Department of Family and Consumer Sciences
California State University Northridge
Self-Study Report
Prepared for the Program Review Process of the
University
January 16, 2014
Department of Family and Consumer Sciences
California State University Northridge
California State University Northridge Family and Consumer Sciences Department
Graduate Program Review Self-Study Report
Terri Lisagor, Ed.D., Associate Professor, Department Chair
M.S. Family and Consumer Sciences (2013/2014)
Program Review Self-Study Faculty Committee
Tom Cai, Ph.D., Associate Professor (Committee Chair)
Annette Besnilian, Ed.D., Instructor
Hira Cho, Ph.D., Assistant Professor
Angie Giordano, Ph.D., Professor (in charge of Assessment)
Rodica Kohn, M.Arch, MFA, Instructor
Yoko Mimura, Ph.D., Assistant Professor
_______________________________
Sylvia A. Alva, Ph.D., Dean
College of Health and Human Development
_______________________________
Terri Lisagor, Ed.D., Associate Professor, Department Chair
Department of Family and Consumer Sciences
Date Submitted:
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California State University Northridge Family and Consumer Sciences Department
Executive Summary
This is the first program review for our Family and Consumer Sciences Department (FCS) M.S.
program. The Self-Study document for the M.S. program in FCS reflects a program undergoing
significant growth and change. The program started in the Fall of 1967 and has experienced a
few name changes. In the past 10 years, the graduate enrollment has grown by 428% and now
there are 343 graduate students active in the Department.
The FCS Department is striving to provide a diverse environment for both faculty and students.
The diversity of FCS faculty positions them to provide academic and professional guidance and
counsel to the diverse student body in the Department. The Department is also dedicated to
assessment and strategic planning. In the academic year 2012-2013, the faculty developed the
Student Learning Outcomes (SLOs) and created and implemented a Graduate Student Exit
Survey.
The self-study recognizes the great progress that has been made and also points to the need to
continue improving to realize the full potential for overall program outcomes, enhance
assessment and quality control, expand resource development (human and financial), and build
an environment to welcome graduate students and support their academic and professional
success.
The faculty self-study process represents a comprehensive review of our graduate curriculum,
faculty and student information, and the student learning outcomes of the program. The
narrative conforms to the outline provided by the program review office.
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California State University Northridge Family and Consumer Sciences Department
Table of Contents
Administrative Officers and M.S. Program Committee of FCS Department
2
Executive Summary
4
Acknowledgements
5
Part I: Overview of the Program
6
Part II: Campus Climate Actions
12
Part III: Assessment and Strategic Planning
14
Part IV: Key Strengths and Challenges
23
Part V: Appendices
29
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California State University Northridge Family and Consumer Sciences Department
Acknowledgements
Thanks!
To the FCS M.S. Program Review Committee and the whole faculty . . .
. . . the HHD assessment committee for review of this document
. . . program consultants from EPC and GSC
and all the staff who assisted in the production
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California State University Northridge Family and Consumer Sciences Department
PART 1
Overview of the FCS Program
The Department of Family and Consumer Sciences (FCS) is one of nine academic departments
within the College of Health and Human Development at the California State University,
Northridge. The Home Economics Department was established at San Fernando Valley State
College in the academic year of 1960-61. The M.S. degree program in Home Economics was
approved and the first graduate students were accepted in the Fall of 1967. In 1991 the name of
the department was changed to Family Environmental Sciences (FES) and in 2001 to Family &
Consumer Sciences (FCS). In 1996 the degree name was changed from Family Environmental
Sciences to Family and Consumer Sciences (FCS). Board-approved information on the
university, college, and department can be found at the following websites.
California State University, Northridge: http://www.csun.edu/
College of Health and Human Development: http://www.csun.edu/hhd/
Department of Family and Consumer Sciences: http://www.csun.edu/hhd/fcs/
CSUN organizational chart: http://wailuku.csun.edu/xplatform/99740714.htm
The mission of the Family and Consumer Sciences is: To enhance the quality of life for
individuals, families, and communities through education, research, creative endeavors, and
public service. The Department mission is in broad alignment with the College of Health and
Human Development mission and the University mission. The statement is available at the
following link:
 Department’s Web Page: http://www.csun.edu/hhd/fcs/
The mission of College of Health and Human Development is available at the following link:
 College’s Web Page: http://www.csun.edu/hhd/collegeplan.html
The Department mission statement clearly defines FCS as one that focuses on enhancing the
quality of life of individuals, families, and communities through programs of study in various
specializations in Family and Consumer Sciences focused on education, research, creative
endeavors, and public service. The Department provides professional programs aimed at
educating students about utilizing their professional knowledge for the benefit of others in their
immediate and global communities. This mission statement is distinct to the FCS Department
and does not overlap with any other program on campus.
The FCS Department has a long history and thus an extensive network of alumni in different
sectors of the community providing services that address societal issues including, but not
limited to, obesity, diabetes; design of interior spaces for young children and elderly; body image
and personal branding for underprivileged women; textile testing for flammability concerns of
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California State University Northridge Family and Consumer Sciences Department
the elderly; and financial management for low-income groups. Presently the Department offers
the following graduate degree:

Master of Science in Family and Consumer Sciences
Degree descriptions and requirements are available at the following links:


CSU Northridge University Catalog:
http://catalog.csun.edu/programs/graduate-m-s-family-and-consumer-sciences/
Department’s website:
http://www.csun.edu/health-human-development/family-consumer-sciences/graduateprograms-fcs
A. The Graduate Program Overview
Overview of Graduate Curriculum (M.S. Family and Consumer Sciences)
The Master’s Degree Program is intended for persons interested in the study of the relationships
among people and their personal environments. Students may earn a graduate degree with
emphasis in any of the following areas of concentration: Apparel Design, and Merchandising,
Consumer Affairs, Family Studies, Interior Design, and Nutrition, Dietetics and Food Science.
Students complete six units of required core courses, 24 additional units for their selected areas
(Apparel Design and Merchandising, Consumer Affairs, Family Studies, Interior Design, and
Nutrition, Dietetics and Food Science) and a capstone course designated either for a
thesis/project or a comprehensive examination. The core requirements include two research
methods-related courses. A 3-unit comprehensive examination course is one of two capstone
options for the Degree and is completed during the last semester of enrollment in the Program.
Students also have the option of completing a Thesis or a Graduate Project, and will register for a
3-unit Thesis/Project course, which may be included in the elective total. A grade of “B” or
better in each graduate course is required for the units be counted as progress toward Degree
requirements.
1. Required Core Courses (6 units) – (hyperlinks show catalog course descriptions,
Appendix 1-A for the two course syllabi)
FCS 681 Research Methods (3)
FCS 682 Research Applications (3)
2. Electives/Area –Specific required courses (24 units, according to areas of study)
This is the minimum amount of approved graduate course work, to be selected with an advisor.
Some Areas of study require specific course work. A maximum of nine units may be at the 400level.
3. Capstone (Select one of the following—Note: students in Apparel Design, and
Merchandising and Interior Design can only choose A: Thesis or Project)
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California State University Northridge Family and Consumer Sciences Department
A. Thesis or Project
1.
The proposal must be approved by the student’s Committee and the Graduate
Coordinator.
2.
The student will register for FCS 698 (Thesis/Project) for three (3) units. These
units may be included in the elective total.
3.
The student must successfully defend the thesis or project at an oral exam.
B. Comprehensive Examination
1.
The student will register for FCS 697—Directed Comprehensive Studies (3 units).
These units may not be counted in the elective total. The class is offered in every
semester except winter and summer sessions.
2. The student must earn a minimum grade of “B “on the examination.
In addition, students with background outside of Family and Consumer Sciences should
successfully complete a one-unit course, FCS 580 (The Family and Consumer Sciences
Profession), before being classified with a graduate status. However, FCS 580 does not count in
the students’ graduate program of study.
Overview of Student Learning Outcomes for Graduate Program:
The Department of Family and Consumer Sciences (FCS) has overall student learning outcomes
for the graduate degree program in addition to specific objectives and learning outcomes for each
individual class. The FCS Department also integrates student learning outcomes identified by
the College of Health and Human Development as well as reinforcing the student learning
outcomes identified by the university’s general education program. The current student learning
outcomes for the FCS Department’s M.S. Program are listed below.
Student Learning Outcomes of the FCS Graduate Program
In an effort to support the well-being of individuals, families and communities through their
professional area of interest in FCS, students will be able to:
1. Apply the American Association of Family and Consumer Sciences (AAFCS) Code of
Ethics in scholarship as FCS professionals.
2. Demonstrate ongoing synthesis and application of relevant literature, current trends, and
emerging issues within their professional area of interest within FCS.
3. Design a research study/creative project investigating topics within their professional area
of interest including diverse populations.
4. Apply sound evidence-based practices and applications within their professional area of
interest in FCS.
Enrollment Patterns for Graduate Program:
The graduate program has seen a significant increase in enrollment. From Fall 1993 to Fall
2013, the graduate enrollment has grown by 428% from 65 students in 1993 and now there are
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343 graduate students active in the Department. This enrollment growth was especially
prominent in the recent seven years. Since 2005, the enrollment has almost doubled. A full
breakdown of the FCS Student Profile for graduate students is found in Appendix 1-B: FCS
Graduate Program Data.
The projection for the Family and Consumer Sciences M.S. program as a whole is to continue to
grow to meet the students’ educational needs. FCS is a comprehensive program that consists of
five different areas of concentration. Each area may face unique strengths or challenges in terms
of trends in discipline and students’ demand; and therefore may develop the strategies that can fit
the area’s needs and requirements. For example, the Nutrition, Dietetic, and Food Science area
has experienced an excessive number of applications in recent years. The faculty changed the
admission criteria by requiring GRE upon admission to maintain the quality of the students
admitted. Other areas, such as Consumer Affairs and Interior Design, have seen a drop of
enrollment due to the impact of the economy and a variety of other reasons. The faculty in these
areas is making the efforts of recruiting eligible students in the programs. Also, faculty is
seeking a possibility of merging graduate courses from different areas. For example, a graduate
course, which is traditionally offered primarily to Family Studies students, can be modified and
team-taught by faculty from Family Studies and Consumer Affairs, two very closely related
areas, and offered to students in both areas. This approach has the potential to utilize the
resources more effectively, offer the course that students need, and at the same time provide a
collaborative competence to the students in the department.
B. Instructional and Support Staff
The FCS Department has 24 full-time tenured/tenure-track and lecturer faculty members. The
Department also utilizes a variety of part-time faculty members who are current with the
emerging trends in the discipline and bring a wealth of real world experiences into the classroom.


The number of full time and part-time instructors is reported in the Appendix 1-C: FCS
Faculty Data.
1. FCS faculty historical data by characteristics from CSUN Institutional Research.
2. A table summarizes faculty data for full time faculty.
3. A table summarizes faculty currently teaching in our part-time faculty pool.
Full time faculty vitas are in Appendix 1-D.
The FCS Department has a Graduate Coordinator, who is appointed by the department Chair and
receives six units of reassigned time. The Graduate Coordinator plays a central role in graduate
admission, advisement, and providing guidance for graduate students’ culminating experiences.
D. Self-Study Process
The FCS Department began a new strategic planning process in 2013-14 with forthcoming
reaccreditation for undergraduate program by the American Association of Family and
Consumer Sciences. A faculty retreat was held in August 2013 where faculty and staff worked
on creating long-term and short-term goals for the Department. Part-time faculty and staff
members were invited to participate and all were able to contribute. One of the long-term goals is
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California State University Northridge Family and Consumer Sciences Department
to continue to provide high quality programming within the Department with corresponding
short-term goals of maintaining accreditation and certification for undergraduate program and
high quality graduate program through assessment and program review.
At the beginning of the 2013 Fall semester, four FCS faculty members attended the CSUN
program review launch meeting presentation. Three faculty members had a meeting with the
Associate Dean of the College of Health and Human Development. In early October, 2013, the
M.S. Program Review Committee was formed and consists of six FCS faculty members: two
tenured faculty, two tenure-track faculty, and two full-time lecturers with terminal degrees. Four
potential outside reviewers were identified by the committee and submitted to the Dean for
approval. The program review process has moved forward in Fall 2013 with the self-study
written in January 2014, submitted in February 2014, with the site visit for the outside reviewers
scheduled for April 2014.
It is worth noting that one important graduate curriculum activity was implemented during the
2013-14 academic year as the self-study was underway: the Department is proposing a M.S.
program modification to convert the five areas of concentration into options. These options will
then appear on transcripts and diplomas for the FCS MS degree. This will allow our students’
concentrated studies in their chosen options to be identified and, thus, students will be more
marketable. In the Spring and Fall of 2013 the faculty spent a great deal of time on this program
modification for the benefits of our graduate students. The Program Modification Proposal is in
Appendix 1-E.
E. Advisement
All tenured/tenure track faculty members provide graduate advisement. The Department
provides a student-centered approach to advisement by allowing individual-focused academic
advisement appointments with faculty each semester. The FCS Graduate Coordinator and each
student’s graduate committee play a key role in the advisement. The FCS Graduate Handbook
also provides information and guidelines with respect to admission, program of study,
culminating experience, and departmental policies, etc. Please see Appendix 1-F for the FCS
Graduate Handbook.
Three Graduate Student Orientation workshops, which are led by the department Graduate
Coordinator, are offered to all incoming graduate students before their first semester. Each
student may choose to attend one of the workshops. The orientation not only reviews the
curriculum and matters of advising as well as the process for becoming classified, but also covers
the academic expectations for the program. Also, the Graduate Coordinator will help direct each
of the students to a faculty member who may then serve as the chair of the student’s graduate
committee.
Each semester a mandatory advisement is required for all graduate students by placing an
‘academic hold’ on the registration access. Students make appointments with the graduate
committee chair (the major advisor) to review their planned schedule for the next semester.
Students must bring a current DPRs or unofficial transcripts to their advising appointment.
Students are reminded about the sequence demands of the core classes, the elective courses, and
their choice of culminating experiences. The committee chair also assists their students in
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California State University Northridge Family and Consumer Sciences Department
developing their formal Program of Study and selecting their Graduate Program Committees,
who provide guidance on the students’ theses/projects or comprehensive exams. A physical
advisement folder is maintained for each student and kept at the Department main office.
Faculty enter program planning decisions in the folder at each visit. Students also meet with the
Graduate Coordinator in order to complete the classification process and address other
administrative issues that are not handled by the committee chairs.
Additional resources include:
 For students that choose the Comprehensive Examination as their culminating
experience, the Department also maintains a Moodle page, where they can obtain
information regarding the exam, a variety of form downloads, checklists for graduation,
and important dates to submit the forms and applications.
Samples from Moodle page - http://moodle.csun.edu/

The M.S. Program Option Sheets—Each of the five areas in the Department creates and
maintains a M.S. program option sheet, which lists the following information:
o The introduction of FCS major and Master’s program in FCS
o The introduction of the area specialty
o Requirement for admission to the program
o Course works and culminating experience for the program
o Faculty advisors’ information
o Student organizations


CSUN Graduate Studies webpage: http://www.csun.edu/research-graduate-studies
FCS Graduate Studies webpage: http://fes.csun.edu/fcsgradprog.html
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California State University Northridge Family and Consumer Sciences Department
PART 2
Campus Climate Actions
Campus climate issues that relate to support and inclusiveness are generally referred to as
“campus climate.” Campus climate means “behaviors or interactions within a workplace or
learning environment that can influence whether an individual feels personally valued and
treated fairly” (page 1 of Justifications for a Campus-Wide Climate Survey for Students, Staff,
and Faculty at CSUN). This section describes how diverse and inclusive the department is and
the activities the department uses to promote a diverse climate.
A.
A Diverse Body of FCS Faculty
The Department cooperates and collaborates with the Office of Equity and Diversity and the
Office of Human Resources on campus to ensure that Department operations, programs, and
structures comply with appropriate policies and procedures. The Department fully recognizes
the importance of equity and diversity and designates an Equity and Diversity Representative on
each Search and Screen Committee. The department has hired eight new tenure-track faculty
members since 2010: one in Apparel Design and Merchandising; two in Consumer Affairs; two
in Family Studies; and three in Nutrition, Dietetics, and Food Science. They all have taught
either the core graduate course or the graduate courses in their areas of specifications. The
Department received a large number of applications in every search from candidates of
underrepresented groups. As of Fall 2013, the Department has 5% (N=3) of its faculty from
African American descent; 2% (N=1) from American Indian descent; 21% (N=12) from Asian
and Pacific Islander descent; and 9% (N=5) from Hispanic descent. In each instance, the
Department faculty diversity is greater than that of the University faculty as a whole.
FCS Faculty members also demonstrate diverse professional preparation and education within
the field. FCS full-time faculty, as a group, have earned 20 Ph.D./Ed.D./Dr.P.H. degrees, from
16 different academic institutions located across the United States and internationally. In
addition, faculty members have earned degrees that address most, if not all, aspects of each
discipline. The diversity of FCS faculty positions them to provide academic and professional
guidance and counsel to the diverse student body in the Department. See Appendix 1-C and 1-D
for more information about FCS faculty.
B.
A Diverse Body of FCS Students
The California State University has a system-wide policy that prohibits discrimination,
harassment, and retaliation against students. The Department cooperates and collaborates with
the policies and procedures established by the Office of Admissions and Record and the Office
of Equity and Diversity.
The Department engages in a number of activities that encourage recruitment of a diverse student
body. Department faculty and staff participate in all University and College recruitment and
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California State University Northridge Family and Consumer Sciences Department
retention activities including Majors Fairs and Diversity Forums for Graduate Education. The
Department Public Relations, Recruitment, and Articulation Committee organizes and oversees
outreach events, including but not limited to, University Open House, Majors Fair, and College
of HHD Professor for a Day. The Department maintains an up-to-date website that showcases
Departmental programs, activities, and students. Each area of specification has developed a
pamphlet that contains an overview of the graduate program and curriculum. This pamphlet is
given to students who visit the Department office seeking information about its programs.
The trends and patterns in student diversity have been aligned with the diversity of the entire
CSUN graduate student body. The percentage of the traditionally underserved graduate students
in the Department has remained consistently around 22% over the last five years and aligned
with percentage of the traditionally underserved graduate students at CSUN (around 24% in the
past five years). Specifically, the percentage of African American students in the Department
has increased from 3% in Fall 2012 to 5.5% in Fall 2013; and the percentage of the Hispanic
students of any race has remained above 17% over the past two years. The percentage of
Asian/Pacific Islander students in the Department is 12% in Fall 2013, compared to the
University’s 9.9%. Overall, the Department has consistently maintained a diverse body of
graduate students. See Appendix 1-B for more information about FCS graduate students.
C. Activities to address culture and diversity
Department faculty members employ a diversity of instructional strategies to communicate
course content to students. In some cases, the strategies are very specific to the subject matter,
such as an interior design project using computer-aided design software used in Interior Design;
apparel store analysis for design and merchandising, and event planning for resource
management. In other instances, strategies are generic such as article critiques, research proposal
development, case studies, observation of different groups, and PowerPoint presentations
employed by faculty members in all options. Many of these instructional strategies involve
students’ exploring and understanding the diverse population and their needs; therefore preparing
them in pursuing their professional careers in the areas of specification.
To ensure that the voice of the students is heard and their suggestions are incorporated in
improving our program, an exit survey was developed and made available to our students in Fall
2013. The survey involves a variety of aspects of our M.S. program, including class and
research activities, academic interactions, and cultural and professional diversity. The exit
survey will be discussed in further detail in the section of Assessment and Strategic Planning.
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California State University Northridge Family and Consumer Sciences Department
PART 3
Assessment and Strategic Planning
The purpose of assessment is to facilitate the quality educational experience for our M.S.
students. This section describes the newly developed FCS M.S. Student Learning Outcomes
(SLOs), assessment results pertaining to the SLOs, and the FCS strategic plan to improve the
assessment process and program effectiveness.
A. Assessment Results
Student Learning Outcomes that Warranted Attention
The following Student Learning Outcomes (SLOs) were developed for the graduate program in
Family and Consumer Sciences (FCS) during the 2012-2013 academic year. These SLOs were
approved by the FCS Graduate Committee and FCS faculty, as well as the College of HHD
Assessment, Accreditation, and Program Review Committee.
In an effort to support the well-being of individuals, families and communities through their
professional area of interest in FCS, students will be able to:
1. Apply the American Association of Family and Consumer Sciences (AAFCS)
Code of Ethics in scholarship as FCS professionals.
2. Demonstrate ongoing synthesis and application of relevant literature, current
trends, and emerging issues within their professional area of interest within FCS.
3. Design a research study/creative project investigating topics within their
professional area of interest including diverse populations.
4. Apply sound evidence -based practices and applications within their professional
area of interest in FCS.
As previously mentioned in this report, graduate students complete six units of required core
courses, 24 elective/area-required units in their selected areas (Apparel Design and
Merchandising, Consumer Affairs, Family Studies, Interior Design, and Nutrition, Dietetics and
Food Science) and a capstone course designated either for a thesis/project or a comprehensive
examination. The core requirements for all graduate students in the FCS Graduate Program
include two research-related courses: FCS 681, Research Methods and FCS 682, Research
Applications. Thus, all assessment efforts focused on student work completed in these two core
classes.
During the 2012-2013 academic year, student data were collected from two course sections of
FCS 681 Research Methods in the Fall semester taught by the same instructor (n=25 students and
n=22 students in the two FCS 681 Fall sections) and then two FCS 682 Research Applications
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California State University Northridge Family and Consumer Sciences Department
course sections in the Spring semester by two separate instructors (n=23 students and n=22
students in the two FCS 682 Spring sections).
1. SLO #1: Apply the American Association of Family and Consumer Sciences (AAFCS)
Code of Ethics in scholarship as FCS professionals.
For one exam question in FCS 681, students were asked to list one of the ethical obligations by
which researchers must abide regarding human subjects and then briefly explain their response.
This exam question is a short answer question. Students’ complete answers received full credit
(2), while students’ partially correct answers received half credit (1). An example of the latter
would be listing a correct obligation, such as “do not harm,” without fully explaining it. Of the
47 students who took the exam in Fall 2012 for FCS 681, 8.5% (n=4) received zero credit,
another 8.5% received a half credit, and the remaining 83.0% received a full credit.
2. SLO #2: Demonstrate ongoing synthesis and application of relevant literature, current
trends, and emerging issues within their professional area of interest within FCS.
Information provided for SLO #2 pertains to the literature review that students prepared in both
FCS 681 and FCS 682 as a part of a research proposal. FCS 681 and 682 are designed to provide
students an opportunity to complete a comprehensive research proposal. The ability to conduct a
quality literature review plays an important role in the project. Course instruction pertaining to
the topic and process of conducting a literature review was specifically covered in FCS 681, but
not in FCS 682, as 682 students are expected to utilize and build from their learning of
conducting research literature reviews from 681.
Two sections of FCS 681 were offered in the Fall semester of 2012, taught by the same
instructor, with 25 students enrolled in one section, and 22 students in the second section. Data
from these two classes showed that the grade distribution for the literature review portion of the
students’ final research proposals submitted ranged from 0% to 100%, with a mean of 96% and a
median of 90%. More than half of the students earned 90% or 100% on the literature review
portion of their final research proposals.
Two different instructors, who shared a very similar grading rubric to evaluate students’ final
course papers, taught two sections of FCS 682 in the Spring semester of 2013. The grade
distribution of the literature review portions of the students’ final research proposals submitted
ranged from 44% to 100%, with a mean of 90% and a median of 100%. Specifically, all of the
students in one of the sections of FCS 682 (n=23) scored 100% for their literature review, while
the students in the other section (n=22) had an average grade of 63% and a median grade of 61%.
This grading discrepancy between the two class sections might not be solely due to the
assessment method itself but partially due to the differences in the students who were enrolled in
two sections offered on different days and time.
3. SLO #3: Design a research study/creative project investigating topics within their
professional area of interest including diverse populations.
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California State University Northridge Family and Consumer Sciences Department
Students in both core research classes, FCS 681 and FCS 682, develop a research project as the
final project for the class. However, only students in FCS 682 are required to include analytical
approaches and statistical methods in their proposals, as this information is not taught until
students take FCS 682. Information provided for SLO #3 pertains to the research proposal that
students in both FCS 681 and FCS 682 developed as a final project. In other words, less
information is expected for FCS 681, as the first research core class focuses on research
methods, whereas FCS 682 builds upon research methods and then largely focuses on research
applications.
Again, in FCS 681, students develop a partial research proposal for their final course project.
Data from two sections of this course, taught by the same instructor using the same grading
sheet, were collected and analyzed in the Fall semester of 2012. One section consisted of 25
students, and the other section had 22 students enrolled. Students’ grades for their final
assignment ranged between 60% and 98%, with a mean of 97% and a median of 88%.
For the FCS 682, students developed a full research proposal for their final course project. Data
from two sections of this course, taught by two different instructors who use very similar grading
rubrics, were collected and analyzed in the Spring semester of 2013. One section consisted of 23
students, and the other section had 22 students enrolled. Students’ grades for their final
assignment ranged between 66.0% and 97.5%, with a mean of 90.1% and a median of 92.0%.
4. SLO #4: Apply sound evidence-based practices and applications within their
professional area of interest in FCS.
The Department did not conduct or complete assessment related activities pertaining to this SLO
#4.
Graduate Student Exit Survey: Development & Implementation
The Graduate Student Exit Survey was developed during the Fall semester of 2013. The initial
instrument was drafted by the Department Assessment Coordinator, feedback was elicited from
the full faculty, and edits were made that resulted in the final instrument (See Appendix 2-A).
The survey is intending to gather student information pertaining to three foci: (1) students’
classification data, (2) the FCS Graduate Program’s four SLOs, and (3) the College of Health
and Human Development (HHD) SLOs that are currently being developed by the HHD College
Assessment Committee.
Student classification data were captured in questions asking about students’ major area of study
within the Department, undergraduate degree majors, beginning and ending years/semesters in
the graduate program, and current plans after graduation. A set of questions were also included
to assess students’ evaluation of support levels from the following sources: professors, major
advisor, committee members, other students in the program, and family, friends and employers
outside of the CSUN community.
Several questions were included in the exit survey specifically to be aligned with the four FCS
Department SLOs:
FCS Department SLO #1:
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California State University Northridge Family and Consumer Sciences Department

The courses I took provided an understanding of the accepted ethical and professional
practice standards in my field.
FCS Department SLO #2:





I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various topics in my discipline.
I can assess the validity of information and information sources in my discipline.
I am able to synthesize information from a variety of sources toward making informed
conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues within my field of
study.
FCS Department SLO #3:

I understand research methodologies in my discipline.
FCS Department SLO #4:



The courses in my program provided necessary knowledge in my discipline.
I can apply the major theories in my field of study to real world experiences.
I am aware of cultural differences among families today and I will be able to consider
those differences when working in professional settings.
Lastly, two questions in the exit survey also aligned with the HHD SLOs that are currently being
developed by the HHD College Assessment Committee. It should be noted that although these
two SLOs have not been formally and officially adopted by the College, the faculty in the
Department believed it to be valuable to include these content areas in our graduate program
assessment instrument. The HHD SLO #1 is the Ethical and Professional Standards code that
states: Students will adhere to the ethical and professional standards deemed essential in their
professional practice. The HHD SLO #2 focuses on Cultural Competencies and states: Students
will actively engage in diverse local and global communities, demonstrating knowledge of multicultural differences and disparities of the health and well-being of individuals and families. Two
questions in the Graduate Student Exit Survey align with the two HHD SLOs as such:
HHD College SLO #1:

The courses I took provided an understanding of the accepted ethical and professional
practice standards in my field.
HHD College SLO #2:

I am aware of cultural differences among families today and I will be able to consider
those differences when working in professional settings.
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California State University Northridge Family and Consumer Sciences Department
Each of the questions on the Graduate Student Exit Survey that pertain to one of the FCS or
HHD SLOs is scored on a five-point scale by the students, with 5 reflecting Strongly Agree, 4
reflecting Agree, 3 reflecting Neither Agree nor Disagree, 2 reflecting Disagree, and 1 reflecting
Strongly Disagree.
The instrument was developed and implemented using the web-based program Survey Monkey.
Graduate students enrolled in the FCS 697C class, which is the class students take during their
final semester in the program during which they are taking their comprehensive examination,
were used to pilot the instrument and assess the ease and efficiency of the data collection process
in the Fall of 2013. The FCS Graduate Coordinator included a link to the survey in the 697C
Moodle class website and sent out several announcements to the students to notify them to
complete the exit survey. Of the total of 19 students enrolled in the class during the 2013 Fall
semester, 17 students completed the survey.
Results for this pilot study of the exit survey revealed several findings. First, seven of the 17
students were from the Family Studies area and the other 10 of the 17 students were from the
Nutrition, Dietetics and Food Science area. Students reported beginning their graduate programs
in the following years: one student in 2009, two students in 2010, eight students in 2011, and six
students in 2012. All 17 of the students were taking the final comprehensive examination this
Fall 2013 semester and were expecting to pass and graduate that same semester.
When asked what plans students had after completing the graduate program, five reported that
they were applying to or accepted to another higher education program, two were continuing
with their current employer in a current position, one was continuing with his/her current
employer in a new position, one was beginning a new position with a new employer, five were
looking for a new position and one student was not looking for employment at this time.
Students were also asked to rate the amount of support they received from several sources on a
5-point scale in which 5 is Very Supportive and 1 is Not At All Supportive. Findings are shown
in the following table:
Table 1. M.S. exit survey—Support received from different sources
Question Items
Support from your professors
Support from your major advisor
Support from your committee members
Support from other students in the program
Support from other outside of CSUN (family, friends, employers, etc.)
Mean Score
3.82
3.47
4.18
4.12
4.24
Finally, results from items that corresponded with the FCS Graduate Program SLOs were
analyzed and the results are shown in the following table:
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California State University Northridge Family and Consumer Sciences Department
Table 2. M.S. exit survey—FCS Graduate Program SLOs assessment
Question Items
Mean Score
FCS Department SLO #1
The courses I took provided an understanding of the accepted ethical
and professional practice standards in my field.
FCS Department SLO #2
I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various
topics in my discipline.
I can assess the validity of information and information sources
in my discipline.
I am able to synthesize information from a variety of sources
toward making informed conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues
within my field of study.
FCS Department SLO #3
I understand research methodologies in my discipline.
FCS Department SLO #4
The courses in my program provided necessary knowledge in
my discipline.
I can apply the major theories in my field of study to real world
experiences.
I am aware of cultural differences among families today and I will be
able to consider those differences when working in professional
settings.
4.06
4.13
3.94
3.88
4.06
4.13
3.88
3.88
4.13
4.44
While the exit survey conceptualized the FCS Graduate SLOs and captured the students’
perceptions toward a variety of issues in their program of study, a series of quantitative measures
of their grades for the projects in FCS 681 and 682 also revealed a positive learning experience
related to research methods and applications (See Table 3):
Table 3: Mean scores for students’ research projects in FCS 681 and 682
Course
Project
Mean Score (out of 100%)
Spring Fall
Spring Fall
11
11
12
12
FCS 681
Research proposal: Introduction SLO #2
85
85
N/A
96
and Literature Review
(n=32) (n=26)
(n=47)
FCS 682
Research proposal:
SLO #3
89
87
92
90
Methodology
(n=32) (n=28) (n=26) (n=45)
Note: Similar grading sheets and rubrics were used in those classes (see a sample grading sheet
in Appendix 1-A).
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Related
SLOs
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California State University Northridge Family and Consumer Sciences Department
As this is our first program review for our FCS Graduate Program, we cannot outline any actions
that were taken since the previous program review to improve the graduate program
effectiveness or the Department’s assessment process for evaluating our graduate program.
B. FCS Program Strategic Plan & Implementation
Changes to the 5-Year Plan & Discussion of Effectiveness
This is our first Program Review for our FCS Graduate Program, so our department did not have
any past changes from a previous 5-year review to implement and/or evaluate how we have done
in accomplishing those proposed changes.
Actions Planned to Improve Program Effectiveness
Based on the data from FCS 681 and 682, findings show that, overall, our graduate students are
competent in SLOs #1, #2 and #3. Furthermore, results from the Graduate Student Exit Survey
showed that students did feel supported by CSUN faculty and students, as well as receiving
support from family, friends and employers. In addition, when reporting on the items that
represented the FCS and HHD SLOs, students “agreed” with each of the statements, with their
scores ranging from 3.88-4.44 on the 5-point scale.
What changes can be made, based on this data, to improve the effectiveness of our graduate
program? Although students reported that faculty (professors, committee members, major
advisor) were supportive, the ratings could be improved upon to yield higher scores on the 5point scale. Plans will be made for the faculty to discuss these results at a faculty meeting early
in the Spring 2014 semester to discuss and brainstorm ways in which faculty can provide an even
more supportive environment for our graduate students. Possible modifications can be made
within the classroom, during formal and informal advisement session, and in general facultystudent interactions. For example, faculty may want to be sure to offer office hours immediately
before and after teaching graduate classes to be available for students when they are already on
campus. Faculty may consider designating a certain number of office hour appointments per
month to be set aside specifically for graduate students. Or, perhaps the department could
initiate future educational/social events for our graduate student in order to foster and enhance
our professional relationships. For example, offering brown bag lunches for graduate students to
informally meet with faculty to discuss issues that may be particularly relevant to their success in
the program, and post-graduate success, could be developed.
Students also rated the items related to the FCS and HHD SLOs relatively high, but again,
improvements could be made. As previously mentioned, currently, our graduate program
consists of just two core classes to serve all of the students across the five areas of specification
in our department. It may be unreasonable to expect that all of our SLOs are, and should be, met
within just two classes for all our graduate students. Our faculty may want to consider program
modifications and/or new course proposals that could further corroborate the core educational
experience for all students in our program by adding an additional class (or two) to the core
graduate curriculum. Alternatively, the entire faculty should work together to examine all facets
(e.g., course content, instruction format, class assignments, assessments, and evaluation
methods) of FCS 681 and 682; these two classes must fall under the responsibility of the entire
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California State University Northridge Family and Consumer Sciences Department
faculty, not just the instructors who teach the course, as these two classes are currently critical to
the success of our graduate program.
Actions Planned to Improve the Assessment Process
Upon review of our current FCS Graduate Program and, in particular, the assessment process,
several changes can be recommended. First, for our assessment of SLO #1, the department
should consider bolstering our curriculum and instruction of the AAFCS Code of Ethics in our
two core classes, as well as include additional assignments and/or exam items that assess
students’ understanding of and ability to apply the AAFCS Code of Ethics. Perhaps several
essay questions, an in-depth writing assignment/paper, or acting out real-life ethical situations in
class that ask students to discuss the content of and then apply the ethical code in a professional
setting scenario should be developed to better assess our SLO #1.
Regarding the assessment of SLO #2 and #3, especially when multiple sections are being taught
by different instructors, the consistency in teaching and grading assessments should be reviewed
to ensure that students are receiving similar background and instruction on the critical SLO #2
and #3 content. Also, the department should consider creating a separate Graduate Program
Assessment Committee, inclusive of faculty who do not teach FCS 681 or 682, to score the
students’ assignments from FCS 681 and 682. Upon formation, the first task of this Committee
should be to initially ensure inter-rater reliability among the members by performing practice
ratings and discussions of a subset of student data prior to conducting official assessments of the
complete set of student data each semester.
Currently, our department has not included the assessment of our SLO #4 in the two core
graduate classes. In order to address this limitation in the future, two actions may be taken.
First, the content and assignments in FCS 681 and/or 682 need to be revised in order to
incorporate SLO #4 content into these classes. Alternatively, the faculty could discuss the
possibility of program curricular changes by adding a new course to our two core graduate
classes that would focus on the application of evidence-based practices and applications within
students’ particular areas of expertise and professional fields.
There are also several changes to the Graduate Student Exit Survey assessment process that can
be outlined and implemented in the future. First, with the continued use of the survey, ongoing
semester or annual assessment of the student data can be managed and completed by the
proposed Graduate Program Assessment Committee. Analyses and presentation of the
quantitative data can be periodically shared with the full faculty in an effort to consider changes
that may need to be made in the program. Similarly, thematic analyses of the qualitative student
data can be especially helpful in identifying the program’s strengths and weaknesses, as viewed
from our graduating students’ perspectives. Equipping our faculty with this important
information will lead to possible “closing the loop” ideas that will address our program
limitations. Examples of such “closing the loop” efforts could include course and program
modifications, as well as information pertaining to new content areas of the program that may
need to be fulfilled with the addition of new faculty hires with research, teaching and practical
experience expertise that could enhance our overall FCS Graduate Program.
Linking Planned Changes with College and University Competencies
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California State University Northridge Family and Consumer Sciences Department
The University gives priority to several student competencies that CSUN deems critical in our
students’ success. These competencies include: critical thinking, oral communication, written
communication, quantitative literacy and information literacy. Each of these competencies can
be found to align with our FCS Graduate Program’s four SLOs. Thus, any improvements made
to our graduate students’ understanding of and application of our department’s SLOs should
have a corresponding improvement with those competencies that have been emphasized for all
CSUN students.
Changes to Align FCS Program to Meet the College & University Mission
The CSUN mission statement declares:
California State University, Northridge exists to enable students to realize their
educational goals. The University’s first priority is to promote the welfare and
intellectual progress of students. To fulfill this mission, we design programs and activities
to help students develop the academic competencies, professional skills, critical and
creative abilities, and ethical values of learned persons who live in a democratic society,
an interdependent world, and a technological age; we seek to foster a rigorous and
contemporary understanding of the liberal arts, sciences, and professional disciplines,
and we believe in the following values.
All of the priorities listed in the above mission statement, such as designing programs and
activities to develop professional skills, as well as critical and creative abilities and ethical
values, are embedded within our four graduate program SLOs. Any program modifications or
changes made to the curricula or classroom assessment instruments and activities to increase our
students’ competencies in those areas mentioned above in the mission statement, and in our
SLOs, will be of value.
New Normal: Financial and Other Resource Limitations
In the department’s ongoing assessment efforts of our graduate program, ideas may be put forth
to enhance the students’ educational experiences that may require additional funds. For
example, new faculty hires with unique research, teaching and professional experiences that
could add to and grow our program will require financial support. Similarly, inviting
professionals in our field to offer symposiums or guest lectures will also require extra funds.
Current faculty who may want to develop new, innovative approaches (instructional tools, new
technologies, in-depth assessment efforts or significant program or course modifications) could
be encouraged to complete this further work, which would be in addition to faculty’s existing
duties, with financial incentives and/or course release time. Also, better, more effective and far
reaching marketing endeavors to attract a greater number of high quality graduate students may
call for funds. As all of these possible avenues to strengthen our graduate program may be
facilitated with extra financial and other resources, the Department may want to dedicate faculty
meeting time toward brainstorming ways in which to potentially capture extra financial support
from within the department, college, across the university and from within the community.
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California State University Northridge Family and Consumer Sciences Department
PART 4
Key Strengths and Challenges
Goals, Themes, and Issues in FCS
The Department’s strategic planning process began with a review of the Mission, Vision, and
Goals of the Family and Consumer Sciences Department. During the 2013 FCS retreat, faculty
and staff identified themes and issues that department should address. Those themes are aligned
with the CSUN strategic planning goals and vital to the strategic direction for both our
undergraduate and graduate programs. The table below represents the strategic thinking created
by that discussion.
CSUN Goal
Student
Success
FCS Long-range Goal
#1. Continue to provide
high quality programming
within each option
a.
b.
c.
d.
Plan for a
future less
dependent on
state funding
Visibility and
reputation of
the university
#2. Establish and promote
a presence of the FCS
department in the
immediate and extended
community to build
partnerships
a.
b.
c.
d.
Program Review Self-Study 2013-14
Corresponding Short-range Goals
Maintain
accreditation/certification/credential/charter
for department, options, and centers
 FCS Education waiver of subject matter
exam for secondary education credential
students
 Child and Family Studies Center
accreditation
 Academy of Nutrition and Dietetics
accreditation for M.S. program (by 2017)
Develop/implement an effective assessment
plan
Align curriculum development with
assessment
Improve communication with part-time
faculty regarding course content, including
sharing minutes from option meetings
Build a strong database of internship sites
with fully executed internship agreements
with CSUN
Outreach to schools and community colleges
Build a strong alumni database to maintain
communication with FCS alumni and
increase alumni participation in Department
activities
Support outreach activities of the
department’s chartered centers with
community partners
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California State University Northridge Family and Consumer Sciences Department
CSUN Goal
FCS Long-range Goal
e.
f.
g.
Increase
research
activity and
sponsored
programs
#3. Contribute to the FCS
Body of Knowledge
through research,
scholarship, and creative
activities
a.
b.
c.
d.
Focus on
#4. Encourage personal
employees for and professional
success
development among all
faculty and staff members
a.
b.
c.
d.
Student
success
Visibility and
reputation of
the university
#5. Continue to promote
service learning as an
integral part of the
curriculum across all FCS
options
a.
b.
c.
Program Review Self-Study 2013-14
Corresponding Short-range Goals
Continue to recognize and encourage
involvement of community partners
Involve Institutional Research in collection
and analysis of alumni data using survey
created in the Department
Highlight student projects on the Department
website and in display cases in Sequoia Hall
Foster collaboration for grants, scholarships
within and outside the department (for
example, AAFCS and its affiliates)
Update the definition of scholarship and
creative activities in FCS personnel
procedures
Provide moral and administrative support
within the Department for internal and
external grants
Encourage faculty to increase student
involvement in research
Build a strong community within the
department
 Improve faculty and staff
communications
 Encourage and facilitate part-time faculty
participation in department meetings and
events like commencement and end of
the semester celebrations, etc.
 Support new and junior faculty through
mentoring
Reinstate the spring banquet or similar event
Encourage faculty and staff to take advantage
of professional development opportunities
sponsored by the university and college, as
well as other Departments
Encourage faculty and staff to seek funds
from on- and off-campus sources to support
participation in their professional
organization’s activities and events
Maintain a working relationship with CSUN
CIELO to identify service learning
opportunities, community partners and grant
support
Encourage and recognize student’s
participation in service learning activities
Identify various means to showcase
achievements of faculty and students through
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California State University Northridge Family and Consumer Sciences Department
CSUN Goal
FCS Long-range Goal
d.
e.
Sustainability
#6. Incorporate
sustainability concepts
across the FCS curriculum
a.
b.
c.
d.
Student
Success
#7. Acquire and
maintain/update all
necessary
Focus on
equipment/technology
employees for required to support
success
faculty’s instructional and
research needs
a.
b.
c.
d.
e.
Corresponding Short-range Goals
service learning activities
Support collaboration for interdisciplinary
service learning projects within and outside
the FCS department
Continue and/or reinstate activities of all
student organizations, especially encouraging
community service events
Encourage curriculum development (new
courses, course and program modification)
as needed
Support faculty and student preparation for
sustainability practices within their
profession
Collaborate with faculty in other departments
who have a focus or expertise in
sustainability
Continue a culture of sustainability through
all Departmental operations (for example,
reduced copying and printing)
Train faculty, staff and students to use
equipment properly and safely, and regularly
update all training material
Maintain all equipment to the manufacturer’s
safety standards
Review and upgrade equipment and
technology on a regular basis
Ensure sufficient inventory of supplies for
instructional and research needs
Ensure faculty and staff maintain training for
option-/equipment-specific
licensures/certifications
This strategic thinking reveals that the FCS Department as a whole has been committed to
promoting success of students, faculty, and staff; encouraging research and scholarship activities,
and maintaining a strong community in the department. Some highlights of the themes as
following as they are closely related to the M.S. program:

Student Success
 The graduate student enrollment has grown rapidly in recent years. The
department has developed and planned a variety of strategies to promote student
success given the system-wide financial strain:
 Recruitment of faculty with rich and diverse teaching and research
experience. The department has hired eight new tenure-track faculty
members since 2010: one in Apparel Design and Merchandising; two in
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California State University Northridge Family and Consumer Sciences Department


Consumer Affairs; two in Family Studies; and three in Nutrition, Dietetics,
and Food Science.
 Strategically dealing with the graduate student enrollment in different
areas of specification. In the areas that are facing a large number of
applicants (e.g., Nutrition, Dietetics and Food Science and Family
Studies), strategies such as raising admission criteria (e.g., requiring GRE
for admission) have been adopted to help maintaining a manageable
faculty-to-student ratio. The faculty in other areas is making the efforts of
recruiting eligible students in the programs and offering high quality
courses to the students enrolled. For example, faculty members in
Apparel, Design, and Merchandising, Consumer Affairs, and Interior
Design have discussed the possibility of increasing international
recruitment and creating interdisciplinary courses.
 The Department is developing and implementing an effective assessment plan for
the M.S. program, including the Graduate SLO’s, an exit surveys, and specific
course assessment strategies.
 The Department encourages both undergraduate and graduate students’
participations in service-learning activities and seeks to showcase students’
achievements.
 The Department proposed a M.S. program modification to restructure and
strengthen each of the five areas of specification.
 The Nutrition area plans to pursue an accreditation through Academy of Nutrition
and Dietetics for its M.S. program.
Research and Scholarship
 The Department encourages students’ involvements in faculty research.
 The Department plans to highlight students’ research and projects through FCS
website and in the display cases in Sequoia Hall.
FCS Community
 The Departments encourages collaborations within and outside of the department.
 The Department supports interdisciplinary projects and outreach activities through
the chartered centers.
Key Strengths and Challenges
As the Department has set up the strategic plan, faculty in each area of specifications also
reviewed the program and identified some key strengths and challenges. From all five areas, the
following strengths and challenges have emerged:
Strengths:
1. Curriculum: the Department has been committed to curriculum development to meet our
students’ needs.

The department as a whole is proposing a M.S. program modification, aiming to have a
well-structured FCS M.S. program that also shows areas of specification on students’
graduation documents.
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California State University Northridge Family and Consumer Sciences Department


Each area also continues to address curricular issues to reflect the trend in the discipline
and meet the needs of students. For example, Apparel Design and Merchandising area
has proposed to strengthen their Merchandising concentration in the area; Consumer
Affairs has proposed to strengthen Family Finance; and Interior Design has already built
a strong reputation on Sustainability.
Faculty has initiated discussion on providing more choices for graduate students’
culminating experience. For example, completing a creative design project for some
students may be more suitable than writing a traditional thesis/project.
2. Faculty and student engagement: the faculty and students have made significant contributions
to the college, university, and the field of the study.



The faculty has been highly engaged in scholarly activities and made significant
contributions. In the past three years, a total of 48 peer-reviewed articles were published
in national and international refereed journals, 10 book chapters were published, and over
50 refereed presentations were made at regional, national, international professional
meetings related to the instructional responsibilities of the FCS faculty. In addition, FCS
faculty members in Apparel Design and Merchandising and Interior Design have engaged
in a total of 17 creative projects, including juried exhibitions and residential/commercial
design projects.
The faculty members are actively seeking for funding from a variety of sources.
Collectively, the FCS faculty have received 22 CSUN grants and 28 external grants since
2010-11 for a total of $4,734,973 ($91,700 from CSUN grants and $4,643,273 from
external sources). It is noteworthy that among those granted funds there were over
$900,000 service-learning related funds, showing the faculty commitment to community
service learning and their effort incorporating research/scholarship into teaching and
learning.
Our graduate students are also actively engaged in research and creative projects. Besides
completing theses/projects to fulfill their culminating experience, many students had
collaborations with their advisors and presented their research and projects at a variety of
venues, such as Hawaii Conference on Social Sciences and on campus exhibitions and
local showcase centers.
3. Resources: both human resources and facilities have been crucial in enhancing the program



The Department has been able to hire well-qualified faculty that have proven to be an
excellent fit for the program. In 2010, the Department lost five senior faculty members to
retirement. Since then the Department has hired eight new tenure-track faculty: one in
Apparel Design and Merchandising; two in Consumer Affairs; two in Family Studies;
and three in Nutrition, Dietetics, and Food Science.
The Department operates democratically and provides transparency in decision-making.
All faculty and staff have the opportunity to voice opinions and ideas at area meetings,
faculty meetings, respective committee meetings, and in-person before the Department
chair and relevant committees.
Overall, classrooms and laboratory spaces, including a state-of-art facility in the Textile
lab, are adequate, up-to-date, safe, accessible to the handicapped, and arranged to
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California State University Northridge Family and Consumer Sciences Department
facilitate effective teaching and provision of a variety of learning experiences for
students.
Challenges:
1. Lack of funding for graduate assistantship

When teaching a high-enrollment course (over 100), a faculty member can choose to
have a student assistant. However, such class offerings are relatively limited. The
Department also does not have a specifically designated funding for graduate students
assisting faculty research.
2. High workload for thesis chairmanship

A faculty member serving as the Chair of a graduate student’ thesis/project committee
needs to spend tremendous amount of time to guide the student through the whole
culminating process, including but not limited to, choosing the topic, literature review,
approving the proposal, research and analysis, and reviewing the final thesis/project. A
student must register for FCS 698C with the faculty advisor when completing the
thesis/project; however, the faculty advisor does not receive any teaching credit for the
course. The added workload to the faculty’s already busy teaching, research, and service
commitment brings challenges to our students’ learning experience and the quality of
their research.
3. High ratio of student-to-faculty and limitation of class offering.

In our program, each area faces different challenges regarding availability of course
offerings and faculty advising. For example, in Nutrition, Dietetic, and Food Science area,
the faculty-to-student ratio has been consistently over 1:20; some faculty member needs
to guide over 15 students’ theses and/or comprehensive exams in a particular semester. In
some other areas, e.g., Consumer Affairs, the required graduate courses cannot be offered
regularly and consistently because of the low enrollment of the classes, resulting in the
students not obtaining the appropriate course work.
4. Lack of promotional tool to advertise the program

The Department has already put efforts to deal with the challenge. The FCS Public
Relations Committee proposed several promotional methods, such as newly developed
brochure and enhanced website information, to advertise the program. The Department
also plans to work with the Office of Research and Graduate Studies to promote our
graduate program.
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California State University Northridge Family and Consumer Sciences Department
PART 5
Appendices
The outline for the appendices is listed here.
Support Documents for Part 1: Overview of FCS Program
Appendix 1-A: Course Syllabi for the Core Courses
FCS 681
FCS 682
(Other graduate course syllabi are available upon request both in electronic and hard
copies)
Appendix 1-B: FCS Graduate Program Data
Appendix 1-C: FCS Faculty Data
Appendix 1-D: FCS Faculty Curriculum Vitae
Appendix 1-E: FCS M.S. Program Modification Proposal
Appendix 1-F: FCS Graduate Handbook
Support Documents for Part 2: Assessment and Strategic Planning
Appendix 2-A: Graduate Student Exit Survey
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California State University Northridge Family and Consumer Sciences Department
Appendix 1-A: Course Syllabi for the Core Courses
California State University, Northridge
Family and Consumer Sciences
FCS 681 Research Methods
Fall 2011
Instructor: Tom Cai,
Office: SQ 200D
Phone: 677-3122
E-mail: [email protected]
Office hour: 6-7 M (appointment only), W
Classroom: SQ 101
Time: 7:00-9:45 PM M
COURSE DESCRIPTION
NOTE: This syllabus is a general plan for the course. Deviations announced to the class by the
instructor may be necessary.
Course Goals
The main goal of this course is to refine skills in research methodology within the Family and
Consumer Sciences discipline. The course will also cover reviewing and critiquing published
research, and the selection, utilization, and assessment of research tools and techniques.
Course Objectives
Course objectives include, but not limited to, the following. Students will be able to:
 Gain understanding of the foundation of research (e.g., ethics, formulation of research
questions, development of measurement strategies and the validity and reliability of
research).
 Gain understanding of research strategies (e.g., experimental, quasi-experimental,
correlational, and survey research, etc.).
 Analyze the existing literature and evaluate articles for their scholarly merit and
limitations.
 Gain understanding of the data collection and interpretation processes.
 Gain understanding of the processes involved in writing research papers/proposals.
Expectations
Completion of this course requires the following of you: 1) Attend class prepared for discussions
and complete a variety of in class assignments, and 2) prepare and present a mini research
proposal.
All students are required to have a University email account and must be able to access Moodle.
Most course materials will be placed on Moodle, and the instructor will communicate with the
class through Moodle.
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California State University Northridge Family and Consumer Sciences Department
Textbooks:
 Required: FCS Graduate Student Handbook (available from Reprographics in the
bookstore or on the FCS website, also available on our WebCT site)
 Required: Publication Manual of the American Psychological Association, (6th ed.)
Softcover ISBN 1-4338-0561-8 (available in the bookstore or on the APA website
www.apa.org; also available in other formats)
 Required: How It’s Done: An Invitation to Social Research (2ND ed.) Adler and Clark.
ISBN 0-534-58814-X
 Strongly Recommended: Writing Literature Reviews: A Guide for Students in the Social
and Behavioral Sciences, 3rd edition. Jose L. Galvan. ISBN 1-884585-66-3
GRADING





A variety of in class and take-home assignments (50 points each). In class assignments
must be completed in class and may not be made up if absent.
Outline of proposal (15 points, group).
Research Proposal Project (100 points, group).
Oral presentation (30 points, group).
Mid-term exam (100 points)
OUTLINE OF PROPOSAL
In groups of three or four, students will complete a mini-proposal. The purpose of the project is
to develop your skills in conceptualizing and designing sound research studies. The topic must
be related to Family and Consumer Sciences. Each group will turn in an outline, including the
following:


Statement of topic. Before you turn in the topic, be sure that there are enough pieces of
relevant literature available in order for you to complete this project for this class.
Annotated bibliography of at least 5 sources: This is a reference list with annotations, or
short summaries of each article listed immediately beneath each reference. This includes
your first thumbnail sketch of the objectives, methods, and findings of each study.
RESEARCH PROPOSAL PROJECT
The mini-proposal will include an introduction (Chapter 1), a review of literature (Chapter 2),
and a reference list.

