Data Based Decisions
2021-2022
Program Objectives
Disciplinary Knowledge
- Students will demonstrate through coursework projects that they can integrate their knowledge with developed skills that are related to the FCSE content areas.
- Students will develop content expertise, appropriate for an early-career educator, in the six areas of FCSE [ 1) food science and human nutrition, 2) personal and family financial resource management, 3) textiles and clothing, 4) housing and interiors, 5) child development and parenting, 6) human development and family relations]
Skills and Career Competencies
- Students will design instruction and assessment that promotes student learning outcomes guided by Utah core competencies standards a) develop lesson plans for each content area, and b) develop assessments for each content area
- Students will create a positive, safe, inclusive, and productive classroom and laboratory environment, which includes delivering engaging lessons using differentiated instruction to meet the needs of all students according to their abilities, age levels, and cultural differences.
- Students will implement effective, responsive instruction and assessment according to state and national education standards a) use the student teaching evaluation feedback form and rubrics, and b) use the Praxis Performance Assessment for Teachers (PPAT) Exam associated with project-based assessment.
Data based Decisions to Direct Measures
Based on Student Measures in the Outcome Data, there are some areas for improvement in each course in the FCSE Program. As a result, the FCSE faculty plans to meet monthly during the 2022 year to review learning objectives, artifacts, and data. Curriculum and assessment decisions will be discussed and implemented to improve student achievement for the learning objectives.
FCSE 1040
Course outcomes are based on student’s skill mastery of beginning level sewing skills. The completion of the Duffle 2.0 project should demonstrate proper use of sewing equipment and the student’s ability to apply proper sewing techniques to their project. The course outcomes are demonstrated by the grades students receive for the Duffle 2.0 and for the entire course. Fall 2021 there were 56 students who passed with a C or higher.
FCSE 1350
Course outcomes are based on the student’s skill mastery of how to complete a student loan calculation using the Smart Asset website. They demonstrated the mastery by calculating total loan balance, future monthly payments, and total cumulative payments over the life of the loan including how much they will pay in interest given an interest rate charge. The course outcomes are demonstrated by the grades students receive for the student loan calculation assignment. 84% of the students earned an A, on this assignment, 6% earned an A-; 3.33% earned a B; 3.33% a D, and 3.33% an F.
FCSE 2040
Course outcomes are based on the student’s skill mastery of intermediate sewing skills. The completion of the Upper Body Project should demonstrate the ability to follow clothing patterns, identify appropriate fabrics for end uses, and construct clothing with personal design changes. The course outcomes are demonstrated by the grades students receive for the Upper Body Project and for the entire course. Fall 2021 there were 29 students who passed with a C or higher.
FCSE 2350
Course outcomes are based on the mastery of the students to be able to find individual stocks that will be suitable for their portfolio, their respective ticker symbol, the market price per share and one measure of performance, namely their beta scores. The course outcomes are demonstrated by the grades students receive for Finding Stocks online assignment and for the entire course. 100% of students met the assignment requirement with an A.
Course outcomes are based on students’ skill mastery to teach one lesson on basic investment principles in an online format. The lesson must have a lesson title, an introduction, at least two learning objectives in alignment with cognitive levels as presented in Blooms-taxonomy, selection of readings, a relevant video, a short mini-lecture, and an assessment or activity. The course outcomes are demonstrated by the grades students receive for teaching investing assignment. 59% of the students earned an A; 17% earned an A-, 6% earned a B; 6% earned an -B, 6% earned a C, and 6% earned an F.
FCSE 2510
Course outcomes are based on cumulative scores from presentations, assignments, and course participation. Data is not currently available. Faculty changes due to retirement have brought new changes to who teaches some of our courses. A new instructor has been assigned to FCSE 2510, and the course offering has been changed from being offered twice a year to once a year during Spring semester.
FCSE 2700
Course outcomes are based on cumulative scores from each assignment. FCSE students are adequately demonstrating understanding of course objectives that align with program objectives. Mean scores are above 90% for each of the assessments.
FCSE 3030
Course outcomes are based on cumulative scores from each assignment, lab, quiz, and exam. Students are adequately demonstrating understanding of course objectives that align with program objectives. Exam scores are approximately 10% lower than quiz scores. Exams are closed book, Quizzes are open book. Mean labs scores are at 95%.
FCSE 3040
Course outcomes are based on students’ skill mastery of clothing patterning and construction skills. The completion of the Full-Scale Project should demonstrate a student’s ability to create a pattern from ideation through both drafting and flat patterning techniques, construct and fit their design, and communicate their design and construction process to others. The course outcomes are demonstrated by the grades students receive on the Full-Scale Project and for the entire course. Fall 2021 there were 16 students who passed with a C or higher.
FCSE 3080
Students overall success in this class is determined by the accumulative success from all course assessments. In the past years, since the current instructor has revised the curriculum to reflect program objectives, there have been a total of 561 students enrolled in the course. Of those students 13 students (.02%) have not successfully passed the course.
FCSE 3300
Students enrolled in this course are required to receive a proficient score on the clinical evaluation. In the past years, only one student has not received a passing evaluation.
FCSE 3400
Students complete a variety of assessments throughout this course requiring a general understanding of the content and teaching methodologies. This understanding is necessary to apply to the course learning outcomes through curriculum design and presentations. Data is not currently available. Faculty changes due to retirement have brought new changes to who teaches some of our courses. A new instructor has been assigned to FCSE 3400.
