Chaffey College Program Review Three Year Review 2011

PROGRAM OVERVIEW Program Title: Chaffey College Program Review Three Year Review 2011 Fashion Design and Merchandising Program Code: 1303 - FASHION DESIGN/MERCHANDISING AND CONSUMER STUDIES Review Type: Instructional Does this review contain any career technical education (occupational) programs? Yes External Regulations: No Chaffey College Mission Statement Chaffey College improves lives within the diverse communities it serves through equal access to quality occupational, transfer, general education, and foundation programs in a learning-centered environment where student success is highly valued, supported, and assessed. Please describe how your program supports the college's mission and discuss how your program evaluates its effectiveness in meeting the college mission: The Fashion Design career pathway prepares students with the knowledge, skills, and attitude necessary to pursue related careers and succeed in entry-level positions or pursue additional postsecondary education and training for technical and professional-level positions. The standards are designed to integrate academic concepts with career technical concepts. Key components of the pathways support classroom and laboratory instruction or supervised work-based learning experiences and leadership development. Continuing assessment programs and engagement with professional communities measure and coordinate our students' changing skill sets with the emerging needs of potential employers. Response clearly demonstrates how the program supports the college mission, is learning-centered, and is evaluated. Future self-studies might consider PSR and SLOs as other forms of evaluating effectiveness. PROGRAM DATA

Enrollment 2008-09 2009-10 2010-11 Total 688 700 614 Day 493 493 474 Evening 195 186 140 Online Arranged 21 Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Enrollment 1.74% -12.29% Day 0% -3.85% Evening -4.62% -24.73% Online N/A N/A

Arranged N/A N/A Given the data, what changes can be identified in enrollment patterns? Identify any important trends and explain them. The fashion industry is the largest employer of women, and our student population reflects that statistic. A large number of our students are recent high school graduates, and they are available for day offerings, filling our sections. Another segment of student population are women with families, who are also interested in day-time class. The evening students typically work during the day, and diligently attend evening classes to complete their training. Class offerings are concentrated during the day to meet our student population's demonstrated needs, although evening classes are rotated consistently enough for students to complete fashion certificates. Retention

2008-09 2009-10 2010-11 Total 87.72 86.53 85.67 Day 87.32 84.38 85.65 Evening 88.72 90.76 85.71 Online Arranged 100.00 Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Retention -1.36% -0.99% Day -3.37% 1.51% Evening 2.3% -5.56% Online N/A N/A

Arranged N/A N/A Given the data, what changes can be identified in retention patterns? Identify any important trends and explain them. The fashion program's day-time student population contains a large number of recent high school graduates. As younger students, they face the challenge of performing at college levels. They often require a period of adjustent, or remedial support available at the Chaffey success centers to develop the skills necessary to succeed in college-level classes. Success

2008-09 2009-10 2010-11 Total 68.42 75.50 73.94 Day 70.14 74.44 75.53 Evening 64.10 75.54 68.57 Online Arranged 100.00 Measure 2008-09 to 2009-10 2009-10 to 2010-11 Total Census Success 10.35% -2.07% Day 6.13% 1.46% Evening 17.85% -9.23% Online N/A N/A

Arranged N/A N/A Given the data, what changes can be identified in student success patterns? Identify any important trends and explain them. Overall, the methods of instruction, evaluation process, learning support, and counseling provided by the fashion faculty have led to a progressive increase in fashion student success. "2" Data and trends are interpreted accurately, and implications of some are included. However, some data is not addressed (ethnicity/gender), and thus the implications of this data are not addressed. DEGREE/CERTIFICATE DATA Fashion Design: Industrial Sewing Term Degrees Certificates 07/08 1 08/09 2 09/10 6

Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The new Chino fashion classrooms and equipment have significantly improved our methods of instruction, which have resulted in an increase in the number of industrial sewing certificates awarded. Completion of this certificate will provide students with the skills necessary to obtain a job in sewing or alterations. Fashion Design Term Degrees Certificates 07/08 0 08/09 4 09/10 5 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The relocation of the fashion design program to the new Chino campus has provided greater access to industry opportunities. Students benefit from closer access to internship sites, and potential employers. These changes make the fashion program more fully comport with the college's mission statement. Fashion Merchandising Term Degrees Certificates 07/08 4 08/09 0 09/10 1 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The number of certificates awarded in fashion merchandising reflects the loss of the expertise provided by our full-time merchandising instructor who retired in 2009. Fashion Design Term Degrees Certificates

07/08 0 08/09 0 09/10 1 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? The fashion program relocated to the new Chino campus in 2009. Enrollment has increased in all classes. The new location and increased enrollment will impact the number of program completions in future semesters. Fashion Merchandising Term Degrees Certificates 07/08 1 08/09 0 09/10 1 Given the data, is the number of majors and certificates what you would expect? Please comment. Has the number of majors and certificates increased or decreased over time? Why? Due to the retirement of the full-time merchandising instructor and replacement limitations, the Fashion Merchandising program has remained relatively static. Degree and Certificate data are addressed for all four of the programs of study within this program and are well-interpreted and/or explained. STUDENT LEARNING OUTCOMES Upon successful completion (a grade C or higher) the student will be able to recognize global economic and cultural impacts on fashion design, and synthesize those influences into fashion design conce... Upon successful completion (a grade C or higher) the student will be able to identify and select the technical skills and technology necessary for fashion design, production and retailing and effectiv... Upon successful completion (a grade C or higher) the student will be able to apply knowledge of design trends, manufacturing methods, market research and forecasting, and quality control and distribu...

Upon successful completion (a grade C or higher) the student will develop the tools, contacts and skills necessary to compete for employment in the fashion design field. Discuss how the number, type, depth, and breadth of the courses support program SLO's. A list of the classes required in our certificates was sent to our advisory board members for their review and suggestions. The board agreed the class offerings were consistent with the skills necessary to provide student success in the current marketplace. However, the board suggested increasing the technology training in our class offerings, or infusing the information into existing courses. Discuss how courses in the program articulate with or complement each other. The variety of classes offered in our certificates provide an overview of the apparel design, manufacturing and retail process, including the job opportunities available in each discipline. Completing the required classes will develop the skills necessary to obtain entry-level jobs in the apparel industry, which is the program's mission. Discuss how courses in the program interact with other programs on campus (for example: cross-listing, overlapping content, or shared resources). The fashion and interior design programs will be combined at the Chino campus over the summer in preparation for fall 2011. Classes will be offered that meet the requirements for both disciples. This merger will sustain two programs through shared facilities and classrooms. Both programs will benefit by the use of shared equipment, computers and software, and create a substantial savings to Chaffey College. How and when has your department assessed Program SLO's' and how have you responded to the results? The SLOs were completed in the summer of 2010, and all courses are either already updates, or are in the Curriculum Committee approval process. What program or course changes have been made based on the result of the assessed outcome? In the Spring of 2011, or program offered the first section of CAD utilizing Adobe Photoshop and Illustrator for fashion design. The program also received a free, one-year donation of StyleCAD patternmaking software, valued at $150,000. This software program is currently used by hundreds of apparel manufactures in Southern California. Overall Program Level Implementation of SLOs is Awareness. Due to a lack of space in the team response box, the SLO Rubic and a detailed reader's report will be emailed to you and your dean. Discuss how your services help maintain a high level of student satisfaction. Discuss how you evaluate your effectiveness in meeting students' needs. How and when has your service reviewed or revised SLO?s and/or AUO?s. How has your program utilized SLO/AUO assessment results for program improvement?

