STUDENT LEARNING ASSESSMENT PROGRAM
SUMMARY FORM AY 2009-2010
Degree and
Program Name:
Submitted By:
Bachelor of Science in Consumer Studies
Concentration
Linda Simpson
Please complete a separate worksheet for each academic program
(major, minor) at each level (undergraduate, graduate) in your
department. Worksheets are due to CASA this year by June
15, 2010. Worksheets should be sent electronically to
kjsanders@eiu.edu and should also be submitted to your college
dean. For information about assessment or help with your
assessment plans, visit the Assessment webpage at
http://www.eiu.edu/~assess/ or contact Karla Sanders in CASA at
581-6056.
PART ONE
What are the learning
objectives?
How, where, and when are they
assessed?
What are the expectations?
What are the results?
1.Write effectively
a. FCS 4300 – Consumer
Issues. Students write a 5page research paper to
address a consumer issue.
a.Students are evaluated on
their writing skills through
the use of the University
Primary Trait Analysis
(PTA) rubric for written
work, Evaluation will be
based on focus,
organization, development,
style, and mechanics with
5=highly competent and
0=not competent. A
minimum of 4.0 out of 5.0
will be achieved on the
rubric by 80% of the
students.
a.A minimum of 80% of
the students met the
expectation of writing
effectively by receiving an
overall 4.0 out of 5.0 on
the rubric.
b.FCS 2250 – Consumer
Technology
Reflective journal practice on
issues, trends, and
understanding the
implications of consumer
technology.
Committee/person
responsible: Consumer
Studies Faculty
b. Students are evaluated
on their writing skills
through the use of the
University Primary Trait
Analysis (PTA) rubric for
written work. Evaluation will
be based on focus,
organization, development,
style, and mechanics with
b. The class of fall, 2009
had an average score of
87%.
Committee/ person
responsible? How are
results shared?
Results are shared at
Program Area meetings
of faculty teaching in
the Apparel & Textiles,
Consumer Studies,
Hospitality and
Merchandising
concentrations.
Committee/Person
responsible: Consumer
Studies Faculty
5=highly competent and
0=not competent. A
minimum of 4.0 out of 5.0
will be achieved on the
rubric by 80% of the
students.
2.
Speak effectively
a.FCS 2244 Consumer
Textiles – Class discussion
b. FCS 4300 – Consumer
Issues. Develop a 25
minute presentation on a
current consumer issue.
c.FCS 2250 – Consumer
Technology. Discussion
and debate of issues was a
focus of every class
session.
Committee/person
responsible: Consumer
Studies Faculty
a.Students determine how
textile purchases change
throughout the life cycle.
Students discuss and
present their findings and
determine the different
family scenarios that
could affect these
purchases, ex. divorce,
step children/siblings,
grandparents raising
grandchildren, etc.
Family Systems Theory is
discussed as children
generally model spending
patterns of their parents.
A minimum of 4.0 out of
5.0 on The University
Rubric to Assess
Individual and Group
Presentations will be
achieved on the rubric by
80% of the students.
b. Students will choose a
consumer issue to report
on and will facilitate class
discussion and/or debate.
The University Rubric to
Assess Individual and
a.The results were
positive with 90% of the
students completing the
work to 90-100% grade.
Rubric score of 4./5.0
b.The results were
positive with 80% of the
students completing the
work to 90-100% grade.
Rubric score of 4.0/5.0
c. Assignments centered
around these discussion
topics averaged out to be
85.5%
Results are shared at
Program Area meetings
of faculty teaching in
the Apparel & Textiles,
Consumer Studies,
Hospitality and
Merchandising
concentrations.
Committee/Person
responsible: Consumer
Studies Faculty
Group Presentations will
be used. The following
criterion will be
examined: language,
material, analysis,
nonverbal delivery, and
verbal delivery. A
minimum of 4.0 out of
5.0 will be achieved on
the rubric by 80% of the
students.
c. Discussion and debate
of issues is a focus of
every class session.
The University Rubric to
Assess Individual and
Group Presentations will
be used. A minimum of
4.0 out of 5.0 will be
achieved on the rubric by
80% of the students
3.
Think critically
a.FCS 4300 - Consumer
Issues. Students solve a
consumer problem
b. FCS 3300 Consumer
Education and FCS 4770
Consumer Decisions in the
Marketplace. Historical
perspective of consumer
trends
c. FCS 3300 – Consumer
Education: Students conduct
an evaluation of a minimum
of 3 products and services.
a. Students present findings
and peers discuss and
analyze the problem. The
University Rubric to Assess
Individual and Group
Presentations will be used.
