Unit: Family & Consumer Sciences
Program: Fashion Design and Merchandising (BS)
Degree: Bachelor's
Date: Thu Oct 25, 2018 - 3:46:37 pm

1) Program Student Learning Outcomes (SLOs) and Institutional Learning Objectives (ILOs)

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.

2. Industry Processes: Outcome 2: The student can conduct evaluations of apparel product quality using industry standards, regulatory agency criteria, and appropriate industry terminology.

3. Industry Processes: Outcome 3: The student can conduct professional ASTM or AATCC industry tests for textile performance.

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.

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.

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.

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.

8. Critical and Creative Thinking: Outcome #8: The student can distinguish between professional and unprofessional behaviors and can describe and critique ethical and unethical industry practices.

9. Professional Development: 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.

2) Your program's SLOs are published as follows. Please update asneeded.

Department Website URL: https://cms.ctahr.hawaii.edu/fcs
Student Handbook. URL, if available online: https://cms.ctahr.hawaii.edu/Portals/176/Documents/FDM_Booklet_2018.pdf
Information Sheet, Flyer, or Brochure URL, if available online: https://cms.ctahr.hawaii.edu/Portals/176/Documents/FDM_Booklet_2018.pdf
UHM Catalog. Page Number:
Course Syllabi. URL, if available online: https://cms.ctahr.hawaii.edu/fcs/Undergraduate/Courses/FDM-Course-Descriptions

3) Please review, add, replace, or delete the existing curriculum map.

Curriculum Map File(s) from 2018:

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) Does the program have learning achievement results for its program SLOs? (Example of achievement results: "80% of students met expectations on SLO 1.")(check one):

Yes, on some(1-50%) of the program SLOs
Yes, on most(51-99%) of the program SLOs
Yes, on all(100%) of the program SLOs

6) Did your program engage in any program learning assessment activities between June 1, 2015 and October 31, 2018?

No (skip to question 17)

7) What best describes the program-level learning assessment activities that took place for the period June 1, 2015 to October 31, 2018? (Check all that apply.)

Create/modify/discuss program learning assessment procedures (e.g., SLOs, curriculum map, mechanism to collect student work, rubric, survey)
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)
No (skip to question 17)
Investigate other pressing issue related to student learning achievement for the program (explain in question 7)

8) Briefly explain the assessment activities that took place.

Fashion, Design & Merchandising (FDM) program held senior student oral presentation and FDM faculty members evaluated all senior portfolio each semester. All faculty members evaluate students' presentations and portfolio.


9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)

Artistic exhibition/performance
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
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
Assessment-related such as assessment plan, SLOs, curriculum map, etc.
Program or course materials (syllabi, assignments, requirements, etc.)
Other 1:
Other 2:

10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.

A total of 17 seniors presented their oral exit presentations and submitted their portfolios in Fall 2018 and 18 students in the Spring 2018. 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.


11) 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)

12) 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)

13) Summarize the results of the assessment activities checked in question 7. For example, report the percentage of students who achieved each SLO.

Summarize the actual results based on Fall 2017.

Outcome #1 Integrate knowledge, theories, and skills = 4.28125 / 5

Outcome #2 Quality evaluations & terminology = 4.088235 / 5

Outcome #3 Industry standard test method = 4.235294 / 5

Outcome #4 Labor, environmental impacts = 4.076923 / 5

Outcome #5 Historic, socio-cultural knowledge on human behavior = 4.076923 / 5

Outcome #6 Systematic analysis of design elements= 4.441176 / 5

Outcome #7 International trade practices = 4.25 / 5

Outcome #8 professional and ethical & unethical practices = 4.058824 / 5

Outcome #9 critical thinking creativity & technical skill in preparing portfolio = 4.058824 / 5


14) What best describes how the program used the results? (Check all that apply.)

Assessment procedure changes (SLOs, curriculum map, rubrics, evidence collected, sampling, communications with faculty, etc.)
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)

15) Please briefly describe how the program used the results.

Students’ presentations have improved according the results of faculty evaluation. Data from this assessment shows that students were strong in their systematic analysis of design elements, integrate knowledge theories and skills, International trade practices, and Industry standard test method, but needed more work in the areas of professional and ethical & unethical practices, critical thinking creativity & technical skill in preparing portfolio, quality evaluations & terminology, labor, environmental impacts, and historic, socio-cultural knowledge on human behavior. 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.


16) 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.

FDM curriculum committee concluded that simplified program and divided two major study plans to be adopted in the Fall 2019. Both fashion design and merchandising will be suggested a total of 120 credits in their study plan.


17) If the program did not engage in assessment activities, please justify.