Appendix G
The
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:
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.
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
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
·
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 |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
120 |
|
|
Category III |
|
|
|
|
Category IV |
|
|
|
|
Year 2 |
Student
Credit Hours |
||
|
Program Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
144 |
|
|
Category III |
|
|
|
|
Category IV |
|
|
|
|
Year 3 |
Student
Credit Hours |
||
|
Program Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
180 |
|
|
Category III |
|
|
|
|
Category IV |
|
|
|
|
Year 4 |
Student
Credit Hours |
||
|
Program Category |
UG |
Masters |
Doctoral |
|
Category I |
|
|
|
|
Category II |
|
240 |
|
|
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)
FACS SPECIALIZATION (21 s.h.)
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
Provide:
full-time faculty: 6 CDFR faculty
members; part-time faculty NA
|
Name |
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 University |
|
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 |
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.
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.
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 dcs@ecu.edu or our toll free 800 number. In
addition, the Division’s publications and website (www.options.ecu.edu)
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. https://onestop.ecu.edu/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
http://www.ecu.edu/cs-lib/Distance/index.cfm
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 http://media.lib.ecu.edu/erdbs/erdbs_description.cfm?id=96
Joyner Library’s Interlibrary Loan software
streamlines the process for submitting and receiving ILL requests. The link to
this new service is http://jill.lib.ecu.edu/illiad/logon.html.
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. http://media.lib.ecu.edu/erdbs/.
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. http://media.lib.ecu.edu/erdbs/
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: http://www.ecu.edu/cs-lib/accesssrv/ill/docdel.cfm.
The web-based forms for Interlibrary Loan are located at http://jill.lib.ecu.edu/illiad/logon.html.
For more information on conducting research at a distance including getting
books and journal articles, please review:
http://www.ecu.edu/cs-lib/Distance/index.cfm.
Research Assistance:
Students wishing to obtain subject specific
research assistance may use Pirate Source, http://media.lib.ecu.edu/reference/piratesource/. 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 http://www.ecu.edu/cs-lib/Reference/Instruction/index.cfm
or
http://media.lib.ecu.edu/reference/howdoi/ 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 http://www.ecu.edu/cs-lib/reference/email.cfm,
or through email askref@ecu.edu,
or Chat live using AOL.
Additional Resources:
Digital Resource Collection - http://digital.lib.ecu.edu/
OneStop - https://onestop.ecu.edu/onestop/
Virtual Reference Desks - http://www.ecu.edu/cs-lib/reference/refdesk/index.cfm
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 - https://onestop.ecu.edu/onestop/
Division of Continuing
Studies - http://www.options.ecu.edu/
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 |
Description |
Total |
|
|
1310 |
EPA
Faculty Salaries |
51,989 |
Average
faculty salary 77,983/ 18 s.h. x
12 s.h. in first year |
|
|
|
|
|
|
1800 |
Staff
Benefits |
11,957 |
23% |
|
|
|
|
|
|
2000 |
Supplies
& Materials |
1,000 |
250
per course |
|
|
|
|
|
|
|
Total
Budget |
64,946 |
|
|
|
|
|
|
|
|
|
|
|
|
|
107
revenue |
37,441 |
(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
252-328-4273
Or
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