From its very beginnings over a century ago, the mission of Family and Consumer Sciences (FCS) has been to enhance the quality of life for Americans and their families. The discipline is dedicated to study those factors in the immediate human environment which affect the quality of life of family units. The mission of the Department of Family and Consumer Sciences at Central Washington University is to: 1. Discover and create new knowledge of those factors which enhance the quality of life for American families. 2. Preserve and transmit this knowledge to students majoring in family and consumer sciences, or its areas of specialization, which will allow them to be leaders in their fields, professions, and society. 3. Apply this knowledge to life experiences through public service.
The FCS department uses the university’s and college’s missions to guide the development and implementation of department programs. Each department program has produced a chart identifying the relationships between their program goals and the college and university goals.
While the FCS department has separate and distinct program goals for each content specialty area, the department also has some goals that are applicable for all program areas.
1. Goal: Continue to improve student centered learning and the quality of the curriculum within the department’s programs.
a. Increase access to and demonstration of technology in all program areas.
b. Improve student learning by increasing applied learning and service education opportunities.
c. Improve curriculum quality by working collaboratively with other departments.
d. Improve curriculum quality by working collaboratively with other postsecondary education institutions.
e. Broaden department programs to include the entire spectrum of human development.
f. Enhance student assessment practices.
g. Use assessment data and advisory committee input to strengthen programs.
h. Articulate department programs with other K-20 programs.
i. Clarify student outcomes and measurement of outcomes.
2. Goal: Facilitate cultural pluralism.
3. Goal: Provide instruction resources for faculty.
4. Goal: Support faculty and student scholarship and service.
5. Goal: Continue trend of increasing number, quality and diversity of students taking department courses.
6. Goal: Continue to improve the reputation and image of the department, the faculty and programs internally and externally.
7. Goal: Maintain and upgrade department facility.
8. Goal: Identify the role of and resources for graduate programs within the department.
9. Goal: Create and sustain a pleasant workplace. Each FCS program completes an end of year assessment report. The report indentified the progress made on program outcomes and also identified how the assessment information will be used to make program modifications.
The Department has been successful in obtaining instruction technology in the majority of the classrooms. The remaining classrooms are scheduled to get instruction technology this year. The department has conducted three successful position searches and has three new tenure track faculty. The department has an unfilled tenure track position and has not received administrative support for filling the position for the past five years. The department has made good progress in getting the 35 year old department space, classroom and office furnishings upgraded. The department has not been successful in getting the temperature control system upgraded. The department heating system is outdated. Heating units have caught fire. Heating is inconsistent and extremely noisy in some classrooms and offices. The building has no air conditioning. During the hot summer session staff and students have physically suffered from over exposure to excessive heat. Faculty retirements, replacement hires and the recent addition of faculty from Recreation and Tourism, and Business Education and Marketing programs have created a new mix of department resources and interests. The FCS department will use the next stages of strategic planning to identify and develop curriculum reorganization priorities.
1. The department has been reorganized to include Family and Consumer Sciences Education, Family Studies, Fashion Merchandising, Interiors, Recreation/Tourism, Business/Marketing Education and Leadership programs. The reorganization has improved faculty morale and aligned faculty and resources for enhanced program development and implementation. The reorganized faculty have demonstrated consensus and respect for the department standards for scholarship, teaching and service. Senior faculty are actively mentoring junior faculty and programs are working together to maximize the use of department resources. 2. Two long term faculty have retired and earned faculty emeritus status. Their new tenure track replacements joined the department in fall of 2007 and have brought new interests and new resources to the Family Studies and Recreation/Tourism programs. 3. The Fashion Merchandising (FM) tenure track position was vacant for two years. The position was filled in fall of 2007 by a faculty member with strong industry experience. The new faculty member is adding rigor and relevance to the FM program and has been succeeding in rebuilding the program. 4. Family Studies faculty have worked with student affairs staff to successfully obtain a CWU Sphere of Distinction for a shared Family Resource Center for 2007/2008. 5. The Family Studies graduate program has been restructured and recreated to include sociology faculty and students. The graduate program enhances the CWU Sphere of Distinction/Family Resource Center. The first cohort entered the program fall of 2007. 6. The FCS Education program has successfully partnered with five other institutions to develop and facilitate a shared, online graduate program through the Great Plains Interactive Distance Education Alliance (GPIDEA). The first CWU students entered the program in fall of 2007. 7. The Recreation/Tourism program has received university support for applying for national accreditation in 2007/2008 and for developing an exchange program with a Korean university for 2007/2009. 8. The department chair has provided campus leadership for developing and facilitating the American Democracy project and the Academic Service Learning Faculty Fellow program. The program is funded and recognized as a CWU Sphere of Distinction. 9. The department has received a verbal commitment of new funding support from the State Work Force Board and the OSPI for Career and Technical Education teacher preparation programs. The support has been written into the new five year Carl Perkins plan and goes into effect July 1, 2008. 10. The classrooms have had technology upgrades with the installation of “smart systems”. 15. The department and faculty offices, conference rooms, and staff lounge were re-carpeted. 16. The building was reroofed.
