Program: Apparel Product Design and Merchandising (BS)
Date: Tue Oct 08, 2013 - 3:05:55 pm
1) Below are your program's student learning outcomes (SLOs). Please update as needed.
I. In an exit portfolio that includes examples of projects, papers, assignments, or other work developed over the course of the program, the student will provide evidence that he/she has achieved each of the following learning outcomes:
- 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.
- Outcome 2: The student can conduct evaluations of apparel product quality using industry standards, regulatory agency criteria, and appropriate industry terminology.
- Outcome 3: The student can conduct professional ASTM or AATCC industry tests for textile performance.
- 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.
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.
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.
- 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.
II. At the conclusion of FDM 492: Internship, the student will demonstrate that s/he has met Learning Objectives #8 and #9.
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.
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.
III. At the conclusion of FDM 492: Internship, the student will make a formal oral presentation to faculty, students, and guests, demonstrating that s/he has met Learning Objective #10:
- 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.
In APDM 482 & 492, students receive a guide to preparing a portfolio that provides evidence on their mastery of the SLOs. They develop oral presentations to the same end. See Attachment: PREPARING THE SENIOR PORTFOLIO (2/25/2009).
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) 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.
5) Did your program engage in any program assessment activities between June 1, 2012 and September 30, 2013? (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.)
No (skip to question 14)
6) For the period June 1, 2012 to September 30, 2013: State the assessment question(s) and/or assessment goals. Include the SLOs that were targeted, if applicable.
Twenty-five FDM students were assessed during their exit presentations in the spring of 2012. 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-five FDM students were assessed their senior portfolios by five faculty members. All 25 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 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-five FDM students were assessed during their exit presentations in the spring of 2012. 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 select one question from faculty members question bank as key presentation.
9) 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)
10) 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)
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 = 4.5/5
Outcome #2 Quality evaluations & terminology = 3.96/5
Outcome #3 Industry standard test method = 4.37/5
Outcome #4 Labor, environmental impacts = 4.5/5
Outcome #5 Historic, socio-cultural knowledge on human behavior = 4.4/5
Outcome #6 Systematic analysis of design elements= 4.1/5
Outcome #7 International trade practices = 4.6/5
Outcome #8 professional and ethical & unethical practices = 4.6/5
Outcome #9 critical thinking creativity & technical skill in preparing portfolio = 4.5/5
12) State how the program used the results or plans to use the results. Please be specific.
Students’ presentations have improved or maintain previous semester according the results of faculty evaluation. Data from this assessment shows that students were strong in their knowledge and presentation of ethics, social responsibility, and professional development but 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. 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.
A total of required credit hours have been reduced from 126 to 120 for one year. Also, our program has been revised as Fashion Design & Merchandising (FDM) since August 2013. Due to very limited display space for historic costume exhibition and 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 works.