• Nine different baccalaureate degrees. Each requires a minimum of 120 semester credit hours (Human Development and Family Studies, Early Childhood, Personal Financial Planning, Retailing, Apparel Design and Manufacturing, Interior Design, Family and Consumer Sciences, Restaurant, Hotel and Institutional Management, & Food and Nutrition).



• 6 Master of Science degrees. Each requires a minimum of 36 hours (Human Development and Family Studies, Marriage and Family Therapy, Personal Financial Planning, Environmental Design, Food & Nutrition, and Restaurant, Hotel and Institutional Management).



• 5 Doctoral programs. Each requiring a minimum of 90 hours of coursework and dissertation combined (Human Development and Family Studies, Marriage and Family Therapy, Consumer Economics & Environmental Design, Food & Nutrition, and Hospitality Administration.

• Academic Advising Services http://www.hs.ttu.edu/AAS/Default.htm
. This website offers the students multiple links to a variety of student support information and other offices on campus that serve the students.


• COHS Career Services: http://www.hs.ttu.edu/careers



• COHS Information Technology Services: http://www.hs.ttu.edu/Infosystems/default.htm



• Scholarship information: http://www.hs.ttu.edu/AAS/Scholarships/Default.htm



• Family Therapy Clinic HS 164



• Ambassadors program –(Human Development and Family Studies Department 1st Generation Student Support Program)



• A full time Recruitment Coordinator who supervises the COHS student recruiters' organization and meets all perspective students and their families.



• A list of the many student organizations with corresponding faculty sponsors is available in HS 142 (Dean’s Office) and also on the web at http://www.hs.ttu.edu/studentorgs/

• Support for faculty and departmental expenses from the university



• Contributions from alumni (Scholarships)



• Other operations of the Development Officer – fund raising for special projects and capital improvements.

• The Dean reports to the Provost and is evaluated annually. (Documentation in Provost’s Office)



• All College administrators (Associate Deans and Department Chairs) report to the Dean and are evaluated periodically (Documentation in Dean’s Office 142).

The institution identifies expected outcomes for its educational programs and its
administrative and educational support services; assesses whether it achieves these
outcomes; and provides evidence of improvement based on analysis of those results.

• The programs in the COHS are multidisciplinary and in many cases objective measures, such as state or national exams, certificates or other forms of licensure do not apply. Where tests are given the individual programs track test results and student success on these outcome measures. These results can be found in each Departmental Office or in the Program Director’s program file. Pass rates for these tests help provide feedback for any changes necessary in the curriculum.  State or national certification exams exist for the Early Childhood, Interior Design, Marriage and Family Therapy, Personal Financial Planning, and Family and Consumer Sciences programs.

Examples of changes in response to test or certification feedback include the following:

          In response to faculty, industry and student feedback, the Personal Financial Planning faculty members now offer a capstone course for students prior to taking the national CFP exam.  They are now able to track the pass rates for students who have taken the capstone course vs. those who have not.  Students taking the capstone course have a significantly higher pass rate than those who do not.  Student pass rates for this program are higher than the national average.

          MFT faculty members have made curriculum changes to bring certain courses more up to date and cutting edge.  (i.e., are now offering a seminar in the business of running a private clinical practice)

          Early Childhood faculty members were the first in the state of Texas to amend and have their degree plan ratified by state officials in response to legislative changes that required teaching new courses so students would be prepared for the state certification exam. 

• Another example of tracking outcomes is the Restaurant Hotel Institutional Management (RHIM) program that tracks placement rates of its graduates and keeps in touch with industry partners who hire its graduates.  Dr. Charlie Adams coordinates this program’s relationships with industry partners.  He receives constant feedback on our graduates’ preparation for a career in hospitality management and he then makes recommendations to the department chair for pedagogical and curricular changes.  Documentation of placement rates can be found in the EHRHM Department Chair Office (HS 601).  Documentation of industry relationships exists in Dr. Adams’ office on the 4^th floor of the HS building.  Additional changes in this department include responding to a need to provide training at the Doctoral level for Hospitality Administration.  The addition of the Ph.D. in Hospitality Administration is a direct outgrowth of student, faculty and industry feedback.
   
