Appendix G


The University of North Carolina

Request for Authorization to Establish a New Distance
Education Degree Program

(through which 50% or more of a degree program is provided)


INSTRUCTIONS: Please submit three copies of the proposal to the Senior Vice President for Academic Affairs, UNC Office of the President.  The signature of the Vice Chancellor for Academic Affairs is required.

                                                                                                            Date: September 2008

Constituent Institution:  East Carolina University

CIP Discipline Specialty Title: Family and Consumer Sciences/Home Economics

 CIP Discipline Specialty Number:  13.1399     Level: M

Exact Title of the Proposed Program: MAEd Family and Consumer Sciences Education

Degree Abbreviation: MAEd      Proposed Date of Initiation: January 2009          

Date at which assessment will be required (at the end of the fourth year or at least two months prior to program expiration, whichever comes sooner):  January 2013

Will this program be completely individual access (e.g., Internet, videocassette)?  Yes      

If “yes,” primary mode of delivery: Internet

If cohort-based, length of time to complete the program:  2 years 


List any other UNC institution that offers a similar program in the same location (if requesting a site-based program) or a similar program by individual access (if requesting an individual access program):

No institution in the state offers the MAEd FACS on-line


Does this program constitute a substantive change as defined by SACS/COC?       No

By what date should SACS be notified of authorization to establish?  January 2009                       


The following items conform to the information required for SACS Substantive Change Procedure One.


1.   Abstract (limit to one page or less)

Describe the proposed change; its location; initial date of implementation; projected number of students; description of primary target audience; projected life of the program (single cohort [indicate number of years] or ongoing); and instructional delivery methods.


The Department of Child Development and Family Relations proposes to offer the MAEd in Family and Consumer Sciences (FACS) teacher education in distance education format, specifically via the Internet beginning in spring 2009. An initial cohort of 10-15 students is expected with additional cohorts added based on demand. The primary target audience is teachers holding initial licensure in family and consumer science education or vocational education who plan to continue in the teaching field either as classroom teachers, supervisors, or other administrative positions in the school system.  Individuals who hold teaching licenses in the field or related content areas who are not currently teaching in public schools may enroll (i.e., extension educators and professionals requiring advanced study).


2.   Background information

Provide a clear statement of the nature and purpose of the change in the context of the institution’s mission, goals, and strategic plan; evidence of the legal authority for the change (to be provided by UNC Office of the President).


For more than sixty years, the mission of East Carolina University (ECU) has included support of courses and degree programs for students located beyond the borders of the campus.   Historically, these off-campus programs were offered at specific sites and outreach centers, often involving the placement of university support staff, teaching faculty, and resources at locations such as military bases and community colleges.  By 1995, with advances associated with rapidly improving technologies, access to the Internet, and faculty experience in utilizing these resources, the university began a migration from site-based instruction and student support services toward electronically supported academic programs.


East Carolina University proactively engaged a variety of resources to establish direction, guiding principles, and support systems required to appropriately respond to the state’s commitment to improved access to higher education.  Various campus committees actively pursued establishment of policies, procedures, and practices designed to ensure the development and support of quality programs.


Membership of these committees included an appropriate mix of faculty and administrators.  Surveys and reviews were conducted to determine existing best practices as well as to determine demand for critical academic programs.  One obvious influence emerging from the planning and program development process was the recognition of success in courses and programs that increasingly integrated technology to support the educational process.