1. Identifying a core of department classes that will align department resources for delivering RT, FM, ID and FS programs 2. Restructuring the on campus FCS Education graduate program with three other Pacific Northwest universities 3. Obtaining NCFR accreditation for the Family Studies program 4. Developing a shared Interior Design program with Bellevue Community College 5. Increasing department access to computer labs
The department’s mission is compatible with the university’s mission. As FCS partners with students to “discover” and create new knowledge of those factors which enhance the quality of life for American families we work to apply knowledge to solve human and environment problems. The FCS discipline is dedicated to studying those factors in the immediate human environment which affect the quality of life of family units. As FCS students become engaged in applying their knowledge they prepare for responsible citizenship, responsible stewardship of the earth and for enlightened and productive lives.
The curriculum for every FCS program has been designed to align the programs with their national professional standards. Every FCS program has identified student learning outcomes and has assessed student learning. In areas where student learning has been deficient, faculty are making curriculum modifications to enhance student success. FCS Education Coherence. The design of our major reflects an integrated set of set of learning outcomes. The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions. Through our departmental approval process, all faculty members have an opportunity to influence program development. We stress a consistent set of syllabus elements within the department. Breadth. Our core course requirements represent all the major subfields of Family and Consumer Sciences. Depth. All major subfields of Family and Consumer Sciences are introduced in the required core courses of our major. Logical Sequencing. Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites. Our academic advisors direct students into logical sequences of courses. Synthesis of Learning. All senior majors take a capstone seminar course in their last quarter. The course brings together their undergraduate major through a portfolio review. Internships and service learning in applied settings are encouraged. Family Studies Coherence. The design of our major reflects an integrated set of student learning outcomes. The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions. Through our departmental approval process, all faculty members have an opportunity to influence program development. We stress a consistent set of syllabus elements within the program. Breadth. Our major and minor core course requirements represent all the major subfields and research skills of family studies. Depth. All major subfields of Family Studies are introduced in the required core courses of our major. Elective courses permit greater depth of study in areas of student interest. Logical Sequencing. Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites. Synthesis of Learning. All senior majors take a capstone seminar course in their last quarter. The course brings together their undergraduate major through a portfolio review. Student-faculty research is presented to regional and national professional meetings and at Central Washington University’s annual Symposium on university Research an Creative Expression (SOURCE). Fashion Merchandising Coherence. The design of our major reflects an integrated set of student learning outcomes. The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions. Through our departmental approval process, all faculty members have an opportunity to influence program development. We stress a consistent set of syllabus elements within the program. Breadth. Our major and minor core course requirements represent all the major subfields and research skills of fashion merchandising. Elective courses represent common specialty areas. Depth. All major subfields of Fashion Merchandising are introduced in the required core courses of our major. Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest. Logical Sequencing. Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites. Our academic advisors direct students into logical sequences of courses. Synthesis of Learning. All senior majors must complete an internship in their last year. The course brings together their undergraduate major through the application of knowledge in a field based experience. Recreation & Tourism Coherence. The design of our major reflects an integrated set of student learning outcomes. The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions. Through our departmental approval process, all faculty members have an opportunity to influence program development. Breadth. Our major and minor core course requirements represent all the major subfields and research skills of Recreation and Tourism. Elective courses represent common specialty areas. Depth. All major subfields of Recreation and Tourism are introduced in the required core courses of our major. Elective courses permit greater depth of study in areas of student interest. Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest. Logical Sequencing. Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites. Our academic advisors direct students into logical sequences of courses. Synthesis of Learning. All majors must complete an internship. The course brings together their undergraduate major through the application of knowledge in a field based experience. Student-faculty research is presented to regional or national professional meetings and at Central Washington University’s annual Symposium on university Research and Creative Expression (SOURCE). Interior Design Coherence. The design of our major reflects an integrated set of student learning outcomes. The coherence of our curriculum is addressed in department meetings, retreats, and planning sessions. Through our departmental approval process, all faculty members have an opportunity to influence program development. We stress a consistent set of syllabus elements within the program. Breadth. Our major and minor core courses represent all the major subfields and research skills of interior design. Depth. All major subfields of Interior Design are introduced in the core courses of our major. Elective courses permit greater depth of study in areas of student interest. Directed research and special topics classes encourage reading and data gathering in areas of mutual student-faculty interest. Logical Sequencing. Our course prerequisites direct students into a desirable sequence of courses. The online registration system recently has started enforcing these prerequisites. Our academic advisors direct students into logical sequences of courses. Synthesis of Learning. All majors take a capstone studio course in their last quarter. The course brings together their undergraduate major through a portfolio review. Internships and service learning in applied settings are encouraged.
