PROGRAM REVIEW REPORT, 2016-17 --Due February 28, 2017
Discipline Specific
Program Name: Family and Consumer Sciences
Faculty Report Developer: Amy Strimling
Department Chair: Amy Strimling
Division Dean: Frank Malaret
**It must be noted that the Family and Consumer Sciences Department includes Early Childhood Education, Fashion, Gerontology, and Nutrition. As such, there may be duplication of data as each of these areas also have separate data categories.
Beginning in Fall 2012, we began removing courses that had cross-listings with FCS. At this time, the following courses are cross-listed with FCS. The data included in this report is for classes that are cross-listed with an FCS course designator.
- FCS 320 & SOC 312: Marriage and Family
- FCS 324 & PSYC 370: Human Development: A Lifespan
- FCS 326 & SOC 341: Sex and Gender in the U.S.
- FCS 304 was removed from a cross-listing with BUS 320: Concepts in Personal Finance in 2016.
I.COURSE REVIEW
This section asks you to examine numerical data and reflect on the program’s strengths, challenges, plans and future resource needs. You can find the data on the PRIE planning data website at.Please embed the data in the body of the report as you complete each part of this section.
- Demographics – Enrollments by gender, ethnicity, and age group for department, division, and college. (5-year trend data available from PRIE Unit Plan and Program Review data website
Gender: Using data since Fall 2012, theFCS student population is 76.84% female on average. This number is much higher than of the BSS Division or the college.
FCS Department Statistics / BSS Division / CollegeFall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015 / Fall 2015 / Fall 2015
N / % / N / % / N / % / N / % / N / % / N / % / N / %
Female / 690 / 76.07 / 272 / 78.84 / 228 / 78.62 / 221 / 72.70 / 227 / 77.21 / 8247 / 59.39 / 29300 / 53.63
Male / 210 / 23.15 / 71 / 20.58 / 55 / 18.97 / 78 / 25.66 / 61 / 20.75 / 5341 / 38.46 / 24077 / 44.07
Unspecified / 7 / 0.77 / 2 / 0.58 / 7 / 2.41 / 5 / 1.64 / 6 / 2.04 / 298 / 2.15 / 1253 / 2.29
Total / 907 / 100 / 345 / 100 / 294 / 100 / 290 / 100 / 294 / 100 / 13886 / 100 / 54630 / 100
Ethnicity: The FCS student population has a larger African-American population than the BSS Division or the college while the white population is lower.
FCS Department Statistics / BSS Division / CollegeFall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015 / Fall 2015 / Fall 2015
N / % / N / % / N / % / N / % / N / % / N / % / N / %
African-American / 112 / 12.35 / 62 / 17.97 / 42 / 14.48 / 35 / 11.51 / 41 / 13.95 / 1689 / 12.16 / 6498 / 11.89
Asian / 127 / 14.00 / 61 / 17.68 / 45 / 15.52 / 56 / 18.42 / 41 / 13.95 / 1904 / 13.71 / 9119 / 16.69
Filipino / 24 / 2.65 / 16 / 4.64 / 10 / 3.45 / 20 / 6.58 / 12 / 4.08 / 365 / 2.63 / 1374 / 2.52
Hispanic/
Latino / 256 / 28.22 / 97 / 28.12 / 86 / 2966 / 88 / 28.95 / 97 / 32.99 / 4776 / 34.39 / 17218 / 31.52
Multi-Race / 45 / 4.96 / 16 / 4.64 / 20 / 6.90 / 17 / 5.59 / 21 / 7.14 / 993 / 7.15 / 3758 / 6.88
Native American / 5 / 0.55 / 2 / 0.58 / 2 / 0.69 / 0 / 0.00 / 1 / 0.34 / 69 / 0.50 / 302 / 0.55
Other Non-White / 10 / 1.10 / 0 / 0.00 / 3 / 1.03 / 2 / 0.66 / 0 / .00 / 71 / 0.51 / 242 / 0.44
Pacific Islander / 10 / 1.10 / 10 / 2.90 / 4 / 1.38 / 4 / 1.32 / 9 / 3.06 / 181 / 1.30 / 679 / 1.24
Unknown / 87 / 9.59 / 6 / 1.74 / 5 / 1.72 / 5 / 1.64 / 2 / 0.68 / 147 / 1.06 / 567 / 1.04
White / 231 / 25.47 / 75 / 21.74 / 73 / 25.17 / 77 / 25.33 / 70 / 23.81 / 3691 / 26.58 / 14873 / 27.22
Total / 907 / 100 / 345 / 100 / 294 / 100 / 290 / 100 / 294 / 100 / 13886 / 100 / 54630 / 100
Age: The students enrolled in the FCSDepartment are similar in age to averages in the BSS division and the college.