CURRICULUM UPDATE Courses Last Modified FASHD 470 Apparel Production - Active 01/20/2010 FASHD 16 Principles of Costume Design and Production - Active 01/16/2002 FASHD 445 Fitting and Alterations of Patterns and Apparel - Active 11/30/2011 FASHD 45 Design Fundamentals for Fashion and Interiors - Active 02/29/2012 FASHD 42 Advanced Clothing Construction - Active 11/30/2011 FASHD 421 Cultures and World Fashion - Active 02/29/2012 FASHD 428 Computer-Aided Design - Active 02/29/2012 FASHD 442 Industrial Sewing - Active 11/30/2011 FASHD 472 Computer-Aided Patternmaking - Active 11/30/2011 FASHD 61 Pattern Drafting I - Active 11/19/2009 FASHD 20 History of Fashion - Active 11/19/2009 FASHD 471 Advanced Patternmaking - Active 03/30/2011 FASHD 480 Design Collection - Active 02/15/2012 FASHD 65 Fashion Illustration - Active 02/15/2012 FASHD 40 Beginning Clothing Construction - Active 10/26/2011 FASHD 72 Fashion Draping - Active 02/15/2012 FASHD 482 Industry Internship: Fashion Design - Active 02/15/2012 FASHD 498ABC Independent Study: Fashion Design - Active 02/15/2012 Programs Last Modified FASHD Costume Design - Active FASHD Costume Design - Active FASHD Industrial Sewing - Active FASHD Fashion Design - Active 08/25/2010

FASHD Fashion Design - Active 08/25/2010 FASHD Custom Dressmaking - Active 08/25/2010 FASHD Patternmaking for Apparel - Active 08/25/2010 Courses should be updated every six years; if course updates are due, please describe your plan and timeline for updating courses: All courses listed in red have been updated and are currently in the curriculum approval process. What steps has your program taken to proactively respond to changing and emerging student and community needs? Advisory Commettees Labor Market Studies/Projections Develop New Courses/Programs Briefly explain: Industry sources have suggested students need to emerge with more focused and realistic business development and business management skills. Those sources have also encouraged students to develop CAD/CAM skills more fully. Our program has consolidated our technology labs on our Chino campus to provide higher level CAD/CAM experiences. Our program has also consolidated and integrated business practices courses and industry overview classes for fashion design and interior design concentrations so students have a broader knowledge of practices uniting both fields and the capacity to shift career paths if necessary. The response notes that all courses in red have been updated and are currently in the curriculum approval process. The response also addresses well the emerging needs of the industry and students and how the program has responded to those needs in revising curriculum. ADVISORY COMMITTEE INFORMATION An occupational program is required to have an active advisory board. Describe the advisory board membership, how often it meets, its role and involvement with the program, and how the program responds to advisory board recommendations (give examples). The fashion program is fortunate to have access to design markets, vendors, manufacturers and retailers throughout Southern California. This provides access to one-on-one interviews with professionals, and on-site visits throughout the year. A standardized list of questions is used for email and phone interviews to collect data from a larger number of participants who have been available in traditional on-campus meetings. Information is also gathered through internship placement. Each internship site is evaluated for student learning opportunities, and personnel available for mentoring and supervision. At the conclusion of each internship, a report is completed by the site supervisor, student and Chaffey faculty member to summarize the company's activities, student performance and the overall learning experience of the partnership. A list of the advisory committee members, job titles, and companies are attached, along with the questions asked and their individual responses. The use of the

information generated by the advisory board directly drives the focus of the fashion program's development, curriculum modifications, classes required and advised, and the content in classroom instruction. The response is complete and thorough. References are made to attachments regarding membership as well as survey questions used to review market trends. Are two years of minutes also attached? Future self-studies might address how often the Advisory Committee meets. NON-INSTRUCTIONAL PROGRAM INFORMATION How does your program improve, expand, or support student learning? How do you know? Describe staff functions and services (these can include diversity, specialties, staff preparation and training, professional activities and committee participation, accomplishments, grants, new programs etc.) How does your program evaluate its effectiveness? STUDENT SUPPORT - ACCESS How do the services you provide to students facilitate access to learning? (e.g. - admissions applications, payment processing, pre-requisite clearances, assessment testing, adaptive technology, program applications, healthcare, student activities, and other specialized services.) Type of Service Description of Service Additional information: STUDENT SUPPORT - SUPPORT Type of Service What knowledge, skills, and/or abilities are learned? How many students received this service? 08-09 09-10 10-11 Measured with? How do the services you provide to students support student learning? (e.g. 'counseling, orientations, workshops, financial assistance (scholarships, grants, etc'), career assessments, health education, service learning, advisory committees, and other specialized services.) How many students received this service? 08-09 09-10 10-11 Measured with?

