Assessment: Course Four Column SPRING / SUMMER 2016

Transcription

1 Assessment: Course Four Column SPRING / SUMMER 2016 El Camino: (IND) - Architecture ECC: ARCH 100:An Orientation to Architecture SLO #1 Urban and Social Environment - Given lecture information, worksheet examples and in-class discussion, students will be able to demonstrate how architecture shapes the urban and social environment on global and local scales. Course SLO Assessment Cycle: (Spring 2014), (Spring 2016) 06/14/2017 Essay/Written Assignment Students will be given a 10 page, term paper essay to write describing how the design of architecture creates better environments to live and work in. The student will give examples of actual places where this has occurred. The student will also give their opinion on why the design they chose had the effect on the people living and/or working in the space. Standard and Target for Success: The student who writes a complete, (and grammatically correct,) paper that picks a specific architectural space or design, and addresses how that particular design shaped the urban and social environment it surrounds, will receive a grade of 4. If the student addresses the requirements of the paper but does not write 10 full pages they will be given a score of 4. If the student does not site a specific existing architectural design or space to make their point, they will be given a Generated by TracDat a product of Nuventive Page 1 of 19

2 score of 3. If the student does not finish the paper or give specific architectural examples and has grammar or spelling errors, they will be given a grade of 2. If they do not turn in anything they will be given a grade of 1. Essay/Written Assignment - Students write a short paper on an example of an architectural landmark that has shaped the urban environment that it surrounds. Standard and Target for Success: 100% of the students will use a prominent architectural landmark and did they explain how that piece of architecture shaped the urban environment it surrounded? Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Met 35 students did this assignment and 33 got 100% of the information that was asked. The two did not come to the lectures that was given on how architectural can shape the context of the area it surrounds. (04/14/2016) Faculty Assessment Leader: Mike Stallings Action: Have students who miss lectures come early before next class meeting to get info they missed. (04/14/2017) Action Category: Teaching Strategies SLO #2 Becoming an Architect - Given lecture information, worksheet examples, and in-class discussion, students will be able to demonstrate knowledge of the education necessary, internship and licensing procedures to become a professional architect. Course SLO Assessment Cycle: (Spring 2014), (Spring 2017) Exam/Test/Quiz - The assessment consists of a test where the student has to answer questions regarding the Education, Internship and Testing a candidate needs to go through to obtain a License to practice architecture. Standard and Target for Success: Students answering all 3 questions right will receive a score of 3. Students answering 2 questions right will receive a score of 2. Students answering 1 question right will receive a score of 1. Students answering 0 questions right will receive a score of 0. SLO #3 Careers Connected to Architecture - Given lecture Information and classroom discussions, students will have Exam/Test/Quiz - Students will be given a test to show their knowledge of what vocations, (other than becoming an architect,) a person Page 2 of 19

3 knowledge of parallel vocations that a student with an education in architecture could pursue after their education is complete, if they choose not to pursue a career as an architect. Course SLO Assessment Cycle: (Spring 2014), (Spring 2018) who has an education in the field of architecture can pursue. Standard and Target for Success: Students who give information regarding 10 vocations reviewed in lecture, that architecture students can pursue will receive a score of 3. Students who can answer with 6-9 vocations will receive a score of 2. Students who can answer with 3-5 vocations will receive a score of 1. Students who answer under three will receive a score of 0. Page 3 of 19

