Allan Hancock College Program Review Annual Updateresearch.hancockcollege.edu/.../documents/FCS_PRAU_S13.pdf · “the program does not represent an unnecessary duplication of other

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Allan Hancock College Program Review 2012-13 Annual Update

Program and Department: Family and Consumer Sciences/Applied Social Sciences

Date submitted: April 23, 2013 Revised May 10, 2013 Submitted by: Pauline Snyder

SLOS report update □ Revised Plan of Action x

The Annual Update is conducted by all programs at the college and consists of an analysis of changes affecting the program as well as significant new funding needs for staff, resources, facilities, and equipment. It should be submitted or renewed every year by the end of the second week in April in anticipation of budget planning for the following year, which begins at the planning retreat in November. *Note that if there is no change from the previous year, you may simply resubmit the information in that report (or any portion that remains unchanged) from the prior year.

Programs and units should support their planning efforts with quantifiable data, conduct appropriate analyses, and make supportable conclusions. For your use, standardized IT data reports will be provided and sent to departments under separate cover. You may also report on your own internally-generated data. Labor market data is required for all vocational programs at least every two years.

Place your responses in the expandable text boxes below each question.

I. Program Mission (must align with college mission)

Describe the need that is met by the program or the purpose of the program. ( Sample: The Health, Physical Education, and Recreation Division is committed to providing excellent education opportunities to our students for their affective, cognitive and psychomotor development as they pursue sport, recreation, physical education, health education and wellness. We will encourage our students to further and sustain their individual endeavors toward the regular, lifelong pursuit of physical activity and a healthy lifestyle.) In addition, for vocational programs only, data must show need and that “the program does not represent an unnecessary duplication of other vocational or occupational training programs in the area.”


The mission of Family and Consumer Resources (FCS) in the California community colleges is to prepare individuals to function effectively in changing family, community and work environments. FCS provides educational opportunities that respond to human needs, future technologies and global changes in preparing students for employment, careers, advanced study and lifelong learning. FCS enables individuals to develop skills that improve the quality of life in a diverse society.

II. Progress on Comprehensive Program Review Final Plan of Action

Review the final plan of action (post validation) from the last comprehensive program review and any previous annual updates. Summarize the progress the program has made on recommendations targeted for this last year as well as any outstanding or incomplete items from previous years. What is the status of these recommendations? Include the original target date, action taken and results, and reasons for any changes.

The last comprehensive review was accomplished in 2003 by Candia Varni, Edda Hayes, Dale Schumacher and Pat Rogers. Candia Varni-Katich’s last year as a full-time instructor and FCS Coordinator was in 2005. This program has had a part-time instructor/coordinator from 2005-2007 (40% time) but this coordinator (Ginger Lordus) did not have a FCS degree, so the annual report(s) filed were geared toward the area of food/nutrition and a new field field called “culinology”, which she was tasked to promote, since it was supported by a grant. Candia Katich returned in 2007/2008. Her coordinator reassignment time was reduced from 40% to 10% and no FCS comprehensive program review was possible. The most recent annual program review is dated 2010/2011. Plans of Action listed on the 2003 program review included:

1. Development of an advisory committee for all FCS/FSM/CAM areas collaboratively with area high schools or just AHC. Put this (the original program areas) back together after its dismantling in order to complete Web brochures. This was slated for 12/31/11 completion. While there was a meeting among these groups and area high school teachers in spring of 2011, no such committee ever came to fruition.

2. Redo program SLOs in CAM that are the same for all Certificates. Redo program SLOs for FCS which ignored general FCS transfer for teaching. It is unclear whether theses have been accomplished, but CAM (Culinary Arts Management) was changed to CA (Culinary Arts) in May 2009 and now functions as its own program. It is under the direction of Chef Robert Weir and all the classes and office have been moved out of the I-building (old J building) to the new S-Building, where a state-of-the-art culinary lab was opened.


3. Complete a comprehensive program review, possible only with time and support—not accomplished by target date of summer 2011 due to lack of personnel and resources.

Recommendations from the 2010/11 program review that have not been accomplished:

1. Explore making work experience a required/highly recommended component of all vocational certificates—this has not been accomplished due to inadequate staffing.

2. If staffing permits, obtain, monitor, and evaluate internship sites for certificate students—partially accomplished by Ginger Lordus in Culinary due to Culinology grant, but not accomplished for Fashion or Interiors due to lack of personnel. Not fully accomplished in FSN area for same reason.

