Program: Fashion Design and Merchandising (BS)
Degree: Bachelor's
Date: Thu Aug 28, 2014 - 12:14:04 pm
1) Institutional Learning Objectives (ILOs) and Program Student Learning Outcomes (SLOs)
1. Industry Processes: Outcome 1: 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.
(1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 2a. Think critically and creatively, 2b. Conduct research)
2. Industry Processes: Outcome 2: The student can conduct evaluations of apparel product quality using industry standards, regulatory agency criteria, and appropriate industry terminology.
(1b. Specialized study in an academic field, 2a. Think critically and creatively)
3. Industry Processes: Outcome 3: The student can conduct professional ASTM or AATCC industry tests for textile performance.
(1b. Specialized study in an academic field, 2b. Conduct research, 3a. Continuous learning and personal growth)
4. Industry Processes: Outcome 4: 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.
(2b. Conduct research, 3a. Continuous learning and personal growth)
5. Appearance and Human Behavior: Outcome 5: The student can conduct, interpret and present the results of research that integrates historic and socio-cultural data with knowledge of the role of dress in human behavior.
(1a. General education, 1b. Specialized study in an academic field, 1c. Understand Hawaiian culture and history, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture, 3d. Civic participation)
6. Aesthetics and the Design Process: Outcome 6: The student can conduct systematic assessments of the use and significance of design elements and other aesthetic factors in fashion-related products and personal appearances, and in industry promotion and image-related materials.
(1b. Specialized study in an academic field, 2a. Think critically and creatively, 2b. Conduct research, 3a. Continuous learning and personal growth)
7. Global Interdependence: Outcome 7: 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.
(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research)
8. Ethics and Social Responsibility: Outcome #8: The student can distinguish between professional and unprofessional behaviors and can describe and critique ethical and unethical industry practices.
(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)
9. Critical and Creative Thinking: Outcome #9: The student can employ critical thinking, creativity, and technical skill mastery to prepare a substantive pre-employment portfolio appropriate for an emerging industry professional.
(1a. General education, 1b. Specialized study in an academic field, 2a. Think critically and creatively, 2c. Communicate and report, 3a. Continuous learning and personal growth)
10. Professional Development: Outcome #10: The student can prepare and deliver a well organized oral presentation that exhibits textiles and apparel subject matter knowledge; utilizes presentation tools common to the profession; and that demonstrates poise, confidence, and effective use of visuals.
(1a. General education, 1b. Specialized study in an academic field, 2b. Conduct research, 2c. Communicate and report, 3a. Continuous learning and personal growth, 3b. Respect for people and cultures, in particular Hawaiian culture)
2) Your program's SLOs are published as follows. Please update as needed.
Department Website URL: http://www.ctahr.hawaii.edu/fcs/FDM.aspx Student Handbook. URL, if available online: NA Information Sheet, Flyer, or Brochure URL, if available online: http://www.ctahr.hawaii.edu/fcs/Students/FDM/Courses.aspx
UHM Catalog. Page Number: Course Syllabi. URL, if available online: Other: Distributed in FDM 101 & explained by instructor Other: Distributed in FDM 482 & 4923) Select one option:
- File (03/16/2020)
4) For your program, the percentage of courses that have course SLOs explicitly stated on the syllabus, a website, or other publicly available document is as follows. Please update as needed.
0% 1-50% 51-80%
81-99% 100%5) Did your program engage in any program assessment activities between June 1, 2013 and September 30, 2014? (e.g., establishing/revising outcomes, aligning the curriculum to outcomes, collecting evidence, interpreting evidence, using results, revising the assessment plan, creating surveys or tests, etc.)