FCS Department Statistics / BSS Division / CollegeFall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015 / Fall 2015 / Fall 2015
N / % / N / % / N / % / N / % / N / % / N / % / N / %
18 – 20 / 350 / 38.59 / 127 / 36.81 / 83 / 28.62 / 126 / 41.45 / 113 / 38.44 / 5461 / 39.33 / 20421 / 37.38
21 – 24 / 226 / 24.92 / 93 / 26.96 / 76 / 26.21 / 74 / 24.34 / 84 / 28.57 / 4260 / 30.68 / 14801 / 27.09
25 – 29 / 147 / 16.21 / 54 / 15.65 / 63 / 21.72 / 52 / 17.11 / 49 / 16.67 / 1956 / 14.09 / 7789 / 14.26
30 – 39 / 129 / 14.22 / 43 / 12.46 / 39 / 13.45 / 35 / 11.51 / 29 / 9.86 / 1281 / 9.23 / 6099 / 11.16
40 and Over / 49 / 5.40 / 25 / 7.25 / 26 / 8.97 / 17 / 5.59 / 18 / 6.12 / 789 / 5.68 / 4996 / 9.15
Under 18 / 6 / 0.66 / 3 / 0.87 / 3 / 1.03 / 0 / 0.00 / 1 / 0.34 / 139 / 1.00 / 524 / 0.96
Total / 833 / 100 / 975 / 100 / 812 / 100 / 834 / 100 / 971 / 100 / 13886 / 100 / 54630 / 100
a.Strengths
Despite changes in our department, the statistics have remained relatively stable.
b.Areas needing improvement
Family and Consumer Sciences is a female-dominated industry given the areas included. However, the number of male students in the department is significantly lower than in the division and the college. One course, FCS 324: Human Development: A Lifespan does attract males, as it is a requirement for many programs in Allied Health.
c.Follow-up items for the department’s Unit Plan
None at this time.
d. Anticipated Implications and Resources--budget, staffing, sabbatical, facilities, and reassigned time requests; curriculum proposals, if applicable
None at this time.
e. Distance education modality—hybrid vs. online, trends, appropriateness, potential for improvement
Continue offering the current courses online to attract the greatest number of students.
- Student Success – Successful course completion rates (number of A, B, C, and Credit grades divided by all grades) for department, division, and college and for DE sections. (5-year trend data available from PRIE Unit Plan and Program Review data website Please provide this information by demographic groups, focusing on underserved populations.
Success
Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015FCS Dept. / 66.37% / 69.57% / 69.31% / 68.42% / 70.07%
BSS Division / 68.03% / 66.60% / 66.19% / 66.42% / 67.36%
SCC / 68.76% / 66.46% / 66.41% / 65.71% / 66.30%
Retention
Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015FCS Dept. / 83.13% / 82.32% / 85.17% / 81.25% / 82.99%
BSS Division / 84.48% / 82.84% / 82.73% / 82.67% / 83.03%
SCC / 84.28% / 81.75% / 81.53% / 81.60% / 81.89%
First Time New Student (SSSP) Success forFCS
Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015FCS Dept. / 59.64% / 63.27% / 53.66% / 72.58% / 63.93%
BSS Division / 64.45% / 61.03% / 59.56% / 58.72% / 58.72%
SCC / 64.71% / 62.94% / 62.37% / 61.21% / 61.47%
Success by Race for FCS†
Ethnicity / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015African American / 44.64 % ● / 61.29 % ● / 54.76 % ● / 48.57 % ● / 53.66 % ●
Asian / 75.59 % ● / 80.33 % ● / 75.56 % ● / 71.43 % ● / 70.73 % ●
Filipino / 62.5 % ● / 75 % ● / 70 % ● / 85 % ● / 75 % ●
Hispanic/Latino / 62.11 % ● / 65.98 % ● / 61.63 % ● / 64.77 % ● / 74.23 % ●
Multi-Race / 55.56 % ● / 50 % ● / 75 % ● / 58.82 % ● / 76.19 % ●
Native American / 60 % ● / 100 % ● / 100 % ● / No Data / 0 % ●
Other Non-White / 60 % ● / No Data / 66.67 % ● / 100 % ● / No Data
