To increase productivity in the areas of scholarly work and teaching (IDEA scores) for faculty within the department.
Objective
Improve Scholarship And Teaching Over Previous Years
To increase productivity in the areas of scholarly work and teaching for faculty in the department.
Indicator
Faculty Evaluation System (FES)
Comparisons over the past four years should show improvement in amount of scholarly productivity.
Criterion
20% Increase In Scholarly Productivity
An increase of 20% over the past four years will measure improvement.
Finding
Improved Scholarship
A comparison of scholarship as reported in departmental FES forms in 2006 with scholarship as reported in FES forms in 2010 revealed an increase in scholarship of 31.25%. In 2006, tenured and tenure-track faculty in the department reported a total of 16 publications, grants and presentations at professional conferences. In contrast, tenured and tenure-track faculty reported a total of 21 publications, grants and presentations at professional conferences. This 31% increase indicates that this criterion was met.
Indicator
Individual Development And Educational Assessment (IDEA) Results
The Individual Development and Educational Assessment (IDEA) results will be used to measure improvement
Criterion
10% Increase In Teaching Scores Over Past Four Years.
A 10% increase in IDEA teaching scores will constitute improvement.
Finding
Improved Teaching
A comparison of the summary score for the IDEA system from Fall 2008 with Fall 2010 reveals an improvement of 2.6%, so using that parallel data, the criterion was not met. However, if the Fall 2008 score is compared with the Spring 2011 score, an improvement of 10.26% was seen. Since it assumed that it is more appropriate to use scores from two fall or two spring semesters as a comparison, the criterion is not met. However, it is extremely encouraging to see the greatly improved scores reported for Spring 2011.
Action
Improved Scholarship And Teaching
The report of the increase in scholarship activity is extremely gratifying. In the past several years, the department has shifted to a culture where scholarship is expected and encouraged, and that will continue to be the case. To continue to seek a percentage increase in scholarship may no longer be an appropriate measure as it was when this assessment was first developed. The faculty needs to meet about this topic and develop a better measure to assure that scholarship continues at this level without using a “percentage increase” type of measure.
The report of the change in the summary IDEA score used to measure teaching effectiveness is less encouraging initially. However, the emphasis on improvement in teaching scores appears to be paying off in the substantial improvement seen in the Spring 2011 semester. Another measure of the effectiveness of teaching is seen in the peer review of teaching initiated by the department this past year. Reports of observation of teaching of tenure-track faculty (Paula Tripp, Valencia Browning-Keen and James Landa) were extremely positive. Faculty were well-prepared for the classes and students were engaged in learning during the classes. Delivery of material was very effective. For future assessments, this peer review of teaching should be incorporated into a rubric so that it is included in the departmental assessment of teaching.
Goal
Program Offerings
To offer programs in keeping with the mission and resources of the department.
Objective
Program Assessment And Improvement
To assess all of the programs in the department and construct plans for program improvement.
Indicator
Program Assessments
Each program director/leader shall conduct an assessment of the program or programs for which that director/leader has assumed leadership. These assessments shall lead to directions for improvement which shall then be implemented.
Criterion
Program Assessment
This criterion is met when programs have been assessed for the 2009-2010 fall and spring semesters during the summer of 2010. The assessment cycle has been December, May and August for a given year, such as 2009-2010, but in order to get on track with the rest of the university, the assessment cycle for 2009-2010 only will be for December of 2009 and May of 2010. August of 2010 will be incorporated into the 2010-2011 assessment cycle which will end in May of 2011.
Finding
Program Assessment
This criterion is met at 100%. Each program in the Department of Family and Consumer Sciences has been assessed for the 2010-2011 academic year (graduates from August 2010 through May 2011). The departmental programs now are on the same assessment cycle as the rest of the university.
Action
Program Assessment
Program directors and leaders for all of the programs in the Department of Family and Consumer Sciences will continue this annual assessment. When areas needing improvement or strengthening are identified, steps will be taken to improve or strengthen these aspects.
Objective
Building/Facilities
The department will provide a department viewed by the students as satisfactory in regard to the building and facilities.
Indicator
Exit Survey - Building/Facilities
The Exit Survey requests several different types of data including satisfaction and skills assessment. For this objective, the rating of the building/facilities will be extracted and analyzed.
Criterion
80% Graduating Seniors Rate Building/Facilities High
80% of graduating seniors will rate building and facilities with a score of 3.0 or greater on a 4.0 scale.
Finding
Building/Facilities
Of the program majors who graduated from August 2010 through May 2011, data is available from 41 of them. Of those from whom data were available, 29 of those (71%) rated the building and facilities with a score of 3 or 4 on a 4-point scale. Therefore this criterion was not met.
