As a result of the fall 2005 SACS report, the School of Human Ecology has revised Program and Student Learning Outcomes. 

Program Outcomes

I. The School will maintain adequate facilities to support a quality program as judged by external review agencies.

Assessment Methods

• Peer Review of Program Report
• AAFCS Review
• TN Department of Health Inspection Reports

Examples of How Assessment Results Have Been Used to Improve the Program

In a 1998-99, the program was peer reviewed by one external HEC reviewer and one internal reviewer, a TTU department chair.  A recommendation to update furnishings and equipment, particularly in HEHO and HEME areas, was made.  In the AAFCS Accreditation report, the Council for Accreditation recommended that the School should evaluate the efficiency and effectiveness of using faculty to purchase supplies, repair laboratory equipment, and other such activities. TDOH inspections have identified weaknesses in storage facilities and areas needing repair/painting in the dining and food preparation facilities in the school.   

The School has made the following improvements:

• Equipped five classrooms with technology for teaching
• Renovated and furnished large lecture room
• Purchased Equipment – Tensile Tester, Perspiration Tester, Crock Meter, Freezers, QF Range, Computer Embroidery Equipment, Design Software for HEHO, HEME, and HEED
• Equipped Housing and Design Studio – 20 desktop computers, two commercial plotters, drafting stations, teachers station
• Established and equipped a Housing and Design Resource Room
• Renovated quantity food laboratory – kitchen and dining spaces
• Furnished Merchandising and Design Laboratory (tables, chairs, floor covering)
• Furnished Student Open Area (tables, chairs, bulletin boards)
• Installed a door and additional storage shelving in the QFL
• Painted selected areas in QFL
• Improved bathroom near QFL

II.  The School will support all faculty members in an activity of a professional association at state and/or national levels.

• Faculty Annual Reports

Examples of How Assessment Results Have Been Used to Improve the Program

With the elimination of the unit travel budget due to across the board financial cuts in 2002-2003, a lack of professional activities occurred. During 2004-2005, the unit dedicated to faculty travel a portion of the indirect funds gleamed form grants/contracts.

During 2004-05, there were seven faculty members in HEC, and each attended at least one state or national professional association annual meeting with the School providing travel funds. The School supported research and/or materials costs for five national level presentations for four faculty members.  Six faculty members held professional appointments at the district, state, or national level with the School allowing service time on faculty load for these responsibilities.  Five publications by faculty occurred during 2004-05.

III.  The School will encourage student participation in professional activities by supporting a minimum of five students in each concentration in an activity of a professional association at the state and/or national levels.

Assessment Methods

• Student Organizations Reports

Examples of How Assessment Results Have Been Used to Improve the Program

In HEC there are six organizations for students.  From 2000-05, three of the organizations had become inactive with only TTAFCS and FND Club providing encouragement for students to participate at state and national levels.  606 funds were infrequently requested to support travel by the six organizations (only TTAFCS had sought these funds on an annual basis).

During 20004-05, funds and faculty support were provided to assist three students (two, HEFO and one, HEED) to attend AAFCS national meeting, and seven (two, CDFR; one, HEED; three, HEFO; and one, HEME) to attend TAFCS meeting.  Funds and faculty advisor were provided that enabled one HEED student to hold the position of secretary in AAFCS-PGS, a national organization. The School provided opportunities for fifty-four students representing all concentrations to participate in the TAFCS and AAFCS service projects. The HEC local affiliate won the 2005 Affiliate of Excellence National Award with three students representing two concentrations accepting the award at the national AAFCS annual meeting.  With school support, one student (HEHO) displayed a creative project at TAFCS annual meeting. Six students held membership in ADA with two in HEFO attending and participating in the TDA state meeting along with HEC faculty. One HEFO student won a national ADA scholarship with the assistance of a HEC faculty member.

The School sponsors a local affiliate of Kappa Omicron Nu, a national honorary society in Human Sciences.  Twenty-three students representing all concentrations were inducted into Kappa Omicron Nu.  The HD Association and the MD Association were reactivated in 2003-04 and 2004-05, respectively.

Student Learning Outcomes

I.  Students will demonstrate knowledge and skills necessary to enter careers and advanced studies in HEC and related fields as reflected by scores equal to or higher than 70% on the TTU criterion referenced major field exam.

Assessment Methods

• HEC Senior Exit Exam

Examples of How Assessment Results Have Been Used to Improve the Program

The HEC Senior Exit Exam has been administered for two years.  The mean scores were 63.86 and 61.30 in 2003-04 and 2004-05, respectively. A review of the core courses has occurred to find ways to improve performance on the exit exam.  Results of this review include a revision of HEC 2041 from 3 credit hours of lecture to 2 credit hours of lecture and 1 credit hour of laboratory.  Also, a new course, HEC 3010, has been approved and included in the curriculum.  Revisions of HEC 1000, HEC 4000, and the service learning courses have occurred.  Interior Design modules have been purchased for HEED students.  And, an HEC Basic Design course has been deleted as a required core course because the content was offered in two other core courses and several concentration courses.  Students had a 90+% score on the basic design section of the exam.

II.  Students in each concentration will participate in service learning in their respective disciplines and receive ratings of 80% or higher as reflected by site supervisors.

• Site supervisor/mentoring teacher assessment reports           

(This assessment measures the supervisor/teachers perception of the student’s performance/practice in a professional setting, as well as, characteristics such asleadership, critical thinking, and professionalism including ethical behavior.) 

Even though the Student Learning Outcome II was met, additional improvements were made to increase the effectiveness of the service learning experiences.

Two practicum courses have been developed and offered in HEME and HEHO at the sophomore level and involve 120 hours of service learning. 

In addition to the continued requirement of practicum and student teaching for HEED students, required service learning opportunities must occur in FCCLA, 4-H, and Family and Community Education organizations.

New sites for service learning within the food service industry have been located for HEFO – FSA students, within the health care industry for HEFO-Dietetics students, and within child and family services for CDFR.

The School has passed the requirements that students must hold professional liability insurance prior to beginning the required service learning experience, complete the TTU Sexual Harassment survey, complete a professional resume, and interview for the position. Also, the School now requires that the site supervisor provide a minimum of at least one mid point assessment report.