Pacific Islander / 70 % ● / 50 % ● / 75 % ● / 75 % ● / 77.78 % ●
Unknown / 71.26 % ● / 66.67 % ● / 40 % ● / 80 % ● / 50 % ●
White / 77.49 % ● / 77.33 % ● / 82.19 % ● / 75.32 % ● / 71.43 % ●
FCS Overall / 66.37% / 69.57% / 69.31% / 68.42% / 70.07%
Success by Race for BSS†
Ethnicity / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015African American / 53.63%● / 53.53%● / 52.19%● / 54.58%● / 52.1%●
Asian / 71.24%● / 73.23%● / 71.6%● / 73.03%● / 74.68%●
Filipino / 70.94%● / 68.87%● / 70.41%● / 62.69%● / 74.25%●
Hispanic/Latino / 65.34%● / 63.2%● / 62.95%● / 63.46%● / 65.08%●
Multi-Race / 65.33%● / 65.45%● / 65.25%● / 65.55%● / 63.04%●
Native American / 65%● / 64.06%● / 71.13%● / 60.27%● / 52.17%●
Other Non-White / 72.09%● / 74.38%● / 76.92%● / 69.89%● / 67.61%●
Pacific Islander / 60.38%● / 56.59%● / 58.57%● / 60.74%● / 62.43%●
Unknown / 68.54%● / 51.38%● / 71.03%● / 72.5%● / 72.11%●
White / 75.87%● / 74.23%● / 73.33%● / 73.04%● / 74.32%●
Retention by Race for FCS†
Ethnicity / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015African American / 72.32 % ● / 79.03 % ● / 83.33 % ● / 65.71 % ● / 73.17 % ●
Asian / 85.83 % ● / 88.52 % ● / 88.89 % ● / 83.93 % ● / 85.37 % ●
Filipino / 75 % ● / 87.5 % ● / 70 % ● / 90 % ● / 91.67 % ●
Hispanic/Latino / 81.25 % ● / 79.38 % ● / 80.23 % ● / 80.68 % ● / 84.54 % ●
Multi-Race / 82.22 % ● / 81.25 % ● / 95 % ● / 82.35 % ● / 85.71 % ●
Native American / 80 % ● / 100 % ● / 100 % ● / No Data / 0 % ●
Other Non-White / 70 % ● / No Data / 66.67 % ● / 100 % ● / No Data
Pacific Islander / 80 % ● / 90 % ● / 100 % ● / 100 % ● / 100 % ●
Unknown / 88.51 % ● / 66.67 % ● / 80 % ● / 100 % ● / 50 % ●
White / 88.74 % ● / 82.67 % ● / 89.04 % ● / 81.82 % ● / 82.86 % ●
FCS Overall / 83.13% / 82.32% / 85.17% / 81.25% / 82.99%
Success by BOGW for FCS
BOGW / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015N / 75.12%● / 80.88%● / 83.02%● / 87.3%● / 85.42%●
Y / 63.88%● / 66.79%● / 66.24%● / 63.49%● / 67.07%●
Success by Modality
Modality* / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015Hybrid / 68.18% / No Data / 33.33% / 82.35% / No Data
Lecture / 68.24% / 71.48% / 72.07% / 67.02% / 71.43%
Online / 58.25% / 63.41% / 61.54% / 65.82% / 67.03%
Success by Race by Modality forFCS
Modality* / Race / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015Hybrid / African American / 42.86% / No Data / No Data / 100% / No Data
Hybrid / Asian / 85.71% / No Data / 50% / 75% / No Data
Hybrid / Filipino / No Data / No Data / No Data / No Data / No Data
Hybrid / Hispanic/Latino / 64.71% / No Data / No Data / 78.57% / No Data
Hybrid / Multi-Race / 0% / No Data / 0% / 75% / No Data
Hybrid / Other Non-White / No Data / No Data / No Data / 100% / No Data
Hybrid / Unknown / 100% / No Data / No Data / No Data / No Data
Hybrid / White / 77.78% / No Data / No Data / 100% / No Data
Lecture / African American / 52% / 58.7% / 56.67% / 45.83% / 57.69%
Lecture / Asian / 75.53% / 80% / 77.42% / 67.65% / 73.08%
Lecture / Filipino / 61.11% / 78.57% / 87.5% / 78.57% / 72.73%
Lecture / Hispanic/Latino / 63.78% / 71.79% / 63.24% / 62.5% / 76.92%
Lecture / Multi-Race / 60.71% / 53.85% / 75% / 80% / 80%
Lecture / Native American / 100% / 100% / 100% / No Data / 0%
Lecture / Other Non-White / 60% / No Data / 66.67% / No Data / No Data
Lecture / Pacific Islander / 50% / 57.14% / 100% / 75% / 66.67%
