Program Director Self-Study Report For
B.S. Human Development and Family Studies On-Campus
Submitted by Amanda E. Barnett, Ph.D.
B.S. Human Development and Family Studies On-Line
Submitted by Julie A. Zaloudek, Ph.D.
November 2015
Planning and Review Committee
As requested by the Planning and Review Committee, the on-campus and on-line Human
Development and Family Studies (HDFS) program director self-studies are included in this
combined report. Although there are similarities between the programs and a shared curriculum,
there are differences in program needs and students’ program specific survey results. These
differences are noted where applicable throughout this report.
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
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HDFS 101, Introduction to HDFS: Students complete a research
project that introduces them to research in HDFS. A panel of
professionals in the field interacts with the students to provide insights
into HDFS careers and answer students’ questions. A mentoring
program pairs HDFS 101 students with more advanced HDFS majors to
provide guidance in the early semesters of the HDFS program.
HDFS 115, Healthy Couple Relationships: Students collaborate with
community organizations and agencies to create a brochure that
connects course concepts with community needs.
HDFS 124, Human Development Early Childhood and HDFS 325,
Human Development Middle Childhood: Students conduct child
observations at the UW-Stout Child and Family Study Center or local
childcare provider for on-line students, applying research and theory
learned in class to child behaviors and interactions.
HDFS 215, Dynamics of Family Development: Students complete
family genograms to develop the skill of documenting family structures
and dynamics for their own and future clients’ families.
HDFS 225, Skill Training for Individual and Family Intervention:
Students develop counseling and intervention skills by conducting
mock counseling sessions with peers.
HDFS 335, Critical Cultural Competence: Students complete a cultural
immersion experience by interviewing an individual with a different
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cultural background than themselves.
HDFS 336, Practice in Critical Cultural Competence: Practice of
critical cultural competence skills in community settings serving
individuals and families.
HDFS 340, Human Development Late Adulthood: Students conduct
qualitative interviews with older adults, applying course concepts to
older adults’ lived experiences and learning how to conduct qualitative
research in HDFS.
HDFS 365, Family Resource Management: The Solutions to Poverty
Project engages an entire class of undergraduate students in identifying
causes of and developing potential solutions to reducing poverty that
are supported by empirical research and theory. Professionals from the
field evaluate students work to provide an additional real-world
application.
HDFS 420, Family Research and Methodology: Students conduct their
own empirical research study or proposal on a topic related to the
HDFS field, publishing the studies and presenting at national and
regional conferences.
HDFS 450, Family Policy: Students complete a Family Impact
Analysis or Policy Brief similar to those created by policy makers at
local, state and national levels. Students also attend a public meeting
where policies are being created or the meeting of a group that
advocates for policies that impact families and report on the meeting in
class roundtables.
HDFS 456, Abuse and the Family: Student teams lead and engage in
Social Action Projects that aim to reduce abusive relationships and
increase healthy relationships in surrounding communities.
HDFS 490 Professional Issues: Students create resumes and
professional portfolios, conduct mock interviews and interact with
potential employers at the UW-Stout Career Conference (when
applicable).
HDFS 491 HDFS Internship: A four (204 hours) to eight (408 hours)
credit experience where students work in a professional setting.
Stout Council on Family Relations and access to membership in
National Council on Family Relations with an emphasis on community
service.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
Enrollment Rates
 Website: The HDFS website was completely revised summer, 2014 to
appeal to prospective students, including new: structure, content,
landing pages, student/alumni testimonials, and photographs.
 Print media: Brochures, rack cards, posters, and a banner were updated
summer, 2015 in collaboration with University Marketing.
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Hobson’s system: Hobson’s automatic email responses were created
and implemented spring, 2015. HDFS was one of the first programs to
have 7 response emails and one acceptance email implemented.
Articulations agreements: This is a very important marketing strategy
for HDFS because many students transfer to our program. Following
program revisions in fall, 2013, HDFS was one of the first programs to
have all articulation agreements updated. New articulation agreements
have also been pursued.
Two-year campus visits: Visits with faculty and students at HDFS
related programs on two-year campuses to promote both the on-campus
and on-line HDFS programs.
Continuous collaboration with Advisement Center and Admissions:
Meetings with directors of the Advisement Center and Admissions 1-2
times each year to ensure understanding of the program and its
strengths.
Campus Preview Days, Freshman Orientation and Other: Meeting with
prospective students on designated days as well as whenever a
prospective students visits campus.
Retention and Graduation Rates
 Website: The HDFS website was completely revised summer, 2014
with the goal of being a better resource for current students. This
included all new structuring and content to meet current student needs
such as advisement, internship, volunteering, and program progress
review.
 Social media: HDFS started a Twitter account fall, 2014 to promote
program-related successes, engaging current students as well as faculty
and staff in the HDFS community. Follow us at
StoutHDFS@HDFSBeTheChange
 Mentoring program in HDFS 101: The purpose of the mentoring
program is to engage our HDFS community by connecting new HDFS
students with more advanced HDFS students. Through the sharing of
information and experiences, it is our hope that incoming HDFS
students will have a better understanding of opportunities in the HDFS
program and field.
 Group advisement on advisement day: Group advisement for HDFS
majors and prospective students on advisement day was initiated the
fall, 2012 semester. Students are informed about updates to the program
and pertinent reminders regarding program requirements and
expectations.
 Program Progress Review: Previously called Mid-Program Review,
this policy was approved and implemented fall, 2008. The HDFS
Program Progress Review policy is designed: (a) to provide identified
students and undergraduate degree candidates with information related
to their progress in acquiring skills and competencies essential to
professional practice; and (b) to provide Program faculty and staff with
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1.1.3
the necessary information to evaluate student and degree candidate
progress toward achieving the skills and competencies required for
professional practice in the specified program.
Focus groups with male and racial/ethnic minority students: In
response to Program Facts, separate focus groups were held with male
students and racial/ethnic minority students to learn about their
experiences in the program and how HDFS could better meet students’
needs.
Collaboration with Advisement Center: Continuous collaboration with
the first-year advisor for HDFS to ensure that freshmen have a smooth
transition to UW-Stout and the HDFS program.
Stout Council on Family Relations: This is a student group constructed
of primarily HDFS majors and led by HDFS majors. Students who are
active leaders excel in the program and work to provide opportunities
for all HDFS majors.
First-Year Learning Communities in HDFS 115, 124, and 270: HDFS
faculty and staff of these courses have led first-year learning
communities to improve the freshman experience in the HDFS
program.
Placement of interns for HDFS 491: Students are placed into preferred
internships by an internship coordinator who is HDFS faculty.
Assistance with finding internship placements ensures that students find
experiences that meet program requirements and adequately prepare
students for employment in the field.
Faculty and staff advisors: Each HDFS major is assigned a HDFS
faculty/staff advisor who they are encouraged to meet with throughout
the academic year to discuss items such as degree requirements,
career/volunteer opportunities, and/or graduate school.
Study Abroad Alignment: HDFS is the first program to align core
program courses with courses offered in a wide-range of study abroad
programs. This helps students understand the feasibility of studying
abroad as well as the global impact of the HDFS field.
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
age and disability status.”
Diversity is an integral component of the HDFS program. This is evident in the
third HDFS Program Objective that states, “Students will be able to
demonstrate cultural competence, inclusive of multiple aspects and
intersections of diversity within a historical and social context.” Courses
throughout the HDFS program have been aligned to meet this program
objective such as: HDFS 115, 215, 225, 257, 270, 335, 336, 340, 365, 450, and
456. This means that not only does the HDFS program require HDFS 335
Critical Cultural Competence and HDFS 336 Practice in Critical Cultural
Competence, but it has also purposefully integrated diversity into other content
courses. For example, in HDFS 365 Family Resource Management, students
complete a semester-long project that critically examines resource disparities
and inequities among families in the United States, which includes disparities
by race, ethnicity, gender, economic status, and other categories of difference.
There are four sources of data that demonstrate HDFS is successfully assisting
students in meeting this program objective. First, HDFS students complete a
pre- and post-knowledge test at the beginning and end of the program that asks
questions about course content related to program objectives. This exam
demonstrates that at the beginning of the program approximately 50% of
HDFS students choose the response that demonstrates the most cultural
awareness whereas at the end of the program approximately 80% of students
choose the most culturally aware response. Second, each student is evaluated
by their internship site supervisor regarding the student’s ability to demonstrate
each program objective. On a scale from 1 (not achieved) to 5 (excellent
achievement) internship site supervisors’ average rating on cultural
competence was at 4.18 for the spring, 2015 semester. Third, the PARQ alumni
follow-up survey results (presented later in this self-study) demonstrate that
HDFS alumni are increasingly satisfied with how the HDFS program develops
their appreciation and understanding of diversity as well as global perspective.
Finally, in students’ program specific survey results for this review, four
students reported that a strength of the program is how it develops students’
cultural diversity knowledge and skills.
In response to Program Facts, separate focus groups were held with HDFS
male students and racial/ethnic minority students to learn about their
experiences in the program and how HDFS could better meet students’ needs.
We learned that experiences of male students and racial/ethnic minority
students in the HDFS program are generally positive with minor to no
recommendations for improvement.
Integration of cultural diversity to course content and teaching practices are
part of renewal expectations for junior HDFS faculty. This is explicitly
discussed in renewal meetings and with junior faculty’s mentors as needed.
HDFS collaborates with student service offices such as Multicultural Student
Services, Disability Services and the QUBE to meet student needs and
maintain inclusivity in the program.
1.1.4 Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
HDFS integrates sustainability into the program through faculty, staff and
student practices as well as specific course assignments.
 HDFS instructors have significantly reduced the use of paper by
utilizing Learn@Stout to administer course materials (e.g., handouts,
quizzes, and exams) and collect student assignments (e.g., papers and
assignments).
 The use of e-texts is encouraged and increasing.
 Faculty and staff are also encouraged to use the CEHHS refrigerator on
the first-floor staff room rather than personal rerigerators in offices to
save on energy usage.
 Select HDFS instructors participated in a training offered by UW-Stout
on how to integrate sustainability into the curriculum.
 HDFS courses such as HDFS 365 Family Resource Management
specifically address sustainability with HDFS students. For example,
HDFS 365 students critically analyze disparities in environmental
resources and the impact of sustainability (or lack thereof) on families
and society.
2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
Upon completing the B.S. HDFS program, students will be able to:
1. Demonstrate professional competence in educational, civic, and career settings.
2. Integrate knowledge of family dynamics to enhance relational functioning.
3. Demonstrate cultural competence, inclusive of multiple aspects and
intersections of diversity within a historical and social context.
4. Integrate understanding of the developmental processes in individuals across
the lifespan, based on physical, social, emotional, cognitive, moral, and
personality aspects within an ecological framework.
5. Critique social scientific knowledge as applied to families and human
development.
6. Evaluate the impacts among and between societal institutions and families.
7. Demonstrate personal and interpersonal growth.
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8. Demonstrate competent communication skills.
2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
We have a systematic approach to ensuring that our program objectives are being
addressed in our curriculum in a way that is developmentally appropriate (at the right
level for the class), sequenced, scaffolded, and integrated. See attachment A for how
course objectives map across the program objectives. Here is a description of our
approach:
Each year we choose a program objective or components of a program objective to
systematically review across the curriculum, resulting in revisions to assignments,
materials, learning activities, and assessments, if needed. We have whole department
discussions throughout the year, map how each relevant course addresses the objective
and at what level, and collaborate on making the curriculum more effective through
scaffolding (which may include intentional overlap) and integration of concepts. Often
the changes are within the course, such as to how content is delivered or learning
activities assigned, but sometimes changes to the objectives are necessary, resulting in
a regular updating of HDFS courses through formal revision. An example of this is the
mapping and revisions that came from addressing “Research across the Curriculum”
that corresponds to program objective #5. (See attachments B, C, and D).
We also share and discuss data from alumni surveys, program evaluations (AIM
Report), and data from professionals in the field (e.g. internship supervisor evaluations
and advisory board members) to be up-to-date on what the field requires and if our
graduates are prepared for success. This continuous process of evaluation and
improvement helps us to identify any changes that are required in the program and
ensures that we are current and effective in educating our students.
2.1.3
Check all that apply regarding the program:
_X_Traditional, on campus program
___ Offsite location
_X_Online program
2.1.4
Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement)
See Attachments B and C for how HDFS course objectives and assignments
align with the Research Skills Development Framework.
HDFS courses include research skills content, assignments, and assessments
B.S. HDFS
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that appropriate scaffold across the curriculum both by facets of research and
students’ level of autonomy in completing research-related tasks. This begins
in HDFS 101: Intro to HDFS with as assignment on understanding the
relevance of research within the HDFS field and culminates in HDFS 420:
Family Research Methodology, that requires students to understand and
demonstrate skills in research design, implementation, and (potentially)
dissemination. Many other classes reinforce and develop students’ capacity for
scholarly activity through class exercises and projects. Select examples of this
from each level (1xx, 2xx, 3xx, and 4xx) include:
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HDFS 124: Early Childhood – Identifying scholarly articles on a topic
related to early childhood and writing a summary of that research
HDFS 257: Lifespan Sexuality – Evaluating research and theories that
attempt to explain the nature and origins of sexual orientation through
an ethics assignment
HDFS 365: Family Resource Management – Critically evaluating
research and using theory to develop a solution to poverty and inform a
competent approach to working with families in poverty through a
“Solutions to Poverty” research project
HDFS 450: Family Policy – Using research evidence and a policy
evaluation tool to systematically evaluate policies for family
friendliness in the Family Impact Analysis assignment
It is our goal to make the application of theory and learning activities relevant
to current issues in professional life and practice. This includes creating
brochures, presentations, and reports that locate scholarly information relevant
to an HDFS topic, synthesizing the information, and articulating it with a
specific audience in mind (e.g. clients, professionals, policy makers). This
mirrors the work graduates will do in professional life.
Experiential learning activities are implemented in both classes and
extracurricular opportunities, and include:
 HDFS 336: Practice in Critical Cultural Competence – 25 hours of
volunteer work with populations of “difference” from the student
 HDFS 450: Family Policy – attending policy meeting that include
family-related content and writing a letter to a representative or
newspaper editor on a policy and family related issue
 HDFS 456: Abuse and the Family – Social Action Project that includes
community advocacy and service learning.
 Optional field experience opportunity that provides education and skill
development with male perpetrators of domestic violence at the Eau
Claire County Jail.
 Study abroad experiences over the past seven years in India and twice
to Ireland with plans to provide one to South African next year.
 HDFS 491: HDFS Internship – 204 (4 credits) to 408 (8 credits) of
hours to develop professional knowledge and skills in a work setting.
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Our program also has an integrated approach to teaching family theories that
begins with rudimentary explanations and applications and moves to more
advanced theory application and critique in upper level courses. An example of
this is Bronfenbrennar’s Ecological Theory. This is introduced in a basic way
in HDFS 124: Early Childhood, thoroughly described in HDFS 215: Family
Dynamics, and revisited in advanced classes (e.g. HDFS 365 and 450) in a way
that requires students to critically apply the theory to new issues and explain
phenomena based on the theory.
2.1.5
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
Our program is approved by the National Council of Family Relations for their
Certified Family Life Educator (CFLE) credential. There are ten areas that
must be satisfied for programs to be approved. Core HDFS classes satisfy eight
of the ten areas. The two remaining areas are satisfied by an HDFS selective
class and a Family Consumer Science Education class, offered to both oncampus and customized instruction HDFS students. We ensure that the overall
curriculum and content of individual courses continue to meet the standards set
forward by NCFR for the CFLE certificate, as it allows our graduates to apply
for provisional certification upon earning their B.S. in HDFS.
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1 List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Barnett, Amanda: HDFS Program Director/Assistant Professor
Blumer, Markie: Associate Professor
Doll, Kevin: Associate Professor
Hawley, Dale: MFT Program Director/Professor
Kanewischer, Erica: Lecturer (Adjunct Faculty Online)
Karis, Terri: Professor
Koepke, Leslie: Professor
Levaro, Liz: Assistant Professor
Muza, Robin: Senior Lecturer
Reinke, Jennifer: Assistant Professor
Salt, Robert: Department Chair/Professor
Shriner, Bethanne: Assistant Professor
Wolfgram, Susan: Professor
Zaid, Samantha: Lecturer (Adjunct Faculty Online)
Zaloudek, Julie: HDFS Online Program Director/Assistant Professor
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2.2.2 What additional faculty/academic staff expertise is needed?
Current faculty and academic staff meet the program needs as we have very
diverse and qualified individuals in the department. In order to meet the needs
of students who intend to go into Child Life Specialist careers, we needed a
class taught by a certified child life specialist. We have identified a qualified
adjunct instructor to teach this selective course.
We have pending and planned retirements of faculty and academic
instructional staff who make strong contributions to our program and students.
It is critical that we can fill these positions with highly qualified, permanent
faculty or staff (rather than fill in with adjunct instructors). Our collaborative
approach to curriculum requires a strong core of committed, permanent faculty
and staff that ensures the continuation of a highly integrated and effective
program.
The growth of our on-line program has created a need for another on-line
faculty position. It is not sustainable for the program to continue without the
addition of another on-line faculty member, and we are hopeful that we will be
able to add this position in the near future.
2.3 Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
The on-campus program uses both the Child and Family Studies Center and
Infant/Toddler Lab for observation related to HDFS 124 Human Development:
Early Childhood, HDFS 264 Child Guidance and HDFS 325 Human
Development: Mid-Childhood.
This is largely not applicable to the on-line program. However, on-line students
were mostly positive about the learning environment and particularly the online learning environment, and faculty were largely satisfied with both
instructional technology and Brightspace training (formerly Learn@Stout or
Desire2Learn).
Classrooms that are consistently used by HDFS faculty and staff continue to be
updated to support a laptop environment. According to program specific
surveys for this review, faculty and students seem to be satisfied with
classroom environment, laboratory space, and instructional technology (1 =
strongly disagree, 5 = strong agree).
On-Campus Student Ratings
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 The laboratory equipment provides good learning environment: 4.00
 Classes provide good learning environment: 3.89
 On-line delivery provides good learning environment: 3.85
On-Line Student Ratings
 On-line delivery provides good learning environment: 4.47
 Classes provide good learning environment: 3.81
 The laboratory equipment provides good learning environment: 3.78
Faculty/Staff Ratings
 Laboratory quality is adequate: 4.80
 Received adequate training for Learn@Stout: 4.47
 Instructional technology for courses is adequate: 4.20
 Classroom for course is adequate: 4.07
2.3.2
What added facility needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
Active Learning Classrooms (ALC) are needed to support faculty teaching
pedagogies and student learning. ALC usually include large round tables that
seat at least 4-5 students with connections for laptops, a shared display
projection, and white boards strategically placed around the perimeter of the
rooms. Examples from the University of Minnesota can be found here:
http://cei.umn.edu/support-services/tutorials/active-learning-classrooms.
2.4 Resources for the Program – Respond to the following:
2.4.1
Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
Reference librarians work with several classes in the major core to help
students understand specific reference collections. This special instruction
enhances students’ ability to access materials related to a specific subject.
The on-line reference librarian works closely with several classes in the major
core to help students understand specific reference collections and the research
process. Specifically, the on-line librarian is embedded into three classes
(HDFS 101, 365, and 450) to support the development of student research
skills. This special instruction enhances student learning.
According to the program specific survey results, HDFS faculty and students
are satisfied with the library services (1 = strongly disagree, 5 = strongly
agree).
On-Campus Student Rating
B.S. HDFS
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Library resources useful and up-to-date: 4.05
On-Line Student Rating
 Library resources useful and up-to-date: 4.21
Faculty/Staff Ratings
 Clerical support for classes is adequate: 4.80
 Supplies for my courses are adequate: 4.73
 Library meets needs of students in classes: 4.67
 Library meets needs for research and professional development: 4.47
Two areas for improvement noted in faculty program survey results include:
(1) improve the coordination of the acquisition of movie rights for on-line
courses as they are currently cumbersome; and (2) increase the availability of
on-line therapy/communication videos.
2.4.2
List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
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2.4.3
Students are referred to the Counseling Center, Advisement Center,
Dean of Students, Disability Services, Research Services, writing
center, math center and BrainFuse (on-line tutoring) as needed.
Faculty works with ASPIRE and Multicultural Student Services to meet
student needs.
Faculty and Students use ASK 5000 as needed to resolve technical
difficulties with laptops and rooms.
Faculty utilize Learning Technology Services and the instructional
design team from Stout Online to develop curriculum.
Describe other resources (if any) needed to meet the program objectives?
Students’ development of professionalism (PO 1) could be better supported by
having a wider variety of employers in the HDFS field attending the UW-Stout
Career Conferences. Non-profits or government agencies have reported the
cost of attending as a deterrent. Reduced fees for these types of organizations
may be one solution.
Support staff for the on-campus program has recently been cut, resulting in a
reduction of services to students. This weakens our student-centered approach
that is used to meet all program objectives. For example, support staff had
provided confidential and professional support for the internship application,
placement and supervision process (POs 1-8) as well as for the program
progress review process (POs 1, 7, and 8). Replacement of support staff or
proficient, long-term graduate assistants are needed.
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Lack of on-line access to the math labs have been an issue for on-line students
in the past. The availability of BrainFuse (on-line tutoring service from Stout
Online) may have addressed that issue, and we would like to see access to online tutoring continue. Administrative assistance, leadership, and
program/curriculum development support from Stout Online is critical to
program success as it directly supports students, faculty, staff, and the program
director in meeting objectives. Specifically, Stout Online’s support specialist,
instructional design team, and director have supported the vision of HDFS Online by facilitating the process of our 8-week delivery and providing
infrastructure and resources for students, instructors, and the program director
to help meet program and course objectives. We would like to see that continue
and potentially expand. A more effective and seamless process to request and
facilitate texts from Instructional Resource Services would make it easier for
instructors and students to meet objectives, as we are often confronted with
textbook shortages or confusion about which texts and types of text (print or etexts) will be used in the on-campus and on-line courses.
Continued flexibility to use our CI budget in the following areas is essential for
future success:
1. Learning technologies and equipment that facilitate group work, live
sessions, presentations, digital stories, and a sense of class community
(POs 7 and 8)
2. Transcription services to ensure access to video content (all contentfocused POs: 1-6)
3. Video rights for streaming online (POs 1-8)
4. Professional development for on-line course design, teaching, and
administration
5. Support for research that will enhance teaching and learning as well as
keep instructors current and professionally involved
3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
The Annual Employment Report published by UW-Stout indicated a 99% employment
rate for 2013-2014 graduates. Approximately 88% (61 out of 69) were employed in
the major or in graduate school. This is an improvement over the previous year (94%
employment rate; 80% employed in the major or in graduate school). The average
salary for this reporting period was $30,000.
Most graduates will work in one of the following areas: human services, residential
treatment programs and group homes, afterschool/youth mentoring programs, family
resource centers, child life specialist programs, rehabilitation centers, probation and
corrections, older adult activity and living centers, aging and disability services,
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human resource management, youth summer camps, child care facilities, public/family
policy and advocacy, and research. Positions in these fields continue to remain stable
and there has been an increase in positions relating to gerontology due to an aging
population.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The survey information from 2006/2008 (five year follow-up) and 2010/2012 (one year
follow-up) graduates is included. In 2006 - 86 graduates surveyed - 29 responding, 0
employers responding; 2010 - 56 graduates surveyed - 29 responding, 1 employer
responding). In 2008, 51 graduates were surveyed, 12 responded and 1 employer
responding. In 2012, 64 graduates were surveyed, 11 responded, and 0 employers
responded. Due to the low response rates, data is not reported for employers.
In the tables below, means reported are based on a Likert-scale ranging from 0 (either
very dissatisfied) to 5 (highly satisfied), representing how well curriculum contributed to
graduates’ knowledge and skill base for specific program objectives.
Satisfaction with HDFS Education
Overall effectiveness of program
Program instruction
Availability of faculty in program courses
Education better compared to coworkers
Enroll in program again
Program Objective #1: Professional Competence
Curriculum makes connection between program and career
Curriculum covers financial management
Curriculum assists with finding employment
Curriculum assists with continuing education
Curriculum preps for community, civic and political roles
Curriculum prepares students for employment
Curriculum influenced ability to critically analyze
information
Curriculum influences ability for creative problem-solving
Experiential learning adequate in curriculum
Program Objective #3: Cultural Competence
Appreciate and understand diversity
Developing global perspective
2006
(5 year)
n = 29
2010
(1 year)
n = 29
2008
(5 year)
n = 12
2012
(1 year)
n = 11
3.75
4.00
4.03
3.68
3.00
4.21
4.14
4.28
4.13
3.72
3.83
4.00
4.08
4.00
3.75
4.22
4.09
4.27
3.50
3.70
4.21
3.04
3.41
3.62
3.46
3.38
3.71
4.07
2.75
3.46
3.54
3.77
3.93
3.93
4.00
3.00
3.58
3.73
3.33
3.75
3.75
4.18
3.44
3.64
4.00
4.09
4.10
4.30
3.79
3.66
3.86
3.76
4.33
4.00
4.20
4.00
3.69
3.38
4.14
3.79
4.25
3.92
4.50
3.90
B.S. HDFS
15
Program Objective #7: Personal and Interpersonal
Growth
Leadership
Making decisions
Making decisions ethically
Maintaining sense of mental well-being
Organizing information
Thinking creatively
Working in teams
4.14
3.86
4.14
3.89
3.93
4.14
4.25
3.93
3.97
4.31
4.14
4.14
4.14
4.24
4.25
4.25
4.58
4.50
4.25
4.17
4.25
4.40
4.10
4.40
4.10
4.30
4.30
4.50
Program Objective #8: Competent Communication
Skills
Listening effectively
Speaking effectively
Writing effectively
3.76
3.62
3.90
4.00
3.97
3.79
4.50
4.33
3.92
4.60
4.40
4.30
Graduates from 2008 (5-year follow-up) and 2012 (1-year follow-up) reported
equivalent or increased satisfaction with the HDFS program compared to previous
years. Reports of professional competence (Program Objective #1), cultural
competence (Program Objective #3), interpersonal growth (Program Objective #7),
and communication skills (Program Objective #8) increased from previous years.
Overall, most reports are relatively high for these items, suggesting that HDFS
graduates are obtaining the knowledge and skills depicted in general education and
program objectives.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
Note: Some of the program specific survey results have been used earlier in this report
to support responses in other sections.
On-Campus Students
HDFS on-campus students are satisfied with the program, agreeing or strongly
agreeing with the following statements. The mean for each statement is included in
parentheses (1 = strongly disagree, 5 = strongly agree):