Major strategies emerging from these planning efforts included:

Commitment to focus on delivery of complete degree and/or certificate programs instead of a random selection of courses

Commitment to use regular campus faculty, not adjuncts, to deliver most courses and student support

Investment in critical support services and faculty services to facilitate development and deployment of academic programs

Investment in critical infrastructure, desktop technologies, and support services to support electronically offered courses

Development of a planning process prior to approving programs to be offered in distance education format

Development of a funding model to provide appropriate support for sustaining ongoing programs and resources to invest in expansion initiatives


3.   Assessment of need and program planning/approval

Discuss the rationale for the change, including:

·         intended audience and an assessment of need (include results of surveys or special studies);


Researchers at the North Carolina Center for Public Policy Research indicate North Carolina is experiencing a chronic and growing shortage of teachers in the state. Two factors were cited in their study:  a lack of teacher preparation programs and lack of retention of trained teachers (  This shortage of teachers in the state includes family and consumer sciences (FACS). North Carolina showed over 150,000 students enrolled in FACS programs and 1,500 teachers. There are 1,555 middle and high schools in North Carolina which offer students 1or more of the 16 courses available in FACS. The federal mandate to provide career pathway education fuels increasing enrollment in these courses.


Continuing education is an ongoing concern for FACS teachers. At a round table discussion at the NC 2007 Career and Technical Educators Conference, over 40 teachers indicated interest in an online format of the MAEd FACS degree.  Individuals indicated graduate degrees are needed to provide ongoing education to enhance their abilities as teachers, as well as their remuneration. With full-time teaching responsibilities in locations throughout the state, teachers indicated strong support for the online advanced FACS degree.

·         No institution in the state offers the FACS MAEd on-line. In fact, only one other institution, Appalachian State University, offers an advanced FACS Education degree, the FACS Master of Arts degree.

·         On-line FACS teacher licensure programs are nonexistent to very limited, especially in the southeastern United States.  None exist in North Carolina.  The Great Plains Interactive Distance Education Association (GP-IDEA) serves the tier of states from Texas to North Dakota, and caps enrollment into their online programs.  No such alliance exists in the southeastern region of the country.

·         The need to provide family and consumer sciences education (FACS) to middle school and high school students has never been greater. A survey by Fleet Boston reported in a 2003 Journal of Extension article indicated only 27% of parents felt well informed about managing household expenses; fewer than half of those surveyed felt they were good role models for their children. In 2004, credit card debt among the 25 to 34 year olds, including parents, was nearly twice what it had been in 1992. Good family resource management skills are critical to successful family life for all NC citizens since children living in chaotic, poverty-stricken households are most likely to become failing students.  Family and consumer sciences education includes education for nutrition, food preparation, child development and parenting education, and wise selection of all goods and services used by families and households.


·         evidence of inclusion of the change in the institution’s ongoing planning and evaluation processes; and

·         documentation that faculty and other groups were involved in the review and approval of the new site or program.


      The genesis of each of the university’s distance education programs begins in the academic department. Faculty members work with staff from the Division of Academic Affairs to begin the planning process. Each program has a coordinator that is a full time faculty member. They develop a program design that includes both the instructional requirements and the academic resources available to meet the needs of a widely dispersed group of students. They work with the Division of Continuing Studies to insure that prospective students are made aware of the programs available to them and student services to support these programs are incorporated into the planning process. The Office of Institutional Planning, Research, and Effectiveness insures that university surveys are made available to distance education students and that their participation is encouraged. The academic department maintains an assessment record book for each distance education program as a part of the unit’s total assessment program. The department chair and the unit’s curriculum committee review and approve the proposals. After the Dean’s approval these proposals are referred to the Academic Program Development working group which consists of members representing the Office of Academic Affairs, Institutional Planning and Research and Effectiveness, the Graduate School, the Division of Continuing Studies, the Division of Research and Graduate Studies, the Division of Health Sciences as well as the Faculty Senate Chair. The group’s charge is to advise departments planning new degree programs and make a recommendation to the Provost regarding the approval of program requests.