FCS Education: Curricula are compared to current National Standards for Teachers of FCS. The instructor maintains currency by interacting with colleagues at other universities and by searching professional and organizational websites. The instructor also attends regional and national conferences on FCS and keeps current by reading professional journals related to teaching and research in FCS. The instructor engages in research relevant to the subject matter. Family Studies: Instructors use Student Evaluation of Instruction (SEOI) scores and written responses to measure student satisfaction with texts and course contents. Instructors compare course curricula to standards established by National Council on Family Relations (NCFR). Instructors maintain currency by interacting with colleagues at other universities and by searching professional and organizational websites. Instructors also attend regional and national conferences on teaching family studies and keep current by reading professional journals related to teaching and research in family studies. Finally, instructors engage in research relevant to their subject matter area. Fashion Merchandising: The current curriculum was designed to meet the Family and Consumer Sciences Textile and Apparel standards. There are no professional fashion industry standards published for higher education institutions. Recreation and Tourism: The Recreation and Tourism Management Program has maintained a curriculum that is consistent with the standards of the National Recreation and Parks Association and the American Alliance for Leisure and Recreation (NRPA/AALR), the national accrediting institution for the leisure services industry. A preliminary application for NRPA/AALR Accreditation has been completed. Interior Design: All curriculum for the personalized interior design major and minor has been updated and aligned with the Foundation for Interior Design Education and Research (FIDER), the National Kitchen and Bath Association (NKBA) as well as the National Standards for Family and Consumer Sciences Education.
FCS Education: 1. Instructor uses Academic Service learning when/where appropriate, group learning projects, cooperative and active learning exercises, the development of daily and unit lesson plans, field experiences, class discussions, and interviews as assessment of the student and program. Before graduation, students are required to create an electronic portfolio to be used in job interviews. Simulations, role play and authentic learning activities are utilized to facilitate student learning. 2. While parts of all classes require the use of Blackboard and the Internet, they are still thought of as the “traditional classroom” 3. Additional information is acquired through faculty peer-evaluations of instruction. Family Studies: 1. Instructors use Academic Service learning, group learning projects, cooperative and active learning exercises and original research projects. Before graduation, students are required to participate in the planning, development and implementation of a community –based family life education program or needs assessment. Class lectures are supplemented by use of online technology. Simulations, role play, and authentic learning activities are utilized to facilitate student learning. 2. Classroom instruction is supplemented through the use of BlackBoard technology and podcasting. 3. Additional information is acquired through faculty peer-evaluations of instruction. Fashion Merchandising: 1. The Fashion Merchandising program addresses the scholarship of teaching with collaborative research, inquiry-based learning, fluid experiences, class lectures, guided discussions and civic engagement projects. Supporting documentation is provided in the FM templates on learner outcomes and program goals. 2. Innovative instructional methods include using industry websites, web pages for student portfolios, field trips to industry sites and the fashion show production course. 3. In addition to SEOI evaluations, peer reviews, and self evaluations the industry placements of graduates are used to evaluate instruction effectiveness. 4. Five year history – Refer to Appendix Recreation and Tourism: 1. The Recreation and Tourism program utilizes internships, practicums, and service learning projects. Each student is required to complete 12 credit hours of RT 490 Cooperative Education or Internship and 6 credits of RT 292 Practicum experience. For each credit students are required to successfully complete 40 hours. (program total = 720 hours minimum) Academic Service Learning consistently occurs in RT 221/Fundamentals of RT, RT/488 Program Management, RT 431/Camp Administration, and in RT 471/Tourism Planning and Development. Students take responsibility for planning RT activities and events, research, and fundraising. Classic lecture is used in most classes along with discussion, guest speakers, exercises, role playing, cooperative learning, and group projects. Group interactive learning and presentations are used heavily. 2. Besides the above listed items, faculty in the RT Program actively use technology in the classroom (i.e. powerpoint, internet, DVD and video, and live presentations. Students gain exposure and instruction in use of the Internet, software programs, and other technology experiences such as Global Positioning Systems. Faculty regularly bring the profession to the classroom and also take students into the field for tours, professional presentations, and authentic learning experiences. The Program involves students in community service projects (competitions and activities for local youth and children, a spring event for the Ellensburg Adult Activity Center, the Morgan Middle School "Honors Camp," community development, and research and data collection. Majors and minors routinely serve as volunteer assistants with professional association conferences, boards, and workshops. 3. Peer evaluation of instruction Feedback from employers Student progress and performance in work, internships and other activities. Interior Design: 1. Almost all of the design courses require multi-media presentations. In addition, classes are structured to include a variety of lecture, individual hands-on work and team projects. Students are expected to take responsibility for their learning and contribute to the class in discussion groups and team assessment. Guest speakers and field trips are also an important asset to the program and occur several times each quarter. 2. Interior design classes use lecture, graphic examples to illustrate the work to be done and to achieve the outcome expected. Faculty use sample models of previous work, guest speakers who are proficient in a specific area being taught, class visits to furniture stores, interior materials stores, construction materials stores, construction sites, sample buildings and videos or movies to illustrate concepts being studied. In the Commercial and Residential Practicum class faculty have used examples of buildings that they have worked on in their private practice. In a past class, students were given the plans of a local school to use as the basis for their interior design projects. The class visited the building and the instructor explained to them the relationship between what students saw in a plan form and real life. This helped students to understand the space they would be working on with greater clarity. They could perceive the structure as it really was, aiding them to decide which were the best space planning and interior design choices for the problem that they were to resolve. 3. In addition to SEOI evaluations, peer review, portfolio assessments by industry experts and the industry placement of graduates are used to evaluate instruction effectiveness. 4. Five year history – Refer to Appendix
Department faculty assumed responsibility for conducting program assessments and for modifying programs to address deficiencies. Each program area completed an assessment report that was distributed to the department chair and college dean.