4 ECC: ARCH 119 :Computer Aided Architectural Drafting SLO #1 Commands for Producing Drawings - Given lecture information, worksheet examples, in-class discussion, and hands-on experience, students will be able to know the commands necessary to produce a set of construction drawings for a small house, using AutoCAD Architectural computer software. Course SLO Assessment Cycle: (Spring 2016) Performance - Using AutoCAD students must draw the floor plan for a specified, small, two-room building. Students must insert door, window, and bathroom fixture blocks, fully dimension the building on all four sides, and add appropriate text identifying drawing title and room names. Students must print the completed floor plan on letter-size paper complete with border and title block. Standard and Target for Success: It is expected that 85% of the students sitting for the performance examination will score 75% or above on this SLO. Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Met 86% of the students scored 75% or above on the SLO. I had hoped for a better result. This performance exam was based on duplicating a given, completed drawing. A more complete assessment of their AutoCAD skills would be to have the students draw an assignment given to them as a freehand sketch rather than a completed drawing. Such a performance examination, however, would be more difficult and have to be given later in the semester. (05/01/2016) Faculty Assessment Leader: Dan Richardson Action: Demonstrate on-screen the steps to draw a small building floor plan and print the completed drawing. (05/01/2016) Action Category: Teaching Strategies SLO #2 Graphic Techniques - Successful students, completing the Architecture Program, following instructions, supervised classroom practice using CADD system, will use proper graphic techniques to complete instructions. Course SLO Assessment Cycle: (Spring 2017) SLO #3 Spatial Organization - Successful students tracking for graduation transfer, and or employment in the architecture field, will create design drawings and design models to show spatial organization. Page 4 of 19

5 Course SLO Assessment Cycle: (Spring 2018) Page 5 of 19

6 ECC: ARCH 125 :Advanced Three-Dimensional Architectural Computer Aided Design SLO #1 Advanced Concepts - By the conclusion of the course, students should be able to: Understand advanced concepts of Revit Architecture 2012 Create a detailed 3D Revit model with building plans, sections, elevations, RCPs, enlarged plans and 3D views Understand advanced concepts of detail and schedule creation Understand advanced concepts of stair and curtain wall creation Understand advanced concepts of creating parametric families Understand how Revit and sustainable design/leed work together Understand how Revit is used in a professional office setting Create renderings, shadow studies, and animations Create parametric Revit families Create your own BIM with construction documents that can be used in a portfolio Project - Using Revit software, student will understand lecture concepts, and from that understanding, apply and create detailed BIM drawings. Standard and Target for Success: 15% of students above 90%, 75% of students between 90% and 75% Reviewer's Comments: Based on spring semester 2016, the results of student success are improved over past experiences and targeted rubric. A majority (68%) of Architecture Students achieved a score of 90% or better, while a small group (26%) of Architecture Students achieved a score of 70% to 90%, and the smallest group (6% ) of Architecture Students fell below a score of 70%. Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Met Based on spring semester 2016, the results of student success are improved over past experiences and targeted rubric. A majority (68%) of Architecture Students achieved a score of 90% or better, while a small group (26%) of Architecture Students achieved a score of 70% to 90%, and the smallest group (6% ) of Architecture Students fell below a score of 70%. (10/07/2016) Faculty Assessment Leader: Daniel Richardson Faculty Contributing to Assessment: James Lemmon Action: Continued reinforcement of the basic concepts throughout the course will likely help students to achieve the goal of creating their own BIM construction documents. (10/07/2017) Action Category: Teaching Strategies Course SLO Assessment Cycle: (Spring 2016) SLO #2 Three-Story Office Building - Students will create, using Revit Page 6 of 19

7 software, a detailed 3D computer model of a 3-story office building complete with floor plans, RCPs, building sections, interior and exterior elevations, and details as well as photo realistic renderings. Students will also create curtain wall systems, door, window, Revit families, and furniture schedules, 3D animations, and understand the protocol for using Revit in a professional office setting. Students will use Building Information Modeling (BIM) in design, analysis and documentation of their buildings. Course SLO Assessment Cycle: (Spring 2017) SLO #3 3D BIM Modeling - The course requires its students to learn advanced concepts of 3D BIM modeling using Autodesk Revit software and to create details computer models of buildings that can be used to generate building plans, sections, elevations, details, schedules, etc. Students will also learn concepts of stair; curtail wall, and family creation and the responsibilities of a BIM Manager. Once completed with this course, student will be prepared for advanced-level employment with an architecture firm using computer software to manage a BIM. Course SLO Assessment Cycle: (Spring 2018) Page 7 of 19

