Assessment: Family & Child Studies Deb Krichbaum April 22, 2009

Facts About FCS Applied Child Development Focus: –Young children, birth through K –Early Childhood Programs: early care and early education Require two field experiences (internships) Size of department: –Middle tier for majors (15-25 per year) –Smallest department (2 faculty)

DEVELOPING THE FCS MISSION REVIEW REVIEW MISSION REVIEW MISSION

Process = many drafts!

The heart of the Family and Child Studies' bilingual Undergraduate program is preparing our deaf and hard-of hearing FCS majors to work effectively with young children in early childhood Programs.

Developing FCS Student Learning Outcomes Mission Back and Forth  Outcomes

FCSMISSION SLO: Early Child Development & Growth SLO: Health, Nutrition, & Safety SLO: Children's Family & Community Relationships SLO: Observation, Assessment, & Documentation SLO: Methods & Materials SLO: Methods & Materials

FCSELECTIVES FCS 350 FIELDEXPERIENCE REQUIRED FCS COURSES FCS 450 FIELD EXPERIENCE CAPSTONE

Capstone Assessment Intern Work Performance: Rubric Intern Characteristics: Dispositions Checklist SLO: Methods & Materials FCS majors apply knowledge of effective and developmentally appropriate methods and materials to develop and implement curricula that promote young children's development and learning. SLO: Professional Behaviors FCS majors apply knowledge of appropriate professional behaviors, standards, and ethics in early childhood programs.

Interns ’ Performance: Evaluated by Site Supervisors Commendable 4 on 4 pt. scale 100% Attendance, Punctuality and/or Dependability Grooming, Clothing and/or Appearance Desire to Learn New Things and/or Improve Skills Attitude

Interns ’ Performance: Evaluated by Site Supervisors Competent 3 on 4 pt. scale 100% Ability to Follow Directions and/or Rules Overall Level of Skills and Maturity 66% Communication Skills and/or strategies Ability to Work Effectively with Staff and/or Parents Ability to Work Effectively with Children Ability to Solve Problems Ability to Handle Pressure and/or Remain Calm in a Crisis

Interns ’ Performance: Evaluated by Site Supervisors Developing 2 on 4 pt. scale 33% Ability to Lead Activities with Children  Solution Needed

Intern’s Characteristics List of 140 Potential Characteristics Positive Negative Examples: Caring Creative Dependable Patient Examples: Bored Difficult Moody Unmotivated

Intern’s Characteristics Intern Assessed: By Self 1. Before internship   & 2. After internship   Comparison of 1. & 2. Guided 1-on-1 by FCS Field Experience Coordinator

Intern’s Characteristics Intern Assessed: By Self 1. Before internship    & 2. After internship     Comparison of 1. & 2. Guided 1-on-1 by FCS Field Experience Coordinator  4. Presentation to FCS Faculty Intern Assessed: By Site Supervisor 3. After internship     Comparison of 2. & 3. Guided 1-on-1 by FCS Field Experience Coordinator 

FCS Interns’ Traits: Evaluated by Site Supervisors POSITIVE Intern Characteristics 100% Rated Cooperative Flexible Interested Kind Responsible 66% Rated Adaptable, Calm, Caring, Gentle, Happy, Helpful, Nice, Organized, Punctual, Respectful, Self-motivated, Serious, Supportive, Team-Player, Thoughtful, Well-groomed

Interns’ Traits: Evaluated by Site Supervisors NEGATIVE Intern Characteristics 66% Rated Nervous 33% Rated Hesitant  SOLUTION NEEDED

Solution for Developing Level Performance? Solution for Negative Intern Characteristics?  Followed Up  In Graduating Seniors’ Exit Interviews  Confirmed Problem + Asked For Suggestion  MORE HANDS-ON/VISUAL EXPERIENCES IN CLASSES  CREATED EARLY CARE AND EDUCATION LAB

FCS Early Care and Education Lab Positive Impact: 1.Makes what we do more visible to others 2.Changes how we teach  Hands-on  Visual 3.Changes how students respond  Student elaboration 4.  Increased sense of pride, faculty and students 5.Impact on interns in capstone performance ? Too soon to know

ORIGINAL APPROACH 2. SLO’S 2. SLO’S 3. 3.Curriculum 1. MISSION

Trying a Different Approach— Turning the Process Up-side Down

3. FCS MISSION 1. FCS CURRICULUM 2. FCS SLO’S

IDENTIFIED: TOPICS COVERED IN RECENT YEARS (~500) EXAMPLES: ADD/ADHD Adoption Aggression Biting Bonding Bullies Child Abuse Circle Time Child Care Foster Care Gender Roles Modeling Play Praise

FACULTY INDIVIDUALLY RANKED TOPICS Topic Very Important 1 Important 2 Less Important 3 Not Important 4 Large-Scale Programs Positive Guidance Effective Praise

Weighted Rankings Weighted Ranking Total Topics Importance for FCS: Child Development Majors 1 st 38Critical 2 nd 178Very Important 3 rd 49Important 4 th 131Less Important ~100Merged or Eliminated

Working with the Results? 38 Critical Topics  Grouped, Categorized, and Labeled  5 Categories

5 Categories Became New FCS SLO’s 1. Planning and implementing developmentally- appropriate environments curricula and practices 2. Guiding young children, 1-on-1 and in groups 3. Demonstrating effective critical thinking and communicating skills 4. Building empowering relationships with parents 5. Demonstrating preparation for career and educational goals

Revising the SLO’s Benefits? –We own them; we believe in them –Expectations are more clear –Mapping suggests needs for potential new courses & shapes what we are looking for from faculty