Lecture / Unknown / 71.01% / 50% / 50% / 80% / 50%
Lecture / White / 79.19% / 79.63% / 84.21% / 75.51% / 68.42%
Online / African American / 22.22% / 68.75% / 50% / 44.44% / 46.67%
Online / Asian / 70.83% / 81.25% / 75% / 78.57% / 66.67%
Online / Filipino / 50% / 50% / 0% / 100% / 100%
Online / Hispanic/Latino / 54% / 42.11% / 55.56% / 61.11% / 63.16%
Online / Multi-Race / 50% / 33.33% / 100% / 37.5% / 66.67%
Online / Native American / 33.33% / No Data / No Data / No Data / No Data
Online / Other Non-White / No Data / No Data / No Data / 100% / No Data
Online / Pacific Islander / 100% / 33.33% / 0% / No Data / 100%
Online / Unknown / 64.29% / 100% / 0% / No Data / No Data
Online / White / 71.21% / 71.43% / 75% / 69.57% / 75%
*Online100% of the instruction time through the internet.Lectureis 100% in Class. Hybridis Labeled inconsistently (MIS has no Definition of 'Hybrid') and typically means between 51% and 99% of the instruction time through the internet.
**Successful course completion rates are calculated by dividing the number of A, B, C, and P grades by the total number of grades awarded (A,B,C,P,D,F,NP,I,W), and multiplying the result by 100.
***Retention rates are calculated by dividing the number of A,B,C,P,D,F,NP,I grades by the total number of grades awarded (A,B,C,P,D,F,NP,I,W), and multiplying the result by 100.
† ● denotes course success rate for specific demographic category is three or more percentage points below the average course success rate for the department, and thus disproportionately impacted (based on disproportionate impact criteria in the 2015 Student Equity Plan).
● denotes course success rate for specific demographic category is below the average course success rate for the department, but not disproportionately impacted.
● denotes course success rate for specific demographic category is above the average course success rate for the department.
a.Strengths
Overall, the department has had success rates as high as or higher than BSS division and the college.
The department has shown progress in student success. Asian, Filipino, Hispanic/Latino, Pacific Islander, Multi-Race and White students are showing success rates that are above the average course success rate for the department.Overall, the student success rate has consistently improved over the 5 years from 65% in Fall 2010 to 70.07% in Fall 2015.
b.Areas needing improvement, particularly disparities in course success
The area needing the most improvement is the success (or lack thereof) rate of African American students in the FCS department. This group has consistently scored three of more percentage points below the average course success rate for the department, and thus is disproportionately impacted.
c.Follow-up items for the department’s Unit Plan
Explore the addition of Open Education Resources where appropriate.
d. Anticipated Implications and Resources--budget, staffing, sabbatical, facilities, and reassigned time requests; curriculum proposals, if applicable
None at this time.
e. Distance education modality—hybrid vs. online, trends, appropriateness, potential for improvement
The success rate of students using distance education modalities are lower than those of traditional lecture classes. African-Americans show the lowest success rate in distance education. However, that is consistent with success in other modalities as well.
