FCS Final Assessment Report 2008-2009, p. 1
Annual Assessment Report to the College 2008-2009
College:
Health & Human Development
Department:
Family & Consumer Sciences
Programs: Apparel Design and Merchandising, Consumer Affairs, Family Studies, Interior Design,
Nutrition/Dietetics and Food Science
Note: Please submit report to your department chair or program coordinator and to the Associate Dean
of your College by September 30, 2009. You may submit a separate report for each program which
conducted assessment activities.
Liaison:
Angie Giordano
1. Overview of Annual Assessment Project(s)
1a. Assessment Process Overview: Provide a brief overview of the intended plan to assess the program
this year. Is assessment under the oversight of one person or a committee?
First, the five areas in our FCS Department (Apparel Design and Merchandising, Consumer Affairs, Family
Studies, Interior Design, Nutrition/Dietetics and Food Science) identified one or two classes that address
the Department’s SLO #4: Demonstrate knowledge and application of ethical and professional
standards. Classes were selected such that a significant portion of the course addresses ethical and
professional standards in each respective area. (*Individual Area’s Assessment Reports follow below.)
Second, each area specified which ethical and/or professional standards pertaining to SLO #4, were
being taught in the course.
Third, each area then determined how these SLO #4 standards are currently being assessed in the class.
Fourth, each area was asked to gather data during the Spring 2009 semester, by using the current
method of assessment in the course, to determine how well students are mastering SLO #4 standards.
Fifth, each area was asked to reflect on the data analysis to determine how possible improvements can
be made with the assessment tool, within the course content, and within their programs to ensure that
students are gaining knowledge of and applying ethical and professional standards in their respective
areas of study. Alternatively, it may be that our department should collectively revisit and/or modify
our SLO #4.
The 2008-2009 assessment was under the oversight of the department liaison, Angie Giordano.
1b. Implementation and Modifications: Did the actual assessment process deviate from what was
intended? If so, please describe any modification to your assessment process and why it occurred.
No deviations occurred in our assessment process.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 2
AREA: APPAREL DESIGN & MERCHANDISING
2a. Which Student Learning Outcome was measured this year?
Demonstrate knowledge and application of ethical and professional standards.
2b. What assessment instrument(s) were used to measure this SLO?
Students’ performance is evaluated mid-semester and at the completion of the internship by site supervisor. Students
must receive a satisfactory performance rating from the employer and/or site supervisor.
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO.
For example, what type of students, which courses, how decisions were made to include certain participants.
FCS 494SEE is the Supervised Field Study offered in the Spring and Fall Semester. There are approximately 25-30
students per semester. All of the students are majoring in Family Consumer Sciences with an option in Fashion
Design/Merchandising. Students in this option must complete an internship by the end of their senior year. Students
are awarded academic credit, for the successful completion of all on the job work experience (minimum of 120 hours),
Four in class seminar assignments, and out of class assignments (interviewing workshop, resume writing workshop, and
recording a daily journal pertaining to work experiences).
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students
at different points) or was a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the
assessment points used.
All Student interns are to complete four seminar assignments. Each of the four assignments are made up of a series of
questions and topics intended to be thought starters for preparing the assignments. Since there is a broad variation
among the work assignments, some interns will be able to answer all of question, while other interns will have to alter
the questions to fit their individual situations or include information that has not been addressed.
Interns are required to attend a workshop on interviewing and resume writing at the University career center and read
two articles in the field of Merchandising and Design and write a scholarly paper pertaining to their internship using
APA format.
Interns must document work experiences in a daily journal. This journal should have entries for each day on the job
and any other objective and subjective information the intern determines significant to his/her work experience.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the data were analyzed and highlight
important findings from the data collected.
A course grade rubric is provided to each student at the beginning of each semester. Academic credit will be awarded
not for completion of the job requirements alone, but for the successful completion of all on the job work assignments,
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 3
class seminar assignments, and out of class assignments.
The professor evaluates students’ seminar assignments. At each class meeting, the professor facilitates group
discussions regarding students’ various internship sites experiences. The professor also meets with the student and
site supervisor(s) at the intern site to discuss evaluations, evaluate feedback and make sure objectives that were
outlined in the learning agreement are being met.
