TAFCS Research Journal 8(1), 2021

Family Literacy in Prisons: An Autoethnography of a Prison

Educator

Kyle L. Roberson, Ph.D.
Karen L. Alexander, Ph.D., CFCS

Abstract
A growing trend in Family and Consumer Sciences (FCS) is the encouragement to
share our stories to foster discussion about the profession's benefits within our schools and
communities. These benefits also hold true for some of our most dangerous communities,
those inside the walls of our nation’s prisons. This research study used the qualitative
method of autoethnography to investigate how family literacy contributed to the
researcher’s goal of improving prison family literacy programs. Recommendations are
provided that are beneficial for those working in corrections as well as any educator
working with populations of students who may be reluctant readers.
Keywords: Family Literacy, Literacy, Prison, Reentry, Autoethnography

Introduction
Prisons in our country are filled with individuals who read and write below the national
average. The Bureau of Justice Statistics (BJS, 2016) reports 68% of state prisoners and 49% of
federal prisoners did not complete high school. Understandingly, educational attainment, though
not a causation of incarceration, certainly could be related. The importance of education in
correctional settings was explored in a meta-analysis by the RAND Corporation, sponsored by the
Bureau of Justice Assistance, a division of the U.S. Department of Justice (2013), to assess
educational programs and their effect on recidivism rates. The study evidenced positive
correlations between prisoners who participated in education versus those who did not regarding

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recidivism rates (BJS, 2013). I have personally seen the positive effects of prisons' education
programs and have witnessed that many prisoners struggle with their literary efficacies.

Developing quality literacy programs may improve interactions between correctional staff
and prisoners, foster better relationships between prisoners and their families, improve literacy and
educational efficacies, and ultimately reduce recidivism and instances of intergenerational
incarceration. This study explores my literacy self and how my family helped shape my practices
and attitudes. I would like to begin with a short reflection of my literary self.

My earliest literary memories revolve around the evenings I spent with my mother playing
"school." We did this each evening after dinner and before we could watch any television. We
would go to the back bedroom and sit around a little round table speckled with red and blue stars
on a smooth white surface. We had that table for years, and until my mother had to start working,
this was a regular part of our school year routine through about the third grade. The earliest book
I remember reading was a Little Golden Book titled The Poky Little Puppy. We must have had a
whole library of Little Golden Books. As a child, my parents always provided books for my two
brothers and me. When we were in school, we were regular customers of the Scholastic Books
flyers. We were not financially secure, so there was always a limit; we were never denied the
opportunity to expand our library to my memory.

When I started school, my mother's regular lessons provided a springboard for starting
kindergarten. I have one specific memory from that grade. There was one other kid in the class
that read as well as I could. I remember sitting on the floor in front of Ms. Paulver and racing to
read the sight words faster than the other kid as we practiced in whole group instruction. Both of
us had to be told to give the other kids a chance to answer.

I continued to be a good reader and even enjoyed writing. A friend and I were attempting to
build our library made up of our work at one time. This project stemmed from an assignment in the
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second grade that had us write, illustrate, and build our book using construction paper whose
binding was stapled carefully on the creases of our folded pages.

These early memories of my literary childhood are what compelled me to attempt to
replicate what my mother had done for me with my own two daughters. My brothers and I all read
very well with intonation, fluency, and the ability to comprehend what we read. I attribute that to
my mother's early efforts and the teachers we had in quality school districts. We were always
enrolled in good school systems, where my mother volunteered and supported us through her
involvement in the PTA. I wanted my daughters to have the same good start I did, so reading to
them and encouraging them to read started at the very beginning of their lives (Roberson et al.,
2019).

Research Questions

This autoethnography examined the following research questions:

1. In what ways does a correctional worker's literacy experiences inform the literacy and
rehabilitative needs of prisoners and their families?

2. How does reflective writing aid in literacy instruction, personal growth, and the
decision-making process for educators?

Chief Concern

Children of an incarcerated parent are at risk for more significant gaps in their reading
proficiency between the end of the school year and the beginning of the next (Allington et al. 2010;
Merenstein et al., 2011). Children of an incarcerated parent generally come from a lower
socioeconomic population, are more prone to psychological issues, and are more likely to have
lower self-esteem and struggle academically (Merenstein et al., 2011). There is well-documented
evidence that children experience summer loss in their reading proficiency, especially poor
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children, regardless of whether they have a parent incarcerated (Allington et al., 2010; Merenstein
et al., 2011).

Allington et al. (2010) found providing twelve books of choice to disadvantaged children
on the last day of school resulted in statistically significant effects in preventing summer reading
loss when measured with the start of the next school year. Bridging the summer gap for at-risk
children through prison-sponsored literacy programs such as a parent-child reading program could
decrease summer reading loss. In a significant number of cases, incarcerated parents want to reach
out to their children and assume an active role (Galardi et al., 2015). There should be programs in
place that provide a chance to bond with their child while also providing an opportunity to
contribute to their child’s growth and academic achievement. A parent-child reading program
offers these possibilities. These programs provide the chance to help maintain parental ties and
foster stronger relationships between the parent and child during incarceration. While the focus of
most parent-child reading programs is to help keep families connected, it is not unrealistic to infer
that the program could assist the incarcerated parent with improved reading efficacies.

Prisoners and their families. The time prisoners spend in prison is not just their own.
Muth, Walker, and Casad (2014) wrote about this in a study over time discourses of prisoners,
explaining that children may have to view the time as if their father's sentence, in some ways, is
their own. Keeping ties with family and maintaining parental responsibilities are key components
of reintegration for prisoners and a significant focus of their time in penitence. By examining these
perceptions, we can understand how best to incorporate education and family activities through
multiple mediums, including visitation privileges and contact through phone, email, and letter
writing. Ultimately, the goal is to increase positive interactions, decrease unhealthy thought
processes, and aid in passing the time that weighs heavily on prisoners between family visitations.

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One way to see these outcomes is by improving the literacy of incarcerated individuals and their
children.

Connections to Family and Consumer Sciences

Family and consumer sciences and autoethnography. FCS is connected to the literacy
journey individuals and families experience over time. Specifically, I looked at my life and my
literacy journey through an autoethnographic lens to understand how emergent literacy relates to
family connectedness and development.

There are multiple standards and competencies found in the National Standards for Family
and Consumer Sciences that address human growth and development and parental responsibilities,
including providing supportive environments for children to explore their interests and develop
literacy skills. Understanding these competencies and how autoethnography can assist in critical
reflection can aid with realizing the benefits of family literacy practices. Preston (2011) explains
how autoethnography can help understand one's own experiences and use that knowledge to assist
others. She described her autoethnographic experience as being "transformed by this learning" (p.
123). Parenting often requires reflective practices to gain insight into what has and has not worked
when raising children. It is also appropriate to reflect on past experiences regarding work, careers,
and relationships to determine one's direction for the future.

Several studies document the effects on children and the implications their parent's
incarceration has on their wellbeing (Arditti, Lambert-Shute, & Joest, 2003; Galardi et al. 2015;
Lowenstein, 1986; Petsch, & Rochlen, 2009; Wilson, et al., 2010). Incorporating a literacy
program in prison that includes both parent and child may reduce stress for the parent and child
and increase literacy efficacies for both parent and child while building stronger relationships even
while their incarceration still separates the parent. Family is the cornerstone of FCS, as shown in
their tagline: "Creating Healthy & Sustainable Families" (American Association of Family &
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Consumer Sciences, AAFCS). Through a successful parent-child reading program, prison officials
can help prisoners maintain strong family ties, reduce recidivism, increase employment
opportunities, and decrease instances of intergenerational incarceration.

