OUTCOMES ASSESSMENT

2002-2003  (submitted 11/06/03)

Child and Family Studies Department Mission Statement

Family Studies Major Student Outcomes

Moyes College of Education Learning Outcomes and Family Studies Broad Outcomes

2002-2003 Family Studies Goals

2003-2004 Family Studies Goals

"The mission of the Department of Child and Family Studies is to prepare students through contemporary educational practices to become Early Childhood and Family Life Educators who respect diversity. These practitioners will create environments that enhance the lives and healthy development of adults, children, and families over the lifespan."

This mission is in harmony with the Weber State University Academic Affairs Student Learning Outcomes:

"As a result of curricular and co-curricular programs and services offered through the Division of Academic Affairs, graduating students will be prepared for employment, for additional education, and to effectively function as members of society. These programs and studies look beyond the classroom, asking students to apply developing analytical skills and ethical judgment to problems in the world around them. Ours is an education that values cooperative as well as individual performance, diversity as a resource for learning, real solutions to unscripted problems and creativity as well as critical thinking."

The Child and Family Studies Department Mission Statement is also in harmony with the Moyes College of Education Assessment Model, which supports contemporary educational practice and the enhancement of lives and healthy development of adults, children, and families by seeking to train students who demonstrate:

1. Expertise in the knowledge and skills of their discipline (Knowledge & Skill):

- Mastery of the essential knowledge and skills related to their respective major/minor;
- the application of appropriate discipline-based assessment and evaluation tools and techniques.

2. A breadth of knowledge in the cultural, natural, and social worlds, and inquiry into them (Breadth):

- life long learning attributes through the ability to examine current research and practice, by participation in professional development and service related activities, and by developing collaborative relationships with other professionals.

3. Effective intellectual skills and behaviors for the acquisition, analysis, application and communication of information (Intellectual Reflection & Communication):

-the ability to utilize appropriate technologies in order to access, gather, organize, and present information relative to their discipline;

- creative and critical thinking skills through application in real world situations as well as evidence of ongoing reflection on the impact of their actions.

4. The ethics, values, and attitudes of an educated person, enabling them to become competent members of society and in collaborative relationships with other professionals as involved citizens (Professionalism & Respect):

-appropriate dispositions with regard to professional behavior, ethics, diversity, and respect for self and others;

-knowledge of health and wellness issues, an understanding of the implications this knowledge has for program planning in their discipline, and the impact of these issues for the changing world we serve.

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The following broad outcomes are based in standards (Substance Areas) established by the National Council on Family Relations (NCFR) as requirements for a provisional, professional certification as a Family Life Educator.

These broad outcomes are supported by specific outcome competencies developed by Family Studies faculty in the Department of Child and Family Studies at Weber State University, which were subsequently published by the National Council on Family Relations. Specific outcomes, or measures to evaluate the accomplishment of the Broad Outcomes, are published on the WSU Assessment website under Family Studies, and in Appendix A of this document.

Family Studies Broad Outcomes

Coursework in the Family Studies Major supports these broad outcomes by addressing each outcome in required courses as shown Appendix B.

The following grid demonstrates an integration of the MCOE Learning Outcomes and the Family Studies Broad Outcomes. It should be noted that each student is provided with Professional Portfolio guidelines identifying specific outcome competencies and specific course requirements to support the Family Studies Broad Outcomes. Students are then required to document personal and professional accomplishment in the required portfolio.

Assessing Family Studies Students:

A review of the table would indicate that the Family Studies Committee needs to consider adjustments in Intellectual Reflection and Communication, and in Professionalism and Respect, as the numbers are down in 2002-2003. However, a closer look at the data presented under Intellectual Reflection and Communication indicates that "excellent" presentation packets were required of ALL students, and rewrites were permitted. However, rewritten work was assigned a maximum evaluation of B. Thus, 100% of students produced excellent packets, but only 75% of them did so in their initial effort.

