FCS Program Review Study

Evergreen Valley College Program Review Self-Study Document (CRITERIA FOR 2008-2009) Updated 4/28/09

Evergreen Valley College’s Mission: With student learning as our primary focus, Evergreen Valley College’s mission is to empower students to expand their human potential and to succeed in a global, multicultural society. We prepare students of all ages and backgrounds for balanced and productive lives, so they can ultimately improve the workforce and quality of life in our communities.

Department/Program Name: Family and Consumer Studies (FCS) Last Review: 2002 - Ed Ramirez Current Year: 2008-2009 Area Dean: Lynette Apen

SUMMARY OF THE DEPARTMENT/PROGRAM Provide a brief summary of the department/program including brief history (impetus for department/program initiation if applicable, years of existence, progress made or not made over time, any other major factors that affected the program and current status). The FCS department has evolved, based on community need, from multiple course offerings to the current offering of 3 core courses. Historically, FCS has been under several divisions; however, over the last 4years, FCS has functioned successfully under the division of Nursing and Allied Health.

Part A: Overview of Program

1. Identify EVC’s Commitments to Action (CTA) for this year: The College CTAs were reviewed at the end of the 07/08 academic year and again at the beginning of the 08/09 academic year. With this review, the Division of Nursing and Allied Health determined department and program level CTA’s. Please see Appendix A for EVC CTA’s.

2. Identify your program/department’s CTA for this year (See Appendix B for division CTA’s. FCS specific CTAs are listed below):  Student Centered: o Expand use of innovative teaching strategies o Implement Web-enhanced courses in FCS o Participate in strategic exploration regarding expansion of Allied Health (Dietetic Technician) o Participate in college assessment of distance education learning program o Conduct program review  Community Engagement: o Faculty, dean and staff to participate in outreach events  Organizational Transformation:

o Division implementation of (Diversity Action Council’s) DAC guidelines o Faculty/staff attend college employee activity o Dean recognizes individual faculty accomplishments o Faculty/staff attend relevant educational development programs o Increase division visibility by participating in college-wide committees o Dean/faculty/staff participate in division team building o Dean provides faculty/staff explicit opportunity to participate in annual budget development

3. Describe how your program/department met the overall CTA of the college. Describe areas where your program/department needs improvement to meet the overall CTA of the college. Describe a specific plan to achieve this goal. Overall, the FCS department either met or is on target to implement the college CTAs. More specifically, 9 out of the 13 department CTA’s listed in question number 2 are either implemented or in process.

The CTAs that need improvement include the implementation of web-enhanced courses, expansion of Allied Health (Dietetic Technician), participation in distance education, and faculty participation in annual budget development. The plan to achieve these CTAs is outlined below.

4a. Analysis of unmet goals  Implementation of web-enhanced FCS Courses: partially met The faculty was able to utilize Blackboard to successfully provide students with handouts, the syllabus and study guides for the course. The faculty was able to complete this function on campus. However, difficulty presented with maintaining student grades on Blackboard. This is a function that the faculty member completes from home and she has issues interfacing Blackboard with the MAC computer system. The faculty member continues to work with CTSS and Nasreen Rahim to problem solve. The faculty is committed to the CTA of web-enhanced FCS courses.  Development of Dietetic Technician Program: In progress The dean and department faculty have met to discuss growth options in the area of nutrition. The meetings have included interdepartmental faculty, and discussions from state wide initiatives. Other college programs have also been reviewed. The next steps include review of community needs, job placement, regulatory components and curriculum development.  Participation in Distance Education: In progress Currently, two sections of FCS courses are taught through distance education, telecourse. The department is currently discussing options to transfer the FCS019 telecourse to an online course.  Faculty participation on annual budget: In progress The FCS department has a small annual supply budget. The faculty in this department are implementing a procedure to request use of these funds that can be utilized by all the courses in the department.