The faculty and department chair review assessment results to revise courses, reappoint faculty assignments and recognize faculty productivity. Each FCS program area completed a program assessment report and produced written strategies for addressing program weaknesses in 08-09. The department chair reviewed program assessment results and is supporting program revision actions. Some courses are being revised and some programs are developing new courses. The department has also used the various program review results to create a new department core and reduce course duplication.
The only department course currently being used as a general education course is Human Sexuality and FCSF 337. Family Studies General Education If the department has courses within the university’s general education programs, describe the assessment procedures used to assess student progress toward relevant General education student learning goals. 1. discuss aspects of human sexuality (assessed through in-class participation and online video discussions); General Education Goal 5: Students will develop an appreciation of the breadth and depth of humanistic knowledge 2. describe the ways in which gender socialization affects sexuality (assessed through in-class participation, online video discussions, exams, and research paper); General Education Goal 2: Students will respect diversity of background, experience and belief, and will value the different perspectives that this diversity brings 3. identify current factual information about human sexuality (assessed through examinations); General Education Goal 5: Students will develop an appreciation of the breadth and depth of humanistic knowledge 4. define their own philosophy of sexual behavior (assessed through reaction paper to self-evaluation and final writing assignment); General Education Goal 2: Students will respect diversity of background, experience and belief, and will value the different perspectives that this diversity brings 5. explain the functioning of male and female sexual systems as they relate to reproduction, and sexual expression (assessed through in-class participation and examinations); General Education Goal 5: Students will develop an appreciation of the breadth and depth of humanistic knowledge 6. identify major contraceptives and be able to evaluate their use, effectiveness, and side effects (assessed through in-class participation and examinations); General Education Goal 5: Students will develop an appreciation of the breadth and depth of humanistic knowledge 7. explain past and present attitudes toward sexuality (assessed through in-class participation and examinations); General Education Goal 2: Students will respect diversity of background, experience and belief, and will value the different perspectives that this diversity brings 8. critique current research on human sexuality (assessed through in-class participation, examinations, and sexuality research paper); General Education Goal 3: Students will achieve fluency in reading, writing, oral communication and information technology. General Education Goal 9: Students will develop a disposition to ask incisive and insightful questions 9. explain the prevention, transmission, and treatment of sexually transmitted infections (including HIV) (assessed through in-class participation and examinations); General Education Goal 5: Students will develop an appreciation of the breadth and depth of humanistic knowledge 10. identify the difference between consensual sexual behavior and sexual assault/violence in all forms (assessed through in-class participation, final writing assignment, and examinations); General Education Goal 9: Students will develop a disposition to ask incisive and insightful questions 11. execute responsible sexual decision-making based on facts and critical thinking (assessed through in-class participation and final writing assignment); and General Education Goal 4: Students will master the basic principles of logical, mathematical, and scientific reasoning. 12. discuss cross-cultural views and practices of human sexuality (assessed through in-class participation and examinations). General Education Goal 2: Students will respect diversity of background, experience and belief, and will value the different perspectives that this diversity brings 2. If the department incorporates general education student learning goals into assessment of students in the major, describe the assessment results.
The department has not incorporated general education learning goals into the assessments of students in the major. The Central Washington University general education program has been going through a revision process for the past 3 years. The new general education program goals will be incorporated into the department programs in 08-09. Department programs also plan to develop new general education course proposals in 08-09.
The FCS department is in the process of designing new and/or revising graduate programs in Family Studies, Family Consumer Science Education and Career and Technical Education. The new graduate programs will be developed to align with the university missions and goals of graduate programs.
The Graduate program, at the Master’s level for Family and Consumer Sciences provides an opportunity for students to concentrate in advanced studies related to the field. The goal of the program is to prepare persons for further graduate study; or as professionals in, or consultants to, business, industry, and government. There are required core classes as well as specialization requirements for a total of 45 credits. The family and consumer sciences educator graduate program completer will: 1. Explore recent trends and issues in Family and Consumer Sciences education. Analyze professional competencies for beginning FCS educators. 2. Use steps of FCS curriculum development, or in specific program areas, that allow teachers and administrators to plan for program needs in the school or school district. 3. Conduct research on issues and historical perspectives in vocational family and consumer sciences to serve as a basis for curriculum change, program development and professional growth. A graduate in the Master’s Family Studies Program will meet similar outcomes as that of the undergraduate program but at an advanced level. 1. Demonstrate the ability to develop and maintain healthy growth and development of individuals and families through the development of family life education programs. 2. Demonstrate an ability to strengthen family systems by managing crisis situation, managing resources, and identifying and understanding family interactions. 3. Be knowledgeable in the promotion and maintenance of healthy sexual interpersonal relationships by developing lesson plans and presenting a program to the community. 4. Advocate positive parent-child relationships by developing and implementing a parenting program for the community. 5. Demonstrate the ability to view the family within the larger society and promote ethical behavior through cooperative learning and presenting programs to community groups. 6. Demonstrate an ability to utilize Family Life Education programs for diverse populations.
