Miller Hall, Room 110
2515 Campus Road
Honolulu, HI 96822
Email: FCS@ctahr.hawaii.edu
Web: ctahr.hawaii.edu/fcs/FCS

Faculty

Fashion Design and Merchandising Faculty

Y. Bahng, PhD—retailing, international merchandising, and entrepreneurship
M. A. Cristi-Kim, MS—retail buying and merchandising; consumer behavior in fashion
J. Kang, PhD—consumer behavior in digital commerce; apparel product development and retail store design using 2D/3D CAD
S. Lin, PhD—textile/costume conservation, product lifecycle management, smart clothing and body scanning
M. K. McCarthy, PhD—fashion design, fashion illustration, pattern drafting, draping, and apparel construction
A. H. Reilly, PhD—social psychology of appearance, Hawai‘i Fashion Industry

Human Development and Family Studies Faculty

T. N. Le, PhD, MPH (Chair)—risk and resilience of Asian and Indigenous youth; mindfulness-based interventions
M. Cheang, DrPH—family resource management, family caregiving
S. Eng, PhD—family relationship dynamics, social capital, domestic violence, home gardening, program evaluation, Cambodian families
R. H. Kuwahara, MEd—early childhood education, guidance and discipline, and child development
L. A. Yancura, PhD—stress and aging, research methodology, grandparents raising grandchildren, family caregivers
B. W. K. Yee, PhD—Asia and Pacific Islander adult development and aging, women’s health, Southeast Asians, minority career paths

Degrees Offered: BS in fashion design and merchandising, minor in merchandising, BS in human development and family studies, MEd in early childhood education in conjunction with the College of Education

The Academic Program

The Department of Family and Consumer Sciences has been an integral part of the land-grant system and of UH since 1907. The department offers two bachelor of science degree programs: Fashion Design and Merchandising (FDM) and Human Development and Family Studies (HDFS).

The FDM program integrates theoretical and applied knowledge regarding apparel design, consumer textiles, historic costume, apparel production, and apparel marketing and merchandising theory and practice, both domestic and international. The program fosters the development of professionals prepared for management-level positions in business and industry, such as apparel designer, buyer, merchandise manager, sales representative, costume designer, manufacturer, and store owner. An internship providing work experience related to a student’s career interests is required.

HDFS is a Bachelor of Science degree program that provides students with a comprehensive, ecological systems-based program of study in life span development and family resource management. The HDFS curriculum emphasizes the study of child, adolescent, adult development; family development (such as marriage and parenting); family resource management (such as consumer and family economics and family management); community needs; and leadership in human services occupations.

The program requires an internship providing work experience related to a student’s career interests. Students are prepared for bachelor-level careers in human and family services, and for graduate training in child and family studies, early childhood education, life span development, family life education, family and consumer sciences, and marriage and family therapy.

With supplementary course work, students may pursue graduate training in other social science disciplines such as social work, educational counseling, public health, urban and regional planning (e.g., community development), sociology, psychology, and law.

In addition to courses offered in the department, there are professional and honor society organizations. Phi Upsilon Omicron is a national honor society in family and consumer sciences with membership by invitation. Friends of the Family (FOF) provides service and professional experiences for HDFS majors while Innovators of Fashion (IF) does the same for FDM majors. Majors from any discipline are welcome to join FOF and FAB.

Undergraduate Study

Students are encouraged to come for initial advising before registering for the first year at UH Mānoa or prior to their application for admission as a transfer student.

Academic Advising

For academic advising, see the contact information in the front section. Academic advisors are available by appointment only, Monday-Friday from 8:30 a.m.-3:30 p.m. (except holidays). Gilmore Hall, first floor, email: ctahradv@hawaii.edu. Advising website: ctahr.hawaii.edu/ugadvising.

Career Advising

Contact faculty within your program area.

Fashion Design and Merchandising Program

Fashion Design and Merchandising (FDM) is a comprehensive undergraduate program whose mission is to prepare students with appropriate knowledge and skills for career positions in apparel and fashion-related industries. Classroom work is enhanced by one of the largest costume collections at a university in the U.S., giving students and faculty a rich source of items to draw upon for their classes and projects. In addition, students have the opportunity to use web-based technologies to supplement classroom activities. Opportunities to study at other universities and to participate in study tours to fashion centers of the world are another plus. A strong foundation for graduate study in apparel and related areas is provided.

Entrance Requirements

New students may be admitted directly into the program when they apply to UH Mānoa. Students transferring from other colleges/schools within the UH System or from other universities must have a minimum GPA of 2.0 to be considered for admission to FDM.

