The committee agreed that the following provided a means for us to assess graduate students.
Synthesis, as well as, written and oral communication skills are evident as a result of the process of completing a seminar paper or thesis.
Problem solving abilities are also evident as students identify a problem and how it might be resolved. This is presented in the seminar paper or thesis.
In addition to the above, information from Institutional Research and advisors provides data about graduate programs. Employment of program graduates and presentation of scholarly work are also indicators of success.
3. Detail how you are analyzing the data and diagnosing strengths and weaknesses.
4. What evidence (assessment data) have you gathered indicating that you are accomplishing your goals? What evidence indicates that they are not being fully accomplished?
EXTERNAL ASSESSMENT:
Advisory Boards: This spring when we met with our advisory boards a primary agenda item was portfolios. Faculty in individual program areas had advisory board members review student work and make comments about the type of pieces which should be in portfolios and how they would evaluate student work. The only exception to this was Early Childhood Education. Because the Early Childhood curriculum was undergoing significant changes to meet the new 1998 State Standards for Teacher Licensure, these standards and how they impact the new curriculum were discussed. We also requested advisory board members to review a portfolio evaluation instrument which faculty had designed. This instrument will be discussed under the portfolio section
Alumni Surveys: Working with Institutional Research, the University alumni questionnaires were modified to include the knowledge base outcomes for specialized programs and other questions that would help us to assess end of program outcomes. The first survey using the new form occurred during the 1997-98 academic year which surveyed the class of 1996. Using a scale of 1 to 5, with 5 high and 1 low, respondents were asked to rate the importance of on the job use and of educational preparedness for the knowledge base outcome. A summary of the data analysis for each program area participating in the survey can be found in Appendix A. (Dietetics did not participate in the survey because a comprehensive survey was completed in 1995 required by the American Dietetics Association.) Institutional Research provided summary results for only two programs. In the future they will provide this summary for all programs. The sample size for each program area is small but the data provide a base and suggest trends.
As an example, the survey results for Family Studies provides evidence the curriculum has strengths relative to some knowledge base outcomes and program preparation, such as "serving as a client advocate." But there are areas where there are significant differences between importance of on the job use and program preparednss, such as "providing staff training and performing CHNKINK
1998 Assessment Report
School of Human and Consumer Sciences
Introduction
The School of Human and Consumer Sciences is composed of four program areas which are Child and Family Studies, Food and Nutrition, Interior Design, and Retail Merchandising. Child and Family Studies and Food and Nutrition also have graduate programs. Faculty in each specialized program are involved in the assessment process and submitted a report to the Director describing assessment activities for 1997-98. This is a summary report for the School of Human and Consumer Sciences developed from the specialized program reports, citing examples of the various program activities. The report includes a brief overview of the School’s assessment plan and then provides a summary response to each question 2 through 6.
Overview
We continue to use advisory boards, accreditations, qualifying exams and alumni surveys for program evaluation. The development of a formal outcome assessment plan continues to help us more clearly define the end of program outcomes and to use the many assessment techniques in a more organized manner. The end of program knowledge outcomes also enable us to more clearly identify course content. This year, institutional research included these knowledge base outcomes as part of their survey instrument so we have begun to assess how well our graduates perceive they have achieved these outcomes. In addition, we have moved into the portfolio phase of our assessment plan.
1. What are your unit’s goals for student learning? Indicate how your goals were developed and who was involved. Have they been modified based on last year’s report?
The following are the goals (end of program objectives) for the outcome assessment plan for the School of Human and Consumer Sciences. The end of program objectives listed below were reviewed by advisory board members at the 1996 meeting, and recommendations for enhancements were made by members. These recommendations were incorporated into the outcomes which were described in the 1997 assessment report. There have been no modifications to these outcomes in 1998.
1. Students will develop a knowledge base and the ability to acquire information in human and consumer sciences and in the specific program areas.
2. Students will demonstrate the ability to communicate effectively using oral, written, and/or graphic and other technological methods, including the internet.
3. Students will synthesize creative and conceptual solutions to problems utilizing the knowledge base acquired in human and consumer sciences and specific program areas.
4. Students will develop professional attitudes and behaviors including the attitude of lifelong learning and advocacy for both the profession and clients.
5. Students will develop an ability to evaluate programs and client needs and progress and demonstrate an evaluative attitude toward their experiences both classroom and experiential.
6. In addition, graduate students will demonstrate advanced analytical skills and knowledge needed for diagnostic, administrative, or research endeavors.
2. How did you assess student learning? What testing instruments, methods and processes did you use to collect assessment data? Have these assessment activities been modified since last year?
How we assess undergraduate student learning has not changed since last year. The methods we use will be listed as questions 3 and 4 are addressed.
This year the graduate committee met to discuss graduate student aadministrative tasks." This fall a task of the faculty will be to carefully begin to examine the data relative to how we may begin to modify the curriculum. However, since there were only 6 to 10 respondents for each program area, we need to be careful and build a data base before significant changes are made.
Accreditations: This spring a site visit was completed for accreditation from the American Association of Family and Consumer Sciences. The team provided their recommendations orally prior to leaving campus. These were generally positive. A written report will be submitted by the team for our review and a final decision regarding our accreditation will be made in October. This self-study provided us with a clear direction for how we will integrate the Family and Consumer Science knowledge base into our curriculum.
