SACSCOC Fifth Year Interim Report
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Assessment : 2012 - 2013 : Educational Programs :
Family and Consumer Sciences BA (Food Service Management)
Family and Consumer Sciences BA (Food Service Management)
3 Goals 3 Objectives 3 Indicators 3 Criteria 3 Findings 3 Actions
| GOAL: Computer Literacy |
| Objective |
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| Students will demonstrate computer literacy through assignments in two courses that are required of all undergraduate majors in the department: FACS 2368 (a written assignment requiring use of a word-processing program and a budget assignment requiring the use of a spreadsheet) and FACS 4362 (a presentation using PowerPoint). |
| Indicator |
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| Indicators are three assignments in courses: a word-processed assignment and a budget prepared using a spreadsheet in FACS 2368 Consumer Education and a presentation involving use of PowerPoint in FACS 4362 Presentation Techniques. |
| Criterion |
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| At least 90% of program majors who take the courses FACS 2368 and FACS 4362 during the 2012-2013 academic year will score 3 or better on a 5-point scale with 5 being the highest score and 1 being the lowest score on the three assignments that are required to meet this computer literacy competency. Examples of assignment sheets for these three assignments and rubrics for grading them are attached. |
| Finding |
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Only one student from this program completed the course FACS 2368 during the 2012-2013 cycle. That student scored a 4 on the word-processing and spreadsheet assignment. Therefore, this portion of the computer literacy criterion was met at 100%. There was not a student from this program enrolled in FACS 4362 during the 2012-2013 cycle. |
Actions for Objective:
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With only one student to assess, there is little significance to this finding yet the university requires that we measure computer literacy through this means. There ARE a greater number of student in this program who are in process, and therefore we anticipate somewhat greater numbers for the coming cycle. Overall, it is obvious that students are entering the university with good computer literacy skills and are further developing these skills during their time as undergraduate students. |
| GOAL: Student Knowledge Of Content Area |
| Objective |
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| Students graduating from the food service management program will demonstrate the knowledge and skills necessary for entry-level management in food service/restaurant positions. |
| Indicator |
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| The Exit Survey for food service management majors includes multiple-choice and short-answer sections that test retention of course material and a case study that applies directly to food service management; it is graded on a pass/fail basis. (Each program area has multiple-choice, short answer, and other questions that are specific to that program content.) To develop this instrument, faculty in the content area reviewed course and program objectives and chose questions from exams that reflected important concepts that students should retain. The test is used repetitively and the scoring is consistent. For security reasons, the "test" portion (multiple-choice questions, short essay questions, and case study) is not attached. However, this document is available in the chair's office. |
| Criterion |
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| At least 80% of students who complete the food service management program's Exit Survey will score a grade of Low Pass, Pass or High Pass on the content portions of the exam. |
| Finding |
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| See summary below. |
Actions for Objective:
| Action |
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| See summary below. |
| GOAL: Internship |
| Objective |
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| Food service management interns will demonstrate applied skills worthy of recruitment for entry-level management positions by their internship supervisors. |
| Indicator |
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| The supervisor evaluation form for food service management interns evaluates three skill areas (personal skills, interpersonal skills, and professional characteristics including appropriate use of knowledge from the program content). Both questions from this form used as indicators are essentially overall supervisor ratings of the intern. One of them rates the interns on a Likert-type scale of 1 to 5, with 1 being the lowest rating and 5 being the highest rating. The other is a "yes-yes with reservations-no" indicator whether the employer would hire the intern in the company for an entry-level management position. Internship is a requirement for degree completion in this program, so all food service management students are evaluated in this way. The instrument, which includes the supervisor rating of the intern that will be extracted and reported, was developed by the department faculty as a whole. Instruments used by other family and consumer sciences/food service management colleges and departments were reviewed in the development of the instrument. The attached instrument was designed to be generic for all programs in the Department of Family and Consumer Sciences that require this type of internship and is published in the Internship Handbook, which serves as the textbook for the internship courses (FACS 4369). The other programs that use this same form are interior design, general family and consumer sciences (without a teaching certificate), and fashion merchandising. |
| Criterion |
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| At least 80% of business supervisors of food service management interns will give the intern a rating of 3.5 or higher on a 5.0 scale and 80% of business supervisors will indicate that they would hire the intern given the availability of a suitable entry-level management position in the company. |
| Finding |
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| See summary below. |
Actions for Objective:
| Action |
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| See summary below. |
| Previous Cycle's "Plan for Continuous Improvement" |
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This program is a "free ride," requiring no additional resources, faculty, or courses to stay in operation. It is important to be able to offer it as an option for students with language proficiency who begin a study of food science and nutrition but for whom the rigor of that program is greater than they can manage, sometimes due to lack of resources such as time. The new program marketing initiative through Enrollment Management may be helpful in increasing number of students enrolled. While there are no graduates from this program for this cycle, there are at least a few (2-3) who are in-process.
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| Update on Previous Cycle's "Plan for Continuous Improvement" |
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Several students remain in process. There were no program graduates for the BA degree in food service management for the 2012-2013 cycle. The marketing initiative is exciting and is expected to be very successful, but it may take several years before we begin to see the numbers we would like to see. A change in program emphasis from food service management to hospitality would also mean greater numbers. This has been requested.
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| Plan for Continuous Improvement |
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The marketing initiative is very much in process! Ads have been run through Facebook and Google. Very nice brochures have been printed and are being distributed at every opportunity. Videos have been made and uploaded so that when a student types in the program name they are directed in a user-friendly way to real students talking about the program. Ad specialties (small, giveaway items with the department's name and contact information) have been ordered and are also being distributed. We are looking forward to the results of this aggressive marketing program.
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