Instructors available (4.61)
Attitude about racism and ethical diversity have matured (4.58)
Critical thinking skills enhanced (4.58)
Global attitude matured (4.52)
Quality program (4.50)
Problem solving skills enhanced (4.49)
Instructors provide relevant and current info (4.49)
Objectives are clear (4.47)
Courses achieve stated objectives (4.46)
B.S. HDFS







16
Oral communication skills enhanced (4.41)
Choose program again (4.42)
Prepared to be successful (4.38)
Appropriate evaluation procedures (4.37)
Written communication skills enhanced (4.30)
Advisement meets needs (4.13)
Little or no unnecessary overlap (3.59)
HDFS on-campus students’ qualitative feedback suggested the following strengths of
the program. The number of students indicating each strength is listed in parentheses
at the end of each item.











Knowledgeable, passionate and caring instructors (41)
Coursework connected to community, hands-on (14)
Personally and professionally relevant courses (10)
Great job outlook, many careers (8)
Emphasis on diversity and becoming culturally competent (4)
Community with faculty and other students (3)
Develop critical thinking (2)
Clear program objectives/expectations (1)
Up-to-date information in classes (1)
Flexible scheduling (1)
Good advising (1)
HDFS on-campus students’ qualitative feedback also provided a wide range of
feedback regarding areas of improvement for the program. The number of students
indicating each improvement is listed in parentheses at the end of each item.













Nothing (21)
More direction with choosing a career and/or concentration (8)
Too much course overlap, though some view as positive (7)
Scheduling, class times and more sections (6)
More online, winterm and summer courses (6)
Instructor accountability regarding respect for students, updated materials,
and course structure (6)
Human development courses combined into one course (3)
Validation of all political and ethical views (3)
Fewer papers, less reading (3)
Uniformity in concepts taught in multiple classes such as ecological theory
(2)
Skills training and research should be optional, not required (2)
More family development courses; Human development courses that
includes more than Western development (2)
Information covered in professional issues also covered in 101: (2)
B.S. HDFS

















17
Better organization in the program, advisers on same page (2)
Course on AODA impact on families (1)
Program too time-consuming (1)
Take more credits earlier on so have fewer credits during 400-level
courses (1)
Alternative case study assignment for genogram assignment in 215: (1)
Group projects challenging due to commuting, working, families (1)
Focus on physical health as much as emotional and mental health (1)
Less busy work (1)
More business courses such as running a non-profit (1)
Smaller classes (1)
More study abroad programs (1)
Mandated course on case management (1)
Fewer internship hours since not paid (1)
Consistent class policies (1)
Fewer tests (1)
More volunteer/internship opportunities before HDFS 491 (1)
No online texts (1)
On-Line Students
HDFS Online students are satisfied with the program, agreeing or strongly agreeing
(on average) with the following statements. The mean for each statement is included in
parentheses (1= strongly disagree, 5 = strongly agree).
















Courses achieve stated objectives (4.61)
Attitude about racism and ethical diversity have matured (4.54)
Quality program (4.54)
Objectives are clear (4.51)
Instructors available (4.49)
Critical thinking skills enhanced (4.49)
Global attitude matured (4.49)
Instructors provide relevant and current info (4.49)
Written communication skills enhanced (4.49)
Prepared to be successful (4.44)
Appropriate evaluation procedures (4.44)
Problem solving skills enhanced (4.36)
Advisement meets needs (4.32)
Choose program again (4.24)
Oral communication skills enhanced (4.05)
Little or no unnecessary overlap (3.86)
HDFS on-line students’ qualitative feedback suggested strengths of the program, listed
below. The number of students indicating each strength is indicated in parentheses at
the end of each item.
B.S. HDFS
















18
Effective, responsive, dedicated professors (28) (and TAs – 1)
Well-rounded classes (development AND families) with diverse perspectives
(9)
Relevant content to prepare me for career or graduate school (9)
Online option makes learning and a degree accessible to me (7)
Engaging, creative, interactive/experiential curriculum (7)
Classes challenge me to think critically and grow (5)
Educates me on variety of career choices (4)
Clearly organized courses (3)
Strong development in theories, research and practice (3)
Supportive and helpful advisement (2)
Supportive program director (1)
Encourages holistic and diverse approaches to working with people (1)
Learning resources and assignments support learning (1)
D2L supports my learning (1)
Classes on policies and family dynamics are especially strong (1)
Reasonable workload for course credits (1)
HDFS on-line students’ qualitative feedback also provided a wide range of feedback
regarding areas of improvement or suggestions for the program. The number of
students indicating each improvement or suggestion is listed in parentheses at the end
of each item.















Nothing (10)
Some classes of interest are not offered online (case management, child focused
classes, adoption, general social services, youth, disabled adults) (6)
Offer more online classes across semesters (including summers) (3)
Make group work more tenable or eliminate it (2)
More consistency in how HDFS classes are deigned and in D2L (2)
Some lower level classes unnecessary (1)
Registration process is challenging (1)
Too much technology required (1)
Clearer description of what the program is and career options (1)
TAs have too much latitude in grading assignments for some classes (1)
Some courses should be improved (1)
Homework too heavy in some classes (1)
More group dynamics content in classes (1)
Would like opportunity to observing professionals in the field (1)
Learning could be better tailored to individual student needs (1)
Faculty
HDFS faculty are satisfied with the program, agreeing or strongly agreeing with the
following statements. The mean for each statement is included in parentheses (1 =
strongly disagree, 5 = strongly agree):
B.S. HDFS
19
 Communication with PD is satisfactory (4.93)
 PD leadership is satisfactory (4.93)
 Opportunity to participate in program decisions (4.67)
 Department schedules an adequate number of course sections (4.40)
 Students entering courses are adequately prepared to be successful (3.93)
HDFS faculty’s qualitative feedback suggested the following strengths of the program.
The number of faculty indicating each strength is listed in parentheses at the end of
each item.








Committed, dedicated, and competent faculty and staff (7)
Student-centered (6)
Strong, inclusive leadership (6)
Supportive environment (4)
Continued work to improve the program (4)
High impact practices throughout curriculum (3)
Curriculum is personally and professionally relevant to students (3)
On-line program provides access to education for non-traditional students (1)
HDFS faculty’s qualitative feedback also provided feedback regarding areas of
improvement for the program. The number of faculty indicating each improvement is
listed in parentheses at the end of each item.
 Continued discussion of potential curriculum improvements (2)
 Marketing the program has always been a challenge because of ongoing turnover
in recruitment, admissions, and marketing personnel; increased understanding
from admissions of who we are and how we stand apart from social work is
needed (2)
o Direct Quote: “revised program website, HDFS twitter account, new videos
and photos of students/professionals, and other marketing advancements
made this year have been positive changes.”
 Update text in HDFS 225 (1)
Advisory Committee
Feedback from the HDFS Advisory Committee suggested the following strengths of
the program. The number or percentage of committee members indicating each
strength is listed in parentheses at the end of each item.
 Meet more frequently? No (100%)
 Program shares student learning data? Yes (100%)
 Opportunity to provide recommendation? Yes (100%)
 Advisory feedback impacts program decisions? Yes (100%)
 High quality program and curriculum (7)
B.S. HDFS
20
 Leadership of Program Directors (4)
 Open to feedback from within and outside the department (4)
 Students well-prepared for career in human services (4)
 Faculty expertise (3)
 On-going program improvements and assessment (3)
 Student-centered program (3)
 Consistent, strong enrollment (2)
 Program progress review (1)
Qualitative feedback from the Advisory Committee also provided a wide range of
feedback regarding areas of improvement for the program. The number of members
indicating each improvement is listed in parentheses at the end of each item.
 No improvements (4)
 Keep clarifying to those who market the program about the range of careers and
graduate school opportunities (2)
 Continue to be open-minded (1)
 More internship hours and/or earn credit for hours worked in related field for
students; degree plus work experience is crucial (1)
 Students need to understand wide range of career opportunities (1)
 Minor curriculum additions such as classes about development being combined
to reduce overlap (1)
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
Our on-campus students are regionally based, and we do not believe we have major
competitors. There are 10 related programs within 300 miles of UW-Stout, however, we
stand out because we offer a balanced curriculum in the disciplines of human development
and family studies whereas other programs often only focus on families, human
development, or have a narrower focus, such as on children, health, family education, etc.
Only the University of Wisconsin – Madison and Iowa State University in Ames, Iowa
have programs that address both human development and family studies within a 300 mile
radius. Another distinguishing feature is that, given we are at a polytechnic university, we
focus more on experiential learning, field experiences, and career skills than other
programs. We currently have a 99% employment rate.
There are a handful of online programs in human development and family studies, such as
Penn State, Oregon State, Arizona State, and Colorado State. There is also an online
degree in human development from the University of Wisconsin – Stevens Point. An
outstanding strength of the HDFS Online program is that we have instructors with
expertise in online course design and teaching. All of our instructors have received some
training specific to online learning. About half of our instructors are certified by Quality
Matters, a national non-profit organization that has developed a research-based standard
B.S. HDFS
21
for excellence in online and hybrid course designs. Other areas of expertise among our
instructors include instructional design, universal design for learning, and learning
technologies. All of our courses are currently being redesigned for an 8-week delivery in
collaboration with an instructional designer. We gather data on the effectiveness of our
courses with the goal of continuous improvement. The result is clearly organized,
engaging courses with course level objectives that align with program objectives and
course materials and activities. Our on-line instructors are recognized by students as being
effective, engaged, and responsive to their needs.
There are no clear weaknesses in the program compared to similar programs. The
curtailing of professional development dollars due to state budget restrictions is
concerning, as we invest heavily in faculty and staff development through workshops,
trainings, and opportunities to conduct and disseminate research, and believe that this
investment is key to our program’s success.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
Areas of Concern and Response
1. Students believe that the program has some unnecessary repetition or overlap
of content and some content areas that are missing.
Response: We have eliminated one course (HDFS 360: Work and Family), the
source of many concerns about overlap. The content from that course was
absorbed by other courses with related content. Through department-wide
discussions of content across the curriculum, we have addressed and continue
to ensure that unproductive overlap is eliminated and intentional overlap to
facilitate deeper learning is included in our courses and explicitly articulated to
students. Our instructors are increasingly aware of how content is addressed in
all HDFS courses, and we collaborate to ensure that any overlap is for the
purpose of scaffolding and integration.
2. A process or policy is needed to review, support, and advise students in their
sophomore year regarding their successful continuation in the program.
Response: The Program Progress Review policy has been created,
implemented, and improved to address this issue. This policy not only provides
intervention and support to sophomores, but to HDFS major students at any
point in the program. Faculty or staff refer a student to this process, which
includes meeting with a committee of faculty/staff (PPR committee) each
semester while under review. The committee reviews a statement from the
student, grades, and information provided by the student’s HDFS instructors
before meeting with the student. They make recommendations for success in
the program and provide resources or referrals as needed. The primary goal of
B.S. HDFS
22
this process is to support student success. A secondary goal is to protect the
integrity of the program and vulnerable populations our graduates work with
by redirecting students who fail to show progress to other majors or profession
paths more suited to their abilities. Students under review must demonstrate
progress at meeting the PPR recommendations before doing the HDFS
internship.
3. There are currently no distance educational opportunities being provided.
Response: In 2010 HDFS implemented an online degree completion program
that has grown from 28 to 140 students in its first five years. Additionally,
many classes are offered in online or hybrid deliveries for on-campus students.
4. There is a need for additional laboratory space to provide services and do
research related to family education and support, work in the community, and
services to an aging population.
Response: This laboratory space was not funded in 2007. Faculty and staff
research agendas do not require the space at this time.
Recommendations for the Program Director and Response
1. Complete program revision in 2007 and continually review courses for
possible, unnecessary overlap or repetition.
Response: The program revision of 2007 was completed, and the program
underwent an additional program revision in the 2012-13 academic year in
response to general education changes and the expectation to reduce credits to
120. We took this opportunity to evaluate all of our courses and program
objectives, re-writing program objectives based on changes in the discipline,
field, and information from students, faculty, staff, alumni, and professionals.
As described in section 2.1.2, we have a systematic process for continuous
improvement of our program and curriculum.
2. Ensure that the Mid-Program Review policy is implemented in the spring of
2008.
Response: As described under #2 of Areas of Concern (above) this policy, now
called Program Progress Review, was implemented, revised, and continues to
be implemented successfully in the program.
3. Develop a plan to offer some of the program’s core courses in an on-line
format.
Response: As noted in #3 of Areas of Concern (above), several core and
selective HDFS courses are now offered in online or hybrid deliveries for
B.S. HDFS
23
campus students.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
We intend to continue addressing program objectives across the curriculum each year
in the spirit of continuous improvement and to ensure that any overlap in the
curriculum is intentional. We will also continue to collaborate with other programs in
order to offer opportunities for our students in the areas of child life specialist and
certified social work.
4.4 Summary of Current Program Director Concerns

We have pending and planned retirements of faculty and academic instructional
staff who make strong contributions to our program and students. It is critical
that we can fill these positions with highly qualified, permanent faculty or staff
(rather than fill in with adjunct instructors). Our collaborative approach to
curriculum requires a strong core of committed, permanent faculty and staff that
ensures the continuation of a highly integrated and effective program.

