Evergreen Valley College
Program Review Self-Study Document
(CRITERIA FOR 2008-2009)
Updated 4/28/09
Evergreen Valley College’s Mission: With student learning as our primary focus,
Evergreen Valley College’s mission is to empower students to expand their human
potential and to succeed in a global, multicultural society. We prepare students of all
ages and backgrounds for balanced and productive lives, so they can ultimately
improve the workforce and quality of life in our communities.
Department/Program Name: Family and Consumer Studies (FCS)
Last Review: 2002 - Ed Ramirez
Current Year: 2008-2009
Area Dean: Lynette Apen
SUMMARY OF THE DEPARTMENT/PROGRAM
Provide a brief summary of the department/program including brief history
(impetus for department/program initiation if applicable, years of existence,
progress made or not made over time, any other major factors that affected the
program and current status).
The FCS department has evolved, based on community need, from multiple course
offerings to the current offering of 3 core courses. Historically, FCS has been under
several divisions; however, over the last 4years, FCS has functioned successfully under
the division of Nursing and Allied Health.
Part A: Overview of Program
1. Identify EVC’s Commitments to Action (CTA) for this year: The College CTAs
were reviewed at the end of the 07/08 academic year and again at the beginning of the
08/09 academic year. With this review, the Division of Nursing and Allied Health
determined department and program level CTA’s. Please see Appendix A for EVC
CTA’s.
2. Identify your program/department’s CTA for this year (See Appendix B for
division CTA’s. FCS specific CTAs are listed below):
 Student Centered:
o Expand use of innovative teaching strategies
o Implement Web-enhanced courses in FCS
o Participate in strategic exploration regarding expansion of Allied Health
(Dietetic Technician)
o Participate in college assessment of distance education learning program
o Conduct program review
 Community Engagement:
o Faculty, dean and staff to participate in outreach events
 Organizational Transformation:
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o
o
o
o
o
o
o
Division implementation of (Diversity Action Council’s) DAC guidelines
Faculty/staff attend college employee activity
Dean recognizes individual faculty accomplishments
Faculty/staff attend relevant educational development programs
Increase division visibility by participating in college-wide committees
Dean/faculty/staff participate in division team building
Dean provides faculty/staff explicit opportunity to participate in annual
budget development
3. Describe how your program/department met the overall CTA of the college.
Describe areas where your program/department needs improvement to meet the
overall CTA of the college. Describe a specific plan to achieve this goal.
Overall, the FCS department either met or is on target to implement the college CTAs.
More specifically, 9 out of the 13 department CTA’s listed in question number 2 are
either implemented or in process.
The CTAs that need improvement include the implementation of web-enhanced
courses, expansion of Allied Health (Dietetic Technician), participation in distance
education, and faculty participation in annual budget development. The plan to achieve
these CTAs is outlined below.
4a. Analysis of unmet goals
 Implementation of web-enhanced FCS Courses: partially met
The faculty was able to utilize Blackboard to successfully provide students with
handouts, the syllabus and study guides for the course. The faculty was able to
complete this function on campus. However, difficulty presented with maintaining
student grades on Blackboard. This is a function that the faculty member completes
from home and she has issues interfacing Blackboard with the MAC computer system.
The faculty member continues to work with CTSS and Nasreen Rahim to problem solve.
The faculty is committed to the CTA of web-enhanced FCS courses.
 Development of Dietetic Technician Program: In progress
The dean and department faculty have met to discuss growth options in the area of
nutrition. The meetings have included interdepartmental faculty, and discussions from
state wide initiatives. Other college programs have also been reviewed. The next steps
include review of community needs, job placement, regulatory components and
curriculum development.
 Participation in Distance Education: In progress
Currently, two sections of FCS courses are taught through distance education,
telecourse. The department is currently discussing options to transfer the FCS019
telecourse to an online course.