Based on seminar assignments, their required journals, and site supervisors’ feedback, the majority of the students
developed professional standards to meet the requirement for job performances.
Throughout the course of the semester, students were required to turn in seminar assignments based on the company
and company culture, attend a resume workshop, and attend a job-interviewing workshop. Students also turn in a
notebook with discussion about their internship experiences. Through observations based on the quality of
information in their notebooks, their professionalism had improved and their honesty was reflective of ethical decisionmaking.
2f. Use of Assessment Results of this SLO: Think about all the different ways the results were or will be used. For
example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in
program, student support services, revisions to program SLO’s, assessment instruments, academic programmatic
changes, assessment plan changes, etc. Please provide a clear and detailed description of how the assessment
results were or will be used.
Ideally an internship should be a positive experience for both student intern and intern employer. Therefore it is
important that both the student intern and intern employer and/or supervisor be in agreement at the beginning of the
internship assignment. Information collected will be used to secure future internship site placements. The course
requirements and the required assignments will assist the Apparel Merchandising/Design option in establishing
professional development through an integrated combination of observation, participation, reflection and evaluation.
In addition, based on the previous students’ professionalism and ethical performances at their intern sites, several site
supervisors have requested more student interns and expressed interest in hiring students once they have completed
their degree requirements.
AREA: CONSUMER AFFAIRS
2a. Which Student Learning Outcome was measured this year?
Demonstrate knowledge and application of ethical and professional standards.
2b. What assessment instrument(s) were used to measure this SLO?
The Consumer Affairs area assessed senior level students in two courses. FCS 496K Corporate Consumer Affairs and in
FCS 494SEE Supervised Field Study
For FCS 496K – Corporate Consumer Affairs, a rubric was developed for assessing an essay question on the final exam.
In FCS 494SEE – Supervised Field Study, essay assignments, a midterm and a final evaluation were used to assess this
SLO under review.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 4
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO.
For example, what type of students, which courses, how decisions were made to include certain participants.
The participants in this sample were students enrolled in FCS 496K “Corporate Consumer Affairs” in Fall 2008. This is
one of three senior capstone classes from which consumer affairs students choose. Approximately one third of the
consumer affairs students elect to take this capstone course. In the Fall 2008 there were 20 students enrolled in the
course.
Additionally Consumer Affairs students enrolled in FCS 494SEE Supervised Field Study in Spring 2009 were evaluated.
There were 24 students enrolled, but only the Consumer Affairs Students were assessed for this SLO (n=13). Students
in Consumer Affairs must complete this course by the end of their senior year. Students are awarded academic credit
for the successful completion of all on the job work experience (minimum of 120 hours).
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students
at different points) or was a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the
assessment points used.
This was a snapshot of students enrolled in both courses. There was no other method utilized except the grading
rubric, the professors assessment of the essay questions and both student and internship site supervisors.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the data were analyzed and highlight
important findings from the data collected.
In the FCS 496K class, students were asked to outline a consumer affairs plan for a new “start-up” natural foods
company. In addition to what is typically included in this plan (i.e., software acquisition, software development,
establishing a position in the corporate organization), emphasis was placed on looking for ethical and consumer
protection regulations such as: HIPPA, FTC rules, and food supply chain management.
Without a significant prompt in the scenario, approximately 75% of the students specifically mentioned HIPPA, FTC
trade practice rulings, and methods to monitor food safety concerns. This was a pleasant surprise. The disheartening
issue was the quality of the writing for the level of the course. Many students were hindered by having to write
everything out without the aid of word processing.
In the FCS 494SEE class there are four in class essay assignments, and out of class assignments (interviewing workshop,
resume writing workshop, and recording a daily journal pertaining to work experiences). Additionally students
complete a book review and a career plan.