Support staff for the on-campus program has recently been cut, resulting in a
reduction of services to students. This weakens our student-centered approach
that is used to meet all program objectives. For example, support staff had
provided confidential and professional support for the internship application,
placement and supervision process as well as for the program progress review
process. Replacement of support staff or proficient, long-term graduate
assistants are needed.

The growth of our on-line program has created a need for another on-line
faculty position. It is not sustainable for the program to continue without the
addition of another on-line faculty member, and we are hopeful that we will be
able to add this position in the near future.

Active Learning Classrooms (ALC) are needed to support faculty teaching
pedagogies and student learning. ALC usually include large round tables that
seat at least 4-5 students with connections for laptops, a shared display
projection, and white boards strategically placed around the perimeter of the
rooms. Examples from the University of Minnesota can be found here:
http://cei.umn.edu/support-services/tutorials/active-learning-classrooms.

Students’ development of professionalism could be better supported by having a
wider variety of employers in the HDFS field attending the UW-Stout Career
Conferences. Non-profits or government agencies have reported the cost of
attending as a deterrent. Reduced fees for these types of organizations may be
one solution.
B.S. HDFS
5.
24

Lack of on-line access to the math labs have been an issue for on-line students
in the past. The availability of BrainFuse (on-line tutoring service from Stout
Online) may have addressed that issue, and we would like to see access to online tutoring continue. Administrative assistance, leadership, and
program/curriculum development support from Stout Online is critical to
program success as it directly supports students, faculty, staff, and the program
director in meeting objectives. Specifically, Stout Online’s support specialist,
instructional design team, and director have supported the vision of HDFS Online by facilitating the process of our 8-week delivery and providing
infrastructure and resources for students, instructors, and the program director to
help meet program and course objectives. We would like to see that continue
and potentially expand. A more effective and seamless process to request and
facilitate texts from Instructional Resource Services would make it easier for
instructors and students to meet objectives, as we are often confronted with
textbook shortages or confusion about which texts and types of text (print or etexts) will be used in the on-campus and on-line courses.

Continued flexibility to use our CI budget in the following areas is essential for
future success:
1. Learning technologies and equipment that facilitate group work, live
sessions, presentations, digital stories, and a sense of class community
2. Transcription services to ensure access to video content
3. Video rights for streaming online
4. Professional development for on-line course design, teaching, and
administration
5. Support for research that will enhance teaching and learning as well as
keep instructors current and professionally involved
Attachments - Include electronic links to the following:
5.1 Links of specific program information to be included:
 Current assessment in the major (attachment included separately)
 Program plan sheet
 Individual program facts
 Current program advisory committee
Attachment A:
Alignment of HDFS Core Course Objectives with Program Objectives
This chart indicates our program objectives (1-8) in the left column and all core HDFS classes across the
top. In each aligning cell are the course objectives that address each program objective. For example, the
course HDFS 101: Intro to HDFS has course objectives 1, 3, and 4 that align with program objective 1.
An “x” indicates that the program objective is addressed in the course, but is not explicitly aligned with a
course objective. An additional row documents how the course objectives are assessed for each course.
College of Education, Health and Human
Sciences
Human Development
and Family Studies
Assessment Report
2014-2015
University of Wisconsin - Stout
Amanda E. Barnett, Ph.D.
On-Campus Program Director
Julie A. Zaloudek, Ph.D.
On-Line Program Director
Date Submitted: August 12, 2015
PROGRAM OBJECTIVES
Upon completing the B.S. HDFS program, students will be able to:
1. Demonstrate professional competence in educational, civic, and career settings.
2. Integrate knowledge of family dynamics to enhance relational functioning.
3. Demonstrate cultural competence, inclusive of multiple aspects and intersections of
diversity within a historical and social context.
4. Integrate understanding of the developmental processes in individuals across the lifespan,
based on physical, social, emotional, cognitive, moral, and personality aspects within an
ecological framework.
5. Critique social scientific knowledge as applied to families and human development.
6. Evaluate the impacts among and between societal institutions and families.
7. Demonstrate personal and interpersonal growth.
8. Demonstrate competent communication skills.
DESCRIPTION OF METHODS
Indirect Assessment Methods
Indirect Assessment Method
Office of Career Services Annual
Employment Report
PRC Student Surveys
PRC Faculty Surveys
PRC Advisory Board Surveys
PARQ Alumni Follow-Up Survey
(general)
PARQ Alumni Follow-Up Survey
(program specific)
PARQ Alumni Follow-Up Survey
(employer)
PARQ National Survey of Student
Engagement (NSSE)
PARQ Student Satisfaction Survey
Co-op/Internship SelfAssessments
Retention rates (program facts)
Enrollment by Segmented Groups
(program facts)
Graduation rates (program facts)
GPA (program facts)
Used in Program
Program Objective Assessed
X
All Program Objectives
X
1, 3, 7 and 8
X
1, 7 and 8
X
None
X
None
X
X
None
All Program Objectives
Please explain how these direct methods align with/measure student attainment of program objectives:

Annual Employment Report: The 2013-2014 employment report for HDFS aligns with all
program objectives because employment in related fields requires knowledge and skills from
each objective.

PARQ Alumni Follow-Up Surveys: The general and program specific survey information from
2008 (five year follow-up) and 2012 (one year follow-up) graduates is included for graduates.
Due to the low response rate (0 for 2008) and (1 for 2012), data is not reported for employers.
The general and specific surveys aligns with program objectives on professionalism, personal
growth, and competent communication because it provides data on job satisfaction, personal
development, and writing skills. Note: The program specific survey is being revised to better
align with all HDFS Program Objectives.

Program Facts Information: Retention rates, enrollment for segmented groups, graduation rates
and cumulative GPA are reported from the PARQ Program Facts document. Retention,
enrollment, and graduation rates do not align with program objectives because they do not
represent the knowledge and skills students have learned. Cumulative GPA aligns with all
program objectives because HDFS courses align with all program objectives.
2014 Assessment in the Major

GPA in the Major Core: This GPA is evaluated for all students each semester. Students must
achieve a minimum 2.5 GPA in the 56 credit major core courses to enroll in the internship
experience (HDFS 491) and to graduate. Those with a GPA lower than 2.5 are identified each
semester and the academic advisor works with them to design a plan for raising the GPA (i.e.
retaking courses). GPA in the major aligns with all program objectives because HDFS courses
align with all program objectives.
Direct Assessment Methods
Direct Assessment Method
ETS Proficiency Profile
Standardized tests
Locally designed quizzes, tests, and
inventories
Portfolio artifacts
Capstone projects (research papers,
presentations, theses, dissertations, oral
defenses, exhibitions, or performances)
Team/group projects and presentations
Oral examinations
Internships, clinical experiences,
practica, student teaching, or other
professional/ content-related
experiences engaging students in handson experiences in their respective fields
of study (accompanied by ratings or
evaluation forms from field/clinical
supervisors)
Service-learning projects or experiences
Authentic and performance-based
projects or experiences engaging
students in opportunities to apply their
knowledge to the larger community
(accompanied by ratings, scoring rubrics
or performance checklists from
project/experience coordinator or
supervisor)
Formative and Summative Coop Student
Evaluations by Employers
Online course D2L discussions analyzed
by class instructors
Used in Program
Program Objective Assessed
X
All Program Objectives
X
Previous Internship Evaluations: 1, 7, and 8
New Internship Evaluations: All Program
Objectives
4
2014 Assessment in the Major
Please explain how these direct methods align with/measure student attainment of program objectives:

Pre and Post Knowledge Exam: HDFS administered the pre and post exam developed by the
faculty originally in 1998 and revised a number of times (last revision in 2013) to more
accurately reflect course content and all revised program objectives (original exam was 65
items; then revised to 80 items; the most recent revision includes 29 items). The pre and post
knowledge exam is administered to all students. The pre exam is administered in the early
stages of the program in HDFS 101, Introduction to HDFS (this course contains new freshmen,
transfers and change of majors). The post exam is administered near the completion of the
program to students enrolled in HDFS 491 HDFS Internship. HDFS revised the pre/post exam
and administered the revised exam during the fall 2013 semester for the first time.

Internship Evaluations: Internship students are placed summer, fall, and spring semesters. To
qualify for internship, students must have a minimum GPA of 2.0 overall and 2.5 in major studies
required courses. As this is considered a senior-level experience, students complete internship
as part of their final semester or as a summer internship either prior to or after their last
semester of coursework. Each internship student is evaluated two times by the site supervisor.
Note: Internship Evaluations were revised to better align with all program objectives and were
administered to site supervisors starting the spring, 2015 semester.
RESULTS
Indirect Assessment Methods

Annual Employment Report: The annual employment report for 2013-14 (77 graduates, 69
responses) indicated a 99% employment rate for 2012-2013 graduates. Approximately 88% (61
out of 69 who responded) were employed in the major, related careers, or in graduate school.
Overall
Employment
Employed in MajorRelated Field or
Graduate
School

20072008
95%
20082009
97%
20092010
97%
20102011
100%
20112012
98%
20122013
94%
20132014
99%
83%
79%
85%
98%
82%
80%
88%
PARQ Alumni Follow-Up Surveys: In 2008, 51 graduates were surveyed, 12 responded and 1
employer responding. In 2012, 64 graduates were surveyed, 11 responded, and 0 employers
responded. Due to the low response rates, data is not reported for employers.
In the tables below, means reported are based on a Likert-scale ranging from 0 (either very
dissatisfied) to 5 (highly satisfied), representing how well curriculum contributed to graduates’
knowledge and skill base.
5
2014 Assessment in the Major
2006
(5 year)
n = 29
2010
(1 year)
n = 29
2008
(5 year)
n = 12
2012
(1 year)
n = 11
Satisfaction with HDFS Education
Overall effectiveness of program
Program instruction
Availability of faculty in program courses
Education better compared to coworkers
Enroll in program again
3.75
4.00
4.03
3.68
3.00
4.21
4.14
4.28
4.13
3.72
3.83
4.00
4.08
4.00
3.75
4.22
4.09
4.27
3.50
3.70
Program Objective #1: Professional Competence
Curriculum makes connection between program and career
Curriculum covers financial management
Curriculum assists with finding employment
Curriculum assists with continuing education
Curriculum preps for community, civic and political roles
Curriculum prepares students for employment
Curriculum influenced ability to critically analyze information
Curriculum influences ability for creative problem-solving
Experiential learning adequate in curriculum
4.21
3.04
3.41
3.62
3.46
3.38
3.71
3.79
3.66
4.07
2.75
3.46
3.54
3.77
3.93
3.93
3.86
3.76
4.00
3.00
3.58
3.73
3.33
3.75
3.75
4.33
4.00
4.18
3.44
3.64
4.00
4.09
4.10
4.30
4.20
4.00
Program Objective #3: Cultural Competence
Appreciate and understand diversity
Developing global perspective
3.69
3.38
4.14
3.79
4.25
3.92
4.50
3.90
Program Objective #7: Personal and Interpersonal Growth
Leadership
Making decisions
Making decisions ethically
Maintaining sense of mental well-being
Organizing information
Thinking creatively
Working in teams
4.14
3.86
4.14
3.89
3.93
4.14
4.25
3.93
3.97
4.31
4.14
4.14
4.14
4.24
4.25
4.25
4.58
4.50
4.25
4.17
4.25
4.40
4.10
4.40
4.10
4.30
4.30
4.50
Program Objective #8: Competent Communication Skills
Listening effectively
Speaking effectively
Writing effectively
3.76
3.62
3.90
4.00
3.97
3.79
4.50
4.33
3.92
4.60
4.40
4.30
6
2014 Assessment in the Major

Program Facts Information: One-Year retention rates, enrollment by segmented groups,
graduation rates, and cumulative GPA for the HDFS program are provided in the graphs and
tables below.
HDFS Retention Rates
100%
80%
60%
One-Year Retention in
Program
40%
20%
One-Year Retention in Any
Program
0%
13-14 12-13 11-12 10-11
9-10
Years
Enrollment, Graduation and Cumulative GPA
Enrollment by Segmented Groups
African American/Black
American Indian/Alaskan Native
Hawaiian Pacific Islander
Hispanic/Latino
Other Asian
SE Asian
2+ Race/Ethnicities
Underrepresented minority
14-15
9
3
1
3
3
14
4
32
13-14
3
3
-1
2
17
7
30
12-13
2
2
-2
2
13
8
26
11-12
1
2
-1
3
13
2
19
10-11
-2
1
-3
11
4
17
09-10
2
-1
-4
15
6
23
Graduation Rates
Number of graduates
Number of male graduates
Number of female graduates
Number of minority graduates
14-15
13-14
74
3
71
3
12-13
74
6
68
7
11-12
48
4
44
2
10-11
69
4
65
6
09-10
56
5
51
4
Average Cumulative GPA
14-15
13-14
3.03
12-13
3.02
11-12
3.35
10-11
2.87
09-10
3.13

Fall
Spring
GPA in the Major Core, On-Campus Students: 93.3% (196 out of 210) enrolled in fall 2014
maintained a 2.5 GPA in major core courses. 93.0% (200 out of 215) enrolled in spring 2015
maintained a 2.5 GPA in major core courses.
2008
95%
2009
96%
95%
2010
95%
97%
2011
96%
94%
2012
92%
95%
2013
94%
93%
2014
93%
95%
2015
93%
7
2014 Assessment in the Major

