Fashion Merchandising Capstone A.A.S. Fashion Merchandising. Educational Effectiveness. Assessment Plan

Transcription

1 Fashion Merchandising Capstone A.A.S. Fashion Merchandising Educational Effectiveness Assessment Plan Version 1.0 Adopted by The Fashion Merchandising Faculty: Spring 2016 Submitted to The Dean of Academic Affairs UDC-CC - Spring 2016 Capstone assessment plan (2) July 16, 2010 Page 1 of 10

2 TABLE OF CONTENTS Mission Statement 3 Course Introduction 3 Assessment Process Introduction 3 Course Outcomes 4 Table 1: Association of Assessment Measures to Course Outcomes 5 Assessment Measures 8 Table 2: Course Outcomes Assessment Measures and Administration 8 Assessment Implementation & Analysis for Course Improvement 10 General Implementation Strategy 10 Method of Data Analysis and Formulation of Recommendations for Course Improvement 10 Modification of the Assessment Plan 10 Appendix A: <Measure Name> Error! Bookmark not defined. Measure Description: Error! Bookmark not defined. Factors that affect the collected data: Error! Bookmark not defined. How to interpret the data: Error! Bookmark not defined. Appendix B: <Measure Name> Error! Bookmark not defined. Measure Description: Error! Bookmark not defined. Factors that affect the collected data: Error! Bookmark not defined. How to interpret the data: Error! Bookmark not defined. Capstone assessment plan (2) July 16, 2010 Page 2 of 10

3 MISSION STATEMENT The Fashion Merchandising Program was developed to support the mission of the Community College to serve the City s residents by integrating workforce preparation, employability, skill development, quality education, employer linkages, school-to-career training, and provide new opportunities to DC citizens, employers, and the District of Columbia. The Fashion Merchandising Capstone course provides the student with the opportunity to successfully integrate their knowledge and skills acquired in the Fashion Merchandising Program. COURSE INTRODUCTION This Capstone course is the culminating course for the Fashion Merchandising program. It provides students with the opportunity to integrate and apply learning from the Fashion Merchandising program of study in a comprehensive manner. Students develop a semester long project in an area of their concentration and present their project at the Capstone Fashion Show at the end of the semester. Students must be in their final semester to be eligible to take this course. ASSESSMENT PROCESS INTRODUCTION This document defines the expected student learning outcomes for the Fashion Merchandising Capstone Course and outlines a plan for assessing the achievement of the stated outcomes. The development of the outcomes consisted of faculty discussion, student feedback, and industry feedback. This is the first formal Outcomes Assessment Plan for the Fashion Merchandising Program. The faculty met and accepted the outcomes and assessment processes on January 7, Capstone assessment plan (2) July 16, 2010 Page 3 of 10

4 COURSE OUTCOMES At the completion of this Course, students are able to: 1. Design and present a portfolio that demonstrates the synthesis and application of the knowledge learned throughout their course of study 2. Apply critical thinking skills in a professional setting 3. Demonstrate written and oral communication skills 4. Present a group project to faculty and student body at the end of the semester Capstone assessment plan (2) July 16, 2010 Page 4 of 10

5 Outcome 1 Outcome 2 Outcome 3 Outcome 4 Table 1: This table is intended to help map Course outcomes to College-wide student learning outcomes. College-Wide Outcomes Course Outcomes Critical thinking/analysis/problem X X X X Solving, Creativity/Innovation Collaboration/Teamwork/ Leadership X X Demeanor/Dispositions/ Professionalism/Ethical and Social Responsibility/Lifelong X X X X learning and Self Direction/Work Ethic Competence in the use of computer as a tool X X Oral Communication Written Communication X X X X X X Quantitative and Scientific Reasoning/Creativity/Innovation X X X Capstone assessment plan (2) July 16, 2010 Page 5 of 10

6 Outcome 1 Outcome 2 Outcome 3 Outcome 4 College-Wide Outcomes Course Outcomes Equity/Diversity/Inclusion X X Capstone assessment plan (2) July 16, 2010 Page 6 of 10