Additional information: STUDENT SUPPORT - OTHER How do the services you provide to students promote transfer, completion, specialized services, and/or future success? (e.g. graduation ceremony, CSU/IGETC certifications, university transfer, securing employment, transcript requests, enrollment verification, conferring of degrees/certificates, scanning/imaging documents, phone calls received, face-to-face contacts, refunds granted, and other specialized services.) Type of Service Additional information: How does this contribute to student success? VISIONARY IMPROVEMENT PLAN(VIP) How many students received this service? 08-09 09-10 10-11 Measured with? Please identify 1-3 program improvement goals for the next three years. Goals should state 'what' you plan to achieve and the rationale 'why' for doing so. 'How' you achieve your goals will be entered under Steps to Success. Keep in mind that your VIP should be SMART: Specific Measurable Action-oriented Realistic Time-bound All plans should improve or expand student learning. Year Three Goal: Implement the new courses and technologies approved by the curriculum process to reflect the suggestions from the fashion advisory board members, in order to develop paths for graduate employment. To which planning direction does this goal apply? Excellence in teaching and learning CTE pathway development Sustainability

Year 1 Steps to Success (activities) and VIP Assessment: Integrate SLO assessment procedures into instructional improvement efforts. Modify and update curriculum to reflect the suggestions provided by the fashion advisory board to ensure current content. Assessment procedures as outlined in the SLOs. Student completion rates and certificate awards. Year 2 Steps to Success (activities) and VIP Assessment: Continue to modify instructional improvement efforts using SLO assessment procedures. Develop classes to reflect the future directions the fashion industry is pursuing. Find additional faculty to teach the new technologies reflected in curricular changes. Request additional full-time faculty members to meet the needs of our growing program. Assessment procedures as outlined in the SLOs. Increased levels of retention and successful completion as a measure of student success. Year Three Goal: Increase our skilled faculty pool that will reflect the Chaffey College community, as well as the international marketplace, which will provide employment opportunities for our graduates. To which planning direction does this goal apply? Flexible and continuous student support CTE pathway development Connectedness Year 1 Steps to Success (activities) and VIP Assessment: Contact the Southern California educational and manufacturing community requesting applications and resumes from qualified experts in the field of fashion. Offer temporary teaching assignments to select new instructors, visit the classroom and evaluate the instructor during the semester. Use completion rates and evaluations as a measure of student success. Year 2 Steps to Success (activities) and VIP Assessment: Interview appropriate candidates for the skills and technical abilities recommended by our fashion advisory board. Advocate for hiring a full-time instructor to meet the needs of the program to maintain growth and student success. PROFESSIONAL DEVELOPMENT ACTIVITIES THAT SUPPORT STUDENT LEARNING OR IMPROVE YOUR PROGRAM List Recent departmental professional development activities connected to student learning. Recent activities Departmental Meetings Recent workshops/courses taken Recent conferences/training Other

