Department of Apparel, Educational Studies, and Hospitality Management

Program Outcomes

Family and Consumer Sciences Education and Studies

The College of Human Sciences at Iowa State University is accredited by the American Association of Family and Consumer Sciences Council for Accreditation. Its educational programs (majors) meet or exceed the Council's established standards and lead to baccalaureate degrees through which professional are prepared for a career in family and consumer sciences or in the profession's career specializations.

Degrees offered are Bachelor of Science (BS) in Teacher Licensure, Communications, or Professional Studies; Master of Science (MS), Master of Eduction (M.Ed); and Doctor of Philosophy (PhD).

The Family and Consumer Sciences Education Leadership Academy provides opportunity for completion of a graduate degree through condensed summer courses and distance education delivery.

Performance Outcomes

Human Development and Learning. The graduate understands how individuals learn and develop, and provides learning opportunities that support intellectual, career, social, and personal development.
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Diversity. The graduate understands how individuals develop in their approaches to learning and creates opportunities that are equitable and are adaptable to diverse learners.
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Instructional Planning. The graduate plans instruction based upon knowledge of subject matter and individual and community goals.
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Instructional Strategies. The graduate understands and uses a variety of instructional strategies to encourage individuals' development of critical thinking, problem solving, and performance skills.
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Learning Environment. The graduate uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
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Communication. The graduate uses knowledge of effective verbal, non-verbal, and media communication techniques, and other forms of symbolic representation, to foster active inquiry, collaboration, and support interaction.
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Assessment. The graduate understands and uses formal and informal assessment strategies to evaluate the continuous intellectual, social, and physical development of the learner or client.
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Foundations, Reflection and Professional Development. The graduate continually evaluates the effects of his/her choices and actions on individuals, families, and other professionals in the community, and actively seeks out opportunities to grow professionally.
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Collaboration, Ethics, and Relationships. The graduate fosters relationships with individuals, families and organizations in the larger community to support learning and development.
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Subject Matter Specialization. The practitioner understands the central concepts, tools of inquiry, and structure of family and consumer sciences and can apply them in the community.

Program Assessment

Program Learning Goal: Students will articulate a professional philosophy of family and consumer sciences education that emphasizes social action and well-being of individuals, families, and communities.

Description of Program/Course activities designed to meet this learning goal:

The identified objective is central to the professional activities of graduates in the FCEdS program. To be an FCS professional assumes one is able to articulate a rationale consistent with social action and well-being of individuals, families, and communities. therefore this goal serves as a cornerstone for each of the courses taught in the program. Specifically, the goal is accomplished and measured in several course objectives in:

FCedS 206, Professional Roles in Family and Consumer Sciences

(1) Communicate understanding of family and consumer sciences as a field of study

(2) Identify contemporary societal issues in which family and consumer sciences educators can and are meeting needs.

Specific activities include the development of a "concept of family and consumer sciences paper," a service project, and a Q-sort of family and consumer sciences content concepts.

FCEdS 306, Educational Principles for Family and Consumer Sciences

(1) Develop a personal philosophy of family and consumer sciences education.

(2) Discuss the critical science perspective as it relates to the practical problem approach.

(3) Relate the critical science perspective and the practical problem approach to service -learning activities.

(4) Apply abjectives 2 and 3 to either the 6-12 FCS classroom or the educational services arena.

(5) Identify and participate in a service-learning activity.

(6) Maintain a learning journal of observations, practices, and reflections to document the growth of their professional philosophy of FCEds.

Assessment of Efficacy of Program/Course activities described above:

Students were asked to write a personal philosophy statement articulating their philosophy of social action and well-being of individuals, families, and communities. This assignment was developed in the FCEdS 460: Intgrated Perspectives in Family and Consumer Sciences. Eighty percent of hte students developed statements that revealed their understanding of hte goal. Fifty percent of hte students articulated how their college and related experiences have helped them to accomplish the goal. Forty percent of hte students projected ideas of how they intended to accomplish the goal once they began working on their respective professional positions. Ten percent of the studnets responding did not adequately answer the question, rather faocused on their personal philosophy of the profession with no connection between understanding and operationalizin the goal. Once student was unable to make the connection and simply copied the mission statement of a related professional association. However, the statements reveal better than average understanding and comprehension of the stated goal and means for accomplishing it. Program faculty agree that the assignments and activities in FCEdS 206 and FCEdS 306 are sufficient to provide evidence of adequately attaining this goal.

Next steps: Faculty agree that this program goal is being met adequately and are in the process of developing another program goal.

Measurement of Outcomes and Results

Undergraduate Curriculum

Performance in specific classes and/or on specific assignments, projects, or exams in specific classes;
Successful completion of student teaching and/or a professional internship;
Evaluation of interns by cooperating teachers/employers;
Evaluation of graduates by employers; and
Successful acquisition of appropriate positions after graduation

Graduate Curriculum

Acceptance of thesis/dissertation/integrative paper by POS committee;
Number of student presentations to and papers for scholarly, professional, and/or lay audiences
Successful acquisition of appropriate positions after graduation.
Number of peer-reviewed presentations and papers accepted.

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Analysis of Assessment Measures:

Undergraduate Curriculum

Current assessments meet or exceed expectations. Information gathered from students, alumni and employers have helped faculty identify areas that should be enhanced in the curriculum: Managing laboratories and working with special needs students for teacher licensure students. Revised assignments and class projects will help address those issues as will the re-evaluation of the undergraduate curriculum.

Graduate Curriculum

Current assessments meet or exceed expectations. Information gathered from students, alumni and employers have identified grant writing and understanding of critical science as areas that could be enhanced. Revised assignments and class projects will be developed to help address these issues.

Feedback Process

Program Changes:

The undergraduate curriculum has been revised to include an option for professional studies as a focus. Guidelines for practicum hours have been added. A student teacher handbook has been developed.

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