completed a | |working full time |(by the Program | | |written assessment | |have complained |Coordinator) to | | |focused on | |about finding time |the FCS – Family | | |quantifiable and | |to complete their |Services faculty | | |objective | |observations. For |members at the | | |observations, | |this semester, |first Program | | |narrative | |students were given|Area Faculty | | |observations, and | |one release day per|Meeting of the | | |application of | |section of the |immediately | | |theories to observed | |assignment for |following | | |behaviors. A written | |completing the |academic year. | | |assessment worksheet | |observations. This | | | |(with point | |increased the |-Results are | | |allocations specified | |completion rate and|shared with the | | |for each section) was | |scores from prior |SFCS Chair, SFCS | | |provided for each life| |semesters, and will|Assistant Chair, | | |stage with the | |be continued in the|LCBAS Dean, and | | |sub-topic headings of:| |future.” – Dr. |LCBAS Associate | | |description of | |Crystal |Dean. | | |subjects and | |Duncan-Lane, FCS | | | |environment and | |1800 Instructor |-Results are | | |assessment of | | |provided for EIU | | |physiological | | |or external | | |development, | | |accrediting body | | |socioemotional | | |(American | | |development, and |b. | |Association of | | |cognitive development.|Group mean score of | |Family and | | | |80% or higher on | |Consumer | | | |assignment | |Sciences) | | |Students are given a | | |reports, as | | |detailed handout, | | |needed. | | |which includes: | | | | | |assignment purpose; | | | | | |course objectives met | | | | | |through this | | | | | |assignment; | | | | | |directions; ground | | | | | |rules, adherence to | | | | | |ethical practices of | | | | | |observation of human | | | | | |subjects. | |b. | | | | | |N=32 students | | | |Where: FCS 1800 | |M=95% | | | |Lifespan Human | | |b. | | |Development (required | |“This assignment |Person | | |course) | |allows students to |responsible: Mrs.| | | | |engage in |Christina Yousaf,| | |When: Semester-long, | |integrative |FCS Instructor | | |three-part observation| |learning through | | | |assignment | |the blending of |How are results | | | | |course concepts of |shared? | | |b. | |human developmental| | | |How: Nature vs. | |domains AND |-On-going data | | |Nurture assignment. | |students’ personal |collection is | | | | |growth and |discussed in | | |The purpose is to | |development at a |monthly FCS - | | |examine physical, | |given life stage. |Family Services | | |cognitive, and | |[Through this |Program Area | | |emotional development | |assignment], |Faculty Meetings.| | |and discuss how | |students reflected | | | |nature, nurture, or a | |on how nature, | | | |combination has shaped| |nurture, or a |-Results are | | |[students’] lives. | |combination has |provided to the | | | | |shaped them into |Family Services | | |For this assignment, | |the person they are|Program | | |students wrote and | |today. Ten percent |Coordinator at | | |submitted an | |believe nature has |the conclusion of| | |APA-formatted paper. | |had the greatest |each semester. | | | | |influence, fifteen | | | |Where: FCS 1800 | |percent cite |-Results of the | | |Lifespan Human |c. |nurture, and |previous academic| | |Development (required |Group mean score of |seventy-five |year are provided| | |course) |80% or higher on |percent cite a |(by the Program | | | |assignment |combination.” Mrs. |Coordinator) to | | |When: Assigned during | |Christina Yousaf, |the FCS – Family | | |semester | |FCS 1800 Instructor|Services faculty | | | | | |members at the | | | | | |first Program | | | | | |Area Faculty | | | | | |Meeting of the | | | | | |immediately | | | | | |following | | | | | |academic year. | | | | | | | | | | | |-Results are | | | | | |shared with the | | | | | |SFCS Chair, SFCS | | | | | |Assistant Chair, | | | | | |LCBAS Dean, and | | | | | |LCBAS Associate | | | | | |Dean. | | | | | | | | | | | |-Results are | | | | | |provided for EIU | | | | | |or external | | | | | |accrediting body | | | | |c. |(American | | | | |N=93 students |Association of | | | | |M=84% |Family and | | | | | |Consumer | | |c. | |“The majority of |Sciences) | | |How: Documentary Case | |students correctly |reports, as | | |Analysis Assignment. | |used [professional]|needed. | | | | |terms [learned | | | |The purpose of this | |through course |c. | | |assignment is to | |information and |Person | | |discuss and analyze | |instruction] and |responsible: Mrs.| | |contemporary societal | |made connections |Misty Baker, FCS | | |issues related to | |between the |Instructor | | |individuals and | |documentary and | | | |families. This year’s | |[human growth and |How are results | | |two documentaries | |development |shared? | | |include PBS’s | |experiences]. | | | |Medicated Child and | |Nearly all of the |-On-going data | | |Hunting the Nightmare | |students provided |collection is | | |Bacteria. |d. |examples to support|discussed in | | |For this assignment, |Group mean score of |their observations |monthly FCS - | | |students viewed the |80% or higher on |[from the |Family Services | | |documentaries and |assignment |documentaries]. |Program Area | | |wrote an APA-formatted| |Students were asked|Faculty Meetings.| | |paper for each based | |to reflect on | | | |on three | |questions and |-Results are | | |discussion/analysis | |provide supporting |provided to the | | |questions given by the| |information from |Family Services | | |instructor. | |the documentary to |Program | | | | |answer each |Coordinator at | | |Where: FCS 1800 | |question. The |the conclusion of| | |Lifespan Human | |majority of |each semester. | | |Development (required | |students were able | | | |course) | |to clearly reflect |-Results of the | | | | |on the information |previous academic| | |When: Assigned during | |and [articulate and|year are provided| | |semester | |support] their own |(by the Program | | | | |ideas. This |Coordinator) to | | | | |assignment provided|the FCS – Family | | | | |an excellent |Services faculty | | | | |foundation for |members at the | | | | |class discussion to|first Program | | | | |connect the |Area Faculty | | | | |information to all |Meeting of the | | | | |stages of life, as |immediately | | | | |well as the effect |following | | | | |on each student as |academic year. | | | | |he/she enters into | | | | | |a professional |-Results are | | | | |career.” Mrs. Misty|shared with the | | | | |Baker, FCS 1800 |SFCS Chair, SFCS | | | | |Instructor |Assistant Chair, | | | | | |LCBAS Dean, and | | | | | |LCBAS Associate | | | | | |Dean. | | | | | | | | | | | |-Results are | | |d. | | |provided for EIU | | |How: Lifespan Human | | |or external | | |Development Interview | | |accrediting body | | |Assignment. | |d. |(American | | | | |N= 9 students |Association of | | |The purpose of this | |M=93% |Family and | | |assignment is to apply| | |Consumer | | |theoretical concepts | |“The students did |Sciences) | | |to the developmental | |well on the |reports, as | | |life stage of an | |assignment. They |needed. | | |acquaintance. | |were clearly able | | | | | |to use information | | | |For this assignment, | |from the course to |d. | | |students conducted an | |identify patterns |Person | | |audio- or | |of development in |responsible: Dr. | | |video-recorded | |the real world; |Mikki Sherwood, | | |interview and | |they also seemed to|FCS Professor | | |completed a written |e. |enjoy the | | | |summary and critique. |Group mean score of |assignment.” Dr. |How are results | | |Students were provided|80% or higher on |Mikki Sherwood, FCS|shared? | | |with a detailed |assignment |1800 Instructor | | | |instructional handout | | |-On-going data | | |and an assessment | | |collection is | | |rubric. | | |discussed in | | | | | |monthly FCS - | | |The handout included | | |Family Services | | |instructions on: | | |Program Area | | |addressing physical, | | |Faculty Meetings.