Yes No (skip to question 14)6) For the period between June 1, 2013 and September 30, 2014: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Twenty-fout FDM students were assessed during their exit presentations in the spring of 2014. This assessment aimed at determining how well FDM students met nine FDM program outcomes including: 1) Industry processes: current issues, 2) Textile and apparel product & terminology, 3) Industry standard test methods, 4) Ethics and social responsibility, 5) Historic and socio-cultural knowledge on human behavior, 6) Conduct systematic analysis of design elements, 7) International trade practices, 8) Identify professional and ethical & unethical practices, and 9) Use critical thinking creativity & technical skill in preparing portfolio. These objectives were measured on a five point scale with 1 representing performance does not meet criteria established in the objective, 3 representing performance adequately meets criteria, and 5 representing performance exceeds criteria.
7) State the type(s) of evidence gathered to answer the assessment question and/or meet the assessment goals that were given in Question #6.
Twenty-four FDM students were assessed their senior portfolios by five faculty members. All 24 senior portfolios were collected and reviewed. In addition, oral presentations were given discussing FDM topics. Portfolios consisted of projects, papers, presentation materials, and exams FDM students were required to complete throughout the FDM program. All of the required portfolio materials were designed to determine mastery of specific program both seven goals and outcomes. The exit presentation was designed to evaluate students' knowledge, communication skills, poise, and confidence that were developed throughout the program.
8) State how many persons submitted evidence that was evaluated. If applicable, please include the sampling technique used.
Twenty-four FDM students were assessed during their exit presentations in the spring of 2014. Students' portfolio and oral presentation were evaluated by five faculty members. Students introduced themselves and described their learn experiences in the program as well as internship experience. Also, they presented themselves, study journey, and select one of questions from faculty members question bank as key presentation.
9) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Course instructor(s) Faculty committee Ad hoc faculty group Department chairperson Persons or organization outside the university Faculty advisor Advisors (in student support services) Students (graduate or undergraduate) Dean/Director Other: 10) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
Used a rubric or scoring guide Scored exams/tests/quizzes Used professional judgment (no rubric or scoring guide used) Compiled survey results Used qualitative methods on interview, focus group, open-ended response data External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam) Other: 11) For the assessment question(s) and/or assessment goal(s) stated in Question #6:
Summarize the actual results.
Outcome #1 Integrate knowledge, theories, and skills = 4.48/5
Outcome #2 Quality evaluations & terminology = 4.37/5
Outcome #3 Industry standard test method = 4.26/5
Outcome #4 Labor, environmental impacts = 4.33/5
Outcome #5 Historic, socio-cultural knowledge on human behavior = 4.57/5
Outcome #6 Systematic analysis of design elements= 4.25/5
Outcome #7 International trade practices = 4.3/5
Outcome #8 professional and ethical & unethical practices = 4.63/5
Outcome #9 critical thinking creativity & technical skill in preparing portfolio = 4.37/5
12) State how the program used the results or plans to use the results. Please be specific.
Students' presentations have improved in three items (Outcome #2, 5 & 6) and the others are maintain very closed previous semester according the results of faculty evaluation. Data from this assessment suggest that students' knowledge were much evenly score in all area compared to last year. However, they were strong in their knowledge and presentation of ethics, social responsibility, and professional development but needed more work in the areas of current issues quality evaluations and terminology, analysis of design elements, current labor issues, political and cultural issues, environmental impacts and integrating data to produce reports about international trade practices. Assessment results indicate that students are exiting the program with little tangible evidence of familiarity with current apparel business and industry issues regarding current labor issues, responsibility, sustainability, and global interdependence.
13) Beyond the results, were there additional conclusions or discoveries?
This can include insights about assessment procedures, teaching and learning, program aspects and so on.
Two major changes. First, a total of required credit hours have been reduced from 126 to 120 for two years. Secondly, our program has been revised as Fashion Design & Merchandising (FDM) more than one year since August 2013. Due to very limited display space for historic costume exhibition, retaile store for merchandising class, and a ballroom for senior students' design fashion show, faculty members of FDM were working very hard to collaborate with different venues to exhibit our student’s design, projects, and creative works. There were five students' creative works were double-blind reviewed and presented in the International Textiles and Apparel Association annual meeting, November 2013.
14) If the program did not engage in assessment activities, please explain.
Or, if the program did engage in assessment activities, please add any other important information here.
N/A