Student's seminar assignments dealing with ethics and professional practice were evaluated by the professor to assess
this SLO. Additionally, group discussions regarding students’ various internship sites experiences were facilitated by the
professor at each class meeting. The professor also met with the student and site supervisor(s) at the intern site to
discuss evaluations, evaluate feedback and make sure objectives that were outlined in the learning agreement were
being met. Any ethical issues or concerns would have been discovered and discussed at that time. In the Sprig
semester of 2009, no ethics related concerns were observed in the FCS 494SEE – Supervised Field Study class.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 5
2f. Use of Assessment Results of this SLO: Think about all the different ways the results were or will be used. For
example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in
program, student support services, revisions to program SLO’s, assessment instruments, academic programmatic
changes, assessment plan changes, etc. Please provide a clear and detailed description of how the assessment
results were or will be used.
This assessment might not be indicative of all consumer affairs students’ performance on ethical issues. This particular
course focuses on corporate responsibility towards consumers and the laws, regulations and best practices in the
customer relations industry. Therefore students had been immersed in the topic in some form throughout the
semester. The quality of writing needs to be addressed. It might be wise to require students identified as weak writers
early in the semester to seek assistance from the writing center. More emphasis should be placed on the importance
of quality writing in the workforce.
AREA: FAMILY STUDIES
2a. Which Student Learning Outcome was measured this year?
Demonstrate knowledge and application of ethical and professional standards.
2b. What assessment instrument(s) were used to measure this SLO?
FCS 491: Internship at the Child and Family Studies Center (CFSC)
1. CSUN Student Participant (anonymous) End of Semester Evaluation Form (10 questions)
2. Student Evaluation Form
FCS 480: The Helping Professional
A databank of 80 multiple choice questions was created by the instructor from the course text: Corey, Corey, &
Callanan (2007). Issues & ethics in the helping professions (7th ed.). Eight chapters of the text were used in the course
and the databank consisted of ten questions from each chapter.
Two versions of the instrument were used: (1) One quiz comprised of all 80 questions from the databank, and (2) Eight
quizzes each containing ten different questions from the databank.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 6
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO.
For example, what type of students, which courses, how decisions were made to include certain participants.
FCS 491: Internship at the Child and Family Studies Center (CFSC)
1. The anonymous “End of Semester Evaluation Form” was completed by 54 students; 15 students completed this
form in such as a way to determine that they were enrolled in FCS 491 fieldwork course. Since the forms were
designed to be anonymous, no determination of major(s) could be made. Therefore, all 15 forms were
analyzed.
2. Student Evaluation Form
A total of 24 FCS majors completed the capstone FCS 491 fieldwork course (FCS 491A = 7; FCS 491B = 12; FCS
491C = 5).
Students are evaluated weekly on 3 areas (Attendance; Interactions with Children; and Interactions with
Staff/Meetings) in addition to the quality of their written assignments.
FCS 480: The Helping Professional
FCS 480, The Helping Professional, is a required course for all FCS/Family Studies majors and the course is offered every
semester. During the Spring 2009 semester, 28 students who initially were enrolled and were present on the first night
of class took the 80 question online quiz in its entirety at the end of the first class.
Then, throughout the semester, 35 students (the original 28 plus 7 more who were either not present the first night or
added during the first week), completed the eight 10-question online quizzes on the weeks that the quizzes were due
(typically bi-weekly).
The demographics of the 35 enrolled students included 2 graduate students and 33 undergraduate students. Also, the
class consisted of 20 FCS/Family Studies majors and 15 Child Development majors. Ideally, only data from the FCS
majors would have been analyzed; however, the online assessment data were combined in such a way that separating
students based on their majors would have been a difficult challenge.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students
at different points) or was a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the
assessment points used.
FCS 491: Internship at the Child and Family Studies Center (CFSC)
1. End of Semester Evaluation (anonymous) Form
Designed to give Lead Teacher’s feedback on their teaching effectiveness. Results are used by Lead Teachers each
semester to enhance in-class feedback for fieldwork students and improve daily team meetings.
2. Student Evaluation Form
Lead Teachers meet with each student 2 times in a semester to discuss their professional development.
The Interactions with Staff/in Meeting area is most in alignment with the SLO under study.
FCS 480: The Helping Professional
A quantitative design and longitudinal method was used. The original 29 students participated in the first assessment.
Those 29 plus an additional 6 had access to the bi-weekly quizzes. There was only one week that all 35 students
completed the quiz, the other weeks ranged from 28 – 34 participants.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 7
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the data were analyzed and highlight
important findings from the data collected.