| | |socioemotional, and | | | | | |cognitive | | | | | |development-related | | |-Results are | | |interview questions | | |provided to the | | |pertaining to the | | |Family Services | | |subject’s life stage; | | |Program | | |body of the interview;| | |Coordinator at | | |adherence to ethical | | |the conclusion of| | |practice and conduct | | |each semester. | | |when interviewing | | | | | |human subjects; and | | |-Results of the | | |content and technical | | |previous academic| | |specifications for | | |year are provided| | |written summary and | | |(by the Program | | |critique. | | |Coordinator) to | | | | | |the FCS – Family | | |The assessment rubric | | |Services faculty | | |included detailed | | |members at the | | |information divided by| | |first Program | | |content criteria and | | |Area Faculty | | |possible maximum score| | |Meeting of the | | |allocations. Sections | | |immediately | | |included: assignment | | |following | | |construction; coherent| | |academic year. | | |writing of prepared | | | | | |materials (e.g., | | |-Results are | | |sentence structure, | | |shared with the | | |organization, | | |SFCS Chair, SFCS | | |punctuation, grammar);| | |Assistant Chair, | | |use of reference | | |LCBAS Dean, and | | |material and APA | | |LCBAS Associate | | |formatting; material | | |Dean. | | |sufficient to analyze | | | | | |stage of lifespan; and| |e. |-Results are | | |depth of | |N= 38 students |provided for EIU | | |understanding/analysis| |M=82% |or external | | |. | | |accrediting body | | | | |“This semester, I |(American | | |Where: FCS 1800 | |was happy with the |Association of | | |Lifespan Human | |grades on the |Family and | | |Development (required | |observation |Consumer | | |course) | |assignment. I went |Sciences) | | | | |over the |reports, as | | |When: Assigned during | |requirements for |needed. | | |semester | |APA formatting and | | | | | |expectations in | | | | | |more detail. I | | | | | |appreciated | | | |e. | |students’ | | | |How: Child Development| |connection between | | | |Laboratory Observation| |the course content | | | |Assignment. | |and the assignment.| | | | | |Overall, students | | | |The purpose of this | |gave detailed | | | |assignment is to | |summaries of their | | | |observe, record, and | |observations and |e. | | |interpret a toddler or| |related their |Person | | |preschool-age child’s | |information back to|responsible: Mrs.| | |general activity, | |key focus areas of |Amanda Harvey and| | |behavior, and use of | |the class.” Mrs. |Mrs. Misty Baker,| | |materials in a | |Amanda Harvey, FCS |FCS Instructors | | |laboratory setting. | |2850 Instructor | | | | | | |How are results | | |For this assignment, | |“A number of |shared? | | |students observed a | |students used |-On-going data | | |child in the morning | |course content |collection is | | |or afternoon session | |terms correctly and|discussed in | | |of the SFCS Child | |made clear |monthly FCS - | | |Development Laboratory| |connections by |Family Services | | |for a minimum of one | |providing examples |Program Area | | |hour. Observations are| |to support their |Faculty Meetings.| | |conducted during two | |observations. The | | | |separate thirty-minute| |criteria are very | | | |visits. | |clearly laid out |-Results are | | | | |and those students |provided to the | | |A four-part report is | |that followed the |Family Services | | |completed by students.| |criteria did well. |Program | | |Students are given a | |It was evident who |Coordinator at | | |two-page detailed | |did and who did not|the conclusion of| | |handout, which | |look at the |each semester. | | |provides the | |criteria. We had | | | |assignment’s focus, | |several in- class |-Results of the | | |objective, setting, | |conversations about|previous academic| | |logistics, scheduling,| |the observation |year are provided| | |procedures, report | |assignment and had |(by the Program | | |criteria, adherence to| |two full class |Coordinator) to | | |ethical practices for | |periods to learn |the FCS – Family | | |conducting | |about observing |Services faculty | | |observations of | |children, note |members at the | | |children, and | |taking, objective |first Program | | |APA-formatted | |vs. subjective |Area Faculty | | |technical writing | |writing, etc. |Meeting of the | | |specifications. | |Many [students] |immediately | | | | |expressed that they|following | | |Where: FCS 2850 Child | |learned a great |academic year. | | |Development (required | |deal from observing| | | |course) | |the children.” Mrs.|-Results are | | | | |Misty Baker, FCS |shared with the | | |When: Assigned during | |2850 Instructor |SFCS Chair, SFCS | | |semester | | |Assistant Chair, | | | | | |LCBAS Dean, and | | | | | |LCBAS Associate | | | | | |Dean. | | | | | | | | | | | |-Results are | | | | | |provided for EIU | | | | | |or external | | | | | |accrediting body | | | | | |(American | | | | | |Association of | | | | | |Family and | | | | | |Consumer | | | | | |Sciences) | | | | | |reports, as | | | | | |needed. | | | | | | | | | | | | | |2.Critically read |a. |a. |a. |a. | |and compare/contrast|How: Family Policy |Group mean score of |N= 65 students |Person | |public policies |Assignment. |80% or higher on |M=91% |responsible: Dr. | |and/or professional | |assignment | |Lisa Moyer, FCS | |research related to |The purpose of this | |“This was the first|Associate | |needs and/or |assignment is to | |time that I had |Professor | |challenges of |identify a type of | |offered this | | |individuals/families|disadvantage for | |assignment, based |How are results | |and disseminate |individuals and/or | |on our assessment |shared? | |findings to targeted|families and link it | |data showing that | | |audiences. |to a related family | |social policy |-On-going data | | |policy. | |seemed to be an |collection is | | | | |area where we were |discussed in | | |For this assignment, | |lacking. Most of |monthly FCS - | | |students self-select | |the students |Family Services | | |and view a media | |indicated that they|Program Area | | |source (e.g., movie, | |had never had a |Faculty Meetings.| | |television show, | |specific assignment| | | |documentary) that | |based only on | | | |depicts some type of | |policy and they |-Results are | | |disadvantage for | |were intimidated by|provided to the | | |individuals and/or | |it. I created an |Family Services | | |families. Next, | |example paper to |Program | | |students self-select | |post on D2L and |Coordinator at | | |and research a family | |then we discussed |the conclusion of| | |policy related to the | |it in detail. I |each semester. | | |type of disadvantage. | |think that helped | | | |In a written paper, | |with the |-Results of the | | |students: discuss the | |expectations about |previous academic| | |relationship between | |the assignment. |year are provided| | |the disadvantage issue| |Almost all (98%) of|(by the Program | | |and the policy; apply | |the students earned|Coordinator) to | | |course content (e.g., | |a “B” or higher. I |the FCS – Family | | |assigned readings, | |was pleased with |Services faculty | | |films, activities, | |the results and |members at the | | |Power Point | |look forward to |first Program | | |presentations); and | |implementing in the|Area Faculty | | |develop two | |future FCS 4840 |Meeting of the | | |recommendations that | |classes. However, I|immediately | | |would make the policy | |am going to discuss|following | | |more effective at | |policy with every |academic year. | | |dealing with, taking | |topic covered in | | | |care of, reducing, | |[FCS 4840] so that |-Results are | | |and/or helping the | |students don’t feel|shared with the | | |problem. | |as intimidated by |SFCS Chair, SFCS | | | | |policy. This will |Assistant Chair, | | |Students are given a | |hopefully improve |LCBAS Dean, and | | |detailed handout with | |their outlook on |LCBAS Associate | | |the assignment | |the assignment.” |Dean. | | |rationale, step by | |Dr. Lisa Moyer, FCS| | | |step instructions, APA| |4840 Instructor |-Results are | | |formatting |b. | |provided for EIU | | |specifications, and |Group mean score of | |or external | | |examples of federal |80% or higher on | |accrediting body | | |family policies (e.g.,|assignment | |(American | | |Violence Against Women| | |Association of | | |Act, Family Medical | | |Family and | | |Leave Act, Age | | |Consumer | | |Discrimination in | | |Sciences) | | |Employment Act, | | |reports, as | | |National School Lunch | | |needed. | | |Act). | | | | | | | | | | | |Where: FCS 4840 | | | | | |Disadvantaged Family | | | | | |(required course) | | | | | | | |b. | | | |When: Assigned during | |N= 12 students | | | |semester | |M=86% |b. | | | | | |Person | | |b. Journal Summary and| |“This was the first|responsible: Dr. | | |Infographic | |semester using this|Mikki Sherwood, | | |Presentation | |assignment with the|FCS Professor | | |Assignment. | |class. The students| | | | | |enjoyed this |How are results | | |The purpose of this | |assignment. It was |shared? | | |assignment is to allow| |trickier than |-On-going data | | |for identification of | |expected. The |collection is | | |research that is | |academic journal |discussed in | | |relevant to a majority| |articles were |monthly FCS - | | |of the population, the| |required to be |Family Services | | |analysis of the | |current and of |Program Area | | |research, and the | |broad appeal to a |Faculty Meetings.