FCS uses a critical science approach in the development of curriculum and instruction. An
element of critical science is to identify a perennial problem. This study uses temporal discourse
analysis through reflective writing as a component of my autoethnography to garner additional
insight on how my attitudes and education affected my thoughts regarding prisoners and their
opportunities to interact with their families during incarceration. Rehm describes this type of
learning as critical literacy and explains how it "involves powerful habits of thinking, reading,
speaking, and writing by which we probe beneath the surface meaning of words to comprehend
root causes of problems…" (Johnson & Fedje, 1999, p. 59). Perennial problems addressed in this
study are maintaining relationships with family while incarcerated and literacy acquisition for both
the incarcerated and their children. These perennial problems correlate to how families learn to
cope with and improve their situation while working through the struggles of having a family
member incarcerated.

Review of Literature

Reading

Reading is a necessary skill for success across all curricula, jobs, and careers. Fostering a
love of reading is critical to students' success and those entering the workforce (Wise, 2009). So
how do we motivate people to read? Research in reading strategies has suggested a lack of
motivation in reading can be directly attributed to reading difficulties. In a report from the U.S.
Department of Education, 37% of 4th graders in 2001 had not learned to read (Manning, et al.,
2012). Motivating a struggling reader is a difficult task. These students often become withdrawn
from class and discussions out of fear of being called upon to read aloud (Beers, 2003). The read-
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aloud is arguably the worst teaching method to use when teaching reading in any content area
because students read at so many different levels. There is no need to further a problem by
embarrassing a struggling reader.

Without intervention, students who are entering the 4th grade will very seldom achieve
reading skills at the level of their peers who are fluent readers. Intervention is then only successful
in 13% of those students (Manning et al., 2012).

Minimal time is spent in sustained silent reading (SSR). This activity has been removed
from school curricula to allow for more time to prepare for standardized tests (Gallagher, 2009).
The result is students have lost valuable reading time and spend more time listening to their
teacher. To motivate students to read, we as educators must allow them the time to read and read
material that is of interest to them. SSR provides students time to enjoy reading without worrying
about tests or homework and is a practical way to complement other reading lessons. "Reading as a
leisure activity is the best predictor of comprehension, vocabulary, and reading speed" (Manning et
al., 2012, p.12). Many schools have gone so far as to remove novels from their curriculum to allow
for more testing. Gallagher (2009) states that this denies students the necessary reading skills to
develop deeper analytical thought and critical thinking skills. Leavy (2015) also says that fiction-
based research is an excellent way to bring knowledge to a larger community. An example of this
could include fictional stories that base their characters around actual historical events. The
students may be more motivated when they can relate to the characters and seek to find more
information independently.

Research suggests that more restrictive environments and strict curriculum hamper student
motivation. Schools will knowingly place restrictive policies on students and teachers meant to
control 5% of unruly students, while 95% suffer the same restrictions, thus hampering their
motivation (Bowman Jr., 2007). This is not unlike most, if not all, correctional education settings.
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A balance needs to be maintained between the security needs of the institution and being so strict
that learning is stifled.

Literacy and Incarceration

Illiteracy is an epidemic in this country and around the world. According to the U.S.
Department of Education (2014), 43 million U.S. adults cannot read, while 21% of U.S. adults read
at or below the 5th-grade level. Globally there are 774 million people who cannot read, with 66% of
those being female (U.S. Department of Education, 2014). Illiteracy in these numbers is staggering
and comes at a considerable cost. Illiteracy detracts $225 billion or more a year from the United
States alone due to non-productivity in the workforce, crime, loss of tax revenue, and
unemployment. ProLiteracy (2021) reports another $238 billion is lost to annual health care costs
due to illiteracy.

Illiteracy and high school dropout rates are also seen as contributing factors to why men
and women find themselves operating on the wrong side of the law. It is estimated 68% of state
prisoners and 49% of federal prisoners did not complete high school or could be considered
illiterate (BJS, 2003). Being unable to read and write can be directly attributed to why many
individuals end up in prison, with high school dropouts being “far more likely to be arrested or
incarcerated” (Wise, 2009, p. 371). Being unable to support their families by not having
opportunities that being literate provides, leads some people to seek illegal alternatives by which to
support their family potentially. The growing prison population evidences this, and adversely
affects all the family members and their communities.

Prison populations increased dramatically during the war on drugs era, leaving an increased
number of children in single-parent homes (Lowenstein, 1986; Petsch & Rochlen, 2009;
Wakefield, Lee, & Wilderman, 2016). Petsch and Rochlen (2009) reported in 1991, the population
of children with at least one parent incarcerated jumped 8 percent. Part of this is due to the
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increased number of mothers being convicted and serving prison sentences. The negative
consequence of having a parent removed from the home is creating an environment prone to a
multitude of psychosocial difficulties (Petsch & Rochlen, 2009). Children with incarcerated
parents are more likely to act out in school, undoubtedly inhibiting their academic progress. This
behavior can be attributed to several factors such as their socioeconomic status, violence, substance
abuse, mental illness, isolation, and family dissolution, all of which are potential problems faced by
the children of incarcerated parents (Arditti et al., 2003; Block, et al., 2014; Galardi et al., 2015;
Lowenstein, 1986; Peterson, et al., 2015; Wilson et al., 2010). Since poor academic performance is
tied to an increased likelihood of criminal activity, it is essential to provide effective intervention
programs and support the incarcerated parent. Visiting and parenting programs in prisons and jails
have proven successful in helping children cope and maintain a healthy relationship with their
incarcerated parents (Petsch & Rochlen, 2009).

Parenting Programs. Expanding parenting and visiting programs offered through prisons
and jails can help strengthen family ties and provide an opportunity for the incarcerated parent to
contribute to their child’s mental wellness, academic growth, and reduce recidivism rates of the
prisoners (Galardi et al., 2015; Hutton, 2016; Wilson et al., 2010). Aspects of wellbeing for parents
and child are addressed in programming within many state and federal prisons. Some of these
programs include aspects of family literacy.

Literacy is an important life skill, and most incarcerated individuals do not score as well in
prose literacy evaluation (Greenberg, Dunleavy, & Kutner, 2007). It has been documented that
both incarcerated males and females had lower prose literacy skills than adults with the same
degree of education living in households (Greenberg et al., 2007). Correspondingly, children with
incarcerated parents experience declines in their academic performance, including their literacy
skills as well as exhibiting behavioral problems (Solomon & Uchida, 2007). Soloman and Uchida

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also express that children with incarcerated parents are at higher risks for delinquency and other
anti-social behavior. Using programs that encourage interaction and parental assistance with
literacy and homework can increase student achievement. Waldfogel (2012) states that “some
groups of children are more likely than their peers to experience challenging early environments
and less-than-optimal early parenting, they are at risk for problems in literacy as well as other
domains” (p. 40). Students who cannot read give up trying and eventually may give up school
(Beers, 2003). These types of behaviors can lead to a continued cycle of family incarceration.

Parent-Child Reading Program. The social aspect of literacy instruction ties in smoothly
with the importance of a parent/child bond during a parent’s term of incarceration. RIF states that
through family literacy programs, one can expect to:

• Improve family reading skills and enhance family interaction by sharing books with
children.

• Promote parents’ confidence as participants in their children’s education.

• Foster supportive relationships among parents who face similar challenges.

• Encourage program advisors to become advocates for parents’ needs.

These bullets align with the goals of the Parent-Child Reading Program and further
quantify the need for literacy programs within prisons that include the sharing of books, visiting
room access, and collaboration with other parents and advocates. This type of intervention will
help expand and improve upon already existing programs.

Family and Incarceration
It has previously been discussed that when a person is incarcerated, they alone are not

doing their time (Muth et al., 2014). Each member of the family, in a sense, is doing that same time
with a whole separate set of challenges. Those being exposed to the criminal justice system
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through the incarceration of a spouse or parent has evidenced many adverse outcomes such as
residential instability, economic strain and financial hardship, mental health problems, poor
academic performance, behavior and social problems, drug and alcohol use, and self-esteem issues
(Arditti et al., 2003; Block et al., 2014; Galardi et al., 2015; Lowenstein, 1984; Peterson et al.,
2015; Wilson et al., 2010). Some of these risks can continue or evolve even after the parent is
released, and as reported in other research, nearly 40% of marriages end in divorce after the
prisoner returns home (Galardi et al., 2015; Massoglia, Remster, & King, 2011). The importance of
understanding family issues related to incarceration can assist researchers, correctional workers,
counselors, teachers, administrators, and policymakers in developing programs that can hearten
positive family ties during a period of a spouse or parent’s incarceration, to include transitions into
family roles post-release.