FCS 491: Internship at the Child and Family Studies Center (CFSC)
1. CSUN Student Participant End of Semester Evaluation Form (10 questions)
The following questions are most in alignment with this SLO4: #2, #5, #6, #8
Students’ quantitative responses are presented below, and students’ qualitative responses were grouped
thematically (n=15)
Question #2
Yes =14
Not at first (enrolled late)= 1
Did you understand what was expected of you as a student in the classroom? Did your supervising Lead Teacher makes
these expectations clear? Were you comfortable working in the classroom you were assigned
Helpful and clear, comfortable in classroom
I understood myself as a student in the classroom
Observing and interacting was a great learning approach
Question #5
Yes =15
No=0
Did your Lead Teacher model effective ways to use staff meetings to further understand child development
theory; to enhance your interactions with children; to work as a member of a teaching team?
Great chance talking things out
She used great positive and leading questions and comments.
Easy to talk to and was helpful
Gives great examples
Very honest and gave the idea that you will learn by trying new ideas and making mistakes.
Helpful hints on how to relate
Gave many suggestions to help working with children and other teachers
All the time
Question #6
Yes=8
No=1
Did not apply/Blank=6
Please make comments about the following assignments and how they helped or didn’t help you in your student
training – Lead Teacher Day
Great to have it all work out in action
Exciting, nervous
Exciting day. A time to use what you learned.
Helped me gain confidence and understand how much work is put into each day.
I had a bird’s eye view of what goes on – also I felt very supported by everyone.
I would have liked to be Lead Teacher for more than one day
Tough but was a wonderful experience! Helped me grow (in) confidence with a room full of children.
Question #8
Yes=14
No, never got one=1
Was the mid-semester evaluation helpful to you?
Helped me to keep on track
I knew what needed to be improved.
Very encouraging with positive feedback.
Good to know where I stood
I feel that I improved in the areas I was lacking – not taking initiative.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 8
2. Student Evaluation Form
Interactions with Staff/in Meetings (weekly scores: scale of 1-10)
Scores of 9-10 = 21
Score of 7-8 = 3
FCS 480: The Helping Professional
1st Assessment: 80-Question Quiz
Mean
Totals:
SD
28
43.9%
11.7
32
77.5%
22.1
34
81.8%
14.2
35
74.5%
15.2
82.1%
16.1
52.8%
17.6
77.5%
17.1
64.5%
19.1
2nd Assessment: Eight 10-question Quizzes
Quiz #1: Introduction to Professional Ethics
Totals:
Quiz #2: The Counselor as a Person and as a Professional
Totals:
Quiz #3: Values and the Helping Relationship
Totals:
Quiz #4: Multicultural Perspectives and Diversity Issues
Totals:
34
Quiz #5: Clients Rights and Counselor Responsibilities
Totals:
31
Quiz #6: Confidentiality: Ethical and Legal Issues
Totals:
33
Quiz #7: Managing Boundaries and Multiple Relationships
Totals:
30
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 9
Quiz #8: Professional Competence and Training
Totals:
31
69.0%
20.2
Data Summary:
Assessment #1: 43.9% Correct
Assessment #2: 72.4% Correct
Increase:
28.5%
2f. Use of Assessment Results of this SLO: Think about all the different ways the results were or will be used. For
example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in
program, student support services, revisions to program SLO’s, assessment instruments, academic programmatic
changes, assessment plan changes, etc. Please provide a clear and detailed description of how the assessment
results were or will be used.
FCS 491: Internship at the Child and Family Studies Center (CFSC)
FCS majors enrolled in FCS 491 during Spring Semester 2009 demonstrated the application of ethical and professional
standards.
However, based on the spring 2009 data, faculty and staff at the Child and Family Studies Center plans to develop
questions to add to the end of the semester student evaluation instrument that more directly relate to knowledge of
professional ethics.
FCS 480: The Helping Professional
Results from the 480 course, The Helping Professional, indicate that the majority of the students are achieving a
“passing” grade, or adequate knowledge of the eight ethical and professional standards topics that are being taught in
the course. In fact, pre and post-test data show that there was almost a 30% increase in the students’ knowledge
across the areas of ethical and professional standards that are taught in the course from the beginning to the
conclusion of the semester long class. Hence, the course curriculum appears to be sufficiently meeting the needs of
students in obtaining an understanding of ethical and professional standards in the field of Family Studies.
