FCS Assessment Report
2014-2015 Annual Program Assessment Report
College of Health and Human Development
Department of Family and Consumer Sciences
Angie Giordano, Assessment Liaison
June 1, 2015
Our Family and Consumer Sciences (FCS) Department has been highly active the past several
years on assessment activities related to the accreditation of our undergraduate program and the
program review of our graduate program. This past spring of 2015, our undergraduate program
hosted the American Association of Family and Consumer Sciences (AAFCS) site reviewers to
conclude our review. The many assessment activities related to our AAFCS reaccreditation are
other available documented in department reports/materials and will not be included in this
current assessment report.
FCS Department Graduate Student Assessment Efforts
For the purpose of this annual assessment report, a review and discussion of our department’s
assessment activities related to the program review of our FCS Graduate Program will be
presented. The following Student Learning Outcomes (SLOs) were developed for the graduate
program in Family and Consumer Sciences during the 2012-2013 academic year. These SLOs
were approved by the FCS Graduate Committee and FCS faculty, as well as the College of HHD
Assessment, Accreditation, and Program Review Committee.
In an effort to support the well-being of individuals, families and communities through their
professional area of interest in FCS, students will be able to:
1. Apply the American Association of Family and Consumer Sciences (AAFCS)
Code of Ethics in scholarship as FCS professionals.
2. Demonstrate ongoing synthesis and application of relevant literature, current
trends, and emerging issues within their professional area of interest within FCS.
3. Design a research study/creative project investigating topics within their
professional area of interest including diverse populations.
4. Apply sound evidence -based practices and applications within their professional
area of interest in FCS.
Our FCS graduate students complete six units of required core courses, 24 elective/area-required
units in their selected areas (Apparel Design and Merchandising, Consumer Affairs, Family
Studies, Interior Design, and Nutrition, Dietetics and Food Science) and a capstone course
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FCS Assessment Report
designated either for a thesis/project or a comprehensive examination. The core requirements for
all graduate students in the FCS Graduate Program include two research-related courses: FCS
681, Research Methods and FCS 682, Research Applications. Assessment efforts during the
2012-2013 academic year focused on student work completed in these two core classes and the
analysis of these data was presented in our FCS Department’s assessment report for the 20132014 year.
Also related to the assessment of our graduate program, the Graduate Student Exit Survey was
developed during the fall semester of 2013. The initial instrument was drafted by the
Department Assessment Coordinator, feedback was elicited from the full faculty, and edits were
made that resulted in the final instrument (See Appendix 1). The survey gathers student
information pertaining to three foci: (1) students’ classification data, (2) the FCS Graduate
Program’s four SLOs, and (3) the College of Health and Human Development (HHD) SLOs that
have been developed by the HHD College Assessment Committee.
Student classification data is captured in questions asking about students’ major area of study
within the Department, undergraduate degree majors, beginning and ending years/semesters in
the graduate program, and current plans after graduation. A set of questions are included to
assess students’ evaluation of support levels from the following sources: professors, major
advisor, committee members, other students in the program, and family, friends and employers
outside of the CSUN community.
Each of the questions on the Graduate Student Exit Survey that pertain to one of the FCS or
HHD SLOs is scored on a five-point scale by the students, with 5 reflecting Strongly Agree, 4
reflecting Agree, 3 reflecting Neither Agree nor Disagree, 2 reflecting Disagree, and 1 reflecting
Strongly Disagree.
In addition, there are three questions included on the survey that are open-ended and ask for
students to give feedback on (a) strengths of the graduate program, (b) weaknesses of the
graduate program, and (c) any changes that could significantly strengthen the graduate program
in FCS.
The instrument was developed and implemented during the 2013-2014 academic year and
continued into this present 2014-2015 year. Data is collected from graduating graduate students
in all of our FCS programs at the conclusion of both fall and spring semesters using the webbased program Survey Monkey. Graduate students who are enrolled in the FCS 697C class,
which is the class students take during their final semester in the program and during which they
are taking their comprehensive examination, complete the instrument at the end of the semester.
The FCS Graduate Coordinator includes a link to the exit survey in the 697C Moodle class
website and he/she (we have had a change of graduate coordinators) sends out several reminder
announcements to the students to notify them to complete the exit survey prior to their end of the
semester/graduation.
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FCS Assessment Report
Graduate Student Exit Survey & FCS Department SLO Alignment
Several questions are included in the exit survey specifically to be aligned with the four FCS
Department SLOs.
One question in the Graduate Student Exit Survey corresponds to the FCS Department SLO #1:
Apply the American Association of Family and Consumer Sciences (AAFCS) Code of
Ethics in scholarship as FCS professionals.