- Productivity – Weekly Student Contact Hours (WSCH) divided by FTE for department, division, and college. (5-year trend data available from PRIE Unit Plan and Program Review data website
Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015
FCS Dept. / 1,272.71 / 496.45 / 456.94 / 430.07 / 466.65
BSS Division / 633.72 / 599.72 / 591.51 / 582.14 / 562.30
SCC / 601.60 / 566.57 / 557.48 / 546.29 / 511.09
a. Strengths
Despite a drop in the WSCH in 2014, the department was able to rebound in 2015. This is significant since the BSS division and college continued to show decreases in productivity in 2015.
b.Areas needing improvement
While the productivity of this department is still lower than the BSS division and the college in WSCH, this may be related to relatively small amount of FTE given in this area and the more difficulty in reducing attrition of students.
c.Follow-up items for the department’s Unit Plan
Consider additional class sections of courses with high enrollment, such as FCS 324.
Continue to explore the dissolution of the FCS department and create new individual departments for these areas (Early Childhood Education, Fashion, Gerontology, and Nutrition). *See awards data below.
d. Anticipated Implications and Resources—budget, staffing, sabbatical, facilities, and reassigned time requests; curriculum proposals, if applicable
None at this time.
e. Distance education modality—hybrid vs. online, trends, appropriateness, potential for improvement
Adding additional sections of FCS 324 may help to improve the productivity of the FCS department as the course sections for this class are typically full with large waiting lists.
4. Enrollment – Weekly Student Contact Hours (WSCH) for department, division, and college. (5-year trend data available from PRIE Unit Plan and Program Review website
Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015FCS Dept. / 3,054.50 / 1,092.20 / 913.87 / 954.76 / 933.30
BSS Division / 49,051.26 / 47,480.69 / 46,171.78 / 46,140.90 / 45,277.75
SCC / 262,069.94 / 252,229.25 / 243,857.51 / 242,248.40 / 224,636.46
- Strengths
While showing the highest numbers in 2012, the department has been able to bounce back after a drop in 2013.
b.Areas needing improvement
Continue to build enrollment through various course offerings.
c. Follow-up items for the department’s Unit Plan
Consider additional class sections of courses with high enrollment, such as FCS 324.
Explore the addition of Open Education Resources where appropriate. This may make the courses more appealing thereby increasing enrollment.
d. Anticipated Implications and Resources--budget, staffing, sabbatical, facilities, and reassigned time requests; curriculum proposals, if applicable
None at this time.
e. Distance education modality—hybrid vs. online, trends, appropriateness, potential for improvement
As previously stated, adding additional sections of FCS 324 may help to improve the enrollment of the FCS department as the course sections for this class are typically full with large waiting lists.
This section asks you to discuss the results of your course SLO assessments and what they mean for the program’s strengths, challenges, plans, and future resource needs. In addition to this discussion, attach course SLO plans and reports at the end of this Program Review document.
**This focuses on FCS 324: Human Development: A Lifespan. This is the only class taught through the FCS department as the other courses are cross-listed and taught by faculty in those departments.
1.Summary of course SLO assessment results – Describe the overall results of SLO assessment since the last program review. Briefly state the types of skills and abilities (i.e. SLOs) at which students excel and those with which they struggle.
a.Strengths
Overall, students have shown proficiency in understanding 1) developmental factors that are influenced by heredity and environment; 2) how identity is developed and how identity changes during the lifespan; and 3) analyzing a major life even and/or time period based upon life span theories.
b.Areas needing improvement
None at this time. Updated SLO course reports need to be completed to better determine which areas need improvement. The most recent SLO course report was done in Spring 2012.
2.Changes and resource needs– Describe any changes to courses that have been made or are planned based on SLO assessments. This might include changes to curriculum, such as prerequisites, teaching methods, etc.
a. Follow-up items for the department’s Unit Plan
No changes have been made nor are anticipated at this time.
b. Anticipated Implications and Resources--budget, staffing, sabbatical, facilities, and reassigned time requests; curriculum proposals, if applicable
None at this time.
Include the following at the end of this report:
- Most recent multi-year SLO Assessment Plan, found at
- Course SLO Assessment Reports that have been completed since last review, found at
- Any other supporting materials that you wish to include
II.DEGREE AND/OR CERTIFICATE REVIEW
1.Degree and/orCertificate Curriculum:
- How does the degree and/or certificate prepare students for transfer and/or the workforce?
The requirements in Family and Consumer Sciences have changed in recent years and areas housed in FCS are forming their own programs in response to the needs and demands of the field. As such, a degree in FCS is not as valuable as it once was.
- What changes have been made to the program since the last program review cycle?