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9 ECC: ARCH 150B:Architectural Drafting II SLO #1 Two-Story House - Upon completion of this advanced course, the student will be able to draw all of the construction documents for a two story house on AutoCAD software. Course SLO Assessment Cycle: (Fall 2014), (Spring 2016) Project - This assessment requires the creation of a set of Drawings by creating hand sketches for schematic design development, and then a computer program to produce the Construction Documents. Standard and Target for Success: it is expected that architecture students will be successful at the rate of: 15% will achieve a score of 90% or better and 75% will achieve a score of 70% to 90% Reviewer's Comments: Based on spring semester 2016, the results of student success are improved over past experiences and projected rubric. Nearly 50% of Architecture Students achieved a score of 90% or better, while slightly more than 50% of Architecture Students achieved a score of 70% to 90%, and no Architecture Students fell below a score of 70%. I believe this can be attributed to the implementation of more rigid due dates for assignments and projects that ultimately facilitated the completion of the semester project. While the information delivered in lecture remained basically the same, study habits, time management, and incentivizing the process seems to have had positive results. Project - This assessment requires the creation of a set of Drawings by creating hand sketches for schematic Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Met Action: Continuing to focus on helping students to improve their study habits, time management, and Page 9 of 19

10 design development, and then a computer program to produce the Construction Documents. Standard and Target for Success: It is expected that architecture students will be successful at the rate of: 15% will achieve a score of 90% or better and 75% will achieve a score of 70% to 90%. Based on spring semester 2016, the results of student success are improved over past experiences and projected rubric. Nearly 50% of Architecture Students achieved a score of 90% or better, while slightly more than 50% of Architecture Students achieved a score of 70% to 90%, and no Architecture Students fell below a score of 70%. I believe this can be attributed to the implementation of more rigid due dates for assignments and projects that ultimately facilitated the completion of the semester project. While the information delivered in lecture remained basically the same, study habits, time management, and incentivizing the process seems to have had positive results. (10/07/2016) Faculty Assessment Leader: Daniel Richardson incentivizing the process would likely help improve results. (10/07/2017) Action Category: Teaching Strategies SLO #2 Model - Upon completion of this class, a student will be able to build a massing model from the drawings they create. Course SLO Assessment Cycle: (Spring 2017) SLO #3 Stair Design - Upon completion of this course a student will be able to design, calculate and draw a stairway for a pre-described area of space given to them. They will meet all current Building Codes related to stair design. Course SLO Assessment Cycle: (Spring 2018) Page 10 of 19

11 ECC: ARCH 170:Architectural Graphics Techniques SLO #1 Graphic Tools - Given lecture information, handouts and in-class discussion, students will be able to demonstrate the ability to delineate the entourage necessary to illustrate an architectural presentation drawing. The student will be knowledgeable in the use of various graphic tools that architects use in their office to delineate presentation drawings. Course SLO Assessment Cycle: (Spring 2014), (Spring 2016) Presentation/Skill Demonstration - Graphic Test given Given a basic site plan drawing that has edges that defines 4 major entourage elements; trees, shrubs, buildings and vehicles. Render and delineate entourage to go inside of the geometric areas defined to draw them in. Standard and Target for Success: Students graphically drawing All of the entourage were assigned a 4. If they rendered 3 out of the four entourage elements they were given a score of 3. If they rendered 2 out of the 4 they were given a grade of 2. If they rendered 1 out of the 4 they were given a grade of 1. Laboratory Project/Report - the students had to draw a site plan, floor plan, exterior elevation and section of a house they designed. All Drawings need to be delineated with entourage, such as; furniture, people, cars trees and other landscaping elements. Standard and Target for Success: It is expected that 85% of the students will score B or better on this project of delineating the drawings using the various graphic tools necessary to draw the required entourage on these drawings. Reviewer's Comments: The students that did not get a good grade, did not finish the drawings required. 74% of the students in this class Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Not Met The students that did not get a good grade, did not finish the drawings required. 74% of the students in this class scored B or better grade on this project. To get this percentage higher maybe a longer timeframe needs to be given to the students to create the drawing so that they can finish. (10/07/2016) Faculty Assessment Leader: Michael Stallings Action: To get this percentage higher, the time frame needs to be adjusted to give the students a greater amount of time to create the drawing so that they can finish in a timely fashion. (10/07/2017) Action Category: Teaching Strategies Page 11 of 19