Children. In discussing literacy programs within correctional settings, we have already
touched on some of the issues related to the parent-child relationship and how prisons can facilitate
improved relationships through educational programming. Parenting from behind bars goes beyond
the literacy component when addressing the concerns of children. This is extremely important as
longitudinal studies have revealed that children with an incarcerated parent are five times more
likely to see prison time than their counterparts who have not had an incarcerated parent (Bock et
al., 2014). Keeping relationships open and honest and having the parent accessible, whether by
phone, mail, or visitation, have shown in studies to reduce intergenerational criminal activity and
reduce the recidivism rate of the parent (Galardi et al., 2015, Kazura, 2001).

Incarcerated parents have the right to maintain a relationship with their children, and the
children deserve the same expectation in maintaining a positive relationship with their incarcerated
parent. This marginalized sector of our population concerns 2.7 million children (Gardner, 2015),
hardly a demographic not worth considering in our policy development. Institutions and prisoner

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and child advocacy groups have recognized this and worked to develop parenting programs to
address parenting efficacies and retaining relationships from behind bars.

The question to be considered in viewing parent and child relationships for those families
with an incarcerated parent is “how do we implement programs and track outcomes that make a
difference?” Many of these programs do not include the child as part of the program but simply
provide knowledge and instruction for the incarcerated parent. Block et al. (2014) assert that not
enough research has gone into evaluating parenting programs or fully understanding what does and
does not work, specifically, for programs aimed at incarcerated fathers. However, there have been
advancements in some programs that include the children as participants in the program.

The Prisoner. When a prisoner is incarcerated, the concept of the court-ordered sentence is
that the separation from society is the punishment, along with any punitive monetary fines that may
be ordered for restitution. The collateral damage experienced by the family in the absence of the
prisoner is not recognized because “historically, the justice system has concentrated on prisoners as
individuals, ignoring their families and communities” (Kazura, 2001, p. 68). Separated from their
family, the prisoner has very little control in maintaining a relationship with family. They can write
letters, yet no one is required to write back. They can call home, but the receiver can block the calls
with most prison phone systems, and they have no means to make anyone visit them. They are
essentially shut off from family if that is what the family wants. This can, understandably, create a
lot of stress for the prisoner.

Research suggests when a prisoner can maintain ties to their family, and the positive
connections they have to the community, their chances of recidivism drop substantially (Bell &
Cornwell, 2015; Cochran, 2014; Kazura, 2001; Merenstein et al., 2011). Additionally, evidence
supports that prisoners who assume their roles as parents and partners upon release have lower
rates of recidivism versus those prisoners without community and family ties (Kazura, 2001). This
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empirical evidence points to the need to ensure prisoners have the ability and means to maintain
contact with their families and communities.

Earlier in this review, we discussed using literacy to bond prisoners with their children,
addressed visitation opportunities, and reducing recidivism. What is deficient in prison
programming across the correctional spectrum are programs designed to assist prisoners in
maintaining those other relationships, primarily those with their significant other. Funding is
sparse, with the focus for re-entry being on drug use prevention, education, vocational
programming, anger management, and re-entry skills necessary for securing employment and
social services (Block et al., 2014). Institutions are lacking in on-site interventions supportive of
services for families (Arditti et al., 2003). In this manner of support, families are at a loss and not
recognized by those holding the purse strings; “informal harms are not created by law or debated
by legislatures” (Wakefield et al., 2016, p. 11) and thus not adequately funded.

One study found that simply holding family days allows prisoners to feel more like “real”
families, and doing this more than once a year, at a minimal cost, aids in maintaining those ties
(Kazura, 2001). Additional programming related to marriage and family wellness would serve all
stakeholders and, depending on design, can be insignificant in cost. Bell et al. (2015) reported
significant gains in contact with family members, especially children, when they evaluated a
family wellness course in three male and two female institutions. Following up three months later,
Bell et al. found changes in behavior were retained and even improved over time. For this
population of prisoners, it is seemingly applicable to provide resources and support during visiting
hours and to include dissemination of available outside resources (Arditti et al., 2003).

Methodology

Autoethnography is a qualitative research method that has grown in use in the last two
decades as a means for researchers to inject personal voice and experience into primarily
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sociological research (Preston, 2011). With this method, researchers can draw on their own
experiences to garner meaningful and deeper understandings of the world around them.

By using sound research practices in data collection and organization, the researcher can
inject their lived experience into a research study that can be beneficial to other readers: “Studying
others invariably invites readers to compare and contrast themselves with others in the cultural
texts they read and study, in turn discovering new dimensions of their own lives” (Chang, 2016,
pp. 33-34). Telling these stories may allow other readers to learn from my experiences while also
gaining insight into my personal discourses.

Triangulation was employed in the data collection process to validate my research as a
beneficial contribution to the academic community and aid my self-reflections. The data used for
triangulation included the narratives, artifacts, and the review of literature (Glesne, 2011). Data
were coded to flesh out themes, patterns, and discourses; it was then sorted in chronological order
and cross-referenced to add to the organizational structure of the narrative.

A Literacy Journey
What I enjoy about reflecting on my literary story is it triggered fond memories. Some of
these experiences led to my current position in higher education and fostered changes I made while
working in the prison education system. The following sections will provide more detail about the
specifics of my literary journey and how I believe others can learn from my experiences.
Ties to Family and Literacy
My Daughters. My kids were read to virtually every night when they were infants and
toddlers. When they could read independently, they were encouraged to use the first 30 minutes of
their bedtime as quiet reading time. This practice fostered a love of reading for both of them.
The significant change for me came when they started reading chapter books. They were
reading on their own, and I wanted to discuss the books and characters with them and show an

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interest in what they were reading. So, I read books I would have otherwise never picked up: Pony
Pals chapter books, Harry Potter series, A Series of Unfortunate Events, to name a few. The most
memorable books I read for this purpose was The Hunger Games series. The first book of The
Hunger Games is the only novel I ever picked up and did not put down until I had finished it. My
daughters had been hounding me to read the series, and the first movie was about to be released.
One Saturday morning, I waited for the family to leave on a shopping trip before I started working
on some homework. While they were getting ready, I began reading the first book of the series. I
figured I would read a couple of chapters and then move on to my homework. Well, several hours
later, they returned to find me lying on the couch and finishing up the last chapter. They were
amazed I had spent all day reading the book straight through.

The main point of my binge-reading story is I had not read for the joy of reading in quite
some time. Having gotten so tied up with homework while working on my degrees, I realized I was
missing out on shared interests with my girls. After this experience, I began squeezing in more
novels. I read all kinds of titles for simple fun and pleasure when not reading for content and
knowledge, though usually only between semesters. I have found light leisure reading to be a great
escape from having to read for content.

My Dad. Growing up, my father was the reader in our home even though it was my mother
who worked with us as previously mentioned. I remember my father always having a western or
science fiction novel on his table next to his recliner. They were never there long, because when he
picked up a book, he usually read it straight through. He was not exactly a Louis L’Amour fan but
had read several of his books. I had subscribed to a Louis L’Amour book club at one time. I
enjoyed them and shared my reads with my dad. I remember thoroughly enjoying those
conversations. We discussed how the main characters all were rough and weathered yet handsome
cowboys with a square chin and steel eyes, whose gaze went soft when looking into the eyes of a
pretty young gal. We laughed at this, and how the same story line seemed to occur with every
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cowboy. We both enjoyed the Sackett series of his books, and how the mini-series did the books
justice. Tom Selleck was the perfect Orrin Sackett. These discussions led to other conversations
about western movies and other genres of books. I enjoyed these conversations and can see how
my dad was just as much an influence on my literary self as my mother was from years earlier.