 Faculty participation on annual budget: In progress
The FCS department has a small annual supply budget. The faculty in this department
are implementing a procedure to request use of these funds that can be utilized by all
the courses in the department.
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4b. 5 accomplishments
 Participate in strategic exploration regarding expansion of Allied Health (Dietetic
Technician)
o Growth of Courses: Nutrition, FCS 019, and Life Management, FCS 050,
sections continue to have strong student interest. With review of
enrollment patterns, an additional section of FCS 019 was added to the
Fall 2008 schedule and filled.
o Course Revisions: All FCS course have been revised in the past 3 years
 FCS019 - 2007
 FCS050 - 2008
 FCS070 – 2006
 Outreach events
o Faculty participation in Kinder Caminata, Presentations to East Side
School District High School teachers, girl scout groups, high schools,
middle schools, and grade schools.
 Increase division visibility by participating in college-wide committees
o FCS Full-time faculty member, Peggy Gorbach, is an active participant of
Academic Senate.
 Participation in educational development programs
o Full-time faculty participation in statewide planning, including development
of the Family and Consumer Sciences Program Plan for both Life
Management and Nutrition, and revision of the current FCS program
statewide.
 Participation in division team building
o FCS full-time faculty member participates in biannual division teambuilding activities.
4c. 3 new initiatives
 Exploration of FCS Certification Programs including Dietetic Assistant, Dietetic
Technician, Health & Wellness and Hospitality Management
o Includes collaboration with other departments (biology, Physical
Education) and development of courses in Nutrition for Health
Professionals, Sports Nutrition, Sanitation in Food Production, Financial
Management, and Hospitality Management.
 Innovative teaching strategies incorporated in FCS lecture courses
o Nutrition - Case studies - Students evaluate diets, skills, sample diets and
necessary information that a patient would need if one has: type 2
diabetes, heart disease, hypertension, and weight loss.
o Life Management - Values with “Advice to Grandchildren” Stimulates
group interactions and it provides students an opportunity to share their
own personal, family, and cultural values with others.
 Distance Education Program
o Revision of the Distance Education Nutrition course from Tele-course to
Online, and/or development of online “Nutrition for Health Professionals”
course.
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5. State the goals and focus of this department/program and explain how the
program contributes to the mission, comprehensive academic offerings, and
priorities of the college and district
The goals for the FCS department are outlined in the CTAs, which are developed
and reviewed in conjunction with the college CTAs.
The courses offered in FCS are directly linked to the college mission, as the
content provided to students can help them to expand their human potential and
improve the workforce. More specifically, students enrolled in Life Management, FCS
050 will learn life skills necessary to function in our present and future society and
achieve skills necessary in be successful in the workforce. Students taking FCS 070,
Child Development, earn credit in a transferable course for educational majors and
complete the necessary coursework required of child care providers. Lastly, students
enrolled in FCS 019, Nutrition, will learn the importance of the relationship between diet
and health, as well as the impact of culture on food choices.
The FCS courses are offered during the day and evening, to accommodate as
many interested students as possible. In response to increase student demand for day
courses, an additional nutrition course was added to the Fall 2008 schedule.
6. Identify current student demographics. If there are changes in student
demographics, state how the program is addressing these changes.
Student demographics were reviewed from Summer 2002 through Fall 2008. The
student demographics for the three FCS courses reviewed showed limited variability
over the six years reviewed. Where variability was identified, course specific explanation
is provided below. A more detailed analysis of student demographics and success rates
(to be discussed later) can be viewed in Appendix C.
FCS 019 Nutrition: During the 19 semesters reviewed (including summer sessions and
fall 2008), 2,860 students enrolled in the course. Of these, 69% of the students were
female, 29% were male and 2% were unreported. Sixty percent of the students were
between the ages of 18 and 22. The percentages of ethnic groups represented in FCS
019 closely align with the college demographics. The only variability is within the Filipino
group. The data indicates that 21% of the students in FCS 019 identified with the
Filipino group verses 9% college wide.