12 scored B or better grade on this project. To get this percentage higher maybe a longer timeframe needs to be given to the students to create the drawing so that they can finish. SLO #2 Orthographic Projection - Given lecture material, students will be able to orthographically project elevation and section views of buildings from plan views of said building. Course SLO Assessment Cycle: (Spring 2014), (Spring 2017) Presentation/Skill Demonstration - This assessment consists of orthographically projecting, using a pencil on paper, exterior elevations of a building, projected up from a floor plan with door and window locations and roof plan information drawn on it. Standard and Target for Success: Students projecting the walls, doors, windows and roof properly were given a 4. The Students projecting everything but the roof were given a 3, the students who just projected the walls, but no windows, door or roof, were given a 2 and the students who did not project anything were given a 1. SLO #3 Illumination - Given lecture material, handouts and classroom discussion, students will be able to illuminate objects in plan, elevation and perspective so as to show materials in illuminated form as well as showing shade and shadow forms. Course SLO Assessment Cycle: (Spring 2014), (Spring 2018) Presentation/Skill Demonstration - A Graphic Test was given for the final exam that had a building drawn in plan, elevation and perspective. The students were to delineate materials on the different planes and show what those materials looked like in their illuminated state, what they would look like in the shade and what the materials on the wall or ground planes behind them would look like in the shade. Standard and Target for Success: Students who delineate each Page 12 of 19

13 drawing correctly in illumination, shade and shadow will score a 4. Students who drew illumination and shade on drawings, but no shadow, were given a 3. Students who just drew the materials in illuminated state, without shade or shadow, were given a score of 2, Students who did not draw anything correct were given a score of 1. Page 13 of 19

14 ECC: ARCH 172:Architectural Color Rendering Techniques SLO #1 Color Theory and Schemes - Given lecture information, handouts and in-class discussion, students will be able to demonstrate the ability to draw and delineate architectural presentation drawings using various color mediums. The student will demonstrate knowledge of color theory and color schemes, (monochromatic, complimentary, etc.) that architectural illustrators use in various circumstances. Course SLO Assessment Cycle: (Spring 2016) SLO #2 Use of Medium - Given lecture information, handouts and inclass discussion, students will be able to demonstrate and ability to illustrate architectural renderings with the following color mediums; color pencils, markers, water colors, pastels and various computer software. Course SLO Assessment Cycle: (Spring 2017) SLO #3 Composition of Color - Given lecture information, handouts and inclass discussion, students will be able to demonstrate and ability to mix colors to create Hue Schemes, (Monochromatic, Analogous, Complimentary, etc.) that will be the Portfolio - Students prepare presentations of illustrative site and floor plans, elevations and perspective drawings for their portfolio. These drawings are assessed by how professional they look, how clear the graphics are and how well they read. Standard and Target for Success: It is expected that 90% of the students will score 80% on the projects which tests the SLO. Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Met 92% of the students scored higher than 80% on the projects in their portfolio pieces they created in their class that was held in the Spring semester of 2016 so the standard and target of the success was met. (10/07/2016) Faculty Assessment Leader: Margaret Johnson Faculty Contributing to Assessment: Michael Stallings Action: Provide more demonstration and examples of the type of end product students are working to achieve, so they have a greater understanding of how these plans and drawings are utilized on the job. (10/07/2017) Action Category: Teaching Strategies Page 14 of 19