GPA in the Major Core, On-Line Students: 91.7% (111 of 121) enrolled in fall 2014 maintained a
2.5 GPA in major core courses. 93% (106 of 114) enrolled in spring 2015 maintained a 2.5 GPA
in major core courses.
Fall
2010
2011
2012
2013
2014
97.1%
(33 of 34)
92.9%
(52 of 56)
95.1%
(77 of 82)
93.9%
(78 of 82)
91.7%
(111 of 121)
97.1%
(33 of 34)
93.4
(57 of 61)
96.4%
(80 of 83)
90.6%
(87 of 96)
Spring
2015
93%
(106 of 114)
Direct Assessment Methods
Pre and Post Knowledge Exam: The exam was completed by 55 on-campus students (fall 2014) and 40
on-campus students (spring 2015) in HDFS 101, and 10 on-campus students (fall 2014) and 21 oncampus students (spring 2014) in HDFS 491 (total of 126 students). On-campus students enrolled in the
HDFS 101 (freshmen, transfers, and change-of-majors) in fall 2014 averaged 50% (14.5 of 29) and in
spring 2014 averaged 57% (16.5 of 29). (Note: Many students who take the pre knowledge exam have
taken courses in the major studies core as change of major or transfer students prior to taking this
exam.) On-campus Internship (HDFS 491) students averaged 73% (21 of 29) in fall 2014 and 60% (17 of
29) in spring 2015. Percentages are also listed below for questions answered correctly by program
objective.
HDFS
101
HDFS
490
Fall 2013
HDFS 101
HDFS 491
Program
Objective
1
2
3
4
5
6
53%
61%
HDFS
101/490
82%/84%
45%/73%
50%/67%
37%/46%
53%/60%
56%/71%
On-Campus HDFS Students: Old Pre/Post Knowledge Exam
Fall
Spring
Fall
Spring Fall Spring Fall Spring
2008
2009
2009
2010 2010 2011 2011 2012
52%
45%
49%
47%
53%
49%
55%
53%
Fall
2012
54%
Spring
2013
52%
66%
56%
64%
67%
69%
57%
66%
69%
N/A
60%
On-Campus HDFS Students: New Pre/Post Knowledge Exam
Spring
Fall 2014
Spring
2014
2015
55%
50%
57%
63%
73%
60%
HDFS
101/490
82%/83%
51%/63%
57%/76%
34%/34%
59%/62%
57%/68%
HDFS
101/491
75%/97%
43%/75%
53%/87%
34%/50%
55%/63%
47%/73%
HDFS
101/491
84%/91%
45%/89%
51%/80%
46%/40%
55%/75%
55%/55%
8
2014 Assessment in the Major
7
8
61%/79% 59%/76% 41%/57% 65%/78%
55%/66% 57%/69% 55%/78% 70%/74%
The pre-knowledge exam was completed by 10 on-line student in the summer of 2014, 20 online students in the fall of 2014, and 15 on-line students in the spring of 2015. All pre-knowledge
exams were taken in HDFS 101. The post-knowledge exam was completed by 5 on-line students
in the fall of 2014 and 14 on-line students in the spring of 2015. Post-knowledge exams were
taken in HDFS 491. Fall 2014 on-line HDFS 101 students taking the pre-exam averaged 65% and
in spring 2015 averaged 64%. Students taking the post-exam averaged 69% in the fall section of
HDFS 491, and 74% (21 of 29) in the spring of 2015.
On-Line HDFS Students: Old Pre/Post Knowledge Exam
HDFS 101
HDFS 101
HDFS 491
Program
Objective
1
2
3
4
5
6
7
8

Fall
2013
64%
(n=37)
74%
(n=7)
HDFS
101/490
91%/81%
54%/79%
63%/76%
54%/57%
50%/62%
67%/76%
72%/86%
70%/80%
Fall 2011
Spring
2012
Summer
2012
Fall 2012
Spring 2013
58%
60%
(n=15)
N/A
59%
(n=20)
56%
(n=12)
On-Line HDFS Students: New Pre/Post Knowledge Exam
Spring
Summer
Fall
Spring
2014
2014
2014
2015
67%
63%
65%
64%
(n=24)
(n=10)
(n=20)
(n=15)
71%
NA
69%
74%
(n=13)
(n=5)
(n=14)
HDFS
101/490
91%/95%
59%/60%
72%/85%
45%/46%
57%/62%
68%/79%
75%/92%
76%/72%
HDFS
101
100%
60%
67%
40%
63%
57%
72%
62%
HDFS
101/491
85%/100%
61%/65%
64%/73%
40%/32%
58%/58%
67%/67%
80%/87%
74%/88%
HDFS
101/491
79%/90%
54%/64%
55%/83%
50%/51%
52%/67%
88%/86%
64%/81%
76%/82%
Internship Evaluations: The following table shows internship mean ratings for the previous and
new internship evaluations. The previous internship evaluation has ratings in eight competency
areas that are based on a 4-point Likert scale with (1) as the lowest rating and (4) as the highest
rating. Evaluation information is reported as part of this assessment using data available from
summer, 2014 (36 on-campus students, 5 on-line students) and fall, 2014 (13 on-campus
students, 5 on-line students). The on-line students did not begin using the new assessment until
9
2014 Assessment in the Major
summer of 2015, so there are also 14 spring, 2015 on-line students represented in this
evaluation.
The new internship evaluation has ratings for the eight program objectives that are based on a
5-point Likert scale with (1) not achieved, (2) minimal achievement, (3) average achievement, (4)
very good achievement, and (5) excellent achievement. Evaluation information is reported as
part of this assessment using data available from spring, 2015 (25 on-campus students)
SUMMER AND FALL, 2014 INTERNSHIP EVALUATIONS BY SITE SUPERVISOR
ON-CAMPUS STUDENTS
Competencies
Term
# of Students
Range
Program Objective #1: Professional Competence
Internship Related Performance
Summer 14
36
3.38-3.83
Fall 14
13
3.38-3.88
Mean
3.66
3.66
Demonstrates Professional Integrity
Summer 14
Fall 14
36
13
3.34-3.83
3.13-3.88
3.64
3.48
Demonstrates Ability to Form
Relationships
Summer 14
Fall 14
36
13
3.38-3.76
3.50-3.88
3.56
3.71
Demonstrates Service to Clients
Summer 14
Fall 14
36
13
3.00-3.66
2.75-2.88
3.35
2.70
Demonstrates the Use of
Collaboration and Referral
Summer 14
Fall 14
36
13
2.62-3.45
2.88-3.50
2.94
3.13
Demonstrates Use of Supervision
Summer 14
Fall 14
36
13
3.55-3.66
3.50-6.63
3.61
3.54
Program Objective #7: Personal and Interpersonal Growth
Demonstrates Personal Growth and
Summer 14
36
3.41-3.90
Development
Fall 14
13
3.50-3.75
3.63
3.63
Program Objective #8: Competent Communication Skills
Demonstrates Human Relations Skills Summer 14
36
2.79-3.48
Fall 14
13
3.13-3.75
3.18
3.47
LONG-TERM MEAN TRENDS:
INTERNSHIP EVALUATIONS BY SITE SUPERVISOR
ON-CAMPUS STUDENTS
Competencies
2008-2009
2009-2010
2010-2011
2011-2012 2012-2013 2013-2014
2014
10
2014 Assessment in the Major
Program Objective #1: Professional Competence
3.80
3.72
3.72
3.72
3.68
3.78
3.66
3.77
3.70
3.78
3.63
3.63
3.75
3.56
3.81
3.70
3.76
3.61
3.72
3.80
3.64
3.48
3.63
3.61
3.04
2.97
3.39
3.03
3.57
3.60
3.50
2.93
2.94
2.86
3.04
3.75
3.67
3.74
3.53
3.61
3.68
3.58
Program Objective #7: Personal and Interpersonal Growth
3.68
3.63
3.67
3.52
3.49
3.65
3.63
Program Objective #8: Competent Communication Skills
3.64
3.69
3.64
3.39
3.34
3.41
3.33
Internship Related
Performance
Demonstrates Professional
Integrity
Demonstrates Ability to
Form Relationships
Demonstrates Service to
Clients
Demonstrates the Use of
Collaboration and Referral
Demonstrates Use of
Supervision
Demonstrates Personal
Growth and Development
Demonstrates Human
Relations Skills
SPRING, 2015 INTERNSHIP EVALUATIONS BY SITE SUPERVISOR
ON-CAMPUS STUDENTS
Program Objectives
1. Professional Competence
Term
Spring 2015
# of Students
24
Range
4.22-4.56
Mean
4.44
2. Family Dynamics
Spring 2015
24
3.75-4.38
4.07
3. Cultural Competence
Spring 2015
24
4.06-4.25
4.18
4. Human Development
Spring 2015
24
4.07-4.17
4.11
5. Scientific Knowledge
Spring 2015
24
4.00-4.47
4.21
6. Societal Institutions and Families
Spring 2015
24
4.06-4.29
4.19
7. Personal and Interpersonal
Growth
8. Communication Skills
Spring 2015
24
4.39-4.67
4.48
Spring 2015
24
4.19-4.67
4.39
11
2014 Assessment in the Major
SUMMER AND FALL, 2014 INTERNSHIP EVALUATIONS BY SITE SUPERVISOR
ON-LINE STUDENTS
Competencies
Term
# of Students
Range
Program Objective #1: Professional Competence
Internship Related
Summer 14
5
3.50-4.00
Performance
Fall 14
5
3.50-4.00
Spring 15
14
2.88-4.00
Demonstrates
Summer 14
4
3.5-4.00
Professional Integrity
Fall 14
5
3.40-4.00
Spring 15
14
3.17-4.00
Demonstrates Ability to
Summer 14
4
3.50-4.00
Form Relationships
Fall 14
5
3.67-4.00
Spring 15
14
3.00-4.00
Demonstrates Service to
Summer 14
4
2.80-4.00
Clients
Fall 14
4
3.00-4.00
Spring 15
14
2.80-4.00
Demonstrates the Use of
Summer 14
4
2.67-4.00
Collaboration and
Fall 14
5
3.00-4.00
Referral
Spring 15
14
2.67--4.00
Demonstrates Use of
Summer 14
4
3.33-4.00
Supervision
Fall 14
5
3.67-4.00
Spring 15
14
2.00-4.00
Program Objective #7: Personal and Interpersonal Growth
Demonstrates Personal
Summer 14
5
3.30-4.00
Growth and Development Fall 14
5
3.20-4.00
Spring 15
14
2.80-4.00
Program Objective #8: Competent Communication Skills
Demonstrates Human
Summer 14
5
2.80-4.00
Relations Skills
Fall 14
5
3.50-4.00
Spring 15
14
3.34-4.00
Mean
3.84
3.89
3.85
3.77
3.83
3.86
3.73
3.93
3.79
3.63
3.60
3.68
3.08
3.62
3.74
3.87
3.93
3.75
3.72
3.75
3.61
3.77
3.84
3.80
LONG-TERM MEAN TRENDS:
INTERNSHIP EVALUATIONS BY SITE SUPERVISOR
ON-LINE STUDENTS
Competencies
2012-2013
Program Objective #1: Professional Competence
Internship Related Performance
3.93
Demonstrates Professional Integrity
3.96
Demonstrates Ability to Form Relationships
3.96
Demonstrates Service to Clients
3.54
Demonstrates the Use of Collaboration and Referral
3.82
Demonstrates Use of Supervision
3.91
2013-2014
2014-2015
3.78
3.76
3.81
3.57
3.59
3.87
3.86
3.82
3.82
3.64
3.48
3.85
12
2014 Assessment in the Major
Program Objective #7: Personal and Interpersonal Growth
Demonstrates Personal Growth and Development
3.95
Program Objective #8: Competent Communication Skills
Demonstrates Human Relations Skills
3.86
3.81
3.69
3.74
3.80
INTERPRETATION
Indirect Assessment Methods

Annual Employment Report: The overall rate of employment and rate of employment in majorrelated field or graduate school in 2013-2014 increased from previous years.

Undergraduate Follow-Up Surveys: Graduates from 2008 (5-year follow-up) and 2012 (1-year
follow-up) reported equivalent or increased satisfaction with the HDFS program compared to
previous years. Reports of professional competence (Program Objective #1), cultural
competence (Program Objective #3), interpersonal growth (Program Objective #7), and
communication skills (Program Objective #8) increased from previous years. Overall, most
reports are relatively high for these items, suggesting that HDFS graduates are obtaining the
knowledge and skills depicted in general education and program objectives.