However, students quiz averages did not exceed a 70% on three of the eight specific topics addressed in the course:
Clients Rights and Counselor Responsibilities; Managing Boundaries and Multiple Relationships, and; Professional
Competence and Training. Further attention should focus on teaching techniques that would better relay information
pertaining to these particular subject areas in the FCS 480 course.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 10
AREA: INTERIOR DESIGN
2a. Which Student Learning Outcome was measured this year?
SLO4: Demonstrate knowledge and application of ethical and professional standards.
2b. What assessment instrument(s) were used to measure this SLO?
412:
Assessment instruments:
a. Group project
b. Online individual assignments
c. Logo and portfolio evaluation
d. Final paper
494SEE:
Final Employer Evaluation in FCS 494SEE (Interior Design Supervised Internship)
Grading Discussion Thread on Interior Design Ethics and Professional Standards
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO.
For example, what type of students, which courses, how decisions were made to include certain participants.
412:
All students in the class were used as sample (13 students). All students were interior design students with senior
standing.
494SEE:
All students in the interior design program are required to take FCS 494 SEE, supervised field study. In Spring 2009
there were a total of 42 students. All students in the class were included in the sample.
All students are required to have senior standing. FCS 311, Interior Design II is a prerequisite for the class. Students in
the sample were either enrolled in FCS 411, Interior Design III or FCS 414, Senior Comprehensive Interior Design studio
concurrently.
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students
at different points) or was a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the
assessment points used.
412:
The following assessment methods are applied to all students during the semester:
a. Students work in groups and interview various design firms in the community. Then they need to produce a
report and present their case study to the class.
b. Throughout the semester students read various chapters from their textbook (Professional Practice for Interior
Designers by C. Piotrowski, 4th. Ed.), summarize, critically analyse and reflect on the material and upload their
assignments on WebCT.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 11
c. During the semester guest lecturers discuss ethical issues and professional standards in the interior design
profession. Students actively participate in the discussion and then are asked to prepare assignments where
they summarize and critically analyse the key points of the lectures and discussions and upload their work on
WebCT.
d. Students watch videos and attend webminars and summarize, critically analyse and reflect on the material and
upload their assignments on WebCT.
e. Students work on preparing logos and sample portfolios of their design work, upload their assignments on
WebCT, and present their work to the class.
f.
At the end of the semester students write a final paper on “Business Proposal for Setting Up a Design Practice”
where they have to write a hypothetical business plan for setting up their own interior design practice. They
upload their assignments on WebCT, and present their work to the class.
494SEE:
1. Students’ internship supervisors complete a mid-semester evaluation of student work when the student
completes about 60 or the required 120 hours of the internship. This evaluation is meant to better guide the
student toward expectations for the remainder of the internship and for the students to assess their position.
The instrument used for this assessment was the final employer evaluation, completed at the end of the
required 120 hours of the internship. The employers rate their students on “work habits and presentation”,
“skills in task performance”, “attitude”, “skills in human relations” and “overall rating”. Additionally
employers/supervisors answer questions about their intern’s strengths and contributions to the organization.
Employers/supervisors are encouraged to discuss these evaluations with the student. The instructor visits each
intern’s site to meet their supervisor and discuss the student’s progress and work.
2. Two discussion groups are posted on WebCT. Each student is asked to write a 200-300 word response to the
question posed by the instructor. One of the two discussion groups is based on ethics in interior design.
Students’ responses are graded as part of their internship notebook.
The instructor’s post reads:
Acquire the Interior Design Code of Ethics from ASID (American Society of Interior Designers) or IIDA (International
Interior Design Association). This is available in the Professional Practice for Interior Designers by Christine Piotrowski
book in chapter 3. Your employer may also have a copy of this from either organization.
Discuss any one of the sections listed below in up to 300 words:
1. Responsibility to the public
2. Responsibility to the client
3. Responsibility to other interior designers and colleagues
4. Responsibility to employer
What are your impressions of the code? How do you see it translated at your internship site? Are you satisfied with the
wording of the code and its implementation? Discuss your experiences related to this code.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 12
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the data were analyzed and highlight
important findings from the data collected.