15 right colors for the building they are trying to illustrate. Course SLO Assessment Cycle: (Spring 2018) Page 15 of 19

16 ECC: ARCH 179:Design or Build Studio SLO #1 Designing and Collaborating - Upon completing the course work, students will demonstrate the ability to design a simple house and then successfully collaborate within a team to build the structure in the Lab Course SLO Assessment Cycle: (Spring 2016) SLO #2 Design Theory - Given instruction in Design Theory, based on lecture material given and handouts and required reading in the book, the student will create Presentation/Skill Demonstration - The students' building design will be assessed by how well it fits the context of the site and the green and sustainable components to the building. They will be assessed in the lab based on how they work in a team on a project building the winning design. Standard and Target for Success: It is expected that 80 % of the students will score 85% or better on the design of the building and 90% of the students will score 80% or better on the building component of the class. Reviewer's Comments: 64% of the class scored 80% or higher on designing and building a building. Most of the students that did not do well did not show up to class a good deal of the time, (attendance was a big part of the grade,) and the students seemed to choose to do other things instead of what they were supposed to be doing. Recommended that students be warned more strenuously at the first meeting how important showing up to class and working in lab is such a big part of their grade. Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Not Met 64% of the class scored 80% or higher on designing and building a building. Most of the students that did not do well did not show up to class a good deal of the time, (attendance was a big part of the grade,) and the students seemed to choose to do other things instead of what they were supposed to be doing. (10/07/2016) Faculty Assessment Leader: Michael Stallings Action: More emphasis should be placed on how important showing up to class and working in lab is such a big part of the students' grade. A more strenuous warning regarding this should be given on the first day of class. (10/07/2017) Action Category: Teaching Strategies Page 16 of 19

17 conceptual diagrams and analytical drawings, like exploded axonometrics, to explain the main concept of idea behind the solution. Course SLO Assessment Cycle: (Fall 2017) SLO #3 Construction Tool Safety - Given instruction on how to handle tools properly and safely, the student will take a safety test and pass with 100% score before they are allowed to work in the construction yard using power and manual tools. Course SLO Assessment Cycle: (Spring 2018) Page 17 of 19

18 ECC: ARCH 199 :Architecture Design Studio SLO #1 Model Series - Given instruction in basic design, a student will execute a series of models that demonstrate understanding, and application of those specific design principles. Course SLO Assessment Cycle: (Spring 2016) Project - Studebts Standard and Target for Success: 15% of students above 90%, 75% of students between 90% and 70%, Semester and Year Assessment Conducted: (Spring 2016) Standard Met? : Standard Met Seventy percent of the students who completed the projects of the class demonstrated a satisfactory interpretation of the design principles illustrated in course content. Twenty percent of the students consistently demonstrated an exemplary level of understanding of the course content. (10/07/2016) Faculty Assessment Leader: Greg George Action: The architecture department is taking steps to reactivate and develop new curriculum for the class ARCH 101- Fundamentals of Design. This course will become the foundation of the new four semester sequence design curriculum. The new courses are critical for student success for transfer to the university program and for vocational career path. (10/07/2017) Action Category: Curriculum Changes SLO #2 Design Theory Research Paper - The student will develop an evolving knowledge base of design theory represented by built and unbuilt architecture and its place in history and will incorporate learned content, historical accuracy, relevancy and the application and analysis of theory into a research paper. Course SLO Assessment Cycle: (Spring 2017) SLO #3 Drawings & Scaled Models - Using his or her own developed research report information on theory and design development, and other design principles taught in class, the student will create an environmentally responsible and sustainable architecture project in the Page 18 of 19

19 form of drawings and scaled models. Course SLO Assessment Cycle: (Spring 2018) Page 19 of 19