Family and Consumer Sciences Education While numerous classes are offered on-line in the department, there is only one that FCS Ed is responsible for. That is OCED 410. Family Studies There are currently three Family Studies classes offered asynchronously (online) during the summer: FCSF234, Introduction to Family Studies; FSCF333, Culture and Marriage, and FCSF337, Human Sexuality. More online classes are being planned for the summer 2008 so students can continue to enroll in classes while completing internships in other parts of the state or other parts of the country. Beginning Fall 07, FCSF337 (Human Sexuality), is also offered online during the regular academic cycle. We do not offer any distance family studies classes synchronously. Fashion Merchandising Synchronous and online distance education technology is used to deliver two courses to place-bound learners. Students use industry web sites and create web pages for their portfolios. Recreation & Tourism The majority of RT courses utilize Blackboard as an enhancement in order to provide students with materials for class, as well as other items such as “noteaids,” readings, and links to additional resources. Additionally some courses use Blackboard in order to assess learning through quizzes. Interior Design The interiors program uses the synchronous K-20 network and six online classes to deliver the program courses. The online classes are offered in the summer. Currently, the Department is offering limited Interior Design and Family Studies courses online as a part of the summer school program. During 08-09 UNIV 309 and FCSG 509 will be delivered as web-based courses. Additional department resources are needed to offer more interactive video and web-based courses.
Family Studies Exclusive online offering - all on Blackboard: • FCSF 337- Human Sexuality (many students from CWU centers enrolled in this course.) • FCSF 234 – Introduction to Family Studies (Su only) • FCSF/Anth 333 – Culture and Marriage (Su only) Resident course with some Blackboard component • FCSF 337 – Human Sexuality • FCSF 433 – Family Life Education • FCSF 336 – Parenthood Education • FCSF 334 – Family Problems and Mediation • FCSF 234 – Introduction to Family Studies • FCSF 439 – Families and Public Policy • FCSF 405 – Exit Assessment Fashion Merchandising In first year of tenure-track position and have no knowledge of Blackboard being used last year in any Fashion Merchandising courses taught by adjuncts. Average grades for Intro to Family Studies during Winter 07, Sp 07 and F07 are as follows: Class Quarter Enrollment Course Average Delivery FCSF 234 W07 29 .7937 F2F FCSF 234 SP07 24 .7647 F2F FCSF 234 SU07 10 .7747 online Fashion Merchandising In first year of tenure-track position therefore have no data for distance education. Recreation and Tourism The majority of RT courses utilize Blackboard as an enhancement in order to provide students with materials for class, as well as other items such as “noteaids,” readings, and links to additional resources. Additionally some courses use Blackboard in order to assess learning through quizzes. Field based courses such as RT 490 use Blackboard, email, the Internet in order to communicate and provide students with needed materials for the course. Interior Design The interiors program uses the synchronous K-20 network and six online classes to deliver the program courses. The online classes are offered in the summer.
FCS Education While numerous classes are offered on-line in the department, there is only ONE that FCS ED is responsible for. That is OCED 410. Family Studies Because online instruction is relatively recent in the Family Studies program, limited data are available. However a review of one class (Intro to Family Studies), suggests that student outcomes using F2F instruction compared to online instruction are relatively similar. Of course, online enrollment during the summer is significantly less that F2F classes taught during the regular academic year, so any comparisons made between the two delivery modes may be meaningless Place bound students prefer distance education classes. Campus based students prefer face-to-face instruction.
Family Studies offers an upper division general education class on line for center students.The department only has 1 to 2 courses per year that are delivered at a Central Washington University center. Faculty use a combination of center delivery and residential campus delivery to ensure course quality and student support services. The learning standards, resources, academic standards and student outcomes are consistent for course content delivered via a center and the residential campus.
FCS Education Office hours are posted on office doors. Faculty try to accommodate students with both morning and afternoon hours. Faculty also have an open door policy. Family Studies In order to declare a specialization in Family Studies, students must have completed FCSG 205, ENG 101 and ENG 102. Students may be admitted as a pre-major until all those requirements are satisfied. All family studies students are expected to meet with an advisor each quarter prior to registration. Advising files are maintained in FS faculty offices. New student advising involves career and academic advising, including the development of a four year program of study. FS advising documents are included in the appendix. Fashion Merchandising The new FM tenure track faculty member provides eight office hours for student advising each week. Recreation and Tourism The RT faculty provide a minimum of 13 hours of advising service per week. Interior Design The ID faculty members provide five office hours for student advising each week.
The department lead faculty members for the curriculum area compares the transfer course description and transfer course syllabus to the CWU course description and course syllabus.
