2015 assessment plan draft only south … · 2015 assessment plan draft only south dakota state...

2015 ASSESSMENT PLAN DRAFT ONLY

SOUTH DAKOTA STATE UNIVERSITY SCHOOL OF DESIGN

GRAPHIC DESIGN PROGRAM

INTRODUCTION

The Graphic Design BFA with Architecture, Interior Design, Landscape

Architecture, and Studio Arts comprise the School of Design. The School

of Design affords the student opportunities of different disciplines and

approaches.

Not only will students learn the skills, but are exposed to different design

thought processes, enabling them to find their own path. Creativity will be

counter-balanced with process, history, and practice.

The Graphic Design BFA students will have the advantage of having

Designers who practice professionally, participate and contribute to their

learning experience. Likewise, students will be expected to take

advantage of the many out of state and international travel opportunities

to centers of design.

MISSION OF THE SCHOOL OF DESIGN

The School of Design serves the public well as a collaboration of diverse

creative practices. Each discipline in the Division has a studio-based

curriculum rooted in graphical exploration, theoretical discovery, practical

methods, and professional creativity.

The School educates students to represent and reshape a wide range of

human experiences through innovative practices that solve problems

through aesthetic and functional means.

The School of Design engages in research, scholarship, clinical and

creative practice, design advocacy, and commercial activities. Our impact

is measured in personal, social, cultural, and or economic development

that enriches life.

VALUES

The School believes that professional design education is the foundation

for life-long learning, continued development and opportunity for

graduates, South Dakota’s communities and the world—resulting in a

higher quality of life for all people. We are committed to:

. Excellence

. Inclusion

. Collegiality

. Stewardship

. Accountability

. Collaboration

. Creativity Discovery

. Innovation

GRAPHIC DESIGN BFA PROGRAM ASSESSMENT DRAFT ONLY

Student Learning Outcome: Upon graduation Graphic Design BFA students will be able to: (competencies from NASAD Handbook 2014-15 X.C.3)

1. Conceive and design visual communications and systems involving

various integrations of the elements of professional practice.

2. Use of basic visual communication principles and processes.

a. Historical communication theories, principles, and processes,

and use of this knowledge to address various types of

contemporary problems.

b. Develop strategies for planning, producing, and disseminating

visual communications.

c. Functional knowledge of creative approaches, and the

analytical ability to make appropriate, purpose-based choices

among them, using such approaches to identify

communication opportunities and generate alternative

solutions.

d. Plan the design process and construct narratives and scenarios

for describing user experiences.

e. Fluency in the use of the formal vocabulary and concepts of

design—including content, elements, structure, style, and

technology—in response to visual communication problems in

critical theory and semiotics.

f. Develop informed considerations of the spatial, temporal, and

kinesthetic relationships among form, meaning, and behavior

and apply them to the development of various types of visual

communication design projects.

g. Use typography, images, diagrams, motion, sequencing, color,

and other such elements effectively in the contexts of specific

design projects.

3. Ability to incorporate research and findings regarding people and

contexts into communication design decision-making.

a. Frame and conduct investigations in terms of people, activities,

and their settings, including using appropriate methods for

determining people’s wants, needs, and patterns of behavior,

and developing design responses that respect the social and

cultural differences among users of design in local and global

contexts.

b. Understanding of design at different scales, ranging from

components to systems, and from artifacts to experiences.

c. Exercise critical judgment about the student’s own design and

the design of others with regard to usefulness, usability,

desirability, technological feasibility, economic viability, and

sustainability in terms of long-term consequences.

4. Acquisition of collaborative skills and work effectively in interdisciplinary

or multidisciplinary teams to solve complex problems.

5. Use of technology.

a. Continued learning in technology, recognizing that

technological change is constant.

b. Conduct critical evaluations of different technologies in specific

design problem contexts, including the placement of technical

issues in the service of human-centered priorities, and

matching relationships between technologies and the people

expected to use them.

c. Functional capability to shape and create technological tools

and systems to address communication problems and further

communication goals.

d. Recognize and analyze the social, cultural, and economic

implications of technology on message creation and

production on human behavior, and to incorporate results into

design decisions.

6. Use of basic research and analysis procedures and skills.

a. Acquisition of research capabilities and skills such as using

databases, asking questions, observing users, and developing

prototypes.

b. Use analytical tools to construct appropriate visual

representations in the execution of research activities.

c. Interpret research findings practically and apply them in design

development.

d. Support design decisions with quantitative and qualitative

research findings at various stages of project development and

presentation.

7. Functional knowledge of professional design practices and processes,

professional and ethical behaviors and intellectual property issues such

as patents, trademarks, and copyrights.

8. Design knowledge and skills beyond the classroom experiences. Field

research and experience, internships, collaborative programs with

professional and industry groups, and international experiences.