412:
a. Group assignment (firm interview and presentation) was analyzed based on the set of questions asked,
content, depth, and presentation quality (visuals, graphic, text).
b. Individual assignments were analyzed based on how detailed the summary of the material was, how critically
the material was analyzed, and on the depth and extend of self reflection.
c. Logo and portfolio assignments were analyzed in terms of creativity, design intent, color and graphics
employed.
d. The final papers were analyzed in terms of the depth of their contents and on the supporting material furnish
to support students arguments.
e. Overall, assignment findings indicated a very good understanding and appreciation of the material (ethical and
professional standards) by the students:
• good balance between group work and individual work
• increased understanding of ethical issues in the interior design profession
• appreciation of students in getting to know how local design businesses are set up, managed and functioned
• valued the opportunity of preparing curriculum vitae, logos, and sample portfolios for professional use
494SEE:
1. Employer final evaluations of student work are discussed with the employer and the student. They are also
considered in assigning the student’s grade for the class. The data from 42 students’ evaluations comprised of
the five attributes (“work habits and presentation”, “skills in task performance”, “attitude”, “skills in human
relations” and “overall rating”) rated as “outstanding”, “very good”, “average”, “below average”, “poor”. The
analysis of the evaluations was based on the ratings. Except for 2 students, all students were rated
“outstanding” or “very good”. There were a larger number of “outstanding” remarks from employers than
“very good”, indicating an overall above grade and satisfactory work ethic among students in FCS 494SEE.
2. The discussion group was graded on quality of response as well as spellings and grammar. For the purpose of
this assessment the quality of students’ response was the significant criteria. Students were able to identify
with the information in the code of ethics and related the code to incidents at their internship site. Overall the
assignments indicated a good understanding of ethical standards in the design industry.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 13
2f. Use of Assessment Results of this SLO: Think about all the different ways the results were or will be used. For
example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in
program, student support services, revisions to program SLO’s, assessment instruments, academic programmatic
changes, assessment plan changes, etc. Please provide a clear and detailed description of how the assessment
results were or will be used.
412:
•
Greater infusion and emphasis on international design practice and design sustainability are increasingly taking
place in the course due to their popularity in the profession.
•
The course findings support the enhancement of green and sustainable design in the program. The professor
and his colleagues are in the process of creating new courses focusing on sustainability.
•
Designers who are LEED certified will be invited as guest lecturers, as LEED certification is becoming
increasingly popular in the profession.
•
On the topic of “portfolio preparation”, the course will focus more on preparation of electronic portfolios as
this is the direction the profession and technology are taking.
•
Students will be encouraged to interview firms that are not only interior design but are also design firms
affiliated with interior design (architectural, lighting consultants, design-build, engineering) – this way variety of
case studies will enrich knowledge.
•
Some of the firms interviewed by students were of very high professional standards and their principles will be
invited to join the advisory board of the interior design program. They will also be invited as guest lecturers to
share their knowledge with students.
494SEE:
The discussion thread included in this assessment for Spring 2009 was a new addition to the course. This component
will be retained as it contributed significantly to students’ understanding of ethical standards as well as their
application in the industry. Also, site visits with employers led to some comments about the program, not related to
SLO4, which the interior design area is working on incorporating in the curriculum.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 14
AREA: NUTRITION/DIETETICS & FOOD SCIENCE
2a. Which Student Learning Outcome was measured this year?
SLO 4: Demonstrate knowledge and application of ethical and professional standards.
2b. What assessment instrument(s) were used to measure this SLO?
For FCS 494BEE: On line workshop and certification exam for HIPAA (Privacy Act); SOAP Reports, reviewed by Faculty
and Student Health Center provider; Peer Nutrition Counseling Portfolio evaluation
FCS 494SEE: Assignment based on CSUN Internship Success on-line workshop from the Career Center at
http://www.csun.edu/career/students/internships.html,
Professional Etiquette Book Assignment, Evaluation Forms from site supervisors.
2c. Describe the participants sampled to assess this SLO: discuss sample/participant and population size for this SLO.