Action
Building/Facilities
This percentage score was exactly the same as last year’s. We had thought that with the addition of the extra space acquired by the department on the first floor of the building and the installation of “smart” technology in the classroom spaces this number would improve. In addition, the office suite has been painted, and the downstairs offices have all been remodeled. However, specific comments included that the foods laboratory is small, that while the design studio is well-equipped it also is crowded, and that the clothing laboratory tables are outdated.
During this past summer, the department acquired the suite formerly occupied by the Office of Institutional Research. Some of that space was designated for use as a meeting place for organizations, as an area where boards (especially for interior design projects) could be assembled, three small spaces were designated as offices, and one additional space was set aside for the 20th Century Costume Collection. In past years, students frequently had commented that there was no space in the building that was designated for student use – an area where they could hang out, study, or meet between classes. With the addition of this space, this particular comment was not seen for this year’s group. However, the percentage of students satisfied with the building and/or facilities did not improve.
Initially, the department’s proposed remodeling job was near the top of the list for Academic Affairs. The projected cost was ~ $12,000 to do several small remodeling projects including addition of tackable surfaces in the student lounge area, a storefront to separate the student lounge area from the meeting space and offices, addition of lighting in the meeting area, and installation of a door and separate humidity and temperature controls in the area designated for the 20th Century Costume Collection. However, as this was being planned, Physical Plant noted that there was no restroom on the second floor of the building. In order to bring the building up to code, with the planned remodeling projects, a space on the second floor would have to be accommodated to install a restroom and the expense would be ~ $23,000 – it was this latest expense that caused the entire project to be put on hold.
As the next academic year begins, once again the department will seek, through HEAF funds or through private donations, to make at least some of these projects come to fruition. Art work also needs to be installed in the office suite on the second floor, and the student lounge area needs additional furnishings. Installation of tackable surfaces would not be considered a major remodeling project and therefore would not require a second floor restroom. Tackable surfaces would brighten the area and help to give the students ownership to the space by providing a place to post flyers, announcements, notices, etc.
Objective
Faculty
The department will provide a faculty viewed by the students as satisfactory in teaching prescribed content.
Indicator
Exit Survey - Faculty
Exit Survey data that includes a rating of the faculty in the program will be extracted and analyzed.
Criterion
80% Graduating Seniors Will Rate Faculty High
80% of graduating seniors will rate the faculty in the program with a score of 3.0 or greater on a 4.0 scale.
Finding
Faculty
Of the program majors who graduated from August 2010 through May 2011, data is available from 41. Of those from whom data were available, 40 of those (97.6%) rated the faculty with a score of 3, 3.5 or 4 on a 4-point scale. Therefore this criterion was met.
Action
Faculty
The faculty in the Department of Family and Consumer Sciences continue to be a caring and effective group as indicated by the scoring of program graduates. One faculty member received tenure and promotion this past year, and another one was promoted. There are five tenured and tenure-track faculty members in the department, one visiting professor, two full-time adjuncts, and two part-time adjuncts. There is a culture within the department that students and student issues are a very high priority and this is reflected in the high scores (all but one was Satisfactory or Very Satisfactory) in response to this item. The department needs some new faculty lines – specifically in the areas of food preparation and hospitality, fashion merchandising, and general FCS. In addition, the department has requested permission to hire a coordinator, an RD at the master’s level, who can teach in that program and work with the preceptor sites for both graduate and undergraduate accredited dietetics programs. Some courses are now offered online, but the faculty is in agreement that more needs to be done in that area and that faculty need to update technology skills.
Goal
Program In Hospitality Administration
To broaden the current Food Service Management Program to include the entire hospitality industry without eliminating the current focus on food service.
Objective
Program In Hospitality Administration
To broaden the focus and change the name of the current program in Food Service Management to Hospitality Administration.
Indicator
Hospitality Administration Program
Whether or not progress has been made toward broadening the current Food Service Management program into a program in Hospitality Administration.
Criterion
Focus And Name Change To Hospitality Administration
Whether or not progress has been made toward broadening the focus of the Food Service Management program and changing its name to Hospitality Administration.
Finding
Program In Hospitality Administration
Progress has been made toward broadening the focus of the Food Service Management program and changing its name to Hospitality Administration in that the Lodging Operations course has been offered again with larger enrollment numbers. While we did not put it forward again to be a separate course with its own course number, the reason had to do with financial considerations and a trend by the college toward streamlining course offerings rather than increasing them. The department is in the process of attempting to hire an adjunct in the area of food preparation. This person would be a good candidate for the coordinator mentioned in the faculty section above.