| | |development of the | |lay audience. | | | |specific skills | |Students were | | | |necessary to | |required to present|-Results are | | |communicate with a | |the information |provided to the | | |majority of the | |pictorially, using |Family Services | | |population. | |a computer program |Program | | | | |that generates |Coordinator at | | |For this assignment, | |infographics. The |the conclusion of| | |students completed a | |infographics they |each semester. | | |written summary of a | |generated were | | | |research journal | |required to have |-Results of the | | |article, a written | |only the |previous academic| | |summary of how key | |information most |year are provided| | |points would be | |relevant to a lay |(by the Program | | |disseminated to a | |audience, no |Coordinator) to | | |target audience in the| |errors, visual |the FCS – Family | | |general public, and an| |appeal and full |Services faculty | | |infographic intended | |citations using |members at the | | |for a lay media source| |APA..” Dr. Mikki |first Program | | |(e.g., popular | |Sherwood, FCS 3800 |Area Faculty | | |magazine). Students | |Instructor |Meeting of the | | |were provided with a | | |immediately | | |detailed instructional| | |following | | |handout and an | | |academic year. | | |assessment rubric. | | | | | | | | |-Results are | | |The handout included | | |shared with the | | |instructions on: the | | |SFCS Chair, SFCS | | |purpose of the | | |Assistant Chair, | | |assignment, selection | | |LCBAS Dean, and | | |procedures and | | |LCBAS Associate | | |criteria for academic | | |Dean. | | |articles, APA | | | | | |technical formatting | | |-Results are | | |instructions and | | |provided for EIU | | |criteria, and step by | | |or external | | |step content | | |accrediting body | | |information for the | | |(American | | |body of the | | |Association of | | |assignment. | | |Family and | | | | | |Consumer | | |The assessment rubric | | |Sciences) | | |included detailed | | |reports, as | | |information divided by| | |needed. | | |content criteria and | | | | | |possible maximum score| | | | | |allocations. Sections | | | | | |included: assignment | | | | | |construction; coherent| | | | | |writing and use of | | | | | |graphics; content of | | | | | |infographic points; | | | | | |and use of APA. | | | | | | | | | | | |Where: FCS 3800 Family| | | | | |Life Sex Education | | | | | |(currently an elective| | | | | |course; approved as | | | | | |required course, | | | | | |effective Fall 2014) | | | | | | | | | | | |When: Assigned during | | | | | |semester | | | | | | | | | | |3.Plan, implement, |a. |a. |a. |a. | |and/or evaluate |How: Professional |-Group mean score of|N= 83 students |Person | |activities, |Credentialing Module |80% or higher on |M=95% |responsible: Dr. | |programs, and/or |(PCM) Assignment. |assignment | |Frances Murphy, | |services for | | |“This assignment |FCS Professor, | |individuals and |The purpose of this |-Completion of |gives students an |Mrs. Karen Hart, | |families. |assignment is to: |written responses to|opportunity to |FCS Instructor, | | | |six questions |reflect upon their |Mrs. Meghan | | |-differentiate between|related to the |entire experience |Creech, FCS | | |quality indicators |assignment purposes |within the Child |Instructor | | |including program |on the Use of |Development | | | |accreditation by the |Credentialing, |Laboratory. How it |How are results | | |National Academy of |Accreditation, and |relates to not only|shared? | | |Early Childhood |Other Quality |themselves as |-On-going data | | |Programs sponsored by |Control Indicators |professionals, but |collection is | | |the National | |also possible |discussed in | | |Association for the |-Completion of |employers when |monthly FCS - | | |Education of Young |documentation and |working with |Family Services | | |Children (NAEYC); |submission of |children and |Program Area | | | |artifact (i.e., |families. These |Faculty Meetings.| | |-differentiate between|activity plan which |credentials are the| | | |program quality |has been implemented|foundation of | | | |measures and |with children in |teaching practice |-Results are | | |individual |Child Development |and are necessary |provided to the | | |professional quality |Laboratory, activity|to improve student |Family Services | | |measures; |plan evaluation) |achievement in all |Program | | | | |areas and grade |Coordinator at | | |-contrast Department | |levels. The InTASC |the conclusion of| | |of Children and Family| |and CDA encourage |each semester. | | |Services (DCFS) | |the holistic view | | | |licensure with | |of educating young |-Results of the | | |accreditation; and | |children while |previous academic| | | | |holding |year are provided| | |-analyze and explain | |professional |(by the Program | | |why these measures are| |development to a |Coordinator) to | | |significant in | |high standard.” |the FCS – Family | | |providing programming | |Mrs. Meghan Creech,|Services faculty | | |and being a | |FCS 3853 Instructor|members at the | | |parent/caregiver/ | | |first Program | | |consumer of | |“Students were able|Area Faculty | | |programming for | |to integrate the |Meeting of the | | |children. | |use of several |immediately | | | | |different types of |following | | |This assignment is | |documentation, |academic year. | | |part of a portfolio | |procedures, | | | |that students submit | |policies, and |-Results are | | |for the course. For | |theories and apply |shared with the | | |this assignment, | |the InTASC and CDL |SFCS Chair, SFCS | | |students provide three| |standards to |Assistant Chair, | | |portfolio entries | |working with |LCBAS Dean, and | | |which document | |children in the |LCBAS Associate | | |competency in Child | |laboratory. They |Dean. | | |Development Associate | |have accomplished | | | |Credential (CDA) | |the objectives |-Results are | | |principles and the | |well!” Mrs. Karen |provided for EIU | | |Interstate Teacher | |Hart, FCS 3853 |or external | | |Assessment and Support| |Instructor |accrediting body | | |Consortium (InTASC) | | |(American | | |standards. | | |Association of | | | | | |Family and | | |“The CDA Credential is| | |Consumer | | |the most widely | | |Sciences) | | |recognized credential | | |reports, as | | |in early childhood | | |needed. | | |education and is a key| | | | | |stepping stone on the | | | | | |path of career | | | | | |advancement in ECE. | | | | | |The CDA Credential is | | | | | |based on a core set of| | | | | |competency standards, | | | | | |which guide early care| | | | | |professionals as they | | | | | |work toward becoming | | | | | |qualified teachers of | | | | | |young children. CDAs | | | | | |have knowledge of how | | | | | |to put the CDA | | | | | |Competency Standards | | | | | |into practice and | | | | | |understanding of why | | | | | |those standards help | | | | | |children move with | | | | | |success from one | | | | | |developmental stage to| | | | | |another. CDAs know how| | | | | |to nurture the | | | | | |emotional, physical, | | | | | |intellectual, and | | | | | |social development of | | | | | |children” | | | | | |(http://www.cdacouncil| | | | | |.org/, 2014). | | | | | | | | | | | |“InTASC is a | | | | | |consortium of state | | | | | |education agencies and| | | | | |national educational | | | | | |organizations | | | | | |dedicated to the | | | | | |reform of the | | | | | |preparation, | | | | | |licensing, and | | | | | |on-going professional | | | | | |development of | | | | | |teachers. Created in | | | | | |1987, InTASC's primary| | | | | |constituency is state | | | | | |education agencies | | | | | |responsible for | | | | | |teacher licensing, | | | | | |program approval, and | | | | | |professional | | | | | |development. Its work | | | | | |is guided by one basic| | | | | |premise: An effective | | | | | |teacher must be able | | | | | |to integrate content | | | | | |knowledge with the |b. | | | | |specific strengths and|-Group mean score of| | | | |needs of students to |80% or higher on | | | | |assure that all |assignment | | | | |students learn and | | | | | |perform at high | | | | | |levels” | | | | | |(http://www.ccsso.org/| | | | | |, 2014). | | | | | | | | | | | |Students are also | | | | | |provided with a | |b. | | | |ten-page PCM module. | |N= 69 students |b. | | |The module includes: a| |M=80% |Person | | |six-question Quality | | |responsible: Mrs.| | |Control Indicators | |“The majority of |Misty Baker, FCS | | |assessment for | |students used |Instructor | | |students to complete; | |professional terms | | | |a sample portfolio | |from course | | | |entry for students to | |correctly and made |How are results | | |use as a model frame | |clear connections |shared? | | |of reference; and | |by providing |-On-going data | | |complete descriptions | |examples to support|collection is | | |of CDA Competency | |their observations.|discussed in | | |Goals and InTASC | |One of the |monthly FCS - | | |Standards. | |evaluation criteria|Family Services | | | | |is for the students|Program Area | | |Where: FCS 3853 Child | |to provide their |Faculty Meetings.| | |Development Practicum | |own reflections | | | |(required course) | |about the | | | | | |appropriateness of |-Results are | | |When: On-going | |the programs. Most |provided to the | | |throughout semester | |students expressed |Family Services | | |with completed module | |their concern about|Program | | |submitted in portfolio| |the material being |Coordinator at | | |at end of semester | |shown and that, |the conclusion of| | | | |after viewing the |each semester. | | |b. | |programs using | | | |How: Media Assignment.