Program: Fashion Design and Merchandising (BS)
Date: Mon Sep 28, 2020 - 4:01:16 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.
(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. 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.
(1a. General education, 1b. Specialized study in an academic field, 3b. Respect for people and cultures, in particular Hawaiian culture)
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.
(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)
2) Your program's SLOs are published as follows. Please update as needed.
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number: http://www.catalog.hawaii.edu/schoolscolleges/ctahr/consumer.htm#famr
Course Syllabi. URL, if available online:
3) Please review, add, replace, or delete the existing curriculum map.
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 November 1, 2018 and October 31, 2020?
No (skip to question 17)
7) What best describes the program-level learning assessment activities that took place for the period November 1, 2018 and October 31, 2020? (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 other pressing issue related to student learning achievement for the program (explain in question 8)
8) Briefly explain the assessment activities that took place since November 2018.
9) What types of evidence did the program use as part of the assessment activities checked in question 7? (Check all that apply.)
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.)
10) State the number of students (or persons) who submitted evidence that was evaluated. If applicable, please include the sampling technique used.
11) 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)
12) 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)
13) Summarize the results from the evaluation, analysis, interpretation of evidence (checked in question 12). For example, report the percentage of students who achieved each SLO.
14) 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)
15) Please briefly describe how the program used its findings/results.
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.
17) If the program did not engage in assessment activities, please justify.