Professional Documents
Culture Documents
FCS
Education
Program
Outcomes
University
Outcomes
Students
become
disciple
leaders
Students
become
lifelong
learners
Students
become
creative
and
critical
thinkers
Students
become
effective
communicators
Students
become
skilled
professionals
Students
become
engaged
citizens
&
parents
1. Certified to
teacher Family
Consumer
Sciences in the
Secondary
education
system in
Idaho with a
Professional
Technical
Education
endorsement
2. Create a
learning
environment
that will
encourage
positive social
interaction,
active engagement in
learning and
selfmotivation in
both the
classroom
and lab
setting.
3. Design,
implement
and evaluate
an Early
Childhood
Preschool or
Day Care
program in
the FCS
classroom.
4. Design,
implement
and evaluate
a food safe
Food and/or
Restaurant
Prep course.
5. Show FCS
industry
experience
through
successful
completion of
an industry
based
internship.
6. Demonstrate
proficiency in
writing, and
oral
communication
through
effective use of
assessments,
technology and
media.
7. Demonstrate
professional
competency in
dress,
vocabulary,
networking,
leadership and
memberships
in professional
associations.
8.
Implement
FCCLA
(youth
programing
) into al
curriculum
they use.
9. Be aware of
further
schooling and
career
opportunities
in FCS such
as, continued
education for a
terminal
degree or a
position as an
Extension
Agent.
FCS
Ed.
classes
are
organized
in
such
a
sequence
that
they
develop
Professional
Skills
as
they
progress
towards
graduation.
Students
must
be
successful
in
all
Individual
Course
Assessments
Students
must
pass
the
FCS
Ed.
classes
with
a
grade
of
a
C
or
better.
(HFED
101,
HFED
205,
HFED
380,
and
Method/Curriculum
classes)
Students
must
complete
a
FCS
Ed.
Practicum
in
the
Jr.
High.
Students
must
pass
the
Child
Development
Practicum.
Student
must
complete
a
FCS
Industry
based
Internship.
Student
must
complete
a
FCS
student
teaching
Students
must
pass
the
PRAXIS
II
within
three
attempts.
This
accumulative
assessment
will
show
student
understanding
in
the
various
FCS
Ed.
content
areas.
It
is
not
as
reliable
as
we
would
like
it
to
be.
How
are
we
going
to
use
that
information
to
improve
our
program?
The
previous
assessment
provide
a
record
of
strengths
and
weaknesses
that
can
be
used
to
review
curriculum
and
sequencing
of
course
work
to
determine
if
the
student
is
gaining
self-efficacy
in
teaching
FCS
skills,
information
and
programming.
We
can
understand
better
the
needs
of
the
students
in
preparation
of
becoming
a
professional
educator
in
FCS.
Possible
Assessments:
Writing
Exam
in
HFED
205
Personality
Survey
to
help
them
identify
personal
inclinations
to
teach
in
HFED
101
AAFCS
Pre-Pac
national
content
exam
to
be
taken
to
demonstrate
competency
in
the
specific
area
the
student
might
choose
for
their
internship.
Plan
Learning
Experiences/Take
Informed
Action
Plan
to
improve
student
learning:
Practical
Home
Making
is
to
be
used
as
a
PTE/
FCS
Adult
Education
Lab
(Winter
2013&
2014
in
HFED
380)
State
FCCLA
Conference
students
will
act
as
judges
(2013-2014)
FCCLA
Collegiate
National
Competitions
(
Spring
2014)
Submission
of
a
FCS
Entrepreneur
Degree(Fall
2013)
Possibly
count
specific
classes
(e.g.
Chemistry)
for
Foundation
courses,
allowing
for
more
content
and
teaching
credits.(Fall
2013)
Create
new
FCS
major
that
allows
for
FCS
Business
options
both
in
and
out
of
the
home,
as
an
alternative
for
those
who
are
not
proficient
in
teaching
FCS
(Fall
2013)
Continuous
Improvement
Evaluate
the
effectiveness
of
your
programs
outcomes
and
assessment
work.
Continue
the
process
by
exploring
the
impact
of
changes
made
in
the
previous
round.
Impacts:
100%
FCS
teacher
placement
(in
the
last
three
years,
if
FCS
Ed.
graduates
choose
to
work
they
obtained
a
teaching
position)
BYU-Idaho
is
the
largest
provider
of
FCS
teachers
to
the
state
of
Idaho.
We
also
supply
teachers
to
AZ,
UT,
NV,
CA,
and
other
various
states.
10
BYU-I
alumni
(within
the
last
three
years)
are
now
teaching
FCS
in
Idaho.
More
are
also
teaching
prior
to
the
last
three
years.