| |these criteria, |-Results of the | | | | |they are more |previous academic| | |The purpose of this | |observant of all |year are provided| | |assignment is to | |programs watched. |(by the Program | | |analyze and evaluate | |Many expressed the |Coordinator) to | | |three television | |need for parents to|the FCS – Family | | |programs. Analysis and| |monitor their |Services faculty | | |evaluation are based | |children’s screen |members at the | | |on: gender; | |time.” Mrs. Misty |first Program | | |controversial issues; | |Baker, FCS 3800 |Area Faculty | | |nudity; public | |Instructor |Meeting of the | | |displays of affection;| | |immediately | | |sexual activity; | | |following | | |sexism; sexist ageism;| | |academic year. | | |sexual anxiety/fear; | | | | | |violence and | | |-Results are | | |sexuality; other | | |shared with the | | |noteworthy aspects; | | |SFCS Chair, SFCS | | |and students’ thoughts| | |Assistant Chair, | | |and reflections about | | |LCBAS Dean, and | | |nature of program. | | |LCBAS Associate | | | | | |Dean. | | |For this assignment, | | | | | |students: | | |-Results are | | | | | |provided for EIU | | |-viewed one children’s| | |or external | | |cartoon; documented | | |accrediting body | | |program, time, and | | |(American | | |station; and recorded | | |Association of | | |three quotes, | | |Family and | | |indicating speaker and| | |Consumer | | |importance of dialogue| | |Sciences) | | | | | |reports, as | | |-viewed one television| | |needed. | | |program (with | | | | | |commercials) aimed at | | | | | |adolescents/pre-adoles| | | | | |cents; documented | | | | | |program, time, and | | | | | |station; and listed | | | | | |major sponsors. | | | | | | | | | | | |-viewed one daytime | | | | | |television program on | | | | | |a network channel and | | | | | |documented program, | | | | | |intended audience, | | | | | |actual audience, and | | | | | |three commercials. | | | | | | | | | | | |Students completed a | | | | | |written | | | | | |analysis/evaluation | | | | | |paper. Students were | | | | | |provided with a | | | | | |detailed instructional| | | | | |handout and an | | | | | |assessment rubric. | | | | | | | | | | | |The handout included | | | | | |instructions on: | | | | | |evaluation criteria; | | | | | |length of written | | | | | |paper components; and | | | | | |viewing instructions. | | | | | | | | | | | |The assessment rubric | | | | | |included detailed | | | | | |information divided by| | | | | |content criteria and | | | | | |possible maximum score| | | | | |allocations. Sections | | | | | |included: assignment | | | | | |construction; coherent| | | | | |writing of prepared | | | | | |materials (i.e., | | | | | |sentence structure, | | | | | |organization, | | | | | |punctuation, grammar);| | | | | |description of | | | | | |program, quotes, | | | | | |audiences, and | | | | | |sponsors; and | | | | | |evaluation of | | | | | |programs. | | | | | | | | | | | |Where: FCS 3800 Family| | | | | |Life Sex Education | | | | | |(currently an elective| | | | | |course; approved as | | | | | |required course, | | | | | |effective Fall 2014) | | | | | | | | | | | |When: Assigned during | | | | | |semester | | | | | | | | | | | | | | | | | | | | | | |4.Engage in |a. |a. |a. |a. | |professional |Refer to 1.a. Stages |Refer to 1.a. Stages|Refer to 1.a. |Refer to 1.a. | |development and |of the Lifespan |of the Lifespan |Stages of the |Stages of the | |reflective |Observation |Observation |Lifespan |Lifespan | |evaluation |assignment. |assignment. |Observation |Observation | |activities while |b. |b. |assignment. |assignment. | |adhering to ethical |Refer to 1.b. |Refer to 1.b. |b. |b. | |standards. |Documentary Case |Documentary Case |Refer to 1.b. |Refer to 1.b. | | |Analysis Assignment. |Analysis Assignment.|Documentary Case |Documentary Case | | | | |Analysis |Analysis | | | | |Assignment. |Assignment. | | |c. |c. | | | | |Refer to 1.d. Lifespan|Refer to 1.d. | |c. | | |Human Development |Lifespan Human |c. |Refer to 1.d. | | |Interview Assignment. |Development |Refer to 1.d. |Lifespan Human | | | |Interview |Lifespan Human |Development | | |d. |Assignment. |Development |Interview | | |Refer to 1.e. Child | |Interview |Assignment. | | |Development Laboratory|d. |Assignment. | | | |Observation |Refer to 1.e. Child | |d. | | |Assignment. |Development |d. |Refer to 1 e. | | | |Laboratory |Refer to 1 e. Child|Child Development| | |e. |Observation |Development |Laboratory | | |Refer to 3.a. |Assignment. |Laboratory |Observation | | |Professional | |Observation |Assignment. | | |Credentialing Module |e. |Assignment. | | | |Assignment. |Refer to 3.a. | |e. | | | |Professional |e. |Refer to 3.a. | | |f. |Credentialing Module|Refer to 3.a. |Professional | | |How: FCS – Family |Assignment. |Professional |Credentialing | | |Services Internship. | |Credentialing |Module | | | |f. |Module Assignment. |Assignment. | | |The purpose is to gain|85% or more of FCS –| | | | |individualized |Family Services |f. |f. | | |professional work |interns will earn |N=42 |Person | | |experience and apply |the grade of CR |90% of interns |responsible: Dr. | | |academic knowledge to |(Credit) and |earned a grade of |Lisa Brooks, FCS | | |professional and |students submit: |CR and submitted |Assistant | | |ethical practice. |- weekly |all required |Professor and | | | |professional |materials |Internship | | |For the internship, |activity and | |Coordinator | | |FCS-Family Services |reflection reports | | | | |students complete a |-midterm performance| |How are results | | |3-credit hour |self-evaluation | |shared? | | |experience at a |-final performance | |-Results from the| | |self-selected |self-evaluation | |SFCS Internship | | |professional site. For|-record of completed| |Coordinator are | | |the duration of the |clock hours | |provided to the | | |internship, students | | |Family Services | | |are responsible for | | |Program | | |submitting the | | |Coordinator at | | |following to the | | |the conclusion of| | |faculty supervisor via| | |the spring | | |D2L: | | |semester. | | | | | | | | |-weekly reports | | |-Results of the | | |-midterm performance | | |previous academic| | |self-evaluation | | |year are provided| | |-final performance | | |(by the Program | | |self-evaluation | | |Coordinator) to | | |-record of completed | | |the FCS – Family | | |clock hours | | |Services faculty | | | | | |members at the | | |Within the weekly | | |first Program | | |reports, students | | |Area Faculty | | |critically reflect on | | |Meeting of the | | |the following: | | |immediately | | |-a challenge, event, | | |following | | |or situation: | | |academic year. | | |description; how it | | | | | |was handled; who | | |-Results are | | |handled it; outcome; | | |shared with the | | |what was learned from | | |SFCS Chair, SFCS | | |it; how it will | | |Assistant Chair, | | |benefit and apply to | | |LCBAS Dean, and | | |professional career | | |LCBAS Associate | | |development | | |Dean. | | |-professional goals | | | | | |and outlooks | | |-Results are | | |-contribution to | | |provided for EIU | | |employer and the | | |or external | | |influence of | | |accrediting body | | |contribution on | | |(American | | |professional growth | | |Association of | | | | | |Family and | | |Internship Site | | |Consumer | | |Supervisors submit the| | |Sciences) | | |following: | | |reports, as | | |-midterm performance | | |needed. | | |evaluation of intern | | | | | |-final performance | | | | | |evaluation of intern | | | | | | | | | | | |Where: FCS 4275 | | | | | |Internship Site | | | | | |(required course) | | | | | | | | | | | |When: Ongoing | | | | | |throughout the | | | | | |semester until clock | | | | | |hours for three credit| | | | | |hours are fulfilled | | | | | | | | | | |5.Demonstrate |a. |a. |a. |a. Person | |awareness and |How: Diversity Written|-Group mean score of|N= 36 students |responsible: Mrs.| |appreciative |Paper and Oral |80% or higher on |M=84% |Christina Yousaf,| |understanding of |Presentation |assignment | |FCS Instructor | |diversity and |Assignment. | |“Students found the| | |socially responsible| | |assignment a very |How are results | |citizenship. |The purpose of this | |enriching and |shared? | | |assignment was to | |enlightening |-On-going data | | |research and discuss | |experience, |collection is | | |(in written and oral | |especially when |discussed in | | |format) a | |they actually |monthly FCS - | | |diversity-related | |learned more about |Family Services | | |subject related to | |the topics, related|Program Area | | |individuals and | |their work to real |Faculty Meetings.