The courses I took provided an understanding of the accepted ethical and professional
practice standards in my field.
Five questions are included in the Graduate Student Exit Survey specifically to be aligned with
the FCS Department SLO #2: Demonstrate ongoing synthesis and application of relevant
literature, current trends, and emerging issues within their professional area of interest
within FCS.





I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various topics in my discipline.
I can assess the validity of information and information sources in my discipline.
I am able to synthesize information from a variety of sources toward making informed
conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues within my field of
study.
One question is included in the Graduate Student Exit Survey that aligns with the FCS
Department SLO #3: Design a research study/creative project investigating topics within
their professional area of interest including diverse populations.

I understand research methodologies in my discipline.
Three questions are included in the Graduate Student Exit Survey specifically to be aligned with
the FCS Department SLO #4: Apply sound evidence -based practices and applications within
their professional area of interest in FCS.


The courses in my program provided necessary knowledge in my discipline.
I can apply the major theories in my field of study to real world experiences.
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FCS Assessment Report

I am aware of cultural differences among families today and I will be able to consider
those differences when working in professional settings.
Graduate Student Exit Survey & Qualitative Open-Ended Questions
Three open-ended questions are included on the survey that collect qualitative data and ask for
students’ feedback on important facets of the graduate program. First, students are asked to
identify current strengths of the graduate program. Second, students are asked to discuss any
weaknesses of the graduate program. Third, graduating students are asked to consider and
propose any changes that could be made by our faculty to significantly strengthen our existing
graduate program in FCS.
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FCS Assessment Report
Graduate Student Exit Survey Data Fall 2013 through Spring 2015
Data has been gathered on the exit survey over the past four semesters, beginning in the fall 2013
semester through the most recent spring of 2015 semester. Thus far, a total of 60 students have
completed the instrument. Results from the quantitative questions on the exit survey will be
presented first, followed by an analysis and summary of the qualitative open-ended questions on
the exit survey.
Table 1 summarizes students’ responses to the ten questions on the graduate student exit survey
that directly correspond to our Department’s 4 SLOs. Each item is scored on a five-point scale
by the students, with 5 reflecting Strongly Agree, 4 reflecting Agree, 3 reflecting Neither Agree
nor Disagree, 2 reflecting Disagree, and 1 reflecting Strongly Disagree.
Table 1. Graduate Student Exit Survey, FCS Graduate Program SLOs Assessment (n=60)
Question Items
Mean Score
FCS Department SLO #1
The courses I took provided an understanding of the accepted ethical
and professional practice standards in my field.
FCS Department SLO #2
I am aware of major theories in my discipline.
I am proficient in conducting bibliographic searches on various
topics in my discipline.
I can assess the validity of information and information sources
in my discipline.
I am able to synthesize information from a variety of sources
toward making informed conclusions and decisions.
I am aware of and can discuss existing trends and emerging issues
within my field of study.
FCS Department SLO #3
I understand research methodologies in my discipline.
FCS Department SLO #4
The courses in my program provided necessary knowledge in
my discipline.
I can apply the major theories in my field of study to real world
experiences.
I am aware of cultural differences among families today and I will be
able to consider those differences when working in professional
settings.
5
4.37
4.28
4.35
4.30
4.41
4.48
3.96
4.13
4.30
4.54
FCS Assessment Report
Students were also asked to rate the amount of support they received from several sources on a
5-point scale in which 5 is Very Supportive and 1 is Not At All Supportive. Findings are shown
in Table 2.
Table 2. Graduate Student Exit Survey, Support received from different sources (n=60)
Question Items
Support from your professors
Support from your major advisor
Support from your committee members
Support from other students in the program
Support from other outside of CSUN (family, friends, employers, etc.)
Mean Score
4.18
3.80
4.25
4.02
4.38
In addition to the data presented in Table 1 and Table 2, other relevant information about our
graduate student sample includes the following:
Of the total of 60 students who have completed the survey over the past four semesters, students
have graduated with an emphasis in the following options within our department:
Apparel Design and Merchandising
1 student (1.7%)
Consumer Affairs
3 students (5.0%)
Family Studies
20 students (33.3%)
Interior Design
0 students (0%)
Nutrition, Dietetics and Food Science
36 students (60.0%)
When asked about the professional pathways students had planned to pursue after completing the
graduate program, data revealed the following:
9 students had reported that they were applying to or accepted to another higher education
program.
15 students were continuing with their current employer in a current position.
2 students were continuing with his/her current employer in a new position.
7 students were beginning a new position with a new employer.
18 students were looking for a new position
1 student reported not looking for employment at the time of graduation.
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FCS Assessment Report
It should also be noted that one question on the survey aligns with the HHD College and
University’s commitment to diversity. Specifically, students evaluate their awareness of
“cultural differences among families today” and their ability “to consider those differences when
working in professional settings.” This item was created and included on the instrument
specifically for the purpose of measuring ethnic/cultural understanding and sensitivity, an issue
that has been the recent focus of our HHD College assessment efforts. Interestingly, students’
ratings on this item are the highest of all of the scores, indicating that our FCS graduate students
believe that they will be able to apply their understanding of various cultures when working with
families in professional settings.
Students also responded to three open-ended questions on the survey that asked for feedback on
(a) strengths of the graduate program, (b) weaknesses of the graduate program and (c) any
changes that could significantly strengthen the graduate program in FCS. A content analysis of
these data revealed several pivotal areas that were identified as program strengths and
weaknesses, as well as potential changes that could be made to improve our current FCS
graduate program.
Strengths of the FCS Graduate Program