4b. 5 accomplishments  Participate in strategic exploration regarding expansion of Allied Health (Dietetic Technician) o Growth of Courses: Nutrition, FCS 019, and Life Management, FCS 050, sections continue to have strong student interest. With review of enrollment patterns, an additional section of FCS 019 was added to the Fall 2008 schedule and filled. o Course Revisions: All FCS course have been revised in the past 3 years . FCS019 - 2007 . FCS050 - 2008 . FCS070 – 2006  Outreach events o Faculty participation in Kinder Caminata, Presentations to East Side School District High School teachers, girl scout groups, high schools, middle schools, and grade schools.  Increase division visibility by participating in college-wide committees o FCS Full-time faculty member, Peggy Gorbach, is an active participant of Academic Senate.  Participation in educational development programs o Full-time faculty participation in statewide planning, including development of the Family and Consumer Sciences Program Plan for both Life Management and Nutrition, and revision of the current FCS program statewide.  Participation in division team building o FCS full-time faculty member participates in biannual division team- building activities.

4c. 3 new initiatives  Exploration of FCS Certification Programs including Dietetic Assistant, Dietetic Technician, Health & Wellness and Hospitality Management o Includes collaboration with other departments (biology, Physical Education) and development of courses in Nutrition for Health Professionals, Sports Nutrition, Sanitation in Food Production, Financial Management, and Hospitality Management.  Innovative teaching strategies incorporated in FCS lecture courses o Nutrition - Case studies - Students evaluate diets, skills, sample diets and necessary information that a patient would need if one has: type 2 diabetes, heart disease, hypertension, and weight loss. o Life Management - Values with “Advice to Grandchildren” Stimulates group interactions and it provides students an opportunity to share their own personal, family, and cultural values with others.  Distance Education Program

o Revision of the Distance Education Nutrition course from Tele-course to Online, and/or development of online “Nutrition for Health Professionals” course.

5. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the college and district The goals for the FCS department are outlined in the CTAs, which are developed and reviewed in conjunction with the college CTAs. The courses offered in FCS are directly linked to the college mission, as the content provided to students can help them to expand their human potential and improve the workforce. More specifically, students enrolled in Life Management, FCS 050 will learn life skills necessary to function in our present and future society and achieve skills necessary in be successful in the workforce. Students taking FCS 070, Child Development, earn credit in a transferable course for educational majors and complete the necessary coursework required of child care providers. Lastly, students enrolled in FCS 019, Nutrition, will learn the importance of the relationship between diet and health, as well as the impact of culture on food choices. The FCS courses are offered during the day and evening, to accommodate as many interested students as possible. In response to increase student demand for day courses, an additional nutrition course was added to the Fall 2008 schedule.

6. Identify current student demographics. If there are changes in student demographics, state how the program is addressing these changes. Student demographics were reviewed from Summer 2002 through Fall 2008. The student demographics for the three FCS courses reviewed showed limited variability over the six years reviewed. Where variability was identified, course specific explanation is provided below. A more detailed analysis of student demographics and success rates (to be discussed later) can be viewed in Appendix C.

FCS 019 Nutrition: During the 19 semesters reviewed (including summer sessions and fall 2008), 2,860 students enrolled in the course. Of these, 69% of the students were female, 29% were male and 2% were unreported. Sixty percent of the students were between the ages of 18 and 22. The percentages of ethnic groups represented in FCS 019 closely align with the college demographics. The only variability is within the Filipino group. The data indicates that 21% of the students in FCS 019 identified with the Filipino group verses 9% college wide.

FCS 050 Life Management: During the 19 semesters reviewed, 3,013 students enrolled in FCS 050. Of these, 57% were female, 41% were male and 2% were unreported. Similar to the nutrition course, 63% of the students were between the ages of 18-22. The ethnicity of the students enrolled in FCS 050 varied slightly from the college demographics. More specifically, fewer latino/a students were served, 29% versus the college percentage of 32%. However, the latino/a students enrolled in FCS 050 has

increased from an average of 56 students in each fall and spring semester to 90 students during spring and fall 2008. Additionally, there is a decrease in the white students 8% versus the college percentage of 12%. There is limited variability in enrollment with these students. Additional variability is identified in the Vietnamese students, representing 25% of the students enrolled versus college representation of 17%. The data indicates a spike in enrollment of Vietnamese students during spring and fall 2003 as well as spring 2004.

FCS 070 Child Development: During the 19 semesters reviewed, 857 students enrolled in FCS 070. Of these, 69% were female, 29% were male and 2% were unreported. However, there was an increase in enrolled male students, 23 versus an average of 8 per semester, during the fall 2008 course offering. The most common age category was 20-22, accounting for 34% of the students. The percentages of ethnic groups represented in FCS 070 closely align with the college demographics. The only variability is within the African American group. The data indicates that 9% of the students enrolled in FCS 070 identified with the African American group verses 5% college wide.