Program Facts Information: Overall, program facts for HDFS illustrate that the program is doing
well with some areas for improvement. Retention rates have increased significantly for the
2011-2014 academic years. HDFS continues to have primarily White, female students. The
number of underrepresented racial minority students has increased over the years; however,
the number of these students graduating is lower than expected. Cumulative GPA has fluctuated
over the years, hovering around 3.00.
GPA in the Major Core: For on-campus students, Fall 2014 and Spring 2015 shows a slight
decrease from previous years, but still within the general range of previous years. For on-line
students, fall 2014 is slightly lower than the prior year, though within the general range of the
previous three years, and spring 2015 shows an increased GPA from fall and within the general
range of the previous three years.
Direct Assessment Methods
 Pre and Post Knowledge Exam: For on-campus students, the overall percentage of correct
responses demonstrated an increase in students’ knowledge and skills from the beginning of the
program (HDFS 101) to the end of the program (HDFS 491). Significant increases were found for
most program objective as well. The lowest change in scores from HDFS 101 to HDFS 490 was
for Program Objective #1, Professional Competence, for both semesters as well as Program
Objective #4, Human Development, and #5, Society and Family, for spring, 2014. On-line
students began at a slightly higher baseline than on-campus students as demonstrated in higher
pre knowledge scores. This is expected as all of them have a minimum of two years of
postsecondary education upon entering the program, and many have experience working in the
field. On-line students show growth across the majority of program objectives. Objective 4
(Human Development) did not show growth in the fall, 2014 data and only very modest growth
in the spring 2015 data. Objective 6 (Families in Society) scores stayed the same in the pre and
post exam scores for fall, 2014 and show a slight decrease from pre to post exam scores in
13
2014 Assessment in the Major
spring, 2015. Data shows growth of ten percentage points (on average) or more in program
objectives 1 (Professional Competence), 3 (Diversity), 7 (Personal and Interpersonal Growth),
and 8 (Communication Skills).

Internship Evaluations: Internship supervisors’ site evaluation data on-campus and on-line
students indicates that HDFS students continue to have a strong knowledge base in human
development and family studies and are able to use that knowledge in a professional
setting. Comments from site supervisors also continue to be extremely favorable regarding
professionalism, knowledge, and ability to adapt to the workplace.
Old Evaluation (Summer/Fall 2014 On-Campus; 2014-2015 On-Line)
 Program Objective #1, Professional Competence: For on-campus students, five of six
items demonstrated a slight decrease compared to most immediate previous years
(less than .36 of 4.00). Only one item, Use of Collaboration and Referral, demonstrated
an increase. For on-line students, four of six items demonstrate an increase compared
to the previous year, and two of four show a slight decrease. All items indicate that
students are demonstrating professional competence that exceeds supervisor
expectations.
 Program Objective #7, Personal and Interpersonal Growth: For on-campus students,
this item decreased slightly compared to recent previous years, but is still within the
range of earlier years. For on-line students, this item decreased compared to the
previous two years, but is still a high rating.
 Program Objective #8, Communication Skills: For on-campus students, this item
decreased slightly compared to recent previous years. For on-line students, this item
increased compared to the previous year, and is lower than the year before. Again, the
overall rating is very high.
New Evaluation (Spring, 2015 On-Campus Only)
 For on-campus students, all program objectives received high ratings that range from
4.07-4.48 on a scale of 1-5. The highest score was for Program Objective #7, Personal
and Interpersonal Growth, whereas the lowest score was for Program Objective #2,
Family Dynamics.
DISSEMINATION

Results of all assessment measures are shared with the program advisory committee to inform
discussions on possible directions for the program.

Results of all assessment measures are shared with HDFS faculty and staff to determine the
needs for revisions in course content and objectives.

Results of the annual employment report and undergraduate follow-up surveys are evaluated
and shared with HDFS faculty advisors to aid them in their advisement of students with regard
to career preparation. Additionally, highlights of the employment report are used to promote
the program on the HDFS website, print media, and social media.
IMPROVEMENTS IMPLEMENTED THIS YEAR
14
2014 Assessment in the Major

A team of six HDFS faculty and staff met in the summer of 2014 to make progress in revising
tools used to evaluate the program so that they align to our program objectives that were
revised in the 2012-13 academic year. Below is a brief summary of how that work was
implemented in the 2014-2015 academic year.
 The new pre/post knowledge exam was piloted in 2013-2014 and analyzed in the
summer of 2014 in collaboration with the Applied Research Center (ARC) at UW-Stout.
The analysis suggested that the exam items are mostly effective at measuring student
knowledge but indicated some items may need revision (e.g. too easy so that students
may be able to guess the correct answer on the pre exam). We decided that more
information was needed before making revisions to the test. Specifically, we wanted to
know if there is a significant difference between transfer or change of major students
and freshman. It is possible that the exam questions are not too easy or failing to
accurately measure our objectives, but that transfer and change of major students have
prior knowledge, and the high pre knowledge scores are capturing that. We added a
question to the test that allows us to control for the number of credits a student has
upon entering the HDFS major. This will be used to analyze the exam again (controlling
for that variable) in the summer of 2015. At that time, we will determine if and what
items need revision.
 The internship evaluation used by interns and their supervisors was revised to align to
program objectives. It was discussed by the department and approved. On-campus
students began using the new evaluation in the spring of 2015 (indicated in this report),
and on-line students began using it in the summer of 2015 (will appear in next year’s
report).
 The HDFS specific portion of the alumni survey was also revised. Revisions eliminate
overlap with the general alumni survey, add questions to help differentiate among
populations (e.g. on-line and on-campus students), provide more information on the
graduates’ current status (e.g. graduate programs, current salaries, etc.), and more
closely align with the program objectives. This still needs to be discussed and approved
by the department so that it can replace the existing HDFS specific portion of the alumni
survey and better assess how well the program is meeting its objectives.
 B.S. HDFS program objectives and program plans were revised in the 2012-13 academic
year. Following this work, the HDFS department chose to examine research across the
curriculum to better understand how this particular program objective was integrated
throughout the B.S. HDFS program. This was completed during the 2013-14 and 2014-15
academic years. In 2014-2015, the instructors of our Family Research Methodology class
(HDFS 420) shared their ideas with the department about what students should know
about research before entering the class. HDFS instructors then aligned each of their
courses with the Research Skills Development Framework. This exercise demonstrated
that research skill development in HDFS mostly scaffold appropriately across the entire
curriculum. We will continue discussions on how to strengthen our students’ research
skills across the curriculum.
PLANS FOR IMPROVEMENT