FCS 050 Life Management: During the 19 semesters reviewed, 3,013 students enrolled
in FCS 050. Of these, 57% were female, 41% were male and 2% were unreported.
Similar to the nutrition course, 63% of the students were between the ages of 18-22.
The ethnicity of the students enrolled in FCS 050 varied slightly from the college
demographics. More specifically, fewer latino/a students were served, 29% versus the
college percentage of 32%. However, the latino/a students enrolled in FCS 050 has
increased from an average of 56 students in each fall and spring semester to 90
students during spring and fall 2008. Additionally, there is a decrease in the white
students 8% versus the college percentage of 12%. There is limited variability in
enrollment with these students. Additional variability is identified in the Vietnamese
students, representing 25% of the students enrolled versus college representation of
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17%. The data indicates a spike in enrollment of Vietnamese students during spring
and fall 2003 as well as spring 2004.
FCS 070 Child Development: During the 19 semesters reviewed, 857 students enrolled
in FCS 070. Of these, 69% were female, 29% were male and 2% were unreported.
However, there was an increase in enrolled male students, 23 versus an average of 8
per semester, during the fall 2008 course offering. The most common age category was
20-22, accounting for 34% of the students. The percentages of ethnic groups
represented in FCS 070 closely align with the college demographics. The only variability
is within the African American group. The data indicates that 9% of the students
enrolled in FCS 070 identified with the African American group verses 5% college wide.
7. Identify enrollment patterns of the department/program in the last 6 years and
analyze the pattern.
In order to analyze enrollment patterns, the “Course Review Reports” from the San Jose
Evergreen Reports Server were reviewed from Fall 2003 to Fall 2008. For FCS 019 and
FCS 050 there have been variable enrollment patterns between fall and spring
semesters. Because of the variability, the total course offerings, described below, are
delineated between semesters.
In Fall 2005, the nutrition sections, FCS 019, were increased from two to three. One of
the sections remained as a telecourse, and all of the sections met capacity; therefore,
the added section remained. Again in Fall 2006 and 2008, increased student demand
prompted the program to add additional sections of FCS 019, increasing the course
offerings to four and the current offering of five. Since spring 2004, student interest in
FCS 019 has supported four course offerings including the telecourse.
Enrollment analysis in spring 2004, led to the addition of Life Management, FCS 050,
sections to six course offerings. All but one of the sections were close to capacity, so
subsequent spring semesters led to the current offering of 5 sections. During fall
semesters, student interest in FCS 050 has consistently supported four course
offerings.
FCS 070, Child Development has consistently been offered as a telecourse. Enrollment
has varied from 50-97/120 students.
The analysis revealed that most of the sections over the course of five years filled and
many had a waitlist. The day course offerings all filled quickly and the majority of the
evening session courses were at capacity or over 70% of capacity. Based on the
analysis of the “Course Review Reports” from 2003-2008, the current offerings of four to
five Nutrition sections and four to five Life Management sections meet the students’
needs. Please see Appendix D for a more detailed review of the enrollment patterns.
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8. Identify department/program productivity
The FCS program has consistently high productivity, with the majority of course
offerings exceeding the “525” benchmark. This analysis includes Fall, Intersession,
Spring and Summer FCS course offerings from 2003 to 2008. Please see Appendix D
for the detailed analysis of department productivity.
9. Identify student success rate and patterns within the department/program.
Trends in FCS student success have revealed the following (Full data reports available
in Appendix C and D):
 FCS 019 (Nutrition): In reviewing the “Student Success and Retention” data
located in Discoverer, the average success rate for FCS 019 from summer 2002
through fall 2008 is 61%. This information included all sections of FCS 019,
including telecourse offerings. The data located in the “Course Review Reports”
from the San Jose Evergreen Reports Server disaggregated traditional
classroom success rates from distance education. Data was reviewed from fall
2003 through fall 2008, and indicated that the average success rate in FCS 019
in traditional classroom format is 73%, while the telecourse success rate varies
from 32% to 56%.
o Recommendation: The faculty is committed to distance education, but will
review alternative options, including development of online nutrition
course. However, college infrastructure and faculty development must be
in place in order to improve student success in distance education.