FCS Education The Family and Consumer Sciences Education program recruits at annual FCCLA, state professional association activities and at CWU major fairs. Family Studies The Family Studies program utilizes both print and online materials to recruit students internally and externally. Program brochures are available in the department and posters to recruit students across campus are in the process of being posted. We are preparing to apply for approval as a Certified Family Life Education program offered by the National Council on Family Relations. Upon approval, all print and web materials will be updated with appropriate symbols and links to the NCFR website. Faculty regularly present at Washington State Family and Consumer Sciences Educators conference. This is an ideal opportunity to reach professionals who are in a position to directly recruit incoming college students to the department. Fashion Merchandising Student recruitment is conducted through our current website that includes program information, course information, employment opportunities for merchandising majors, admission policies and links to the Fashion Merchandising contact and various forms. The Fashion Merchandising brochure is used to recruit students which are available outside the Family and Consumer Sciences main office at all times, at open houses, major fairs and through the mail by request. The quarterly Departmental Open House held in the Student Union Building for future Central Washington University freshmen and transfer students. This is an opportunity for the Fashion Merchandising professor and her students to represent the major, answer any questions and recruit future majors and minors. The Winter Majors Fair is a critical opportunity to ensure that every undeclared student at Central Washington University has help with selecting a major. The Fashion Merchandising professor is on hand to offer information and advisement about the Fashion Merchandising major and minor program. The Fashion Club is another interactive way to recruit students. The club advisor is actively involved in the club and attends most events which is a great opportunity for student outreach. The club advisor is also the Fashion Merchandising program coordinator and advisor therefore Fashion Club activities are a great way to tap the otherwise unavailable range of students throughout the university community. Recreation and Tourism 1. We have a program brochure which we pass out to students at various fairs held on campus and also off campus. These types of events usually involve a FCS or RT table or booth with a display. 2. Word of Mouth has been one of the most successful methods. This is informal and percolates from students already admitted into the RT Program. 3. RT 201 Introduction to Recreation and Tourism is required prior to admission to the major. Many students register for RT 201 as undeclared majors and through taking this course decide to apply to be either a Recreation Management or Tourism Management major. 4. The FCS web site including RT has recently been updated. 5. CWU has individuals who actively recruit students. The RT program is included in these efforts 6. Faculty regularly attend professional conferences and promote the program to leaders in the field how often are sought for career advice. 7. Faculty make presentations to orientation and Univ 101 courses on a regular basis. 8. Interns gain exposure for the RT Program with the employers and other employees at placement sites. 9. Dr. Cohen is a member of the Higher Education Recreation Committee of the Washington Recreation and Park Association. Interior Design The Interior Design program recruits at CWU major fairs.
Family Studies Given the nature of family studies content, students often disclose interpersonal related concerns to faculty. Faculty members in Family Studies are knowledgeable about the campus and community based resources and routinely make referrals to services such as the Counseling Center, Sexual Assault Resource Coordinator, and other student services. When observing academic skill needs, students are guided towards other campus based services such as the Writing Center. Faculty are attuned to the needs of the students and are committed to ensuring that they are connected with the services on campus that will help to support their academic success in Family Studies courses. Fashion Merchandising In first year of tenure-track position therefore there is no history as of yet for remedial and support services. FCSE, ID and RT students are referred to the writing center or are encouraged to take elective courses that increase their proficiency.
FCS Education CWU FCSEA has a Student Unit group of WAFCS. The group/club meets on a twice monthly basis. Family Studies The purpose of the Family Studies Club is to assist in successfully integrating Central Washington University Family Studies students in making a difference in the Ellensburg Community (FS Club Constitution). Its goals are to help the community as a whole, to help bridge the community and campus gap, to contribute to community development, to facilitate professional development for majors and the campus at large (FS Club Constitution). Fashion Merchandising The FM program has a student club which has met on a weekly basis for fall quarter 2007. The FM majors take an annual field trip to an industry market in Las Vegas during winter quarter. Recreation and Tourism RT students attend an annual professional conference with faculty and participate in their program club activities. RT students are also required to participate in and contribute to community events in Kittitas County. County community programs heavily rely on RT faculty and students for successfully delivering community services. Provided services range from activities for pre-schoolers to activities for senior citizens. Interior Design The ID program has a student club which meets on a regular basis. The ID majors take a field trip to an industry market in New York during winter quarter.
FCS Education • June 2007; FCS student placed in the top 10% of Student Teachers for CWU • 2007-2008 Director of Communications and Historian for the WAFCS Student Unit Group • 2006-2007 State President and Treasurer for the WAFCS Student Unit Group • 2005-2006 State Vice President and Secretary for the WAFCS Student Unit Group • 2004-2005 Director of Communications and Historian for the WAFCS Student Unit Group • 2003-2004 State President and Treasurer for the WAFCS Student Unit Group Family Studies Records have not been maintained regarding professional placement or graduate school enrollment. Spring 2007 – Tabitha Snyder presented at SOURCE – The relationship between childcare and nontraditional students’ academic and social integration Fashion Merchandising The FM tenure track position was vacant for the past two years. Part time lecturers delivered courses, but no records of student accomplishments were maintained. The faculty member having access to student accomplishments for 2003 to 2005 left the university. Recreation and Tourism • Marketing Coordinator Holland America Line • Tourism Development Yakima Valley Visitor and Convention Bureau • Sales Director or Manager Hilton Hotels and Holiday Inn Express • Program Coordinator Summit at Snoqualmie • Recreation Director Sun Mountain Lodge • Events Coordinator Salish Lodge • Assistant Manager Australian Youth Hostels • Operation Supervisors (3 graduates) Gray Line of Alaska • Front Office Lead Suncadia • Catering Manager Cave B Inn Interior Design Student design work has been submitted to the National Kitchen and Bath Association. Student work has received positive evaluations, with one CWU student earning the second highest score in the nation on her kitchen design. Design students have also been involved in providing design services for the majority of new campus construction projects and remodel projects.