Degree Requirements

Majors in the Fashion Design and Merchandising Program take a core set of courses that gives them the foundation to succeed in either the design or merchandising specialization. All students are required to complete an internship to give them field experience and take a capstone course to demonstrate their skills and knowledge at the end of their tenure at the university. Additional elective courses to be taken to make a total of 120 credits in order to graduate.

Core Courses

  • FDM 101–Introduction to the Fashion Industry
  • FDM 200–Culture, Gender, and Appearance
  • FDM 205–Basic Apparel Construction
  • FDM 210–Western World Fashion History
  • FDM 221–Textiles I
  • FDM 301–Fashion Forecasting/Marketing
  • FDM 492–Internship
  • FDM 495–Capstone Portfolio

Merchandising and Design Tracks

Students focus in one of two areas to develop a specialization in either merchandising or design.

  • Design Track: FDM 215, 216, 315, 316, 330, 420
  • Merchandising Track: FDM 339, 367, 371, 375, 411, 437, 471

Elective Courses

Electives can be used to complete credit requirements for the university.

  • FDM 269, 321, 321L, 338, 360, 430, 460, 491, 496, 499

For information on a Bachelor Degree Program Sheet, go to www.manoa.hawaii.edu/ovcaa/programsheets/.

Minor

The merchandising minor gives students who are not FDM majors the opportunity to gain the required theory and applied skills to understand the merchandising/retailing function and skillfully employ techniques that encourage consumers to interface with products and services locally or internationally. Merchandising/retailing is the largest private employer segment of Hawai‘i’s business community. Minimum GPA of 2.0 needed to be considered.

Goals and Objectives for all Students

Industry Processes

  1. The student can apply basic construction techniques appropriate to particular fabric characteristics and garment type;
  2. The student can conduct evaluations of apparel product quality using industry standards, regulatory agency criteria, and appropriate industry terminology;
  3. The student can identify fashion trends and create professional presentations including environment and market analyses, consumer research, and a competitive analysis;

Appearance and Human Behavior

  1. The student can conduct, interpret, and present the results of research that examines the socio-cultural role of dress in human behavior;

Ethics & Social Responsibility

  1. The student can discuss current issues and concerns in the textile and apparel industries and can evaluate the social and ethical consequences of these;

Professional Development

  1. The student can employ critical thinking, creativity, and technical skill mastery to prepare a substantive pre-employment portfolio appropriate for an emerging professional. The student will apply content learned in the classroom to real-world situations in the fashion industry

Goals and Objectives for Design Track

  1. The student can identify the basic principles of block pattern & pattern drafting and demonstrate the appropriate manipulation of the block as applied in the apparel industry;
  2. The student can create professional illustrations of designs according to industry standards;
  3. The student can demonstrate design creativity through sketches and storyboard presentations based on market research and construct garments using pattern development and industrial sewing techniques;
  4. The student can evaluate alternative construction methods for specific fabrics and apply appropriate construction methods to create original garments;
  5. The student can demonstrate ability in both the conceptual and technical aspects of apparel design and develop a creative collection for the fashion.

Goals and Objectives for Merchandising Track

  1. The student can integrate and present knowledge of visual merchandising concepts and processes as well as merchandise presentation techniques by creating 3D virtual stores;
  2. The student can integrate knowledge of business operations, theories of consumer behavior, and quantitative skills to prepare comprehensive research-based manufacturing, merchandising, and retailing plans;
  3. The student can discuss current issues and concerns in the textile and apparel industries, including global issues regarding labor conditions, social responsibility and environmental impacts, and can evaluate the social and ethical consequences of these;
  4. The student can distinguish between professional and unprofessional behaviors and can describe and critique ethical and unethical industry practices;
  5. The student can integrate current political, cultural, and economic data with economic theories, practices and policies to produce research-based reports on international trade conditions and practices;
  6. The student can identify and present practices in brand architecture and effective brand-building strategies such as functional-level, corporate-level, and business-level strategic directions;
  7. The student can integrate knowledge of industry operations, theories of consumer behavior, and quantitative skills to prepare comprehensive research-based manufacturing and merchandising plans that include creative design components and typical industry documents based on quantitative data.

Human Development and Family Studies

The Human Development and Family Studies (HDFS) (formerly Family Resources (FAMR) Program) provides students with a comprehensive education in family development and resource management, including course work and study in the areas of human development, family relations, parenting, family economics and resource management, consumer economics, community leadership and resource development. The curriculum prepares students to work proactively in multicultural settings to enhance the quality of family life, providing students with an understanding of:

  • The changing needs and dynamics of families over time;
  • The management of personal, family, and community resources to meet these needs;
  • The growth and development of individuals over the human life cycle;
  • The interrelationship of individuals, families, and communities in the context of diverse socio-economic and cultural systems.