Faculty program meetings Program and Services Review Training California Fashion Week Seminars California Community College Student Fashion Symposium planning committee. How are student learning outcomes affected by these professional activities? What steps are recommended for improvement? Flex activities have begun to create a deep-set impact upon the concentration, with numerous assessment and curriculum development activities and program preservation emerging from the planning process. The concentration's engagement with the California Fashion Week seminars and Community College Fashion Symposium have helped give our students more up-to-date knowledge of both personages and trends in the fashion industry and have provided incentives for students to produce higher-quality work in the competive atmosphere the symposium fosters. Discuss departmental engagement on campus in connection to student learning. Governance committees Curriculum Committee Member Faculty Senate Member Multi-Campus Task Force Committee Member Program and Services and Review Committee Member Other college-related committees Other campus participation How does your program benefit from your campus engagement? The greatest benefit of all committee membership is the opportunity to interact with college administrators, Deans, and fellow faculty members to remain current in college policies, practices, changes and emerging challenges that affect programs and students. Teaching/Years of Service Fashion Design 0-5 years 6-10 years 11-15 years 16-20 years 21+ years

0 0 1 0 0 Given the data how has your program been impacted? The absence of an additional full-time faculty member restricts the amount of time that can be spent on the development of the fashion merchandising program, outreach to feeder schools, participation in off-campus training and networking opportunities, and the ability to collaborate with other professionals. Does your program anticipate retirements within the next 3 years? Not at this time. The response addresses all aspects of this section of data and demonstrates that professional development activities have been integrated with student learning. Are there any avenues for improvement in this area? Future self-studies might benefit from a more focused look at how the program benefits from campus engagement. PROJECTED NEEDS Is any part of the program funded by sources other than the instructional budget (such as grants, partnerships, or other means)? If yes, please identify the source, amount, and length of funding. No. After reviewing and analyzing the data and assessment results in this report, please describe and provide rationale for any projected resource needs required to accomplish your Visionary Improvement Plan using the boxes below. Your requests should be based on student need. FT Faculty: Year 1: One full-time fashion merchandising instructor. Hiring Criteria: Year 2: One full-time fashion design/technologies instructor. Hiring Criteria: Year 3: Hiring Criteria: STAFF Year 1 One full-time lab apprentice.

Year 2 Hourly part-time lab assistant. Year 3 EQUIPMENT Year 1 24 portable Bernina sewing machines ($24,000). 5 industrial irons ($800). Year 2 6 dressforms in large sizes ($2,500). Year 3 3 portable Juki overlock sewing machines ($2,800). 3 portable coverstitch sewing machines ($2,500). TECHNOLOGY Year 1 26 laptop computers to operate the fashion CAD design program ($24,000). One printer/plotter for CAD ($6,200). Camera and tripod to photograph storyboards for $1,800). Year 2 One scanner/digitizer for CAD patternmaking ($8,700). Year 3 SOFTWARE Year 1 30 site licenses of Photoshop and Adobe Illustrator ($8,000). Year 2 30 stations of CAD patternmaking, STYLECad software ($50,000). Year 3 OTHER Year 1 Storage cabinetry for CHCM-201 classroom ($8,000). Door for dressing room in CHCM-203 ($3,500). Year 2 3 wall display cases ($4,000) Year 3

In the mind of the Review Team, this section of the self-study is problematic. While it is implied within the self-study, the relationship between the stated projected needs and the goals of the VIP remains unclear. For example, this self-study includes a great number of equipment, technology, and software needs. While this need can be inferred to be an extension of the vague reference to "technologies" in Goal #1, the relationship between the goal and needs is not clearly articulated. Are the costs for this equipment approximations or detailed ones? This remains unclear. In addition, there are stated needs for new staff in the form of a full-time lab apprentice and an hourly lab assistant. The review team cannot find any connection between these projected needs and the stated VIP goals. Has the faculty request been accompanied by the faculty hiring criteria piece as required by the PSR handbook? The review team requested the connections between the VIP goals and the projected needs be more clearly articulated. However, the primary writer has seemingly opted not to do so. This and future self-studies would benefit from clear articulation of the relationship between the VIP goals and the projected needs as requested. "2" The review team recognizes the daunting task of completing a self-study as an individual representing an entire program. While there are areas that are unclear, overall the self-study should be quite useful for planning, supporting, and improving student achievement, SLOs, and student employment. However, future self-studies would be significantly improved by the concerns pointed out in earlier areas of this review.