Outcomes Data
The outcomes data shows that the majority of HDFS majors are meeting Departmental Learning Objectives within each program goal. However, there are of course some students who do not meet the threshold of proficiency. Students who earn lower than a C in required HDFS courses must retake the courses.
Direct Assessment
Attainment of Learning Objectives Indicated by Practicum Supervisor Evaluation (2025, N = 89-91*)
|
Learning Objectives |
Mean |
SD |
Proficiency |
|
Disciplinary Knowledge (Departmental Learning Objective, Program Goal A) |
8.54 |
0.74 |
97.75% |
|
Methods Inquiry (Departmental Learning Objective, Program Goal B) |
8.51 |
0.72 |
95.56% |
|
Skills and Career Competencies (Departmental Learning Objective, Program Goal C) |
8.56 |
0.68 |
96.67% |
|
Written and Oral Communication (Departmental Learning Objective, Program Goal D) |
8.66 |
0.57 |
98.89% |
Note. A score of 7 or higher indicates proficiency. N range because some students skipped questions.
2019-2025 Practicum Supervision Evaluation of Attainment of Learning Objectives
Scores on individual items used to assess constructs of interest during the 2024-2025 school year are available here.
Attainment of Learning Objectives Indicated by Percentage of Students Earning a Grade of C or Higher in Three Core HDFS Classes
|
Year |
2024 |
2024 |
2024 |
2025 |
2025 |
|
Semester |
Spring |
Summer |
Fall |
Spring |
Summer |
|
HDFS 3130, Research Methods |
94% |
98% |
95% |
100% |
|
|
HDFS 3210, Families and Cultural Diversity |
94% |
88% |
100% |
85% |
94% |
|
HDFS 4980, Practicum |
97% |
89% |
97% |
91% |
56% |
Note. The low percentage of students attaining the learning objectives in Summer 2025 was due to students who are completing their practicum requirements. It is not unusual for students to complete their practicum requirements over multiple semesters. Percentages were calculated by dividing the number of students earning a C or higher out of enrolled students, not students who completed.
2018-2025 Attainment of Learning Objectives Indicated by Percentage of Students Earning a Grade of C or Higher available here.
Indirect Assessment
Student self-reported development on Program Goals and Student Learning Objectives on a 1-9 scale from Strongly Disagree to Strongly Agree. A score of 7 or higher indicates proficiency. On average, students scored above 7 on all Program Goals and Student Learning Objectives. Ranges for percent proficiency ranged from 86.17%-97.87%. Additional details are available here.
Student Practicum Exit Survey
Upon exiting the program, students complete open-ended questions on a practicum survey. These questions are used to examine student experience and assist with data-informed decisions. AI was used to generate an overall summary of the themes (below). A more in-depth summary of themes from responses to a series of exit survey questions are available here.
Students consistently described the HDFS program as both personally meaningful and professionally valuable, highlighting a balance of theoretical knowledge and practical application. They emphasized the breadth of the curriculum—from courses in human development, family dynamics, and counseling to research methods, family life education, and applied experiences—as central to their growth. Frequent mentions of supportive faculty and impactful mentors underscored the role of teaching quality in shaping their experiences. Across responses, students credited writing assignments, oral presentations, group work, and practicum/internship opportunities with preparing them for graduate study and careers in fields like marriage and family therapy, counseling, education, and social services. Many chose the major out of a desire to help others, fascination with relationships and human development, or personal family experiences, and valued how the curriculum applied not only to their professional goals but also to their personal lives. At the same time, they recommended more structured instruction in APA writing, expanded oral communication opportunities, streamlined discussion requirements, and greater emphasis on real-world skills to further strengthen the program.
Information from focus groups held with small groups of five students and qualitative responses to open-ended questions from the practicum exist survey from previous years can be found here: 2019-2024 Qualitative Student Evaluation Summary