7. Identify enrollment patterns of the department/program in the last 6 years and analyze the pattern. In order to analyze enrollment patterns, the “Course Review Reports” from the San Jose Evergreen Reports Server were reviewed from Fall 2003 to Fall 2008. For FCS 019 and FCS 050 there have been variable enrollment patterns between fall and spring semesters. Because of the variability, the total course offerings, described below, are delineated between semesters.

In Fall 2005, the nutrition sections, FCS 019, were increased from two to three. One of the sections remained as a telecourse, and all of the sections met capacity; therefore, the added section remained. Again in Fall 2006 and 2008, increased student demand prompted the program to add additional sections of FCS 019, increasing the course offerings to four and the current offering of five. Since spring 2004, student interest in FCS 019 has supported four course offerings including the telecourse.

Enrollment analysis in spring 2004, led to the addition of Life Management, FCS 050, sections to six course offerings. All but one of the sections were close to capacity, so subsequent spring semesters led to the current offering of 5 sections. During fall semesters, student interest in FCS 050 has consistently supported four course offerings.

FCS 070, Child Development has consistently been offered as a telecourse. Enrollment has varied from 50-97/120 students.

The analysis revealed that most of the sections over the course of five years filled and many had a waitlist. The day course offerings all filled quickly and the majority of the evening session courses were at capacity or over 70% of capacity. Based on the analysis of the “Course Review Reports” from 2003-2008, the current offerings of four to

five Nutrition sections and four to five Life Management sections meet the students’ needs. Please see Appendix D for a more detailed review of the enrollment patterns.

8. Identify department/program productivity The FCS program has consistently high productivity, with the majority of course offerings exceeding the “525” benchmark. This analysis includes Fall, Intersession, Spring and Summer FCS course offerings from 2003 to 2008. Please see Appendix D for the detailed analysis of department productivity.

9. Identify student success rate and patterns within the department/program. Trends in FCS student success have revealed the following (Full data reports available in Appendix C and D):  FCS 019 (Nutrition): In reviewing the “Student Success and Retention” data located in Discoverer, the average success rate for FCS 019 from summer 2002 through fall 2008 is 61%. This information included all sections of FCS 019, including telecourse offerings. The data located in the “Course Review Reports” from the San Jose Evergreen Reports Server disaggregated traditional classroom success rates from distance education. Data was reviewed from fall 2003 through fall 2008, and indicated that the average success rate in FCS 019 in traditional classroom format is 73%, while the telecourse success rate varies from 32% to 56%. o Recommendation: The faculty is committed to distance education, but will review alternative options, including development of online nutrition course. However, college infrastructure and faculty development must be in place in order to improve student success in distance education. Student success rates were consistent between male and female students (58%-63%) and students ranging in age from 30-49 had the greatest success (67%-72%). The greatest number of students taking FCS 019 identified with Latino/a, accounting for 807 of the students enrolled. Of those 807, 53% were successful. Other ethnic groups with low success rates in FCS 019 include African American (44%), Asian/Cambodian (49%), Native American (58%) and Pacific Islander (52%). o Recommendation: Learn more about the students that were successful and identify support systems or teaching strategies that may assist other learners to successful course completion. o Enlist student support from special programs including Enlace, Affirm and Aspire  FCS 050 (Life Management): In reviewing the “Student Success and Retention” data located in Discoverer, the average success rate for FCS 050 from summer 2002 through fall 2008 is 78%. Student success rates were better in female (82%) versus male students (74%). Based on the data, students with greater life experience were more successful. More specifically, students between the ages of 40-50+ had a success rate >94%, while students <18 had a 65% success rate. Students between the ages of 18-39 success rates ranged from 71%-87%.