In later years my dad’s eyesight was getting bad enough that he developed headaches when
he tried to read. For a period of years, he stopped reading for pleasure, much like me when
working on my degrees. However, we had a conversation one day about some of the books I had
read with my daughters. Specifically, I had mentioned The Hunger Games. When he told me why
he had not been reading, I asked if he had ever checked out books in large print. Funniest thing, he
did not know they printed books in large print. That evening I ordered all three books of The
Hunger Games in large print and direct mailed them to him. I remember my mother telling me how
it was like old times. Dad got those books, and mom swore he did not put them down until he had
them all read. After we discussed the books, I mentioned some others he might enjoy. The next
time we talked, he had gone to Barnes & Noble and bought two series I mentioned: The Maze
Runner and the Divergent series. This time, he bought them in regular print. He had forgotten how
much he enjoyed reading, and just needed to pace himself.

Comics. I realize how I have connected with my family and even peers throughout my
childhood and into adulthood through shared interests in the books and other literature I have
enjoyed reading. For example, besides the Louis L’amour novels, I also shared comic books with
my dad. I believe part of the reason I enjoyed them was I knew once I read them so would my dad,
and then we would compare notes and thoughts. Those are enjoyable memories. Today, I still buy
a couple of my favorite comic book titles through a discount club I belong to with a couple of
coworkers. It is still fun to discuss the directions of the stories, characters, and plot lines as the
relate to the Marvel and DC movies that have been so popular the past few years.

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When I ordered comics for the inmate population, I was questioned by other staff as to why
that form of literature was necessary within the prison. My explanation detailed that not only do
comics provide a fun form of reading, vocabulary, and comprehension development, it provides an
outlet the inmates can use to communicate and stay connected with their children and tie the stories
into movies they both may have seen (Beverly, 2013; Genisio, 1996, Jones, 2014). Additionally, I
added the point that most comics deal with a hero, or good versus evil. I remember asking one staff
member, “Don’t you think it’s a good idea to encourage the idea of right versus wrong, or good
triumphs over evil, like most comics do, any way we can with our inmate population?”

Turned out that we had way more comic book fans than I originally figured, and I received
numerous requests for additional titles. Based on these requests, I ordered the complete set at the
time of The Walking Dead comic series in the hardback versions. They were a huge hit. Wanting
inmates to be able to share and enjoy the comics like I did also helped develop more rapport
between myself and the prisoners who read them.

Reflection:
If I could explain or teach the prisoners ways to connect with their families
through literature or reading, I could help them find better ways to interact with their families. A
program like this will help kids connect with their fathers while also providing meaningful
conversation while talking on the phone. A book club of some kind could work well, when done, the
institution could mail a copy of the book home to the family of the prisoner for them to read and
they could all share in the experience (Roberson, 2013).
Escape from Prison. Experiencing literacy through reading and seeing it as an enjoyable
way to interact with family influenced how I approached literacy with the prisoner population. As
the supervisor of education, one of my responsibilities was to provide an admission and orientation
briefing about educational and leisure opportunities to all newly arriving prisoners. As part of this
briefing, I told the prisoners I will show them how to escape prison. It is always interesting to see
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the expressions on their faces; sometimes, it was comical. I explained there was a library within the
education department with over 9000 books they can choose to read. Quoting Mason Cooley, I
would say, “Reading gives us someplace to go when we have to stay where we are.” I then explain
the phenomenon of getting lost in a book and how they too can experience that feeling. When I
explain this, I describe how those hours in a book are an escape from their present reality, with the
added benefit of being able to share what they read with family and friends. In turn, giving them
endless things to talk about that have nothing do with their current situation or residence in prison.

Quoting Dr. Seuss usually gets a reaction as well after I ask them if they know where the
quote came from. I tell them while encouraging them to read, “The more that you read, the more
things you will know. The more that you learn, the more places you’ll go” (Seuss, 1978). I use this
quote to tie in reading to children and relate that, “See, even a children’s author knows how to
escape from prison.” This usually gets some positive reaction, if not just a few smiles and nodding
heads.

I have used this same expression to motivate students to complete their GED or a
vocational trade program. I often said to them, “I’ll help you escape from prison, but you have to
give me your best work.” When they look at me funny, I explain that prison is not the life they
want to lead. Preparing for release with marketable skills and education will help them escape from
prison, avoiding becoming a recidivism statistic.
Where to Go from Here

There is a lot of work to be done when it comes to preparing prisoners for re-entry and
training staff to do this in a manner that encourages personal growth for both staff and prisoners
alike. As I worked through my literary experiences and the happenstance that got me to where I am
today, I can appreciate we are all in different places and need those personal interactions and
learning opportunities to help us grow and thrive in our chosen professions and personal lives. I

19 TAFCS Research Journal 8(1), 2021

hope my story will provide some insight and opportunities for improving correctional education

and assisting prisoners in connecting with their families through shared literacy experiences.

Discussion and Conclusions

Discussions

Reflection Component. Autoethnography is an effective way to generate ideas and reflect

on past experiences that can improve our interactions with others. The ability to reflect and use

those insights to make positive changes is critical of the correctional educator. Reflection is equally

critical to the prisoner population as a way for them to achieve self-awareness and assist them in

seeing how past decisions do not have to define their future.

Literacy Component

When I began working on my developmental literacy certificate, I found I had a passion for

promoting literacy. However, my reflective writing brought a lot of memories to bear on just how

much reading and literacy contributed to my own literary identity. Understanding the importance

of how literacy contributes to the success of a person’s overall wellbeing regarding academics and

career pursuits, I believe my literacy identity is focused on family literacy. As evidenced by

numerous studies, families who read and promote reading and have reading materials readily

available for them and their children tend to be more academically and professionally successful.

Having experienced a childhood where I was encouraged to read and write undoubtedly

directly influenced how I promoted the same behaviors in my children. My determination to be a

professional in my field guided my desire to assist prisoners in connecting with their families

through literacy. This is twofold, in that both the developmental literacy certificate and my degree

in family and consumer sciences education combined helped me find my literary identity. This

understanding fostered my enthusiasm in using the literary resources at my disposal as an

educational administrator to help prisoners develop better ways to stay connected with their

families. TAFCS Research Journal 8(1), 2021
20

Book Fairs and Programs. As discussed in the literature review, one way to break the
cyclical process of intergenerational incarceration is to promote literacy and the academic success
of the children of our prisoner populations. I receive much appreciation from the prisoner
population and their families for sponsoring the book fairs. However, I have discovered that the
reason behind providing such programs needs to be shared with all staff within the correctional
setting. Through my observations and interactions with staff, it has been evident that a great
majority of staff feel the program is nothing more than a way to pacify the prisoners by claiming
we do nice things for them occasionally. Because this program is facilitated through the education
department, educational staff have been labeled as “inmate huggers” on occasion, a derogatory
term used by staff to describe other staff they feel are too friendly with inmates. This narrow-
minded view and inability to see the big picture and the importance of these programs, only
evidences the need for additional training within the corrections. It is one reason I took upon
myself to be an advocate for family literacy programs.

My reflective discoveries helped facilitate a more literacy-rich atmosphere among the
prisoner populations and their families. Using the suggestions below would greatly benefit
developing a culture that promotes literacy at all levels within the correctional environment.

• Institutions should hold regular cost-free book fairs within the visiting rooms or other
appropriate areas for the prisoner population and their families.

• Parent-child reading programs should operate in every county, state, and federal facility.
• Prison visiting rooms should have an assortment of books available for parents to read to

their children.
• Institutions should provide a resource through the prisoner commissary system for

prisoners to purchase books to send home to their children.
• Comic books should be part of the prison library collection.