Students gain a systems perspective of how families operate by studying the theoretical and applied literature that addresses the biological, social, cultural, psychological, and economic well-being of individuals and families and the environments in which they live. Students also study the changing functions of the family, the roles of its members, and the community programs and policies that affect the decisions and wellbeing of families and consumers. HDFS courses provide students with knowledge that they can apply to their personal development and family life. An internship in the student’s area of interest is an integral part of the curriculum.

Entrance Requirements

New students may be admitted directly into the program when they apply to UH Mānoa. Students transferring from other colleges/schools within the UH System or from other universities must have a minimum GPA of 2.0 to be considered for admission to HDFS.

Degree Requirements

Majors in the Human Development and Family Studies program must take a core set of courses that provide the fundamental concepts for the base for their learning. Support courses provide more depth and variation to the curriculum as they start to focus on a career path. An internship in the student’s area of interest is an integral part of the curriculum and professional development. Additional elective courses to be taken to make a total of 120 credits in order to graduate.

Core Courses

  • HDFS 230–Human Development*
  • HDFS 340–Intimacy, Marriages and Families*
  • HDFS 360–Family Resource Management*
  • HDFS 380–Research Methodology*
  • HDFS 380L–Research Methodology Laboratory*
  • HDFS 492–Internship (180 hours, to be taken in the final semester before graduating)
  • HDFS 495–Capstone Portfolio (to be taken in the final semester before graduating)

*In order to continue with and graduate from the HDFS program, these courses must be passed with a grade of C (not C-) or higher.

Support Courses

A total of 12 credits from HDFS Support Courses must be completed. Students must take at least one support course from each of three categories (9 credits)

  • Human Development: HDFS 331, 332, 333, 334
  • Family Development: HDFS 341, 425, 444, 445
  • Family Resource Management: HDFS 361, 363, 454, 455, 468

Students must also take one additional course (3 credits) from one of the groups above or one of the following: HDFS 350, 352, 365, 435.

For information on a Bachelor Degree Program Sheet, go to
www.manoa.hawaii.edu/ovcaa/programsheets/.

Goals and Objectives

Students completing the HDFS degree are expected to achieve the following goals and objectives:

Goal 1: Acquire a knowledge base in human development.

Objective 1. Demonstrate criterion level knowledge of stages, processes, and ranges of typical human development

Goal 2: Acquire a knowledge base in family science and resource management.

Objective 1. Demonstrate criterion level knowledge of family diversity in the global community.
Objective 2. Demonstrate criterion level knowledge of family resource management processes.

Goal 3: Acquire a knowledge base of the community context in which family functioning and development take place.

Objective 1. Demonstrate criterion level knowledge of the effects of context (social, economic, political, historical, and cultural environment) on family functioning and development.

Goal 4: Acquire professional skills

Objective 1. Demonstrate criterion level skills in written communication.
Objective 2. Demonstrate criterion level skills in oral communication.
Objective 3. Demonstrate a basic level of computer literacy.
Objective 4. Demonstrate basic competence in “helping” skills.
Objective 5. Demonstrate basic research skills.

Goal 5: Apply knowledge and professional skills to address issues encountered in professional settings.

Objective 1. Demonstrate critical thinking skills and problem solving abilities.
Objective 2. Demonstrate commitment to professional values and ethical behavior.
Objective 3. Demonstrate a satisfactory level of preparation for the world of work and responsibility for continued professional growth.

Additional Opportunities

Provisional Certified Family Life Educator

The National Council on Family Relations (NCFR) has approved the human development and family studies undergraduate program as meeting the standards and criteria required for the Provisional Certified Family Life Educator (CFLE) designation. Fully certified Family Life Educators work in the areas of program development, implementation, evaluation, teaching, training, and research related to individual and family well-being. Among other activities, they conduct workshops in parenting, marital relationships, and resource management, in hospitals, HMOs, clinics, and schools. HDFS graduates who complete the specified courses in ten family life substance areas can apply to NCFR for Provisional Certification. Once a graduate has completed two years of work experience in preventive, educational activities related to family well-being, the graduate can apply for full CFLE certification. HDFS internships, which include documented FLE activities may be used as part of the required work experience.

Master of Education in Early Childhood Education

The Department of Family and Consumer Sciences in the College of Tropical Agriculture and Human Resources and the College of Education Departments of Curriculum Studies and Special Education offer an interdisciplinary program leading to the degree of master of education in early childhood education.

MEd in early childhood education requirements are located in the College of Education Departments of Curriculum Studies and Special Education section of this Catalog.