Student success rates were consistent between male and female students
(58%-63%) and students ranging in age from 30-49 had the greatest success
(67%-72%). The greatest number of students taking FCS 019 identified with
Latino/a, accounting for 807 of the students enrolled. Of those 807, 53% were
successful. Other ethnic groups with low success rates in FCS 019 include
African American (44%), Asian/Cambodian (49%), Native American (58%) and
Pacific Islander (52%).
o Recommendation: Learn more about the students that were successful
and identify support systems or teaching strategies that may assist other
learners to successful course completion.
o Enlist student support from special programs including Enlace, Affirm and
Aspire
 FCS 050 (Life Management): In reviewing the “Student Success and Retention”
data located in Discoverer, the average success rate for FCS 050 from summer
2002 through fall 2008 is 78%. Student success rates were better in female
(82%) versus male students (74%). Based on the data, students with greater life
experience were more successful. More specifically, students between the ages
of 40-50+ had a success rate >94%, while students <18 had a 65% success rate.
Students between the ages of 18-39 success rates ranged from 71%-87%.
o Recommendation: Review delivery of course content and increase student
interest and appeal by increasing content relevance to younger students.
For example, utilizing technology to display key points that can be carried
over in each meeting as a rolling case study (i.e. creating an avatar).
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
FCS 070 (Child Development): In reviewing the “Student Success and Retention”
data located in Discoverer, the average success rate for FCS 070 from fall 2002
through fall 2008 is 52%. This course is only taught through distance education
as a telecourse.
The success rates for female and male students are comparable (52-53%).
Students between the ages of 40-49 had the greatest success rates (82%).
Although the success rates between various ethnic groups are low, the students
identifying as Asian/Indian had a strong success rate of 82%.
o Recommendation: Learn more about the students that were successful
and identify support systems or teaching strategies that may assist other
learners to successful course completion.
o Review college infrastructure to support success in distance education
10. If the program utilizes advisory boards and/or professional organizations,
describe their roles.
Currently, the FCS department does not have an established advisory board. However,
the full-time faculty member participates in statewide planning, including development of
the Family and Consumer Sciences Program Plan for both Life Management and
Nutrition, and revision of the current FCS program statewide. Additionally, departmental
meetings occur, including adjunct faculty, who are current in clinical practice.
Discussions around potential growth options are taking place within the department.
Future department plans include implementation of an advisory board. This group will
be integral to the success of Allied Health expansion in the area of Dietetics.
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Part B: Curriculum
1. Identify all courses offered in the program and describe how the courses
offered in the program meet the needs of the students and the relevant
discipline(s).
The FCS department currently offers three stand-alone courses.
FCS019 - Nutrition
FCS050 - Life Management
FCS070 - Child Development
These courses are articulated with CSU and supplement instruction for not only the
students’ individual enrichment, but also students entering the workforce. More
specifically, the department conducted a survey of 104 students enrolled in FCS 019,
Nutrition, during the spring 2008 semester. The survey assessed why students enrolled
in the course, the student’s major, student interest in the field of nutrition, and student
interest in a certificate in nutrition. The results indicate that the majority of the students
enrolled are in health related majors, the majority were taking the course for lifestyle
purposes and 56% of the students were interested in a certificate in nutrition. Please
see Appendix E for detailed survey results.
2. State how the program has remained current in the discipline.
In Family and Consumer Studies (FCS) area, there is a Statewide Program Plan that
integrates professional and trade organizations to assist educators in order to remain on
the cutting edge of their discipline. The Program Plan was developed to assist and
provide guidelines to community colleges statewide in the Family and Consumer
Science areas. The Program Plan is updated frequently by educators and professionals
in each discipline. At Evergreen Valley College the courses remain on track with the
current state guidelines.