| | |families. | |life experiences, | | | | | |and listened to | | | |For this assignment, | |stories shared by |-Results are | | |students were required| |their fellow |provided to the | | |to research and write | |students. Students |Family Services | | |a paper on four | |got to know each |Program | | |topics: Family | |other and the other|Coordinator at | | |Strengths, | |students’ |the conclusion of| | |Cohabitation, | |perspectives about |each semester. | | |Homosexuality, and | |topics.” Mrs. | | | |Single Parenting or | |Christina Yousaf, |-Results of the | | |Step Families. In | |FCS 2800 Instructor|previous academic| | |addition, students | | |year are provided| | |engaged in small group| | |(by the Program | | |discussion of the pros| | |Coordinator) to | | |and cons associated | | |the FCS – Family | | |with each topic. | | |Services faculty | | | | | |members at the | | |Students were provided| | |first Program | | |with a handout and | | |Area Faculty | | |verbal instruction on | | |Meeting of the | | |the assignment. APA | | |immediately | | |formatting was | | |following | | |required for the | | |academic year. | | |written papers. | | | | | | | | |-Results are | | |Where: FCS 2800 Family| | |shared with the | | |Relationships | | |SFCS Chair, SFCS | | |(required course) | | |Assistant Chair, | | | | | |LCBAS Dean, and | | |When: On-going at four|b. | |LCBAS Associate | | |different points |Refer to 2.a. Policy| |Dean. | | |during semester |assignment. | | | | | | | |-Results are | | | |c. | |provided for EIU | | | |-Group mean score of| |or external | | | |80% or higher on | |accrediting body | | | |assignment |b. |(American | | | | |Refer to 2.a. |Association of | | | | |Policy assignment. |Family and | | | | | |Consumer | | | | |c. |Sciences) | | | | |N= 87 students |reports, as | | |b. | |M=89% |needed. | | |Refer to 2.a. Policy | |“Students learned | | | |assignment. | |that their problems| | | | | |and challenges are |b. | | | | |a part of our day |Refer to 2.a. | | |c. | |to day lives and, |Policy | | |How: Autobiographical | |when we struggle or|assignment. | | |Personal/Family Crisis| |fail to resolve or | | | |Paper Assignment. | |adapt to stressors,|c. | | | | |they become crises.|Person | | |The purpose of this | |After analyzing |responsible: Dr. | | |assignment is to apply| |their personal or |Kathleen | | |a combination of the | |family crises, |O’Rourke, FCS | | |ABCX and Double ABCX | |students discovered|Professor, Mrs. | | |Models of family | |that experiencing |Christina Yousaf,| | |stress to explore and | |crises can help |FCS Instructor, | | |analyze an individual | |individuals and |Ms. Sonja Foster,| | |and/or family crisis..| |families become |FCS Instructor | | | | |stronger and value | | | |For this assignment, | |life more than |How are results | | |students were provided| |before.” Mrs. |shared? | | |with a detailed | |Christina Yousaf, |-On-going data | | |handout, a sample | |FCS 4845 Instructor|collection is | | |outline of the paper, | | |discussed in | | |and an assessment | |“In order to |monthly FCS - | | |rubric. The handout | |effectively help |Family Services | | |included: major | |professional |Program Area | | |evaluation criteria | |clients navigate |Faculty Meetings.| | |(correct and | |stressors and | | | |analytical application| |crises, it is | | | |of theoretical models;| |imperative that |-Results are | | |degree to which | |students resolve or|provided to the | | |readings, class | |reach a level of |Family Services | | |discussions, etc. are | |bonadaptation |Program | | |incorporated and | |regarding their own|Coordinator at | | |reflected in the | |personal crisis |the conclusion of| | |content; and capacity | |experiences. In |each semester. | | |to express oneself | |other words, we | | | |clearly); APA | |cannot effectively |-Results of the | | |formatting | |help others until |previous academic| | |specifications; and | |we help ourselves. |year are provided| | |confidentiality | |This assignment is,|(by the Program | | |measures of the | |in part, a tool for|Coordinator) to | | |assignment. | |students to learn |the FCS – Family | | | | |to assess one’s own|Services faculty | | |Prior to the | |resiliency and |members at the | | |completion of the | |analyze coping |first Program | | |paper, students | |mechanisms. The |Area Faculty | | |submitted an outline | |application of |Meeting of the | | |to ensure | |long-standing |immediately | | |comprehension of the | |family stress |following | | |assignment and to gain| |theoretical models |academic year. | | |quantitative (scored | |allows students to | | | |grade) and qualitative| |gain a better |-Results are | | |feedback from the | |understanding of |shared with the | | |instructor. | |crisis-related |SFCS Chair, SFCS | | | | |human behaviors, |Assistant Chair, | | |The Assessment of | |stressors, |LCBAS Dean, and | | |Written Work rubric | |resources, |LCBAS Associate | | |included criteria and | |perceptions, and |Dean. | | |competencies in the | |types of adaptation| | | |areas of: Focus; | |associated with |-Results are | | |Organization; | |crisis.” Dr. |provided for EIU | | |Development; Style; | |Kathleen O’Rourke, |or external | | |and Mechanics. | |FCS 4845 Instructor|accrediting body | | | | | |(American | | |Where: FCS 4845 The | | |Association of | | |Family in Crisis | | |Family and | | |(required course) | | |Consumer | | | | | |Sciences) | | |When: Assigned during | | |reports, as | | |the semester | | |needed. | | | | | | | | | | | | | |6.Demonstrate |a. |a. |a. |a. | |writing and critical|Refer to 1.a. Stages |Refer to 1.a. Stages|Refer to 1.a. |Refer to 1.a. | |reading skills by |of the Lifespan |of the Lifespan |Stages of the |Stages of the | |applying human |Observation |Observation |Lifespan |Lifespan | |development theories|assignment. |assignment. |Observation |Observation | |to individual, | | |assignment. |assignment. | |family, and/or |b. |b. | | | |community case |Refer to 1.b. Nature |Refer to 1.b. Nature|b. |b. | |studies. |vs. Nurture |vs. Nurture |Refer to 1.b. |Refer to 1.b. | | |assignment. |assignment. |Nature vs. Nurture |Nature vs. | | | | |assignment. |Nurture | | |c. |c. | |assignment. | | |Refer to 1.c: |Refer to 1.c: |c. | | | |Documentary Case |Documentary Case |Refer to 1.c: |c. | | |Analysis assignment. |Analysis assignment.|Documentary Case |Refer to 1.c: | | | | |Analysis |Documentary Case | | | | |assignment. |Analysis | | |d. |d. | |assignment. | | |Refer to 1.d. Lifespan|Refer to 1.d. | | | | |Human Development |Lifespan Human |d. |d. | | |Interview assignment. |Development |Refer to 1.d. |Refer to 1.d. | | | |Interview |Lifespan Human |Lifespan Human | | |e. |assignment. |Development |Development | | |How: Theoretical | |Interview |Interview | | |Application Paper |e. |assignment. |assignment. | | |Assignment. |-Group mean score of| | | | | |80% or higher on |e. |e. | | |The purpose of this |assignment |N= 164 students |Person | | |assignment is to apply| |M=86.3% |responsible: Dr. | | |a major human | | |Kathleen | | |development/family | |“A major goal of |O’Rourke, FCS | | |science theory to | |theoretical |Professor, Dr. | | |analyze an | |application is to |Mikki Sherwood, | | |student-constructed | |better understand |FCS Professor, | | |individual or family | |human behavior. In |Mrs. Christina | | |case scenario. | |the classroom |Yousaf, FCS | | | | |setting, this goal |Instructor, Ms. | | |For this assignment, | |is frequently |Sonja Foster, FCS| | |students complete a | |emphasized with |Instructor, Mrs. | | |written draft of the | |students as |Misty Baker, FCS | | |paper and submit for a| |instructors guide |Instructor, Mrs. | | |scored grade and | |them in the |Meghan Creech, | | |instructor feedback on| |development of this|FCS Instructor | | |content and technical | |assignment. In FCS | | | |writing. | |– Family Services | | | | | |professions, the |How are results | | |Next, students | |abilities to |shared? | | |complete a final | |analyze, observe, |-On-going data | | |paper. The paper | |and understand |collection is | | |includes three major | |human behaviors are|discussed in | | |sections: | |critical. The |monthly FCS - | | |-Identification of the| |assignment requires|Family Services | | |individual or family | |abstract thinking, |Program Area | | |issue presented in the| |critical analysis |Faculty Meetings.