PROGRAM LEARNING OUTCOMES

Department of Family and Consumer Sciences

VIEW ASSESSMENT PLAN 2016-2021

The overarching goal of the Family and Consumer Sciences Department is to graduate competent entry-level practitioners in their chosen field.  Graduates will be well developed and demonstrate strong communications skills, critical thinking ability, ethical values and be sensitive to issues related to global awareness and cultural diversity. 

 The FACS Department has identified the following program learning outcomes for the undergraduate program in all concentrations.  The outcomes align with the institutional baccalaureate learning goals but are tailored to the FACS program.

Students who graduate with a baccalaureate degree in FACS will demonstrate: 

         1. Competence in their chosen professional concentration including demonstrated knowledge of fundamental skills, values, resources, current trends, theories, and issues related to their field. 

Family Studies Concentration

1.1: Graduates will select key concepts, from the major theories utilized in family studies, that can best explain or inform a given case, circumstance or scenario.

1.2: Graduates will select key concepts, from the major theories in human development, that can best explain developmental, contextual or circumstantial issues.

1.3: Graduates, given a particular scenario, case or circumstance, will identify appropriate practices and interventions pertinent to working with diverse families.

Fashion Merchandising and Design Concentration

1.1: Graduates will be able to identify the role of textile product construction/production, and garment construction and assembly processes in the global fashion industry.

1.2: Graduates will be able to select appropriate strategies for product design by combining proper design process and understanding of societal, psychological, cultural, economic, historical, and environmental influence on fashion.

1.3: Graduates will be able to demonstrate proper skills and readiness for planning, developing, and promoting merchandise lines in global fashion industry.

Nutrition and Food Concentration

1.1: Graduates will identify the role of nutrients and food in the achievement and maintenance of human health.

1.2: Graduates will demonstrate the proper techniques for food preparation, production, and safety. 

1.3: Graduates will select appropriate behavioral interventions for health promotion and disease prevention.

Family and Consumer Sciences Education Concentration

1.1: Graduates will demonstrate general knowledge of FACS disciplines including Family Studies, Fashion Merchandising and Design, and Nutrition and Food concentration.

1.2: graduates will apply FACS competencies in formal education setting.

          2. Effective communication skills as individuals and collaborators in written and verbal delivery and receipt including the use of current technology  (PLO2: Written and Oral Communication adopted from the VALUE rubric)

Assessment criteria include demonstrated ability to:

2.1: Write effective technical and lay reports

-          Identify the purpose of their writing and use the purpose to develop a composition.

-          Organize materials and arguments to explain or persuade effectively.

-          Use credible, relevant and updated evidence and sources 

-          Integrate research findings into their work, including proper citation and formatting.

-          Display technical proficiency in writing (grammar, spelling, etc.).

-          Write clearly and revise when needed 

-                     

2.2: Effectively present information to a group or individual

-          Use a clear and consistent organization pattern (Organization)

-          Choose appropriate language to enhance the effectiveness (Language)

-          Select different types of delivery techniques (Delivery)

-          Use different types of materials to significantly support the presentation and establish the presenter's credibility/authority on the topic (Supporting materials);

-          Deliver a compelling central message (Central message);

           3. Critical thinking ability that involves combinations of analytical thinking and effective problem solving related to their field (PLO3: Critical Thinking adopted from the VALUE rubric)

Assessment criteria include demonstrated ability to:

3.1: Clearly state the issue/problem which needs to be considered critically (Explanation of issues)

3.2: Gather, organize and review data/information with enough interpretation to develop a comprehensive analyses or synthesis (Evidence)

3.3: Analyze their own and others’ assumptions and carefully evaluate the relevance of contexts when presenting a position (Influence of context and assumptions)

3.4: Students’ specific position takes into account the complexities of an issue.  Limits of position and others’ points of view are acknowledged and synthesized within position (Student’s position)

3.5: Develop an effective solution or strong argument (Conclusions and related outcomes)

         4. Understanding of ethical codes and key values as individuals and illustrating of ethical and value application and their relationship in the field. (PLO4: Ethical Reasoning adopted from the VALUE)

Assessment criteria include demonstrated ability to:

4.1: Discuss core beliefs and their origins (Ethical self-awareness)

4.2: Describe theories of different ethical perspectives or concepts (Understanding different ethical       perspectives/concepts)

4.3 Recognize ethical issues within complex scenarios and articulate how ethical dilemmas interact    (Ethical issue recognition)

4.4: Apply ethical perspectives to ethical questions and articulate the implications of these     perspectives (Application of ethical perspectives/concepts)

4.5 Articulate a position and provide supportive reasoning that shows understanding of objections,     assumptions and implications of different perspectives. (Evaluation of different ethical      perspectives/concepts)

         5. Cultural and global awareness/sensitivity including demonstrated understanding, respect and support of multiple perspectives from other disciplines, societies, individuals, groups, and cultures.  (PLO5: Intercultural Knowledge and Competency from the VALUE rubric)

Assessment criteria include demonstrated ability to:

5.1: Articulate insights into their own cultural rules and biases.

5.2: Express an understanding of the complexity of elements important to members of another culture in relation to its history, values, politics, communication styles, economy, beliefs or practices.

5.3: Interpret intercultural experience from their own perspectives.

5.4: Articulate an understanding of cultural differences in verbal and/or nonverbal communication.

5:5: Develop questions about other cultures and answer these questions.

5.6: Initiate and develop interactions with different cultures and suspends judgment in valuing her/his interactions with culturally different others.