Each professor in FCS remains current in their discipline through conferences,
continued education and professional organizations. The professors meet informally
throughout the year and confer on curriculum, needs and new information.
3. All courses outlines in this program should be reviewed and, if appropriate,
revised every six years. If this has not occurred, please list the courses and
present a plan for completing the process. (Curriculum recency)
All FCS course have been revised in the past 3 years
FCS019 - 2007
FCS050 - 2008
FCS070 - 2006
4. Identify and describe innovative pedagogy your department/program
developed/offered to maximize student learning and success. How did they
impact student learning and success?
In all courses students do group work. Through working in groups, students learn to
work with others, assist each other, pool resources, work together and collaborate to
develop a project. Throughout this process, students also learn and teach one another.
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Group information is presented to the rest of the class and oral communication and
public speaking skills are developed. Each student must be part of their assigned
presentation. This experience allows students to present information that they have
researched and are the experts on the subject material. Many students feel that this is
an essential part of their education; it empowers them to take ownership in a project and
see it through.
The FCS courses also maximize student learning through the use of Case Studies.
More specifically, students evaluate diets, create sample diets and explore necessary
information that a patient would need if one has: Type 2 Diabetes, Heart Disease,
Hypertension, and weight loss needs. Many of the students have family members or
they themselves suffer from diseases that are one of the top ten killers of people today.
In this project, they discover the particular diet needs for each disease. This allows
them to distinguish what an appropriate diet consists of and how they would incorporate
it in their lifestyle.
5. Discuss plans for future curricular development and or program (degrees and
certificates included) modification. Use the Curriculum Mapping form to lay out
your plan.
•Dietary Assistant Certificate - this person would be employed in institutional food
service, usually health care, to assist the dietary staff provide healthy, safe, and
nutritious food. This certificate is designed for individuals who are interested in nutrition,
but have no experience. The job market will be expanding with more hospitals and
nursing homes utilizing computer dietary systems, student’s holding a certificate in
Dietary Assistant, would be in demand. Currently we have FCS019 - Nutrition (3 units)
and Human Biology BIOL020 (4 units). The courses to be developed include:
Introduction to Institutional Food Services (2 units), Sanitation and Food Production (2
units), Cultural Components and Modified Diets (1 unit) and a Work Experience (1 unit)
totaling 13 units. The new course development will occur during the 09/10 academic
year.
•Dietary Technician – A Dietary Technician would work with a Registered
Dietitian. Their duties would include screening clients for nutritional risks, and assisting
in assessing dietary needs, implementing care plans, and supervising food production
and service. This individual is an integral member of the healthcare, business and
industry, public health, food service and research team. Upon completion of a degree,
students are qualified to take the American Dietetic Association (ADA) exam for Dietetic
Technician Registered Certification (DTR). The student must have an Associate degree
or higher to be qualified.
Currently we have FCS019 - Nutrition (3 units) and Human Biology BIOL020 (4 units).
The need to develop additional courses would include: Introduction to Institutional Food
Services (2 units), Sanitation and Food Production (2 units), Cultural Components and
Modified Diets (1 unit), Medical Nutrition (3 units), Food Production Management (3
units), Meal Management (3 units), and Work Experience (3 units). The total units for
the proposed certificate would be 24 units. If a student is interested in an Associated
Degree in Dietary Technician, the additional courses could include: Introduction to
Psychology, Human Anatomy and Physiology, Interpersonal Communications, and
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Medical Terminology. The program and course development for the dietetic technician
will occur during the 09/10 academic year.
•Certification Program of Hospitality Management - this person would be
employed in the hospitality industry; tourism, restaurant, and hotel industries. A large
focus is on customer service. This certificate will also be a foundation for those wishing
to transfer to Universities having the program (SJSU). For this certificate, specific
courses would need to be developed, and utilize courses in other areas (Business,
Communications, Math, etc.).