      Provide projected annual enrollment:

      Individual access:            Years 1) 10 2) 10-15 3) 15  4) 15-20 5) 25





      Projected total SCHs (all sites):

Year 1

Student Credit Hours

Program Category




Category I




Category II




Category III




Category IV





Year 2

Student Credit Hours

Program Category




Category I




Category II




Category III




Category IV






Year 3

Student Credit Hours

Program Category




Category I




Category II




Category III




Category IV





Year 4

Student Credit Hours

Program Category




Category I




Category II




Category III




Category IV






4.   Description of the change

      Provide a description of the proposed change, including

·         description of the proposed program;

·         specific outcomes and learning objectives;


This program is based on the philosophy, rationale, and competencies established for initial FACS licensure. Thus, it is open to persons who hold an initial teaching license in FACS or a closely related area, for persons seeking advanced licensure in FACS, and for individuals seeking to expand their study in a related area of licensure such as special education, middle grades education, or secondary education. The MAEd in FACS is an interdisciplinary program with the College of Education which is designed to prepare individuals for advanced study in family and consumer sciences education and for professional leadership roles such as master teachers, extension educators, educational evaluators, consultants, program coordinators and supervisors. A 39-semester-hour flexible program of study is developed to meet the needs of practicing professionals and allow for previously attained competencies of individual students.

         The educational objectives of the proposed program are:


·         to help teachers develop the skills to become leaders in the field of family and consumer sciences

·         to build upon and enhance the expertise of FACS teachers and cooperative extension education professionals in the areas of interior design and housing, parenting and child development, financial and resource management, nutrition and food preparation, and decision-making and communication skills;

·         to strengthen the research skills and knowledge of students;

·         to expand students’ knowledge of advanced teaching strategies utilizing advance technologies that can be incorporated into middle-schools and high schools;

·         to provide opportunities for students to develop administrative, supervisory, and leadership skills.


     The objectives fit the standards of advanced study for master teachers, which are:    


·         leadership and communication skills and techniques,

·         needs of diverse learners and how to serve them effectively,

·         trends and issues of education in general and family and consumer sciences content areas specifically,

·         critical reading of research literature and conducting of research for improving instructional effectiveness and student achievement,

·         expansion of depth and breadth of specific teaching areas and linking of this knowledge to learners, and

·         demonstration of the act and art of teaching in public school classrooms.


     Graduates of this program will:


·        exhibit instructional expertise by applying theoretical, philosophical, and research bases in educational practice in middle school and secondary FACs courses

·        demonstrate the theoretical, philosophical, and research bases for formal and informal FACS-related adult education programs

·        understand the nature of the learner, learning processes, variations in learning abilities and learning styles,

·        incorporate appropriate strategies in the planning, delivery, and evaluation of instruction to improve student learning

·        possess an advanced depth and breadth of knowledge and skills in the discipline and in education

·        engage in continued professional development and provide leadership at the classroom, school, and community levels, and within the profession


·         curriculum and schedule of proposed course offering.


CORE COURSES (12 s.h.)                                                                                    

EDUC 6482  (3 s.h.)    Trends & Issues in Educational Research for Practitioners (F,S,SS) or  

SCIE 6500    (3 s.h.)    Understanding and Engaging in Educational Research (F,S,SS)  


EDUC 6001    (3 s.h.)  Introduction to Differences in Human Learning in Schools (F,S,SS)                  

SPED 6002     (3 s.h.)  Addressing Differences in Human Learning in Schools (F,S,SS)  


LEED 6000     (3 s.h.)  Leadership and Communication (F,S,SS) or                                                         

ADED/ELEM 6550     Leadership and Communication Skills in Education                   


COGNATES (3 s.h.)

EDUC 6430    (3 s.h.)  Statistics in Education (F, S) or                                                       

CDFR 7007    (3 s.h.)  Statistics in Child/Family Studies (S, F)


BITE 5205   (3 s.h.)   Teaching Spec. Populations in Business and Information Technologies Educ.
BITE 6426   (3 s.h.)   Supervision in Business and Information Technologies Education

BITE 6450   (3 s.h.)   Evaluation in Business and Information Technologies Education or
CDFR 6420 (3 s.h.)   Program Planning and Evaluation


FACS 6423 (3 s.h.)  Advanced Methods and Curriculum

FACS 6984 (3 s.h.)  Internship: Family and Consumer Sciences Education
FACS 6985 (3 s.h.)  Internship: Family and Consumer Sciences Education

Elective (3 s.h.)        Major area


Describe and provide rationale for any differences in admission, curriculum, or graduation requirements for students enrolled at the new site(s), or any special arrangements for grading, transcripts, or transfer policies. None


Describe administrative oversight to ensure the quality of the program or services to be offered.