Looking at Professionalism and Respect, a 78.9% achievement of excellence is an area of concern. In Fall 2002, 6 students received practicum supervisor evaluations of 8.5 on a rating scale of 1 to 10, with 1 being the least professional and 10 being the most professional. Close examination of the evaluation forms indicate that these students were considered less assertive--or more assertive--than desired, and that some required more instruction and guidance than supervisors felt appropriate. It should also be noted that some supervisors evaluate more critically than others.

The Family Studies Committee feels that the portfolio is an excellent teaching and learning tool. It not only provides documentation of the accomplishment of NCFR standards (substance areas) for professional certification, but it also gives students an opportunity to compile documents valuable in an professional interview. Professional portfolios have been a very good way to document development of Knowledge and Skill.

In the 2001-2002 Outcomes Assessment report, goals for the upcoming academic year were established. Those goals and their evaluation are as follows:

1. Investigate the possibility of implementing electronic portfolios.

Dr. Vickie Napper of the Teacher Education Department attended the Child and Family Studies Fall Retreat and introduced electronic portfolios to the Family Studies faculty. She has also visited the ChFam 2990B, "Family Studies Seminar" class and demonstrated how to create electronic portfolios to students beginning their major courses Fall 2003.

2. Investigate the possibility of requiring a 3 credit course addressing the use of electronic media (Edu 3370 taught by Vickie Napper).

Still being considered. The addition of 3 credits of required work to a major already consisting of 48 credit hours must be carefully evaluated.

3. Consider implementing a Presentation Portfolio requirement.

The electronic portfolio format lends itself very well to the creation of a presentation portfolio, designed for a specific job interview, or other specific use.

4. Strengthen course offerings for Standard #9, Ethics.

Additional assignments in the ChFam 2990B course, "Family Studies Seminar" have been created to give greater emphasis to the application of ethical concepts. The NCFR publication, Tools for Ethical Thinking and Practice in Family Life Education is currently required text material.

5. Secure NCFR renewal of the CFLE approved program status for the Family Studies Major.

Dr. Craig Campbell assembled the necessary materials and made application to NCFR. Our approved program status has been renewed for another 5 years.

6. Integrate a new faculty into the NCFR approved curriculum.

Dr. Paul Schvaneveldt was hired by the Child and Family Studies department. He was already certified as a Family Life Educator, thoroughly familiar with the National Council (NCFR) substance areas. He has been a strong addition to our department.

7. Maintain/increase SCHs.

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2003-2004 Family Studies Goals

1. Fully implement electronic portfolios in the next 3 semesters.
2. Create a grading rubric for electronic portfolios.
3. Further investigate training addressing the use of electronic media for majors.
4. Review the Family Studies application process.
5. Review specific outcomes measures and update where necessary.
6. Continue to recruit student attendance at the NCFR annual conference.
7. Promote undergraduate research presentations at the UCFR annual conference.
6. Maintain/increase SCHs.

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Appendix A:

Appendix B:

SPECIFIC OUTCOMES: FAMILY STUDIES MAJOR

Knowledge and Understanding of:

a. Families existing in context of a diverse larger social system from local, to national, to global.
b. The reciprocal impact of social systems and the family.
c. The influence of historical, cultural, generational, gender/role and demographic trends on contemporary families.
d. The effect of contemporary factors on the family, including technology, economics, natural disasters, employment, mobility, etc.
e. Social and cultural influences on dating, courtship and marital choice, marital relations, family forms and family life.

Skills and Abilities to:

a. Demonstrate self understanding from a social context.
b. Show respect for diversity in personal and social interactions.
c. Speak and write in a way that illustrates understanding of the above social dynamics.
d. Engage and interact within the diverse larger social system, both personally and professionally.

Assessment (*may be put into student Portfolio):

a. Individual’s existence in context of interpersonal systems.
b. Behavior from a Systems Theory perspective--including various Systems Theory concepts and related theoretical approaches
c. Healthy vs. unhealthy relationships/families.
d. Family dynamics under normal stresses, developmental transitions, family forms, special needs and crisis situations.
e. Communication processes within interpersonal relationships and families.
f. Conflict management and problem solving in relationships.

a. Observe, describe and assess interactional dynamics within family systems.
b. Develop intervention strategies to help families be more effective and functional.
c. Self Differentiate, observe self and apply skills and behavior changes to their lives and relationships.