•Certificate in Health and Wellness: the department is collaborating with SSHAPE
Division (Physical Education) on the development of this certificate. The vision is that
the person completing the certificate can go and work in the community participating in
education regarding wellness topics (Diabetes prevention, diet and exercise…). This
certificate would require community collaboration and courses such as: PED 031
(Lifetime Physical Fitness and Wellness), BIOL 020 (Human Biology), SOC 011 (Social
Problems), HED 011 (Dynamic Health Concepts), and FCS 019 (Nutrition).
•New courses that may be relevant to the current curriculum are: Nutrition for
Health Professionals, Sports Nutrition, Gerontology, and Financial Management.
6. Describe how your program is articulated with the High School Districts, CCOC
(if applicable), and/or other four year institutions. (Include articulation
agreements, common course numbering etc.)
See Appendix F for Articulation Agreement.
7. If external accreditation or certification is required, please state the certifying
agency and status of the program.
None applicable
Part C: Student Outcomes
1. On the course level, list all the courses that have current student learning
outcomes and provide link to the course outlines for review purpose. Provide a
plan and timeline to include student outcomes for the courses that do not have
one.
All FCS courses are current and have student learning outcomes
FCS019 - Nutrition
FCS050 - Life Management
FCS070 - Child Development
See Appendix G for FCS course specific student learning outcomes
2. On the program level, list all programs (and degrees) that have current student
learning outcomes and provide the culture of evidence.
Since the FCS courses are currently stand alone, there are no program student learning
outcomes.
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Part D: Faculty and Staff
1. List current faculty and staff members in the program, areas of expertise, and
how positions contribute to the program success.
The FCS Department has one full-time faculty and three adjunct faculty. The full-time
faculty member is an active participant in the FCS Statewide Collaborative. Each of the
faculty contributes to program/course success through content expertise. They each
have specialty education and/or workforce training in the teaching area, and remain
current with the content. For more detailed information, please see the “professional
development activities” listed in question number “2”.
Full-time Faculty:
Peggy Gorbach - Nutrition and Life Management
Adjunct Faculty:
Julie Bandy - Life Management
Trudy Cole - Life Management
Kathleen Cahill - Nutrition
2. List major professional development activities completed by faculty and staff in
this department/program in the last six years and state proposed development
and reasoning by faculty in this program.
Peggy Gorbach
Professional Affiliations:
Participation in the FCS Statewide Collaborative
Courses Taken:
Nutrition; Life Cycle Nutrition
Conferences, seminars, and or workshops on Food Safety, Financial Investment and
Retirement, Financial Planning, The Brain and Learning, Learning Styles and Multiple
Intelligence, and Diet Analysis.
Proposed Development /Future Courses:
Woman’s Health, and Safety and Sanitation: Both course will be taken in the summer
2009 and are related to Nutrition. In Life Management: Personal Finance
Management.
Julie Bandy
Professional Affiliations:
California Association for Healthcare Quality and California Association of Marriage and
Family Therapists
Conferences, seminars, and or workshops:
Achieving Your Goals, Managing Pressures & Stress, Conflict Resolution, California
Law and Ethics for Marriage & Family Therapists, Law and Ethics, Practice Building
Strategies: Professional, Ethical, and Business Tools for Success
Proposed Development:
Maintain active license as a Marriage and Family Therapist (36CEU every 2 years);
Maintain certification with the Healthcare Quality Certification Board (completion of
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30CEU every 2 years). Potential conference topics include topics like communication
skills, counseling techniques, training skills, psychology, etc.
Trudy Cole
Professional Affiliations:
American Psychological Association, American Psychotherapy Association, California
Marriage and Family Therapy Association, American Counseling Associates, Early
Childhood Training Consortium
Courses Taken: Enrolled in Doctorate in Education Program in May 2007 through
Argosy University and has completed 10 courses.