• The Food and Nutrition Program administers an exit survey to all graduating seniors.  Information gleaned from these went into the faculty’s decision making regarding curriculum revision.  Problems with certain faculty teaching methods were addressed.  Pass rates for the F&N Dietetics exam are around 90%.  When student performance falls below that level course content (on the specific areas of the test) is reviewed and amended as appropriate.  See files in Department office on the 6th floor of the HS building.
   
• Family and Consumer Sciences pass rates for national exams has been at 100% for many years.  Faculty members in this program have regular contact with high school teachers who work with our students (student teaching).  Feedback received is then brought back to the program for evaluative purposes.
   
• In COHS programs where accreditation standards exist, regular reports to accrediting bodies provide the college with more mechanisms for evaluation and critical feedback.  The following are examples:
   
  • Marriage and Family Therapy:  The Commission on Accreditation for Marital and Family Therapy Education (COAMFTE) provided feedback that the oversight of the doctoral level internships needed to be more closely attended to.  In response the MFT faculty have installed a protocol whereby each internship site is visited on a yearly basis with frequent email and phone contacts.  Report on file in Room 164 MFT clinic office.
     
  • Interior Design:  The Foundation for Interior Design Education Research (FIDER) accredits this program.  Maintaining accredited status included limiting the number of students in studio courses despite the increased interest in and influx of students to this major.  ID is one of the few undergraduate programs whose admission standards are different than those of the majority of programs on campus.  This is, in part, due to the accreditation feedback.  Report on file in Room 211, ID office.
     
  • The College of Human Sciences:  Is accredited by the American Association for Family and Consumer Sciences.  This body is responsible for reviewing all programs (accredited and non) within similar colleges across the United States.  A recent site visit and accreditation report resulted in the granting of re-accreditation for the next 10 years.  Report on file in the Dean’s Office, HS 142.
     
  • Early Childhood:  The National Association for the Education of Young Children accredits this program.  In connection with TTU’s College of Education, the early childhood program is subject to the standards of this national organization.  Periodic evaluations of student performance on state level tests provide feedback that informs curricular changes.
     
  • Food and Nutrition:  The Accreditation Commission for Dietetic Education accredits this program.  Having just recently undergone an accreditation site visit and process this program was re-accredited.  Student evaluations, faculty perceptions, and a revised set of accreditation standards prompted the changing of many courses to enhance student-learning opportunities and reduce redundancy in the curriculum.

   

ADMINISTRATIVE SERVICES:

• Administrative services and college administrators are assessed annually via faculty survey and by the Dean. Changes are made as necessary and based on faculty/staff feedback to improve the operations of the college. For example, recent improvements include the addition of an Associate Dean for Operations. These surveys are located in the Dean’s Office (HS 142).
   
• Strategic planning also involved a comprehensive evaluation of the College’s administrative structure.  As part of this evaluation recommendations for changes were made.  Chief among these was the recommendation to re-evaluate the departmental structure so similar disciplines are housed in the same administrative units.  This resulted in the creation of a four-department structure in place of the current three-department structure.  This change will go into effect in the Fall of 2004 with attendant curricular changes (i.e., changes in course prefixes) coming into effect Fall of 2005.
   
• All students fill out a satisfaction survey upon completion of an advising session.  These are retained in the Office of Academic Advising Services HS 159. Improvements are made according to the feedback we receive.  Recent examples of improvements/changes made in response to this feedback include, switching from a “first-come first-served” to a “by-appointment” service delivery mode and the “letting-go” of staff members who were unable to provide quality service to students.  We have also introduced more advising services on-line for non-traditional students who cannot make an appointment to see an advisor.