 Assessment (*may be placed in student portfolio):

a. Human growth and development; including developmental stages over the lifespan.
b. Theories of development and the impact of developmental stages and reciprocal interaction within the family.
c. Developmentally Appropriate Practices across the lifespan.
d. Transitions between developmental stages for individuals and family systems.

Skills and Abilities to:

a. Identify developmental stages and transitions; be able to assist families in effective developmental behavior and transitions.
b. Apply Developmentally Appropriate Practices across the lifespan based on an understanding of the developmental characteristics, principles and processes of each of the stages.

a. The bio-psycho-social influences of human sexuality.
b. Reproductive physiology and biological determinants of human sexuality.
c. Conception, birth control and family planning.
d. Sexually Transmitted Diseases (STD) and their implications on self and relationships.
e. The bio-psycho-social risk factors of sexual relationships.
f. Sexual dysfunctions and implications.
g. The interpersonal dynamics of sexual intimacy.
i. Sexual enrichment and relationship enhancement factors.

a. Manage one’s own sexuality congruent with self defined values.
b. Manage one’s own sexuality in healthy and ethical relationships.
c. Objectively address and discuss human sexuality including individual preferences.
d. Demonstrate community and/or cultural sensitivity (i.e. awareness of organizational guidelines).

a. Relationships within systems (e.g. families, social, work, etc.).
b. Interpersonal theories, concepts and models.
c. e role of individual differences in values, perspectives and interests in relationships.
d. The effects of personality and learning styles as factors in communication.
e. Communication skills and problem solving strategies including listening skills.
f. Conflict and conflict management models.
g. Relationship enhancement and enrichment strategies.
h. Caring, friendship, love and intimacy at multiple levels.
i. Relationships within the context of their developmental stages.

5. Skills and Abilities to:

a. Initiate and develop interpersonal relationships.
b. model and demonstrate effective interpersonal relationship skills and behaviors including application to their personal and professional relationships.
c. Self differentiate, observe and manage their participation in an interpersonal relationship including the establishment of interpersonal goals.
d. Establish appropriate personal and interpersonal boundaries.
e. Work in teams and relate effectively in cooperative work group experiences, including their cohort groups.

k. Consumer rights and responsibilities in the marketplace.
l. Consumer fraud and ways to protect self and others.
m. Redress resources and complaint processes.

Skills and Abilities to:

a. Apply value clarification strategies and goal setting strategies.
b. Identify and apply standards to measure goal accomplishment.
c. Write personal and family mission statements and/or vision statements, including strategies and goals.
d. Utilize decision making models.
e. Evaluate individual thinking compared to the elements of critical thinking and creative thinking.
f. Effectively use organizational time management tools and strategies.
g. Apply basic financial management tools and principles to their own situations.
h. Work in cooperation with fellow class members.
i. Identify sources of assistance to consumers.
j. Demonstrate the application of consumer skill in a marketplace choice.
k. Verbalize and apply appropriate environmental consumerism.
l. Apply a system of evaluation to new, technologically advanced, unproven products.
m. Manage personal and family stress.
n. Demonstrate a sense of self-direction as the result of choices that reflect personal values.

Assessment (*may be put into student Portfolio)

a. Parenting from a systems theory perspective.
b. Parenting in relation to the child’s age/stage of development (e.g. infancy; adolescence) --with specific focus on strategies oriented toward effective developmental outcomes.
c. Parenting types/styles (e.g. Baumrind’s model) and psychological, social and behavioral outcomes associated with types/styles.
d. Specific parenting models, principles and strategies (e.g. Behavior Modification, Democratic Parenting).
e. Parenting issues within family types (e.g. Single, Blended, Dual Career, and Adoptive).
f. Contemporary societal trends and the potential impact of parenting (e.g. Internet, Drugs, T.V., Dating patterns).
g. The impact of cultural differences and diversity on family functioning.
h. Community resources available to families.