For example, what type of students, which courses, how decisions were made to include certain participants.
FCS 494BEE is the Peer Nutrition Counseling (PNC). Every semester up until Spring 2009, there were approximately 1015 students/semester. Beginning Spring 2009, we taught wo classes per semester, 27 students total; all are majoring I
Family & Consumer Sciences, with an option in Nutrition/Dietetics (ND) or ND and Food Science. PNC is taking during
the students culminating semester in the program. Students must have completed the Medical Nutrition Therapy
course before being able to take PNC. All students in PNC must participate in the project/assignment evaluations
(HIPAA, SOAP note evaluations, portfolio) – as a mandatory part of the course.
FCS 494SEE is the Food Science Internship. All Food Science majors (or NDFS) are required to take the internship during
their final year in the major. Typically, there are between 5 and 16 students per semester who participate. Students
must have completed FCS 302 (Food Product Development) or FCS 401 (Food Chemistry) before enrolling in this
course. All students participate in in-class assignments and project evaluations and are evaluated by their supervisors
at the internship site.
1. Students complete a first assignment based on reading “The Internship Guide”, a PDF document, and completion of
the “Internship Success Online Workshop”, both available through CSUN’s Career Center at
http://www.csun.edu/career/students/internships.htm. Topics covered in these guides: “Professional Manner and
Dress”," Professional Correspondence”, “Positive and Negative Things to do in an Internship”, “Trouble on the Job” and
“Reflection”.
2. Students are evaluated by their internship supervisors in areas such as: Prior Knowledge, Work habits and
presentation of self, Communication skills, Skills in human relations, and Skills in task performance. All evaluations are
reviewed by the students and the instructor during class meetings on an individual basis.
3. Students are required to read the book “When the Little Things Count” by Barbara Pachter and complete an
assignment based on this book. This book covers professional etiquette and behavior.
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 15
2d. Describe the assessment design methodology: For example, was this SLO assessed longitudinally (same students
at different points) or was a cross-sectional comparison used (comparing freshmen with seniors)? If so, describe the
assessment points used.
For FCS 494BEE: On-line HIPAA workshop and certification: Student logs in, reads documents on regulations, and is
administered an on-line exam based on the regulations. Exam is graded on-line, and student continues to take the
exam until successfully passed. The grading is electronic, and student receives a one-time-only certification. Student
may not proceed in the course without this; Subjective/Objective/Assessment/Plan (SOAP notes), are written after a
PNC sees each patient. Report must be submitted to professor within 24-48 hours of seeing patient; report is reviewed,
evaluated, and edited by faculty and returned to PNC to make corrections; it is then submitted to and Student Health
Center provider. Progress is noted; Peer Nutrition Counseling Portfolio is compiled by each PNC; each PNC has a
grading rubric, and a lesson on how to compile a portfolio, due the final week of the semester. Once completed,
professor further evaluates the portfolio, and a grade, according to the rubric, is assigned.
FCS 494SEE: Internship Success on-line workshop: Students complete this workshop and an assignment within the first
two weeks of the semester. Professor evaluates the assignment and discusses the results with the students during the
next class meeting.
Book review on “When the Little Things Count” by Pachter: students are asked to read a book on professional etiquette
and complete an assignment during the course of the semester. Professor evaluates the assignment. Internship
Supervisor evaluations: supervisors at the internship sites complete evaluation forms, submit them to the professor;
evaluations are then reviewed by the instructor and students on an individual basis.
2e. Assessment Results & Analysis of this SLO: Provide a summary of how the data were analyzed and highlight
important findings from the data collected.
FCS 494BEE (PNC): HIPAA – pass or not? On-line evaluation. All must pass, or may not continue in the class. Each
semester, every student has passed (become HIPAA-certified). SOAP notes: all students progress at a different rate.
Professor reads every note, and implements “Track Changes,” so the student can read comments, as SOAP notes are
returned to each student. This is done via email. Each week, patient counseling experiences and charting are discussed
in seminar-fashion. All PNCs participate in the “group-think, problem-solving. Most students experience exponential
growth in their counseling skills and abilities, as well as in their ability to document patient visits. Occasionally, some
students require private “coaching,” and are required to meet with faculty to hone skills. The portfolio assignment is
presented as a PowerPoint and class discussion; it’s also available on the class website, along with the evaluation
rubric. A course grade rubric is also provided to each student.