      Academically qualified persons participate in all decision making concerning curriculum and program oversight.  Permanent faculty members of ECU are responsible for presentation, management, and assessment of all electronically-offered degree programs.  A program coordinator is assigned for each degree program, whether offered on campus or electronically.   Each program coordinator is a full-time ECU faculty member.  An assessment team representative from the academic discipline coordinates assessment of all on-campus and electronically offered degrees in the discipline.


5.   Faculty and support staff


  • number of faculty expected to deliver instruction:

      full-time faculty: 6 CDFR faculty members; part-time faculty NA


  • a complete roster (using the SACS “Roster of Instructional Staff” form) of those faculty employed to teach in the program, including a description of those faculty members’ academic qualifications and course load in the proposed program, as well as course work taught in other programs currently offered;








Most Advanced Degree

Other Degree

Courses Taught

Other Qualifications

Mary Pickard

PhD, Kansas State University


FACS 6323, 6423, 6984, 6985; CDFR 6500

FACS Teaching License,  FACS Graduate Program Coordinator; Certified Family and Consumer Science Educator

Susan Reichelt

PHD, Texas Tech



FACS 6430, 6984, 6985, 6003/6004, CDFR 6500

FACS Teaching License, Undergraduate Program Coordinator, Certified Family and Consumer Science Educator

Barbara Woods

PhD, Ohio State University


FACS 5007, 6984, 6985

FACS Teaching License, Certified Family and Consumer Science Educator, Certified Family and Consumer Science Educator


Jane Teleki

PhD, University of North Carolina at Greensboro


CDFR 6406, 6418, 6501, 6503,6990, 6995, 7000

Holds teaching licenses in Birth-Kindergarten (hereafter referred to BK)  and vocational education;  BK Program Coordinator

Bernice Dodor

PhD, Iowa State University


Evaluation, Methods, and Research at Iowa State

Has university and middle grades teaching experience; expertise in statistics and research; global perspective

Sandra Triebenbacher

PhD, University of Tennessee


CDFR 7400, 6404

BK Teaching license, teaches the methods research course


  • evidence that adequate faculty members are assigned to support the program;


Six faculty members who hold the advanced North Carolina teaching license in Family and Consumer Sciences (new hire [Dr. Dodor] is expecting to receive license soon) and Birth through Kindergarten (BK) will work with the program. Each has experience teaching in the public schools as well as teaching both face-to-face and on-line. The core courses and specialty courses will be taught by faculty in the College of Education.


  • impact of the initiative on faculty workload


The average work load is three-classes per semester plus one course reassignment for research and other scholarly activities. Teaching schedules will be coordinated with each faculty member’s workload. Currently, with the planned rotation of courses, faculty will teach no more than one on-line graduate class per year. A faculty may teach two classes per semester when summer teaching is calculated. This does not include thesis or an internship.


  • number and responsibilities of support staff (e.g., program coordinator).


A distance education coordinator works with both the graduate FACS and BK programs and an office assistant has been employed to work with teacher education programs.


      Describe means by which the institution will provide support services for students enrolled at the site(s) (e.g., admissions, skills assessment, course registration, academic advising, counseling, etc.).