| | |case scenario. | |skills, and | | | |Research-based facts | |openness to | | | |and statistics provide| |learning about the |-Results are | | |a rationale and | |important role of |provided to the | | |justification for the | |theory in |Family Services | | |importance of the | |strengthening |Program | | |topic (e.g., divorce, | |professional |Coordinator at | | |family illness, | |practice skills. |the conclusion of| | |disordered eating, | |While there are |each semester. | | |addiction). | |some “growing | | | |-A case study that | |pains” throughout |-Results of the | | |describes individual | |the assignment, |previous academic| | |and/or family | |there are MANY “ah |year are provided| | |demographics, | |ha” moments of the |(by the Program | | |characteristics, and | |“light bulbs” |Coordinator) to | | |issue(s) of focus. | |turning on in |the FCS – Family | | |-An application of | |students’ minds |Services faculty | | |theory (e.g., Systems,| |once they grasp and|members at the | | |Family Stress, | |complete the |first Program | | |Symbolic Interaction),| |assignment. |Area Faculty | | |which encompasses | |Observing the |Meeting of the | | |theoretical overview, | |mastery and |immediately | | |assumptions, concepts,| |comprehension of |following | | |and propositions. | |students’ learning |academic year. | | | | |in this class is | | | |A detailed handout is | |highly rewarding.” |-Results are | | |provided to students | |Dr. Kathleen |shared with the | | |outlining the content | |O’Rourke, FCS 2000 |SFCS Chair, SFCS | | |criteria and APA | |Instructor |Assistant Chair, | | |formatted technical | | |LCBAS Dean, and | | |aspects to be included| |“The majority of |LCBAS Associate | | |in the paper. Also | |students were able |Dean. | | |included is an | |to apply the theory| | | |explanation of how the| |making clear |-Results are | | |paper must relate to | |connections to |provided for EIU | | |the FCS specialization| |their scenario. A |or external | | |area (Family Services)| |number of students |accrediting body | | |of the student. | |did well with |(American | | |Finally, reflection | |developing their |Association of | | |questions are provided| |individual/family |Family and | | |to give the students | |issue section of |Consumer | | |direction and guidance| |the paper, |Sciences) | | |in formulating the | |providing correct |reports, as | | |paper and researching | |APA citations to |needed. | | |the individual/family | |support their facts| | | |issue. | |and statistics. | | | | | |Most of the | | | |An Assessment of | |students did well | | | |Written Work rubric is| |with developing a | | | |provided to students | |hypothetical case | | | |and includes criteria | |scenario. There | | | |and competencies in | |were some students | | | |the areas of: Focus; | |who did really well| | | |Organization; | |on the theoretical | | | |Development; Style; | |application portion| | | |and Mechanics. | |from the beginning,| | | | | |while others met | | | |Where: FCS 2000 Family| |with me several | | | |Perspectives (required| |times and started | | | |course) | |to better | | | | | |understand how to | | | |When: Assigned during | |apply theory.” Mrs.| | | |semester | |Misty Baker, FCS | | | | | |2000 Instructor | | | | | | | | | | | | | | | | | |“The students | | | | | |initially struggle | | | | | |in preparation of | | | | | |this assignment, | | | | |f. |but the course is | | | | |Refer to 5.c: |designed to provide| | | | |Autobiographical |support for them as| | | | |Personal/Family |they complete one | | | | |Crisis Paper |section at a time. | | | | |Assignment. |At the end of the | | | | | |assignment, I see a| | | | | |difference in their| | | | | |ability to apply | | | | | |theory.” Dr. Mikki | | | | | |Sherwood, FCS 2000 | | | | | |Instructor | | | | | | | | | | | |“The theoretical | | | | | |application paper | | | | | |is an asset to the | | | | | |curriculum. This | | | | | |assignment requires| | | | | |students to examine| | | | | |the importance of | | | | | |FCS in relation to | | | | | |real world | | | | | |applications. The |f. | | | | |assignment focuses |Refer to 5.c: | | | | |on specific areas |Autobiographical | | | | |of FCS and the |Personal/Family | | |f. | |impact on |Crisis Paper | | |Refer to 5.c: | |individuals, |Assignment. | | |Autobiographical | |families, and/or | | | |Personal/Family Crisis| |communities. In | | | |Paper Assignment. | |addition, students | | | | | |concentrate on the | | | | | |importance of | | | | | |specific areas of | | | | | |study and | | | | | |professional career| | | | | |paths through this | | | | | |case scenario.” | | | | | |Mrs. Meghan Creech,| | | | | |FCS Instructor | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |f. | | | | | |Refer to 5.c: | | | | | |Autobiographical | | | | | |Personal/Family | | | | | |Crisis Paper | | | | | |Assignment. | | |7.Demonstrate |a. |a. |a. |a. | |speaking and |Refer to 5.c: |Refer to 5.c: |Refer to 5.c: |Refer to 5.c: | |listening skills |Diversity Written |Diversity Written |Diversity Written |Diversity Written| |through oral |Paper and Oral |Paper and Oral |Paper and Oral |Paper and Oral | |presentation and |Presentation |Presentation |Presentation |Presentation | |discussion |Assignment. |Assignment. |Assignment. |Assignment. | |leadership. |b. |b. |b. |b. | | |How: Group |-Group mean score of|N= 27 students |Dr. Kathleen | | |Presentation and |80% or higher on |M=94% |O’Rourke, FCS | | |Discussion Leadership |assignment | |Professor | | |Assignment. | |“Students improve | | | | | |upon and gain |How are results | | |The purpose of this | |speaking and |shared? | | |assignment was to 1) | |listening skills |-On-going data | | |orally present | |through this |collection is | | |scholarly information | |collaborative, |discussed in | | |on an aging/older | |team-based |monthly FCS - | | |adulthood topic using | |assignment. |Family Services | | |a Power Point | |In-class time is |Program Area | | |presentation and 2) | |provided for face |Faculty Meetings.| | |pose critical thought | |to face | | | |questions and | |interpersonal | | | |commentary to | |communication. |-Results are | | |facilitate interactive| |Students |provided to the | | |classroom discussion. | |brainstorm, explore|Family Services | | | | |alternatives and |Program | | |For this assignment, | |ideas, develop, and|Coordinator at | | |students were provided| |plan. Within the |the conclusion of| | |with in-class | |team-based |each semester. | | |directions and | |assignment, each | | | |discussions, two | |student gives an |-Results of the | | |detailed handouts, and| |individual |previous academic| | |an assessment rubric. | |presentation and |year are provided| | |One handout included: | |leads class |(by the Program | | |assignment directions;| |discussion. The |Coordinator) to | | |major evaluation | |presentation part |the FCS – Family | | |criteria (ability to | |comes more |Services faculty | | |work as team member, | |naturally to |members at the | | |content relates to | |students than the |first Program | | |course objectives; | |discussion |Area Faculty | | |supported by | |leadership part. |Meeting of the | | |research/professional | |However, after |immediately | | |literature; audio or | |frequent modeling |following | | |video materials; | |by the instructor |academic year. | | |demonstrate | |of how to lead | | | |understanding of | |interactive class |-Results are | | |content; | |discussions, the |shared with the | | |questions/discussion | |discussion |SFCS Chair, SFCS | | |points reflect | |leadership portion |Assistant Chair, | | |critical analysis of | |that provides the |LCBAS Dean, and | | |subject matter; active| |richest learning |LCBAS Associate | | |engagement of | |experience |Dean. | | |audience; effective | |component of the | | | |presentation | |assignment. When |-Results are | | |techniques; submission| |leading discussion,|provided for EIU | | |of Power Point slides;| |students are |or external | | |complete APA formatted| |sometimes pushed |accrediting body | | |reference list); and | |outside of their |(American | | |point scoring | |comfort zones by |Association of | | |allocations. | |having to |Family and | | | | |facilitate |Consumer | | |Students were provided| |discussion, listen |Sciences) | | |with a second handout,| |carefully, and |reports, as | | |Helpful | |quickly think on |needed. | | |Resources/Information | |their feet about | | | |for Successful Group | |how they respond to| | | |Presentations. | |classmates. In my | | | |Content topics | |assessment, the | | | |included: preparation | |team work leading | | | |as a group; | |up to the | | | |communication and | |presentation and | | | |learning for effective| |the discussion | | | |presentations; | |leadership | | | |checklist for success;| |component during | | | |group member roles; | |the presentation | | | |quality assessment of | |are two powerful | | | |group work; rationale | |learning | | | |for group work; common| |experiences for | | | |issues and concerns of| |students.” Dr. | | | |oral presentations and| |Kathleen O’Rourke, | | | |group work; and | |FCS 4846 Instructor| | | |elements of effective | | | | | |oral presentations. | | | | | | | | | | | |The Assessment of Oral| | | | | |Presentation rubric | | | | | |included criteria and | | | | | |competencies in the | | | | | |areas of: | | | | | |Organization; | | | | | |Language; Material; | | | | | |and Analysis. | | | | | | | | | | | |Where: FCS 4846 Aging | | | | | |and the Family | | | | | |(currently an elective| | | | | |course; approved as | | | | | |required course, | | | | | |effective Fall 2014) | | | | | | | | | | | |When: Capstone | | | | | |assignment at the end | | | | | |of the semester | | | | | | | | | |