3. SLOs for Fashion and Interiors needs revision, as do the FCS General Degree—limited progress due to lack of personnel to accomplish this. The Interiors area has especially been neglected to the point that it may no longer be viable.

4. There are only part-time instructors teaching all of these courses and the current part-time coordinator isn’t teaching in the classroom. Only a full-time instructor/coordinator would be able to accomplish such an undertaking and then only if the remaining areas were pulled together under one heading.

5. Develop a website, to be kept current with secretarial support, containing information on all the program options—inadequate funding and staffing to continue the development and updating required.

6. Revise FCS 170 and FCS 171 to reflect co-curricular certificate decisions with the Business Department and maintain articulation—targeted for fall 2004, but while there was some discussion, apparently the proposal was tabled or dropped. One of the business classes (BUS 103-Advertising) listed as required for the Interior Design Merchandising A.S. and Certificate of Achievement has not been offered for several semesters.

7. Community plans: matriculation with area high schools and ROPs for all options continued until Candia Katich left the program. No outreach has been accomplished since then due to budget issues. Advisory committees would be helpful for the program if resources (staff and funding) could be obtained.

8. Equipment: develop a timetable for J-14 (now I-216 multi-purpose lab/classroom) appliances and equipment replacement and repair in collaboration with Community Education classes, since the lab is shared with the program. Room and equipment maintenance for both FCS classrooms provided now by a very part-time worker. One stove has been replaced.

9. Staffing: additional full-time, permanent faculty position(s) needed. Chef Robert Weir, the full-time Culinary Arts and Management instructor (now Culinary Arts) does not meet minimum qualifications in Family and Consumer Resources or the Nutrition and Food Science areas. A 5-year grant that funded the Culinology proposals has ended. Apparently the former FCS coordinator (Candia Katich) was working at 10% reassigned time for a couple of years. Currently, there are two part-time


coordinators for the FSN and FCS programs—Christine Bisson and Pauline Snyder, respectively, employed at 20% reassigned time each. There needs to be one full-time coordinator for FSN, FCS and maybe CA, preferably someone who has a generalist degree that encompasses the various courses, particularly FSN and FCS. This would leave time for Chef Weir to pursue the proposed, student-run bistro outside the S building and to develop a two-year CA degree. It would also ensure that the program has representation in campus affairs. A program cannot grow or prosper without someone to guide it and follow through on planning.

This program is in serious trouble. The Family and Consumer Sciences (formerly Home Economics) has, as its basis, the preparation of individuals and families to function well in our diverse society. The Home Economics Careers and Technology (HECT) describe this in Career Pathway Options: Child Development and Guidance, Consumer Education and Economics for Living, Family Living and Parenting, Fashion, Textiles and Apparel, Food and Nutritional Science, Housing and Furnishings, Hospitality and Environmental Design. In the school year 2008/09, FCS had 1033 students but was parceled into three prefixes: CAM, FCS and FSN with the FCS and FSN programs roughly divided into half (402 and 420, respectively). In 2011/12, those numbers were 369 for FCS and 435 for FSN. Since the 2009/10 school year, there were only 3 certificates issued under the FCS designation, which doesn’t show a great success rate for the program. Two A.S. transfer degrees were issued in Fashion Merchandising and 2 in Interior design from the school years 2004/2005 to 2008/09, but I couldn’t find any data to suggest that there have been any FCS transfer degrees since that time. No program can limp along without nurturing—this program needs an energetic and motivated individual to pull it up to speed. AT AHC, we don’t currently have an “FCS Program”. Here is why: 1. The Child Development courses are in a separate program under Early Childhood Development (ECS). 2. The Consumer Education class is cross-listed as BUS130 or ECON130—and while it still is listed in FCS, it isn’t really a part of the program except in name only. 3. AHC has no FCS courses that address Family Living, though some parenting courses are taught under the ECS program. 4. AHC has no FCS courses that address Environmental Design, though similar courses are taught under Architecture and Design. 5. We do have courses in Fashion Merchandizing, Apparel and Textiles, as well as Interior Design. Unfortunately, due to low enrollments, cancellations and budget constraints, these courses are offered infrequently and it is difficult for students to plan for them. 6. The Fashion Merchandizing courses have been holding their own in enrollment and there is a strong Community Education sewing program that complements it. Despite the recent downturn in our economy, clothing sales, alterations and design still remain