o Recommendation: Review delivery of course content and increase student interest and appeal by increasing content relevance to younger students. For example, utilizing technology to display key points that can be carried over in each meeting as a rolling case study (i.e. creating an avatar).  FCS 070 (Child Development): In reviewing the “Student Success and Retention” data located in Discoverer, the average success rate for FCS 070 from fall 2002 through fall 2008 is 52%. This course is only taught through distance education as a telecourse. The success rates for female and male students are comparable (52-53%). Students between the ages of 40-49 had the greatest success rates (82%). Although the success rates between various ethnic groups are low, the students identifying as Asian/Indian had a strong success rate of 82%. o Recommendation: Learn more about the students that were successful and identify support systems or teaching strategies that may assist other learners to successful course completion. o Review college infrastructure to support success in distance education

10. If the program utilizes advisory boards and/or professional organizations, describe their roles. Currently, the FCS department does not have an established advisory board. However, the full-time faculty member participates in statewide planning, including development of the Family and Consumer Sciences Program Plan for both Life Management and Nutrition, and revision of the current FCS program statewide. Additionally, departmental meetings occur, including adjunct faculty, who are current in clinical practice. Discussions around potential growth options are taking place within the department.

Future department plans include implementation of an advisory board. This group will be integral to the success of Allied Health expansion in the area of Dietetics.

Part B: Curriculum

1. Identify all courses offered in the program and describe how the courses offered in the program meet the needs of the students and the relevant discipline(s). The FCS department currently offers three stand-alone courses. FCS019 - Nutrition FCS050 - Life Management FCS070 - Child Development These courses are articulated with CSU and supplement instruction for not only the students’ individual enrichment, but also students entering the workforce. More specifically, the department conducted a survey of 104 students enrolled in FCS 019, Nutrition, during the spring 2008 semester. The survey assessed why students enrolled in the course, the student’s major, student interest in the field of nutrition, and student interest in a certificate in nutrition. The results indicate that the majority of the students enrolled are in health related majors, the majority were taking the course for lifestyle purposes and 56% of the students were interested in a certificate in nutrition. Please see Appendix E for detailed survey results.

2. State how the program has remained current in the discipline. In Family and Consumer Studies (FCS) area, there is a Statewide Program Plan that integrates professional and trade organizations to assist educators in order to remain on the cutting edge of their discipline. The Program Plan was developed to assist and provide guidelines to community colleges statewide in the Family and Consumer Science areas. The Program Plan is updated frequently by educators and professionals in each discipline. At Evergreen Valley College the courses remain on track with the current state guidelines.

Each professor in FCS remains current in their discipline through conferences, continued education and professional organizations. The professors meet informally throughout the year and confer on curriculum, needs and new information.

3. All courses outlines in this program should be reviewed and, if appropriate, revised every six years. If this has not occurred, please list the courses and present a plan for completing the process. (Curriculum recency) All FCS course have been revised in the past 3 years FCS019 - 2007 FCS050 - 2008 FCS070 - 2006

4. Identify and describe innovative pedagogy your department/program developed/offered to maximize student learning and success. How did they impact student learning and success?

In all courses students do group work. Through working in groups, students learn to work with others, assist each other, pool resources, work together and collaborate to develop a project. Throughout this process, students also learn and teach one another. Group information is presented to the rest of the class and oral communication and public speaking skills are developed. Each student must be part of their assigned presentation. This experience allows students to present information that they have researched and are the experts on the subject material. Many students feel that this is an essential part of their education; it empowers them to take ownership in a project and see it through.

The FCS courses also maximize student learning through the use of Case Studies. More specifically, students evaluate diets, create sample diets and explore necessary information that a patient would need if one has: Type 2 Diabetes, Heart Disease, Hypertension, and weight loss needs. Many of the students have family members or they themselves suffer from diseases that are one of the top ten killers of people today. In this project, they discover the particular diet needs for each disease. This allows them to distinguish what an appropriate diet consists of and how they would incorporate it in their lifestyle.

5. Discuss plans for future curricular development and or program (degrees and certificates included) modification. Use the Curriculum Mapping form to lay out your plan. •Dietary Assistant Certificate - this person would be employed in institutional food service, usually health care, to assist the dietary staff provide healthy, safe, and nutritious food. This certificate is designed for individuals who are interested in nutrition, but have no experience. The job market will be expanding with more hospitals and nursing homes utilizing computer dietary systems, student’s holding a certificate in Dietary Assistant, would be in demand. Currently we have FCS019 - Nutrition (3 units) and Human Biology BIOL020 (4 units). The courses to be developed include: Introduction to Institutional Food Services (2 units), Sanitation and Food Production (2 units), Cultural Components and Modified Diets (1 unit) and a Work Experience (1 unit) totaling 13 units. The new course development will occur during the 09/10 academic year. •Dietary Technician – A Dietary Technician would work with a Registered Dietitian. Their duties would include screening clients for nutritional risks, and assisting in assessing dietary needs, implementing care plans, and supervising food production and service. This individual is an integral member of the healthcare, business and industry, public health, food service and research team. Upon completion of a degree, students are qualified to take the American Dietetic Association (ADA) exam for Dietetic Technician Registered Certification (DTR). The student must have an Associate degree or higher to be qualified.