Tentative
schedule:
2014
study
outcome:
Self-efficacy
study
will
be
conducted
to
identify
when
FCS
Ed
students
develop
teaching
self-efficacy
so
improvements
or
curriculum
sequencing
may
be
improved.
2014
organize
a
FCS
advisory
committee
to
help
promote
the
FCS
Ed
program
and
provide
feedback.
2015
study
outcome:
Almost
a
fourth
of
our
majors
left
on
missions
in
2012-13.
Be
prepared
with
a
more
streamlined
offering
in
the
FCS
Education
are
for
Sister
Missionaries
that
will
be
returning.
2016study
outcome:
Outcome
Distinguished
Indicator:
Comprehensive
exit
exam
PRAXIS
II
Lesson
Plans
HFED
380
Portfolio
Student
Teaching
Outcome
2.
Create
a
learning
environment
that
Indicator:
will
encourage
positive
HFED
101
social
interaction,
active
HFED
205
engagement
in
learning
HFED
380
and
self-motivation
in
both
the
classroom
and
HFED
405
lab
setting.
HFED
450
Student
Teaching
Lesson
Plans
Outcome
3.
Design,
implement
and
evaluate
Indicator:
and
Early
Childhood
CHILD
210
Preschool
or
Day
Care
CHILD
360
program
in
the
FCS
CHILD
360L
Classroom.
Lesson
Plans
Outcome
4.
Design,
implement
and
evaluate
a
Indicator:
food
safe
Food
and/or
HFED
110
Restaurant
Prep
course.
HFED
240
HFED
364
Outcome
5.
Show
FCS
industry
experience
Indicator:
through
successful
HFED
498R
Outcome
1.
Certified
to
teach
FCS
in
the
Secondary
education
system
in
Idaho,
with
a
Professional
Technical
Endorsement
Proficient
98%
pass
the
PRAXIS
Developing
1%
passes
the
PRAXIS
after
failing
at
least
once.
Can
only
take
3
times.
Unsatisfactory
1%
do
not
pass
PRAXIS
100%
10%
90%
Sum
completion
of
an
industry
based
internship.
Outcome
6.
Demonstrate
proficiency
in
writing,
and
oral
communication
through
effective
use
of
assessments,
technology
and
media.
Indicator:
Portfolios
Research
Papers
and
work
throughout
all
courses
Outcome
7.
Demonstrate
Indicator:
professional
competency
FCS
Society
in
dress,
vocabulary,
FCCLA
networking,
leadership
AAFCS
and
memberships
in
professional
associations.
ACTE
Outcome
8.
Implement
Indicator:
FCCLA
(youth
programing)
Volunteer
Judge
at
into
al
curriculum
they
FCCLA
use.
Lesson
Plans
HFED
101
HFED
205
HFED
405
HFED
450
Outcome
9.
Be
aware
of
Indicator:
further
schooling
and
FCS
Society
career
opportunities
in
HFED
101
FCS
such
as,
continued
HFED
380
education
for
a
terminal
10%
70%
20%
100%
degree
or
a
position
as
an
Extension
Agent.
Communication
Relationships
Assessment skills
Instruction
Preparation
Professionalism
Identify
and
communicate
their
personal
opinion
about
the
value
of
FCS
and
come
to
understand
where
they
fit
into
the
overall
FCS
profession
Identify
their
personal
opinion
about
the
value
of
FACS
and
where
they
fit
into
the
profession.
Teach one another
FACS history and
explore
professional
opportunities.
HFED 108
Explain
fashion
marketing
strategies
and
terms
that
impact
families
and
individuals.
Develop
a
resource
file
system
that
will
serve
as
a
starting
point
to
collect
FACS
content
materials.
Teach one
another FACS
history and
explore
professional
opportunities.
Prepare
and
teach
either
a
concept
or
a
skill
that
relates
to
FACS.
Identify
fashion
designers
and
their
impact
on
the
history
and
evolution
of
fashion.
Develop
decision
making
skills
and
strategies
to
develop
a
fashion
marketing
business
plan.
Professional
Technical
Education
Teach one
another FACS
history and
explore
professional
opportunities.
Assessment
Explore career
options in the
fashion industry,
including apparel
production,
promotion and
retailing.
Examine
entrepreneurship
opportunities
in
the
fashion
industry.
-
Locate
examples
of
fad
&
classic
fashions
-Submit
examples
of
design
details
-
Create
fashion
line
-
Group
presentation
on
fashion
history
-
Personal
wardrobe
inventory
-
Research
fashion
related
career
-
Create
&
conduct
fashion
related
survey
-
Chapter
readings
-
Reports
-
Class
Activities
-
Create
&
organize
100
File
Resource
File
-
FACS
History
Quiz
-
Group
Career
Presentations
-
Self
Reflection
Paper
-
Professional
interviews
-
Guest
speaker
reports
-Assessing
others
work
-FCCLA
Lesson
Planning
-
Create
fashion
advertisement
-
Plan
merchandise
buying
trip
-
Create
fashion
related
business
poster
and
written
business
plan
HFED 110
HFED 140
--Recognize and
categorize each
principle and element
of design as used in
existing interiors and
use them to create new
interiors.