important sources of employment for our students. 7. The Interior Design area suffers from low enrollment, due mostly to no real promotion in the field or cooperation with local businesses for employment opportunities. Without institutional and staffing support to coordinate with our local and area interior design, furniture and accessories marketers, this area may not be viable. 8. Foods and Nutrition: All the cooking courses were absorbed into the Culinary program, which falls under the Hospitality area. The FSN courses are doing well (under the direction of Christine Bisson, the coordinator), and has room to grow. Our facilities could and should be utilized to re-introduce hands-on courses in cooking with emphasis on nutrition. Students have asked for a sports nutrition course to be added to the curriculum. The current state of our country’s health and wellness with 1 in 3 adults of our population identified as obese (17% for children and adolescents) as identified by the U.S. Department of Health and Human Services (NCHS Brief #82, Jan. 2012, cdc.gov/nchs/data), would suggest that more emphasis be put into courses that emphasize nutrition in a practical setting. Our kitchen lab is only being used by Community Education at this time and credit lecture classes are also scheduled in the lab.

III. Program SLOs/Assessment

Check here if any SLO’s have changed since the last comprehensive program review and/or update. What are your program student learning outcomes? Which of these have been assessed since the last comprehensive program review and/or update? How are they measured? What did the assessment data indicate about the strengths and weaknesses of your program? What changes have you made/do you plan based on these data? (You should report assessment information on page 4.)

1. Overall, using data inputted from Spring 2012, Fall 2012 and Spring 2013 and three courses, FCS131,FCS139 and FCS140, students scored 58% at exceeding standards, 36% meeting the standards and 5% below standards in the areas assessed.

2. Three PSLO’s were used: a. PSLO1-“will design and implement life management strategies and goals to improve their quality of life” where 59%

of the FCS131 students over two semesters exceeded standards, 37% met standards and 4% were below standards; b. PSLO8-“analyze textile characteristics for sensory appeal and present project”, 71% of students of the FCS 139

students exceeded standards and 29% met the standards as measured by students identifying different fabric


samples as observed by instructor; c. PSLO9-“apply clothing design principles to construct and present a fashion design was assessed in Spring 2013 with

3 of 9 students exceeding standards, 4 students meeting standards and 2 scoring below standard, using a worksheet to identify the parts of a sewing machine in FCS140.

3. Three program SLOs were not mapped under the current FCS ISLO/PSLO Summary map due to cross-listing: PSLO1 “synthesize and apply nutrition science information and culinary techniques and make lifestyle changes that improve health and promote longevity” (mapped by FSN), PSLO2 “will analyze and direct their financial affairs with regards to short and long-term plans” (mapped under ECON/BUS 130) and PSLO5 “will compare and contrast family and relationship dynamics from a sociological and cultural perspective” (FCS 131 overlap PSLO). Further assessments need to be accomplished for FCS137, FCS138, FCS144, and FCS170. The FCS171 course hasn’t been offered since 2007/08 school year and is considered dormant).

4. FCS has a total of 13 PSLOs listed. With such a diverse group of courses and due to cross-listing, it is difficult to make useable conclusions on the overall health of this program based on data collected. Small class sizes, infrequency of class offerings and having only part-time faculty for all classes compound this problem. Only seven of the 14 courses listed in the college catalog under FCS are exclusively FCS courses, i.e. not cross-listed. This is problematic for showing any meaningful improvements or lack thereof.

In terms of strengths, the majority of the students were able to demonstrate acceptable success rates when assessed by their instructors. Hands-on activities have been effective means of teaching the more technical courses of textiles and clothing construction (see # 3 below) while life management assessment is of a more academic nature—writing and verbalizing concepts in a classroom setting (see #1 below). Terminology and its importance in communicating concepts were emphasized by the instructors who did the assessments. These assessments show that our Fashion area and Life Management courses are accomplishing stated goals (see #2 below). More assessments in the Interior Design and other courses in Fashion Merchandising need to be instituted and can only be accomplished when the part-time instructors are on-campus teaching—this is a major challenge for this program. Again, a full-time coordinator/instructor would be the best way to address this shortcoming as he/she would have one-on-one contact with students and more opportunity to coordinate with the part-time faculty.

IV. Course SLOs/Assessment

Check here if any SLO’s have changed since the last comprehensive program review and/or update.