FCSE, ID and RT – Faculty notify students of job opportunities provided by employers and provide student recommendations. Family Studies The Family Studies program does not offer formal career placement services, however, students are encouraged to take advantage of relevant programs offered by Career Services. In FCSG 205 (Entry Assessment, required for declaration of Family Studies major), a career counselor is invited to the class to provide instruction on resume development. This is followed up in FCSF 405 (Exit Assessment) when students are required to meet one-on-one with a career counselor to review, edit, and revise their resume. Juniors and Seniors are encouraged, in classes and informally through academic advising, to participate in Career Day and to participate in the mock interviews in order to be better prepared for the job search. Fashion Merchandising In first year of tenure-track position therefore there is no history as of yet although in the Winter 2008 Internship Planning course (FCSA 379) it is planned to work with career services to advise students on potential employers.
See answers to Section 3 E. Family Studies The development of the Family Resource Center (FRC) will continue to be a critical component to the services and opportunities afforded to both graduate and undergraduate students in Family Studies. One example of the effectiveness of this opportunity took place during the fall of 2007. Students in the capstone Family Life Education (FCSF433) course engaged in a service learning project with the FRC. They conducted a community wide needs assessment to inform the direction of the FRC. These students reported that it was one of the most relevant experiences of their education because they were able to see first-hand what types of services were available to support children and families in the Ellensburg and Kittitas County community. They also gained a solid knowledge base of how their education could be applied through employment in a host of different agencies and services that serve families and children. Fashion Merchandising In first year of tenure-track position therefore there is no extended history for student programs and services. As of September 2007 there has been a significant increase in student advising with letters and e-mails being sent to all Fashion Merchandising students informing them of their new advisor and requesting them to make an appointment. There has also been a significant increase in student pre-majors which is reflective of the new professor and updated course materials to coincide with industry information.
The FCS department has nine tenure track faculty and 105 credits of part time faculty staffing per year. The department may have difficulty retaining the interior design program if a tenure track faculty position is not assigned to it. The department will also have problems maintaining the FCSE and FS graduate programs without state support.
The FCS department provides professional development travel support for all tenure track faculty. Peer evaluation and SEOI evaluation results are used as a basis for developing annual professional growth plans.
Faculty handbook to be provided.
The FCS department maintain a 45-credit credit workload assignment for all tenure track faculty. First year tenure track faculty teach 32 to 33 workload units. Second year tenure track faculty teach 36 workload units. Leas curriculum faculty receive three workload units for serving as program managers and teach 33 workload units. All tenure track faculty are expected to use nine workload units per year for scholarship and service. Reorganizing existing department programs and developing new department programs is very time intensive and reduces faculty time availability for research and scholarship. The department currently has to prioritize program reorganization and development over scholarship productivity. Scholarship productivity will be of little value if we do not have rigorous and relevant programs.
The department chair reviews all SEOIS and peer evaluations and uses the information to facilitate professional growth plans, staff development and teaching assignments.
The FCS department has adequate faculty resources for basic programs except for interior design. Faculty from Business and Industry backgrounds have little experience in conducting scholarship but do provide excellent curriculum relevancy. The Recreation and Tourism program would like to increase faculty resources and add an international program component. The Family Studies program is offering a new graduate degree and would like additional staff resources to maintain the integrity of the two levels of programs.
Data provided by Instructional Research and other appropriate offices.
FCS Education There are two specific journals requested for Family and Consumer Sciences Education at the library. They are: The Journal of Family and Consumer Sciences and The Research Journal of Family and Consumer Sciences. Both journals are used for research by FCSE students. All students are required to complete assignments that support the use of these and other journals that pertain to issues of the family and/or the consumer. Students are expected to be able to read, critique, and use referred journals in all courses. Specific assignments require that students understand reliable resources, how to find them on-line, and how to reference them appropriately. Family Studies Reasonable library resources are available to students and faculty for family studies related topics. Access to other libraries through SUMMUT and ILLiad as well as online databases in family studies, education, sociology, psychology, etc. provide additional resources for our students. More current resources could be added in the area of sexuality education and parenting education. Fashion Merchandising The new faculty member has not assessed the library resources for FM. The faculty member came from industry and brought industry resources to CWU. Recreation and Tourism The CWU library has limited physical resources for the RT discipline on campus. With access through Interlibrary Loan, Summit Catalog, and other on line resources, the scope of library resources increases. One thing that is very critical is the fact that the CWU library does not carry any RT academic journals such as JPRA. Interior Design The ID program relies heavily on industry resources to meet its education and research objective.