Proposed Development:
Ed.D emphasis in Counseling Psychology anticipated graduation date 2011, Law and
Ethics Workshop for Marriage and Family Therapy, Couple's Workshop, preparing for
Marriage and Family Therapy Examine, Attend San Jose Early Childhood Education
Consortium seminar.
Kathleen Cahill
Professional Affiliations: The American Dietetic Association, San Jose/Peninsula
District Dietetic Association.
Courses Taken: Foods that Fight Disease, Knock ‘em Alive Presentation Skills,
Nutrition and Immunity, Environmental Nutrition
Conferences, seminars, and or workshops: Food and Health in Micronesia, Barriers to
fruit and vegetable consumption in black South Africans
Proposed Development:
No current plans, have fulfilled professional obligations per the ADA.
3. Identify current schedule for tenure review, regular faculty evaluation, adjunct
faculty evaluation, and classified staff evaluation.
Full-time Faculty
Peggy Gorbach – regular faculty evaluation completed Fall 2008
Adjunct Faculty
Julie Bandy – peer faculty evaluation Fall 2008
Trudy Cole – peer faculty evaluation Fall 2008
Kathleen Cahill – peer and dean faculty evaluation Fall 2008
*post evaluation meetings need to occur for all adjunct faculty
4. Describe the departmental orientation process (or mentoring) for new full-time
and adjunct faculty and staff (please include student workers such as tutors and
aides).
Adjunct Faculty:
The adjunct faculty are invited to attend the all college adjunct faculty orientation. In
addition, the full-time faculty introduces them to the campus, including identifying key
areas for information (Reprographics, Admissions and Records, etc.). Throughout the
semester, the adjunct faculty is in communication with the full time faculty. The FCS
instructors hold FCS Department meetings two times per semester to collaborate with
instructional materials and communicate student needs.
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Tutors:
There is presently one student tutor for nutrition. To ensure the experience is positive
for both the students and the student tutor, the full-time faculty meets with the tutor
several times throughout the semester. The full-time instructor is also available via email.
Part E: Facilities, Equipment, Materials and Maintenance
1. Identify facilities allocated to the program (including the facilities often used by
the department/program)
The full-time faculty has an office in R2-315. This office has a computer, printer, and file
cabinets. During the scheduled renovation of the Roble building, the full-time faculty
office will be moved to the Sequoia Building to join the other full-time faculty in the
Nursing and Allied Health Division.
Most of the classes are held, whenever scheduling permits, in S150 or S140. These
lecture halls accommodate the large number of students taking the FCS courses. The
classrooms have computers with internet access and a projector. When these rooms
are not available, the faculty utilizes other “smart classrooms” on campus.
2. Discuss the quality and accessibility of the facilities, equipment, equipment
maintenance, and materials available to the program.
Although improvements can be made, the current quality of the facilities meets the
program needs. Recommendations for additional materials are discussed below.
3. Identify faculty needs and its rationale.
As the department is currently structured, the classroom space and equipment meet the
needs of the faculty.
4. Describe the use and currency of technology used to enhance the department/
program. Identify projected needs and rationale.
Currently, the nutrition course would benefit with computer lab access. At the present,
students use a program, Diet Analysis Plus. If the software was loaded in a lab, this
would be beneficial to the students. Students could purchase on-line Diet Analysis Plus
software, and lab space can be used to aid in student’s use of the computer program.
This lab could be shared with other departments or nursing. Ideally, each of the nutrition
sections will have the computer lab available to students on four different class
meetings.
Another technology enhancement is the use of Smart Boards. These are interactive
whiteboards which aid PowerPoint presentations. The Smart Boards can enhance
student learning especially for different learning styles such as visual-spatial learners
and a kinesthetic learners. The approximate cost of the white board is between $1500
to $3000. If these are portable, the division would purchase one and faculty would
check them out of the division office.
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5. If applicable, describe the support the program receives from industry. If the
support is not adequate, what is necessary to improve that support?