The following plans for improvement are based on the recommendations of HDFS faculty and
staff as well as the ARC report on our pre/post knowledge exam.
15
2014 Assessment in the Major
 Pre/Post Knowledge Exam – A second analysis that controls for transfer and change of
major students has been done in collaboration with ARC in the summer of 2015. We will
share the results of the report at our department retreat in August, 2015 and
commence with some item revisions in the 2015-2016 year. Overall, the report suggests
that the pre/post exam is an appropriate tool for measuring the knowledge elements of
our program objectives.
 The revised internship evaluation will continue to be implemented in the 2015-2016
academic year. Our goal is to convert the paper evaluation into a Qualtrics survey in
order to more easily analyze the data.
 Our goal is to get department approval of the HDFS specific section of the alumni
survey in the 2015-2016 year so that we can implement it the next time the survey is
distributed. The revised survey more closely aligns with our program objectives.
 Now that research skills have been mapped across the HDFS curriculum and we have
identified specific knowledge and skills that students need before entering HDFS 420:
Family Research Methodology, instructors will make revisions to course assignments
and assessments in order to support the development of student research
competencies. Our department will also consider adding a more rudimentary research
class earlier in the program to be followed by Family Research Methodology their senior
year.
 Our program is up for review by the Program Review Committee (PRC) this year. As
such, we will not identify a program objective to assess across the curriculum this year.
We will focus on the data collected by the PRC and what it reveals about the strengths
and areas for growth in our program.
PROGRAM FACTS
Please insert the most recent Program Facts for your program, or the link to this document. These can
be accessed on the Information Portal. Also, please provide a brief description and interpretation of this
data. What does this data say about the overall progress of your program?
Program facts have been addressed within the report. Here is the link to the HDFS Program Facts
document.
16
B.S. Human Development and Family Studies: Curriculum Alignment with New HDFS Program Objectives
PROGRAM OBJECTIVES: Upon completion of the program , students will be able to:
1. Demonstrate professional competence in educational, civic, and career settings.
2. Integrate knowledge of family dynamics to enhance relational functioning.
3. Demonstrate cultural competence, inclusive of multiple aspects and intersections of diversity within a historical and social context.
4. Integrate understanding of the developmental processes in individuals across the lifespan, based on physical, social, emotional, cognitive, moral, and personality aspects within an ecological framew
5. Critique social scientific knowledge as applied to families and human development.
6. Evaluate the impacts among and between societal institutions and families
7. Demonstrate personal and interpersonal growth.
8. Demonstrate competent communication skills.
4
5
6
X
1,6,7
6
1,3,4
3,12
1,2,3,6,7
1,2,3
1-­‐-­‐8
7-­‐Jan
2,3
2,3,4
3
1,2,6,7
4
7
6,8
2,5,10
2
How Course Objectives are Evaluated Paper/Presen
Paper/presen Paper, writing tation, tation, assignments, observations, writing participation, writing assignment, reading assignments, participation quizzes
exams
11
1-­‐-­‐8
6
1
1,2,3,4,6
1-­‐-­‐8
1-­‐4,7,8
5
1-­‐-­‐8
Exams, genogram, Written Exams, skill presentation
assignments, demonstration s, exams, survey
participation
2
1>8
3,4,5,6
1,2,3
Exam, discussion, application, Writing Exams, written assignments
papers, assignment, , exams, participation
personal observations
action plan, participation
1,2,3,4
HDFS-­‐345
HDFS-­‐340 HDFS-­‐336 HDFS-­‐335 HDFS-­‐270 HDFS-­‐257
2
2,4
7,8,12
2
1,3
2
8
1,2,7
4
1,3,5,7
7
3
5,7
6,10
13
3
5,6,12
Required To Graduate
HDFS-­‐225 3,4,8,9
HDFS-­‐330 1-­‐11, 13
3
2,5,6,7
6,8
HDFS-­‐325 2
HDFS-­‐215 1,3,4
HDFS-­‐124 1
HDFS-­‐115 Program Objectives
HDFS-­‐101 Course Objectives
6
3,5
4
1,2,4,6
1,2,3,7,8
2,8
2,4,6,7
3
1
3,8
2
1,6,8
2
1,3,4,5,7
2,4,7,8
Journals, paper/presenta
Written tion, Exams, journal, Exams, papers, assignments, discussions, presentation, presentations, exams, participation, paper
participation
participation
supervisor evaluations
Overall competence of program objectives are demonstrated through completion of program plan w/2.5 or above GPA in Major Core courses. *Note: "X" indicates that the program objective is addressed in the course but it no
bjectives
HDFS-­‐365
HDFS-­‐420
HDFS-­‐450
HDFS-­‐456
HDFS-­‐490
HDFS-­‐491
ithin an ecological framework.
1
1,3,5
1,9
5,6,7
1,3,4,5,6
7
1,2,4,6
1,3,4,5
1>5
5,10
3,4,5
10
1,2
1,5,10
5,6
1,2,6
2,4
2 > 7
2,3,4,5
8,10
1,5
1,9
2
1,2,4,5
1,9
7-­‐Jan
FRM log, Research research paper, paper, exams, presentation
presentation, s, handout/broc participation, hure
exams
5
3,9,10
5,6
2,7>10
2,5
2,3
7
1
1,3,4,5
4
Written Exams, Exams, assignment, presentations
Weekly logs, participation, discussion, , written written presentation, participation, assignments, assignment, family impact paper, evaluation forms
interviews
analysis
discussion
s addressed in the course but it not explicitly reflected in the course objectives.
Attachment B: Research Skills Development Framework (for reference) Research Skill Development Framework
www.rsd.edu.au
A conceptual framework for the explicit, coherent, incremental and spiralling development of students’ research skills
Extent of Students’ Autonomy
Level 1 (Prescribed Research)
Level 5 (Open Research)
Respond to questions/tasks arising
explicitly from a closed inquiry.
Use a provided structured approach
to clarify questions, terms,
requirements and expectations.
Respond to questions/tasks
required by and implicit in a closed
inquiry. Choose from several
provided structures to clarify
questions, terms, requirements and
expectations.
Respond to questions/tasks
generated from a closed inquiry.
Choose from a range of provided
structures or approaches to clarify
questions, terms, requirements and
expectations.
*Generate questions/aims/
hypotheses framed within
structured guidelines*.
*Generate questions/aims/
hypotheses based on experience,
expertise and literature*.
Collect and record required
information or data using a
prescribed methodology from a
prescribed source in which the
information/data is clearly evident.
Collect and record required
information/data using a prescribed
methodology from prescribed
source/s in which the information/
data is not clearly evident.
Collect and record required
information/data from self-selected
sources using one of several
prescribed methodologies.
Collect and record self-determined
information/ data from self-selected
sources, choosing an appropriate
methodology based on structured
guidelines.
Collect and record self-determined
information/data from self-selected
sources, choosing or devising an
appropriate methodology with selfstructured guidelines.
c. Evaluate & Reflect
Determine and critique the degree
of credibility of selected sources
and of data generated, and reflect
on the research processes used.
Evaluate information/data and
reflects on inquiry process using
simple prescribed criteria.
Evaluate information/data and
reflect on the inquiry process using
given criteria.
Evaluate information/data and
inquiry process using criteria
related to the aims of the inquiry.
Reflect insightfully to improve own
processes used.
Evaluate information/data and the
inquiry process comprehensively
using self-determined criteria
developed within structured
guidelines. Reflect insightfully to
refine others’ processes.
Evaluate information/data and
inquiry process rigorously using
self-generated criteria based on
experience, expertise and the
literature. Reflect insightfully to
renew others’ processes.
d. Organise & Manage
Organise information and data to
reveal patterns and themes, and
manage teams and research
processes.
Organise information/data using
prescribed structure. Manage linear
process provided.
Organise information/data using a
choice of given structures. Manage
a process which has alternative
pathways.
Organise information/data using
recommended structures. Manage
self-determined processes with
multiple possible pathways.
Organise information/data using
student-determined structures, and
manage the processes, within the
parameters set by the guidelines.
Organise information/data using
student-determined structures and
management of processes.
e. Analyse & Synthesise
Analyse information/data
critically and synthesise new
knowledge to produce coherent
individual/team understandings.
Analyse and synthesise
information/data to reproduce
existing knowledge in prescribed
formats. *Ask emergent questions
of clarification/curiosity*.
Analyse and synthesise
information/data to reorganize
existing knowledge in standard
formats. *Ask relevant,
researchable questions emerging
from the research*.
Analyse and synthesise
information/data to construct
emergent knowledge. *Ask
rigorous, researchable questions
based on new understandings*.
Analyse and create
information/data to fill knowledge
gaps stated by others.
Analyse and create
information/data to fill studentidentified gaps or extend
knowledge.
Constructive
Students research within selfdetermined guidelines that are in
accord with discipline or context.
Scaffolds placed by educator
shape student independent
research
Creative
Research)
Students initiate the research
and this is guided by the
educator
Determined
Use mainly lay language and
prescribed genre to demonstrate
understanding for lecturer/ teacher
as audience. Apply to a similar
context the knowledge developed.
Follow prompts on ESC issues.
Use some discipline-specific
language and prescribed genre to
demonstrate understanding from a
stated perspective and for a
specified audience. Apply to
different contexts the knowledge
developed. Specify ESC issues.
Use discipline-specific language and
genres to demonstrate scholarly
understanding for a specified
audience. Apply the knowledge
developed to diverse contexts.
Specify ESC issues in initiating,
conducting and communicating.
Use discipline-specific language
and genres to address gaps of a
self-selected audience. Apply
innovatively the knowledge
developed to a different context.
Probe and specify ESC issues in
each relevant context.
Use appropriate language and
genre to extend the knowledge of a
range of audiences. Apply
innovatively the knowledge
developed to multiple contexts.
Probe and specify ESC issues that
emerge broadly.
b. Find & Generate
Find and generate needed
information/data using
appropriate methodology.
Discerning
Harmonising
R
e
s
e
a
r
c
h
Level 4 (Student-initiated
Boundaries set by and limited
directions from educator channel
student research
a. Embark & Clarify
Respond to or initiate research
and clarify or determine what
knowledge is required, heeding
ethical/cultural and social/team
considerations.
o
f
Level 3 (Scaffolded Research)
Highly structured directions and
modelling from educator prompt
student research
when students…
F
a
c
e
t
Level 2 (Bounded Research)
Curious
What characterises the difference between ‘search’
and ‘research’? More searching and more data
generation is just a ‘biggasearch’! Research is
f. Communicate and Apply
Write, present and perform the
processes, understandings and
applications of the research, and
respond to feedback, accounting
for ethical, social and cultural
(ESC) issues.
… spiral through the facets, adding degrees of
rigour and discernment as they dig and delve.
Research Skill Development (RSD), a conceptual framework for Primary school to PhD, developed by John Willison and Kerry O’Regan ©, October, 2006/November, 2012. Facets based on: ANZIIL (2004) Standards & Bloom’s et al (1956) Taxonomy.
* Framing researchable questions often requires a high degree of guidance and modelling for students and, initially, may need to be scaffolded as an outcome of the researching process (Facet E, Levels 1-3). After development, more students are able to
initiate research (Facet A, Levels 4 & 5)*. The perpendicular font reflects the drivers and emotions of research. Framework, resources, learning modules and references available at http://www.rsd.edu.au. For info: john.willison@adelaide.edu.au
Attachment C: Map of Research across HDFS Curriculum Using the Research Skills Development Framework Course Chart – Research-Based Objectives and Assignments
“What you are already doing…goal is being language explicit”
Course
Number
Title
Objective(s)
~Be mindful that we may have “missed” your
research-based objective and linked
assignment…goal here is to be explicit
HDFS 101
Introduction to
HDFS
HDFS 115
Healthy Couple
Relationships
Obj. 2 Become aware of current issues influencing the areas of
HDFS
Obj. 3 Gain familiarity with the professional organizations and
scholarly publications in the field of HDFS
Obj. 5 Become knowledgeable about the historical
foundation of Human Development and Family Studies.
Obj. 2 Describe current research associated with healthy
intimate relationships
HDFS 124
Human
Development:
Early Childhood
Obj. 4 Explain the importance of research identify various
methods used in the study of child development for the early
childhood period (prenatal through age 8)
HDFS 215
Dynamics of
Family
Development
Obj. 8 Outline the various stages of the family life cycle and
the developmental tasks crucial to each stage.
JZ:
Proposed New Objective 4: Apply understanding of
intergenerational family dynamics to personal relationship
functioning.
Obj. 8 Outline the various stages of the family life cycle and
the developmental tasks crucial to each stage.
LK:
Proposed new objectives:
1. Apply understanding of intergenerational family
dynamics to personal relationship functioning.
2.
3. Demonstrate mastery of charting family dynamics
through genogram mapping.
Instructor:
Student: Assignment
~Needs to be linked to the
research based objective
Searching, Identifying, and
Understanding Relevance of
Research in HDFS Assignment
Facet A. Autonomy level 1
Jen
Julie, Leslie, Kevin
Brochure Project
Facet C. Autonomy level 1;
Facet F. Autonomy level 2
Research Summary (new
assignment)
Facet A. Autonomy level 1;
Facet C Autonomy level 1
Life cycle presentation
Facet F. Autonomy level 2
JZ: Written discussions and
Family Process Journal:
Identify and apply relevant
research based concepts and
information to family
dynamics and development
Facet B Autonomy level 4 (for
new objectives)
HDFS 225
Skills Training
Obj. 2: Demonstrate effective nonverbal and verbal attending
behavior in professional interventions with children, parents,
couples, and families.
Practice and Final Skills Video
Projects
Facet F: Autonomy Level 1
HDFS 257
Lifespan Sexuality
Obj. 1: Articulate a personal philosophy of sexual ethics and
decision-making
Obj. 7 Evaluate major research and theories that attempt to
explain the nature and origins of sexual orientation
~What is the linked research-based assignment?
Obj. 4 Identify biases and assumptions from others
Ethics Assignment
HDFS 270
HDFS 325
HDFS 330
HDFS 335
Seminar in Self
Growth
Human
Development: Mid
Child and
Adolescence
Human
Development:
Early and Middle
Adulthood
Critical Cultural
Competence
Obj. 3 Identify and analyze timely issues that affect “normal”
development during middle and adolescence.
Other research based
assignment?
Diverse Perspectives Group
Lecture Enhancement
Professional Article Summary
(need to list on syllabus)
Facet A. Autonomy level 1;
Facet C Autonomy level 1
Obj. 1 Examine and discuss several major themes occurring
during the adult years that influence how a person’s life story
unfolds and evolves.
Interviews?
What is the research-based objective and linked assignmentwould recommend being explicit?
Susan:
Weekly student group
research based lecture
enhancements on racial
group disparities
Individual applied
presentation of CCC skills to
their chosen profession
Facet C Autonomy Level 3
Terri:
Body Wisdom Reflection
Facet B Level 2
Race Conversation
Facet C Level 3
HDFS 336
Practice in Critical
Cultural
Competence
Explicit research based
assignment?
Final Paper (Amanda)
Facet E Autonomy level 2
Obj. 1 Develop new skills/practices for interacting in a
culturally sensitive manner across categories of difference (be
more explicit in the research base of “best practice”, the
development of new skills/practices)
Critical Cultural Competence
Practice Model (Susan)
Obj. 3 Integrate course concepts and knowledge from HDFS
335 Critical Cultural Competence into their experiences of
working with and connecting across difference.
HDFS 340
Human
Development: Late
Adulthood
Obj. 4 Identify aging issues for African-American, Latino,
Native-American, and Pacific Asian elderly.
Obj. 5 Identify the special issues in later life families.
Liz
“STOUTalk” (Students Talking
On Unyoung Topics)
Team research presentations
Facet E Autonomy level 3
Major Course Project: Case
Study Interview building
qualitative research skills
Facets B, D, & E Autonomy level
3/4
HDFS 345
HDFS 365
Health Care
Dilemmas
Family Resource
Management
Obj. 1 Increase awareness of selected current technologies
and issues in medical ethics that significantly impact American
families.
Obj. 5 Identify and describe recent court decisions regarding
end-of-life treatment options.
Obj. 7 Describe current public debates and federal policy
decisions regarding developing areas of medical research and
technology.
Obj. 8 Demonstrate insight and critical thinking evidenced in
class discussion and case analysis.
Obj. 4 Critically evaluate the application of literature, theories,
and models of resource management across categories of
difference (e.g. cultural, ethnic, class).
Obj. 5 Construct a personal position on families in poverty
that integrates theory, research, and social trends to inform a
sensitive and competent approach to working with families in
poverty.
Round Tables?
Other research based
assignment?
Solutions to Poverty Research
Project - Paper and
Presentation
Facet E Autonomy level 3
HDFS 420
Family Research
Methodology
Obj. 1 Develop an orientation towards the variety of skills
necessary for the conduct of quality research in family studies.
Obj. 2 Identify the usefulness of family theory in research.
Obj. 4 Recognize methodological assumptions inherent in
various family theories.
Obj. 5 Develop ability to relate research, theory and practice
(triangulation)
Obj. 6 Compare and contrast selected family research studies
based upon theories involved.
Obj. 7 Compare and contrast select family research studies
based upon methodology utilized.
Obj. 8 Evaluate the effectiveness of selected family research
studies in integrating theory and methodology.
Obj. 9 Develop a survey instrument and conduct a pilot study.
Autonomy Level 4
Facet E&F
Research Project
JZ: Current Events Reporting
Family Impact Analysis
Presentation and Written
Report
Autonomy Level 4
Facets C and D (Organize,
but not manage). Note:
Students struggle
Autonomy Level 4
Facet E&F
HDFS 450
Family Policy
Obj. 6 Evaluate family, work and government policy using a
family impact perspective.
HDFS 456
Abuse and the
Family
Obj. 2 Explore the links between forms of abuse in the family,
including drug abuse
Obj. 3 Explore and evaluate the strengths and weaknesses of
family research methods used to study family abuse.
Obj. 6 Evaluate different family contexts that may be
associated with child abuse, partner violence, and elder
abuse.
Obj. 3 Evaluate the importance of ethics in professional
practice, knowledge of ethical behavior, and be able to
implement ethical values into family studies and human
development practice.
Obj. 2 Gain knowledge of the operation and structure of the
community organization at which the intern is placed.
HDFS 490
Professional Issues
HDFS 491
Internship: HDFS
Power point Presentation
Dissemination Options
Individual Family Abuse
Presentation
Leslie, Julie
Social Action Group Project
Ethics In-Class Assignment
Facet C; Autonomy Level 5
Organizational paper
Facet B; Autonomy Level 5