What are your course student learning outcomes? Which of these has been assessed since the last comprehensive program review and/or update? How are they measured? What did the assessment data indicated about the strengths and weaknesses of your program? What changes have you made/do you plan based on these data? (You should report assessment information on page 4.)

As noted above, only 7 FCS courses of the 14 listed in the college catalog are exclusively FCS courses, i.e. not cross-listed. These courses are: FCS131, FCS137, FCS138 (scheduled to be offered spring 2013 but failed to meet enrollment target), FCS139, FCS140, FCS144, and FCS170 (FCS171 is currently considered dormant since it hasn’t been offered for over 3 years. It was scheduled for spring 2013, but failed to meet enrollment target. All of these listed courses have SLOs of record and are currently mapped to PSLOs and ISLOs (see Attachment: Course Statistics and Evidence). Three of the courses have assessment data and four do not, so that needs to be addressed in the coming semesters as these courses are offered to students. A reasonable goal would be to have assessments made as soon as possible for those that have no assessments: FCS137 and FCS 138 in Fall 2013, when they are next scheduled to be taught and as soon as possible for FCS144 (spring 2014) and FCS170 (171).

1. The course SLO totals for Fall 2012 and Spring 2013 showed that students achieved 59% in exceeding standards, 37%

meeting standards and 22% below standards as measured in FCS131 Life Management courses and using FCS131 SLO 01-“Assess and modify their values and beliefs based on their analysis of their effectiveness in meeting their needs and adapting to a changing environment”. This was ascertained by instructor observation and included 70 students. A course analysis was scheduled to be completed for Fall 2012 but apparently only “goals assessment” and “analysis of current attitudes, influences and patterns of time use” were assessed. The part-time instructor from Fall 22012 did not leave any findings to be analyzed so not sure what she did or didn’t do. Attempts to retrieve any information from this instructor have been unsuccessful. If these findings could be retrieved, they could be used for further assessments and would yield a better picture of how the course outline and SLO’s are being implemented.

2. In FCS 139--Textiles—FCS139 SLO3-“Analyze various fibers using sensory and physical tests” showed that 71% of students exceeded standards and 29% met the standards as measured by students identifying different fabric samples as observed by instructor. This was accomplished in spring 2013 FCS 139, Textiles and included 17 students. Having accessibility to the proper equipment and time for students who scored lower and suggestions for testing fibers was given in the textile assessment. One suggestion was to do a re-test later in the semester to reinforce the information presented in the lectures. Also, instructor suggested that more outside reading and less in-class lecture might free up time for more of the hands-on experimentation. Updated equipment, especially microscopes (possibly through a CTEA request), would also facilitate more efficient use of lab time, and give individuals the opportunity to work independently rather than always in a


group setting. 3. FCS140—clothing construction—used FCS144 SLO1-“Justify equipment, patterns, and fabrics suitable for the particular

garment being constructed” and was assessed in spring 2013 with 3 of 9 students exceeding standards, 4 meeting standards and 2 below standard, using a worksheet to identify the parts of a sewing machine. This assessment was made in spring 2013. The instructor found that hands-on activities reinforced the lessons and knowledge of equipment and terminology vital for success in student learning and applying sewing concepts.

V. Internal/External Conditions

What external conditions have influenced the program in the past year? Have there been disciplinary or regulatory changes, changes in technology, advisory board recommendations, employer, or accreditation recommendations, demographics, labor market analyses, articulation changes, etc.? Summarize the major trends, challenges, and opportunities that have emerged in the program since the last comprehensive program review and /or annual update.

Pauline Snyder took the position of temporary FCS Coordinator in August 2012 and Christine Bisson became the FSN coordinator in the prior spring semester. Severe budget cuts caused limitations on courses that could be offered in Fall 2012, and some hard decisions had to be made. With circumstances so uncertain, it was not possible to consider building the programs, but more on how to hold on to them. Textiles (FCS139), a core requirement course had not been offered since 2010, leading to a backlog of students needing this course, and it was offered in spring 2013. A part-time instructor was hired, and the class filled. It needs to be offered on a more reliable schedule so students can be assured of enrollment over the course of two-year programs. Opportunities to promote the programs were lost as we struggled to decide what classes could be offered. It was deemed unfair to paint a glossy picture to prospective students if our program was in such a precarious situation. Over Christmas break, the part-time Life Management (FCS131) instructor re-located with very short notice. This left two scheduled classes to be taught by two other part-time instructors at the last minute. The instructor left no text or course material available. We built the class on the Course Outline of record on the Hancock portal. After a good deal of scrambling to borrow materials from a retired instructor, the classes went on thanks to the professionalism showed by these two instructors. Time was of the essence and this seemed the best course under the circumstances. It was anticipated that one of the instructors would continue to teach the course in the fall. This isn’t going to happen, so we are once again without an instructor for two classes, which means hiring another part-time person, unless we can find someone who is qualified to do double duty as coordinator/instructor. The course has been taught by persons outside of the FCS field (except for the one class this semester) for