GRAPHIC DESIGN BFA ASSESSMENT MEASURES DRAFT ONLY

The SDSU Graphic Design BFA Program utilizes the following approaches to assessment

ASSESMENT MEASURES

SLOs ASSESSED

USE OF INFORMATION

Pre/Post-test Freshman student in ART 121 take a pre-test for basic art and design related

knowledge. Graduating Seniors will take post-test in GDES 402.

Assessment Points

Portfolio Review and Critiques

1, 2, 3, 4, 5, 6, 7 Art 112 Art Pre-test

GDES 404 Art Post-test

GDES 217, Typography II

GDES 310, Identity Systems

GDES 402, Senior Portfolio

GDES 404, Capstone (BFA Exhibition)

ArtH 303, History of Modern Design

ArtH 320, History of World Art

Internships 1, 2, 3, 4, 6, 7, 8 Internship Coordinator and site supervisor review and evaluate student’s

documentation and quality of onsite engagement according to appropriate rubrics.

Student assessment Students asked to self-report satisfaction with their skill and knowledge, as measure

by their performance, relative to each SLO. Data summarized and shared internally.

GPA Review School and Program administration, Advisor will review student GPA. Courses not

receiving a “C” or better, do not count toward completion of degree. Student must

maintain a 2.6 GPA in the major course work, including supporting classes. Data will

be compiled, summarized, and shared with appropriate faculty.

IDEA Student Surveys Self-report through completion of a standardized survey. Results shared with

appropriate faculty.

Advanced Writing 3, 6 ARTH 303, History of Modern Design

ARTH 320, Modern Art and Architecture Survey

Year assessed SLOs assessed Use of Information

Freshman year Assessment

point

Portfolio review and Art Pre-test to be administered to all Graphic Design students in Art 121 (Post-test to be

administered in GDES 404)

Sophomore year 2, 5, 7 Faculty review portfolio(s) for general continuity, quality of design solution, craft and presentation.

Strengths and weakness summarized and shared with student, appropriate faculty and Director of School.

1, 2, 5, 7, 8 Student projects as required, submitted to selected design competitions (both local and national),

i.e. SDAF Addys, Brass Ring.

1, 2, 5, 7 Faculty individually will assess each student s/he teaches to a specific course rubric over the course of the semester.

The Rubric results will be shared with student, appropriate faculty, and Program Coordinator.

Assessment point 1, 2, 5, 7 Semester end: GDES 217, Typography II

Junior year 1, 2, 4, 5, 7 Faculty review portfolio(s) for general continuity, quality of design solution, craft and presentation.

Strengths and weakness summarized and shared with Student, appropriate Instructor and Director.

1, 2, 5, 7, 8 Student projects as required, will be submitted to design competitions (both local and national),

i.e. SDAF Addys, DSVC, UCDA, AIGA MN.

1, 2, 3, 4, 5, 6 Teams present the results of Visual Communication projects. Faculty observe the presentations and assess

students to visually and orally present their research findings.

1, 2, 5, 7 Student must have and maintain an online presence on the Adobe Creative Cloud through Behance and LinkedIn

online.

1, 2, 5 Faculty individually will assess each student s/he teaches to a specific course rubric over the course of the

semester. The Rubric results will be shared with Student and Program Coordinator.

Assessment point 1, 2, 3, 5, 6, 7 Semester end: GDES 310, Identity Systems

Paper, ArtH 303, History of Modern Design

Senior year 1, 2, 3, 5, 6 Faculty review portfolio(s) for general continuity, quality of design solution, craft and presentation.

Strengths and weakness summarized and shared with student, appropriate faculty and Director of School.

1, 2, 4, 5, 7, 8 Student projects will be submitted to design competitions (both local and national),

i.e. SDAF Addys, DSVC, UCDA, AIGA MN, Print Magazine, CMYK, and/or others as appropriate

1, 2, 3, 4, 5, 6 Teams present the results of Visual Communication projects. Faculty observe presentations and assess students

to visually and orally present their research findings.

1, 2, 3, 5, 6, 7 Student must have and maintain an online presence on the Adobe Creative Cloud through Behance and Linkedin

and create their own portfolio website.

1, 2, 3, 4, 5, 6 Faculty review required written work (information interview summaries, briefs for mock design projects, contract

development). Strengths and weaknesses of assignments/portfolios summarized and shared with student,

appropriate instructor, Program Coordinator and Director of School.

1, 2, 5, 7, 8 Design seniors participate in interviews with professional designers during Student Conferences: National AIGA

events, AIGA MN One on One Portfolio, DSVC Student Conference, local Student Day events, i.e. SDAF/AIGA

SD.