The introduction will introduce the paper, including the reason for choosing the problem,
significance of the problem, any relevant definitions. The introduction needs to be
submitted by Oct 10th. A sample grading rubric for Chapter 1 follows:
Chapter 1: Introduction


Introduction to the study has a clear statement of the problem, demonstrating how topic is
significant to your area of study and professional organization.
Introduction situates specific problem within a broader context.
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department






The research questions are stated clearly.
Research questions are directly connected to the theoretical orientation or conceptual
framework.
The Theoretical Orientation or Conceptual Framework delineates the ideas or concepts that
are being applied to the issue or problem under investigation.
Assumptions, limitations, and bounds of the study are clearly stated.
Important terms are defined conceptually and operationally.
The review of literature will be a comprehensive synthesis of the scholarly literature on
your topic of interest. Shoot for at least 20 sources, at least 75% of which should be
scholarly studies (i.e., peer reviewed articles, book chapters, etc.). It must include not
only the substantive findings of each study, but also sufficient detail about the methods of
the study to allow the reader to assess it and compare its findings with other studies’
findings. So, when you review a researcher’s study, you will cite and critique his/her
research design, sampling method and sample size, description of the measurement of
their major variables and the instruments he/she used to measure them, data collection
method and its success or lack thereof, and data analysis. The review of literature with
revised introduction section will be submitted by Nov. 28. A sample grading rubric for
Chapter 2 follows:
Chapter 2: Review of Literature
o
o
o
o
o
o
o
Coverage of the literature is adequate and within scope of problem.
Literature review is well organized around major ideas or themes.
The content of the review is drawn from the most relevant published knowledge and
current research on the topic under investigation.
Scholarly sources, such as books, peer-reviewed journals, or other materials appropriate
to the issue or problem are chosen for study.
There is a literature-based description of the research variables or potential themes and
perceptions to be investigated.
The literature review makes explicit connections between prior knowledge and research
and the issue or problem under investigation.
Relationship of the problem to previous research is made clear.
Grammar, punctuation, spelling, and flow of the paper should be graduate level. Use section
headings to help organize your paper. Be sure that all paragraphs in a section fit together in a
logical manner. Be clear and concise, but not overly brief. Don’t ramble, but cover all topics
thoroughly. This paper should be approximately 15-20 pages total including table of contents
and references. Please do not place in a binder/cover. List all names, the title of the project, and
the date on a cover page. Start the main body of the paper with the title, but do not include any
identifying information in the main body of the project.
Take your paper to the writing lab to have an English tutor read your paper for five points extra
credit. They often will read only a few pages of long papers. You should pay attention to what
flaws the tutor points out and then read over the rest of your paper looking for similar mistakes.
Make all corrections. The lab also has a 30 minute video you can view to help you with your
writing skills. It’s called “Revising Prose.”
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
The APA style must be used in this course. All borrowed ideas and statistics, whether
paraphrased or quoted, need to be cited. Refer to your APA style manual for mechanics of the
style. Also, check the reference list to be sure that you have followed the APA style guidelines.
Group Etiquette (Important, please read!)
 First off, choose your group members carefully because you are stuck with them. Be nice
to your colleagues. Please see me to arbitrate any disagreements between group members
before it gets out of hand.
 Check your email daily and when someone in your group emails you treat is as an
emergency–respond within 48 hours
 Send all emails to the whole group, even if addressing only one member; make a
distribution list
 Decide on due dates and honor them (don’t agree if you can’t do it)
 Decide who is the “secretary” to compile all parts
 If you want to address a new idea/concept, share it with other members early; don't
surprise them with it later on, or add it to the presentation or paper without telling them
first
 Everyone proofreads and gives feedback within 48 hours
 Tell people diplomatically when they are letting you down and why
 Your group members aren’t going to believe your excuses any more than I am
 Be flexible, there is often not just one right way to do things
 Everyone should do their fair share; the work can be divided up how ever you see fit, but
the entire group must agree how it is divided up
 Think about making a contract
 Treat your group meetings like you would treat my class–no cell phones
 One person in the group should compile all parts and then email the paper to everyone in
the group. Everyone in the group should proofread the paper and email the “secretary”
their suggestions for changes. Make sure everyone has a copy of the final paper.
 This is a GROUP project... for every group work, a contribution sheet (following is an
example, you may use a different format) must be turned in!
Group Evaluation:
Names
Finding
topic
Finding
references
Effort %
Designing
Writing
methods
report
Preparing
presentation
ORAL PRESENTATION OF THE PROPOSAL
Each group will present its work to the class. This will be a professional presentation aimed at
sharing scholarly work. Presentations will be expected to last 10-12 minutes. The following is a
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
sample presentation rubric for your reference:
1. Organization
 The purpose is clear.
 Ideas are clearly organized, developed, and supported to achieve a purpose;
 The introduction gets the attention of the audience and clearly states the specific purpose of the speech.
 Main points are clear and organized effectively.
 The conclusion is satisfying and relates back to introduction. (If the purpose of the presentation is to
persuade, there is a clear action step identified and an overt call to action.)
2. Topic Knowledge
 Student has a clear grasp of information.
 Citations are introduced and attributed appropriately and accurately.
 Supporting material is original, logical and relevant.
 Student demonstrates full knowledge (more than required) by answering all class questions with
explanations and elaboration.
 Speaking outline or note cards are used for reference only.
3. Audience Adaptation
 The presenter is able to effectively keep the audience engaged.
 Material is modified or clarified as needed given audience verbal and nonverbal feedback.
 Nonverbal behaviors are used to keep the audience engaged.
 Delivery style is modified as needed.
 Topic selection and examples are interesting and relevant for the audience and occasion.
4. Language Use (Verbal Effectiveness)
 Language is familiar to the audience, appropriate for the setting, and free of bias; the presenter may “codeswitch” (use a different language form) when appropriate.
 Language choices are vivid and precise.
5. Delivery (Nonverbal Effectiveness)
 The delivery is extemporaneous -- natural, confident, and enhances the message – posture, eye contact,
smooth gestures, facial expressions, volume, pace, etc. indicate confidence, a commitment to the topic, and
a willingness to communicate.
 The vocal tone, delivery style, and clothing are consistent with the message.
 Delivery style and clothing choices suggest an awareness of expectations and norms.
 Limited use of nonfluencies is observed.
 Articulation and pronunciation are clear. All audience members can hear the presentation.
CLASS POLICIS AND OTHER INFORMATION
Questions on Grading and Assignments: Every attempt will be made to fairly and consistently
evaluate students’ performance on assignments. If you would like your instructor to reconsider
points that have been assigned to any assignment, the request must be submitted in writing with
2 days from the day assignment, quiz, or exam was returned. The written request must include
the specific reason why you believe the grade should be changed.
Timeliness: Students are expected to arrive on time and remain for the entire period.
Assignments must be completed and submitted on time according to the course schedule.
Documentation for absences or late assignments: Written documentation must be from a
physician, law enforcement officer, or other professional in which an explanation is given
regarding the seriousness of the issue that prevented the student from completing the exam,
project or paper on time. Written explanations from family members and friends will not be
accepted.
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
Incompletes: The symbol “I” indicates that a portion of required coursework has not been
completed and evaluated in the prescribed time period due to unforeseen, but fully justified
reasons, that a substantial portion of the course requirement has been completed with a passing
grade, and that there is still a possibility of earning credit. The work that is incomplete normally
should be of such a nature that it can be completed independently by the student for later
evaluation by the instructor. An incomplete shall not be assigned when a student would be
required to attend a major portion of the class when it is next offered. For more information,
refer to the University policy regarding grading at http://www.csun.edu/ugs/policies.html
Additional considerations
TURN OFF CELL PHONES before coming to class. If you need to keep a cell phone on
vibrate/silent for emergency or childcare purposes please notify the instructor.
It is important that we all feel comfortable expressing our personal views on course matters. This
requires that we respect the views of others. The class will follow two ground rules: a) Everyone
has a right to be heard; b) We will respectfully agree to disagree.
Student should avoid rude, disruptive and otherwise unprofessional behavior. Examples include
non-participation in small group activities; leaving early, leaving and coming back into the
classroom during class, sleeping, reading newspapers, side discussion during class lectures and
presentations, and doing other work during class sessions.
CSUN Academic Honesty Policy
Students are responsible for informing themselves about the policy before performing any
academic work. To do so go to: http://www.csun.edu/~vcspc00g/303/achonesty.html
Tentative schedule
Date
Topic
8/29
Class business, getting to know
each other, your graduate
program
9/12
An overview of scientific
research; steps in a research
study; ethical treatment of
participants. Discussion of
your mini-proposal
Readings
Adler & Clark Chapter 1
Moodle reading 1
(required)
A&C Ch 3
Moodle reading 2
(required)
Be sure to bring the
syllabus!
9/19
A&C Ch 2 & 4
9/26
10/3
Formulating research
questions; hypothesis and
variables
Research design: validity;
experimental design
Research design continued:
Program Review Self-Study 2013-14
A&C Ch 8
Moodle reading 3
A&C Ch 8
Assignment Due
The group
selection must be
completed;
otherwise I’ll
assign groups
randomly.
Outline of proposal
due
Page 35
California State University Northridge Family and Consumer Sciences Department
10/17
quasi-experiment and nonMoodle reading 4 & 5
experiment
Research design: Causality and Moodle reading 6
relationship
Exam 1: Part A & B
10/24
Sampling
10/31
Sampling/Measurement
11/7
Measurement: reliability
11/14
11/21
Questionnaires/surveys
Observation, secondary data
analysis, content analysis
No class meeting---group
finalize the mini project and
prepare for oral presentation
Oral presentation
10/10
11/28
12/5,
12/12
Program Review Self-Study 2013-14
Mini project
Chapter 1 due
The groups may
work on lit review
if we have time
left.
A&C Ch5
Moodle reading 7
A&C Ch6
Moodle reading 8
Moodle reading 8
A&C Ch9
A&C Ch 11 & 12
Mini project
Chapter 2 due
(before 9:45 PM)
10 point deduction for
missed class
Page 36
California State University Northridge Family and Consumer Sciences Department
California State University, Northridge
Family and Consumer Sciences
FCS 682 Seminars in Research
Spring 2012
Instructor: Tom Cai,
Classroom: SQ 101
Office: SQ 200D
Time: 7:00-9:45 PM M
Phone: 677-3122
E-mail: [email protected]
Office hour: M: 11-12; T: 10-11, 2:30-3:30; TH: 12:30-1:30.
COURSE DESCRIPTION
NOTE: This syllabus is a general plan for the course. Deviations announced to the class by the
instructor may be necessary.
Course Goals
This course is an introduction to statistical methods and statistical reasoning, with particular
reference to application in the Family and Consumer Sciences discipline. The course will also
cover reviewing and critiquing published research, and the selection, utilization, and assessment
of statistical tools and techniques.
Course Objectives
Course objectives include, but not limited to, the following. Students will be able to:
 Gain understanding of the foundation of statistical methods (e.g., descriptive statistics,
inferential statistics, distribution, and hypotheses testing, etc.).
 Gain understanding of statistical methods for specific research strategies (e.g.,
crosstabulation, t-test, ANOVA, multiple regression, logistic regression, etc.).
 Analyze the existing literature and evaluate articles for their scholarly merit and
limitations.
 Gain understanding of the processes involved in writing research papers/proposals.
Expectations
Completion of this course requires the following of you to: 1) Attend class prepared for
discussions and complete a variety of in class assignments, 2) prepare and present a mini
research proposal (the proposal to be finalized by adding Chapter 3).
All students are required to have a University email account and must be able to access Moodle.
Most course materials will be placed on Moodle, and the instructor will communicate with the
class through Moodle.
Textbooks: (Please do not throw away your FCS 681 books.)
 Required: FCS Graduate Student Handbook (available from Reprographics in the
bookstore or on the FCS website, also available on our Moodle site)
 Required: Publication Manual of the American Psychological Association, (6th ed.)
Softcover ISBN 1-4338-0561-8 (available in the bookstore or on the APA website
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
www.apa.org; also available in other formats)
GRADING



A variety of in class and take-home assignments (100 points each). In class assignments
must be completed in class and may not be made up if absent.
Research Proposal Project-Chapter 3 (40 points, group).
Oral presentation (30 points, group).
RESEARCH PROPOSAL PROJECT
The mini-proposal you have been working on includes an introduction (Chapter 1), a review of
literature (Chapter 2), and a reference list. This semester we will focus on Chapter 3, the methods
section.












The methods section will contain the proposed research design (e.g., cross-sectional,
experimental design), research statement (e.g., the goal of this research study is to
investigate the incidence of divorce among college educated women), hypotheses (if
applicable) (e.g., men who eat fourteen walnuts a day will have lower cholesterol after
eight weeks than men who do not eat walnuts), population (e.g., females aged 16-22 who
shop at least once per week and live in the west San Fernando Valley), sampling
technique (e.g., simple random sample), and data collection method (e.g., survey). This
semester we will add the analysis to this project. The data analysis methods and
procedures should be clearly described and be consistent with research questions or
hypotheses, methodology, and the underlying theoretical/conceptual framework of the
study. A sample grading rubric for Chapter 3 follows:
Chapter 3: Methodology
The research design is appropriate and described fully.
Research design is free of specific weaknesses.
The role of the researcher is clearly explained.
The research setting is described and justified.
Population, sample, criteria for selecting sample/ participants, and access to subjects/participants
are appropriate and described in adequate detail.
The process to generate, gather and record data is explained in detail.
Data gathering methods and procedures are appropriate and clearly described.
The systems used for keeping track of data and emerging understandings (logs, reflective
journals, cataloging) are clearly described.
Description of instrumentation or data collection tools is present.
Measures for ethical protections and rights of participants are adequate.
Data analysis methods and procedures are clearly described.
Grammar, punctuation, spelling, and flow of the reports for both projects should be graduate
level. Use section headings to help organize your paper. Be sure that all paragraphs in a section
fit together in a logical manner. Be clear and concise, but not overly brief. Don’t ramble, but
cover all topics thoroughly. Each report should be approximately 4-6 pages total including table
of contents and references. Please do not place in a binder/cover. List all names, the title of the
Program Review Self-Study 2013-14
Page 38
California State University Northridge Family and Consumer Sciences Department
project, and the date on a cover page. Start the main body of the paper with the title, but do not
include any identifying information in the main body of the project.
The APA style must be used in this course. All borrowed ideas and statistics, whether
paraphrased or quoted, need to be cited. Refer to your APA style manual for mechanics of the
style. Also, check the reference list to be sure that you have followed the APA style guidelines.
ORAL PRESENTATION OF THE PROJECTS
Each group will present its work to the class. This will be a professional presentation aimed at
sharing scholarly work. Presentations will be expected to last 10-12 minutes. Please see your
FCS 681 syllabus for a sample presentation rubric.
CLASS POLICIS AND OTHER INFORMATION
Questions on Grading and Assignments: Every attempt will be made to fairly and consistently
evaluate students’ performance on assignments. If you would like your instructor to reconsider
points that have been assigned to any assignment, the request must be submitted in writing with
2 days from the day assignment, quiz, or exam was returned. The written request must include
the specific reason why you believe the grade should be changed.
Timeliness: Students are expected to arrive on time and remain for the entire period.
Assignments must be completed and submitted on time according to the course schedule.
Documentation for absences or late assignments: Written documentation must be from a
physician, law enforcement officer, or other professional in which an explanation is given
regarding the seriousness of the issue that prevented the student from completing the exam,
project or paper on time. Written explanations from family members and friends will not be
accepted.
Incompletes: The symbol “I” indicates that a portion of required coursework has not been
completed and evaluated in the prescribed time period due to unforeseen, but fully justified
reasons, that a substantial portion of the course requirement has been completed with a passing
grade, and that there is still a possibility of earning credit. The work that is incomplete normally
should be of such a nature that it can be completed independently by the student for later
evaluation by the instructor. An incomplete shall not be assigned when a student would be
required to attend a major portion of the class when it is next offered. For more information,
refer to the University policy regarding grading at http://www.csun.edu/ugs/policies.html
Additional considerations
TURN OFF CELL PHONES before coming to class. If you need to keep a cell phone on
vibrate/silent for emergency or childcare purposes please notify the instructor.
Program Review Self-Study 2013-14
Page 39
California State University Northridge Family and Consumer Sciences Department
It is important that we all feel comfortable expressing our personal views on course matters. This
requires that we respect the views of others. The class will follow two ground rules: a) Everyone
has a right to be heard; b) We will respectfully agree to disagree.
Student should avoid rude, disruptive and otherwise unprofessional behavior. Examples include
non-participation in small group activities; leaving early, leaving and coming back into the
classroom during class, sleeping, reading newspapers, side discussion during class lectures and
presentations, and doing other work during class sessions.
CSUN Academic Honesty Policy
Students are responsible for informing themselves about the policy before performing any
academic work. To do so go to: http://www.csun.edu/~vcspc00g/303/achonesty.html
Tentative class schedule
Date
Topic
Readings
Assignment Due
1/23
Class business, going over
Groups reunion!
the syllabus, your graduate
Moodle reading 1
program, an overview of
statistical methods
1/30
Introduction to data analysis
Moodle reading 1
Lecture notes
2/6
Introduction to data analysis
2/13
Applications of crosstabs and Moodle reading 2
Assignment 1
Chi-square
2/20
Applications of crosstabs and Moodle reading 2
Chi-square
2/27
Applications of Factor
Moodle reading 3
Assignment 2
Analysis
3/5
Applications of Factor
Moodle reading 3
Analysis
3/12
Applications of Analysis of
Moodle reading 4
Assignment 3
Variance (ANOVA)
3/19
Applications of Analysis of
Moodle reading 4
Variance (ANOVA)
3/26
Applications of multiple
Moodle reading 5
Assignment 4
regression
4/9
Applications of multiple
regression
Moodle reading 5
4/16
Applications of logistic
Moodle reading 6
regression
4/23
Applications of logistic
Moodle reading 6
regression
4/30
Other statistical methods
Lecture notes
Research Proposal
due
5/7
Presentations
5/14
Program Review Self-Study 2013-14
Page 40
California State University Northridge Family and Consumer Sciences Department
Sample Grading Sheets for Research Proposal Projects in FCS 681 & 682
FCS 681 Mini-proposal (Chapter 1)
CHAPTERS
CHAPTER 1: INTRODUCTION TO THE
STUDY
 Introduction to the study has a clear
statement of the problem, demonstrating
how topic is significant to your area of
study and professional organization.
 Introduction situates specific problem
within a broader context.
 The research questions are stated clearly.




Research questions are directly connected
to the theoretical orientation or conceptual
framework.
The Theoretical Orientation or Conceptual
Framework delineates the ideas or concepts
that are being applied to the issue or
problem under investigation.
Assumptions, limitations, and bounds of
the study are clearly stated.
Important terms are defined conceptually
and operationally.
Following the APA format
Total
Program Review Self-Study 2013-14
GRADING COMMENTS
/4
/2
/2
/2
/2
/2
/2
/4
/20
Page 41
California State University Northridge Family and Consumer Sciences Department
FCS 681 Mini-proposal (Chapter 2)
CHAPTERS
CHAPTER 2: REVIEW OF LITERATURE
 Coverage of the literature is adequate and
within scope of problem.
 Literature review is well organized around
major ideas or themes.
 The content of the review is drawn from
the most relevant published knowledge and
current research on the topic under
investigation.
 Scholarly sources, such as books, peerreviewed journals, or other materials
appropriate to the issue or problem are
chosen for study.
 There is a literature-based description of
the research variables or potential themes
and perceptions to be investigated.
 The literature review makes explicit
connections between prior knowledge and
research and the issue or problem under
investigation.
 Relationship of the problem to previous
research is made clear.
Following the APA format
Total
Program Review Self-Study 2013-14
GRADING COMMENTS
/5
/5
/5
/5
/5
/5
/5
/5
/40
Page 42
California State University Northridge Family and Consumer Sciences Department
FCS 682 Mini-proposal (Chapter 3)
CHAPTERS
GRADING COMMENTS
CHAPTER 3: METHODOLOGY











