Outcomes and Assessments- Family Consumer Sciences Education

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.

Family Consumer Sciences Education Degree

Outcomes & Assessments
Students will . . .
1. Graduates of this program will be certified to teacher Family Consumer Sciences in the
Secondary education system in Idaho with a Professional Technical Education endorsement

2. A graduate of this program will be able to create a learning environment that will
encourage positive social interaction, active engagement in learning and self-motivation in both the classroom and lab setting

3. A graduate of this program will be able to design, implement and evaluate an Early
Childhood Preschool or Day Care program in the FCS classroom.

4. Graduates will be able to design, implement and evaluate a food safe Food and/or
Restaurant Prep course.

5. A graduate of this program will be able to show FCS industry experience through
successful completion of an industry based internship.

6. Graduates will demonstrate proficiency in writing, and oral communication through
effective use of assessments, technology and media.

7. A graduate of this program will demonstrate professional competency in dress,
vocabulary, networking, leadership and memberships in professional associations.

8. Graduates will be able to implement FCCLA (youth programing) into all curriculum they
use.

9. A graduate will 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.


Assessments/Work with the Evidence

#1.
Graduates of this program will be certified to teacher Family Consumer Sciences in the
Secondary education system in Idaho with a Professional Technical Education endorsement
List the instruments you already use or want to use to measure that outcome.

Assessments:

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

Outcomes and Assessments

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.

Present to FCS Society

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.

Distinguished: Excellent level of achievement; exceeds expectations

Proficient: Good level of achievement; meets expectations
Developing: Fair level of achievement; minimally meets expectations
Unsatisfactory; Low level of achievement; fails to meet expectations

FCS Ed. Course Outcomes:

Idaho
Knowledge
Core
Performance
Standards
HFED 101 Discover what FCS is as
they participate in
assignments, readings,
and planned activities

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

Use the FCCLA

criteria for grading
student illustrated
talks and career
presentations

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

Teach one another

correct food
preparation
techniques.

--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.

Analyze the wants

and needs of
individuals and
groups in order to
visualize and create
an environment
that fulfills these
needs.

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.

Teach one another

correct food
preparation
techniques.

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

Observe and assist

local FCS teachers
in secondary
classrooms

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

Develop skills Development of

Acquire

- Chapter Reading &

Questions
- Exams
- Research Paper,
- Classroom
Presentation
- Implementation of
Practitioner Project
- Daily Journals
- Identifying
Patterns in Behavior
- Personal
Improvement Plan
- Observation &
Assistantship
Reports
- Daily worksheets
- In-class
Participation
- Outside of class
group work
- Teaching
preparation
activities
-Activity Write-ups
-Teaching
Observation
Evaluation

- 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

Make sound financial

decisions that
positively affect the
balance in family life.

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.

Point out skills

which can be
transferred to
the workplace
as teachers are
working with
future students.

- 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

-Learn to prepare for

the transition between
education and career

Develop a knowledge
base in regards to
Professional-Technical
Education.

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

HFED 405 -Understands how

& 450
children learn &
develop, therefore,

Apply the tools of Use formal and

inquiry.
informal
-Develop ability
assessment

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.

Gain work experience

in an area relating to
FCS

Contact industry
professional

Prepare for future

career in FCS

- 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 Work
Experience