PART TWO Describe your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.

Accomplishments since last report: 1. Since our last report, our FCS-Family Services program faculty members have actively and collectively participated in critical reviews of our assessment measures, learner outcomes, and curriculum. In addition, we have been engaged in EIU’s progress on the development of new undergraduate learning goals and analyzed how our program learning objectives align with the undergraduate learning goals. Our accomplishments in this area specifically include:

a.At least one of our program’s faculty members attended every undergraduate learning goals workshop and then reported current developments and ideas from the workshops at our following program area faculty meeting.

b.Assessment has been a major program area faculty agenda item at every meeting during AY 2013-2014. At every program area faculty meeting, we engaged in discussion of assessment and set and accomplished assessment- related goals, objectives, and planning through active participation.

c.Our program area faculty revised three program learning objectives (#1, 2, 5), added two new objectives (#6, 7), and retained two objectives (#3, 4) in their original form.

d.Our program area faculty reviewed and discussed every required Family Services specialization course in our curriculum, including course objectives and assignments/methods of evaluation. We sought to establish a holistic picture of freshmen- through senior-level student learning outcomes. Every required and soon-to-be-required Family Services specialization course (including the Internship course) was included in our AY 2013-2014 assessment plan.

e.We have increased the number of Unit A and Unit B faculty members who participate in active planning and data collection for assessment purposes (n=12 faculty members). The only two full-time faculty members who do not submit assessment data are those whose CU’s are largely allocated for coordinating other programs (i.e., MA in Gerontology and ABC Program) and neither of those faculty currently teach required Family Services undergraduate courses.

2. FCS-Family Services curriculum revisions were completed and approved at all university levels and will be effective for Fall 2014. FCS 3800 Family Life Sex Education and FCS 4846 Aging and the Family will move from elective to required courses. With respect to the assessment aspect, our FCS-Family Services faculty noted more focus and weight being given to assessment of learning outcomes in predominantly 1000- and 2000-level required courses. To achieve more comprehensive and holistic data collection and results, our faculty made the decision to assess all required specialization FCS-Family Services courses. Even though FCS 3800 and FCS 4846 were not required AY 2013-2014 courses, we chose move forward with assessment of a variety of measures in FCS 3800 and FCS 4846. The measures and outcomes will guide and inform our future decision-making with how to best continue assessment of learning in these two courses.

3. Learning objective #4 (“Engage in professional development and reflective evaluation activities while adhering to ethical standards”) provided a specific and core focal point for four program accomplishments during AY 2013-2014. Professional development, critical professional reflection skills, and adherence to ethical standards in professional behaviors are important for our students to be employable, marketable, and competitive in their career paths and professional growth. These four accomplishments include:

a.Completed an update of FCS-Family Services Career Titles list based on an extensive search of advertised career positions and a sampling of our alumni career titles. The list is available to students on our website, in advising sessions, and in student-faculty meetings.

b.Completed Certification and Credential Opportunities list. This annotated list includes website links and descriptions of certifications and credentials relative to the FCS-Family Services field. Students can choose to pursue certifications and credentials while they are still enrolled as students or after graduation. Certifications and credentials allow students a competitive career edge and to become more marketable, qualify for additional career opportunities, or provide higher salary potential. The list is available to students in advising sessions and student-faculty meetings and has been submitted to our technical support staff for uploading on program website.

c.Completed Specialized Career Path information sheets. Guided in part by learner objective #4, these informational sheets were created in response to frequent student and advising requests directed toward the FCS-Family Services Program Coordinator for more information about how to pursue specialized career paths that require graduate degrees outside of FCS or other types of post-baccalaureate education/experiences. One-page informational sheets now exist for each of the following career paths: Social Work; Child Life Specialist; and Marriage and Family Therapist. Students will have access to these sheets on our program website, in advising sessions, and from our faculty members.

d.Initiated program exploration of the Certified Family Life Education (CFLE) program designation offered by our main, specialized professional organization – the National Council on Family Relations (NCFR). Upon graduation from a CFLE-approved undergraduate program, students will have fulfilled ten competency areas needed to become a Certified Family Life Educator. The CFLE would potentially afford students a more competitive career edge and greater marketability for employment. Our program area faculty collectively decided to move forward with pursuing the CFLE program designation. AY 2013-2014 exploration activities included: formation of an ad-hoc committee; faculty participation in NCFR webinars on the topic of the CFLE program; two Redden grant submissions to fund application and material costs; and a student informational session to educate students on the CFLE and assess students’ initial interest. Currently, we have a student organization chapter of NCFR in SFCS and Family Services students are active participants. The number of students members has grown each year since it was created approximately four years ago. Participation in the student organization provides us with one additional promising measure of assessing students’ interest and buy-in to the CFLE program designation opportunity (which students will have a choice of whether or not to pursue). Assessment outcomes have and will continue to assist us in analyzing our strengths (e.g., diversity education) and areas for growth (e.g., family policy) for the required CFLE ten competency areas.

3.