Qualifying Exams: In programs where there are qualifying exams the pass rate is evidence of a quality program. These programs are dietetics, interior design and family and consumer science education, early childhood education and early childhood/primary education. Presently the only scores which are reported to faculty are Family and Consumer Science Education and dietetics. The one student for Family and Consumer Sciences successfully completed the National Teachers Exam.
When scores are received from American Dietetics Association (ADA) these are reviewed relative to the three areas that are tested. The following is the data for the pass rate for the Registration Examination for Registered Dietitians.
Test Date Sitting for Exam Passing Exam
4/97 2 2
10/97 10 10
4/98 3 2*
*This marks the first time since 10/92 that we have not had a 100% pass rate on the exam.
Internship Evaluations: Internship preceptor evaluations are reviewed yearly by faculty to determine if there are patterns which indicate strengths and weaknesses. Preceptor evaluations continue to be strong. Preceptors are
requested to rate descriptors on a 5 point scale, with 5 high and 1 low (Retail Merchandising uses a somewhat different rating scale). Since each program area is somewhat different, a summary for each program area is in Appendix B. Based on the data from internship preceptor evaluations there are not strong indicators to make significant program changes.
INTERNAL ASSESSMENT
Evaluation for Mastery of Course Objectives: Tests, exams, projects, case studies, scholarly or technical papers, journals, oral presentations and self-evaluations are all used as methods to assess student learning. In many courses students are required to earn a C or better to continue their course work.
Portfolios: Faculty in individual program areas reviewed the pieces students placed into their portfolios to assess outcomes. This process brought several things to our attention for how we might improve the process. One item was to design an instrument to be used for evaluating portfolios. Also, we discovered the need to more clearly define and to communicate to our students the process and pieces which faculty want to review to assess student work. We also need to stress with our students the difference between entry level job portfolios and the program assessment portfolio.
As mentioned earlier in the report, faculty developed an evaluation matrix to
use when reviewing portfolios. We asked advisory board members to review the metrix and provide input. The metrix in Appendix C is a result of input from both faculty and advisory board members (to establish validity). This matrix will be tested this summer, with three faculty evaluating portfolios to establish reliability. Note the matrix evaluation criteria are based on end of program objectives.
As mentioned above we also discovered the need to more clearly define and to communicate to our students the process and pieces which faculty want to review to assess student work. To meet this need, Interior Design developed an information sheet to give students enrolled in HCID 299. This information sheet outlines the assessment plan and the assessment objectives. (Appendix D) This provides students with the process, the phases and courses where student progress will be assessed. The School Director shared the Interior Design Assessment Plan information sheet for students with faculty from other program areas. Faculty thought it was an excellent idea, and could be developed for their respective programs.
What the faculty have learned about the portfolio process is the need to tell our students what our end of program objectives (goals) are, how we will measure if the student is meeting these objectives and what pieces should be in this portfolio as end products. The portfolio will be the best method to begin to assess student progress through the program. Alumni surveys reveal the best means to determine if we are meeting these end of program objectives and the balance of what we are teaching to importance on the job.
Other:
Improved placement rate for the competitive post-baccalaureate internship placements for dietetics. The statistics are as follows: In 1997 of 13 seniors 12 (92%) were placed; in 1996 of 12 seniors 8 (67%) were placed and in 1995 of 10 seniors 6 (60%) were placed. The data for 1998 is 10 of 14 (71%) of Ohio University seniors were placed and 3 of 3 (100%) of alumni were placed. The overall national percentage for placement in 1998 is 76% as compared to 73% in 1997. This is a very competitive process, and many hospitals are now limiting the number of internships or have eliminated the post-baccalaureate internship for dietetics.
An interior design student received second place in the Regional Internationsl Interior Design Association (IIDA) Design Competition for her design project. Another interior design student was accepted into the Steelcase Summer Institute, after a highly competitive national selection process.
5. What improvements or enhancements have been implemented based on your assessment activity? How are you using information from your answer to question #3 to improve your program?
The results of the alumni survey were not available until spring quarter, but as mentioned earlier, the data will be analyzed to determine where the curriculum may need to be modified.
We will continue to better define the pieces which should be included in the assessment portfolio. Each year it becomes more evident that our students must be aware of the School’s assessment plan. This will be stressed and outlined in greater detail in the professional development courses (299 Series) as well as the need for students to be participants in this process. We will also participate in activities to validate the portfolio evaluation instrument.
6. What changes do you recommend for your unit in the future: (a) in academic program/curriculum, and (b) in your school’s assessment process (goals, objectives, methods)?
During the inter-session we plan to invite a consultant to review the portfolio process we have implemented.
Appendix B
Preceptor Evaluation Data
Appendix A
Alumni Survey
Appendix C
Evaluation Matrix
Appendix D
Interior Design Assessment Plan
s we have implemented.
Appendix A
Preceptor Evaluation Data
Appendix B
Alumni Survey
Appendix C
Evaluation Rubric
Appendix D
Interior Design Assessment
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following provided a means for us to assess graduate students.
Synthesis, as well as, written and oral communication skills are evident as a result of the process of completing a seminar paper or thesis.
Problem solving abilities are also evident as students identify a problem and how it might be resolved. This is presented in the seminar paper or thesis.
In addition to the above, informa