Curriculum
Well-structured curriculum
Offers seminar courses on a range of topics
Allows courses from other departments to tailor my graduate experience
Clear curriculum requirements
Class times are good for working students
Small classes
Heavy on research and good when research is incorporated into all classes
Info on cultural differences, ethical/professional behaviors and research methods is wellprovided

Professors
Good mentors
Knowledgeable and professional
Good having the same faculty multiple times
Professors care and make the extra effort
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FCS Assessment Report
Those working in the field gave applied examples
Supportive faculty

Fellow Students
Helpful when students share real life examples in class
Weaknesses of the FCS Graduate Program

Curriculum
Basic, not challenging
Need more courses in the 7 pm time slot
Limited class selection and very few electives offered, impedes a timely graduation
Not enough information in the curriculum to help one complete a thesis

FCS 681 Research Methods & FCS 682 Research Applications Courses
More inclusive of all FCS Options
Need to have same research methods taught across all instructors
Too complicated and confusing
Taught at too fast of a pace
No connection with other courses
Still unclear about how to conduct research

Professors
Need more in numbers
More collaboration among faculty across the FCS Options
Unsupportive faculty, not approachable, students feel alone
Lack of consensus among the faculty, students may get conflicting information
Lack of practical experience

Comprehensive Examination
Not enough preparation given
Not enough time to take the exam
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FCS Assessment Report
Students forced to do the comp exam instead of a thesis or project

Advisement
Need additional time/format options
Need better career option advisement
Advisement not clear or detailed enough
Changes that can strengthen the FCS Graduate Program

Curriculum
Go beyond the basics, add more challenging classes
Offer weekend graduate classes
Offer more online classes
Need to offer all graduate classes every semester
Increase the student enrollment capacity in the courses
Focus more on research methods in all of the courses
More emphasis on statistical methods and scientific research writing
Make program evaluation a required class
Offer a career oriented class
Add a grant writing class
Add a class for comprehensive examination preparation

FCS 681 Research Methods & FCS 682 Research Applications Courses
Content needs to be better in order to prepare students for the comp exam
Need step by step instruction on how to conduct a research project
More consistent teaching in 681 and 682 between professors
Make 681 and 682 only mandatory for students writing a thesis

Professors
More support and availability from faculty
Hire more professors
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FCS Assessment Report
Increase communication between faculty and from faculty to students

Comprehensive Examination
Increase the time to take the exam
Better preparation
More support to reduce anxiety related to the exam (i.e., have an in-person meeting for 697)

Advisement
More career advice
Better advisement strategies
Offer student study groups
Not clear on who to go to with advisement questions
More advisement regarding finding a post-graduate job, internship or PhD program