21 TAFCS Research Journal 8(1), 2021

• Use annual training events to educate line staff on the benefits of encouraging literacy
within the prisoner population and with their families.

• All institutions should facilitate creative writing workshops for the prisoner population.
Teach reflective writing and other prose to allow an outlet for expression through the
written word. Publishing an anthology of their compiled work would be an excellent
motivator for participation in the program.

Limitations
The chief limitation of this autoethnographic investigation was not being permitted by the

Institutional Review Board (IRB) to interview inmates and staff. As the autoethnographer, I could
only use past experiences and interactions related to the scope of my responsibilities as the
educational administrator at the time.

Another limitation was not being allowed to use member checking. Member checking is a
vital component of qualitative research, which is using others to cross-check and verify data and
add to its trustworthiness, not necessarily interviewing but confirming or correcting the narrative
(Chang, 2016; Glesne, 2011; Leavy, 2015). I sought to use member checking to authenticate my
perspectives, memories, and observations but was denied by the IRB. This type of data analysis
could have added validity to the narratives or used to weed out superfluous information while
helping contextualize what was important.

My memories are also a limitation. With an autoethnography, the main source of data is the
autoethnographer. Over time, memories can become faded, and details of events forgotten. In this
regard, although I wrote what I honestly remember, there is still the possibility the details of my
memories are different than how they transpired.
Future Research

An area of inquiry that could provide useful information for stakeholders is current parent-
child reading programs currently facilitated by state and federal facilities. This research can include
22 TAFCS Research Journal 8(1), 2021

reading and instructional interventions to determine if incarcerated parents can connect with their

families in meaningful ways through literacy. Additionally, the study could measure if promoting

literacy increases the reading level and/or the joy of reading for the prisoner.

Taking a step further, determining if the program results in the reading efficacies of

children who receive books regularly from their incarcerated parents would be especially

beneficial. A longitudinal study could follow the children to determine if the program assisted in

better performance in school, decreased social anxiety related to having an incarcerated parent,

improved connectedness with their parent, and ultimately, if the program helps reduce

intergenerational incarceration.

Final Reflection

Through the research process, I found the reflective writing helped me hone my literary

identity and thoughts about who I was as an educator. The approach found me longing to want to

create opportunities for prisoners and their families. Realizing how literacy connections created

positive family memories reinforced how FCS has a role in prison education since one of our main

staples is creating healthy and sustainable families.

FCS professionals working within extension services and other areas of government,

including health and human services, have resources for families dealing with the hardships of an

incarcerated family member. As FCS professionals working in these fields, it is our responsibility

to assist all families, including those dealing with the separation caused by incarceration, and do

what we can to help these families cope with the situation. Merestein et al. (2011) acknowledged

that too often, the child is the focus of most assistance programs related to a family member being

incarcerated while the “caregiver is also a key part of the equation with needs that often go

unfulfilled” (p. 174). As an FCS professional myself, I feel some action steps can be taken to

address and support families of incarcerated individuals. The following suggestions hit broader

implications of our responsibilities: TAFCS Research Journal 8(1), 2021
23

• FCS Education collegiate programs and organizations such as Phi Upsilon Omicron
and AAFCS should develop community services projects to assist this particular
population.
o Book drives for the children of incarcerated parents.
o Provide resources to ensure children and partners have the means to travel to
prisons to visit their incarcerated family members.
o Provide volunteer services, classes, and support where policy allows in
prison education programs, visiting rooms, and re-entry activities such as
mock job fairs and release simulations.
o FCSE programs should address in their teacher preparation programs
elements and risk factors associated with students in their classrooms that
have an incarcerated parent.

As I conclude, I found reflective writing to be a valuable learning tool. The experiences I
recalled during the writing process helped me see more clearly how family literacy impacted my
role as a correctional educator. I developed more empathy for families suffering from separation
due to incarceration and I wanted to do more. It has guided my future research agenda. I hope these
experiences can assist other educators, correctional workers, and FCS professionals see the value
of reflection as a medium for personal growth, literacy instruction, and promote reading as means
to develop stronger family ties and feelings of connectedness.

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Family and Consumer Science Assessment: Fifteen Years of

Application and Improvement

Barbara Stewart, Ed.D., CFCS
Susan Miertschin, M.S.
Carol Goodson, Ed.D.

Abstract
Application of an introspective assessment system to enhance higher education programs in
a continuous program improvement loop over a fifteen-year period provided not only a test of the
system, but also opportunities for improvement in the assessment system and the assessed
programs. FCS higher education continues to evolve in response to research, technological, and
societal advances. Within this context, it is imperative to examine systems to evaluate the quality
of programs. While evaluation can often be viewed as onerous, a comprehensive unified system
offers a means for collecting, compiling, and applying data in a planned, consistent, and
methodical manner.

Introduction and Review of Literature
An introspective system for assessment and continuous program improvement was
designed and applied to a Family and Consumer Science program as a means of evaluating and
enhancing program quality. The American Association for Family and Consumer Sciences
(AAFCS), especially through its Council for Accreditation has placed increasing emphasis on
program assessment in recent years. For this, guiding principles were developed which led to
mission and goal selection. Areas for measurement were determined to include curriculum,
instruction, facilities, program identity, graduate placement, financial resources, student services,
alumni relationships, industry relations, and administrative support. Determination of indicators of
program quality, measures of quality, timelines, and parties responsible for providing evidence
29 TAFCS Research Journal 8(1), 2021

comprised a comprehensive approach for assessment for the purpose of continuous program
improvement.

The experiences detailed here examine the efforts of one institution to create and apply an
introspective assessment system for assessment and continuous program improvement and is
offered in hopes that it may be adapted and improved for use by other Family and Consumer
Science programs in their quest to assess and improve program quality.

Substantial contributions in the fields of learning, assessment, and evaluation provided the
foundation for this endeavor. For example, Anderson and Krathwohl’s (2001) recreation of
Bloom’s taxonomy provided reflection on learning and assessment. Foundational works focused
specifically on assessment and evaluation included the contributions of Sanders (1994) as chair of
the Joint Committee on Standards for Educational Evaluation; and Fox and Hackerman (2002) for
the National Research Council Committee on Recognizing, Evaluating, Rewarding, and
Developing Excellence in Teaching Undergraduate Science, Mathematics, Engineering, and
Technology. Additionally, guides that were used to direct the original assessment plan included
“Best Practices in Assessment: Top 10 Task Force Recommendations” (n.d.), “AAHE’s 9
Principles of Good Practice for Assessing Student Learning” (Astin, et al., 1996), User-Friendly
Handbook for Project Evaluation: Science, Mathematics, Engineering and Technology Education
(Frechtling, et al., 1993), and User-Friendly Handbook for Mixed Method Evaluations (Frechtling
& Westat, 1997).

Newer works have also focused on assessment quality criteria (Gerritsen- van
Leeuwenkamp, et al., 2017). These works explored the need to develop practical assessment
systems Leeuwenkamp, et al., 2017). Colson et al. (2017) detailed the transformation of a
cumbersome and disjointed assessment scheme into a systematic approach that cultivated a climate
focused on student learning rather than compliance. Technology-driven changes in educational
delivery have also instigated changes to aspects of assessment; for example, the popularity of
30 TAFCS Research Journal 8(1), 2021

online courses resulted in development of standards, rubrics, and assessment strategies such as
those offered by the Quality Matters (QM) certifications for online education (QM Quality Matters,
2019).

With the evolution of time represented in the application of this system, discourse on
assessment in higher education and the impacts of assessment have continued. Sylwester (2017)
expressed that while assessment has become common in higher education and much energy has
been exerted in assessment processes, scholars have difficulty finding evidence that the results of
assessment are being used to make meaningful improvements in education. Relatedly, Cecilio-
Fernandes et al. (2017) focused on the need to construct assessment programs in a well-balance
way to facilitate changing students’ behavior through learning. The involvement of faculty in
assessment processes has also been a consideration.