--
Understand
and
apply
color
psychology
and
principles
to
create
new
colors
and
color
schemes.
Apply
the
different
options
available
in
lighting,
textiles,
floor
coverings,
wall
treatments,
window
treatments
and
accessories.
Identify
and
execute
proper
food
safety,
sanitation
and
basic
nutrition
principles.
Understand
the
relationship
between
human
factors
and
the
environment.
Develop
a
variety
of
food
preparation
skills
and
techniques
through
hands-on
experience
at
home
and
in
the
lab.
--Identify
architectural
and furniture
details,
summarize
how these
details are used
in specific
styles, and
collect
examples of
each historical
style.
Prepare
and
evaluate
foods
as
they
participate
in
assignments,
readings,
labs,
and
demonstrations.
Weekly
quiz
-
Written
lab
work
-
Skill
applications
of
discussion
board
-
Vocabulary
List
-Teams
perform
demonstrations
Create
professional
lettering
and
projects.
Identify,
create
and
draw
a
functional
floor
plan.
-
Quizzes
-
Professional
Lettering
Assignment
-
Locate
examples
of
Principles
of
design
-
Create
color
wheel,&
value
chart
-
Create
color
schemes
-
Locate
example
of
green
design
-
Create
picture
arrangement
-
Light
fixture
assignment
-
Analyze
residential
floor
plan
-
Redesign
poorly
designed
kitchen
-
Individual
&
Group
Presentations
-
Create
multi-
purpose
room
with
furniture
arrangement
-
Quick
sketch
&
rendering
assignment
-
Window
Treatment
Assignment
-
Color
coordination
-
Flooring
cost
assignment
-
Create
Presentation
Board
HFED
160
Demonstrate
a
knowledge,
understanding,
and
application
of
management
concepts
and
principles
Gain
an
awareness
of
relevant
course
content
in
everyday
life
and
insight
into
how
individuals
and
families
behave
Experience
how
making
choices
those
made
yesterday
and
those
to
be
made
today
and
tomorrow
affect
peoples
lives
HFED 205
Apply
classroom
motivation
and
management
principles
for
effective
learning
Know
and
understand
Idaho
teaching
standards
and
FCS
curriculum
guides
Experience
teaching
and
evaluating
FCS
content
learning
with
Jr.
High
students
HFED 207
Demonstrate proper
Recognition of
Acquire
- Demonstrate
construction
techniques
at
an
intermediate
level.
-Follow
pattern
instructions
with
a
minimal
assistance.
-Develop
a
working
terminology.knowledge
of
sewing
construction
HFED
208
HFED
240
Through
hands-on
experiences
students
will
acquire
knowledge
to
help
you
prepare
and
serve
nutritious
foods
attractively
to
meet
nutritional,
psychological,
and
social
needs
of
families
and
individuals.
clothing
construction
quality
of
ready-
to-wear
clothing.
to
assist
in
solving
construction
challenges.
high
expectation
of
self
within
clothing
construction.
Develop
a
person
philosophy
of
meal
management
and
the
basic
knowledge
required
to
translate
this
philosophy
into
application.
Master
social
etiquette
skills
Translate
philosophy
into
application.
confidence
in
sewing
machine
and
serger
use
-
Pattern
reading
skills
are
tested
through
application
as
students
work
on
projects.
-
Sample
book
completion
-
Successful
completion
of
pillowcase,
pj
pants,
shirt,
&
skirt
Identify
and
-Weekly
labs
and
master
a
variety
paperwork,
ie.
of
food
safety,
Market
orders,
preparation
and
planning
forms,
management
production
skills
that
will
worksheets,
make
mealtime
a
nutrition
analysis,
more
rewarding
&
cost
analysis
part
of
daily
life.
-
Midterm
dinner
individual
project
-
Create
etiquette
brochure
&
practice
proper
etiquette
-
12-week
comparison
assignment
-
Weekly
market
orders
-
Grocery
persuasion
worksheet
knowledge
of
clothing
construction
skills
which
can
be
transferred
to
the
secondary
student.
-
Chapter
readings
-
Quizzes
-10-day
menu
plan
-
100
Recipe
Book
-
Create
food
safety
brochure
HFED
307
-Demonstrate
proper
construction
techniques.
