Program Performance Review (PPR) Self-Study for the Period of AY 07/08-AY13/14 Department of Child and Adolescent Studies College of Health and Human Development Submitted March 6, 2014 I. Department/Program Mission, Goals and Environment A. Briefly describe the mission and goals of the unit and identify any changes since the last program review. Review the goals in relation to the university mission, goals and strategies. The Department of Child and Adolescent Studies (CAS) is dedicated to promoting the well-being of children, adolescents, and families through teaching, research, and reflective practice. The Department’s mission is threefold: (1) to prepare students with the knowledge and skills necessary to be effective working with diverse populations in school, service, and community settings; (2) to conduct developmentally informed research with implications for practice; and (3) to make significant contributions to the community through fieldwork and service. As outlined below, the core goals of the Department are closely aligned with the goals of the University’s Strategic Plan. CAS Department Goals Aligned University Goals and Objectives Enhance student learning through Goal 1: Develop and maintain a curricular and co- ongoing program assessment and curricular environment that prepares students for implementation of program participation in a global society and is responsive to improvement strategies. workforce needs. Objective: Implement a sustainable University-wide assessment process that includes curricular and co- curricular components. Promote student success through Goal 1: Develop and maintain a curricular and co- effective advisement and support. curricular environment that prepares students for participation in a global society and is responsive to workforce needs. Objective: Ensure that at least 75% of CSUF students participate in an advising system that integrates academic, career, and personal development components. Goal 2: Improve student persistence, increase graduation rates University-wide, and narrow the achievement gap for underrepresented students. Objectives: Increase the overall 6-year graduation rate, such that the Fall 2012 cohort of first-time full- time freshman is at least 10 percentage points higher than that of the Fall 2006 cohort; Increase the 4-year transfer graduation rate such that the Fall 2014 cohort is at least 10 percentage points higher than that of the Fall 2008 cohort; and Reduce by at least half the current 12% achievement gap between underrepresented and non-underrepresented students. Expand access to courses and Goal 1: Develop and maintain a curricular and co- programs that meet student curricular environment that prepares students for demand and community needs. participation in a global society and is responsive to workforce needs. Objective: Increase by 25% the number of CSUF students participating in international, service learning, internship, community engagement or other innovative instructional experiences that prepare students in professional endeavors in a global society. Increase student engagement Goal 1: Develop and maintain a curricular and co- through participation in high curricular environment that prepares students for impact practices. participation in a global society and is responsive to workforce needs. Objective: Increase by 25% the number of CSUF students participating in international, service learning, internship, community engagement or other innovative instructional experiences that prepare students in professional endeavors in a global society. Goal 2: Improve student persistence, increase graduation rates University-wide, and narrow the achievement gap for underrepresented students. Objective: Increase participation in High-Impact Practices (HIPs) and ensure that 75% of CSUF students participate in at least two HIPs by graduation. Support research and scholarly Goal 1: Develop and maintain a curricular and co- activities that advance our curricular environment that prepares students for understanding of developmental participation in a global society and is responsive to processes. workforce needs. Objective: Increase by 25% the number of CSUF students participating in international, service learning, internship, community engagement or other innovative instructional experiences that prepare students in professional endeavors in a global society. Goal 3: Recruit and retain high-quality and diverse 2 faculty and staff. Objectives: Assess the campus climate and utilize results to identify and implement retention and engagement strategies; Provide additional training programs and increase opportunities for professional development available to post-tenure faculty and staff to promote career advancement. Enhance our visibility to and Goal 4: Increase revenue through fundraising, connectedness with alumni and the entrepreneurial activities, grants, and contracts. community. Objective: Increase communications and stakeholder engagement by 50% over the 2011-2012 baseline. The CAS Mission and Goals was updated in Academic Year (AY) 12/13. The CSUF Strategic Plan was approved in April 2013. B. Briefly describe changes and trends in the discipline and the response of the unit to such changes. Identify if there have been external factors that impact the program. (Community/regional needs, placement, and graduate/professional school). During the period of review, the field of child development and the CAS Department have been increasingly focused on diversity in development, including understanding cultural diversity and individual differences in developmental processes. This emphasis is reflected in the Department’s revision of the CAS Mission and Goals and in its Student Learning Outcomes. In addition, the Department has offered increased opportunities for students to participate in international practicum experiences and has re-aligned its hiring priorities to reflect these trends. During the period of review, the Department implemented an Early Childhood Development option within the Child and Adolescent Development (CHAD) major in response to state-wide initiatives calling for the development of bachelor’s degree completion programs for early childhood education professionals. University factors have also shaped and impacted the Department’s program. For example, the University has provided increased support for the scholarly activity of new faculty. As a result, the Department received funding to develop a state-of-the-art research lab. Both the University and the CSU system have also encouraged the development of online courses and programs. Over the past seven years, the Department has increased the number of courses and sections available in fully online or hybrid formats. Currently, all of the core CAS classes have been approved by the University to be delivered in an online format. In addition, several CAS faculty members have participated in training opportunities to learn how to deliver high quality online instruction. The Department continues to discuss ways to ensure that online classes are of high quality. Lastly, a decrease in the availability of K-12 teaching jobs is an external factor that impacts the Department. As a result, the number of students completing the option in Elementary School 3 Settings has declined Fortunately, students who are committed to working with children and families have other options to pursue besides teaching, and during the period of review, the Department developed several resources, including a career manual, to inform students about employment opportunities for graduates with a CHAD degree. C. Identify the unit’s priorities for the future. The CAS Department has several priorities for the future. CAS faculty will continue to monitor changes in the discipline and incorporate those changes into the Department’s curriculum. The Department will support student engagement, learning, and retention by increasing and improving student opportunities for high-quality, high-impact practices, by continuing rigorous program assessment and program improvement, and by providing students with high quality advisement. Department-level strategies identified for achieving the University’s goals as outlined in the Strategic Plan are outlined in the CAS long-term plan. D. If there are programs offered in a Special Session self-support mode, describe how these programs are included in the mission, goals and priorities of the department/program (e.g. new student groups regionally, nationally, internationally, new delivery modes, etc). Not applicable. II. Department/Program Description and Analysis A. Identify substantial curricular changes in existing programs, new programs (degrees, majors, minors) developed since the last program review. Have any programs been discontinued? In AY 08/09, four options in the CHAD major (Early Childhood Development, Elementary School Settings, Adolescent/Youth Development, and Family and Community Contexts) were approved, and since then, students have completed coursework aligned with one of these four major options. Previously, students completed a degree in CHAD with multiple advisement tracks. Early Childhood Development (ECD) The option in Early Childhood Development is designed for students pursuing careers working with young children and their families. In keeping with the National Association for the Education of Young Children's professional standards for bachelor's programs and the education requirements of the California Child Development Permit Matrix, the coursework emphasizes