Based on several evaluation instruments, >70% of the students completed all projects and assignments, receiving
scores of A or A-; the remainder of students demonstrated proficiency on all assignments and projects, as well; all grew
from their experiences, completing more than 2000 service hours in the community. All students completed their
portfolios as a demonstration of their own work and learning. 100% of the students received HIPAA certification,
demonstrating proficiency on the on-line exam.
FCS 494SEE: A course grade rubric is provided to each student at the beginning of the semester. Evaluations for
individual assignments are provided to the students. Group discussions of the student’s experiences at the internship
sites are facilitated by the professor at each class meeting. Evaluations and feedback from site supervisors are reviewed
with the students throughout the semester. Professor is able to evaluate progress of the students in this course based
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 16
on a combination of assignment evaluations, supervisor evaluations and group class discussions. When necessary, the
professor will meet with students individually or communicate with site supervisors to make sure that the class
objectives are being met.
2f. Use of Assessment Results of this SLO: Think about all the different ways the results were or will be used. For
example, to recommend changes to course content/topics covered, course sequence, addition/deletion of courses in
program, student support services, revisions to program SLO’s, assessment instruments, academic programmatic
changes, assessment plan changes, etc. Please provide a clear and detailed description of how the assessment
results were or will be used.
FCS 494BEE and SEE: We, as an Area, looked at the SLOs and asked, “Where, in what class, is this being taught?” If, for
example, one SLO topic was not really being covered in a particular class, we’d decide in which class we could
incorporate the issue. E.g. Previously, the topic of legislative issues, was not really being clearly covered, so when the
area looked at all course syllabi, this legislative action was added to the class curriculum. The Nutrition/Dietetics Area
is also an accredited program, so must adhere to the American Dietetic Association guidelines. We work together as
faculty, along with our Chair, and including the Food Science/Food Service component, go over our curricula, seeing to
stay current and improve the quality of coursework.
As a result of the assessment, the topic “Code of Professional Conduct of the Institute of Food Technologists”
(http://ethics.iit.edu/codes/coe/inst.food.technologists.html) will be incorporated into the FCS494SEE curriculum. This
topic was previously taught in FCS 401 but was found to be more appropriate for this course.
2. How do your assessment activities connect with your department’s strategic plan?
Our department’s strategic plan includes five goals, of which three of those goals were related to our
assessment activities during the academic year of 2008-2009 in our focus on SLO4:
Goal #1: Student Development
Goal #3: Develop Strong Resources
Goal #4: Connect with Civic and Global Engagement
The goal of student development includes the topics of professional ethics and professional behavior,
both of which were the main focus of our assessment activities this year. Also within this department
goal, the development and implementation of assessment tools is listed as an important issue, and our
assessment activities included a review of the instruments used to assess student learning of SLO4 in
several department classes.
The goal of developing strong resources, such as developing a system of keeping up with alumni for
internship, service learning, and development, was also indirectly captured in some of our area’s
March 30, 2009, prepared by Bonnie Paller
FCS Final Assessment Report 2008-2009, p. 17
assessment activities. Specifically, faculty continue to elicit feedback from and enhance relationships
with community internship sites, and many of our graduates/alumni are involved in working at these
sites as well.
Similarly, the goal of connecting with civic and global engagement (e.g., expanding collaborations
between our department and community agencies), was also indirectly related to our assessment
activities in the manner that was discussed in the previous goal. Thus, involving the staff at our
internships sites in the assessment of our students’ ethical and professional behaviors at these agencies
strengthens the communication and relationships that our FCS department maintains with community
groups.
3. Overall, if this year’s program assessment evidence indicates that new resources are needed
in order to improve and support student learning, please discuss here.
No additional resources are needed.
4. Other information, assessment or reflective activities not captured above.
None.
5. Has someone in your program completed, submitted or published a manuscript which uses or
describes assessment activities in your program? Please provide citation or discuss.
Not as of yet.
March 30, 2009, prepared by Bonnie Paller