The research design is appropriate and
described fully.
Research design is free of specific
weaknesses.
The role of the researcher is clearly
explained.
The research setting is described and
justified.
Population, sample, criteria for selecting
sample/ participants, and access to
subjects/participants are appropriate and
described in adequate detail.
The process to generate, gather and record
data is explained in detail.
Data gathering methods and procedures are
appropriate and clearly described.
The systems used for keeping track of data
and emerging understandings (logs,
reflective journals, cataloging) are clearly
described.
Description of instrumentation or data
collection tools is present.
Measures for ethical protections and rights
of participants are adequate.
Data analysis methods and procedures are
clearly described.
Following the APA format
Total
Program Review Self-Study 2013-14
/4
/4
/3
/3
/4
/3
/3
/3
/3
/3
/3
/4
/40
Page 43
California State University Northridge Family and Consumer Sciences Department
Appendix 1-B: FCS Graduate Program Data
Family and Consumer Sciences Graduate Course Enrollment by Fall Term
2012
GE Level
Master's Level
Doctorate
Total
2008
271
0
69
2009
301
0
132
2010
311
0
136
2011
323
0
144
2012
370
0
90
Family and Consumer Sciences Graduate Course Enrollment by Spring Term
2013
GE Level
Master's Level
Doctorate
Total
2008
282
0
31
2009
282
0
89
2010
299
0
112
2011
337
0
139
2012
318
0
111
Family and Consumer Sciences Master's Program Headcount by Attendance
Status
Numbers
Fall
1993
FullTime*
Part-Time
Total
Percent
Fall
1993
Fall
1995
Fall
2000
Fall
2005
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
28
33
38
68
74
83
102
112
180
37
65
44
77
40
78
58
126
106
180
95
178
87
189
79
191
163
343
Fall
1995
Fall
2000
Fall
2005
Fall
2009
Fall
2010
Fall
2011
Fall
2012
Fall
2013
Full43.1% 42.9% 48.7% 54.0% 41.1% 46.6% 54.0% 58.6% 52.5%
Time
Part56.9% 57.1% 51.3% 46.0% 58.9% 53.4% 46.0% 41.4% 47.5%
Time
Total
100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
*Full-Time Graduates Attempting 9 or more hours
Program Review Self-Study 2013-14
Page 44
California State University Northridge Family and Consumer Sciences Department
Family and Consumer Sciences Master's Headcount by Gender
Numbers
Female
Male
Total
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
1993 1995 2000 2005 2009 2010 2011 2012 2013
60
72
72
120
167
166
173
178
316
5
5
6
6
13
12
16
13
27
65
77
78
126
180
178
189
191
343
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
1993
1995
2000
2005
2009
2010
2011
2012
2013
Female 92.3% 93.5% 92.3% 95.2% 92.8% 93.3% 91.5% 93.2% 92.1%
Male
7.7% 6.5% 7.7% 4.8% 7.2% 6.7% 8.5% 6.8% 7.9%
Total
100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Percent
Family and Consumer Sciences Master's Headcount by Race and Ethnicity
Numbers
Fall
1993
Traditionally Underserved
American Indian/Alaskan
Native
Native Hawaiian/Pacific
Islander
African American
Latina/o
Asian
White
Multi-Race/Other
Unknown
International
Total
Percent
Traditionally Underserved
American Indian/Alaskan
Native
Native Hawaiian/Pacific
Islander
African American
Latina/o
Asian
White
Multi-Race/Other
Unknown
International
Total
7
8
Fall
2000
11
0
0
1
0
0
0
0
0
0
0
0
0
1
0
1
0
0
0
2
5
3
42
3
10
0
65
4
4
5
53
2
6
3
77
6
4
7
48
3
7
2
78
8
12
13
66
3
20
3
126
12
30
22
73
3
25
15
180
15
25
21
75
4
21
16
178
11
26
17
83
8
24
20
189
6
36
19
78
7
19
26
191
19
60
41
135
10
40
38
343
Fall
1993
10.8%
Fall
1995
Fall
1995
10.4%
Fall
2000
14.1%
Fall
2005
21
Fall
2009
42
Fall
2010
41
Fall
2011
37
Fall
2012
42
Fall
2013
79
Fall
2005
16.7%
Fall
2009
23.3%
Fall
2010
23.0%
Fall
2011
19.6%
Fall
2012
22.0%
Fall
2013
23.0%
0.0%
0.0%
1.3%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.0%
0.8%
0.0%
0.6%
0.0%
0.0%
0.0%
3.1%
5.2%
7.7%
7.7%
5.2%
5.1%
4.6%
6.5%
9.0%
64.6% 68.8% 61.5%
4.6%
2.6%
3.8%
15.4%
7.8%
9.0%
0.0%
3.9%
2.6%
100.0% 100.0% 100.0%
6.3%
9.5%
10.3%
52.4%
2.4%
15.9%
2.4%
100.0%
6.7%
16.7%
12.2%
40.6%
1.7%
13.9%
8.3%
100.0%
8.4%
14.0%
11.8%
42.1%
2.2%
11.8%
9.0%
100.0%
5.8%
3.1%
13.8% 18.8%
9.0%
9.9%
43.9% 40.8%
4.2%
3.7%
12.7%
9.9%
10.6% 13.6%
100.0% 100.0%
5.5%
17.5%
12.0%
39.4%
2.9%
11.7%
11.1%
100.0%
Program Review Self-Study 2013-14
Page 45
California State University Northridge Family and Consumer Sciences Department
Family and Consumer Sciences Master's Program Headcount by Age at Entry
Numbers Fall 1993 Fall 1995 Fall 2000 Fall 2005 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
<24
15
5
11
28
36
37
41
42
59
25-27
13
21
24
26
50
54
60
67
103
28-30
7
17
9
17
32
27
36
28
72
31-40
18
21
19
27
39
37
30
39
69
41+
12
13
15
28
23
23
22
15
40
Total
65
77
78
126
180
178
189
191
343
Percent Fall 1993 Fall 1995 Fall 2000 Fall 2005 Fall 2009 Fall 2010 Fall 2011 Fall 2012 Fall 2013
<24
23.1%
6.5%
14.1%
22.2%
20.0%
20.8%
21.7%
22.0%
17.2%
25-27
20.0%
27.3%
30.8%
20.6%
27.8%
30.3%
31.7%
35.1%
30.0%
28-30
10.8%
22.1%
11.5%
13.5%
17.8%
15.2%
19.0%
14.7%
21.0%
31-40
27.7%
27.3%
24.4%
21.4%
21.7%
20.8%
15.9%
20.4%
20.1%
41+
27.7%
27.3%
24.4%
21.4%
21.7%
20.8%
15.9%
20.4%
20.1%
Total
100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0% 100.0%
Family and Consumer Sciences Master's Program Average CSUN GPA
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
Fall
1993 1995 2000 2005 2009 2010 2011 2012 2013
GPA
2.43
3.63
3.61
3.56
3.58
3.64
3.62
3.68
3.63
*There may be missing GPA numbers for some years.
Numbers
Graduation Rates for FCS Master’s Program at 3 Year Period
Program Review Self-Study 2013-14
Page 46
California State University Northridge Family and Consumer Sciences Department
Student-Faculty Ratios for Family and Consumer Sciences Graduate
Program
Numbers
Graduate
FTES
FTEF
Ratio
Total FTES
Total FTEF
Ratio
2007
2008
2009
2010
2011
2012
59
5
11.8
66
4
16.5
81
6
13.5
81
6
13.5
88
5
17.6
98
6
16.3
884
36
24.6
845
35
24.1
797
34
23.4
888
33
26.9
999
33
30.3
815
28
29.1
Enrollment in the past three years by areas of specification
Apparel Design and
Merchandising
10-11
11-12
12-13
17
8
15
Interior Design
Consumer Affairs
Family Studies
10-11 11-12
12-13
10-11
11-12
12-13
8
7
7
40
37
38
Nutrition, Dietetics, and
FCS No Option Declared
Food Science
10-11
11-12
12-13
10-11 11-12
12-13
10-11
11-12
12-13
10
18
19
108
141
120
36
7
0
*The numbers in the first row are academic year, and those in the second row are the numbers
of enrollment.
Program Review Self-Study 2013-14
Page 47
California State University Northridge Family and Consumer Sciences Department
Appendix 1-C: FCS Faculty Data
1. FCS Faculty Historical Data by Characteristics*
Family and Consumer Sciences Faculty Members Headcount by Employment Status
Numbers
Full-Time
Part-Time
Total
Fall 2007
25
30
55
Fall 2008
23
35
58
Fall 2009
24
30
54
Fall 2010
23
33
56
Fall 2011
23
35
58
Fall 2012
28
23
51
Percent
Full-Time
Part-Time
Total
Fall 2007
45.5%
54.5%
100.0%
Fall 2008
39.7%
60.3%
100.0%
Fall 2009
44.4%
55.6%
100.0%
Fall 2010
41.1%
58.9%
100.0%
Fall 2011
39.7%
60.3%
100.0%
Fall 2012
54.9%
45.1%
100.0%
*This is the most recent information from the CSUN institutional research.
Family and Consumer Sciences Faculty Members FTEF Headcount by Employment Status
Numbers
Full-Time
Part-Time
Total
Fall 2007
25
13
38
Fall 2008
23
18
41
Fall 2009
24
13
37
Fall 2010
23
17
40
Fall 2011
23
17
40
Fall 2012
28
8
36
Percent
Full-Time
Part-Time
Total
Fall 2007
65.8%
34.2%
100.0%
Fall 2008
56.1%
43.9%
100.0%
Fall 2009
64.9%
35.1%
100.0%
Fall 2010
57.5%
42.5%
100.0%
Fall 2011
57.5%
42.5%
100.0%
Fall 2012
77.8%
22.2%
100.0%
Family and Consumer Sciences Faculty Members Detailed Information Headcount by
Academic Rank
Numbers
Tenured
Professor
Associate Professor
Subtotal
Tenure Track
Assistant Professor
Lecturer
Lecturer
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
4
6
10
3
6
9
3
7
10
1
5
6
2
4
6
3
8
11
8
7
6
8
9
7
37
42
38
42
43
33
Grand Total
55
58
54
56
58
51
Percent
Tenured
Professor
Associate Professor
Subtotal
Fall 2007
Fall 2008
Fall 2009
Fall 2010
Fall 2011
Fall 2012
7.3%
10.9%
18.2%
5.2%
10.3%
15.5%
5.6%
13.0%
18.5%
1.8%
8.9%
10.7%
3.4%
6.9%
10.3%
5.9%
15.7%
21.6%
14.5%
12.1%
11.1%
14.3%
15.5%
13.7%
67.3%
72.4%
70.4%
75.0%
74.1%
64.7%
100.0%
100.0%
100.0%
100.0%
100.0%
100.0%
Tenure Track
Assistant Professor
Lecturer
Lecturer
Grand Total
Program Review Self-Study 2013-14
Page 48
California State University Northridge Family and Consumer Sciences Department
2. Current Family and Consumer Sciences Full-time Faculty
Full-time Faculty
Michelle BarrackGardner
Option
Nutrition, Dietetics,
and Food Sciences
Annette Besnilian
Nutrition, Dietetics,
and Food Sciences
Linda Bradley
Consumer Affairs
Tom Cai
Dena Herman
Consumer Affairs
Apparel Design and
Merchandising
Apparel Design and
Merchandising
Nutrition, Dietetics,
and Food Sciences
Nutrition, Dietetics,
and Food Sciences
Angie Giordano
Family Studies
Judith Griffin
Interior Design
Jerry-Ann Harrel-Smith
Barbara R. Hill
Wei Cao
Hira Cho
Claudia Fajardo-Lira
Faculty Terminal
Degree
and Granting
Institution
Ph.D. University of
California, Davis
Ed.D. California
State University,
Northridge
Ph.D. University of
Kentucky
Ph.D. University of
Georgia
Ph.D. Florida State
University
Ph.D. Florida State
University
Ph.D. Purdue
University
Specialty Area
Nutrition and Endocrinology
Nutrition and Educational
Leadership
Family Financial Management,
Consumer Economics
Textile Product Development,
Merchandising,
Food Science
Ph.D. UCLA
Ph.D. The Ohio State
University
Community Health Science
Architecture
Family Studies
M.A., UCLA
Ph.D., Claremont
Graduate University
M.A., CSUN
Ph.D., Oklahoma
State University
Family Studies
Jongeun Kim
Family Studies
Apparel Design and
Merchandising
Rodica Kohn
Interior Design
Design and Architecture
Uma Krishnan
Terri Lisagor
Family Studies
Apparel Design and
Merchandising
Nutrition, Dietetics,
and Food Sciences
Yoko Mimura
Consumer Affairs
MFA, UCLA
Ph.D., The Ohio
State University
Ph.D., Iowa State
University
Ed.D., Pepperdine
University
Ph.D. University of
Georgia
Kyriakos Pontikis
Interior Design
Nutrition, Dietetics,
and Food Sciences
Ph.D., UC Berkeley
Ph.D., Arizona State
University
Ph.D. Florida State
University
Ph.D., Loma Linda
University
Architecture and Design
M.S., CSUN
Ph.D., Northcentral
University
Apparel Design and Merchandising
Diane Lewis-Goldstein
Elizabeth Sussman
Anubhuti Thakur
Shirley Warren
Interior Design
Nutrition, Dietetics,
and Food Sciences
Apparel Design and
Merchandising
Scott Williams
Family Studies
Setareh Torabian-Riasti
Program Review Self-Study 2013-14
Family Science
Family Studies and Gerontology,
Design and Merchandising,
Human Development
Apparel and Design
Nutrition
Consumer Economics
Nutrition
Interior Design
Nutrition and Public Health
Family Studies
Page 49
California State University Northridge Family and Consumer Sciences Department
3. Current Family & Consumer Sciences Part-time Faculty
Part-time Faculty
Roxane Berger
Option
Faculty Terminal
Degree
and Granting
Institution
Specialty Area
M.A. CSUN
Interior Design
Marine Boyadzhyan
Interior Design
Apparel Design and
Merchandising
M.S. CSUN
Apparel Design
Joyce Marie Brusasco
Family Studies
M.S. CSUN
Family Studies
Richard Cheng
Consumer Affairs
Nutrition, Dietetics,
and Food Science
Nutrition, Dietetics,
and Food Sciences
M.B.A. CSUN
Business Relations
M.S. CSUN
Nutrition
M.S. CSUN
M.S. Purdue
University
Food Science
M.A. CSUN
Apparel Design
Yevgeniya Darmanyan
Julie Ellis
Farnaz Foroutan
Belinda Goodwin
Interior Design
Apparel Design and
Merchandising
Shelly Gray
Family Studies
M.S. CSUN
Family Studies
Terry Hatkoff
Family Studies
Ph.D., USC
Sociology
Pastor Herrera
Consumer Affairs
B.S., UCLA
Consumer Protection
Liza Keating
Family Studies
M.S. CSUN
Family Studies
Erin Mathews-Maxwell
Family Studies
Nutrition, Dietetics,
and Food Sciences
M.S. CSUN
Family Studies
M.S. CSUN
Nutrition
MFT CSUN
Family Studies
Roya Pouldar
Family Studies
Nutrition, Dietetics,
and Food Sciences
M.A. UCLA
Nutrition
Cynthia Schlesinger
Consumer Affairs
M.S. CSULB
Consumer Affairs
Ann Stahl
Consumer Affairs
Nutrition, Dietetics,
and Food Sciences
M.A. UC Berkeley
Consumer Protection
M.S. CSUN
Nutrition
Family Studies
Apparel Design and
Merchandising
M.S. CSUN
Family Studies
M.A. CSUN
Ph.D. University of
Georgia
Apparel Design
M.S. CSUN
Food Science
Ava McKay
Juan Oliva
Ilene Sutter
My Trinh (Sony) Trieu
Cynthia Williams
Yali Yang
Rosalyn Young
Consumer Affairs
Nutrition, Dietetics,
and Food Sciences
Program Review Self-Study 2013-14
Environmental Design
Personal Finance
Page 50
California State University Northridge Family and Consumer Sciences Department
4. Faculty List by area of specification (full-time faculty in bold)
Apparel Design
and
Merchandising
Consumer
Affairs
Family Studies
Interior Design
Marina Boyadzhyan
Linda Bradley
Angie Giordano
Roxane Berger
Wei Cao
Farah Chajin
Yi (Tom) Cai
Miguel Fernandez
Farnaz Foroutan
Judith Griffith
Hira Cho
Pastor Herrera
Shelly Gray
Barbara Hill
Jerry Ann HarrelSmith
Jongeun Kim
Diane LewisGoldstein
Shirley Warren
Cynthia Williams
Yoko Mimura
Terry Hatkoff
Kyriakos Pontikis
Ann Stahl
Cynthia Schlesinger
Yali Yang
Liza Keating
Uma Krishnan
Richard MacDonald
Erin MathewsMaxwell
Juan Oliva
My Trinh Trieu
Scott Williams
Anubhnti Thakur
Program Review Self-Study 2013-14
Rodica Kohn
Nutrition,
Dietetics, and
Food Science
Annette Besnilian
Yevgeniya
Darmanyan
Julie Ellis
Dena Herman
Claudia FajardoLira
Sabrina Kim
Caryn Kruetzer
Terri Lisagor
Ritamarie Little
Efrat Merav
Ava McKay
Soniya Perl
Roya Pouldar
Elizabeth Sussman
Ilene Sutter
Setareh TorabianRiasti
Bob Unal
Rosalyn Young
Page 51
California State University Northridge Family and Consumer Sciences Department
Appendix 1-D: FCS Faculty Curriculum Vitae
Michelle Barrack Gardner
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
75 %
Dr. Michelle Barrack Gardner, Assistant Professor
Nutrition, Dietetics, and Food Science
Research
20 %
Outreach
Michelle Barrack Gardner
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, Cal State University, Northridge
Division
Family and Consumer Sciences
9.
Responsibilities in the Unit
Tenured
11.
Education Since High School (list most recent first):
Tenure Track
X Non-tenure Track
Institution
12.
Date
8.
Administration
5%
10/30/13
Date of Initial
Appointment
Fall 2012
Teach graduate and undergraduate courses in nutrition, dietetics, and
food science, conduct scholarly work in nutrition, dietetics, and food
science field, provide service to the profession
10.
UC Davis
San Diego State
University
UC Los Angeles
5.
%
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Nutritional Biology
Exercise Physiology
2006-2009
2004-2006
Ph.D.
M.S.
Psychology
1999-2003
B.A.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
Position/Subject Areas
Inclusive dates
Cal State University, Northridge
Assistant Professor
Fall 2012-present
UC Los Angeles
Assistant Researcher
Fall 2012-present
Cal State University, San Marcos
Adjunct Instructor
2011-2012
b.
Practitioner Experiences: (include all experiences, list most recent first):
Program Review Self-Study 2013-14
Page 52
California State University Northridge Family and Consumer Sciences Department
Institution/Firm
UCLA
Sports Club Los Angeles
Pacific Athletic Club
13.
Responsibilities
Team Dietitian
Private Trainer
Private Trainer
2012-2013
2009
2005-2006
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work (please see attached document)
14.
Year
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Sports Cardiovascular and
Wellness Nutritionists, PULSE
15.
Inclusive Dates
Disordered Eating Co-Editor
2010present
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
American College of Sports Medicine
Meeting
American Society for Bone and Mineral
Location
Year
Indianapolis, Denver, Seattle,
Baltimore, San Francisco
2005-2012
Nashville, Denver
2005-2009
Research
SIGNIFICANT SCHOLARLY WORK
Grant Proposals
 (Co-Investigator Role) Fredericson, M., Nattiv, A. (Co-PIs), Delp, S., Hunt, K., Sainani, K.,
Tenforde, A., Harrelson, M., Marcello, B., Barrack, M.T., Kim, B.Y. A prospective study to improve
bone health and reduce the incidence of bone stress injuries in PAC-12 female distance runners.
Requested $297,318, PAC-12 (Submitted September, 2013)

(Co-Investigator Role) Nattiv, A., Fredericson, M. (Co-PIs), Kim, B., Barrack, M.T., Barrack, M.T.,
Teneforde, A. A Prospective Study Assessing Strategies for Optimizing Bone Mineral Density and
Reducing Risk and Incidence of Bone Stress Injuries in Division I Collegiate Middle and Long
Distance Runners. Requested $4,900, UCLA Clinical & Translational Research Center
(Submitted September, 2013)

Sweeting, T., Barrack, M.T. (Co-PIs) (2013) Canoga Park Health Improvement Zone Project;
CSUN. $60,000. Dignity Health/Northridge Hospital; UNIHEALTH Foundation (Funded)

Barrack, M.T. (2013) A 1-year evaluation of the relationships between dietary intake, physical
activity, anthropometric measures, and bone mineral density in collegiate freshman. $5,000 CSU
Northridge Competition for Research, Scholarship, and Creative Activity Award (Funded)
Program Review Self-Study 2013-14
Page 53
California State University Northridge Family and Consumer Sciences Department

(Co-Investigator and Project Coordinator Role) Nichols, J.F. (PI) Evaluation of Resting Energy
Expenditure as a Marker of Energy Status, Menses, and Bone Health in Adolescent Runners.
$6,000 University of California Davis Center for Health and Nutrition Research (Funded)