Currently FCS, with the three stand alone classes, does not receive any industry
support. However, with the development of certificates, an advisory board will be
formed and industry assistance will be sought. Industries that could be included in the
advisory board are hospitals and nursing homes dietary staff, and county health
department. In the past, with industry support, the California Community College Family
and Consumer Science area gives matching grants to fund areas in FCS with specific
projects and goals.
Part F: Future Needs
1. What faculty positions will be needed in the next six years in order to maintain
or build the department?
In order to build FCS and develop the certificates in Dietary Assistant or Dietary
Technician, additional faculty positions will be required. Currently one full-time faculty
with three adjunct faculty teach the allocated sections of FCS. Keeping the current
faculty, and the addition of at least one other full-time faculty will be required to build
these certificates. This faculty member would need to have a Masters degree in
Nutrition. The estimated cost of an additional full-time faculty salary is $58,000 to
$78,000 annually.
Maintaining the FCS department as it is currently, additional adjunct faculty will be
needed to assist with course sections and allow the full-time faculty to take a sabbatical
in order to further studies and stay current in the FCS curriculum.
2. What staff positions will be needed in the next six years in order to maintain or
build the department (staff, facilities, equipment and/or supplies) will be needed
in the next six years? Provide rationale.
Currently, no staff positions are allocated to FCS. With the development of certificates,
and once the program becomes strong with student enrollment, clerical staff and an
instructional lab assistant would be necessary to manage the dietetic students. The
need for these permanent classified positions are expected two to three years from the
writing of this report.
3. Identify budget allocated for the department/program through the division
budget (fund 10). Discuss its adequacy and needs, if applicable along with
rationale. Identify any external (fund 17) funding the department/program
receives and describe its primary use.
The fund 10 budget for FCS currently covers the cost of one full-time faculty and the
adjunct faculty. The department has a small budget item for supplies. The FCS
department currently does not have a fund 17 budget. As the department expands to
include certificates, the faculty and supply budgets will need to increase, and
opportunities for external funding may present with industry partners.
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4. What equipment will be needed in the next six years in order to maintain or
build the department? Provide specific purpose and rationale.
As the department grows to include the proposed certificates, equipment needs will
increase. More specifically, the Dietary Technician program will require a full kitchen.
The Kitchen is needed for the additional courses that will be added to the curriculum.
This kitchen would require a stove, oven, refrigerator, sink with hot and cold running
water, garbage disposal and warming drawer or warming element as well as cooking
utensils. The kitchen curriculum is mandatory to properly train the students in the use of
a kitchen that they would work in and supervise others at a hospital or other facility.
Greater analysis regarding cost and infrastructure for this item will occur during the
research phase of the Dietetic Technician Program, prior to program implementation.
5. What facilities will be needed in the next six years in order to maintain or build
the department? Provide specific purpose and rationale.
To maintain the current FCS program, availability of Smart Classroom space will
continue to be necessary. Computer lab accessibility will also be required. This
computer lab space can be utilized through existing computer labs on campus.
With the Dietary Technician certificate added to FCS, a specific room will need to be
available in order to accommodate the necessary kitchen equipment and support the
additional students.
Part G: Additional Information
Describe any other pertinent information about the program that these questions
did not address?
The program review process has allowed the FCS faculty to review current student
success, articulate ways to improve the courses and explore options for program
growth.
Part H: Annual Assessment (Program Faculty and PR Committee)
The annual assessment process for FCS will include student evaluation and review of
student success data. The department is interested in learning more about the students
taking the classes and offering alternative learning opportunities to facilitate success. As
a result of this review, the faculty are considering alternative teaching/learning
modalities including modifying the FCS 019 telecourse to online, and creation of new
curriculum to include certificate development.
In considering growth opportunities in the area of FCS, establishment of an advisory
board will be integral. This group of educators and industry partners will also be
involved in the annual assessment of the department.
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