Fellow Students
Encourage students to network with one another more

Other
More emphasis on outside clubs and activities
Better communication and organization within the department
More volunteer opportunities
FCS Department Future Assessment Planned Activities & “Closing the Loop”
The present report was completed by the department’s Assessment Liaison and will be shared
with the Department Chair and the full FCS faculty over the summer of 2015. Currently, our
department’s annual faculty retreat is scheduled for August 20, 2105 and the critical item on the
agenda for the retreat is to make decisions for implementing changes in our graduate program.
The Chancellor’s Office has instructed our department that modifications must be made to our
curriculum, such that we must increase the number of graduate core classes offered in our
graduate curriculum. Thus, our first task will be to decide, collectively as a department, on
which two classes we elect to include in our current core class curriculum.
In addition, and as mentioned earlier in this report, our FCS Graduate Program Review was
completed in the fall of 2014. In that report, twenty recommendations were suggested that
related to (a) student issues, (b) faculty issues, (c) curriculum, (d) assessment/strategic planning,
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and (e) other/miscellaneous issues. The faculty will need to engage in a discussion about these
recommendations to prioritize which items should be first addressed and then, subsequently,
develop a plan to make the agreed upon changes and also decide how to divide and assign the
work within the department.
In conjunction with input from these sources, the current assessment report also will be used at
the faculty retreat to highlight information gathered from our graduate student population over
the past two years. Ideally, one goal of the retreat should be to formulate a strategic plan that
outlines changes to be initiated to improve the program. Also, the Department Liaison plans to
lead a discussion about the exit survey instrument to inquire about any changes that faculty
might want to implement. Data collection efforts to obtain information from our graduating
graduate students will continue into the next academic year.
One significant change that has already been put into action is the creation of a FCS Department
graduate student website. The website is being created in Moodle and will house all pertinent
information for our graduate students. Our Department Graduate Coordinator and the Graduate
Committee within the department met with faculty from each of the five department Options
during the spring of 2015. In these meetings, the graduate committee members solicited
feedback from each of the Options on what current and relevant information, resources, websites
and documents should be included and/or linked on the site. The new official site is planned to
be launched at the beginning of the fall 2015 semester. Included in this site will be a link to
which enrolled graduate students may anonymously communicate about any issues, concerns or
ideas for improvement they might have to enhance our graduate student experience in the
program.
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FCS Assessment Report
Appendix 1: FCS Department Graduate Student Exit Survey
1. Name (Last, First, Middle)
2. Please choose your area within the M.S. program in FCS.
Apparel Design and Merchandising
Consumer Affairs
Family Studies
Interior Design
Nutrition, Dietetics, and Food Science
3. In what major did you receive your undergraduate degree?
4. In which semester and year did you start your Master’s program?
5. In which semester and year are you completing the Master's program?
6. Which of the following best describes your culminating experience in the master's program?
Thesis
Project
Comprehensive Exam
7. If you did a thesis/project, how many semesters did it take from the conception of your topic
to your defense?
8. How would you rate the amount of support you had from each of the sources below during
your master's program?
Very
Somewhat
Slightly
Not At All
Supportive Supportive Neutral
Supportive Supportive
Your professors
Your major advisor
Your committee members
Other students in the
program
Others outside CSUN
(family, friends, employers,
etc.)
Please add any comments
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FCS Assessment Report
9. Indicate your level of agreement with the following statements concerning the classes you
took during the Master’s program in FCS.
Neither
Strongly Agree Agree Disagree Strongly
Agree
Nor
Disagree
Disagree
The courses in my program provided necessary
knowledge in my discipline
I understand research methodologies in my
discipline
I am aware of major theories in my discipline
I can apply the major theories in my field of
study to real world experiences
The courses I took provided an understanding of
the accepted ethical and professional practice
standards in my field
I am proficient in conducting bibliographic
searches on various topics in my discipline
I can assess the validity of information and
information sources in my discipline
I am able to synthesize information from a
variety of sources toward making informed
conclusions and decisions
I am aware of and can discuss existing trends
and emerging issues within my field of study
I am aware of cultural differences among
families today and I will be able to consider
those differences when working in professional
settings
Academic/professional interactions with other
students contributed significantly to attaining
my educational goals
Add any other comments about the course work in your program
10. Please comment on the strengths of the graduate program in FCS.
11. Please comment on any weaknesses of the graduate program in FCS.
12. Please identify any changes you believe that can significantly strengthen the graduate
program in FCS.
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FCS Assessment Report
13. What are your current plans after completing the graduate program?
Applying to or accepted to another higher education program
Continuing with current employer in current position
Continuing with current employer in a new position
Returning to a previous employer in a new or previous position
Beginning a new position with a new employer
Looking for a new position
Not looking for employment
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