Barrack, M.T., Nattiv, A. (2010-2011) Male High School Athlete Bone Mineral Density Study.
$10,000 University of California, Los Angeles General Clinical Research Center (Funded)
Publications
Refereed Manuscripts (Peer Reviewed)
Nattiv, A., Kennedy, G., Barrack, M.T., et al. (2013) Correlation of MRI grading of bone stress
_______injuries with clinical risk factors and return to play: a 5-year prospective study in
_______collegiate track and field athletes. Am J Sports Med, 41,1930-41
Gibbs, J.C., Nattiv, A., Barrack, M.T, et al. (2013). Low bone density risk is higher in exercising
_______women with multiple Triad risk factors. Med Sci Sports Exerc, 2013 (in press)
Barrack, M.T., Ackerman, KE, Gibbs JC. (2013) Update on the female athlete triad. Curr Rev
Musculoskelet Med, 6,195-204.
Arends, J., Min-Yen, C., Barrack, M.T., Nattiv, A. (2012) Restoration of menses with nonpharmacologic therapy in collegiate athletes with menstrual dysfunction: A 5 year retrospective study. Int
J Sports Nutr Exerc Metab. 22(2):98-108.
Goolsby, M., Barrack, M.T., Nattiv, A. (2012) Case of a displaced femoral neck stress fracture
in an amenorrheic adolescent female runner. Sports Health, 4,352-6.
Barrack, M.T., Van Loan, M.D. (2011) Proper nutrition can prevent negative health outcomes in
young female athletes. California Agriculture, 65, 124-129.
Barrack, M.T., Van Loan, M.D., Rauh, M.J., Nichols, J.F. (2011) Body mass, training, menses,
and bone in adolescent runners: A 3-year follow-up, Med Sci Sports Exerc, 43, 959-66.
Barrack, M.T., Van Loan, M.D., Rauh, M.J., Nichols, J.F. (2010) Physiological and behavioral
indicators of an energy deficiency among female adolescent runners with elevated bone turnover. Am J
Clin Nutr, 92, 652-9.
Nichols, J.F., Aralis, H., Garcia, S., Barrack, M.T., Stalker, L.R., Rauh, M.J.. (2010) Utility of
the ActiHeart accelerometer for estimating exercise energy expenditure in female adolescent runners. Int
J Sports Nutr Exerc Metab. 20, 487-95.
Barrack, M.T., Rauh M.J., Nichols J.F. (2010) Cross-sectional evidence of suppressed bone
mineral accrual among female adolescent runners. J Bone Miner Res, 25, 1850-7.
Rauh, M.J., Nichols, J.F., Barrack, M.T. (2010) Relationships between injury and disordered
eating, menstrual dysfunction, and low BMD among high school athletes - A prospective study. JATA,
45(3):243-52.
Research Abstracts
Barrack MT, Gibbs JC, De Souza MJ, Williams N, Nichols JN, Rauh MJ, Nattiv A. Bone Stress
_______Injury and Relationships between Single and Combined Female Athlete Triad Risk
_______Factors [Presented at the American College of Sports Medicine Annual Meeting, June
_______2013]
McMillan DW, Harvey A, Grossett A, Witikin S, Gavino R, Casanada G, Harvey R, Astorino
TA, Barrack MT. The Effect Of Rest Interval On Oxygen Consumption Following Resistance Exercise
[Presented at the American College of Sports Medicine Annual Meeting, June 2013]
Program Review Self-Study 2013-14
Page 54
California State University Northridge Family and Consumer Sciences Department
Rauh MJ, Barrack MT, Van Loan MD, Nichols JF. Prevalence of Menstrual Dysfunction And
Low BMD Among High School Cross-Country Runners Without Disordered Eating [Presented at the
American College of Sports Medicine Annual Meeting, June 2013]
Nichols JF, Rauh MJ, Barrack MT, Van Loan MD. Anthropometric, Bone, And Hormonal
Characteristics Of Amenorrheic, Oligomenorrheic, And Eumenorrheic Adolescent
Runners [Presented at the American College of Sports Medicine Annual Meeting, June
2013]
Gibbs JC, Nattiv A, Barrack MT, Williams NI, Wagstaff DA, Rauh MJ, Nichols JF, and De
Souza MJ. Evaluation of Female Athlete Triad-related Factors to Identify Low Bone
Mineral Density in Exercising Women. [Presented at the American College of Sports
Medicine Annual Meeting, June 2013]
Kim B, Barrack MT, Bell K, Nattiv A. Effects of a comprehensive, school-based nutrition
intervention on body composition in female high school volleyball athletes [Presented at the American
Medical Society for Sports Medicine Annual Meeting, April 2013]
Barrack MT, Giacomazzi C, Barrack FA, Nattiv A. Diet patterns, anthropometric
measures, bone density, and injury among male adolescent runners and non-runner
athletes [Presented at the American College of Sports Medicine Annual Meeting, June 2012]
Barrack MT, Van Loan MD, Rauh M, Nichols JF. The Eating Disorder Examination
Questionnaire and 3- year Follow-Up Menstrual Function, Bone Mass Change in
Adolescent Runners [American College of Sports Medicine Annual Meeting, June 2011]
Florczyk D, Barrack MT, Nattiv A. Devastating fracture in an adolescent runner: nature vs.
nurture [American Medical Society of Sports Medicine Annual Meeting, May 2011]
Program Review Self-Study 2013-14
Page 55
California State University Northridge Family and Consumer Sciences Department
Annette Besnilian
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Annette Besnilian, MPH, RD, Full Time Lecturer, Director,
Dietetic Internship
Nutrition, Dietetics and Food Science
100 %
Research
%
Outreach
Annette Besnilian
5.
%
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach graduate courses to dietetic Interns. Serve as Director
and coordinator of dietetic interns in their dietetic internship rotation sites. Coordinate the
accreditation process of the Dietetic internship program.
Tenured
Tenure Track
11.
Education Since High School (list most recent first):
Institution
Major
California State
University, Northridge
UCLA
California State
University, Northridge
a.
Non-tenure Track
11-16-2012
X
8.
Other
Educational Leadership and Policy
Studies
Public Health
Nutrition, Dietetics and Food Science
Date of Initial Appointment
Fall 2003
Full-time
X Part-time
Inclusive Dates
of Attendance
Degree
2010-current
Ed.D.
1994-1996
1990-1994
MPH
B.S.
Professional Background (include all experiences, list most recent first):
Teaching Experiences:
Institution
Position/Subject Areas
Inclusive dates
California State University,
Northridge
California State University,
Northridge
California State University,
Northridge
Full Time Lecturer
Fall 2006-current
Director, Dietetic Internship
2005-current
Part time Lecturer
2002-2006
Moorpark College
Part Time Faculty
2000-2002
b.
%
A.N.D. RD 805930
California State University
Northridge, Family and Consumer
Sciences, Nutrition, Dietetics and
Food Science
10.
12.
Date
Administration
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Northeast Valley Health Corp
WIC Program
Northeast Valley Health Corp
Program Review Self-Study 2013-14
Responsibilities
Inclusive Dates
Director of Special Projects
1998-2006
Clinic Supervisor
1996-1998
Page 56
California State University Northridge Family and Consumer Sciences Department
WIC Program
UCLA
13.
Research Assistant
1994-1996
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5
years including publications, creative projects, competitions, presentations, grants, contracts, etc.
(Attachments accepted.)
Type of Scholarly Work
Year
Research and Creative Activity Award for developing workshops for parents to help
reduce rates of obesity in LAUSD schools. $5000.
Recipient of ADA 2010 Diversity Promotion Grant. “Peer Mentoring Program to
Increase Diversity in Dietetics at CSUN DI Program”. Presenter at the Annual FNCE
conference 2011 and 2012
Recipient of Catholic Healthcare West 2009-2010 Community Grants Program.
Providing Nutrition Education, physical activity and cooking classes for parents in
LAUSD schools.$25,000.
Recipient of Judge Julian Beck Grant. Learning-Centered Instructional Projects.
“Interactive Board Game for Dietetic Interns to pass the RD Exam.” $5,000 grant
14.
2010-2012
2009-2010
2009-2010
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Academy of Nutrition and Dietetics
LA Collaborative for Healthy Active
Children
Kappa Omicron NU
Honor Society in AAFCS
15.
2012-2013
Excellence in Education Award
Certificate of Appreciation for dedication to
improving the health of children and families
in Los Angeles County.
Faculty advisor
2011
2011
2010-current
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
Academy of Nutrition and Dietetics
Meetings (FNCE: Food and Nutrition
Conference and Exhibition)
Dietetic Educators of Practitioners (DEP)
Annual Area one meeting
Program Review Self-Study 2013-14
Pasadena, Boston, San Diego,
Philadelphia
2009-12
Asilomar, CA
2008 -12
Page 57
California State University Northridge Family and Consumer Sciences Department
Linda A. Bradley
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Linda A. Bradley, Assistant Professor
Consumer Affairs, Family Money Management
70 %
Research
20 %
Outreach
%
5.
Date
California State University,
Northridge, Family and Consumer
Sciences, Consumer Affairs
8.
Administration
10%
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
Teach undergraduate and graduate courses in consumer affairs and
family financial management, advise undergraduate and graduate students, scholarship, and service
10.
Tenured
Tenure Track
X Non-tenure Track
11.
Education Since High School (list most recent first):
Institution
University of Kentucky
University of Kentucky
University of Wisconsin
12.
Major
Family Studies
Family Studies
Consumer Science – Personal Finance
Date of Initial Appointment
Fall 2011
Full-time
X
Part-time
Inclusive Dates
of Attendance
2007-2011
2005-2007
1999-2003
Degree
Ph.D.
M.S.
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
University of Kentucky
b.
Position/Subject Areas
Assistant Professor, Consumer
Affairs
Graduate Teaching Instructor
Inclusive dates
Fall 2011 – Present
2007-2011
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
13.
Other
12/03/2012
Responsibilities
Inclusive Dates
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5
years including publications, creative projects, competitions, presentations, grants, contracts, etc.
(Attachments accepted.)
Type of Scholarly Work
Presentation: A Cross-Generational Analysis of Debt Accumulation Based on Panel
Program Review Self-Study 2013-14
Year
2012
Page 58
California State University Northridge Family and Consumer Sciences Department
Data. A paper presented at the Eastern Family Economics and Resource Management
Association conference in Charlotte, NC
Publication: Consumer Educational Needs Pre and Post-Disaster: Lessons from
2005. Journal of Consumer Education 26, pp. 16-29.
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Journal of Family and Economic
Issues
International Journal of Consumer
Studies
15.
2009
Reviewer
2012
Reviewer
2011
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
AFCPE
St. Louis
2012
EFERMA
Charlotte
2012
Program Review Self-Study 2013-14
Page 59
California State University Northridge Family and Consumer Sciences Department
Yi (Tom) Cai
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Dr. Yi Cai, Associate Professor, Consumer Affairs
Coordinator
Consumer Affairs, Research Methods
Teaching
70 %
Research
20 %
Outreach
4.
Signature
Yi Cai
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge, Family and
Consumer Sciences
9.
Responsibilities in the Unit
5.
Tenured
11.
Education Since High School (list most recent first):
Tenure Track
x Non-tenure Track
Institution
12.
8.
10 %
11-23-12
Date of Initial Appointment
Fall 2005
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Housing and Consumer Economics
2002-05
Ph.D.
Housing and Consumer Economics
2000-02
M.S.
International Trade
1990-94
B.Econ.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University, Northridge
b.
13.
Date
Administration
Teach undergraduate and graduate courses in Consumer Affairs;
student advisement, serve on graduate students’ thesis/project
committees, scholarship, and service
10.
University of Georgia,
Athens, Georgia
University of Georgia,
Athens, Georgia
NanKai University
Tianjin, China
%
Position/Subject Areas
Associate Professor
Inclusive dates
Fall 2005-present
Practitioner Experiences: (include all experiences, list most recent first):
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Publication: Consumers’ adoption of online shopping. In Z. Yan (Ed.)
Program Review Self-Study 2013-14
2012
Page 60
California State University Northridge Family and Consumer Sciences Department
Encyclopedia of Cyber Behavior (pp.466-476). Hershey, PA: Information Science
Reference.
Publication: Financial goal clarity and risk tolerance: An experimental
investigation. Consumer Interest Annual, Vol. 58.
Publication: Reference prices and consumers’ feeling of regret: An investigation of
consumers’ use of an online price-bidding method. International Journal of
Consumer Studies, 35, 441-447.
Publication: Online shopping among Chinese consumers: An exploratory
investigation of demographics and value orientation. International Journal of
Consumer Studies, 35,458-469.
Publication: Sustainability in teaching, research, and community practice: The
FCS department at California State University, Northridge. Journal of Family and
Consumer Sciences, 103(2), 40-46.
Publication: Retirement planning in an emerging market: A cluster analysis of
Chinese seniors’ attitudes and behaviors. Consumer Interest Annual, Vol. 57.
Publication: Understanding saving and debt behavior among Chinese seniors: An
exploratory study. Journal of Consumer Education, 27, 73-86.
Publication: The effect of financial goal and wealth change on risk tolerance: An
experimental investigation. Journal of Personal Finance, 9, 148-169.
Publication: Inconsistencies in U.S. consumers’ attitudes toward and use of
electronic banking: An empirical investigation. Journal of Financial Services
Marketing, 13(2), 150-164.
Publication: Online shopping. In J. J. Xiao (Ed.), Handbook of Consumer Finance
Research (pp. 137-159). New York: Springer.
14.
2011
2011
2011
2011
2010
2010
2008
2008
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
American Council on Consumer
Interests (ACCI)
ACCI
15.
2012
Chair, Nomination and Election Committee
2011-12
Chair, Student Travel Grant Committee
2006-11
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
ACCI Annual Conferences
Program Review Self-Study 2013-14
Orlando, Atlanta, D.C.,
2008-12
Page 61
California State University Northridge Family and Consumer Sciences Department
Wei Cao
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Wei Cao, Associate Professor
Apparel Design and Merchandising
70 %
Research
20 %
Outreach
Wei Cao
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
5.
Date
California State University,
Northridge, Family and Consumer
Sciences, Apparel Design and
Merchandising
8.
Tenured
X Tenure Track
11.
Education Since High School (list most recent first):
Non-tenure Track
Institution
Florida State University,
Tallahassee, FL
Xi’an Polytechnic
University, Xi’an, China
Xi’an Polytechnic
University, Xi’an, China
Administration
11-12-12
Date of Initial Appointment
Fall 2007
Teach undergraduate and graduate courses in apparel design and
textiles, supervise graduate students’ theses/projects; advise
undergraduate and graduate students, scholarship, and service
10.
12.
10%
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Textile and Apparel Product
Development
Clothing and Design
2002-07
Ph.D.
1995-98
M.S.
Textile and Design
1991-95
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
b.
Position/Subject Areas
Assistant/Associate Professor;
Apparel Design and Merchandising
Inclusive dates
August 2007-Present
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Center of China Functional Clothing,
Beijing, China
Center of China Functional Clothing,
Beijing, China
Program Review Self-Study 2013-14
Responsibilities
Engineer
Assistant Engineer
Inclusive Dates
September 2000 July 2002
April 1998August 2000
Page 62
California State University Northridge Family and Consumer Sciences Department
13.
14.
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Publication: Effects of functional textile finishes on comfort and protection of
2012
consumer apparel. Chapter 16 in Advances in dyes, chemicals and finishes for
technical textile, M.L. Gulrajani, Ed., Woodhead Publishing Limited: Cambridge,
England
Publication: Analyzing thermal stored energy and effect on protective
2011
performance. Textile Research Journal. 81(11), 1124 – 1138
Publication: Effects of Pre-wetting on liquid penetration performance of surgical
2011
gown fabrics. Journal of Textile Institute. 102(7),604-611
Funded Grant: “The time for hemp”, China-Hemp Investment & Holdings Co., Ltd.
2011
Ningbo, P.R. China, Sep., 2011 – April, 2012, $10,868.
Funded Grant: “Cotton: sustainability design and practice”, Cotton Incorporated,
2010
Cary, North Carolina, Jan., 2011 – Dec., 2011, $40,000.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc.
Society
Office/Recognition
Year
International Textile and Apparel
Association (ITAA)
Review board for Textile Research
Journal
International Textile and Apparel
Association (ITAA)
15.
Track chair for the Textile Science track of the
ITAA proposal review
Manuscript Reviewer for Textile Research
Journal
Proposal Reviewer for ITAA Faculty Grants
and Awards Proposals
2011present
2010present
2008
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
11th Annual Hawaii International
Conference on Social Science
The Fiber Society Annual Meeting and
Technical Conference.
Program Review Self-Study 2013-14
Honolulu, Hawaii.
2012,2011
Hong Kong, China,
Snowbird Resort, Utah,
Athens, Georgia, Boucherville, Canada
2011,
2010,
2009, 2008
Page 63
California State University Northridge Family and Consumer Sciences Department
Hira Cho
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
70 %
Dr. Hira Cho, Assistant Professor
Apparel Design and Merchandising
Research
20 %
Outreach
Hira Cho
5.
%
10 %
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach undergraduate and graduate courses in Apparel
Design and Merchandising; advise undergraduate and graduate students; serve on graduate students’
thesis/project committees, conduct scholarship activities; service for the university and community
California State University,
Northridge,
Family and Consumer Sciences,
Apparel Design and Merchandising
10.
Tenured
Tenure Track
11.
Education Since High School (list most recent first):
X Non-tenure Track
Institution
Florida State University,
Tallahassee, Florida
Sookmyoung Women’s
University,
Seoul, Korea (ROK)
Sookmyoung Women’s
University,
Seoul, Korea (ROK)
Sookmyoung Women’s
University,
Seoul, Korea (ROK)
Ulsan Women’s High School,
Ulsan,
Korea (ROK)
12.
Date
Administration
8.
Other
Major
11-26-12
Date of Initial Appointment
Fall 2010
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Merchandising
2003-07
Ph.D.
Fashion Marketing
1997-2001
Ph.D.
Fashion Marketing
1993-95
M.S.
Clothing and Textiles
1988-92
B.A.
1985-87
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
Program Review Self-Study 2013-14
Position/Subject Areas
Inclusive dates
Page 64
California State University Northridge Family and Consumer Sciences Department
California State University
Northridge
Oklahoma State University,
Stillwater, OK
Sookmyoung Women’s
University, Seoul, Kore (ROK)
Assistant Professor,
Apparel Design & Merchandising
Assistant Professor,
Design, Housing, & Merchandising
Fall 2010-present
Lecturer (part time)
2000-2001
2006-2010
b. Practitioner Experience: (include all experiences, list most recent first):
13
Institution/Firm
Responsibilities
Inclusive Dates
Jungyun Apparel Co.
Assistant Designer
1992-1993
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5
years including publications, creative projects, competitions, presentations, grants, contracts, etc.
Type of
Title/Journal or Conference
Year
Scholarly Work
Publication
Presentation/
Abstract
Grant
Presentation/
Abstract
Presentation/
Abstract
Grant
Presentation/
Abstract
Publication
Presentation/
▪ The effect of fashion innovativeness on consumer’s online apparel
customization. International Journal of Organizational Innovation 5, 263 – 283.
▪ Social online communities: Information sources for apparel shopping, Journal
of Consumer Marketing 29, 400 – 411.
▪ A community service-learning project in apparel design and merchandising.
International Textile and Apparel Association (ITAA) Conference Proceedings,
Honolulu, HI.
▪ Gender differences in color selection for apparel products. International
Textile and Apparel Association (ITAA) Conference Proceedings, Honolulu, HI.
▪ Sarah Douglas Fellowship for International Travel, International Textile and
Apparel Association, $500, 2012.
▪ Community engagement project and research grant, $5,000, 2012-2013
▪ Research proposal for probationary faculty support program, CSUN, 3 units of
reassignment time, Spring 2012.
▪ Effects of shipping strategies on apparel e-retailing. International Textile and
Apparel Association (ITAA) Conference Proceedings, Philadelphia, PA.
▪ Why did Taobao outperform Eachnet? International Textile and Apparel
Association (ITAA) Conference Proceedings, Philadelphia, PA.
▪ Website features of Chinese e-retailers: Identified from consumer
perspectives. International Textile and Apparel Association (ITAA) Conference
Proceedings, Philadelphia, PA.
2012
▪ Effects of shipping strategies on apparel e-retailing. International Textile and
Apparel Association (ITAA) Conference Proceedings, Philadelphia, PA.
▪ Why did Taobao outperform Eachnet? International Textile and Apparel
Association (ITAA) Conference Proceedings, Philadelphia, PA.
▪ Website features of Chinese e-retailers: Identified from consumer
perspectives. International Textile and Apparel Association (ITAA) Conference
Proceedings, Philadelphia, PA.
▪ CSUN’s title V grant, Student support and academic success, U.S.
Department of Education’s Hispanic-Serving Institutions Program, $6,000,
▪ Factors influencing commitment to social networks: Implications for the
apparel business. International Textile and Apparel Association (ITAA)
Conference Proceedings, Montreal, Canada.
▪ Consumer acceptance of online customization for apparel
shopping, International Journal of Retail and Distribution Management, 35(5),
389-407.
▪ Online purchasing experience of customized products and intention of WOM.
2011
Program Review Self-Study 2013-14
2012
2012
2011
2011
2010
2009
2009
Page 65
California State University Northridge Family and Consumer Sciences Department
Abstract
Publication
Presentation/
Abstract
International Textile and Apparel Association (ITAA) Conference Proceedings,
Bellevue, WA.
▪ Fashion innovativeness as a moderator among Taiwan college students’
beliefs, attitudes and intention toward online apparel customization.International
Textile and Apparel Association (ITAA) Conference Proceedings, Bellevue, WA.
▪ Is the Chinese market homogenous? An examination of three Chinese cities
by socio-cultural factors. American Collegiate and Retailing Association (ACRA)
Spring Conference Proceedings, Las Vegas, NV.
▪ Effects of design factors on store
image and perceived merchandise quality in web-based stores, Journal of
Retailing and Consumer Services, 15(4), 237-249.
▪ The moderating roles of fashion innovativeness and involvement in the
attitudes toward online customization in Taiwan apparel markets. Academy of
International Business (AIB)-South East Asia Regional Conference
Proceedings, Kuala Lumpur, Malaysia.
▪ Comparison of the acceptance model of online customization
for apparel: A cross-cultural study. International Textile and Apparel Association
(ITAA) Conference Proceedings, Schaumburg, IL.
▪ The effects of shipping-fee charges on impulse-buying behavior
in Internet shopping. International Textile and Apparel Association (ITAA)
Conference Proceedings, Schaumburg, IL.
▪ Self-service technology in retailing: A look at successful in-store kiosks.
European Institute of Retailing and Service Studies (EIRASS) Conference
Proceedings, Zagreb, Croatia.
▪ Determinants of consumer acceptance of apparel customization in e-retailing.
American Collegiate and Retailing Association (ACRA) Spring Conference
Proceedings, Durango, CO.
▪ Exploring consumer perceptions of co-design websites
for apparel customization. American Collegiate and Retailing Association
(ACRA) Spring Conference Proceedings, Durango, CO.
2008
2008
14. Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
International Textile and Apparel Association
(ITAA)
International Journal of Retail and
Distribution Management
Family and Consumer Sciences Research
Journal
Journal of Fashion Marketing and
Management
International Textile and Apparel Association
(ITAA)
American Collegiate Retail Association
(ACRA)
International Textile and Apparel Association
(ITAA)
American Collegiate Retail Association
(ACRA)
Program Review Self-Study 2013-14
Office/Recognition
Scholarship Committee
Year
2007-2012
Reviewer of manuscript
Reviewer of manuscript
2008, 2009,
2011, & 2012
2012
Reviewer of manuscript
2009 & 2011
Reviewer of proceeding
2009
Reviewer of proceeding
2008 & 2009
Session Chair
2008
Session Chair
2008
Page 66
California State University Northridge Family and Consumer Sciences Department
15.
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
International Textile and Apparel
Association (ITAA) annual conference
American Collegiate Retail Association
(ACRA) annual conference
Academy of International Business (AIB)
-South East Asia regional conference
European Institute of Retailing and Service
Studies (EIRASS) annual conference
Program Review Self-Study 2013-14
Location
Year
Various
2008-2012
Las Vegas, NV; Durango, CO.
2009 &
2008
2008
Kuala Lumpur,
Malaysia.
Zagreb, Croatia
2008
Page 67
California State University Northridge Family and Consumer Sciences Department
Claudia Fajardo-Lira
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
75 %
Dr. Claudia Fajardo-Lira, Professor
Food Science
Research
20 %
Outreach
Claudia Fajardo
5%
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge, Family and
Consumer Sciences
9.
Responsibilities in the Unit Teach undergraduate and graduate courses in food science, serve
as area co-coordinator, supervise students in field placement experiences, advise undergraduate
and graduate students, serve on graduate students’ comprehensive exam/thesis committees,
scholarship, and service
10.
Tenured
11.
Education Since High School (list most recent first):
Institution
Purdue University, West Lafayette,
IN
Purdue University, West Lafayette,
IN
Universidad Iberoamericana,
Mexico City
12.
8.
Other
Major
11/15/12
Date of Initial Appointment
Fall 2001
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Food Science
1999
Ph.D.
Food Science
1996
M.S.
Nutrition, Dietetics and
Food Science
1992
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
b.
Position/Subject Areas
Professor/Food Science
Inclusive dates
Fall 2001-present
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Procter&Gamble
13.
Non-tenure Track
Date
Administration
4.
X Tenure Track
5.
%
Responsibilities
Research & Development
Inclusive Dates
1992
Significant scholarly work in instruction, research, outreach, and creative activities within the past
Program Review Self-Study 2013-14
Page 68
California State University Northridge Family and Consumer Sciences Department
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Publication: Heiss, C., Rengers, B., Fajardo-Lira, C., Henley, S., Bizeau, M. and
Dormer, C. “Preparing dietitians to effectively serve the Hispanic population”. Journal
of the American Dietetic Association.111 (3): 359-364.
2011
Presentation: Sodium, Potassium, and the Dietary Guidelines”. (Keynote Speaker).
2011
Presented at the Southern California Institute of Food Technologists meeting.
14.
Presentation: Kaplowitz, H., Bendavid, C., Schaffer, M., Fajardo-Lira, C. and Roberts,
2011
W. “Innovative Uses of Moodle at California State University, Northridge”. Presented
as part of a panel at MoodleMoot US-West Coast
Funded Grant: Fajardo-Lira, C., Little, R., Gilbert, J. and Bright, L. “Updating the Food
Science Laboratories at CSUN”. Southern California Institute of Food Technologists
Research/Education Award 2011-2012
2012
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Institute of Food Technologists (IFT)
Institute of Food Technologists
Southern California Section IFT
Marilyn Magaram Center for Food
Science, Nutrition and Dietetics
Journal of Food Science
15.
Food Science Communicator committee
Juror, National Media Award for Excellence in
Consumer Journalism
Executive Committee
Chair, Advisory Board
Reviewer
Since 2004
2011
2007-2010
2011current
2009
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
Institute Food Technologists Annual Meeting
Food and Nutrition Conference
Food &Health Entrepreneurship Academy
Program Review Self-Study 2013-14
New Orleans, Chicago,
Anaheim, Chicago
San Diego
Davis, CA
2011, 2010,
2009, 2007
2011
2011
Page 69
California State University Northridge Family and Consumer Sciences Department
Judith Griffin
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
75 %
Judith Griffin, Full-time Lecturer
Interior Design
Research
15 %
Outreach
Judith Griffin
5.
5%
5%
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach undergraduate courses in interior design; serve as area
coordinator, supervise students in the interior design resource library internship, Coordinator of
CIDA accreditation; serve on graduate students’ project/thesis committees
Tenured
Tenure Track
Non-tenure Track
11.
Education Since High School (list most recent first):
Institution
X
8.
Other
Major
UCLA, Los Angeles, CA
California State University, Long Beach
3-1-13
NCIDQ/#7338; CCIDC/#3940
California State University,
Northridge, Family and Consumer
Sciences
10.
12.
Date
Administration
Architecture
Interior Design
Date of Initial Appointment
Fall 2000
Full-time
X
Part-time
Inclusive Dates
of Attendance
1991-95
1977-80
Degree
MA
BFA
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
American InterContinental
University
California State University, Long
Beach
b.
Position/Subject Areas
Full-time lecturer, Interior
Design
Department Chair, Professor,
Interior Design
Adjunct Faculty
Inclusive dates
Fall 2003-present
Fall 1993-Spring 2003
Fall 1980-Spring 1981
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Judith Griffin Design
First Interstate Bank
Union Bank
Susan Wilson Design
Program Review Self-Study 2013-14
Responsibilities
Owner, designer
Designer, project manager
Designer, project manager
Designer
Inclusive Dates
1980- present
1985-87
1982-85
1980-82
Page 70
California State University Northridge Family and Consumer Sciences Department
13.
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Creative project: Egan Residence – Interior Design
2010present
2010present
Creative project: Wells Residence – Interior Design
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Interior Design Educators Council
(IDEC)
Interior Design Educators Council
(IDEC)
15.
Reviewer of presentations
2013
Presentation – CIDA Workshop
2011
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
IDEC International Conferences
Indianapolis, Baltimore, Denver,
Atlanta, St Louis, Montreal
CIDA Workshops
Baltimore, Denver, Atlanta, St Louis,
Montreal
Indianapolis, Baltimore, Denver,
Atlanta, St. Louis, Montreal
Continuing Education Courses
Program Review Self-Study 2013-14
Year
2013, 2012
2011, 2010
2009
2012,2011
2010, 2009
2013,2012,
2011,2010,
2009
Page 71
California State University Northridge Family and Consumer Sciences Department
Angie Giordano
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
70 %
Dr. Angie Giordano, Professor
Family Studies
Research
20 %
Outreach
Angie Giordano
10 %
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge, Family and
Consumer Sciences, Family Studies
9.
Responsibilities in the Unit Teach undergraduate and graduate courses in Family Studies; serve
as the Area Coordinator; undergraduate and graduate student advisement, serve on graduate
students’ thesis/comprehensive exam committees, scholarship, and service
10.
Tenured
11.
Education Since High School (list most recent first):
Institution
The Ohio State University
University of North Carolina at
Chapel Hill
12.
8.
Other
Major
Human Development and
Family Science
Psychology
11-11-12
Date of Initial Appointment
Fall 2002
Full-time
X
Part-time
Inclusive Dates
of Attendance
1996-2002
Degree
Ph.D.
M.S.
B.S.
1993-96
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University
Northridge
The Ohio State University
b.
Position/Subject Areas
Assistant/Associate Professor,
Family Studies
Graduate Teaching Associate,
Human Development and
Family Science
Inclusive dates
Fall 2002-present
1998-2002
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
13.
Non-tenure Track
Date
Administration
4.
X Tenure Track
5.
%
Responsibilities
Inclusive Dates
Significant scholarly work in instruction, research, outreach, and creative activities within the past
Program Review Self-Study 2013-14
Page 72
California State University Northridge Family and Consumer Sciences Department
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
See Attached
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
See Attached
15.
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
See Attached
PUBLICATIONS
Pontikis, K., Martin, A., Cai, Y., Kim, J., Cao, W., Giordano, A., & Torabian-Riasati, S. (2011).
Sustainability in teaching, research, and community practice: The FCS department at California State
University, Northridge. Journal of Family and Consumer Sciences, 103(2), 40-46.
Schock, A. M., & Gavazzi, S. M. (2009). Mental illness and family stress. In S. J. Price, C. A. Price & P.
C. McKenry (Eds.), Families and change: Coping with stressful events (4th ed., pp. 163-184). Thousand
Oaks, CA: Sage Publications.
M ANUSCRIPTS UNDER REVIEW/IN PREPARATION
Giordano, A. M. (under review). Ethnic Families and Mental Illness: Application of the Family Stress
Model for Policy Recommendations and Community Based
Programming.
Giordano, A. M. & Skylar, A. R. (under review). Assessment of College Students’ Online Course
Readiness: Survey Development and Implementation.
BOOK REVIEWS
Gavazzi, S. M. (2011). Families with Adolescents: Bridging the Gaps Between Theory, Research, and
Practice. Springer: New York.
Price, S. J., Price, C. A. & McKenry P. C. (2009). Families and change: Coping with stressful events (4th
ed., pp. 163-184). Thousand Oaks, CA: Sage Publications.
PROFESSIONAL CONFERENCE PRESENTATIONS
Giordano, A. (June, 2011). Strengthening the Mental Health and Wellness of Families in Multi-Cultural
Communities. Paper presented at the 10th annual Hawaii International Conference on Social Sciences,
Oahu, HI.
Giordano, A., Pontikis, K., & Kim, J. (June, 2011). Teaching Sustainability in Family and Consumer
Sciences. Presentation at the 10th annual Hawaii International Conference on Social Sciences, Oahu, HI.
Program Review Self-Study 2013-14
Page 73
California State University Northridge Family and Consumer Sciences Department
Giordano, A. (November, 2009). Ethnic Families and Mental Illness: Application of the Family Stress
Model. Paper presented at the 69th Annual Meeting of the National Council on Family Relations, San
Francisco, CA.
Giordano, A., Pontikis, K., Cao, W., Torabian, S., & Cao, T. (June, 2009). Sustainability in Teaching,
Research, and Practice: The Case Study of the Family and Consumer Sciences Department at the
California State University Northridge. Presentation at the American Association of Family and Consumer
Sciences 100th Annual Conference, Knoxville, TN.
Giordano, A., Pontikis, K., Cao, W., Torabian, S., & Martin, A. (January, 2009). Sustainability in the
Department of Family and Consumer Sciences: Curriculum, Research, and
Community Service
Engagement. Workshop presented at the CSUN 2009 Faculty Retreat, Ventura, CA.
RESEARCH GRANTS & PROJECTS
Pontikis, K., Fajardo-Lira, C., Giordano, A., (co-PI) Kim, J., & Cai, Y. (2011). “Sustainability in Family and
Consumer Sciences.” Submitted to the 2011-2012 CSUN CIELO U.S. Department of Education’s
Hispanic Serving Institutions Program Title V Grant Student Support and Academic Success Program,
$6,000 (Funded).
Pontikis, K., Fajardo-Lira, C., Giordano, A., (co-PI) Kim, J., & Cai, Y. (2010). “Sustainability in Family and
Consumer Sciences.” Submitted to the 2010-2011 Judge Julia Beck Learning-Centered Instructional
Projects, $6,000 (Funded).
Project Evaluator for the following grant: Clark, E. A. (Project Director), & Akers, A. A. (Co-Director). Head
Start Hispanic Latino Service Partnerships Institutions (HHS-2005-ACF-ACYF-YP-0011). Administration
for Children & Families, Department of Health and Human Services. Funded for $149,871 annually
(10/1/05 to 9/1/2010).
Area of Expertise: Program Evaluator
PROFESSIONAL AFFILIATIONS
Membership in The National Council on Family Relations (1998 to present).
California State Public Policy Representative for the National Council on Family Relations (2006 to 2009).
Membership in The National Council on Fathers and Families (2000 to present).
Membership in The American Psychological Association (1996 to 2004).
JOURNAL REVIEWER


