PRECIS
Program Performance Review
Child and Adolescent Studies, BS
College of Health and Human Development
Dr. Kari Knutson-Miller, Chair
March 16, 2009
Background
The Department of Child and Adolescent Studies began a program performance
review in 2006; the process was delayed due to a change in department leadership and
direction. The self-study was submitted in a format and was responsive to guidelines in
place in 2006. The review process also included a review team consisting of Dr. Amy
Strage from the Department of Child Development, San Jose State University and Dr.
Paula Herberg, former Chair of the Nursing Department at CSUF. The team conducted
interviews with the Dean of the College, Department Chair, selected faculty full time and
part time, and staff. Four students were interviewed. The review team also reviewed
supporting documents including course syllabi and class schedules. The two review team
members filed separate reports of their findings. The Dean provided summary and
recommendations and the Chair of the department responded to the findings of the review
team.
Key Data
The major in Child and Adolescent Development (CHAD) established in 1974 is
designed to provide undergraduate students with the knowledge and skills to interact
effectively with children, adolescents, and families in a variety of educational and service
settings. The number of majors rose to 1429 in 2002-03 but by 2006-07 (latest reported
data) the number was 1288. The majority (77% to 79% between 1998-2006) of CHAD
majors enroll full time. During this time period the FTES taught by the department grew
from 299 to 535 an increase of almost 80%. The department has consistently reached or
exceeded its FTE targets over this period achieving between 99% and 108% of target.
The CHAD major appeals to an ethnically diverse group of students. CHAD majors are
primarily female only 4% of degrees are awarded to males. Since 1974 the department
has awarded some 7,789 degrees. The number of bachelor’s degrees has shown an
increasing trend over the past two decades from just over 100 degrees in mid 80s to
approximately 400 per year more recently. Relating to number of undergraduate degrees
awarded CHAD (2006-07) ranked third across the university in degrees awarded behind
Communications and Finance and among female students the CHAD major ranks second
behind only Communications in popularity. In 2006-07 there were 2 full professors (and
two with administrative retreat rights) 5 associate professors and 5 assistant professors. In
2006-07 61% of faculty positions were filled by tenure-track faculty compared to 86% in
2001-02.
Key Issues
There appears to be inadequate research laboratory facilities to meet needs of both
students and faculty. Space for such facilities has been located but resource allocation has
delayed renovation. It is anticipated that funding for laboratory renovation will begin in
the next academic year. The percent of tenured/tenure track faculty to FREF positions
allocations is too low. The most recent (08-09) ratio T/TT to FTEF is 13:23 or 56%
making it difficult to conduct routine department business that requires tenure track
faculty. An impending retirement of a full professor complicates matters but the
department has two searches on going.
The department is in the process of curriculum innovation with the development of four
curriculum strands and will want to monitor enrollments, and provide advisement to
students as to which strand they want to pursue. The department has also implemented
program learning/professional development goals as well as course specific goals in core
courses required for the major. Both full time and designated part time faculty will
participate in on going efforts to articulate, review and modify these goals as needed.
Another key issue is the need to allocate/find resources for academic advising and
fieldwork coordination for this large major. One recommendation is to explore placing
additional advising functions and information on line.
Outcomes Assessment
The CHAD faculty have identified general learning and professional development goals
and outcomes. The learning goals/outcomes list is incomplete Depth in one subfield
identified as a goal should be followed by learning outcomes. (See goals and outcomes
attached) These goals and outcomes are set forth in a document titled Goals for Student
Learning: Child and Adolescent Majors – Marks of Graduates from the Department of
Child and Adolescent Studies. The preamble to Marks of Graduates states that students
enter with a continuum of educational needs but graduate prepared to achieve their
personal, civic, educational career goals to work with children, adolescents, and their
families. A challenge for the department, now that it has articulated learning goals and
outcomes is to determine the effectiveness of the goals and outcomes and to use
information for improvement. The department aside from establishing direct methods of
assessment has also implemented indirect measures as well. For example, a senior survey
designed to assess perceived student learning showed that 80% of respondents rated their
current knowledge of typical development theories, influences on development, and
ethical responsibilities as either good or excellent, but the senior survey also revealed
lower than expected ratings of knowledge of exceptional or atypical development,
relevant laws and policies, and community agencies working with children and families.
As a result of these findings the department has indicated need to review specific
program/course learning goals.
Outlook
The external reviewer in her report – reported that the Department of Child and
Adolescent Studies is in many ways a model department for its disciplinary peers across
the CSU. This because of its very capable and energetic faculty, its rich and responsive
curriculum, its strong leadership and support it enjoys from the College and from the
broader campus. The department has identified and prioritized its goals for the next five
years they include: provide high quality instruction in a challenging economic
environment; continue program evaluation efforts; modify program and course specificlearning goals and/or pedagogical approaches as needed. Integrate student voice in
department service activities; update website to showcase the department in a more
current, dynamic, professional fashion; increase student access to academic and field
work advisement resources and materials via the department website; continue to support
faculty, retention, tenure and promotion (including extramural grant-related support and
establishment of the CAS Child Study/Family Interview Lab; continue to support the
professional development and service delivery of department staff members including
relocation of department office to EC 105 office complex.
The department is known for strong leadership at the level of chair and other faculty who
serve the broader university in a number of important roles. The department has defined
a comprehensive agenda for the next several years as highlighted above and has
identified ways to accomplish its goals and objectives.
Prepared by:
Gerald W. Patton, Director of Assessment and Educational Effectiveness
for
Ephraim Smith, Vice President for Academic Affairs