1, 2, 3, 6, 7, 8 Design seniors participate in interviews with professional Graphic Designers on set appointments or with Guest

Reviewers. Reviewers share interactions/assessment with students and portfolios with Design faculty.

Assessment point(s) 1, 2, 3, 4, 5, 7, 8 GDES 402, Senior Portfolio GDES 404, Capstone (BFA Exhibition) Paper, ArtH 320, Modern Art and Architecture Survey Art Post-test to be administered to all Graphic Design students in GDES 404.

1. Conceive and design visual communications and systems involving various integrations of the elements of professional practice.

Evaluation Level 1 Level 2 Level 3 Level 4 Level 5 Comments

Demonstrates a mastery in concept and design in visual communications.

Demonstrates a superior ability in concept and design in visual communications.

Demonstrates an ability in concept and design in visual communications.

Demonstrates an awareness in concept and design in visual communications.

Demonstrates little or no awareness in concept and design in visual communications.

2. Use of basic visual communication principles and processes.


Demonstrates a superior understanding of historical communication theories, principles, and processes.

Demonstrates a basic understanding of historical communication theories, principles, and processes.

Demonstrates an understanding of historical communication theories, principles, and processes.

Demonstrates an awareness of historical communication theories, principles, and processes.

Demonstrates little or no awareness of historical communication theories, principles, and processes.

Demonstrates a superior understanding of developing strategies for planning, producing, and disseminating visual communications.

Demonstrates a basic understanding of developing strategies for planning, producing, and disseminating visual communications.

Demonstrates an understanding of developing strategies for planning, producing, and disseminating visual communications.

Demonstrates an awareness of developing strategies for planning, producing, and disseminating visual communications.

Demonstrates little or no awareness of developing strategies for planning, producing, and disseminating visual communications.

Demonstrates a strong knowledge of creative approaches, and the analytical ability.

Demonstrates a basic knowledge of creative approaches, and the analytical ability.

Demonstrates knowledge of creative approaches, and the analytical ability.

Demonstrates an awareness of creative approaches, and the analytical ability.

Demonstrates little or no awareness of creative approaches, and the analytical ability.

Demonstrates a mastery of planning the design process and narratives and scenarios.

Demonstrates superior ability of planning the design process and narratives and scenarios.

Demonstrates an ability of planning the design process and narratives and scenarios.

Demonstrates an awareness of planning the design process and narratives and scenarios.

Demonstrates little or no awareness of planning the design process and narratives and scenarios.

Demonstrates a superior fluency in concepts of design in response to visual

Demonstrates a basic fluency in concepts of design in response to visual communication problems.

Demonstrates a relative fluency in concepts of design in response to visual

Demonstrates an awareness in concepts of design in response to visual

Demonstrates little to no awareness in concepts of design in response to visual

communication problems.




Demonstrates a mastery in spatial, temporal, and kinesthetic relationships and apply them to visual communication design projects.

Demonstrates a basic ability in spatial, temporal, and kinesthetic relationships and apply them to visual communication design projects.

Demonstrates an ability in spatial, temporal, and kinesthetic relationships and apply them to visual communication design projects.

Demonstrates an awareness in spatial, temporal, and kinesthetic relationships and apply them to visual communication design projects.

Demonstrates little to no awareness in spatial, temporal, and kinesthetic relationships and apply them to visual communication design projects.

Demonstrates mastery of typography, images, diagrams, motion, sequencing, color, and other such elements.

Demonstrates basic ability of typography, images, diagrams, motion, sequencing, color, and other such elements.

Demonstrates an ability of typography, images, diagrams, motion, sequencing, color, and other such elements.

Demonstrates an awareness of typography, images, diagrams, motion, sequencing, color, and other such elements.

Demonstrates little to no awareness of typography, images, diagrams, motion, sequencing, color, and other such elements.

3. Ability to incorporate research and findings regarding people and contexts into communication design decision-making.


Demonstrates mastery to conduct investigations using appropriate methods for determining design responses.

Demonstrates a basic ability to conduct investigations using appropriate methods for determining design responses.

Demonstrates an ability to conduct investigations using appropriate methods for determining design responses.

Demonstrates an awareness to conduct investigations using appropriate methods for determining design responses.

Demonstrates little to no awareness to conduct investigations using appropriate methods for determining design responses.

Demonstrates superior understanding of design at different scales, ranging from components to systems and from artifacts to experiences.

Demonstrates a basic understanding of design at different scales, ranging from components to systems and from artifacts to experiences.

Demonstrates an understanding of design at different scales, ranging from components to systems and from artifacts to experiences.

Demonstrates an awareness understanding of design at different scales, ranging from components to systems and from artifacts to experiences.

Demonstrates little to no understanding of design at different scales, ranging from components to systems and from artifacts to experiences.