A system of support services is available to distance education students from the time of admission to graduation.  The Division of Continuing Studies serves as a clearinghouse of information and a bridge linking distance education students to appropriate faculty and staff in key university offices.  Continuing Studies student services staff members are easily accessible to assist students through a dedicated email box or our toll free 800 number. In addition, the Division’s publications and website ( provide information about admission, advising, registration, bookstore services, library resources and other university services.  The Options web site has a current student’s page with links to financial aid, the library, the university bookstore, Blackboard course management platform, technical assistance/Helpdesk, disability support services and an orientation site.  In addition, the University has made a commitment to provide an online interface for services that all students can access anytime. The major repository for administrative services is OneStop. This comprehensive portal provides access to students, faculty, and staff. The university community logs in using e-mail credentials. Through the OneStop web portal, students can access advising and registration information, their course schedule, grades, course catalog, course description, a GPA calculator, university events and announcements, and a myriad of other services.


6.   Library and learning resources

·         Describe library and information resources to support the program, including staffing and services in place to support the initiative.

·         Describe cooperative agreements with other institutions and include a copy of such agreements in the appendix.

·         Relative to electronic resources, describe how students and faculty will access information, training for faculty and students in the use of online resources, and staffing and services available to students and faculty.


Checking Out Books and Obtaining Articles:

Students enrolled in distance education courses may check out books from Joyner Library as well as obtain articles and research assistance at


Off-Campus Access to Services:

Joyner Library provides off-campus access to its resources and services through a proxy server. The students create accounts and are authenticated using their ECU email User ID and password. Further information regarding this service is available at


Joyner Library’s Interlibrary Loan software streamlines the process for submitting and receiving ILL requests. The link to this new service is Information for first time users of the service is provided.


Joyner Library currently subscribes to approximately 150 databases containing indexes to journal and magazine articles. Many of these resources offer full-text access to individual articles. A listing of these resources may be found at.


If students wish to check and see if Joyner Library has full-text access to a particular journal title, they may use the E-Journal Portal.


If the library does not have electronic access to a journal article, students may obtain the article through Interlibrary Loan. Distance Education student’s information is at: The web-based forms for Interlibrary Loan are located at For more information on conducting research at a distance including getting books and journal articles, please review:


Research Assistance:

Students wishing to obtain subject specific research assistance may use Pirate Source, This service allows students to search for resources based on subject area and includes all types of materials from books to journals to websites.


Library Instruction and Tutorials are available to students under Instructional Services at or  which includes FAQ, Research Topics and Borrowing Information.


Students may also request assistance using the "Ask a Reference Librarian" web page.  Here they access to links for consultation by filling out a form, or through email, or Chat live using AOL.


Additional Resources:

Digital Resource Collection -

OneStop -

Virtual Reference Desks -


7.   Physical resources

      Describe physical facilities and equipment to support this initiative.  Assess the impact that the proposed change will have on existing programs and services.


      East Carolina University has assembled the sufficient network resources to offer on-line degree programs and student services. These can be best viewed at:


OneStop -

Division of Continuing Studies - 


8.   Financial support

      Describe financial resources to support the change, including the budget for the first year of the proposed program.  Include projected revenues (including tuition and fees receipts, state appropriations based on projected SCHs, grants, etc.) and expenditures, as well as amount of resources going to institutions or organizations for contractual or support services.


Line Item





EPA Faculty Salaries


Average faculty salary 77,983/

 18 s.h. x  12 s.h. in first year






Staff Benefits








Supplies & Materials


250 per course






Total Budget












107 revenue


 (77,983)/ (249.94) x120  SCH


9.   Evaluation and assessment

      Describe the means used by the institution to monitor and ensure the quality of the degree program and off-campus site(s).

      Summarize procedures for systematic evaluation of instructional results, including the process for monitoring and evaluating programs at the new site, as well as using the results of evaluation to improve institutional programs, services, and operations.