FCSE 3790
Course outcomes are based on students’ ability to obtain a passing grade for the Semester Design Project. The Semester Design Project shows students’ mastery and understanding of the course objectives, through this project students demonstrate their understanding of the elements and principles of design, architecture features and styles, contract documents, interior surface treatments, backgrounds, lightings, and furniture styles. Fall 2021 there were 22 students who passed with a C or higher.
FCSE 4000
Course outcomes are based on hours completed in the internship, evaluations completed by supervisors, and cumulative scores from course assignments. Students are adequately demonstrating understanding of course objectives that align with program objectives. Mean scores for Internship evaluation is 100%. There is room to improve the Lesson plan outcomes (mean score is 84%).
FCSE 4040
All students completed the class at Mastery Level or at Exceeds Mastery level for Fall 2021. READING ASSESSMENTS was particularly successful – with many students exceeding mastery in this category (B/C = mastery, A = exceeds mastery). Those that did not exceed mastery in this category were due to non-attempts rather than difficulty with the assessment itself (see below).
The INDIVIDUAL AGGIE WEAR ASSIGNMENT and the FINAL GROUP PROJECT both indicate that all students performed at Mastery Level or Exceeds Mastery Level (B/C = mastery, A = exceeds mastery).
FCSE 4300
Course outcomes are based on cumulative scores from the evaluations, assignments and hours completed. Students are adequately demonstrating understanding of course objectives that align with program objectives. 100% of students have passed their clinical experience.
FCSE 4400
Course outcomes are based on cumulative scores from each assignment. FCSE students are adequately demonstrating understanding of course objectives that align with program objectives. The mean course PPAT assessment score is 88%. The mean score for all assessments is 93%.
FCSE 5500
In the past years, the cumulative scores on discussion boards range from 86.25% to 100%.
FCSE 5630
In past years, there has been a 100% pass rate of the course using the final evaluation form. The PPAT assessment has been piloted within the program for the past few years. This assessment will now be part of the Utah Teaching Licensure requirements, as of Fall 2022 with a passing score of 36. Out of the past three semesters of students piloting this assessment seven (30%) out of 23 students did not earn a passing score.
Data-based Decisions Correlated to Indirect Measures:
FCSE meets with the Secondary Education (SCED) department at various times during the academic year to discuss the requirements for admission into the STEP program, how to apply for clinical experiences and student teaching. Faculty representation is also present at the institution's monthly Council of Teacher Education (CTE) meetings to receive updated from the Utah School Board of Education and USU (Utah State University) School of Teacher Education and Leadership department. These meetings provide updated reports on the PPAT assessment, state teaching licensure changes, and other program adjustments throughout the institution. Supporting students taking the PPAT during student teaching is also discussed.
In addition to meeting with SCED and CTE, FCSE faculty meets with Agriculture Education, Business Education, and Technology Education faculty to discuss common objectives within the teaching methods courses, student teaching, and PPAT preparations.
As of Fall 2021, FCSE has a plan to distribute a Program Satisfaction and Sense of Belonging survey at the end of each school year to students enrolled in the FCSE program. FCSE faculty anticipate using the data collected in the Program Satisfaction and Sense of Belonging survey to guide programming decisions for program and course objectives.
FCSE Curriculum Committee
FCSE faculty meets and examines feedback collected in monthly faculty meetings, SCED meetings, ASTE meetings, and individual communications.
This academic year (2021-2022), training newly hired faculty, making new teaching assignments, implementing COVID-19 teaching and learning protocols, and establishing a way to assess Student Program Satisfaction and Belonging have been the primary concerns.
A growing student population and faculty retirement has necessitated new hires and new teaching assignments. COVID-19 continues to impact instruction and student mentoring for instructors.
- FCSE continues to offer programming for students from FCSE and OPDD programs (student population in FCSE and OPDD is growing, FCSE is down one instructor)
- We had two instructors retire at the end of the 2020-2021 academic year. We only hired one replacement. We are working to hire an additional instructor for the 2022-2023 academic year.
- Prior student-worker positions (teaching assistant, undergraduate teaching fellow, laboratory technician) have experienced a substantial turnover, requiring additional training to support continued teacher-peer and peer-peer mentoring and interactions.
- COVID-19 protocols for instruction and accommodations continues to be a big area of concern for how to set professional boundaries while maintaining positive relationships with students and upholding the necessary program standards to adhere to state licensure requirements.
As faculty and staff have met with students during Fall 2021 semester, concerns about student belonging and program satisfaction have been identified.
- Students have shared with instructors during office hours and over email that they feel disconnected from their peers and faculty.
- The FCCLA club was dissolved when the course was taken from FCSE programming one year ago. Students have expressed an interest in having a club that brings students together across all cohorts.
As a result, FCSE faculty decided to address concerns stated above by the following:
- One faculty member was hired to teach FCSE 2040, FCSE 3040, FCSE 3790, manage two sewing labs, and hire and train the lab techs for each sewing lab.
- Two adjuncts were hired to teach FCSE 1040.
- FCSE and OPDD program leads will meet to discuss additional hiring needs for FCSE 1040 along with some OPDD program needs.
- During monthly meetings, discussions about best practices for managing COVID-19 protocols and setting professional boundaries in regards to time management, student communications, and expectations for late work have been facilitated.
- We are working to develop a Program Satisfaction and Belongingness Survey that can be distributed to FCSE students
- The FCSE Academic Advisor, the ASTE Peer Advisor and two faculty sponsors are working to establish an FCSE student club during Spring 2022 semester.