Currently we have FCS019 - Nutrition (3 units) and Human Biology BIOL020 (4 units). The need to develop additional courses would include: Introduction to Institutional Food Services (2 units), Sanitation and Food Production (2 units), Cultural Components and Modified Diets (1 unit), Medical Nutrition (3 units), Food Production Management (3

units), Meal Management (3 units), and Work Experience (3 units). The total units for the proposed certificate would be 24 units. If a student is interested in an Associated Degree in Dietary Technician, the additional courses could include: Introduction to Psychology, Human Anatomy and Physiology, Interpersonal Communications, and Medical Terminology. The program and course development for the dietetic technician will occur during the 09/10 academic year. •Certification Program of Hospitality Management - this person would be employed in the hospitality industry; tourism, restaurant, and hotel industries. A large focus is on customer service. This certificate will also be a foundation for those wishing to transfer to Universities having the program (SJSU). For this certificate, specific courses would need to be developed, and utilize courses in other areas (Business, Communications, Math, etc.). •Certificate in Health and Wellness: the department is collaborating with SSHAPE Division (Physical Education) on the development of this certificate. The vision is that the person completing the certificate can go and work in the community participating in education regarding wellness topics (Diabetes prevention, diet and exercise…). This certificate would require community collaboration and courses such as: PED 031 (Lifetime Physical Fitness and Wellness), BIOL 020 (Human Biology), SOC 011 (Social Problems), HED 011 (Dynamic Health Concepts), and FCS 019 (Nutrition). •New courses that may be relevant to the current curriculum are: Nutrition for Health Professionals, Sports Nutrition, Gerontology, and Financial Management.

6. Describe how your program is articulated with the High School Districts, CCOC (if applicable), and/or other four year institutions. (Include articulation agreements, common course numbering etc.) See Appendix F for Articulation Agreement.

7. If external accreditation or certification is required, please state the certifying agency and status of the program. None applicable

Part C: Student Outcomes

1. On the course level, list all the courses that have current student learning outcomes and provide link to the course outlines for review purpose. Provide a plan and timeline to include student outcomes for the courses that do not have one. All FCS courses are current and have student learning outcomes FCS019 - Nutrition FCS050 - Life Management FCS070 - Child Development See Appendix G for FCS course specific student learning outcomes

2. On the program level, list all programs (and degrees) that have current student learning outcomes and provide the culture of evidence.

Since the FCS courses are currently stand alone, there are no program student learning outcomes.

Part D: Faculty and Staff

1. List current faculty and staff members in the program, areas of expertise, and how positions contribute to the program success. The FCS Department has one full-time faculty and three adjunct faculty. The full-time faculty member is an active participant in the FCS Statewide Collaborative. Each of the faculty contributes to program/course success through content expertise. They each have specialty education and/or workforce training in the teaching area, and remain current with the content. For more detailed information, please see the “professional development activities” listed in question number “2”.

Full-time Faculty: Peggy Gorbach - Nutrition and Life Management

Adjunct Faculty: Julie Bandy - Life Management Trudy Cole - Life Management Kathleen Cahill - Nutrition

2. List major professional development activities completed by faculty and staff in this department/program in the last six years and state proposed development and reasoning by faculty in this program. Peggy Gorbach Professional Affiliations: Participation in the FCS Statewide Collaborative Courses Taken: Nutrition; Life Cycle Nutrition Conferences, seminars, and or workshops on Food Safety, Financial Investment and Retirement, Financial Planning, The Brain and Learning, Learning Styles and Multiple Intelligence, and Diet Analysis. Proposed Development /Future Courses: Woman’s Health, and Safety and Sanitation: Both course will be taken in the summer 2009 and are related to Nutrition. In Life Management: Personal Finance Management.