-Follow
pattern
instructions
-Use
correct
terminology
in
relationship
to
sewing
construction.
Recognize
the
quality
of
clothing
construction.
HFED 340
Gain
knowledge,
attitudes,
and
the
skills
needed
to
develop
a
financial
plan.
Build
confidence
in
sewing
skills
so
that
the
capability
is
developed
to
teach
on
the
secondary
level.
Development
of
high
expectations
of
self
within
the
area
of
clothing
construction.
-
Increase
confidence
in
use
of
sewing
machine
&
serger
-
Pattern
reading
skills
are
developed
further
through
application
-
Sample
book
completion
-
Successful
completion
of
plaid
shirt,
dress
pants
with
fly
zipper,
lined
project,
knit
project
and
small
pieced
project
-
Final
exam
Demonstrate
professionalism
in
both
personal
management
and
project
completion.
-
Financial
Portfolio
-
Content
Summaries
-
Chapter
readings
and
concept
checks
Quizzes
-
Participation
-
Attendance
-
Assignment
HFED 360
--Identify
characteristics
of
different
textiles
through
lab
experiments
using
heat,
microscopes,
and
solvents.
--
--Summarize
the
process
of
the
formation
of
fibers
into
fabrics.
--Identify
examples
of
specific
textiles
used
in
daily
life.
--Recognize
dyes
and
finishes
to
help
understand
the
appropriate
way
to
store,
clean,
maintain
and
use
specific
fabrics.
Predict
fabric
performance
based
on
fibers,
construction
methods
and
finishes.
HFED 380
Collect
and
organize
information
into
a
working
professional
portfolio
-Teach
on
another
correct
information
-Build
a
professional
portfolio
-Gain
committee
experience
through
a
service
learning
opportunity
Explore
various
employment
opportunities
in
PTE
areas.
Build
professional
portfolio
-Develop
&
create
learning
-Seeks
opportunities
to
grow
completion
&
timely
submission
They
will
explore
-
Completion
of
new
technologies
swatch
kit
in
the
textile
-
Quizzes
industry.
-
Final
Exam
-
Labs
identifying
fibers
-
Learn
to
weave
&
knit
-
Learn
to
dye
&
print
fabric
-
Individual
&
group
presentations
-
Develop
a
-Create
Rsum,
knowledge
base
-Readings
and
in
regards
to
chapter
on-line
Professional-
quizzes,
Technical
-Field
trip
to
education
Boise,
-Identify
and
-Conduct
a
4-H
understand
the
Day
camp.
processes
used
-CTSO
Reports,
by
the
State
of
-Chapter
Idaho
in
teaching
presentations,
and
advising
a
-Professional
variety
of
PTE
Portfolio,
classes.
-Serve
as
ad
hoc
Collect
and
committees
for
a
organize
4-H
Day
Camp,
information
into
Fieldtrip
Planning
working
Committee,
professional
-Reflection
papers
portfolio.
of
various
events
-
Scope
&
Apply
Sequence
knowledge
acquired
from
assignment
HFED 498
learning
experiences
are
provided
which
support
their
intellectual,
social
and
personal
development.
-As
students
differ
in
their
approach
to
learn,
students
will
create
instructional
opportunities
that
can
be
adapted
to
diverse
learners.
-Plan
instruction
based
on
knowledge
of
subject
matter.
to
work
with
parents
as
to
support
their
students
learning.
-Construct
techniques
using
verbal,
nonverbal
and
media
communications
which
are
applied
to
active
inquiry,
collaboration
&
supportive
interaction
in
the
classroom.
strategies
to
evaluate
the
development
of
the
learner.
experiences
which
will
be
used
in
the
secondary
school
classroom.
-Utilize
a
variety
of
instructional
strategies
which
encourage
critical
thinking,
problem
solving
&
performance
skills.
professionally.
-Fosters
relationship
with
school
colleagues.
Contact
industry
professional
-
Creating
bulletin
board
-
Team
Teaching
-
Methods
presentation
-
Writing
a
test
assignment
-
Lesson
Plan
Assignments3-
day
incorporating
reading,
5-day
incorporating
writing,
7-day
incorporating
multicultural
education
-Demonstration
Assignment
-
Attend
Professional
Conference
&
Write-up
-
PowerPoint
presentation
-
Assembling
Resource
Binder
-
Discipline
Plan
Brochure
-
Contextual
Factor
Paper
-
In
class
participation
Facilitate
-
Daily
Journal
&
Professional-
Time
Logs
Technical
-
3-page
Summary
Endorsement
Self-evaluation
from
the
State
of
-
Thank
you
note
Idaho
-
Articulation
Agreement
Reflection
the
educational
experience
and
incorporate
into
lesson
plans.
-
Conceptual
Outline
-
Industry
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