Howard (2018), was driven by a view that the wide acceptance of assessment in higher
education has led to disengagement among faculty and a culture of simple compliance. He
offered a framework for assessment to increase program-level initiatives. His view was that
faculty involvement was critical. Similarly, Caudle and Hammons (2017) reported that faculty
involvement with assessment was primarily influenced by whether assessment was viewed or
valued as a tool for improvement. Groen (2017) proposed more participatory approaches to
create common ground including faculty as well as other internal and external stakeholders. For
Barrette and Paesani (2018) who characterized assessment as being a burdensome, top-down
process driven by institutional requirements, the solution was discipline-specific models to
engage faculty more deeply. From that perspective, they developed and applied, in a model for
student learning outcomes, assessment for a single content field. Regarding faculty involved in
the assessment process, Danley-Scott and Scott (2017) discovered that while full-time faculty
may be invited to help design assessments, interpret results, and then offer feedback on the use

31 TAFCS Research Journal 8(1), 2021

of the results, part- time faculty members are not as likely to be invited to participate in the
process.

The use of more than one method or strategy, used singularly or in concert, have been
proposed to increase and improve assessment processes. For example, multiple methods were
explored by Ballysingh et al. (2018) incorporating a social-justice approach; Stough et al.
(2018) adopted two simultaneous assessment approaches as a means of overcoming validity
concerns.

Research Question and Purpose

Indeed, excellent background studies, taxonomies, standards, and guidelines exist for
use by FCS educators in assessment and evaluation of student achievement and other aspects of
program viability (see discussion above). Application of the principles espoused by AAHE
(n.d.), Anderson and Krathwohl (2001), Fox and Hackerman (2002), Gerritsen-van
Leeuwenkamp, et al. (2017), QM Quality Matters (2019), and Sanders (1994) yields the
potential for higher quality data for analysis and use. Yet, such knowledge and application does
not automatically create an excellent assessment system. Critical elements remain to be
developed specific to the program(s) to be assessed. These critical elements include specific
goals for the assessment system; specific, reliable, and valid measures of indicators of those
goals; and a manageable process for the execution of the evaluation. Further, longitudinal
examination of the application of the assessment system created is essential. Thus, the
following research question guided this work: “Can an introspective system for continuous
improvement and assessment of Family and Consumer Science programs be developed,
applied, and sustained over an extended period of time?” and assessment of Family and
Consumer Science Hence, the purposes of this case included documentation of:

• The development of an introspective assessment system
32 TAFCS Research Journal 8(1), 2021

• Application and outcomes of the assessment system over fifteen years

Methodology
Case study methodology was used to examine the development and application of an
introspective system for continuous improvement and assessment of FCS and other academic
programs. Case study was selected as the method for this investigation because of its ability to
apply solutions to situations (Soy, 1997). Yin (2014) stated, “A case study is an . . . inquiry that
investigates a contemporary phenomenon within its real-life context, especially when the
boundaries between the phenomenon and the context are not clearly evident” (p. 13). The ability to
apply and assess solutions in the real-life context of a university program was a compelling reason
for case study methodology.
During the 2002-2003 academic year, FCS and other college faculty and administrators at a
large urban university created a multiple-year Assessment and Continuous Improvement
Committee (ACI) to plan and implement a broad program assessment and continuous improvement
process for the college. Representatives from each of the four departments, including Family and
Consumer Science, within the college were selected to participate.
Reasons for the development of a comprehensive system for continuous improvement and
assessment were found to include the following: (a) Evaluation is required by accrediting agencies
such as the American Association of Family and Consumer Sciences, university level institutional
effectiveness evaluations, and college and department reviews; (b) evaluation is a matter of
professional integrity; (c) evaluation allows for the sharing of good practice; (d) evaluation allows
early intervention for potential problems; (e) evaluation helps in making a convincing case for
funding; (f) evaluation can influence policy makers; and (g) evaluation facilitates continuous
improvement. In sum, evaluation facilitates consideration of the multiple issues that influence
program quality.

33 TAFCS Research Journal 8(1), 2021

Procedures used by the Committee in the development of the plan included: (a) establishing
“Guiding Principles”, (b) establishing an overall mission, (c) gathering information from multiple
stakeholders, (d) defining areas to be measured, (e) delineating program goals, (f) developing
indicators for each goal, (g) establishing timelines and responsible parties for the collection of data,
and (h) obtaining faculty and administrative support for the evaluation system.
Guiding Principles and Mission

The Committee recognized that program evaluation was likely to be a sensitive pursuit for
faculty and administrators. Hence, they began their efforts by establishing four “Guiding
Principles”. These principles included the following:

• Stakeholder involvement is essential
• Simplicity of implementation is required
• Utility of information is considered
• Accreditation requirements must be addressed
Stakeholder involvement must be achieved for an assessment system to be accepted and
embraced by the faculty and administration. Thus, at each step of development, feedback and
subsequent approval loops were designed into the process. The system needed to be simple to
implement. Faculty and administrators were already engaged in burdensome workloads without
time to invest extensively in assessment or evaluation activities. The utility of the information
collected was important. If information was not going to be used, it was useless to collect it.
Finally, accreditation was seen as vital to program quality, especially in some programs. Reporting
accreditation stewardship typically required concerted and time-consuming efforts. A system was
desired, either manual or electronic, that would allow for continuous collection of relevant
information with easy retrieval when needed.
Next, an overall mission statement for the evaluation process was established: “Develop a
process for acquiring and disseminating information that will help FCS and other programs excel,
34 TAFCS Research Journal 8(1), 2021

endure and become stronger”. This mission statement was based on the “Guiding Principles” and
utilized input and feedback from multiple stakeholders.

Goals and Measures
Faculty brainstorming and input began the process of defining areas deemed critical to
program viability, and thus, targets for measurement effort. A draft list compiled from
brainstorming sessions was refined by the Committee. The refined list was then peer reviewed and
refined further. The emerging list was then shared with department chairs, including FCS, and
presented for discussion at each of the departmental faculty meetings. The list of critical areas to be
measured included: (a) curriculum, (b) instruction, (c) facilities, (d) program identity, (e) graduate
placement, (f) financial resources, (g) student services, (h) alumni relationships, (i) industry
relationships, and (j) administrative support. These areas were then translated into measurable goal
statements for the assessment. Through discussion, the original ten areas merged to form five
assessment goals:
1. Ensure an appropriate and strong curriculum with effective instruction
2. Ensure appropriate physical facilities
3. Ensure appropriate graduate placement
4. Ensure effective student services
5. Ensure strong alumni and industry relationships
Each goal statement represents a characteristic that is needed to ensure quality programs.
With these goal statements in place, the task was to develop methods to measure program
performance with respect to each characteristic. Statements that articulated goal attainment were
developed as indicators of goal attainment. The committee established that an indicator was a
statement that: pointed to a measurement method; insured that the needed information was
obtained; was specific; applied to only one goal; was understood by those who provided the
information; indicated a measurement process that only minimally disrupted faculty, students, and
35 TAFCS Research Journal 8(1), 2021

staff; and described an affordable and manageable measurement process. For efficiency, indicators
were sought for which there were already data collection processes likely in place, albeit some
might be informal and not consistently reviewed, reacted to, or recognized as evidence of program
viability. Time-constrained college members desired to avoid reinventing processes that already
existed. The outcome of this thinking was the following criteria for indicators:

• An indicator must be measurable
• Where possible, indicators should reflect information already gathered by the

departments, college, or university
• Indicators apply to only one goal, but a measurement tool that provides data for an

indicator might provide data for more than one indicator. For example, a survey
might gather information appropriate as a measure for several indicators.
The next step was to determine how to measure each of the indicators. Initially, a list of
measurement tools currently in place in the college was created. Again, to optimize result to effort
ratio, tools currently used by some component(s) in the college that could be continued and applied
were sought. These tools included:
• Course and Instructor Evaluation Surveys
• Capstone Courses
• Employer Surveys & Alumni Surveys
• Student Exit Interviews
• Graduating Senior Surveys
• Feedback from Advisory Boards
• Lists of Program Competencies, Outcomes, and/or Goals
Finally, appropriate measurement tools guided by the list above were selected for each of
the indicators, and then assignments for collection, monitoring, and reporting of data for each of

36 TAFCS Research Journal 8(1), 2021

the indicators and measures were established. Timeframes for data collection and distribution were
also outlined. Refer to Tables 1- 5 to see the completed proposed plan for comprehensive program
review.
Implementation
Implementation of this comprehensive system of assessment is ongoing. Based on the experience
of this case, several guiding principles for implementation are offered. The implementation process
must be phased to avoid overwhelming personnel. It was the perception of the assessment team
that if proper attention was given during the development of measures to capitalize on existing
methods of measurement and those that are not costly in terms of personnel, then the
implementation is likely to go smoothly. Assessment results should be reported in the context of
helping improve programs so that they may grow stronger, not in a threatening context. A central
repository for the data should be developed so that data can be archived and available when it is
time to show changes that indicate improvement. A sequential, phased implementation plan was
adopted. The initial focus was on the Graduating Senior Survey. The ACI committee administered
and refined the survey instrument (with input from faculty) and reported results. The response from
faculty across programs was very favorable, prompting requests for more data about programs and
students. Subsequent efforts focused on the Teaching Effectiveness Survey and capstone courses
with similar positive results. From there, all parts of the assessment plan were activated and
evaluated. Over the 15-year period of application some of the assessment strategies were found to
provide excellent, useful information, others were deleted or altered for maximum impact. One
new assessment strategy was initiated.

Findings
For simplicity, the experiences of the Family and Consumer Science Department rather
than the entire college are shared as illustrative of the 15-year experience. Each of the five goals

37 TAFCS Research Journal 8(1), 2021

were tracked and assessed including 1) Curriculum and Instruction, 2) Physical Facilities, 3)
Graduate Placement, 4) Student Services and Outreach, and 5) Alumni and Industry.
Goal 1. Curriculum and Instruction 15-Year Outcomes

Over the 15-year period, most of the assessment strategies related to FCS curriculum and
instruction remained constant, providing data and feedback needed in an excellent and consistent
manner (see Tables 2-6). Only the conducting of exit interviews with focus groups of graduating
seniors was discontinued. Student response rates to the invitation by the FCS chair to participate in
exit interviews was so low as to cause question of the usefulness of the data obtained.
Additionally, the time required to invite students and conduct the focus group sessions (or
alternately individual exit interviews) was burdensome. Thus, in keeping with the Guiding
Principle: “Simplicity of implementation is required,” the practice was discontinued. The FCS
chairs and faculty members continued to consider feedback given by students via informal
processes.

Notable and substantive changes to FCS based on the assessment system included:
• Innovations in course instruction were introduced
• Course content was altered to reflect student and industry needs
• Multiple course formats were offered including online, face-2-face, and hybrid

designs
• Instructional strategies were improved to facilitate student success
• Changes were made to courses required for graduation
• Degree plans were updated to meet industry needs
• Courses were sequenced to facilitate student success
• Use of technology enabled greater immediacy and access to Teaching Evaluations

38 TAFCS Research Journal 8(1), 2021

• Retention of students in academic programs was increased by initiation of
retention programs instigated by retention data

The only data collection tools related to curriculum and instruction discontinued from use
in the overall Assessment System were the focus groups of graduating students. All others were
judged to be useful to guide quality.

Table 1 provides an illustration of the components and outcomes of the comprehensive
assessment system related to Goal 1 FCS Curriculum and Instruction. For brevity, the other four
goals are reported here in narrative rather than table format.

Table 1: Goal 1. FCS Curriculum and Instruction 15-Year Outcomes

Indicator/ Evaluation Evaluation Method Responsibility Time Actions Based on 15-
Objective Source Description Frame Year Application

1.1 Program Minutes Depart- Curriculum Review: Faculty Faculty program Biannual Ongoing as planned,

competencies ment review program competencies coordinators or including routine

are developed and curriculum elements to representative write competency updates

and associated identify areas in need of summary and report based on industry needs.

with particular modification. Minutes of to Department Chair.

courses and department faculty meetings

are available to reflect curriculum review.

faculty,

students, staff

and industrial

advisors. Data Capstone Establish criteria and evaluate Instructors develop Annual Ongoing as planned
1.2a Students

understand the and/or student performance in a and report to faculty

important Senior capstone course or a primary program coordinator

concepts in Level senior level course with a and Department

their discipline. Course significant project. Track grades Chair.

over time; track titles of projects.

39 TAFCS Research Journal 8(1), 2021

1.2b Survey Gradu- Analyze Graduating Senior College ACI Adminis- Ongoing as planned.
1.2c
1.2d ating Survey item responses related distributes and ter in fall Individual Survey items

Senior to essential course concepts. summarizes surveys; semester were updated for specific

Survey Department Chair for both majors to meet industry

(GSS) reviews results fall and needs

spring

gradu-

ates

Minutes Depart- Curriculum Review: Faculty Ffaaccuultlytypproroggraramm Biannual Changes to courses and
ment review program competencies ccoooorrddiinnaattoorrss.or degree plans were made
and curriculum elements to representative write to best prepare students

identify areas in need of summary and report for progression toward

modification. Minutes of to Department Chair. graduation and

department faculty meetings professional success;

reflect curriculum review. changes were approved

through department,

college, and university

channels

Data Gradu- Conduct exit interviews with Department Chair in Annual This practice was
ates focus groups of graduating collaboration with discontinued. While some
seniors. faculty program useful data was obtained,
coordinators conduct the response rate to
exit interviews and invitations to attend exit
prepare summary interviews was low. In
report. keeping with the Guiding
Principle “Simplicity of
implementation is
required” exit interviews
were discontinued rather
than invest additional
efforts to increase
participation.

40 TAFCS Research Journal 8(1), 2021

Indicator/ Evaluation Evaluation Method Responsibility Time Actions Based on 15-
Objective Source Description Frame Year Application

1.2e Minutes Advisory Industry representatives validate Department Chair in Annual Ongoing as planned.

Boards essential concepts within the collaboration with

curriculum. Department Advisory faculty program

Board members review existing coordinators write

curriculum elements and summary.

indicate important elements and

new areas that should be

included.

1.3 Faculty Records Depart- Evaluate course development Department Chair in Annual Ongoing as planned.
Both new and existing
members grow ment efforts by department. collaboration with courses were developed
and improved
and develop faculty program

course coordinators writes

offerings. summary report from

individual faculty

activity reports.

1.4a Students react Survey College Teaching Evaluation Survey College ACI will Fall and Ongoing as planned.

positively to (TES) - examine descriptive distribute and spring Technology enabled

classroom measures and trends in results summarize survey semes- improvements were made

instruction. from TES. results; Department ters in the distribution,

Chair will review the collection, scoring, and

results with faculty reporting of the Teaching

program Evaluation Survey. The

coordinators. University added

questions in addition to

the traditional College

questions.

41 TAFCS Research Journal 8(1), 2021

1.4b Data Gradu- Conduct exit interviews with Department Chair in Annual This practice was
ates focus groups of graduating collaboration with discontinued. While some
seniors. faculty program useful data was obtained,
coordinators conduct the response rate to
exit interviews and invitations to attend exit
prepare summary interviews was low. In
report. keeping with the Guiding
Principle “Simplicity of
implementation is
required” exit interviews
were discontinued rather
than invest additional
efforts to increase
participation.

1.5 Students are Data College, Review University retention College secures Five-year Ongoing as planned.
retained. University reports comparing program
information for cycle The university has vastly
statistics to college and
university statistics. distribution to increased the detail and

departments via the availability of data

Department Chair. available. Retention data

is now available to

program level leaders.