Assessment of distance learning is fully integrated into the university-wide assessment program.  Since all distance education programs and courses originate in the academic units, with administrative support from the Division of Continuing Studies, the academic unit develops the DE assessment plan along with the assessment plan for the campus-based program. Faculty and administrators within academic units oversee all distance education programs to ensure quality and content.  Academically, there is no distinction between courses taught on campus and those taught via distance education.  All participants must meet the same course objectives and demonstrate the same learning outcomes.  The curriculum and evaluation of DE courses, however delivered, are conducted under the same procedures and personnel as on-campus courses.  The academic unit establishes the intended learning outcomes, the means of assessment, and the criteria for success, and carries out the assessment activities for both the campus and DE programs.  The assessment record book for the unit contains separate documentation for the campus and off-campus programs with parallel assessment plans and a comparability study and/or plan to document the performance of both the campus and DE programs.


The Office of Institutional Effectiveness coordinates the assessment of student learning outcomes in academic degree programs. A standard format for reporting goals, criteria for success, results, and use of results has been implemented and an assessment coordinator for academic affairs has been working with an assessment team, consisting of representatives from all academic units. In addition, they have conducted a number of comparisons between off-campus and comparable on-campus programs.  The SOIS is analyzed to determine difference between distance education and on-campus courses.  Both the Graduating Senior Survey (for undergraduate programs) and the Graduate Student Exit Survey are analyzed to determine student satisfaction with off-campus programs.  Comparisons are made between students graduating in distance education programs and those graduating from comparable on-campus programs.


Operational planning for the university incorporates procedures to evaluate the extent to which educational goals and objectives are being achieved.  During this phase, units formalize major objectives for the next planning cycle and indicate the manner in which progress toward those objectives will be measured.  Superimposed upon the short-term analysis are longer-term records of unit performance with regard to students served, graduates from degree programs, levels of research/creative productivity, grantsmanship, and service.  Longer-term records are, in turn, derived from compiling standard, day-to-day evaluative measures of teaching, research, and service.  These activities are systematically documented via annual reports, and data are then compiled and analyzed by individual units and the Office of Planning and Institutional Research, among others.


The Student Opinion of Instruction Survey (SOIS) is administered in the fall and spring semesters to all classes with enrollment of more than five students.  Results of those surveys are delivered to individual faculty members and to their respective unit heads.  Information from those surveys is used to contribute ideas to curriculum revision, for annual evaluations of faculty members, and for merit pay considerations for those faculty members.  Likewise, the unit head has the opportunity to use the information from the survey results to effect changes in instruction or in assignment of individual courses to instructors.  Faculty members frequently consider altering their courses based on feedback received from SOIS scores and accompanying student comments.


A myriad of activities is employed by academic units to evaluate instructional programs.  There are internal reviews of the SOIS results.  Faculty members and department chairs consider teaching materials through peer reviews or administrative reviews, conducted annually.  Faculty members are encouraged to use instructional technology, as appropriate to the discipline.  External reviews of entire programs are conducted for many accreditation studies and include site survey teams, surveys of employers asking how program graduates meet competencies in job settings.  Students provide information to assist in this process through the sophomore survey and the graduating senior survey, with information provided to individual programs with comparisons to all sixteen UNC campuses. 


Faculty members use a variety of techniques within their individual courses.  These techniques are evaluated in a number of ways.  Faculty members receive individual evaluations of their teaching through departmental chairs, accompanied by information gleaned from the SOIS.  Further assessment of techniques used in instruction may occur in conjunction with peer review (required in years one and four of non-tenured faculty members) or as a part of the process for cumulative review of permanently tenured faculty. 


10.  Appendices

      Appendices may include items such as (1) vitae of key faculty; (2) selected letters of support; (3) copies of library and other cooperative agreements, etc.


Name, title, telephone, and e-mail of contact person to respond to questions:

Dr. Cynthia E. Johnson

Professor and Chair of the Department of Child Development and Family Relations





Dr. Mary Pickard, Associate Professor

Family and Consumer Science Education

252-328- 5714




This request to establish a new distance education degree program (or program site) has been reviewed and approved by the appropriate campus committees and authorities.


Interim Provost and Vice Chancellor