Julie Bandy Professional Affiliations: California Association for Healthcare Quality and California Association of Marriage and Family Therapists Conferences, seminars, and or workshops:

Achieving Your Goals, Managing Pressures & Stress, Conflict Resolution, California Law and Ethics for Marriage & Family Therapists, Law and Ethics, Practice Building Strategies: Professional, Ethical, and Business Tools for Success Proposed Development: Maintain active license as a Marriage and Family Therapist (36CEU every 2 years); Maintain certification with the Healthcare Quality Certification Board (completion of 30CEU every 2 years). Potential conference topics include topics like communication skills, counseling techniques, training skills, psychology, etc.

Trudy Cole Professional Affiliations: American Psychological Association, American Psychotherapy Association, California Marriage and Family Therapy Association, American Counseling Associates, Early Childhood Training Consortium Courses Taken: Enrolled in Doctorate in Education Program in May 2007 through Argosy University and has completed 10 courses. Proposed Development: Ed.D emphasis in Counseling Psychology anticipated graduation date 2011, Law and Ethics Workshop for Marriage and Family Therapy, Couple's Workshop, preparing for Marriage and Family Therapy Examine, Attend San Jose Early Childhood Education Consortium seminar.

Kathleen Cahill Professional Affiliations: The American Dietetic Association, San Jose/Peninsula District Dietetic Association. Courses Taken: Foods that Fight Disease, Knock ‘em Alive Presentation Skills, Nutrition and Immunity, Environmental Nutrition Conferences, seminars, and or workshops: Food and Health in Micronesia, Barriers to fruit and vegetable consumption in black South Africans Proposed Development: No current plans, have fulfilled professional obligations per the ADA.

3. Identify current schedule for tenure review, regular faculty evaluation, adjunct faculty evaluation, and classified staff evaluation. Full-time Faculty Peggy Gorbach – regular faculty evaluation completed Fall 2008

Adjunct Faculty Julie Bandy – peer faculty evaluation Fall 2008 Trudy Cole – peer faculty evaluation Fall 2008 Kathleen Cahill – peer and dean faculty evaluation Fall 2008 *post evaluation meetings need to occur for all adjunct faculty

4. Describe the departmental orientation process (or mentoring) for new full-time and adjunct faculty and staff (please include student workers such as tutors and aides). Adjunct Faculty:

The adjunct faculty are invited to attend the all college adjunct faculty orientation. In addition, the full-time faculty introduces them to the campus, including identifying key areas for information (Reprographics, Admissions and Records, etc.). Throughout the semester, the adjunct faculty is in communication with the full time faculty. The FCS instructors hold FCS Department meetings two times per semester to collaborate with instructional materials and communicate student needs. Tutors: There is presently one student tutor for nutrition. To ensure the experience is positive for both the students and the student tutor, the full-time faculty meets with the tutor several times throughout the semester. The full-time instructor is also available via e- mail.

Part E: Facilities, Equipment, Materials and Maintenance

1. Identify facilities allocated to the program (including the facilities often used by the department/program) The full-time faculty has an office in R2-315. This office has a computer, printer, and file cabinets. During the scheduled renovation of the Roble building, the full-time faculty office will be moved to the Sequoia Building to join the other full-time faculty in the Nursing and Allied Health Division.

Most of the classes are held, whenever scheduling permits, in S150 or S140. These lecture halls accommodate the large number of students taking the FCS courses. The classrooms have computers with internet access and a projector. When these rooms are not available, the faculty utilizes other “smart classrooms” on campus.

2. Discuss the quality and accessibility of the facilities, equipment, equipment maintenance, and materials available to the program. Although improvements can be made, the current quality of the facilities meets the program needs. Recommendations for additional materials are discussed below.

3. Identify faculty needs and its rationale. As the department is currently structured, the classroom space and equipment meet the needs of the faculty.

4. Describe the use and currency of technology used to enhance the department/ program. Identify projected needs and rationale. Currently, the nutrition course would benefit with computer lab access. At the present, students use a program, Diet Analysis Plus. If the software was loaded in a lab, this would be beneficial to the students. Students could purchase on-line Diet Analysis Plus software, and lab space can be used to aid in student’s use of the computer program. This lab could be shared with other departments or nursing. Ideally, each of the nutrition sections will have the computer lab available to students on four different class meetings.