7 Portfolio Developm ent Product Developm ent Portfolio Presentatio n Group Project Group Project Presentatio n Profession al Communic ation Evaluation s TABLE 2: ASSOCIATION OF ASSESSMENT MEASURES TO COURSE OUTCOMES This table is intended to help organize outcomes and the measures that are used to assess them. Each measure contributes information on the students achievement of a different set of outcomes. That contribution is tracked in this table. The table also provides a plan for assessing student outcomes at critical points in the course. This table also forms the basis of the template for reporting and analyzing the combined data gathered from these measures. That is shown in the report section. Outcomes When is this outcome assessed? [Please specify. Design and present a portfolio that demonstrates the synthesis and Week 15 application of the knowledge learned throughout their course of study Apply critical thinking skills in a professional setting Weeks 2-16 X X X X X X X X X X X Demonstrate written and oral communication skills Weeks 2-16 X X X X X X X Present a group project to fashion industry professionals, faculty and student body at the end of the semester Week 15 X X Capstone assessment plan (2) July 16, 2010 Page 7 of 10

8 ASSESSMENT MEASURES A description of the measures used in the assessment of the course outcomes and their implementation are summarized in Table 3 below. The measures and their relationships to the course outcomes are listed in Table 2, above. There is a separate appendix for each measure that shows the measure itself and describes its use and the factors that affect the results. TABLE 3: COURSE OUTCOMES ASSESSMENT MEASURES AND ADMINISTRATION Measure Portfolio development Product Development Portfolio Presentation Group project Description The design process a student takes in their portfolio development. Creating professional work that represents their career choice. Student must create career essentials for their Capstone Presentation: business cards, bio, resume, and giveaways. Student display professional work that represents their career choice for fashion industry professionals, faculty and student body. Students must work together on the production and presentation of a fashion show. Core Competencies Frequency / Start Date Week 2 Week 6 Week 15 Week 2 Group project Presentation Fashion Show Presentation Week15 Exit When is this measure administered? [Please specify - at entry, during, exit from Course, after graduation. During and Exit During and Exit Exit During and Exit Collection Method Student and I have 1 on 1 s - critique work development to final product. Students submit all assignments Industry professionals and faculty evaluations Class observations/ communication Evaluations/ Feedback Administered by Faculty Industry Professionals Capstone assessment plan (2) July 16, 2010 Page 8 of 10

9 Professional Communication Evaluations Students must create a lot of visual aids for the production of the fashion show. These aids are used so everyone can execute the same vision. Oral, written, and visual communication is important as a group to get these tasks done. Invited industry professionals are asked to evaluate student s individual portfolio presentations, and the group fashion show presentation. Week 5 Week15 During Exit Storyboards Evaluation foam Faculty Industry Professionals <Add/Delete rows as necessary> Capstone assessment plan (2) July 16, 2010 Page 9 of 10

10 ASSESSMENT IMPLEMENTATION & ANALYSIS FOR COURSE IMPROVEMENT General Implementation Strategy As each measure is taken, student competencies will be recorded on a rubric for each measure. At the end of the semester, the rubrics for all students will be compiled to show totals for each class. These charts will be used for discussion at the Data Summits. Method of Data Analysis and Formulation of Recommendations for Course Improvement The faculty teaching the course will meet at least once a year to review the data collected using the assessment measures. At these DATA SUMMITS, recommendations for course changes or improvements are designed to enhance performance relative to the course s outcomes. The results of the data collection, an interpretation of the results, and the recommended course changes will be forwarded to the Office of Academic Affairs (in the required format) by May 10 th each year. A plan for implementing the recommended changes, including advertising the changes to all stakeholders, will also be completed at this meeting. The proposed course changes may be any action or change in policy that the faculty deems as being necessary to improve performance relative to course outcomes. Recommended changes should also consider workload (faculty, staff, and students), budgetary, facilities, and other relevant constraints. A few examples of changes made by courses at UDC-CC include: o changes in course content, scheduling, sequencing, prerequisites, delivery methods, etc. o changes in faculty/staff assignments o changes in advising methods and requirements o addition and/or replacement of equipment o adaptations of facilities to meet course needs Modification of the Assessment Plan The faculty, after reviewing the collected data and the processes used to collect it, may decide to alter the assessment plan. Changes may be made to any component of the plan, including the outcomes, assessment measures, or any other aspect of the plan. The changes will be approved by the faculty of the course in conjunction with the Division Chair/Program Coordinator/Dean of Academic Affairs. The modified assessment plan will be forwarded to the dean/director s office and the Office of Academic Affairs. Capstone assessment plan (2) July 16, 2010 Page 10 of 10