several years. Family and Consumer Sciences (Home Economics) programs have been phased out in many colleges and high schools in California., Cuesta College just closed their fashion, interior design and culinary programs during 2013. We can use this unfortunate turn of events to enhance and grow our program for the sake of our geographical area. While this seems to be the unfortunate trend, it has less to do with changes in the job market or need for workers and more to do with limited perception of Family and Consumer Sciences (Home Economics), which apparently means cooking and sewing to the uninformed. Fast food and “eating out” has replaced cooking at home. Nutrition and consumer awareness have been pushed to the back burner, along with traditional family values. Young people struggle with daily living tasks such as budgeting and family matters because they are unaware of simple resources that could give them a better quality of life. Young people are among the first fired when the economy goes bad and without any training or education, the prospects of “getting ahead” become almost impossible to attain. With obesity levels high and the cost of living soaring, perhaps FCS programs will again be valued, but we need to promote this program and be involved with the greater community. We will always need people to work in retail, homes will always need to be managed and courses that enhance the lives of individuals and families will always be needed. With the right resources in place, FCS can continue to serve an important need in our community.

What internal conditions that have influenced the program in the past year? What are the program success and retention rates? (Include certification exam rates, if appropriate.) Degrees and certificates awarded? Have there been trends in SLOs/assessment or IT data; changes in technology, budget, staffing or resources; enrollment management or facilities issues; etc.?

This program has been in trouble for some time. In terms of success and retention, the outlook is bleak as students scramble to find classes that they need but aren’t offered and no cohesion in program planning or outlook. No A.S. transfer degrees or certificates have been issued since 2009, as far as I can determine from researching the Hancock information sources. Some course assessments were accomplished in Fall and Spring semesters, and hopefully this will continue in the coming school year. IT data were mapped and used for program analysis. Two textile students who transferred over to AHC from Cuesta college have been in a sort of limbo throughout the Spring semester due to administrative snafus, and may end up having to get credit for their work through challenge or an independent studies vehicle. As mentioned in External conditions above, budgeting has been a major issue for us this year, making planning all but moot for our small and diverse program. Staffing has also been an issue, but a very qualified Textile teacher was hired in Fall 2012 and she and another instructor were hired to take the FCS131 Life Management classes for Spring 2013.


In terms of facilities, when the fall semester began, the J-building (now I-building) was in the midst of an overhaul and a new ECS wing was under construction. This turned out to be a major hindrance to classes taught in the two lab/classrooms. Instructors were not allowed in the classrooms until late Friday of the week before classes resumed. All of the cupboards and closets had been cleared out in anticipation of replacing the floors and (we were told) the countertops in the sewing and kitchen labs (J-14 and J-15). All of the equipment and supplies were put back into the cabinets, helter-skelter, and took many hours to put back into some order for classes. There wasn’t time or staff to properly manage anything but the bare minimum of sorting equipment drawers—a task that took 5 people several hours to accomplish. The whole Fall semester was taken up with workmen coming and going along with all the noise and confusion. New tables and chairs were ordered but didn’t come until Spring semester, and temporary chairs had to be brought in to avoid scratching up the newly laid floor, which didn’t get sealed until semester break. Classes were constantly being disrupted and the instructors put up with a good deal of hassle just to be able to teach their classes. Keys to doors were often changed with no warning and access became a weekly nightmare. Over the Christmas break, the pantry off J-14 was taped up with plastic to be painted, the floor was ripped out and the refrigerator from in there was taken to an electrical storeroom adjacent to the pantry—but no one seemed to know what had happened to it. In the meantime, ECS filled up the J-14 and J-15 labs with supplies and equipment in anticipation of their move to their new facilities. A large industrial refrigerator, a stainless steel freezer and a stainless steel refrigerator showed up in J-14, and a side-by-side refrigerator and microwave and other assorted equipment and supplies were stored in J-15. This negated any chance of finishing the sorting and cleaning of the cabinets in the J-14 lab which had been postponed due to being locked out of there in the fall. We were finally left with a refrigerator and freezer from ECS. The refrigerator was placed where a very old refrigerator had once been placed in the pantry/storeroom and the freezer was put in the passageway between the lab and pantry/storeroom. This is not ideal, but seemed the only solution at the time. One refrigerator/freezer combo would utilize the room more efficiently and give us much needed storage space, but that seems to be where we are with it. In the lab, we have a very old side-by-side refrigerator that needs replacing. A CTEA application was put in with Community Education to replace it. The pantry/storage room was not put back together until about the third week of Spring semester, causing one community education class to be re-scheduled and the classroom to be cluttered with the extra freezer, refrigerator and trolleys of tiles and equipment to finish the floor. This was a major inconvenience for the instructors in the J-14, multipurpose room. In the midst of all this, someone decided to change the J-building to the I-building, and replace doors with construction-key access