Another technology enhancement is the use of Smart Boards. These are interactive whiteboards which aid PowerPoint presentations. The Smart Boards can enhance student learning especially for different learning styles such as visual-spatial learners and a kinesthetic learners. The approximate cost of the white board is between $1500 to $3000. If these are portable, the division would purchase one and faculty would check them out of the division office. 5. If applicable, describe the support the program receives from industry. If the support is not adequate, what is necessary to improve that support? Currently FCS, with the three stand alone classes, does not receive any industry support. However, with the development of certificates, an advisory board will be formed and industry assistance will be sought. Industries that could be included in the advisory board are hospitals and nursing homes dietary staff, and county health department. In the past, with industry support, the California Community College Family and Consumer Science area gives matching grants to fund areas in FCS with specific projects and goals.

Part F: Future Needs

1. What faculty positions will be needed in the next six years in order to maintain or build the department? In order to build FCS and develop the certificates in Dietary Assistant or Dietary Technician, additional faculty positions will be required. Currently one full-time faculty with three adjunct faculty teach the allocated sections of FCS. Keeping the current faculty, and the addition of at least one other full-time faculty will be required to build these certificates. This faculty member would need to have a Masters degree in Nutrition. The estimated cost of an additional full-time faculty salary is $58,000 to $78,000 annually.

Maintaining the FCS department as it is currently, additional adjunct faculty will be needed to assist with course sections and allow the full-time faculty to take a sabbatical in order to further studies and stay current in the FCS curriculum.

2. What staff positions will be needed in the next six years in order to maintain or build the department (staff, facilities, equipment and/or supplies) will be needed in the next six years? Provide rationale. Currently, no staff positions are allocated to FCS. With the development of certificates, and once the program becomes strong with student enrollment, clerical staff and an instructional lab assistant would be necessary to manage the dietetic students. The need for these permanent classified positions are expected two to three years from the writing of this report.

3. Identify budget allocated for the department/program through the division budget (fund 10). Discuss its adequacy and needs, if applicable along with rationale. Identify any external (fund 17) funding the department/program receives and describe its primary use.

The fund 10 budget for FCS currently covers the cost of one full-time faculty and the adjunct faculty. The department has a small budget item for supplies. The FCS department currently does not have a fund 17 budget. As the department expands to include certificates, the faculty and supply budgets will need to increase, and opportunities for external funding may present with industry partners.

4. What equipment will be needed in the next six years in order to maintain or build the department? Provide specific purpose and rationale. As the department grows to include the proposed certificates, equipment needs will increase. More specifically, the Dietary Technician program will require a full kitchen. The Kitchen is needed for the additional courses that will be added to the curriculum. This kitchen would require a stove, oven, refrigerator, sink with hot and cold running water, garbage disposal and warming drawer or warming element as well as cooking utensils. The kitchen curriculum is mandatory to properly train the students in the use of a kitchen that they would work in and supervise others at a hospital or other facility. Greater analysis regarding cost and infrastructure for this item will occur during the research phase of the Dietetic Technician Program, prior to program implementation.

5. What facilities will be needed in the next six years in order to maintain or build the department? Provide specific purpose and rationale. To maintain the current FCS program, availability of Smart Classroom space will continue to be necessary. Computer lab accessibility will also be required. This computer lab space can be utilized through existing computer labs on campus.

With the Dietary Technician certificate added to FCS, a specific room will need to be available in order to accommodate the necessary kitchen equipment and support the additional students.

Part G: Additional Information

Describe any other pertinent information about the program that these questions did not address? The program review process has allowed the FCS faculty to review current student success, articulate ways to improve the courses and explore options for program growth.

Part H: Annual Assessment (Program Faculty and PR Committee) The annual assessment process for FCS will include student evaluation and review of student success data. The department is interested in learning more about the students taking the classes and offering alternative learning opportunities to facilitate success. As a result of this review, the faculty are considering alternative teaching/learning modalities including modifying the FCS 019 telecourse to online, and creation of new curriculum to include certificate development.

In considering growth opportunities in the area of FCS, establishment of an advisory board will be integral. This group of educators and industry partners will also be involved in the annual assessment of the department.