Data is now available at

more frequentintervals:

biannual.

1.6 Full time Data College, Calculate ratios of FTE to Department Chair Biannual Ongoing as planned.

faculty University number of courses offered and prepares and

members number of majors. disseminates report.

provide

instruction in

an appropriate

number of

course

offerings.

1.7 Class sizes are Data College, Establish class size data: Department Chair Biannual Ongoing as planned.
at an University range, mean, median, trends.
appropriate prepares and Class size has increased
level.
disseminates report. with financial pressures.

42 TAFCS Research Journal 8(1), 2021

1.8 Innovative Records Depart- Evaluate instruction innovation Department Chair in Annual Ongoing as planned. The
University, College, and
instructional ment efforts by department. collaboration with programs have
increasingly offered
approaches faculty program innovative training based
on emerging
are coordinators writes technologies.

incorporated summary report from

into the individual faculty

classroom, as activity reports.

appropriate.

43 TAFCS Research Journal 8(1), 2021

Goal 2. Physical Facilities 15-Year Outcomes
Over the 15-year period, most of the assessment strategies related to FCS

curriculum and instruction remained constant, providing data and feedback needed in an excellent
and consistent manner (see Tables 2-6).

The assessment plan related to Goal 2. Physical Facilities ran smoothly over the 15-year
period providing useful information to guide expenditures and maintenance of the FCS physical
plant. In general, students and faculty members were satisfied with the physical facilities and the
way they were routinely maintained and updated. The construction of a new building for the
College in a regional location was regarded positively; yet it is recognized that the new building
does not significantly change the facilities used by FCS on the main campus.

The only data collection tools related to physical facilities discontinued from use in the
overall Assessment System were the focus groups of graduating students. All others were judged
to be useful to guide quality.

Goal 3. FCS Graduate Placement 15-Year Outcomes
While the tools identified in the Assessment Strategy remain viable for obtaining useful

input to program quality with regard to graduate placement, it is clear that over the 15-year period
of this observation that collection of uniform information on graduate placement on a consistent
basis continues to be a problematic. Administration and collection of data via alumni and
employer surveys has not been consistently accomplished according to the Assessment Strategy
outlined. The result is lessened capability to know the placement of graduates, including salary
information. While multiple factors influenced this weakness, it is noted that collection of
employer and alumni data is not easily accomplished when those individuals are no longer
intimately tied to the campus. To mitigate the situation, a new assessment tool was added to the
Assessment Strategy in 2015. The graduation day exit survey was designed and administered to
44 TAFCS Research Journal 8(1), 2021

FCS students as they participate in the commencement ceremony. Faculty and staff continue to
review the data provided and seek improvements in this survey, as well as consider other means of
gathering accurate and consistent data on graduate placement. The Assessment System will
continue to be improved in this area based on identified needs.
Goal 4. Student Services and Outreach 15-Year Outcomes

A major change was implemented in the areas of Student Services and Outreach because of
the data obtained from the Assessment System. Based on the feedback obtained, the College
moved from a centralized advising system to a de-centralized system where student academic
advisers were embedded in the departments related to the students they served. The FCS program
areas were assigned their own advisor who was housed in the FCS building. This change was
consistent with the Assessment System data obtained from students, faculty, staff, and
administrators. Experience with this change indicates positive results in student satisfaction,
records and processes, communications, and recruitment. Hence, as one factor in the initiation of
the change to the de-centralized advising format, the Assessment System was judged to be useful.
Goal 5. FCS Alumni and Industry 15-Year Outcomes

Review of the results of the Assessment System regarding FCS alumni and industry
support over the 15-year period show that the System provides valuable information to guide
alumni and industry relations. While improvements in alumni survey methodology would be
beneficial, other indicators show strong alumni and industry support for the college and its
programs. Strong and active advisory boards, as well as financial donations, and participation in
college events are positive evidence of healthy relationships. The assessment system related to
alumni and industry data was judged to be beneficial and effective over the 15-year period.

45 TAFCS Research Journal 8(1), 2021

Conclusions and Implications
This case study enabled a detailed view of one strategy for the development and
application of a system for assessment and continuous improvement of FCS academic programs
and provided a positive answer to the research question, “Can an introspective system for
continuous improvement and assessment of academic programs be developed, applied, and
sustained over an extended period of time?” It is offered as a tool to professionals in their
endeavors to evaluate and enhance FCS program quality.
By understanding critical aspects of existing programs, better choices can be made for
program and program component development, enhancement, redirection, and relocation.
Informed decision making is improved by having appropriate data available on a consistent and
timely basis. Rather than hurriedly seeking data or information when prompted by a current
situation or crisis, a consistently applied comprehensive system of data collection more
conveniently allows information to be available when needed.
In this case, the introspective assessment system was used to facilitate examination and
improvement throughout an entire college. The FCS programs then benefited from its application
(see Figure 1). This is supportive of the AAFCS emphasis on program assessment, especially via
the AAFCS Council for Accreditation. Hence, such a comprehensive system could be used at
other institutions by FCS programs, departments, and colleges to meet assessment needs.

46 TAFCS Research Journal 8(1), 2021

Figure 1: Sequence to Program Level Assessment & Planning

Overall, the experience of this case indicated that (a) goals focus efforts, (b) indicators of
goal attainment point to methods of measurement (c) ad-hoc measures that already take place are
viable candidates for inclusion in a comprehensive system, (d) assessment of goal attainment
allows guided improvement, (e) improvement enriches student and faculty academic experience,
and (f) enriched experience leads to greater and improved goal attainment.

First, goals focus efforts. In this case, guiding principles were established to assure that the
needs of the multiple stakeholders were met. Institutional needs vary from school to school. Thus,
while for this institution stakeholder involvement, simplicity of implementation, utility of
information, and accreditation requirements were important, other institutions might have other
guiding principles. Yet, whatever they are, the guiding principles set the stage for the
establishment of a mission and subsequent goal(s). This enables focus, follow through, and system
evaluation. The mission in this case, “Develop a process for acquiring and disseminating
information that will help programs excel, endure and become stronger,” was closely tied to
program viability and enhancement.

Second, selection of areas to be measured allows FCS programs to focus on the facets that
contribute to program viability that are most critical for that institution. While curriculum,
instruction, facilities, program identity, graduate placement, financial resources, student services,
47 TAFCS Research Journal 8(1), 2021

alumni relationships, industry relationships, and administrative support may be important as they
were in this case, others may be more critical in another university setting. Creation of goal
statements, then, allows the development of indicators and the application or creation of
measurement tools. The emphasis in this case was on using or refining, when possible, existing
measurement tools rather than creating new tools and processes. Limiting work was essential.

Third, assessment of goal attainment allows guided improvement. By understanding to
what extent a program is meeting, exceeding, or falling short, FCS professionals are better
positioned to make constructive changes. With limitations on faculty and financial resources it is
imperative that efforts are placed where they are most needed. Concrete information reflecting the
level of goal attainment provides valid input for the selection of program improvement efforts.

Fourth, improvement enriches student and faculty academic experience. Guided efforts to
enhance program components, while often designed to improve aspects of programs for students,
also have beneficial outcomes for faculty. Both students and faculty can gain, not only from the
specific changes or improvements made, but also from the opportunity to be engage in a
productive, dynamic environment.

Fifth, enriched experience leads to greater and improved goal attainment. Application of
an introspective system for continuous improvement and assessment can provide a circular cycle
of assessment – improvement - enriched experience - assessment, etc. whereby each assessment
provides stimulation for improvements which foster enriched experience and ultimately enhanced
FCS program quality. Hence, efforts to apply a comprehensive system for continuous
improvement and assessment such as that outlined in this case study offer one opportunity to
enhance FCS program quality.

48 TAFCS Research Journal 8(1), 2021

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