FCS Education There are two specific journals requested for Family and Consumer Sciences Education at the library. They are: The Journal of Family and Consumer Sciences and The Research Journal of Family and Consumer Sciences. Both journals are used for research by FCSE students. All students are required to complete assignments that support the use of these and other journals that pertain to issues of the family and/or the consumer. Students are expected to be able to read, critique, and use referred journals in all courses. Specific assignments require that students understand reliable resources, how to find them on-line, and how to reference them appropriately. Family Studies Reasonable library resources are available to students and faculty for family studies related topics. Access to other libraries through SUMMUT and ILLiad as well as online databases in family studies, education, sociology, psychology, etc. provide additional resources for our students. More current resources could be added in the area of sexuality education and parenting education. Fashion Merchandising The new faculty member has not assessed the library resources for FM. The faculty member came from industry and brought industry resources to CWU. Recreation and Tourism The CWU library has limited physical resources for the RT discipline on campus. With access through Interlibrary Loan, Summit Catalog, and other on line resources, the scope of library resources increases. One thing that is very critical is the fact that the CWU library does not carry any RT academic journals such as JPRA. Interior Design The ID program relies heavily on industry resources to meet its education and research objective.
Faculty request library resources that they need to support their programs. Faculty also review and prioritize resources that the library is considering for acquisition.
The department does not maintain its own library of books, journals or similar material.
The FCS department is managed by the department chairperson. The department chairperson meets with faculty, at least twice per quarter, to facilitate department business. Staff members are asked to contribute agenda items. At staff meetings, each department committee gives a report and/or makes recommendations for department action. All staff members have an opportunity to give input into department decisions through staff meetings, committee meetings or through consultation with the chairperson. Minutes are recorded for all staff meetings and are distributed to staff for formal adoption.
The department chair responsibilities and the committee responsibilities are published in the department handbook. The department handbook is distributed to all faculty. Copies of the department chair and committee responsibilities are provided.
Faculty are given multiple opportunities to participate in university governance. Faculty involvement level is their choice.
The department has been underfunded for its productivity level. The department has used the continuing education services and structure to help fund programs. The department has an unfunded tenure track line and has not received administrative support for filling the position.
The department has an active summer school program which generates support for faculty professional development ($500 per TT). The department students run a curriculum based, snack service that generates approximately $15,000 per year. The profit is used to support student activities and student priorities. The department chair has been successful in bringing in over 4 million dollars of external funding to the university. The department chair and faculty have been successful in establishing 2 Spheres of Distinction which receive base funding from the president’s office.
A. Describe facilities available to department 1. Room Assignment – Michaelsen hall has been used for delivering FCS programs for 35 years. The large classrooms can easily be arranged to facilitate a variety of learning activities and provide adequate storage for curriculum materials. With the exception of Recreation/Tourism, all of the department programs have an adequate facility space. The FCS department has recommended to CWU administration that the Recreation/Tourism be reassigned from Michaelsen 204 to Michaelsen 108. The room transfer decision is pending. 2. Faculty Offices – With the exception of Recreation/Tourism, each tenure track faculty member has a private office located in close proximity to their primary classroom. Recreation/Tourism faculty offices are located on the first floor and their classroom is on the second floor. The Recreation/Tourism office location decision is pending. 3. Department Office – The department office is conveniently located on the first floor, near the main entrance. The office is easily accessible to staff and students and adequate in size for conducting department business. 4. Conference Rooms – The department has a large conference room and a small conference room that are popular spaces for department and extended campus meetings. 5. Staff Lounge – The department has a staff lounge that was recently refurnished by the department chair and service learning students. 6. Climate Control – The department heating system is outdated. Heating units have caught on fire. Heating is inconsistent and extremely noisy in some classrooms and offices. Some classrooms and conference rooms are so cold that participants using the space keep their coats on. Michaelsen Hall has no air conditioning. During the hot summer session staff and students have physically suffered from over exposure to excessive heat. 7. Storage Cabinets – The department has adequate storage space but the 35 year old sliding cupboard doors are in various stages of usability. The department has requested new cabinet doors to replace the sliders (request is pending).
1. The department has no equipment budget for purchasing or updating lab equipment for the fashion and interiors programs. Textiles testing equipment and interiors equipment were transferred to the FCS department when the other CWU departments were ready to dispose of it. 2. Student lab fees are used to maintain existing equipment.
1. Classroom technology – all but two of program classrooms have “smart classroom” instructional delivery systems. The last two classrooms are scheduled to get “smart classroom” systems this year. All classrooms have internet access. 2. Faculty offices – all tenure track faculty have new or upgraded computers and printers. 3. Michaelsen Hall is wireless.
Staff and faculty have identified facility needs. The facility needs have been forwarded to the Dean and Provost’s office. The department expects to have facility needs addressed by September 1, 2008.
Family Studies The Family Studies program adheres to the National Council on Family Relations Ethical Principles and Guidelines for Family Scientists. The ethical guidelines are formally introduced in FCSF 405, but are addressed informally in other major classes such as Introduction to Family Studies, Family Problems and Mediation and Parenthood Education. A copy of the guidelines are attached to this document and are also available at: http://ncfr.org/pdf/governance/NCFR_Ethical_Guidelines.pdf Fashion Merchandising There are no statements of professional ethics at this time for the Fashion Merchandising program.
The department faculty discuss policies related to integrity as a group and reach consensus on policy formation and implementation.