Journal Reviewer, Family Relations: Interdisciplinary Journal of Applied Family Sciences (2009 to
present).
Journal Reviewer, Family and Consumer Sciences Research Journal (2009 to present).
Program Review Self-Study 2013-14
Page 74
California State University Northridge Family and Consumer Sciences Department
Jerry Ann Harrel-Smith
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Jerry Ann Harrel-Smith, Ph.D.; Full Time Lecturer
Family Studies and Gerontology
60%
Research
Outreach
Jerry Ann Harrel-Smith, Ph.D.
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
Tenure Track
11.
Education Since High School (list most recent first):
Non-tenure Track
Institution
Claremont Graduate
University
CSUN
Immaculate Heart
Administration
40
9/03/13
CCTC Program Director Permit
8.
Date of Initial Appointment
Fall 1997
Teach and advise undergraduate and graduate Family Studies majors
and minors; Executive Director, Child and Family Studies Center
Tenured
X
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
.
Education
1998 – 2006
Ph.D.
FCS and Post Grad Gerontology
Clinical Psychology
1995-1997
1975-1976
M.S.
M.A
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
b.
Position/Subject Areas
Full-time lecturer, Family
Studies, Childcare
Administration, & Gerontology
Inclusive dates
1997 - Present
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Warner Center Children’s
Corner
ONEgeneration
13.
Date
California State University,
Northridge, Family and Consumer
Sciences, Family Studies
10.
12.
5.
%
Responsibilities
Inclusive Dates
Interim Director
1998 – 6 month
Interim Director
1997 – 3 months
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
Program Review Self-Study 2013-14
Page 75
California State University Northridge Family and Consumer Sciences Department
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Head Start Grant – intern supervisor
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
LA Mission College – Child
Development Dept
Pierce Community College –
Child Development Dept.
Volunteers of America, Greater
Los Angeles
Bright Horizons
15.
2003-2010
Advisory Council
Advisory Council
2003 to
present
2012 to
Present
Board Member
Recruitment Council
2003 to
present
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Jung Society
Program Review Self-Study 2013-14
Location
Los Angeles , CA
Year
2010,
2012
Page 76
California State University Northridge Family and Consumer Sciences Department
Dena R. Herman
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
75 %
Dr. Dena R. Herman, Associate Professor
Nutrition and Dietetics
Research
20 %
Outreach
Dena R. Herman
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge, Family and
Consumer Sciences, Nutrition and Dietetics
9.
Responsibilities in the Unit
%
Date
Administration
5%
9/29/2013
Academy of Nutrition & Dietetics: 859684
8.
Date of Initial Appointment
Fall 2013
Teach undergraduate courses in Nutrition, Dietetics and Food science,
serve
on graduate students’ thesis/comprehensive exams committees, student advisement, scholarship,
and service
10.
Tenured
Tenure Track
X Non-tenure Track
11.
Education Since High School (list most recent first):
Institution
UCLA Fielding School
of Public Health (SPH) –
Jonsson
Comprehensive Cancer
Center
UCLA Fielding SPH
AP4/LEND Program,
USC/Children’s Hospital
Los Angeles
UCLA Fielding SPH
Friedrich-Wilhelms
University, Bonn,
Germany
12.
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Cancer Prevention and Control
Research
2002-2005
Postdoc
Community Health Sciences
Pediatric Nutrition
1995-2002
1997-1998
Ph.D.
Dietetic
Internship
Public Health Nutrition
Nutrition Science
1993-1995
1997-1993
M.P.H.
B.S./M.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University, Northridge
UCLA Fielding SPH
UCLA Geffen School of Medicine,
Program Review Self-Study 2013-14
Position/Subject Areas
Associate Professor, Nutrition,
Dietetics and Food Science
Adjunct Assistant Professor
Co-Director, National Children’s
Inclusive dates
Fall 2013-present
2005 - present
2008-2013
Page 77
California State University Northridge Family and Consumer Sciences Department
Dept. of Pediatrics
Nutrilite, Division of Access Business
Group
Jonsson Comprehensive Cancer
Center
Public Health Foundation Enterprises
WIC Program
USC/University Affiliated Program,
Childrens Hospital Los Angeles
b.
Study
Senior Scientist/Supplement
Product Development
Postdoctoral Fellow
2005-2008
2002-2005
Project Director
1999-2005
Staff Nutritionist/Project
Director
1999
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
David Geffen School of Medicine,
Department of Pediatrics, FIT for
Healthy Weight Clinic
David Geffen School of Medicine,
Department of OB/Gyn,
Preconception Care Clinic
USC/University Affiliated
Program, Childrens Hospital Los
Angeles
Responsibilities
Inclusive Dates
Deliver clinical nutrition services to
pediatric patients and their families
2012 - present
Deliver clinical nutrition services to
women and their partners to assist in
preparing to get pregnant
Deliver clinical nutrition services to
pediatric patients with special needs
and their families
2010-2011
1999
13.
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5
years including publications, creative projects, competitions, presentations, grants, contracts, etc.
(Attachments accepted: See CV attached)
Type of Scholarly Work
Year
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc. (See CV attached).
Society
Office/Recognition
Year
Journal of the Academy of Nutrition and Dietetics, Family
Economics and Nutrition Review, American Journal of
Clinical Nutrition, Infant, Child and Adolescent Nutrition,
Maternal and Child Health Journal
15.
Editorial services
2003Present
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
American Public Health Association
Annual Meeting
International Fruit and Vegetable Summit,
UNESCO
Experimental Biology
Symposium: Obesidad en la Edad
Pediatrica. Prevencion y Tratamiento.
U.S. Mexico Border Obesity Prevention
Initiative Summit. U.S. Office of Border
Health and United States- México Border
Program Review Self-Study 2013-14
Location
Year
Denver, San Francisco
2013, 2010
Paris, France
2008
Washington, DC
University La Salle, Mexico City,
Mexico
McAllen, Texas
2010
2012
2013
Page 78
California State University Northridge Family and Consumer Sciences Department
Health Commission
Jongeun Kim
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Jongeun Kim, Associate Professor
Apparel Design and Merchandising
70 %
Research
20 %
Outreach
Jongeun Kim
5.
%
10 %
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach undergraduate and graduate courses in Apparel Design and
Merchandising, student advisement, serve on graduate student’s thesis/project committees, scholarship,
and service
California State University,
Northridge, Family & Consumer
Sciences, Apparel Design and
Merchandising
10.
Tenured
11.
Education Since High School (list most recent first):
Tenure Track
x Non-tenure Track
Institution
Oklahoma State
University, Stillwater OK
Konkuk University,
Seoul, Korea (ROK)
Ewha women’s
University,
Seoul, Korea (ROK)
Konkuk University,
Seoul, Korea (ROK)
Fashion Institute of
Design and
Merchandising,
Los Angeles, CA
12.
a.
Date
Administra
tion
8.
Other
Major
11-27-12
Date of Initial Appointment
Fall 2006
Full-time
X Part-time
Inclusive Dates
of Attendance
Degree
Design, Housing and Merchandising
1999-2004
Ph.D.
Apparel Merchandising and Design
1996-99
M.S.
Sociology
1996-99
B.S.
Clothing and Textiles
1992-96
B.S.
Professional Fashion Design
1996-98
A.A.
Professional Background (include all experiences, list most recent first):
Teaching Experiences:
Institution
California State University,
Northridge
Illinois State University,
Program Review Self-Study 2013-14
Position/Subject Areas
Associate Professor,
Apparel Design & Merchandising
Assistant Professor,
Inclusive dates
Fall 2006-present
2004-2006
Page 79
California State University Northridge Family and Consumer Sciences Department
Normal, IL
Central Michigan State
University, Mt. Pleasant, MI
13
.
Design, Housing, & Merchandising
Full-time Lecturer
2003-3004
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5 years
including publications, creative projects, competitions, presentations, grants, contracts, etc.
Type of Scholarly Work
Year
Publication
Presentation/
Abstract
Grants
•Community service-learning projects in apparel for special needs in the
program of apparel design and merchandising Community Servicelearning in higher education: National and international connections,
Phyllis Lan Lin (Ed.). University of Indianapolis Press.
• Developing an empirical model of consumer behavior for online
shopping. The International Journal of Interdisciplinary Social Sciences,
6(10) 81-110.
• Analysis of the marketing strategy of a luxury brand and its success in
selected Asian countries. International Journal of Interdisciplinary Social
Sciences, 6(1), 239-258.
• Sustainability in teaching, research and community practice: The FCS
department at California State University at Northridge, Journal of Family
and Consumer Sciences, 103(2), 40-46.
• Sustainability fashion practices: Women’s apparel in the U.S. industry.
The International Journal of Environmental, Cultural, Economic & Social
Sustainability, 7(4), 115-134.
• Analyzing college students’ online shopping behavior through attitude
and intention. The International Journal of Interdisciplinary Social
Sciences. 5(3), 365-376.
▪ A community service-learning project in apparel design and
merchandising. International Textile and Apparel Association (ITAA)
Conference Proceedings, Honolulu, HI.
•Leather Armor Dress, Proceeding for design and product development
analysis and strategy is published in Catalogue, page 55, and design was
exhibited at the 67th Annual International Textile and Apparel Association
(ITAA) Conference in Montreal, Canada.
•Sustainable environment: An examination of the current apparel and
textile industries’ eco-friendly practices. Hawaii International Conference
on Social Sciences.
•Internet browser or buyer: Developing a profile of Internet browsers and
buyers. Hawaii International Conference on Social Sciences. Proceedings
are distributed on a CD.
 Cotton Inc., 2010-2011, $40,000, “Cotton: Sustainability design and practice”
▪ Community Learning Project and Research Grant, $ 3,000
• Interdisciplinary Community Learning Project and Research Grant,
$ 5,000
•Interdisciplinary Community Learning Project and Research Grant,
$ 6,000
•IRA (Instructional Related Activity) Grant, $5,000, “Sustainable Practices
in Apparel Design and Merchandising and Interior Design”
•Interdisciplinary Community Learning Project and Research Grant,
$5,000
 Title V grant, Student support and academic success, U.S. Department of
Education’s Hispanic-Serving Institutions Program, $6,000
Program Review Self-Study 2013-14
2013
2012
2011
2011
2011
2010
2012
2010
2009
2009
2010-11
2012-13
2012-13
2011-12,
2010-11
2010-11
2011
Page 80
California State University Northridge Family and Consumer Sciences Department
Prese
ntatio
n/Abst
ract
 Sustainable design practice in apparel design and merchandising and interior 2011
design, Paper presented at the Hawaii International Conference on Social
Sciences, Honolulu, HI.
 Teaching sustainability in family and consumer sciences, Paper presented at
2011
the Hawaii International Conference on Social Sciences, Honolulu, HI.
 Analyzing college students’ online shopping behavior through attitude and intention.
2010
International Conference on Interdisciplinary Social Sciences, Cambridge, UK.
 Sustainability in teaching, research, and practice: The case study of the FCS
2009
department at California State University, Northridge. Paper presented at the
American Association of Family & Consumer Sciences 100th Annual
Conference, abstract published (p. 24) Knoxville, TN.
 Sustainability fashion practices: Women’s apparel in the U.S. Industry. International
2009
Conference on Environmental, Cultural, Economic & Social Sustainability.
 The impact of disposable fashion on sustainability. American Association of Family
2009
and Consumer Sciences 100th Annual Conference, Cleveland, OH.
 Influencing factors analysis on consumers’ online shopping. CA –CFCS
2011
Annual Conference, Los Angeles, CA.
 Eco-fashion practices in women’s better market in U.S. apparel industry. Hawaii 2011
International Conference on Social Sciences.
14. Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
International Journal of Interdisciplinary Social
Sciences
International Textile and Apparel Association
(ITAA)
Premier International Fashion Student
Competition-The Arts of Fashion Foundation.
International Textile and Apparel Association
(ITAA)
15.
Associate Editor
2009-Present
Reviewer of proceeding
2009-2011
Invited Jury
2011-Present
Design Catalog committee
Development committee
Session Chair
2012
2011-Present
2009-2011
Summarize professional development activities related to responsibilities in the program within the past 5
years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
International Textile and Apparel
Association (ITAA) annual conference
American Association of Family and
Consumer Sciences (AAFCS)
Program Review Self-Study 2013-14
Location
Year
Various
2003-Present
Various
2008-Present
Page 81
California State University Northridge Family and Consumer Sciences Department
Rodica Kohn
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Rodica Kohn, Full-time Lecturer
Interior Design
75 %
Research
20 %
Outreach
Rodica Kohn
5.
%
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach undergraduate courses in Interior Design, serve on
graduate students’ thesis/project committees, student advisement
Tenured
Tenure Track
11.
Education Since High School (list most recent first):
Non-tenure Track
Institution
UCLA
UCLA
Central School of Art & Design,
London, England
11.27.2012
X
8.
Other
Major
Architecture
Design
Design
Date of Initial Appointment
Fall 2005
Full-time
X
Part-time
Inclusive Dates
of Attendance
1987-1991
1981-1985
1976-1981
Degree
M.Arch
M.F.A.
B.A.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
American Intercontinental
University
University of Southern California
b.
Position/Subject Areas
Inclusive dates
Lecturer
Fall 2005-present
Full- time Faculty
2003-2007
Adjunct Faculty
2004-2006
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
ARCHITEXT
Peter Kamnitzer and Associates
13.
5%
Certified Interior Designer # 6479
California State University,
Northridge, Family and Consumer
Sciences, Interior Design
10.
12.
Date
Administration
Responsibilities
Principal
Project Designer
Inclusive Dates
2000-2012
1994 - 2000
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
Program Review Self-Study 2013-14
Page 82
California State University Northridge Family and Consumer Sciences Department
etc. (Attachments accepted.)
Type of Scholarly Work
14.
Creative Activity: Designed Fiat Lux Award for UCLA
2012
Judge Julian Beck Grant with Dr. Jongeun Kim for developing an Experimental
Course - Interior Design and Apparel Design and Merchandising
CSUN CIELO Service-Learning Project Grant, Remodel Robert Wilkinson Senior
Citizens Center
2010
2010
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Faculty Senate (member)
15.
Year
CSUN
2008-2012
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Program Review Self-Study 2013-14
Location
Year
Page 83
California State University Northridge Family and Consumer Sciences Department
Uma Krishnan
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Uma Krishnan, Assistant Professor
Family Studies
70 %
Research
20 %
Outreach
Uma Krishnan
5.
%
10 %
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach undergraduate and graduate courses in Family Studies,
advise undergraduate and graduate students, serve on graduate students’ thesis/project committees,
conduct scholarship activities, service for the university and community
California State University,
Northridge,
Family and Consumer Sciences,
Family Studies
10.
Tenured
11.
Education Since High School (list most recent first):
Tenure Track
Institution
The Ohio State University
The Ohio State University
The Ohio State University
12.
Date
Administration
X Non-tenure Track
8.
Other
Major
Human Development
Family Science
Family and Child Science
11-27-12
Date of Initial Appointment
Fall 2012
Full-time
X
Part-time
Inclusive Dates
of Attendance
1998-2004
1996-1998
1994-1998
Degree
Ph.D.
M.S.
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
Position/Subject Areas
Inclusive dates
California State University
Northridge
New Mexico State University
Assistant Professor,
Family Studies
Assistant Professor,
Family and Child Science
Fall 2012-present
California State University,
Fresno
Lecturer, Child and Family
Science
2001-2005
2006-2012
b. Practitioner Experience: (include all experiences, list most recent first):
13
Institution/Firm
Responsibilities
Inclusive Dates
Mesilla Valley Hospital
Peak Behavioral Hospital
Marriage and Family Therapist
Marriage and Family Therapist
2010-2012
2009-2010
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5
Program Review Self-Study 2013-14
Page 84
California State University Northridge Family and Consumer Sciences Department
.
years including publications, creative projects, competitions, presentations, grants, contracts, etc.
Type of
Title/Journal or Conference
Year
Scholarly Work
Publication:
Book Chapter
Presentation
Presentation
Presentation
Publication
Presentation
Presentation
Presentation
Parent Adolescent Relationship in an Ethnically Diverse Collectivist Culture
VDM Publishing House, Germany
Horizontal and Vertical Elements of Social Orientation: Within Group Measures
and Family Relations. International Conference on Economic and Cultural
Sustainability, Hamilton, NZ.
Within Group Differences in Parent-child Relations and Child Outcomes in
Hispanic Cultures. International Conference on Interdisciplinary Sciences,
Cambridge, UK.
Horizontal and Vertical Elements of Social Orientation in the Socialization of
Hispanic Youth, NMAFCS Conference,
Subtypes of Parent-adolescent Conflict in a Heterogeneous Collectivist Sample
of Malays, Indian, Chinese-Malaysian adolescents, Youth, 32, 26-37
Family Conflict in the Hispanic Culture. NMAFCS Conference.
Family Relations and Adolescent Psychological Functioning in an Ethnically
Heterogeneous Culture. Australian Institute of Family Science, Melbourne,
Australia
Measuring Within Group Differences in a Cultural Orientation, Australian
Institute of Family Science, Melbourne, Australia
2011
2011
2010
2010
2009
2009
2008
2008
14. Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Mother Teresa University, India
New Mexico Association of Family and
Consumer Sciences
Family Relations
New Mexico State University
NMSU, Faculty Senate
El Paso Community College
15.
Office/Recognition
External/international panel
member for doctoral dissertations
Research sub-committee chair,
Proposal reviewer
Reviewer of manuscript
College Advising Committee chair
Member
Child Development Advisory Board
member
Year
2009-present
2008-2010
2008-present
2010-2012
2012
2008-2012
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
International Conference on Economic and
Cultural Sustainability
International Conference on Interdisciplinary
Sciences
NMAFCS Conference
Australian Institute of Family Sciences
License in marriage and Family Therapy
License in Mental Health Counseling
Program Review Self-Study 2013-14
Location
Year
Hamilton, NZ.
2011
Cambridge, UK.
2010
Las Cruces, Albuquerque, NM
Melbourne, Australia
New Mexico
New Mexico
2010, 2009
2008
2012
2009
Page 85
California State University Northridge Family and Consumer Sciences Department
Diane Lewis-Goldstein
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Diane Lewis-Goldstein, Full-time Lecturer,
Undergraduate Coordinator, FCS Education Coordinator
Apparel Design and Merchandising, Consumer Affairs
95 %
Research
%
Outreach
Diane Lewis-Goldstein
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
Sciences
9.
Responsibilities in the Unit
5%
11-27-12
8.
Date of Initial Appointment
Spring 1979
Teach undergraduate courses in FCS core and Apparel Design and
Merchandising; serve as Undergraduate Coordinator; serve as FCS
Education Coordinator, student advisement
10.
Tenured
11.
Education Since High School (list most recent first):
Tenure Track
Institution
12.
Date
Administration
AAFCS Certification (CFCS) 130309
California State University,
Northridge, Family and Consumer
Iowa State, Ames, Iowa
CA State University,
Northridge
Univ. of CA, Santa Cruz
California State
University, Northridge
%
Non-tenure Track
X
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
FCS Education, Leadership Academy
Home Economics, Textiles & Clothing
2005-10
1978-94
Ph.D.
M.S.
Cultural Anthropology, Crown College
Home Economics, Textiles & Clothing
1975-78
1973-78
B.A.
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
Burbank Adult School
Santa Monica College
Fashion Institute of Design &
Merchandising
Glendale College
Program Review Self-Study 2013-14
Position/Subject Areas
FT Lecturer, Apparel Design
and Merchandising, Consumer
Affairs
PT Instructor, Clothing
Construction
PT Instructor, Apparel, Textiles,
Merchandising
PT Instructor, Merchandising
and Interior Design, English
Composition
Assistant Professor, Fashion,
Fashion Merchandising,
Textiles, Apparel Product
Inclusive dates
Spring 1979-present
1981-present
1982-1986; 2002-2004
1985-1990; 1999-2004
1986-2002
Page 86
California State University Northridge Family and Consumer Sciences Department
CA State University, Los Angeles
Los Angeles Mission College,
Los Angeles Valley College
Woodbury University
Golden Gate University, Los
Angeles Campus
Otis Art Institute of Parsons
School of Design
Culver City Adult School
Dance Academy One
CSUN Student Union Arts and
Crafts Center
Holy Martyrs Armenian High
School
b.
Analysis, Culture and Dress
PT Instructor, Textiles,
Communication
PT Instructor, Textiles, Fashion
Analysis
PT Instructor, Textiles,
Historical Costume
PT Instructor, Business Writing
and Research Methods
PT Instructor, Textiles
15.
1987-1998
1987
1987
1983-1989
PT Teacher of English as a
Second Language
1978
1982-1984
1982-1983
Practitioner Experiences: (include all experiences, list most recent first):
UNITE LA: The Urban Network
for Improving Education and
Training in LA
A variety of Retail Experiences
14.
1995-2000
PT Instructor, Clothing
Construction
PT Instructor, Ballet
PT Instructor, Calligraphy
Institution/Firm
13.
1982-1987
Responsibilities
Inclusive Dates
Work-Based Learning Specialist for
Central Valley Area
1998
All areas of retail: sales, register,
open, close, stock, customer service
1973-79
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Poster Presentation, CA-AAFCS Conference, San Diego, CA: Outcomes of Student
Participation in Apparel Construction/Sewing Laboratory Classes
2012
Extended Education Fund of CA Affiliate, AAFCS Grant for Ph.D. research
2008
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Los Angeles District, AAFCS
Southern CA Alumni Chapter of
Kappa Omicron Nu
Pease Fellowship
Treasurer
Treasurer
2012
2012
Iowa State University
2008
Hazel M. Kuehn Graduate
Scholarship Award
CA-AAFCS
2008
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Program Review Self-Study 2013-14
Location
Year
Page 87
California State University Northridge Family and Consumer Sciences Department
National Kappa Omicron Nu Conclave
Lansing, MI
2012
CA-AAFCS State Meeting
San Diego, CA
2012
AAFCS National Meeting
Houston, TX, Phoenix, AZ
2013, 2011
ITAA International Meeting
Philadelphia, PA
2011
Educational tour
Ireland, Wales, England
2012
Educational tour
New York, NY
2008, 2011
Educational tour
Fashion Cities in Europe: London,
Como, Milan, Florence, Paris
2008
Program Review Self-Study 2013-14
Page 88
California State University Northridge Family and Consumer Sciences Department
Terri Lisagor
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Terri Lisagor, Associate Professor and Interim Chair
Nutrition, Dietetics, and Food Science
5%
Research
20 %
Outreach
Terri Lisagor
5.
%
75 %
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit Teach undergraduate/graduate courses in Nutrition and Dietetics,
Serve as Department Chair, student advisement, supervise students in field placement
experiences, scholarship, and service
Tenured
X Tenure Track
11.
Education Since High School (list most recent first):
Institution
Pepperdine, LA, CA
Cal State Univ,
Northridge, CA
UCLA, LA, CA
Non-tenure Track
8.
Other
Major
Organizational Leadership, Education
FCS, Nutrition, Dietetics and Food
Science
Psychology, Education
Date of Initial Appointment
Fall 2003
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
1998-2003
1987-90
Ed.D.
M.S.
1966-70
B.A.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
Pepperdine University
California State University,
Northridge
b.
Position/Subject Areas
Inclusive dates
Associate Professor, Nutrition
Fall 2003-present
Visiting Professor, Nutrition
Adjunct Professor, Nutrition
1998-2003
1987-1998
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Self-employed
13.
11/19/12
RD License #720121
California State University, Family
and Consumer Sciences, Nutrition,
Dietetics and Food Science
10.
12.
Date
Administration
Responsibilities
Registered Dietitian
Inclusive Dates
1990-present
Significant scholarly work in instruction, research, outreach, and creative activities within the past 5
years including publications, creative projects, competitions, presentations, grants, contracts, etc.
(Attachments accepted.)
(*Note: Partial list; see attached Curriculum Vitae.)
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
Type of Scholarly Work: External Grants
Year
Efrat, R. (PIs), Efrat, M., Rubino, L., Lisagor, T., Gilbert, J., Abourezk, T., Sariscasany,
MJ., Little, R. & Pontikis, K. Reducing the childhood obesity rate among low income
children in the Van Nuys neighborhood. Funded $502,042
Efrat, R. (PIs), Efrat, M., Rubino, L., Lisagor, T., Gilbert, J. Recruiting and retaining
Hispanic students & advancing their professional competencies in the area of
breastfeeding education through experiential learning. USDA Grant ($285,000)
2010
2010
Type of Scholarly Work: Published Peer Reviewed Publications
Chowa, L, & Lisagor, T. F. Childhood Obesity: A Baseline Comparison of Effects of
Food Choices, Physical Activity and Weight Status to the Health Status of Fifth Grade
School Students in Wisconsin. (Submitted manuscript to Journal of the Academy of
Nutrition & Dietetics.
Lisagor, T. Integrating Nutrition Education and Oral Hygiene into the Pediatric Dental
Practice. Oral Health Journal. (Accepted to be published in January 2014 issue).
Lisagor, T., Augustin, F. & Lucero-Liu, A. Using Faculty Learning Communities to
Improve Latino Student Success. (Learning Communities Journal January,, 2014.)
Flores, A., Chassiakos, Y., Lisagor, T., Phillips, B. & Loy, S. (2009) Comprehensive
On-Campus Wellness Program. Academic Exchange Quarterly (AEQ), Vol. 13(1)
2012
2012
2009
Type of Scholarly Work: Presentations; Outreach; Research Project
Augustin. F., Lisagor, T., & Lucero-Liu, A. Hispanic Association of Colleges and
Universities (HACU) Conference. Embracing Cultural Diversity: The Effect of Faculty
Learning Communities.
Burke, S., Augustin, F., Rubino, L., Lisagor, T. & Philibosian, D. (January 18, 2012)
CSUN Faculty Retreat Conference Workshop. Student Wellness Center Initiative –
Vision for the Future of CSUN.
Lisagor, T. (CSUN Ambassador, presenter) Tokyo, Japan: Part of the invited guest
speakers to the JIKEI association.
TEXTBOOK CONTRIBUTION
LISAGOR, T. (2009). ANCILLARY SERVICES: HEALTH PROFESSIONS EDUCATION: NUTRITION
AND DIETETICS. IN FRESHMAN, L., RUBINO, L. & CHASSIAKOS, YR. (EDS), COLLABORATION
ACROSS THE DISCIPLINES IN HEALTHCARE (CHAPTER 11). BOSTON: JONES AND
BARTLETT.____________
14.
2012
2012
2009
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
American Dietetic Association
Department of Family and
Consumer Sciences, CSUN
Jones and Bartlett Publishers
W.H. Freeman Publishers
15.
2012
Outstanding Dietetic Educator
Department Chair
2010
2012-13
Textbook reviewer
Textbook reviewer
2009-10
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Hispanic Association of Colleges and
Universities (HACU)
American Association of Hispanics in Higher
Education (AAHHE)
Program Review Self-Study 2013-14
Location
Year
Washington, DC
2012
Costa Mesa, CA
2012
Page 90
California State University Northridge Family and Consumer Sciences Department
American Dietetic Association Annual Meeting
California Dietetic Association Annual Meeting
CSU: The Next 50 Years: Symposium of the
direction of higher education
Childhood Obesity, California Society of
Pediatric Dentists (CSPD)
California Society of Pediatric Dentistry
Conference presentation: Stem Cells, Brave
New World of Dentistry
Sports Nutrition Workshop
CSU Faculty Retreat
Dietetic Internship Symposium
Ventura County Nursing Crisis Symposium
Nutrition in the Legislative Process
Nutrition Care Practice Training
Program Review Self-Study 2013-14
Varies
Varies
Northridge, CA
2011, 2009
2011, 2009
2011
2011
2009
Northridge, CA
2009
2011, 2010,
2009, 2008
2008
2008
2008
2008
Page 91
California State University Northridge Family and Consumer Sciences Department
Yoko Mimura
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
70 %
Dr. Yoko Mimura, Assistant Professor
Consumer Affairs
Research
20%
Outreach
Yoko Mimura
10 %
11/02/2012
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge; Family and
Consumer Sciences, Consumer Affairs
9.
Responsibilities in the Unit Teach undergraduate and graduate courses in consumer affairs,
teach FCS undergraduate and graduate core courses, student advisement, serve on graduate
thesis/project/comprehensive exam committees, scholarship, and service
10.
Tenured
11.
Education Since High School (list most recent first):
Institution
University of Georgia
University of Georgia
Seikei University, Japan
12.
X Non-tenure Track
Date
Administration
4.
Tenure Track
5.
%
8.
Other
Major
Housing and Consumer Economics
Consumer Economics
Political Science
Date of Initial Appointment
Spring 2012
Full-time
Part-time
Inclusive Dates
of Attendance
1994-2001
1991-1994
1987-1991
Degree
Ph.D.
M.S.
B.A.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University
Northridge
University of Georgia
Gainesville State College, GA
b.
Position/Subject Areas
Assistant Professor/Consumer
Affairs
Part time instructor/Consumer
Economics
Part time instructor/
Microeconomics
Inclusive dates
Spring 2012-present
1998-2011
Summer 1998
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
University of Georgia
Program Review Self-Study 2013-14
Responsibilities
Research coordinator and
professional to design a study;
collect, organize, and analyze
Inclusive Dates
December 1998December 2011
Page 92
California State University Northridge Family and Consumer Sciences Department
data; and write manuscripts
and reports.
13.
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Please see attached
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Family Economics & Resource
Management (FERMA)
American Council on Consumer
Interests (ACCI)
Eastern Family Economics &
Resource Management
(EFERMA)
15.
Proceedings Editor
2012-2014
Japan Subcommittee Chair, International
Committee Member
Proceedings Editor
2011present
2010-2012
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
UCLA Summer Methods Institute
“Introduction to Multilevel Modeling”
workshop participant
California Affiliate AAFCS Conference
participant
Location
Year
University of California Los Angeles,
Los Angeles, California
2012
San Diego, California
2012
REFEREED JOURNAL PUBLICATIONS
Okech, D., Howard, W.J., Mauldin, T., Mimura, Y., & Kim, J. (2012). The effects of economic pressure on
the resilience and strengths of individuals living in extreme poverty. Journal of Poverty, 16, 429-446.
Goetz, J., Cude, B. J., Nielsen, R. B., Chatterjee, S., & Mimura, Y. (2011). College-based personal
finance education: Student interest in three delivery methods. Journal of Financial Counseling and
Planning, 22(1), 27-42.
Mauldin, T.A., Mimura, Y. Kabaci, M.J., Koonce, J.C., Rupured, M., & Jordan, J.W. (2011). How does
parents’ marital status relate to family communication regarding finances? Journal of Youth Development,
6(1). Available from: data.memberclicks.com/site/nae4a/JYDfinal_110601x.pdf
Mimura, Y., Sweaney, A.L., Reeves, J.H., & Eaves, C.P. (2010) Consumer perception of manufactured
homes: Does knowing they are manufactured homes matter? International Journal for Housing Science,
34(4), 275-286.
Carswell, A.T., James, R.N., & Mimura, Y. (2009). Examining the connection between housing
counseling practices and long-term housing and neighborhood satisfaction. Community Development:
Journal of the Community Development Society, 40(1), 37-53.
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
Mimura, Y., Vanderford, S.E., George, L. & Sweaney, A.L. (2009). Are profiles of ‘mobile home’ residents
in Georgia changing? Housing and Society, 36(1), 67-90.
Koonce, J.C., Mimura, Y., Mauldin, T.A., Rupured, A.M., & Jordan, J. (2008). Financial information: Does
it affect savings and investing knowledge and financial behavior of teenagers? Journal of Financial
Counseling and Planning, 19(2), 19-28. Available from: www.afcpe.org/publications/journalarticles.php?volume=382
Goetz, J., Mimura, Y., Mehta, M., & Cude, B. (2008). HOPE or no-HOPE: Merit-based college
scholarship status and financial behaviors among college students. Journal of Financial Counseling and
Planning, 19 (1), 12-19. Available from: http://www.afcpe.org/publications/journalarticles.php?volume=381
Mimura, Y. (2008). Housing cost burden, poverty status, and economic hardship among low-income
families. Journal of Family and Economic Issues, 29(1), 152-165.
GRANTS AWARDED
Okech, D., Mauldin, T., & Mimura, Y. (2009). Asset building among low-income households in Athens:
The role of household characteristics and institutional factors. The Office of the Vice President for Public
Service and Outreach at the University of Georgia Poverty and the Economy Faculty Research Grants
Program. 1/2009-12/2009. $25,477
Mimura, Y. (2008). Family expenditures on children’s education in Japan and the United States.
The Institute for Research on Household Economics (Japan). 4/1/2008-3/1/2009. $4,260.
CONFERENCE PROCEEDINGS PUBLICATIONS
(studies not published in refereed journal)
Sweaney, A.L., Mimura, Y., & Leigh, M. (2011). Reexamining the Affordability of Manufactured Homes in
Rural America. [Abstract]. In Peek, G. (Ed.), Proceedings of the 2011 Annual Conference of Housing
Education and Research Association (pp. 25-31). Baton Rouge, LA. To become available from:
housingeducators.org
Sweaney, A.L., Mimura, Y., & Starling, D. (2010). Opportunities for Energy Star certified manufactured
homes. [Abstract]. In Anacker, K. (Ed.), Proceedings of the 2010 Annual Conference of Housing
Education and Research Association (pp. 32-38). Portland, OR. Available from:
housingeducators.org/Conference_2010/2010_HERA_Conference_Proceedings_Portland_OR_100210%5B1%5D%5B1%5D.pdf
Mimura, Y., & Mauldin, T.A. (2010). Optimism, economic outlook, and financial savings among women in
Japan. [Abstract]. In Burns, S.A. (Ed.), Consumer Interests Annual: The Proceedings of the 56th Annual
Conference of American Council on Consumer Interests, 56 (p. 95). Atlanta, Georgia. Available from:
www.consumerinterests.org/pdffiles/CIA_2010.pdf
Mauldin, T.A., Mimura, Y., DeVaney, S.A., Moorman D., & Gittens, C. (2010). The impact of the current
economic environment on motivation to save: Differences by three age groups. [Abstract]. In Burns, S.A.
(Ed.), Consumer Interests Annual: The Proceedings of the 56th Annual Conference of American Council
on Consumer Interests, 56 (p. 98). Atlanta, Georgia. Available from:
www.consumerinterests.org/pdffiles/CIA_2010.pdf
Casey, M., Starling, D., Mimura, Y., Sweaney, A., & Nielsen, R. (2010). The modern manufactured home
next door: Perceived effects on property values. [Abstract]. In Burns, S.A. (Ed.). Consumer Interests
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
Annual: The Proceedings of the 56th Annual Conference of American Council on Consumer Interests, 56.
Pp. 151-152. Atlanta, Georgia. Available from: www.consumerinterests.org/pdffiles/CIA_2010.pdf
Mimura, Y. (2010, March). Exploring family economic hardship in the South: Analysis by poverty status.
[Abstract] In Carswell, A.T. & Robb, C. (Eds.). 2010 EFERMA Conference Proceedings (Eastern Family
Economics and Resource Management Association). Chattanooga, TN.
Gutter, M., Mauldin, T., Mimura, Y., Moorman, D., & Okech, D. (2010). Early results from the NC 1172
Regional research project “The complex nature of savings: Psychological and economic factors.”
[Abstract] In Carswell, A.T. & Robb, C. (Eds.). 2010 EFERMA Conference Proceedings (Eastern Family
Economics and Resource Management Association). Chattanooga, TN.
Tinsley, K., Mimura, Y., & Sweaney, A. (2009). Happiness with housing and desire to move among public
employees in rural Georgia. [Abstract] In Earhart, C. (Ed.). Proceedings of the 2009 Annual Conference
of Housing Education and Research Association. Pp. 10-14. Santa Fe, NM.
Mimura, Y. (2009). Family expenditure on children’s education in Japan and the United States. [Abstract]
In Burns, S.A. (Ed.). Consumer Interests Annual, The Proceedings of the 55th Annual Conference of the
American Council on Consumer Interests, 55, p. 72. Milwaukee, WI.
Mauldin, T.A., Mimura, Y., & Wilmarth, M.J. (2009). Savings behavior among cohabiting, married and
single persons. [Abstract] In Burns, S.A. (Ed.). Consumer Interests Annual, The Proceedings of the 55th
Annual Conference of the American Council on Consumer Interests, 55, p. 117. Milwaukee, WI.
Anglyn, A.L., Mimura, Y., & Sweaney, A.L. (2008). Changes in the home modifications among older
adults in the United States. [Abstract] In Yust, B.L. (Ed.). Proceedings of the 2008 Annual Conference of
the Housing Education and Research Association. Pp. 141-145. Indianapolis, IN.
REPORTS
Mimura, Y., & Mauldin, T.A. (2011). Concern about the Future, Life Satisfaction, and Financial Savings
among Japanese Women [In English]. A final report submitted for the Institute for Research on
Household Economics, Tokyo, Japan.
Mimura, Y. (2009). Family Expenditures on Children’s Education in Japan and the United States [In
Japanese]. A manuscript prepared for the Institute for Research on Household Economics, Tokyo,
Japan.
REREREED CONFERENCE PRESENTATIONS, PAPERS, AND POSTERS (Presenter)
Sweaney, A.L., Mimura, Y., & Leigh, M. (2011, November). Reexamining property values of
manufactured homes in non-MSA United States. Poster to be presented at the 2011 Annual Conference
of Housing Education and Research Association.
Sweaney, A.L., Mimura, Y., & Starling, D. (2010, November). Opportunities for Energy Star certified
manufactured homes. Poster presented at the 2010 Annual Conference of Housing Education and
Research Association, Portland, OR.
Casey, M., Starling, D., Mimura, Y., Sweaney, A., & Nielsen, R. (2010, April). The modern manufactured
home next door: Perceived effects on property values. Poster presented at the American Council of
Consumer Interests 2010 Conference, Atlanta, Georgia.
Mimura, Y., & Mauldin, T.A. (2010, April). Optimism, economic outlook, and financial savings among
women in Japan. Presented at the American Council of Consumer Interests 2010 Conference, Atlanta,
Georgia.
Program Review Self-Study 2013-14
Page 95
California State University Northridge Family and Consumer Sciences Department
Mauldin, T.A., Mimura, Y., DeVaney, S.A., Moorman D., & Gittens, C. (2010, April). The impact of the
current economic environment on motivation to save: Differences by three age groups. Presented at the
American Council of Consumer Interests 2010 Conference, Atlanta, Georgia.
Mimura, Y. (2010, March). Exploring family economic hardship in the South: Analysis by poverty status.
Research in progress presented at the Eastern Family Economics and Resource Management
Association 2010 Conference, Chattanooga, TN.
Gutter, M., Mauldin, T., Mimura, Y., Moorman, D., & Okech, D. (2010). Early results from the NC 1172
Regional research project “The complex nature of savings: Psychological and economic factors.”
Keynote session presented at the Eastern Family Economics and Resource Management Association
2010 Conference, Chattanooga, TN.
Tinsley, K., Mimura, Y., & Sweaney, A.L. (2009, November). Happiness with housing, desire for
relocation, and housing characteristics in rural Georgia. Poster presented at the 2009 Annual Conference
of Housing Education and Research Association, Santa Fe, NM.
Mimura, Y. (2009, October). Perceived economic hardship among low-income immigrant families.
Presented at the First Triennial Conference on Latino Education and Immigrant Integration, Athens, GA.
Mimura, Y. (2009, July). Family expenditure on children’s education in Japan and the United States.
Paper presented at the Agricultural and Applied Economics and American Council on Consumer Interests
(AAEA & ACCI) 2009 Joint Meeting, Milwaukee, WI.
Mauldin, T.A., Mimura, Y., & Wilmarth, M.J. (2009, July). Savings behavior among cohabiting, married,
and single persons. Poster presented at the Agricultural and Applied Economics and American Council
on Consumer Interests 2009 Joint Meeting, Milwaukee, WI.
Anglyn, A.L. Mimura, Y., & Sweaney, A.L. (2008, October). Changes in the home modification among
older adults in the United States. Poster presented at the 2008 Annual Conference of the Housing
Education and Research Association, Indianapolis, IN.
Mauldin, T.A., Mimura, Y., Rupured, A.M., Koonce, J., & Kabaci, M.J. (2008, July). Communication
among parents and youth about savings and investments: Impact of parents’ marital status. Poster
presented at the 2008 American Agricultural Economics Association and American Council on Consumer
Interests Joint Annual Meeting, Orlando, FL.
Mimura, Y. (2008, February-March). Perceived economic hardship among low-income immigrant
families. Research in progress presented at the Eastern Family Economics and Resource Management
Association 2008 Conference, Savannah, GA.
Mimura, Y. (2008, February-March). Retirement savings among immigrant women in childbearing years.
Research in progress presented at the Eastern Family Economics and Resource Management
Association 2008 Conference, Savannah, GA.
OTHER PRESENTATIONS
Mimura, Y., Mu, L., & Mauldin, T.A. (2010, September). Rural-to-urban migration, distance from family,
and poverty dynamics among young adults – an integrative socioeconomic and GIS study, HRS – PSID
Workshop on Spatial Distance Between Family Members, Ann Arbor, Michigan.
SERVICE
Profession:
Editorial service
Program Review Self-Study 2013-14
Page 96
California State University Northridge Family and Consumer Sciences Department