Action
Program In Hospitality Administration
The department is planning to propose the addition of the Lodging Operations course in the next curriculum cycle and to once again request a new faculty position that would be a part-time lecturer/part-time coordinator that would serve both accredited dietetics programs.
Goal
Accreditation For Interior Design Program
Accreditation by the Council for Interior Design Accreditation (CIDA) is sought by the interior design program so that students who graduate from the program may sit for the licensing exam and become licensed interior designers.
Objective
Progress Toward Council For Interior Design Accreditation (CIDA) Accreditation
The program will implement the approved curricular changes so that student work can be collected based on improvements instituted with the curricular changes and thus progress with the accreditation process.
Indicator
Progress Toward CIDA Accreditation
Implementation of proposed and approved changes in the interior design curriculum.
Criterion
90% Progress Toward CIDA Accreditation
90% of proposed and approved curricular changes for the interior design program will be implemented.
Finding
Progress Toward CIDA Accreditation For Interior Design
The department hosted a site team visit from the Council on Interior Design Accreditation (CIDA) in April of 2011. The initial report has been received and the department has responded to it. The final decision will be received around the first week in August. 100% of the planned curricular changes implemented.
Action
Progress Toward CIDA Accreditation For Interior Design
The decision of the CIDA accrediting board will direct action for the accreditation process. If the decision is positive, the program will continue to build enrollment. If the decision is not positive, the department will decide whether and when to pursue accreditation at some point in the future. At the present, because Texas is covered by a "practice act" rather than a "title act," one does not have to graduate from an accredited program to practice as an interior designer. In addition, the process has changed so that now there are multiple routes to licensing, several of which do not involve graduating from an accredited program.
Goal
Curriculum Development/Graduate Programs
To develop new graduate courses in all areas of family and consumer sciences to meet the needs of current and potential students and other stakeholders.
Objective
Structured Classes For Graduate Programs
Faculty in the department will develop courses that will meet the content area needs of students interested in a concentration or focus area including interior design, fashion merchandising, family and consumer sciences teacher certification, and nutrition.
Indicator
Structured Classes For Graduate Programs
Faculty will develop courses that meet the content area needs of students interested in a concentration in one of the following areas of family and consumer sciences: interior design, fashion merchandising, family and consumer sciences teacher certification, and nutrition.
Criterion
One Structured Class Per Year
Faculty in the department will develop at least one course per academic year and submit the course for university approval.
Finding
One Structured Class Per Year
This criterion was not met. However, two courses were developed the previous year and approved through the University Curriculum Committee.
Action
Structured Classes For Graduate Program
The department is planning to develop a course in administration of FCS programs. This will be an on-line course and will be put forward in the next curriculum cycle.
Goal
Program Coordinator For Supervised Practice - Dietetics Programs
The dietetics programs (BS in Food Science and Nutrition and MS in Dietetics) have the goal of requesting a new faculty position; that person can serve as a coordinator for the supervised practice (preceptor sites) for both programs. Students in the program would benefit through greater supervision at the rotation sites. The addition of a new position would be of benefit in terms of continuing accreditation for these programs.
Objective
Program Coordinator For Supervised Practice - Dietetics Programs
The department will hire an additional faculty person in the area of nutrition/dietetics who would coordinate with the interns and undergraduate majors and their preceptor sites as well as teach part-time for the department. This position is needed so there is a specific contact person (rather than DI Director for graduate students and DPD Director for undergraduate students) for the preceptor personnel and to ensure that all contracts, paperwork, etc., with the preceptor sites is constantly maintained. Such a position would be an asset to the accreditation for both programs by allowing for expanded course offerings and greater supervision of the students at the various rotations (i.e., preceptor) sites.
Indicator
Program Coordinator For Supervised Practice - Dietetics Programs
Approval for and successful negotiation of a contract with a new faculty person who also can serve as a coordinator for the supervised practice for both dietetics programs.
Criterion
Program Coordinator For Supervised Practice - Dietetics Programs
Whether approval was granted for a new faculty person in the area of nutrition/dietetics who also could serve as a coordinator for the supervised practice (preceptor sites, rotation) for both dietetics programs.
Finding
Program Coordinator For Supervised Practice - Dietetics Programs
Although faculty requested a new faculty/staff person who could teach as well as serve as a coordinator for supervised practice for both dietetics programs, this request was not approved.
Action
Program Coordinator For Supervised Practice - Dietetics Program
Faculty will continue to request this position, whether it is requested as a new faculty position, a combined teaching/staff position, or whatever configuration would work within budgetary constraints.