Attachment D: Summary of Examination of Research Across the HDFS Curriculum Discussion Summary: Research across the Curriculum B.S. HDFS program objectives and program plans were revised in the 2012-­‐13 academic year. Following this work, the HDFS department chose to examine research across the curriculum to better understand how this particular program objective was integrated throughout the B.S. HDFS program. This was completed during the 2013-­‐14 and 2014-­‐15 academic years. Below is a summary of the discussions and steps taken to better integrate and scaffold research across the B.S. HDFS curriculum. The intent is to examine additional areas of content across the curriculum that align with HDFS program objectives to ensure that course assignments meet all program objectives. Conceptualizing Undergraduate Research Spring, 2014 Areas of Consensus Provide students with regular opportunities to • Conceptualize research within an HDFS context • Recognize the relevance of research to the work of HDFS professionals • Become competent consumers of research (identify how the research process works, understand how research articles are organized, comprehend critical points of research articles, think critically about research applications and limitations) Note: students are not expected to understand specific methods (e.g. stats), but the broader results and applications of the findings. • Communicate research findings to diverse audiences • Think critically about research in order to recognize its value balanced against its limitations (e.g. avoid “all research findings are to be accepted without question” AND “research says whatever you want it to say and is not valuable”) Areas for Continued Discussion There was considerable discussion on whether all students need to be able to produce research and if it is possible to adequately teach them how to both consume and produce research within our current curriculum. The advisory board and department also visited the possibility of offering a research course earlier in the program. Training on risk assessment, program evaluation, policy evaluations, and other forms of research that graduates may encounter in their professional lives was discussed as important to continue trying to incorporate into the research curriculum. There was not resolution on these items. Discussion Summary: Research across the Curriculum Action Plan Plans for moving forward include: • Revisit how research is introduced in HDFS 101 in keeping with consensus points above • Note: Some discussion on changing HDFS 101 to two credits • Develop qualitative research project for HDFS 340 Update? • Consider moving grant writing from HDFS 420 to HDFS 490 Update? • Move HIPPA training from HDFS 420 to HDFS 345 Update? • Summer incubation for the following HDFS courses that will include some integration of research: o 101 Update: In the summer of 2014, the research assignment in 101 was revised by Drs. Zaloudek and Barnett to emphasize identifying, locating, reading, and locating scholarly work within the HDFS field. Assignment in Appendix A o 365 Update: In the summer of 2014, the Solutions to Poverty assignment was created by Drs. Barnett and Zaloudek to emphasize how to use theory and research to inform how to effectively address problems of families in poverty. Assignment in Appendix B. o 450 Update: in the summer of 2014, the Policy Analysis assignment was revised by Drs. Zaloudek and Barnett that requires an integrated literature review and meaningful application of research to issues that impact families. This is in Appendix C. o Others? • Revisit research across the curriculum in the fall (2014) and spring (2015) to discuss changes that were made, what worked/did not work well, points of connection across courses, etc. Research Skills Development Spring, 2015 Students’ Knowledge and Skills Prior to HDFS 420 Family Research Methodology Instructors of HDFS 420 were asked to share their ideas regarding what students should know about research before getting to HDFS 420. Below is a summary of these ideas. Students should be familiar with the following: • Implications for practice • Wanting to help people is not enough Discussion Summary: Research across the Curriculum •
•
•
•
•
•
•
•
•
• Need to inform practice through theory and research Comfort with a journal article APA How to write a literature review • A synthesis of research and not a bibliography Good consumers of research Collaboration Oral presentations on work Writing practice and critique; use of writing center Differentiate between research and opinion Statistical significance and Type I/Type II error Action Plan • Department will continue considering the potential of adding a research class earlier in the curriculum. • Individual instructors will continue developing research related assignments and instruction with the above goals in mind, consulting and collaborating as needed. Alignment of HDFS Core Courses with Research Skills Development Framework Instructors of core HDFS courses aligned each of their courses with the Research Skills Development Framework (http://www.adelaide.edu.au/rsd/framework/rsd-­‐
framework.pdf). This exercise demonstrated that HDFS research assignments, for the most part, appropriately scaffold across the curriculum by facets of research and students’ level of autonomy. HDFS is one of the first programs at UW-­‐Stout to align their curriculum to the RSD framework. A separate table documents this alignment. Discussion Summary: Research across the Curriculum Appendix A Research in HDFS Searching, Identifying, and Understanding Relevance This assignment assesses the following course learning objective: Objective 3: Demonstrate understanding of research and current issues in the HDFS program and field. Assignment Learning Objectives: 1. Demonstrate ability to use the UW-­‐Stout library to search HDFS related journals by title and HDFS topics by key word/s. 2. Discuss the process of searching and reviewing research in the HDFS field. 3. Identify a peer reviewed article that relates to HDFS. 4. Describe the significance of the research article for the field of HDFS and professional applications. 5. Apply APA conventions to citing the article. Description: Use the UW-­‐Stout library to review research articles by browsing through a minimum of two HDFS related journals and searching a minimum of two HDFS related topics. Select and read an article that is most interesting and/or relevant to you. Choose one of the three options below to discuss the search process and the article’s connection to the field and professional life. Include an accurate APA citation of the article. Steps to Completing this Assignment: Step One: Search and Browse Journal Title Search • Go to the UW-­‐Stout library website (http://www.uwstout.edu/lib/index.cfm) and click on “Research Guides.” • Select a topic that interests you, and find a list of journals that relate to that topic. Choose a minimum of TWO journals to browse. Alternatively, you may search by letter any of these major family journals: Family Relations, Journal of Marriage and Family, and Family Process • Be sure to document the journal titles, year, volume, and issue. Key Word Search • At the same website, use the search bar to search articles by topic, using key words (e.g. “blended family” OR “family+hospice care” • Browse through the results – trying out new search terms or navigations on the left Discussion Summary: Research across the Curriculum to narrow or broaden your search. • Be sure to document what search terms you use, the number of results you get, and how you manipulated the search to get the kinds of results that you want. Step Two: Select and Read • Select one article to read, and download it in a PDF. • Check to ensure that it is HDFS related, from a peer reviewed journal, a full article and not an editorial comment or book review, and that it is within the last five years. • Read the article, and take notes on what is most important, how it connects to the HDFS field, and how it can be applied in helping professions. Step Three: Discuss and Share Choose one of the three options below in order to do the following: • Describe your search process and what journals and articles you browsed. o Include the two journal titles, year, volume, and issue o Include the exact key words you used, a description of how you manipulated the search (e.g. narrowed, broadened, changed it), and the outcome (What did you find?) • Describe how the article you selected fits into the HDFS field and body of research. See example at the end. • Describe the relevance of the article to helping professionals. What kinds of helping professionals would benefit from knowing this research, and how will it help them? You have three options for how to complete the assignment, which are as follows: HDFS Research: Paper HDFS Research: Presentation HDFS Research: Visual Based on your search, article, and reflection on how it fits with HDFS, write a three page paper (double spaced) that includes a description of: 1) Search Process 2) How the article fits in the HDFS field/research body 3) What helping professionals could benefit from this article and how. *Must include a PDF Based on your search, article, and reflection on how it fits with HDFS, prepare a five-­‐
minute presentation (use Jing, VoiceThread, YouTube video, etc.) that includes a description of: Based on your search, article, and reflection on how it fits with HDFS, prepare a mostly visual representation (may use some text) of the information that includes a representation of: 1) Search Process 2) How the article fits in the HDFS field/research body 3) What helping professionals could benefit from this article and how. 1) Search Process 2) How the article fits in the HDFS field/research body 3) What helping professionals could benefit from this article and how. *Must include a PDF *Must include a PDF Discussion Summary: Research across the Curriculum attachment of the article and attachment of the article and attachment of the article and an ACCURATE APA reference an ACCURATE APA reference an ACCURATE APA reference for the article. for the article. for the article. Submission: • Submit to Dropbox or Discussion Board as indicated by instructor Grading: Points Component Criteria x/5 Article Article is of good quality (peer reviewed journal, within last five years, research or conceptual and not editorial or book review) AND related to HDFS issue. x/5 x/3 x/4 x/3 x/20 APA Citing Search Process Connection to HDFS Relevance to Professional Life Comments: Accurate APA formatting in every detail of citation. Search process is thoroughly described. Thoughtful and thorough description of how the article fits within the HDFS field and body of research. Thoughtful and thorough description of WHAT helping professionals might benefit from this research and HOW it might help them in their professional lives. Discussion Summary: Research across the Curriculum Example Describing how it fits within HDFS (visual representation): If you have an article on outcomes of spanking children (sample of children ages 2-­‐11) within African American families, you might describe/show the following: Social Development Children Ages 2-­‐11 Emodonal Cognidve HDFS African American Families Families Child Discipline Parendng Corporal Punishment Families within Community *This article addresses both developmental issues for children ages 2-­‐11 and social/relational outcomes for African American parents and their children. Things that are addressed in this article as they relate to HDFS are cognitive, emotional, and social development of children, the parent/child relationship, cultural context of spanking, and effectiveness of spanking. Discussion Summary: Research across the Curriculum Appendix B Solutions to Poverty Project Description
HDFS 365 Family Resource Management
Guided by Bronfenbrenner’s Ecological Model, the Solutions to Poverty Project will engage the
entire class in developing potential solutions to poverty that are supported by empirical research.
Upon completion of this project, students will have synthesized course material to meet all
course objectives.
1. The class will choose which specific topic within poverty to examine for the semester.
Specific topics are listed and described below:
a. Poverty and Mental Illness
Families with mental illness are a vulnerable group who are at an increased risk of
living in poverty. These families experience social stigma, discrimination, and
limited accessibility to treatment that serve as barriers to functioning to the fullest
of their abilities in society. Keywords to consider: poverty, social class, lowincome, mental health, psychological health, policy, and advocacy.
b. Poverty and Domestic Violence
Many families who live in poverty are also victims of domestic violence.
Domestic violence can be considered a cause (e.g., barrier to employment, loss of
financial resources) and/or consequence of poverty (e.g., financial strain and
family conflict). Keywords to consider: domestic violence, domestic abuse,
poverty, low-income, policy, and advocacy.
c. Poverty and Education
There is a strong connection between educational achievement and economic
disadvantage. Families with less education often experience fewer occupational
advances compared to families with higher levels of education. Research suggests
that education is a leading factor that is widening the gap between poor families
and non-poor families. Keywords to consider: education, educational standards,
education reform, poverty, low-income, reform, policy, and advocacy.
d. Poverty and Discrimination
Discrimination based on gender, race/ethnicity, religion, sexual orientation, or any
other category of difference has an impact on the economic opportunities of
families. Discrimination, social stigma, and inaccurate stereotypes are interwoven
into societal institutions such as families, schools, work settings, and government
policies, negatively impacting families’ lives on a regular basis. Keywords to
consider: discrimination, racial discrimination, minorities, inequality, poverty,
low-income, policy, and advocacy.
e. Poverty and Affordable Housing
Discussion Summary: Research across the Curriculum Affordable housing is a growing problem among families living in poverty. Lowincome families have difficulties paying for housing and poverty is strongly
related to homelessness. Housing assistance programs are limited, leaving many
families on their own to find housing. Keywords to consider: Affordable housing,
homelessness, poverty, low-income, policy, and advocacy.
2. Once the topic is selected, each student will contribute 3 journal articles and/or research
reports from reputable sources. Each article or report should relate to a different system
from Bronfenbrenner’s ecological theory: microsystem, mesosystem, exosystem,
macrosystem, and chronosystem. This means that each student will submit an article on
the topic that relates to at least three of the five systems; some articles may relate to more
than one system. Articles will be dropboxed into D2L group folders labeled for each
system. For example, for the topic of affordable housing, research related to the
microsystem would consider how affordable housing affects individuals’ or family
members’ lives whereas research related to the chronosystem would look for research on
trends in affordable housing from one generation to the next (over time).
3. Teams will be assigned to one of five systems that reflect Ecological Theory. Teams will
review research, find additional research as needed, and brainstorm potential solutions to
poverty related to their assigned ecological system. Each team will then choose one
solution to focus on and support with research and FRM concepts for this project. The
solution may already exist (i.e., program or policy) or the team may invent a new
solution. Either way, you need use research and FRM concepts from class to support why
your proposed solution to poverty would help eliminate or reduce poverty for families in
the United States.
4. Each student will individually write a 7-8 page research paper (not including title page
and references) that includes these sections: (a) Introduction, (b) Problem Related to
Poverty, (c) Application to Ecological Theory, (d) Proposed Solution to Poverty, and (f)
Conclusion. A minimum of 10 reputable references are required and at least 5 need to be
scholarly journal articles. A Project Template is provided on D2L to assist with writing
and completing this assignment.
5. Student presentations of completed research papers will be conducted in teams. A power
point or prezi of the main points and references will be presented to the class. Points are
only given for students who make presentations with their team.
Discussion Summary: Research across the Curriculum Appendix C Goal: Create a research-­‐based, written report and presentation that analyzes policy from a family perspective. Description: In this project, we will work as a class to research, analyze, and present a family perspective on a policy or policy issue that impacts families. In small groups we will research the background information of the issue (research on “the problem” and research on “solutions”), conduct an analysis, and develop conclusions/recommendations. We will create a single written report of our research, analysis, and recommendations as well as a digital presentation of the same information. This report and presentation will be shared with the class and potentially to agencies/organizations that would benefit from the information. Relevance: There is nothing that we do as family professionals that does not somehow relate to policy. Many of us will work for government agencies where we will be regulated by, and will will likely implement policy (e.g. Head Start, Health and Human Services, Child Protection). Others will work in non-­‐profit organizations that may be funded by public grants, interact with public policies, or seek to change or advocate for vulnerable families (e.g. homeless shelters, domestic abuse programs, AODA services). Even those of us who work in corporate or for-­‐profit settings will be impacted by policy as we implement corporate policies that may or may not be family friendly (e.g. human resources position) or provide services to clients who are mandated by the court (AODA, therapy as condition of parole, etc.). It is critical that we be able to understand how policies impact individuals, families, and society so that we can provide competent, ethical services. Additionally, we have an ethical responsibility to advocate for vulnerable families, and this often means advocating for change at the policy level. This project provides you with the tools and experience, in a supported setting, to analyze a policy or policy issue for family friendliness. This assignment assesses the following course student learning objectives: •
•
•
•
•
SLO 1: Analyze the relationship between families and public policy from a historical perspective. SLO 3: Analyze the role of families in creating and solving problems through policy. SLO 4: Summarize the reciprocal influences between culture and policies that affect families. SLO 5: Assess family friendliness in government and work policies. SLO 6: Evaluate family, work, and government policy using a family impact perspective. Discussion Summary: Research across the Curriculum •
SLO 7: Demonstrate skills in communicating with policy makers. Procedure: Beginning the first week of class, students will pick a topic for our policy analysis project and what role they wish to take in the collaborative project (Research & Presentation, Lit Review of Problem, Lit Review of Solution, or Analysis). Students may also apply to be “Team Leaders” who have responsibilities of coordinating their team’s efforts, meeting every week with instructor/s, communicating and being responsible for their assigned group’s progress, and collaboratively writing the Intro and Conclusion. In addition to the assigned tasks of the collaborative research group, each team will also design and lead a class-­‐wide discussion on D2L for the assigned week. This assignment is meant to create a research product (paper and presentation) that has real-­‐world value and applications. The collaborative effort will allow for greater quality, more in-­‐depth learning in an area of student interest, and efficiency. The collaborative nature of the assignment will also help students practice applied skills such as time management, group dynamics, communication in a digital work environment, and integration of course content.