Journal of Consumer Affairs, ad hoc reviewer

Journal of Family and Economic Issues, ad hoc reviewer

Editorial Board Member, Journal of Personal Finance, 2011-

Conference Paper Reviewer, American Association for Family and Consumer Sciences,
American Council on Consumer Interests, Asian Consumer and Family Economics Association,
Association for Financial Counseling and Planning Education, and Eastern Family Economics
and Resource Management Association
Program Review Self-Study 2013-14
Page 97
California State University Northridge Family and Consumer Sciences Department
Kyriakos Pontikis
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
80%
Dr. Kyriakos Pontikis, Professor
Interior Design
Research
%
Outreach
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge, Family and
Consumer Sciences
9.
Responsibilities in the Unit
Date
8.
Administration
20%
3-4-2013
Date of Initial Appointment
Fall 2006
Teach undergraduate and graduate courses in interior design, serve
on graduate students’ thesis/project committees, student advisement,
scholarship, and service
10.
Tenured
11.
Education Since High School (list most recent first):
X Tenure Track
Institution
University of California, Berkeley
University of California, Berkeley
Oklahoma State University
12.
%
Non-tenure Track
Other
Major
Architecture
Architecture
Architecture
Full-time
X
Part-time
Inclusive Dates
of Attendance
1991-98
1986-88
1981-86
Degree
Ph.D.
M.Arch.
B.Arch.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
Position/Subject Areas
Inclusive dates
California State University,
Northridge
University of Nicosia, Cyprus
Associate Professor/Professor,
Interior Design
Assistant Professor, Interior
Design
Fall 2006-present
University of California,
Berkeley
University of California,
Berkeley
Adjunct Lecturer
1994-95
Graduate Student Instructor
1991-93
b.
1986-1991
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Pontikis + Associates
C-Arc
RGB Consulting
Program Review Self-Study 2013-14
Responsibilities
Director (Arch. & ID practice)
Director (Arch. & ID practice)
Design Associate
Inclusive Dates
2006-13
1996-06
1993-96
Page 98
California State University Northridge Family and Consumer Sciences Department
Pontikis Building Group, Cyprus
Ben Tarcher and Associates,
CA
Ellenzweig Moore and
Associates, MA
13.
Director and Chief Architect
Project Designer
1989-91
1988-89
Design Intern
1986-87
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Publications: Book Chapters and Refereed Papers
Pontikis, K. (in press). Using pattern languages for school design in a graduate interior
design studio. Service-Learning in Higher Education: Connecting the Global to the
Local, Phyllis Lan Lin (Ed.). University of Indianapolis Press.
Pontikis, K. (2012). Eco-humane Design: A green pattern language. Generative
Process, Patterns and the Urban Challenge, Hajo, N., Brown, G., Gurr, J. and
Schmidt, A. (Eds). PUARL Press, 103-114.
Pontikis, K. (2011). Sustainable interior design and community service-learning
projects. Service-learning in higher education: National and international connections,
Phyllis Lan Lin (Ed.). University of Indianapolis Press, 133-144.
Pontikis, K. (2011). Generative growth and sustainable design: Courtyard housing
design competition. Journal of Design Principles and Practices: An International
Journal, 5(5), 9-28.
Pontikis, K., Martin, A., Giordano, A., Cai, Y., Kim, J., Cao, W., and Torabian-Riasati,
S. (2011). Sustainability in teaching, research, and community practice: the FCS
department at California State University, Northridge. Journal of Family & Consumer
Sciences, 103(2), 40-46.
Toker, Z. & Pontikis, K. (2011). An inclusive and generative process for sustainable
urbanism: The case of Pacoima. Journal of Urbanism: International research on placemaking and urban sustainability. 4(1), 57-80.
Kim, J., Shirdel, S., and Pontikis, K. (2011). Sustainable fashion practices: Women’s
apparel in the U. S. industry. International Journal of Environmental, Cultural,
Economic and Social Sustainability. 7(2), 115-134.
Pontikis, K. (2010). Teaching Christopher Alexander’s theoretical framework in a
capstone interior design studio. Journal of Design Principles and Practices, 4 (3), 407426.
In press
Pontikis, K. (2010). The humane green: Integrating humane design with green design
in a graduate interior design program. International Journal of Environmental, Cultural,
Economic and Social Sustainability, 6 (4), 49-66.
Kurland, N.B., Michaud, K., Best, M., Wohldmann, E., Cox, H.M., Pontikis, K., &
Vasishth, A. (2010). Overcoming silos: The role of an interdisciplinary course in
shaping a sustainability network. Academy of Management Learning & Education,
9(3).
Refereed Conference Paper Presentations and Abstract Publications:
2010
“Eco-humane Design and Community Service-learning Projects”, by Pontikis, K., 2011
Hawaii Conference on Social Sciences, Honolulu, Hawaii, May 30 - June 2, 2012.
“A green pattern language”, by Pontikis, K. 2011 International PUARL Conference,
University of Oregon: Generative Process, Patterns and the Urban Challenge,
Portland, Oregon.
2012
Program Review Self-Study 2013-14
2012
2011
2011
2011
2011
2011
2010
2010
2011
Page 99
California State University Northridge Family and Consumer Sciences Department
14.
“Integrating Community Service-Learning in a Capstone Interior Design Studio”, by
Pontikis K., 4th International Symposium, “Service-Learning in Higher Education:
Connecting the Global to the Local”, by University of Indianapolis, Ningbo Institute of
Technology, Zhejiang University, Indiana Campus Compact, and Stellenbosch
University, Ningbo, China,
“On the Art of Making”, Pontikis, K., 1st Annual International Conference on
Construction, Architecture and Engineering, Athens, Greece, June 20-21, 2011.
“Teaching Sustainability in Family and Consumer Sciences”, Allen, M., Pontikis, K.,
Kim, J., Yi, C., and Giordano, A. 2011 Hawaii Conference on Social Sciences,
Honolulu, Hawaii.
“Sustainable Design Practices in Apparel Design and Merchandising and Interior
Design”, by Cao, W., Kim, J., Pontikis, K. and Martin, A. 2011 Hawaii Conference on
Social Sciences, Honolulu, Hawaii,
Challenging Conventional Planning and Design Practice: Green Pattern Languages,
Emerging Practices and Teaching Methods”, by Pontikis, K. and Rofe, Y., EDRA 42
Conference : Make No Little Plans, Chicago, Illinois, May 25-28, 2012.
“Sustainable Design, Pattern Languages and Community Service-Learning”, Pontikis,
K., The Second Erasing Boundaries Symposium- Service Learning in Design and
Planning, “Educating at the Boundaries: Community Matters”, New York City, Hunter
College, April 29-May 1st, 2011.
“Sustainable Design and Community Service-Learning: Working with Communities to
Create Humane Environments", by Pontikis, K., 3rd International Symposium on
Service-Learning, University of Indianapolis, "Service-Learning in Higher Education:
Educators, Communities, and Students", Athens, Greece, November 22–24, 2009.
“Generative and Sustainable Building and Urban Design Processes”, by Pontikis, K.,
Fall 2009 PUARL Symposium: Current Challenges for Patterns, Pattern Languages,
and Sustainability, University of Oregon, Portland Oregon.
“Sustainability in Teaching, Research, and Practice: The Case Study of the FCS
Department at California State University Northridge”, Pontikis, K., Martin, A., Cai, Y.,
Kim, J., Cao, W., Giordano, A., and Torabian-Riasati, S., paper presented in themebased educational session and abstract published in AAFCS 100th Annual Conference
and Expo, Celebrating the Past, Sustaining the Future, Knoxville, Tennessee, June
25-28, 2009.
“Pattern Languages and Other Generative Strategies”, Pontikis, K., paper presented
in the 2009 Traditional Building Conference, INTBAU Session: Building Sustainably,
Profitably and Beautifully, Baltimore, Maryland.
“Building as Making”, Pontikis, K., paper presentation in EDRA Conference- 40/2009,
The Ethical Design of Places, Kansas City, Kansas.
External Grants:
2011
2010 Hispanic-Serving Institutions Assisting Communities (Department of Housing
and Urban Development), $ 500,000
“Reducing the Childhood Obesity Rate among Low Income Latino Children in the Van
Nuys Neighborhood”; Dr. Joyce Gilbert (PI), Dr. Tami Abourezk, Dr. Merav Efrat, Dr.
Terri Lisagor, Ritamarie Little RD, Dr. Kyriakos Pontikis and Dr. Mary Jo Sariscsany
(Co-leaders).
Cotton Inc. Grant, 2011, $ 40,000 “Cotton: Sustainability design and practice”, grant
award by Cotton Inc. Dr. Wei Cao (PI), Dr. Jongeun Kim (PI) and Dr. Kyriakos Pontikis
(PI).
Various Internal Grants for service-learning projects and curriculum development
2010
2012
2012
2012
2011
2009
2009
2009
2009
2009
2011
2010-13
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Program Review Self-Study 2013-14
Page 100
California State University Northridge Family and Consumer Sciences Department
Ben-Gurion University of the
Negev
CSUN
SUSTASIS FOUNDATION
International Journal of
Environmental, Cultural, Economic
and Social Sustainability
CSUN, CIELO
15.
Travelling Fellowship to offer a seminar on
“Sustainable Form Languages”
Visionary Community Service-Learning
Award
Board member
Manuscript reviewer
INTBAU - USA
Award for Excellence” for service of
professional excellence and dedication
Co-founder, board member
BPA EDRA Network
Founder, Chair
2013
2012
2011present
2009-11
2009
2007present
2009-2012
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
COTE
Environmental Design Research Association
UC/CSU/CCC Sustainability Conference
Various CEUs
Program Review Self-Study 2013-14
Various
Various
2009-10
2008, 2009
2010
Varies
Page 101
California State University Northridge Family and Consumer Sciences Department
Barbara Rigney-Hill
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
100 %
Barbara Rigney-Hill, Full Time Instructor
Family Studies, Child Care Administration
Research
%
Outreach
Barbara Rigney-Hill
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, California State University,
Division
Northridge, Family and
Consumer Sciences, Family Studies
9.
Responsibilities in the Unit
Date
8.
Administration
15%
11-1-12
Date of Initial Appointment
Fall 1991
Teach undergraduate & graduate courses in family studies (childcare
and administration)
10.
Tenured
11.
Education Since High School (list most recent first):
Tenure Track
Non-tenure Track
Institution
Major
CSU, Northridge
Rosemont College
Educational Psychology
Liberal Studies
12.
%
X
Other
Full-time
X
Part-time
Inclusive Dates
of Attendance
1983 - 88
1967 – 71
Degree
MA
BA
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
CSUN, Child and Family Studies
Center
CSUN, Child and Family Studies
Center
LAUSD
b.
Position/Subject Areas
Inclusive dates
Instructor
Fall 2004 - present
Director of Administration
Fall 1992 – Fall 2004
Master Lead Teacher, Parent
Educator
Parent Educator
Fall 1984 – Fall 1992
Fall 1983 to Fall 1992
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Program Review Self-Study 2013-14
Responsibilities
Inclusive Dates
Page 102
California State University Northridge Family and Consumer Sciences Department
13.
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Head Start Project Partnership Grant Instructor
2005 2010
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
15.
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Program Review Self-Study 2013-14
Location
Year
Page 103
California State University Northridge Family and Consumer Sciences Department
Elizabeth J. Sussman
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Elizabeth J. Sussman, RD, Assistant Professor
Nutrition and Dietetics
75 %
Research
20 %
Outreach
Elizabeth J. Sussman
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
%
Date
Administration
5%
9/20/2013
Academy of Nutrition and Dietetics: 982593
California State University,
Northridge, Family and Consumer
Sciences, Nutrition, Dietetics and
Food Science
8.
Date of Initial Appointment
Fall 2013
Teach undergraduate courses in Nutrition, Dietetics and Food
science, serve
graduate students’ comprehensive exam committees, student advisement, scholarship, and service
10.
Tenured
Tenure Track
11.
Education Since High School (list most recent first):
Institution
Arizona State University
Columbia University
Long Island Univ.
California State
University, Long Beach
12.
X Non-tenure Track
Other
Major
Physical Activity, Nutrition and
Wellness
Applied Physiology and Nutrition
Dietetic Internship
Nutrition and Dietetics
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
2010-2013
Ph.D.
2007-2010
2006-2007
2002-2006
M.S.
Cert.
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
Arizona State University
b.
Position/Subject Areas
Assistant Professor, Nutrition,
Dietetics and Food Science
Faculty Associate and Teaching
Assistant, Nutrition
Inclusive dates
Fall 2013-present
2010-2013
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Fresenius Medical Care
Fresenius Medical Care
Program Review Self-Study 2013-14
Responsibilities
Key Opinion Leader
Registered Dietitian
Inclusive Dates
2011 – present
2007-2010
Page 104
California State University Northridge Family and Consumer Sciences Department
13.
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Publication: Thoracic Cavity Fluid Accumulation: A
Possible Novel Biomarker in Hemodialysis Patients. FASEB J. 2013;27:615.24
Funded Grant: Graduate Research Support Program Grant, Arizona State
University, $2000
Funded Grant: Abbott Nutrition Award, Academy of Nutrition and Dietetics, $5000
2013
Presentation: The NephCure Foundation, Phoenix, AZ, “Nutrition and Nephrotic
Syndrome”,
Presentation: Northern Arizona Council on Renal Nutrition, Tempe, AZ,
“Remember Selenium? Improving Mortality One Trace Element at a Time”
Publication: Short Term Energy-Restricted Diets Improve Weight and Fat
Loss Compared to Resistance Training. Medicine & Science in Sports & Exercise.
2012; 44(5S): 295.
Publication: Complementary foods for appetite suppression. FASEB J.
2012;26:639.1
Funded Grant: Graduate and Professional Student Association Travel Grant,
Arizona State University, $950
Funded Grant: Graduate Research Support Program Grant, Arizona State
University, $750
Funded Grant: Graduate Research Support Program Grant, Arizona State
University, $2000
Publication: Amount of fluid ingested with phosphate binders (pb) in hemodialysisdependent chronic kidney disease (hdd-ckd) patients. Am J Kidney Dis. 2010
APR;55(4):200.
2012
2012
2012
2012
2012
2012
2012
2011
2012
2010
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
15.
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Year
FASEB Meetings
San Diego, Boston
2012, 2013
Renal Research Institute
Puerto Rico
2013
ACSM
San Francisco
2012
Program Review Self-Study 2013-14
Page 105
California State University Northridge Family and Consumer Sciences Department
Anubhuti Thakur
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
50 %
Dr. Anubhuti Thakur, Associate Professor
Interior Design
Research
20 %
Outreach
Anubhuti Thakur
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department, Cal State University Northridge
Division
Family and Consumer Sciences
9.
5.
Date
Administration
30 %
3-5-13
NCIDQ # 23601
8.
Date of Initial
Appointment
Fall 2006
Responsibilities in the Unit Teach undergraduate and graduate courses in interior design and
FCS core, supervise interior design internships, student advisement, serve on graduate students’
thesis/project committees, scholarship, and service
10.
Tenured
11.
Education Since High School (list most recent first):
X Tenure Track
Non-tenure Track
Institution
Florida State University
Florida State University
Maharaja SayajiRao
University, Baroda,India
12.
Other
Major
Art Education
Interior Design
Architecture
Full-time
X
Part-time
Inclusive Dates
of Attendance
2003-2006
2001-2003
1995-2000
Degree
Ph.D.
M.S.
B.Arch.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
Cal State University, Northridge
Position/Subject Areas
Inclusive dates
Fall 2006-Present
Florida State University
Assistant/Associate Professor,
Interior design
Grad Assistant, Art Education
Florida State University
Grad Assistant, Interior Design
Spring 2002-Fall 2003
b.
Spring 2004-Spring 2006
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
K2 Urbancorp, LLC
Florida State University
Space Forum Architects, India
13.
%
Responsibilities
Architecture Studio Manager
Architectural Assistant
Training Architect
Inclusive Dates
07/04-07/06
01/04-08/04
10/00-06/01
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Program Review Self-Study 2013-14
Page 106
California State University Northridge Family and Consumer Sciences Department
Type of Scholarly Work
Year
Presentation: Thakur, A. (2012). Learning to Teach with Service-learning: A
Junior Faculty’s Journey. An interactive session presented at the 15th annual
Continuums of Service Conference held in Seattle, WA in April 2012.
Presentation: Thakur, A. (2012). Collaborative Strategies for Interior Design:
Interdisciplinary Community Service-Learning Projects on End-of-Life Care.
Paper presented at the 6th International Conference on Design Principles and
Practices held at Los Angeles, CA in January 2012.
Presentation: Thakur, A. (2011). Service Learning Projects: From Interior
Design Studios to a Hospice Home. Paper presented at the Pacific West IDEC
Regional Conference held in San Diego, CA in October 2011.
Publication: Thakur, A. & Conner, D. (2010). Interdisciplinary service learning
in a design studio: A hospice design project. Design Principles and Practices:
An International Journal, 4(5), 199-207..
Publication: Thakur, A. (2009a). Architecture and its occupants: Perceptions of
students and faculty at two programs. Nurture – Journal of Pakistan Home
Economics Association, 3, 20-33.
Publication: Thakur, A. (2009b). Stepping into the ‘real world’: Architecture
students’ preparedness for professional practice. The College Student Journal,
43, 910-923.
Publication and Presentation: Thakur, A. (2009). Feng Shui and its Place in
American Interior Design Education: Views from Students. Paper published in
the proceedings of the 4th International Conference on Scientific Feng Shui and
Built Environment - Design Harmony held in Hong Kong in February 2009.
Publication and Presentation: Thakur, A. (2009). The Architecture Design
Studio: Student Perceptions of the Culture. Paper published in the proceedings
of the 23rd International Conference on the Beginning Design Student held at
Savannah, GA in March 2007.
14.
2012
2011
2010
2009
2009
2009
2009
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
Interior Design Continuing
Education Council
American Society of Interior
Designers, Los Angeles Chapter
Interior Design Educator’s Council
Interior Design Educator’s Council
15.
2012
Reviewer of CEU proposals
Chair, STEP workshop committee
2011Present
2008-2011
Teaching Collaborative Taskforce
Teaching Resources Initiatives Taskforce
2011
2010
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Program Review Self-Study 2013-14
Location
Year
Page 107
California State University Northridge Family and Consumer Sciences Department
Design Camp
WASC Retreat on Core Competencies –
Critical Thinking and Information Literacy
Southern California Critical Thinking
Forum
AAFCS Conference
WASC ARC
WASC Retreat on Assessment of
Learning
CSU Chancellor’s Institute of Teaching
and Learning, Assessment Workshop
6th International Conference on Design
Principles and Practices
Pacific West IDEC Regional Conference
CSU Symposium on University Teaching
5th Annual Design and Research
Conference
Program Review Self-Study 2013-14
Laguna Niguel, CA
Garden Grove, CA
2013
2013
Pomona, CA
2013
Houston, TX
San Diego, CA
San Jose, CA
2013
2013
2013
Long Beach, CA
2012
Los Angeles, CA
2012
San Diego, CA; Bozeman, MT
San Luis Obispo, CA
Spokane, WA
2011,2008
2009
2009
Page 108
California State University Northridge Family and Consumer Sciences Department
Setareh Torabian-Riasati
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Setareh Torabian-Riasati, Associate Professor, DPD
Director (Dietetic Program Director)
Nutrition, Dietetics, and Food Science
50 %
Research
10 %
Outreach
Setareh Torabian-Riasati
4.
Signature
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
X Tenure Track
11.
Education Since High School (list most recent first):
Institution
Loma Linda University
California State
University, Pomona
Azad University
Administration
40 %
3-7-13
Registered Dietitian Certification #
00944947
8.
Date of Initial Appointment
Fall 2005
Teach undergraduate and graduate courses in Nutrition and Dietetics,
serve as Dietetic Program Director, serve on graduate students’
comprehensive exam/thesis/project committees, student advisement,
scholarship, and service
Tenured
Non-tenure Track
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Public Health, Nutrition
Food Science and Nutrition
2001-2006
1999-2001
Dr. PH
M.S.
Food Science and Technology
1992-1996
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
West Los Angeles College
b.
Position/Subject Areas
Assistant/Associate Professor,
Nutrition and Dietetics
Adjunct Professor, Health
Inclusive dates
2005-present
2004-2005
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
13.
Date
California State University,
Northridge, Family and Consumer
Sciences, Nutrition, Dietetics and
Food Science
10.
12.
5.
%
Responsibilities
Inclusive Dates
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
Program Review Self-Study 2013-14
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California State University Northridge Family and Consumer Sciences Department
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Publication (Book Chapter): Polyphenols: Chemistry, Dietary Sources and Health
Benefits. Nova Science Publisher. New York, NY.
Funded Grant: Family cooking, nutrition education and physical activity classes for
children and parents attending Head start and Child and Family Guidance Center
(Kaiser)
2012
Publication: Sustainability in Teaching, Research and Community Practice: the FCS
Department at California State University, Northridge. Journal of Family & Consumer
Sciences, 103(2): 40-46.
Virtual Presentation: Nutrient Intake and Physical Activity Habits of Armenian-Middle
Eastern Women Immigrants in the United States, Visiting Woman, Infant, Children
(WIC) Program in California, presented at the International Conference of Social
Sciences in Honolulu, Hawaii.
Publication: Long term walnut supplementation without dietary advice induces
favorable serum lipid changes in free-living individuals” European Journal of Clinical
Nutrition,
2011
2012
2011
2010
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
15.
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Location
Dietetic Education Practitioner Meetings
Monetrey, CA
Academy of Nutrition and Dietetic
Conference (FNCE)
Denver, San Diego, Philadelphia
Program Review Self-Study 2013-14
Year
2012,
2011, 2010
2012,
2011, 2010
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California State University Northridge Family and Consumer Sciences Department
Scott Williams
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Dr. Scott Williams, Full-Time Lecturer, Human Sexuality CoCoordinator
Family Studies
85 %
Research
Outreach
Scott Williams
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
Administration
15 %
11-27-12
California Licensed Marriage & Family
Therapist (MFT#19241), Certified Family
Life Educator
8.
Date of Initial Appointment
Fall 1994
Teach undergraduate and graduate courses in Family Studies,
student advisement, serve on graduate students’ comprehensive
exams/thesis committees
10.
Tenured
11.
Education Since High School (list most recent first):
Institution
Major
12.
Date
California State University,
Northridge, Family & Consumer
Sciences, Family Studies
Tenure Track
Northcentral University,
Prescott, AZ
Azusa Pacific
University, Azusa, CA
University of California,
Santa Barbara
%
Non-tenure Track
X
Other
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Psychology
2003-10
Ph.D.
Marriage, Family, and Child
Counseling
Economics
1980-82
M.S.
1977-77
B.S.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
CSUN, Department FCS
Azusa Pacific University
b.
Position/Subject Areas
Full-Time Lecturer, Family
Studies
Adjunct Instructor, Child and
Adolescent Counseling
Inclusive dates
1994-present
1993-1995
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Living Springs
Psychotherapeutic Services
Program Review Self-Study 2013-14
Responsibilities
Co-Founder, Co-Director, and
Clinical Supervisor.
Psychotherapy Services:
Inclusive Dates
1985-Present
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California State University Northridge Family and Consumer Sciences Department
Local Elementary Schools
Center for the Improvement of
Child Caring , Proposition 10
supported grant Does your child
have special needs?
13.
Family, Couple, Parent/Child,
Individual, Group
Developed Curriculum and
Presented Preparing for
Adolescence for 4th-6th grade
boys
Team member that created
The Discovery Tool: A
screening instrument to detect
developmental delays in
children ages 0-5
1988-2007
2002
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Presentation: Contextual Factors Related to Latino and African American