A minimum of 4.0 out of 5.0
will be achieved on the
rubric by 80% of the
students
b. Students reflect on the
history of the consumer and
how/why the various laws,
such as Food and Drug Act,
were implemented. This
The results were
positive with 85% of
the students completing
the work to 90-100%
grade. Rubric score
4/5.0
a.
b. The results were
positive with 80% of
the students completing
the work to 90-100%
grade. Rubric score
4/5.0
Results are shared at
Program Area meetings
of faculty teaching in
the Apparel & Textiles,
Consumer Studies,
Hospitality and
Merchandising
concentrations.
Committee/Person
responsible: Consumer
Studies Faculty
d. Consumer Studies
Concentration Senior Exit
Survey was used to assess
the competence to think
critically Question 26 on the
exit survey.
Committee/person
responsible: Consumer
Studies Faculty
discussion includes trends
in the economy, family
structure, food processing,
product development, etc.
The University Rubric to
Assess Individual and
Group Presentations will be
used. A minimum of 4.0 out
of 5.0 will be achieved on
the rubric by 80% of the
students
c.Students evaluated on
their consumer research
evaluation skills through the
use of the University
Primary Trait Analysis
(PTA) rubric for written
work. Students will
determine the quality
indicators examined for
each product or service and
provide a summary and
recommendation.
Evaluation will be based on
focus, organization,
development, style, and
mechanics with 5=highly
competent and 0=not
competent. A minimum of
90% will be achieved by
90% of the students.
d. a minimum mean score
of 4/5 (4=Agree; 5=Strong
Agree) (n=5) for question
#26 on the exit survey that
reads: My skills related to
evaluation of consumer
products and services are
sufficient to meet consumer
affairs position
requirements.
c.The results were
positive with 90% of the
students completing the
work to 90-100% grade.
Rubric score of 4./5.0
d. A mean score of 4.0
out of 5 (Strongly Agree)
(n=19) reported that their
skills related to evaluation
of consumer products and
services are sufficient to
meet consumer affairs
position requirements.
4.0 out of 5.0 (n=3)
4. Function
as
responsible global
citizens.
a.Consumer Studies
Concentration Senior Exit
Survey was used to assess
the competence in functioning
as a responsible global
citizen. Question 19 on the
exit survey.
Committee/person
responsible: Consumer
Studies Faculty
a. a minimum mean score
of 4/5 (4=Agree; 5=Strong
Agree) (n=5) for question
#26 on the exit survey that
reads: During my time at
EIU I participated in a least
one campus program or
seminar about diversity,
international issues or
global relations.
a. A mean score of 4.0
out of 5 (Strongly Agree)
(n=19) reported that their
sensitivity to diversity of
consumers has developed
appropriately to meet the
consumer studies position
requirements.
Results are shared at
Program Area meetings
of faculty teaching in
the Apparel & Textiles,
Consumer Studies,
Hospitality and
Merchandising
concentrations.
Committee/Person
responsible: Consumer
Studies Faculty
(Continue objectives as needed. Cells will expand to accommodate your text.)
PART TWO
Describe what your program’s assessment accomplishments since your last report was submitted. Discuss ways in which you have responded to
the CASA Director’s comments on last year’s report or simply describe what assessment work was initiated, continued, or completed.
In response to CASL trying to address the concern of the Higher Learning Commission that more of our undergraduate goals be assessed at the
major level as well as the University level, the following goals were addressed this year: to write effectively, to speak effectively, to think critically,
and to function as responsible global citizens.
As suggested by Dr. Sanders, a feedback loop continues to be used to share the results of the program to faculty via Program Area meetings.
PART THREE
Summarize changes and improvements in curriculum, instruction, and learning that have resulted from the implementation of your assessment
program. How have you used the data? What have you learned? In light of what you have learned through your assessment efforts this year and
in past years, what are your plans for the future?
In 2009, Dr. Sanders suggested that it was unclear how the assignments from various courses will be assessed; therefore, she suggested the
development of a rubric for such measures to determine the certain degree of competence. The use of rubrics for assessment has served as a
guide to ensure that all sections of the courses taught are assessed using the same criterion. This use of rubrics has been extremely beneficial to
the Consumer Studies’ faculty.
Questions on the Senior Exit Survey addressed two of the four goals: to think critically and to function as a responsible global citizen. The
following two questions will be added to the 2010-11 Senior Exit survey to address writing and speaking skills:
1. My ability to write effectively and efficiently has improved as a result of my consumer studies coursework.
2. My ability to effectively communicate verbally has improved as a result of my consumer studies coursework.