Program: Fashion Design and Merchandising (BS)
Date: Thu Oct 08, 2015 - 6:38:09 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.
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 & 492
3) Please review, add, replace, or delete the existing curriculum map.
- 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.
5) Did your program engage in any program learning assessment activities between June 1, 2014 and September 30, 2015?
No (skip to question 16)
6) What best describes the program-level learning assessment activities that took place for the period June 1, 2014 to September 30, 2015? (Check all that apply.)
Collect/evaluate student work/performance to determine SLO achievement
Collect/analyze student self-reports of SLO achievement via surveys, interviews, or focus groups
Use assessment results to make programmatic decisions (e.g., change course content or pedagogy, design new course, hiring)
Investigate curriculum coherence. This includes investigating how well courses address the SLOs, course sequencing and adequacy, the effect of pre-requisites on learning achievement.
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)
7) Briefly explain the assessment activities that took place in the last 18 months.
A total of thirty-one FDM students were assessed their senior portfolios by five faculty members in Dec 12, 2014 and May 6, 2015. All 31 senior students presented their oral presentations and evaluated by faculty members. The exit presentation was designed to evaluate students' knowledge, communication skills, poise, and confidence that were developed throughout the program. Portfolios consisted of projects, papers, presentation materials, internship activities, 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.
8) What types of evidence did the program use as part of the assessment activities checked in question 6? (Check all that apply.)
Direct evidence of student learning (student work products)
Assignment/exam/paper completed as part of regular coursework and used for program-level assessment
Capstone work product (e.g., written project or non-thesis paper)
Exam created by an external organization (e.g., professional association for licensure)
Exit exam created by the program
IRB approval of research
Oral performance (oral defense, oral presentation, conference presentation)
Portfolio of student work
Publication or grant proposal
Qualifying exam or comprehensive exam for program-level assessment in addition to individual student evaluation (graduate level only)
Supervisor or employer evaluation of student performance outside the classroom (internship, clinical, practicum)
Thesis or dissertation used for program-level assessment in addition to individual student evaluation
Indirect evidence of student learning
Alumni survey that contains self-reports of SLO achievement
Employer meetings/discussions/survey/interview of student SLO achievement
Interviews or focus groups that contain self-reports of SLO achievement
Student reflective writing assignment (essay, journal entry, self-assessment) on their SLO achievement.
Student surveys that contain self-reports of SLO achievement
Program evidence related to learning and assessment
(more applicable when the program focused on the use of results or assessment procedure/tools in this reporting period instead of data collection)
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
9) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
A total of 31 students were evaluated: 15 from Fall 2014 and 18 from Spring 2015. All students presented their oral presentation and portfolios.
10) Who interpreted or analyzed the evidence that was collected? (Check all that apply.)
Ad hoc faculty group
Persons or organization outside the university
Advisors (in student support services)
Students (graduate or undergraduate)
11) How did they evaluate, analyze, or interpret the evidence? (Check all that apply.)
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)
12) Summarize the results of the assessment activities checked in question 6. For example, report the percent of students who achieved each SLO.
Outcome #1 Integrate knowledge, theories, and skills = 3.86/5,
Outcome #2 Quality evaluations & terminology = 3. 35/5.
Outcome #3 Industry standard test method = 4.31/5,
Outcome #4 Labor, environmental impacts = 3.91/5,
Outcome #5 Historic, socio-cultural knowledge on human behavior = 3. 768/5,
Outcome #6 Systematic analysis of design elements= 3.559/5,
Outcome #7 International trade practices = 3.52/5,
Outcome #8 professional and ethical & unethical practices = 3.19/5,
Outcome #9 critical thinking creativity & technical skill in preparing portfolio = 3.91/5.
13) What best describes how the program used the results? (Check all that apply.)
Course changes (course content, pedagogy, courses offered, new course, pre-requisites, requirements)
Personnel or resource allocation changes
Program policy changes (e.g., admissions requirements, student probation policies, common course evaluation form)
Students' out-of-course experience changes (advising, co-curricular experiences, program website, program handbook, brown-bag lunches, workshops)
Celebration of student success!
Results indicated no action needed because students met expectations
Use is pending (typical reasons: insufficient number of students in population, evidence not evaluated or interpreted yet, faculty discussions continue)
14) Please briefly describe how the program used the results.
Students’ presentations have good knowledge according the results of faculty evaluation. Data from this assessment shows that students were strong in their knowledge and presentation of professional and Industry standard test method. About their knowledge related to ethics, social responsibility, and professional development needed more work in the areas of current issues involving quality evaluations and terminology, analysis of design elements, current labor issues, environmental impacts and integrating data to produce reports about international trade practices.
15) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, and great achievements regarding program assessment in this reporting period.
APDM curriculum committee concluded that to adjust minor course will discuss more in-depth in the next coming curriculum meeting. Also, FDM minor will more flexible course selection.