Adolescent Maladaptation. Western Psychological Association (WPA) Conference
Project Title: Family Qualities, Identity, and Adults’ Mental Health. IRB approval
and data collection
Williams, S. M. (2010). The relationship among family cohesion, gender, level of
acculturation, and depression in Latino adolescents. Dissertations & Theses: The
Humanities and Social Sciences Collection. Ph.D. dissertation.
Plunkett, S. W., Williams, S., Schock, A., & Sands, T. (2007). Parenting and
adolescent self-esteem in Latino intact families, stepfather families, and singlemother families. Journal of Divorce and Remarriage, 3/4, 1-20.
2012
2012
2010
2007
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc
Society
Office/Recognition
Year
15.
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Research Infrastructure in Minority
Institutions (RIMI) training sessions at
CSUN [Sponsored by NIH-RIMI: CSUNSFV Collective to Reduce Health
Disparities]
Protecting Human Research Participants,
Law and Ethics, SPSS Statistics
Webinar,
Aging and Long-Term Care,
Spousal/Partner Abuse, Addiction,
Families of Chronically Ill Patients
Program Review Self-Study 2013-14
Location
Year
Northridge, CA
2012
Various
2007-2012
Page 112
California State University Northridge Family and Consumer Sciences Department
Shirley Warren
1.
Name, Academic Rank, and Position
2.
Primary Teaching Areas:
3.
Percentage of Full-Time Equivalent (see glossary) categorized as:
Teaching
Shirley Warren, Full-time Lecturer
Apparel Design and Merchandising
85 %
Research
%
Outreach
Shirley Warren
4.
Signature
5.
6.
Registration/Certification Number(s) (If applicable)
7.
Institution, Department,
Division
9.
Responsibilities in the Unit
11.
Education Since High School (list most recent first):
Tenure Track
Non-tenure Track
Institution
15 %
11/27/2012
Date of Initial Appointment
Fall 2004
X
Other
Major
Full-time
X
Part-time
Inclusive Dates
of Attendance
Degree
Textiles and Clothing
1998-2001
MS.
Clothing
1976-1980
BS.
Professional Background (include all experiences, list most recent first):
a.
Teaching Experiences:
Institution
California State University,
Northridge
El Camino Community College
FIDM
b.
Position/Subject Areas
Instructor, Apparel Design and
Merchandising
Instructor, Apparel
Merchandising
Lecturer
Inclusive dates
Fall 2004-present
Sept 2000-June 2005
Sept 2003-June 2005
Practitioner Experiences: (include all experiences, list most recent first):
Institution/Firm
Donna Karan Intl Consultant
Hugo Boss Mdse Consultant
13.
8.
Administration
Teach undergraduate courses in ADM; serve as area Coordinator;
internship coordinator for ADM, student advisement
Tenured
12.
Date
California State University,
Northridge, Family Consumer
Sciences, Apparel Design and
Merchandising (ADM)
10.
California State
University, Northridge
Murray State University
%
Responsibilities
Product Knowledge seminars
Merchandising Clinics
Inclusive Dates
Aug-2010-Present
June 2019-May 2010
Significant scholarly work in instruction, research, outreach, and creative activities within the past
5 years including publications, creative projects, competitions, presentations, grants, contracts,
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California State University Northridge Family and Consumer Sciences Department
etc. (Attachments accepted.)
Type of Scholarly Work
Year
Warren, Shirley, Your Image is Showing (a textbook on personal image and
image management). Publication in Progress
Warren, Shirley, Retail Internship Directory. Manuscript in preparation
14.
Leadership roles held within the past 5 years in professional, scientific, and honorary societies
including offices held, awards, recognition, etc.
Society
Office/Recognition
Year
International Textile and Apparel
Association (ITAA)
El Camino College Advisory
Board
Fashion Group International
(FGI)
International Textile and Apparel
Association
Jenesse Center Inc
Domestic Violence Intervention
Program
15.
In
progress
In
progress
Presided over Theme ITAA Conference in
Los Angeles
Advisor to Fashion Program
Facilitate workshops for the board
Active member
Active Member
Co-chair Silent Auction
2007
2009present
2008present
2008present
2012
Summarize professional development activities related to responsibilities in the program within the
past 5 years (e.g., workshops, conferences, continuing education courses, relevant travel).
Professional Development Activity
Denim Construction conference by
Hugo Boss
Grant Development Workshop
Program Review Self-Study 2013-14
Location
Year
Metzgen, Germany
2008
CSUN
2009
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California State University Northridge Family and Consumer Sciences Department
Appendix 1-E: FCS M.S. Program Modification Proposal
PROGRAM MODIFICATION PROPOSAL
College: [Health and Human Development ]
Department: [FCS]
1. Program: (e.g. B.S. in …., Option in …..) [Master of Science Program in Family and Consumer
Sciences]
2. Nature of Request: (Check all that apply)
[ ] Delete Program
[ ] Change Program Requirements with No Change in Total Units in Program
[ ] Increase Total Units in Program (From: [ ]
To: [ ])
[ ] Decrease Total Units in Program (From: [ ]
To: [ ])
[ ] Change Total Units to Degree (From: [ ]
To: [ ])
[ ] Change in GE Requirements (Describe Below)
[X] Other: (Describe below)
[Add 5 options (Apparel Design and Merchandising; Interior Design; Consumer Affairs; Family
Studies; and Nutrition, Dietetics and Food Science) to the Family and Consumer Sciences graduate
program so they can be identified on students’ diplomas and transcripts. Currently, diplomas and
transcripts only show the name of the Department, Family and Consumer Sciences.]
3. Date of Proposed Implementation: (Semester/Year): [Fall] / [2015] Comments
4. Brief Summary of the Proposed Program Modification: (Insert below)
[FCS currently has five areas of concentration. The department would like to convert the
areas of concentration into options. These options need to appear on transcripts and
diplomas for the FCS MS degree. This will allow our students’ concentrated studies in their
chosen options to be identified and, thus, students will be more marketable.]
5. Catalog Entry: (Attach current*)
6. Justification for Request: See Attached
7. Estimate of Impact of Resources within Department, for other Departments and the
University: See Attached
8. Goals and Measurable Student Learning Outcomes for Program: See Attached
9. Methods of Assessment for Measurable Student Learning Outcomes: See Attached
10. Record of Consultation: (Normally all consultation should be with a department chair or program
coordinator. If more space is needed attach statement and supporting memoranda.)
Date:
Dept./College:
Department Chair/Program
Coordinator
[11.24.13 ]
[FCS] CHHD
[FCS Chair] Dr. Terri Lisagor
Program Review Self-Study 2013-14
Concu
r
(Y/N)
[Y]
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California State University Northridge Family and Consumer Sciences Department
[
[
[
[
[
]
]
]
]
]
[
[
[
[
[
]
]
]
]
]
[
[
[
[
[
]
]
]
]
]
[
[
[
[
[
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]
]
]
11. Approvals:
Department Chair/Program Coordinator:
Dr. Terri Lisagor
Date:
College (Dean or Associate Dean):
Date:
Educational Policies Committee:
Date:
Graduate Studies Committee:
Date:
Provost:
Date:
[10.22.13]
[
]
[
]
[
]
[
]
5. Catalog Entry
Current Catalog Description
2012-2014 Catalog description, page 328: Family and
Consumer Sciences
New Catalog Description:
Requirements for the Master of Science Degree
The Graduate Program in Family and Consumer Sciences leads
to a Master of Science Degree. The program is designed to be
somewhat flexible so that individual needs may be considered
in Program planning. Students may earn a Graduate Degree
with emphasis in any of the Areas of Family and Consumer
Sciences identified as part of the undergraduate program.
Particular emphasis is given to the Areas of Apparel and
Textiles, Consumer Affairs, Family Studies, Interior Design,
and Nutrition, Dietetics and Food Science.
Requirements for the Master of Science Degree
The Graduate Program in Family and Consumer Sciences
leads to a Master of Science Degree. The program is designed
to be somewhat flexible so that individual needs may be
considered in Program planning. Students may earn a
Graduate Degree with emphasis in any of the options of
Family and Consumer Sciences identified as part of the
undergraduate program. Particular emphasis is given to the
options of Apparel Design and Merchandising, Consumer
Affairs, Family Studies, Interior Design, and Nutrition,
Dietetics and Food Science.
(The current catalog goes on to describe Requirements for
Admission to the Program.)
Requirements for all FCS Options for the Master of
Science Degrees (9-12)
FCS 681 Research Methods (3)
FCS 682 Research Applications (3)
FCS 696C and 698C (3, 3)
or 697C1 (3)
Prerequisites2
Note.1 FCS 697C is not for Apparel Design &
Merchandising or Interior Design Option. They must take
FCS 696C and 698C.
Note.2 Some of the Options’ graduate courses require
undergraduate prerequisites, as listed in the catalog. These
are unique to each Option. (E.g. FCS 607 requires FCS 307,
if the graduate student was not in the undergraduate Nutrition
Option in an FCS program.) Check Options in CSUN
catalog.
Apparel Design & Merchandising Option
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California State University Northridge Family and Consumer Sciences Department
Core Requirements (12 units)
FCS 535 Fashion Theory (3)
FCS 563 Textile Technology II (3)
FCS 555 Textiles and Apparel in the Global Economy
(3)
FCS 595 (A-Z – take 1) Current Issues in Apparel and
Textile (3)
Select 6 additional elective units to complete the program:
(6 units)
These may be taken at the 400*-, 500-, or 600-level courses
from outside the ADM Option, with the approval of the
advisor.
*Students may only take 400-level courses that have been
approved for graduate credit; no 400-level courses may count
for graduate unit credits if these were used toward their
undergraduate degree.
Note: For those graduate students who do not have an ADM
undergraduate degree, these 12 units are mandatory
prerequisites:
FCS
FCS
FCS
FCS
160
255
271/L
353
Introductory Textiles (3)
The Fashion Industry (3)
Apparel Analysis and Selection/Lab (2/1)
Apparel and Human Behavior (3)
Family Studies Option
Core Requirements (6 units)
FCS 542 Theories of Family Development (3)
FCS 640 Family Strengths (3)
Select from the Following Courses to Complete Program:
(12 units)
FCS 533 Advanced Topics in Administration
of Children’s Program (3)
FCS 534 Supervision of Child Development Personnel
(3)
FCS 543 Intergenerational Caregiving (3)
FCS 595/695 Experimental Topics in
Family and Consumer Sciences (3)
FCS 635 Theories of Infant Development (3)
FCS 690C Family Economics (3)
FCS 690D Family Management (3)
FCS 690I Child Development (3)
FCS 690J Family Relations (3)
FCS 690K Consumer Economics (3)
FCS 690N Innovative Teaching Techniques in
Family & Consumer Sciences (3)
FCS 695
Experimental Topic Courses in Family &
Consumer Sciences (3)
EPC 600 Educational Statistics for Research
and Measurement (3)
Up to 9 Units of the following 400-level courses may be
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California State University Northridge Family and Consumer Sciences Department
included if not taken at undergraduate level:
FCS 423
Analysis of Family Economic Issues (3)
FCS 424
Resource Management for the Elderly (3)
FCS 426
Issues of Contemporary and Future Families
(3)
FCS 431/L Child & Family Assessment/CFCS Lab (3/1)
FCS 433
Administration of Children’s Programs (3)
FCS 436
Parental Development (3)
FCS 438
Adolescents in the Family Context (3)
FCS 441
Human Sexuality (3)
FCS 480
The Helping Professional (3)
Interior Design Option
Required Courses (15 units)
FCS 512 Sustainable Building and Interior Design (3)
FCS 515 Environmental Design Theory, Methodology and
Criticism (3)
FCS 516 Interior Design & the Building Process (3)
FCS 690G Environmental Design for Selected Populations
(3)
FCS 690H Interior Design of Selected Settings (3)
Course Electives (3 units)
FCS 614 Graduate Interior Design Studio (3)
FCS 694C Graduate Internship (3)
FCS 690K Consumer Economics (3)
FCS 690C Family Economics (3)
FCS 690M Special Issues in FCS (3)
Consumer Affairs Option
Required Option Courses (6 units)
FCS 690C Family Financial Issues (3)
FCS 690K Consumer Economics (3)
Course Electives (12 units)
Possible choices include the following Consumer Affairs
courses:
FCS 542 Theories of Family Development (3)
FCS 543 Intergenerational Caregiving (3)
FCS 690J Family Relations (3)
FCS 690N Innovative Teaching Techniques in FCS (3)
Up to 9 Units of the following 400-level courses may be
included if not taken at undergraduate level:
FCS 420 Critical Issues in Family Resource Management
(3)
FCS 423 Family Economic Issues (3)
FCS 424 Resource Management for the Elderly (3)
FCS 426 Family: Focus on the Future (3)
FCS 427 Consumer Advocacy and Education (3)
FCS 428 Corporate Consumer Affairs (3)
FCS 429 Family and Consumer Sciences Public Policy (3)
FCS 438 Adolescents in Family Context (3)
MKT 441-445, 448
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California State University Northridge Family and Consumer Sciences Department
Nutrition, Dietetics and Food Science Option
Required Courses Nutrition and Dietetics (9 units)
FCS 505 Nutrient and Drug Interaction (3)
FCS 606 Vitamin and Mineral Metabolism (3)
FCS 607 Carbohydrate, Lipid and Protein Metabolism (3)
Required Course Food Science (3 units)
FCS 690B Seminar in Food Science
Unit count did not total to 30 (tl – From my count, they do,
read below)
681, 682 = 6 units
ND 505 (or 690A), 606, 607 = total of 15 units
If thesis or project, get 6 units for 696C and 698C; if comps, 3
units for 697C.
So if thesis, that’s 21 units, so need 9 more.
If comps, they need 12 more.
Food Science 681, 682, 690B = 9 units
If thesis = 6 units, so need 15 more units;
If comps, need 18 more units. We want to encourage the
students to first take all courses inside NDFS. That’s why we
listed the others later.
Not clear why the following is included. If there are any
courses in the pink highlighted list the group sees as
viable…then include in the list above. Did you mean those
outside of FCS? See my explanation above.
Course Electives for Nutrition, Dietetics and Food Science
(15-21 units)
Meet with your advisor first.
Up to 6 units of graduate coursework may be taken
outside of Family Consumer Sciences; up to 9 units may
be taken at the 400-level, if not already taken for
undergraduate credit.
FCS 501
Advanced Food Chemistry and Analysis
(3)
FCS 602
Vitamin and Mineral Analysis (3)
FCS 690A
Seminar in Nutrition (might be taken more
than once, if different topics) (3 each time)
FCS 690B
Seminar in Food Science (might be taken
more than once, if different topics) (3)
FCS 608
Sports Nutrition (3)
FCS 694C
Supervised Field Study (Food Science
only) (3)
FCS 690M
Special Issues in Family and Consumer
Sciences (3)
FCS 573 A, Seminar for Dietetics Interns only
B, C
FCS 542
FCS 640
FCS 690K
FCS 690C
Theories of Family Development (3)
Family Strengths (3)
Consumer Economics (3)
Family Economics (Food Science only) (3)
FCS 690J
Family Relations (3)
HSCI 537
HSCI 521
HSCI 533
HSCI 535
HSCI 523
HSCI 510
PSY 629
EOH 554
Program Review Self-Study 2013-14
Communications in Health Education (3)
Health Care Ethics (3)
Advanced Concepts of Health Education
(3)
Curriculum Development in Health
Education (3)
Health Care Organization (3)
Health System Development (3)
Behavior Modification (3)
Seminar: Environmental and Occupational
Health Problems (3)
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California State University Northridge Family and Consumer Sciences Department
6. Justification and Clarification of Request:
Ever since the Department began to offer a Master of Science degree, there have been five
areas of concentration.
 The Department of Family and Consumer Sciences would like to convert the current
areas of concentration to “options”, so that they are able to appear on transcripts and
diplomas for the FCS MS degree.
 For example, - the diploma for Family Studies would read:
Master of Science in Family and Consumer Science
Family Studies
The benefits of adding options to the manuscripts and diplomas include:
 The modification will allow our students’ concentrated studies in their chosen options
to be identified.
o Several of our graduates have reported missing job opportunities because their
diplomas did not reflect their areas of expertise.
 Once identified, students will be recognized as more specialized, and thus be more
marketable.
 International students’ work visas need to be more specific than stating “Family and
Consumer Sciences” in identifying students’ course of study.
o We have received inquiries from state departments regarding our international
students, wanting verification of their concentrated courses of study. Inclusion
of the chosen option on the transcripts and diplomas would provide supporting
official documentation.
7. Estimated Impact on Resources within the Department, for other Departments and
the university:
a. Facilities: No new spaces or facilities will be required to accommodate this program
modification.
b. Equipment/Software: Not applicable
c. Enrollment: This modification may potentially lead to an increase in enrollment of
FCS graduate students based on the perceived benefit of designating their specific course
of study on transcripts and diplomas. Though current class sizes may increase, no
additional classes or sessions are anticipated.
d. Administrative/Staff Support: Little additional cost is expected in terms of
administrative or support. Staff support will be asked to update option sheets which may
entail additional printing costs.
e. GA/TA Support: No additional cost beyond what is currently offered is expected.
f. Faculty Costs: No additional impact expected. We currently have enough faculty to
accommodate the increased enrollment.
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California State University Northridge Family and Consumer Sciences Department
g. Reduction of Other Sections to Accommodate New Program: Not applicable.
h. Course Duplication in the Program: Not applicable.
i. Publications: New advising material as well as promotional material for the FCS
department will be printed to reflect this change.
j. Oviatt Library Collections and Services: Not applicable.
k. Advisement: Additional training of faculty/advisors will not be required.
8. Goals and Measurable Student Learning Outcome for Program:
Are these the most current graduate goals? Here are the one’s aligned with graduate classes as
submitted in your most recent annual assessment report:
1) Demonstrate knowledge of human ecological theory
2) Identify, analyze, and apply various types of research to better understand the nature and
practice of FCS
3) Demonstrate appropriate use of technology for personal, interpersonal and professional
growth
4) Demonstrate knowledge of interpersonal values and ethical standards
Department Program Learning Outcomes (PLO’s) include:
1. Demonstrate knowledge of human ecological theory and the integrative nature of
the family and consumer sciences profession.
2. Demonstrate and apply knowledge from their program of study to current and
future issues of wellbeing of individuals, families, and global communities.
3. Demonstrate and apply appropriate research and technology in professional
practice.
4. Demonstrate knowledge of ethical standards.
5. Apply professional practice standards and skills.
There are no changes to the ways in which the program meets these PLO’s. The program
modification supports each of these PLOs as outlined through a reference to individual
course objectives that continue to meet the department’s PLO’s despite proposed
changes.
Per the most recent department annual report there are new PLOs and several alignment
matrices. I think it imperative that the PM and most recent assessment report match…even
include alignment with graduate core.
9. Methods of Assessment for Measurable Program Learning Outcomes:
9A. Assessment Tools
Each course uses a variety of assessment tools to measure how well course objectives
and PLO’s are met. These range from evaluation of oral presentations, written
assignments, projects, and exams.
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California State University Northridge Family and Consumer Sciences Department
While you have captured the general/global assessment tools utilized, per section 3d and 3e
of the annual assessment report, very specific tools and processes were discussed … not
sure these are reflected here.
9B. Describe the procedure the dept. /program will use to ensure the faculty will be
involved in the assessment process.
The FCS Department has put into place an assessment process that involves all faculty
members teaching in the program in the annual assessment of the program student
learning outcomes. All faculty members are required to participate in the assessment
process and follow the CSUN policy on assessment. The assessment coordinator for the
department develops, with the full faculty participation, a programmatic assessment
plan. Each year several of the PLOs are selected for assessment and the faculty teaching
courses in the program systematically assess program PLOs within their courses. This
process includes the development of assessment tools, data collection, and a written
summary to be turned in to the department assessment coordinator.
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California State University Northridge Family and Consumer Sciences Department
Appendix 1-F: FCS Graduate Handbook (hard copy attached)
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California State University Northridge Family and Consumer Sciences Department
Appendix 2-A: Graduate Student Exit Survey
1. Name (Last, First, Middle)
2. Please choose your area within the M.S. program in FCS.
Apparel Design and Merchandising
Consumer Affairs
Family Studies
Interior Design
Nutrition, Dietetics, and Food Science
3. In what major did you receive your undergraduate degree?
4. In which semester and year did you start your Master’s program?
5. In which semester and year are you completing the Master's program?
6. Which of the following best describes your culminating experience in the master's program?
Thesis
Project
Comprehensive Exam
7. If you did a thesis/project, how many semesters did it take from the conception of your topic
to your defense?
8. How would you rate the amount of support you had from each of the sources below during
your master's program?
Very
Somewhat
Slightly
Not At All
Supportive Supportive Neutral
Supportive Supportive
Your professors
Your major advisor
Your committee members
Other students in the
program
Others outside CSUN
(family, friends, employers,
etc.)
Please add any comments
9. Indicate your level of agreement with the following statements concerning the classes you
took during the Master’s program in FCS.
Neither
Strongly Agree Agree Disagree Strongly
Agree
Nor
Disagree
Disagree
The courses in my program provided necessary
knowledge in my discipline
I understand research methodologies in my
discipline
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California State University Northridge Family and Consumer Sciences Department
Strongly Agree
Agree
Neither
Agree Disagree Strongly
Nor
Disagree
Disagree
I am aware of major theories in my discipline
I can apply the major theories in my field of
study to real world experiences
The courses I took provided an understanding of
the accepted ethical and professional practice
standards in my field
I am proficient in conducting bibliographic
searches on various topics in my discipline
I can assess the validity of information and
information sources in my discipline
I am able to synthesize information from a
variety of sources toward making informed
conclusions and decisions
I am aware of and can discuss existing trends
and emerging issues within my field of study
I am aware of cultural differences among
families today and I will be able to consider
those differences when working in professional
settings
Academic/professional interactions with other
students contributed significantly to attaining
my educational goals
Add any other comments about the course work in your program
10. Please comment on the strengths of the graduate program in FCS.
11. Please comment on any weaknesses of the graduate program in FCS.
12. Please identify any changes you believe that can significantly strengthen the graduate
program in FCS.
13. What are your current plans after completing the graduate program?
Applying to or accepted to another higher education program
Continuing with current employer in current position
Continuing with current employer in a new position
Returning to a previous employer in a new or previous position
Beginning a new position with a new employer
Looking for a new position
Not looking for employment
Program Review Self-Study 2013-14
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