only. It took a full three weeks (and more in some cases) into the Spring semester to sort out keys and get instructors into their classrooms without having to call Campus Police. The pantry (the new I-216B) was not finished by the time classes started again, so the instructors had three large appliances in the classroom plus a pile of tiles and assorted paraphernalia to deal with for the first three weeks of class, along with the students who couldn’t find the re-named classrooms and keys that didn’t work. A fire alarm in the J-15 room somehow was installed too close to a cupboard door and went off anytime the cabinet was opened and closed. This took several weeks to remedy and at least a couple of evacuations of the surrounding buildings at inopportune times, like during the Children’s Center nap times. A new coordinator/instructor needs to be brought on-board, and there needs to be someone tasked with coordinating the facilities if more changes are going to be coming for those classrooms. The multipurpose J-14 (I-216) especially needs further updating to accomplish the goal of hands on cooking instruction.

VIa. Update to Final Action Plan

s If you change or modify a previous recommendation, provide an explanation for the change and a new target date. For new recommendations, provide target dates and data for support. For all items, show how they are related to assessment results where possible and provide approximate costs for resources requested. Resources may include budget, facilities, staffing, research support, professional development, marketing, etc. Not all recommendations will require resources. (Plan may cover period up to the next scheduled comprehensive program review.)

Some recommendations outlined in the 2003 Program Review and latest Annual Report (200/11) still need to be accomplished, with some revision:

1. Under a full-time coordinator/instructor, the courses offered now under FCS (Family and Consumer Sciences) and FSN (Food and Nutrition Science) could be incorporated with the CA (Culinary Arts) for the purposes of: a. Program coordination


b. Advisory committee formation and maintenance c. Instituting viable work experience and /or internship opportunities for students-- developed with local industry

employers d. To revise, update and promote certificate and transfer degrees e. To complete a comprehensive program review that can guide the program to success f. Hire a full-time, permanent instructor/coordinator position in order to accomplish these goals.

2. Set up a timetable for equipment replacement, repair and maintenance in the J-14(I-216) and J-15 (I-217) classrooms.

One part-time person and/or lab assistant could probably accomplish these activities. Due to the nature of the classrooms and equipment and supplies being kept there, someone needs to be in charge to keep things running smoothly and avoid some of the issues faced this year with the construction, etc.

Recommendations based on this annual review:

1. Consider the viability of continuing the Interior Design program—it might better serve the community to incorporate this area into Community Education unless an effort is made to collaborate with local businesses for the purpose of work experience. There needs to be some serious thought given to how to proceed and course adjustments to better serve students and the community. An informal survey of students identified as Interior Design majors was conducted with very little input from the students queried via email in Fall 2012. A thorough review of FCS170 and FCS171, along with the stated requirements for certificate or A.S. transfer needs to be conducted. At least one course listed as core has not been offered for several semesters.

2. Make an effort to complete course assessments in FCS137, FCS138, FCS144, and FCS170(171) during the semester(s) in which these courses are taught. In the case of the FCS170/171, consideration needs to be given as to whether to continue this certificate/A.S. transfer degree.