Since the last program review cycle, there have been many changes. The FCS course designator has been removed from many cross-listed courses. The department agreed that these changes were necessary to reflect the current educational and employment opportunities for students in the areas of Early Childhood Education, Fashion, Gerontology and Nutrition.
- Are any changes planned for the course sequence, prerequisites, delivery modality (online or hybrid) or electives of the program? If so, please describe. What changes are planned to meet the needs of employers or transfer institutions? What changes were suggested during the last update of the curriculum outline? Are any new degrees and/or certificates planned – e.g. AA-T or AS-T degrees?
There are no significant changes being planned. There is no AA-T for Family and Consumer Sciences available. As shown in the data, this is not a highly sought after program so no changes are necessary.
The value of keeping this program must be discussed further. The department has been discussing for several years the best way to dissolve the FCS department and move forward as individual departments in Early Childhood Education, Fashion, Gerontology, and Nutrition. We believe this will best serve students in these fields of education and help them in their future career endeavors.
- List the latest Curriculum Committee approval date for degrees and certificates
There is only one degree for Family and Consumer Sciences and no certificates. The latest Curriculum Committee approval date for this degree was January 19, 2017.
2. Program Majors and Completers:Number of declared majors, number of degrees/certificates awarded
Awards
There have been no degrees awarded in Family and Consumer Sciences in the past six years.
Majors
Majors / Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015Family and Consumer Science / 32 / 32 / 29 / 30 / 33 / 24
Student Majors by the Students Matric Goal / Ed Goal
Major / Matric Goal / Fall 2010 / Fall 2011 / Fall 2012 / Fall 2013 / Fall 2014 / Fall 2015Family and Consumer Science / Award / 21 / 18 / 18 / 21 / 16 / 15
... / Transfer Only / 3 / 13 / 9 / 7 / 17 / 9
... / Job Skills / 2 / 1 / 0 / 2 / 0 / 0
... / Exploration / 1 / 0 / 1 / 0 / 0 / 0
... / Other / 5 / 0 / 1 / 0 / 0 / 0
This section asks you to consider the results of your program SLO (ProLO) assessments and what they mean for the program’s strengths, challenges, plans, and future resource needs. (Hint: completing the table first will make the narrative responses easier to write).Attach any other program SLO documents reports at the end of this Program Review document.
1.Program SLO assessment results – Complete Table 1 (see next page). Briefly summarize the types of skills and abilities (i.e. Program SLOs) at which students excel and those with which they struggle.
a.Strengths
Program SLOs are not able to be assessed since no degrees have been awarded during this time.
b.Areas needing improvement
N/A
2.Changes and resource needs – Briefly summarize changes that have been made or are planned, based on Program SLO assessments. This might include changes to course assignments, class materials, prerequisites, teaching methods, etc. Note any follow up items for the department’s Unit Plan and anticipated resource implications.
a. Follow-up items for the department’s Unit Plan
None at this time.
b. Anticipated Implications and Resources--budget, staffing, sabbatical, facilities, and reassigned time requests; curriculum proposals, if applicable
None at this time.
Include departmental program SLO plans or other materials related to these efforts/reports at the end of this Program Review document.
Table 1: 2016-17 Program SLO ReportProgram: ______
(Some notes and an example of how to complete this table are shown at the end of the Program Review template.)
Program SLOs
(a list of program SLOs is available in SOCRATES) / Assessment methods
- Course embedded
- Capstone course
- Program completer
- External testing
- Other
Student achievement = high, moderate, or low
Add comments as needed / Plans for follow-up changes
(Changes in teaching methods, curriculum, etc.)
Integrate knowledge across a wide range of contexts in the area of Family and Consumer Science. / Course embedded
Locate, evaluate, and use information effectively. / Course embedded
Write with precision and clarity to express complex thought. / Course embedded
Read college-level materials with understanding and insight. / Course embedded
Maintain and transfer academic and technical skills to workplace. / Course embedded
Be life-long learners. / Course embedded
Demonstrate understanding of and tolerance for ethnic, religious, gender, age, and socioeconomic diversity. / Course embedded
Research and evaluate current trends related to content areas. / Course embedded
- Other Factors - Discuss any other factors that are important to the success of your program.
As this is a dying field, the most important factor for the success of the areas in this program is to dissolve the current FCS department as it is designed and create new individual departments.