|Constituent Institution:||East Carolina University|
|CIP Discipline Specialty Title:||Family and Consumer Sciences/Home Economics Teacher Education|
|CIP Discipline Specialty Number:||13.1308|
|Exact Title of the Proposed Program:||Family and Consumer Sciences Education|
|Exact Degree Abbreviation:||BS|
|Date of Initiation:||08/26/2014|
|Will this sequence of courses be completely individual access (e.g., Internet, videocassette)?||YES|
|If "yes," what will be the mode of delivery?||Online|
|If "no," list proposed sites.|
|If short-based, length of time to complete the prog (e.g., 1 year, 18 mos.):||N/A|
SACS/COC substantive change questions (1=Procedure One; 2=Procedure Two)
Site-based (where the instructor is present):
|Is the institution initiating instruction where the student may earn more than 25% and less than 50% of credits toward a degree at a site 30 miles or more from the campus? (2)||NO|
|Is the institution initiating an (additional) off-campus site at which students may earn at least 50% of an educational program? (1)||NO|
|Is the institution adding significantly different degree programs at a currently approved site? (2)||NO|
|Distance learning (where instructor and student are geographically separated):|
|Is the institution offering its first credit courses via technology-based instruction by which students can obtain at least 25% of credits toward a degree program? (2)||NO|
|Is the institution expanding a previously reported program from less than 50% of credits to 50% or more of a degree program? (2)||NO|
|Is the institution adding a significantly different program from previously reported programs offered via technology-based instruction? (2)||NO|
|Does this action constitute a substantive change? If so, by what date should SACS be notified?|
|1. Briefly describe the proposed program and intended audience.|
The Department of Child Development and Family Relations proposes to offer a degree completion program via distance education (DE) in order to meet the needs of students who are unable to come to campus for our continuing face to face program. The bachelor of science in family and consumer sciences education degree program (FACS) prepares individuals to teach in middle grades and high schools; to work with the Cooperative Extension Service or other educational agencies such as vocational education, workforce development programs, and career services; and to prepare graduate study. FACS majors gain technical and career skills in work-based efficiency with six career areas: community and family services, culinary arts and hospitality, early childhood education, family and consumer sciences advanced study, food science, human services work development, and interior design services. Students also learn about workplace applications and leadership skills necessary to advise student organizations. Data from the NC Department of Public Instruction (NCDPI) for 2011-2012 shows about 127,187 students enrolled in FACS programs and about 1375 FACS teachers. Of these, 94,240 high school students are taking FACS courses in one or more of the 21 Career and Technical Education courses available in FACS. The federal mandate to provide career pathway education fuels increasing enrollment in these courses.
The job prospect is excellent for students seeking employment in teaching and very good for those seeking positions in Extension and other related areas. Our program has had 100% placement of undergraduates since the program became part of the CDFR department in 2002-03.
Several of the eight BS FACS graduates and one licensure only graduate from spring 2012 were offered more than three jobs from which to choose. All graduates from spring 2012 were able to select FACS teaching positions in the area of the state where they chose to live.
The program meets teacher education core competencies and essential standards for the NC Department of Public Instruction, and national standards for the National Council for the Accreditation of Teacher Education (NCATE), National Association of Teacher Educators of Family and Consumer Sciences (NATEFACS), and the American Association of Family and Consumer Sciences (AAFCS).
We believe this program will appeal, in particular, to traditional and non-traditional students transferring from a community college interested in becoming a teacher, and those seeking initial licensure in Family and Consumer Sciences. The program could be completed part-time or full time and would appeal to those with a career or families, who could not easily move to complete the program requirements. We would work closely with the college transfer program within the community college system to promote the program. Since there are six different core areas in FACS, we will attract students with interests in nutrition, child development, housing and interiors, clothing, career education, and consumer sciences.
|2. Describe the proposed instructional delivery systems (e.g., on-site instruction by faculty, interactive video, Internet, etc.).|
The program will be delivered via the Internet utilizing Blackboard as the course management system.
|3. Describe need for the program (referencing results of surveys or special studies).|
The proposed online bachelor of science in family and consumer sciences education addresses the shortage of public school teachers licensed in family and consumer sciences. There is a national shortage of licensed FACS teachers. In an attempt to determine interest and feasibility, we offered hybrid versions of our FACS 4317 curriculum development course with our on campus students and lateral entry students. Our lateral entry students were from areas too far to commute, and completed their assignments via distance education. This was a successful test, and the program received feedback that an entire online FACS program would be the preferred and sought after method of completing required coursework.
An online degree completion program is the preferred strategy that was recommended and approved through the University of North Carolina Program Review and Recommendation Form Report for FACS October 25, 2012, for increasing enrollment in the FACS education program and for providing the quality FACS teachers needed in North Carolina.
Not only would the online degree completion program increase enrollment in the FACS education major by offering access to students from across North Carolina, it could also eventually have great potential for neighboring states who have few or no FACS teacher education programs available, thus assisting with the national FACS teacher shortage as well. It would also provide easier access for lateral entry teachers who need the courses to complete their licensure but have difficulty doing so because they teach full time during the day when traditional courses are offered.
There is presently no other UNC institution offering a similar individual access program.
|4. Projected total annual enrollment:|
|his intent to plan a new distance education degree program (or program site) has been reviewed and approved by the appropriate campus committees and authorities.|
|Vice Chancellor for Academic Affairs|
|Contact Name:||Susannah Berry|
|Contact Title:||Director of Undergraduate Studies|