Demonstrates mastery in critical judgment about design.

Demonstrates strong ability in critical judgment about design.

Demonstrates ability in critical judgment about design.

Demonstrates an awareness in critical judgment about design.

Demonstrates little to no awareness in critical judgment about design.

4. Acquisition of collaborative skills and work effectively in interdisciplinary or multidisciplinary teams to solve complex problems.


Demonstrates superior capacity of collaborative skills interdisciplinary or multidisciplinary teams to solve complex problems.

Demonstrates basic capacity of collaborative skills interdisciplinary or multidisciplinary teams to solve complex problems.

Demonstrates capacity of collaborative skills interdisciplinary or multidisciplinary teams to solve complex problems.

Demonstrates an awareness of collaborative skills interdisciplinary or multidisciplinary teams to solve complex problems.

Demonstrates little to no awareness of collaborative skills interdisciplinary or multidisciplinary teams to solve complex problems.

5. Use of technology


Demonstrates superior understanding in continued learning in technology.

Demonstrates basic understanding in continued learning in technology.

Demonstrates an understanding in continued learning in technology.

Demonstrates an awareness in continued learning in technology.

Demonstrates little to no awareness in continued learning in technology.

Demonstrates mastery in critically evaluating of different technologies in specific design problem contexts.

Demonstrates strong ability in critically evaluating of different technologies in specific design problem contexts.

Demonstrates ability in critically evaluating of different technologies in specific design problem contexts.

Demonstrates awareness in critically evaluating of different technologies in specific design problem contexts.

Demonstrates little to no awareness in critically evaluating of different technologies in specific design problem contexts.

Demonstrates superior capability to create technological tools and systems to address communication.

Demonstrates basic capability to create technological tools and systems to address communication.

Demonstrates capacity capability to create technological tools and systems to address communication.

Demonstrates an awareness capability to create technological tools and systems to address communication.

Demonstrates little to no capability to create technological tools and systems to address communication.

Demonstrates mastery to analyze incorporate results into design decisions.

Demonstrates strong ability to analyze incorporate results into design decisions.

Demonstrates an ability to analyze incorporate results into design decisions.

Demonstrates an awareness to analyze incorporate results into design decisions.

Demonstrates little to no awareness to analyze incorporate results into design decisions.

6. Use of basic research and analysis procedures and skills.


Demonstrates a superior capacity of research capabilities and skills.

Demonstrates a basic capacity of research capabilities and skills.

Demonstrates a capacity of research capabilities and skills.

Demonstrates an awareness of research capabilities and skills.

Demonstrates little to no awareness of research capabilities and skills.

Demonstrates mastery in analytical tools to construct appropriate visual representations.

Demonstrates strong ability in analytical tools to construct appropriate visual representations.

Demonstrates ability in analytical tools to construct appropriate visual representations.

Demonstrates an awareness in analytical tools to construct appropriate visual representations.

Demonstrates little to no awareness analytical tools to construct appropriate visual representations.

Demonstrates a mastery interpreting research findings in design development.

Demonstrates a strong ability interpreting research findings in design development.

Demonstrates ability interpreting research findings in design development.

Demonstrates an awareness interpreting research findings in design development.

Demonstrates little to no awareness interpreting research findings in design development.

Demonstrates a mastery in design decisions with quantitative and qualitative research.

Demonstrates a strong ability in design decisions with quantitative and qualitative research.

Demonstrates ability in design decisions with quantitative and qualitative research.

Demonstrates an awareness in design decisions with quantitative and qualitative research.

Demonstrates little to no awareness in design decisions with quantitative and qualitative research.

7. Functional knowledge of professional design practices and processes, professional and ethical behaviors and intellectual property issues such as patents, trademarks, and copyrights.


Demonstrates strong knowledge of professional design practices and processes, professional and ethical behaviors.

Demonstrates basic knowledge of professional design practices and processes, professional and ethical behaviors.

Demonstrates a knowledge of professional design practices and processes, professional and ethical behaviors.

Demonstrates an awareness of professional design practices and processes, professional and ethical behaviors.

Demonstrates little to no awareness of professional design practices and processes, professional and ethical behaviors.

8. Design knowledge and skills beyond the classroom experiences. Field research and experience, internships, collaborative programs with professional and industry groups, and international experiences.


Demonstrates superior application of design knowledge and skills beyond the classroom.

Demonstrates basic application of design knowledge and skills beyond the classroom.

Demonstrates application of design knowledge and skills beyond the classroom.

Demonstrates little but acceptable application of design knowledge and skills beyond the classroom.

Demonstrates little to no application of design knowledge and skills beyond the classroom.

2015 assessment plan draft only south … · 2015 assessment plan draft only south dakota state...

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