Skills and Abilities to:

a. Communicate with families and family members in effective and productive ways.
b. Evaluate parenting from a systems and developmental perspective.
c. Assist parents with parenting practices and evaluate the impact of recommended changes.
d. Match families with concerns to available community resources.
e. Develop and present a workshop on, about, or for parents on topics related to parenting.

 Assessment (*may be put into student Portfolio):

a. The process of accessing and researching family laws, regulations and policies.
b. Family law and public policy and it’s impact on families, from a systems perspective.
c. Issues related to family law and public policy.
d. Family friendly policy in the work place.
e. Pertinent laws and policy as they apply to specific family related areas (e.g. child or spouse abuse, child care, adoption, teen pregnancy, family leave, bankruptcy, divorce, custody, and social services).
f. Interaction of family life educators with other professionals within the intervention and legal system (e.g. social workers, divorce mediators, probation officers, human service workers, attorneys, educators, religious leaders).
g. Laws regulating professional conduct and services.

Skills and Abilities to:

a. Access and research a public and family policy.
b. Articulate family issues related to public policy and family law.
c. Advocate proactively for family policy legislation on local, state, and national levels.
d. Assess family needs and make appropriate referrals.
e. Identify and coordinate professional, work place, and community service providers in behalf of specific families.

 Assessment (*may be put into student Portfolio):

a. Identify personal governing values.
b. Practice attitudes and behaviors that model positive personal values.
c. Model professional ethics as outlined in the NCFR Code of Ethics and maintain personal integrity.
d. Demonstrate respect for diverse cultural values and ethical standards.
e. Identify attitudes and behaviors that demonstrate ethical values within specific situations (i.e. awareness of organizational guidelines).
f. Identify and use appropriate techniques and strategies to deal with conflicting values. Develop alternative advocacy positions and examine universal consequences.
g. Create case examples and use appropriate processes to analyze ethical dilemmas that are suited to class experience or area of practice.
h. Teach techniques and strategies for value clarification and the development of ethical behaviors.

 Assessment (*may be put into student portfolio):

a. Contemporary educational practices.
b. The educational process of accessing an audience, identifying outcome goals, and designing educational experiences with interventions to fit specific audiences.
c. The development of a repertoire of contemporary teaching strategies and methods from which to select when designing an educational experience.
d. The diversity of personality, teaching and learning styles.
e. Gender issues, biases and other generalization towards a specific audience or group.
f. Assessment strategies and methods.

Skills and Abilities to:

a. Apply, model and teach what they have learned in the other substance areas.
b. Model and teach interpersonal skills, including communication, problem solving, parenting, stress management, and general life skills.
c. Demonstrate sensitivity to community concerns and the culturally specific audience they are teaching; as well as to the diversity within that audience.
d. Research a topic area and identify the relevant knowledge and skills to teach
e. Demonstrate a variety of teaching techniques and methods in an educational experience designed to teach specific knowledge and skills.
f. Assess the effectiveness of their teaching experience in order to determine if outcome goals and competencies were met.
g. Survey and become familiar with community resources and services.

Courses:

 Assessment (*may be put into student Portfolio):

a. Computer literacy skills including e-mail, basic work processing, internet, and library research.
b. Composition and writing skills (i.e. application of APA format, technical writing, proposal elements and grant writing formats).
c. General research and research methodology.
d. Family advocacy processes.
e. Relevant professional organizations and student associations.
f. Basic principles of appropriate professional grooming, dress, and behavior.

Skills and Abilities to:

a. Create a well researched, accurately documented, and publishable document that clearly presents ideas and data.
b. Formulate a research proposal.
c. Actively participate in relevant professional and/or student organizations and associations.
d. Apply principles of professional grooming , dress and behavior.
e. Represent the department well in academic, professional and community circles.