3. Expand the FSN program to include cooking classes based on nutrition for individual and family settings. Use the resources available in J-14 (I-216) to full advantage—with a bit more up-grading, the kitchens could offer a good learning environment for the students, including those with disabilities, limited English skills, economically disadvantaged, as well as non-traditional students-- in this case, particularly males.

4. Collaborate more with business department and art to strengthen the Fashion Merchandizing area. Offer classes in drawing, pattern drafting, computer-aided drafting, color, design and draping to enhance the program and bring in students seeking more than just retail expertise.


5. Collaborate with the Community Education department in offering design and marketing courses that can be of value to both programs.

2012-13 PROGRAM REVIEW VIb. Revised - Plan of Action (Annual Update)

During the academic year, 2002 , 2003 completed program review. The self-study and validation teams developed a final plan of action-post validation based on information in the self study and the recommendations of the validation team. (If any plan was made and action not taken, please state the rationale for not pursuing that particular item. If action was delayed or postponed, provide an explanation and a new target date.) CHANGES AND MODIFICATIONS PLAN OF ACTION ACTION TAKEN, RESULT AND STATUS “Develop one advisory committee for all FCS/FSN/CAM areas collaboratively with area high schools or just AHC. Put this back together after its dismantling. This is necessary to complete the Web brochures.”

Not accomplished by 12/31/11 deadline despite efforts to begin this process. Tabled due to lack of time, inadequate coordination and secretarial support. Still needs to be accomplished to support current program. Web not activated, brochures need update/replacement to reflect current program offerings.

Re-do program SLOs for FCS See details in III, Program SLOs Assessment needed for FCS137, FCS138, FCS144 and both Interior courses (FCS170 and re-instate FCS171, if

Most courses have SLOs of record, but do need updating and review by qualified instructors for inclusion on the eLumin. Course SLOs have been mapped to ISLOs


this part of program to continue) and PSLOs so is a matter of updating and fine tuning

Complete a comprehensive program review for FCS/FSN with strong emphasis on internships and/or work experience

This has not been accomplished by the projected deadline of summer 2011 due to insufficient time/resources; a partial program review was accomplished (this document).

ADDITIONS PLAN OF ACTION TARGET DATE Hire a full-time Instructor/Coordinator for FSC/FSN/CA with generalist background to initiate and coordinate work experience and internship opportunities for students; initiate and coordinate advisory committee(s) for whole program, research and define goals for the future of the program, including revision and update of SLO’s with PSLO’s and ILO’s; maintain and grow program through comprehensive program review

Fall 2013

Replace current, inadequate above-stove fans with new, efficient microwave/fan combos for the four kitchens with free-standing stoves Build shelves for more storage space in the passageway between lab and pantry/storeroom

2013/2014 school year or sooner

Develop Nutrition for Sports curriculum with Athletics program and/or Physical Fitness programs with some cooking component to utilize existing kitchen facilities

To be developed during 2013/14 school year by instructor given release time for this purpose

Development Food and Nutrition hands-on cooking course to complement the FSN lecture coursework and utilize existing kitchen facilities to full advantage. Consider a collaborative project with Film and Video Production program to produce Nutritional Public Service Information for

To be developed during 2013/14 school year by instructor given release time for this purpose


students/staff/general community RESOURCES NEEDED (Be sure there is sufficient justification and data contained in the narrative to support each of the items on your list.) TYPE OF RESOURCE LINE NO./SPECIFIC RESOURCE APPROXIMATE COST Facility Needs Shelves built into new passageway to I-216B

Depending on materials~$200-400

Technology Needs Camera devise to project food preparation done by a presenter to replace suspended mirror that fell and broke, and use for camera ready reproduction of hands-on cooking program Microscopes for the Textiles courses—may also benefit some FSN classes—details worked out with these instructors—possibly get linked to above camera request

Depends on type and construction costs—see Culinary Lab for details

Staffing Needs Full-time coordinator/instructor for FCS/FSN/CA

$40,000, depending on pay grade and qualifications

Equipment (non-technology) Replace refrigerators in I-216 lab using CTEA funding , if available--Priority Replace freezer and refrigerator in storeroom with one refrigerator to better utilize space Replace old fans above stoves in kitchens 1,2,4 and 5 with up-to-date microwave/fan combos

$2400 $2000 $2500

Documents

Allan Hancock College Program Review Annual Updateresearch.hancockcollege.edu/.../documents/FCS_PRAU_S13.pdf · “the program does not represent an unnecessary duplication of other