Responsiveness to CASA Director’s comments on last year’s report:

a.Learning Objectives Our program objectives reflect integration of four of the five new undergraduate learning goals (critical thinking, writing and critical reading, speaking and listening, and responsible citizenship). We have completed the revisions and additions of objectives to specifically address speaking and listening and writing and critical reading.

b.How, Where, and When Assessed Our faculty discussed the previous assessment report’s inclusion of course exam questions and exit interview survey questions and concurred that such measures do not yield the degree of robust data for true understanding of student learning. Exam questions and exit interview survey questions have been deleted from AY 2013-2014’s program assessment. Instead, we have added more data points by incorporating measures of assessment from all required and soon-to-be-required 1000-, 2000-, 3000-, and 4000-level specialization courses in FCS-Family Services and retaining the Internship experiential learning course.

c.How, Where, and When Assessed For the assessment of FCS 3853, the current assessment report clarifies how student learning is assessed through the Professional Credentialing Module (PCM) portion of the FCS 3853 course portfolio. Beyond grades, there are additional measures to assess student learning and assign the earned grade to students. Such measures have a solid foundation in the nationally- recognized Child Development Associate Credential (CDA) principles and the Interstate Teacher Assessment and Support Consortium (InTASC) standards. The PCM requires faculty to assess students’ learning through: point-based grades; students’ written responses to six questions on the Use of Credentialing, Accreditation, and Other Quality Control Indicators; and students’ documentation and submission of an artifacts and activity evaluations.

d.Expectations For enhanced program rigor, our program has again increased our expectations for student learning outcomes and we have met or exceeded all of our updated, elevated benchmarks. Last year, our benchmark for all course-related assessment measures was “a minimum of 80% of student will achieve a grade of C or better.” Simply put, we value and strive to be a program of high quality achievements for the best interests of our students and not only a satisfactory-level “C or better” program. With that in mind, we raised our standards with respect to course assessment measures and expect students will earn a “group mean score of 80% or higher.”

e.Results This year, our faculty has gone beyond only collecting and analyzing results. We have now included qualitative, reflective faculty assessments for our measures and outcomes of student learning. Narrative feedback assessment from faculty members allows us to individually and collectively reflect on where we are succeeding and how we may generate ideas and plans for improvement. Furthermore, the qualitative, reflective assessments of faculty have already provided a purposeful basis for discussion and on- going curricular and program quality review.

6. How Results Will Be Used Last year’s Response Summary Form included the question from the CASA Director of “What assessment has led to the change [of moving two courses from electives to requirements]?” Our response to that question is addressed under Accomplishments since last report, item #1 (see above).

PART THREE

Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and in past years, what are your plans for the future?

Summarized changes and improvements: In addition to the changes and improvements highlighted in Part Two, our data have been used to propel our curricular revisions and updates. We have looked at the “big picture” of our program learning objectives and overall curriculum to ask ourselves such questions as, “Are we best preparing our students in the academic realm and in the professional development realm?”, “Do our student learning outcomes demonstrate mastery and comprehension of academic- and experience-based learning?”, and “Have we provided students with the knowledge and experiences to prepare them as competitive, marketable professionals?”. To these questions, we respond with a “yes” and we also recognize that we must continue to invest in future program improvements. During AY 2013-2014, our program area faculty collaborated on assessment and curriculum development with a renewed team approach. All program area faculty were invested in the assessment process and our discussions and actions reflected buy-in to the importance of assessment. From my standpoint as program coordinator, our leadership efforts were rewarding because we worked together as a solid team of faculty members who collectively shared responsibilities. Instead of the assessment work being largely done by one or two dedicated faculty members, we were able to depend on the larger group. Whether it was participating in a CFLE webinar, volunteering for an ad-hoc committee, attending a learning goals workshop, contacting alumni in the field to discuss professional development needs, or more, my colleagues and I were in this year “together” and our assessment progress is one major outcome of that.

For more specifics of how we have used the data and what we have learned, we have identified areas for continued growth. Our assessment outcomes of past years from exit interview surveys and narrative student feedback showed us that public policy related to individuals and families was an area in need of more intentional learning experiences for students. Our faculty members have discussed and implemented more course content and assignments on policy, one example being the assessment measure in FCS 4840 Disadvantaged Family. Our assessment outcomes of past years have shown us that one of our strengths is diversity education and awareness. Rather than be comfortable with strong learner outcomes related to diversity, we became more invested in weaving diversity into teachings and experiences throughout the curriculum and we added more formal assessment measures (e.g., FCS 1800 and FCS 2800 assessment measures on age/stage diversity, family diversity, sexual orientation diversity).

We have used our data to inform internal and external stakeholders. Internally, all FCS program areas share reports at SFCS faculty meetings and our assessment outcomes allow us to inform and update our SFCS colleagues in other specialization areas. Such discussion is intended to maintain a strong core connection among SFCS faculty as one academic unit. Internally, we have regular contact with our Dean and Associate Dean and our assessment data provide us with concrete examples to inform administrators of how our program is thriving or how our program has potential for more growth. Our ability to communicate a statistic such as “in every required FCS Family Services specialization course, the overall mean score of assessment measures is an 80% (B) or higher” is critical in times of budget constraints, accreditation site visits, and recruitment/retention efforts toward prospective and existing students and prospective and new faculty members. In our meetings with existing students who are embarking on professional interviews, we can draw from assessment data to review their course-related and experiential learning activities and to discuss learner objectives to help them answer the frequently asked interview question of “What is Family and Consumer Sciences?” or “What can you do with a degree in Family Services?”. Externally, we have used data to inform our SFCS Advisory Board of our student learner outcomes, as well as some of the feedback from last year’s Response to Summary Form. In addition, a number of our program area faculty represent us in high profile positions in national organization and boards. Knowledge of our assessment outcomes allows us to share and exchange ideas and information with colleagues at other institutions (e.g., “here’s what we’ve learned from implementing this assignment with students” and “how do you handle meeting this type of objective in your program?” types of conversation). Recruitment of prospective students is also a major point of emphasis and can be linked to assessment outcomes. For example, during a recent conversation with a prospective student and her mother, I had just finished analyzing numerical assessment data and listing all of the various measures for this report. I was able to draw concrete, recent examples of “hard data” from this assessment report and share those with the prospective student and her mother.

In summary, we have learned more about “the whole and the parts” of our assessment of student learner outcomes, we have learned the value and positive impact of a collective team-approach to assessment, and we have learned to better communicate and disseminate our assessment of student learner outcomes to add value and rigor to our program.



Future plans:

1.Adopt and integrate more precise measures of the new undergraduate learning goal of Quantitative Reasoning.

2.Use our assessment data to provide information in our application for Certified Family Life Educator program designation to our professional organization, the National Council on Family Relations.

3.Decide upon uniform data collection assessment measures across all sections of our newly required FCS 3800 Family Life Sex Education and FCS 4846 Aging and the Family courses.

4.Explore and discuss (and, if deemed appropriate, implement) increasing the number of measures related to learner objective #7: “Demonstrate speaking and listening skills through oral presentation and discussion leadership.”

5.Decide on which (if not all) assessment measures (e.g., Nature vs. Nurture assignment, Lifespan Human Development Interview) to retain and implement across all section of FCS 1800 Lifespan Human Development.

6.Include outcomes of Family Services-related survey questions from what will be a newly-revised FCS Senior Exit Survey by the end of AY 2014-2015. Currently, the SFCS Assessment Committee composition is undergoing change and will be reconfigured with new members in August 2014. Also, due to our major FCS Core Curriculum revisions, the FCS Senior Exit Survey is being revised and the plan is to have a new senior exit survey in place for AY 2014-2015 data collection. For next year’s assessment report, our program area plans to resume including data from a senior exit survey.

7.Continue to explore possible means of extracting more data and disseminating results from our FCS 4275 Internship course. Rich qualitative data exist within the weekly reports and student/employer performance evaluations. It has not been feasible to invest the necessary time and efforts to analyze such data and disseminate results due to resource and personnel constraints and limitations. However, we continue to explore options as part of our future plan.

8.Explore how our program area faculty can more intentionally discuss and disseminate program assessment measures and outcomes to our existing FCS- Family Services students. We envision selecting one or more of our required classes and educating students about the importance of assessment and how our student learner objects align with EIU’s undergraduate learning goals. This will also allow us to further demonstrate to students how/why we implement specific course assessment measures and the experiential internship within our curriculum. Plus, many of our students will hold career positions that require strategic planning in their places of employment and they will be involved with planning or adhering to program goals and objectives, a program mission and vision, assessment logistics and measures, data collection, and dissemination of result outcomes with stakeholders.

----------------------- Please complete a separate worksheet for each academic program (major, minor) at each level (undergraduate, graduate) in your department. Worksheets are due to CASA this year by June 13, 2014. Worksheets should be sent electronically to [email protected] and should also be submitted to your college dean. For information about assessment or help with your assessment plans, visit the Assessment webpage at http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at 581-6056.

Family and Consumer Sciences-Family Services

Dr. Kathleen O’Rourke, Professor and Family Services Program Coordinator

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