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San Francisco State University Inventory of Program Assessment Activities, 2005-2006

Program/Degree: BS Apparel Design and Merchandising Department: CFS/D College: CHHS Date: October 2006 PROGRAM MISSION: The ADM program prepares students for a career in the fashion industry including apparel and retail companies. Students develop a consumer and socially conscious approach to the industry and a basic knowledge of the field including professional practices. They integrate knowledge from a variety of academic disciplines that play a role in intellectual inquiry related to the designing and merchandising of apparel.

Measurable learning outcome

Place in curriculum where

outcome is addressed

Academic year out-

come was/ will be

assessed

Assessment/ procedures Methods/strategies

Summary of findings about student learning

Use of findings for program improvement

1. Apparel Design and Merchandising students will design garments, merchandising plans, promotion, fashion shows, and window displays depending on their career option.

ADM 369, Fashion Merchandising (D) ADM 469 Visual Merchandising and Promotion, (D) (fashion merchandising emphasis) ADM 361, Flat pattern (D) ADM 362, Draping (D) ADM 661, Advanced design solutions (M) (apparel design emphasis)

2005-2006

ADM faculty’s quantitative and qualitative assessment of projects shown at Runway Fashion show presented to the campus community and the public in May 2006 at McKenna Theater at SFSU.

Runway 2006 Fashion Show: The show was the culmination of the ADM student’s work. 35 students showed their work through a line of related designs. Over 270 items, which met the criteria, were accepted for the presentation including 27 student designer lines, which included for the first time lines created by three merchandising students. A panel of 3 industry designers judged the designs. Fashion merchandising students planned, promoted and merchandised the show. All performed satisfactorily. This was the second year the show was presented in McKenna Theater, and it the 700 seats sold out a week before show time. Students also promoted and put on a pre show food and drink reception in the Vista room for family, guests and alumnae which was attended by over 80 people.

Runway 2006 Fashion Show: Presenting a show in McKenna for the 2nd year presented new challenges of communication and organization. The theater department was more willing to work with us and we had a rehearsal day! Professionalism and creativity will continue to be stressed in classes and interdepartmental communication. Alumnae will be contacted earlier to make the pre-show event a greater networking tool for all.

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ADM 600, Professional Development (M) (design and merchandising emphasis) ADM 469, Visual Merchandising and Promotion (D) (merchandising emphasis requirement, elective for design emphasis)

2005-2006

2005-2006

ADM faculty, in addition to the instructor of the ADM 600, critique of student portfolios.

ADM 600 Class speech critique on the spot. ADM 469 Evaluation of window displays Burk Hall third floor.

Portfolios: ADM students in ADM 600 (n=84) completed portfolios with 29 meeting very professional evaluations, 49 acceptable, and 6 not acceptable. In ADM 600 85 students completed “One minute Speeches” with 72 rated as effective and 13 as not effective. ADM 469: Students designed and installed 42 windows within Burk Hall, 80% receiving B or better and 20% C or better. Students also merchandised displays for Runway 2006 and in the community.

Portfolio Content: More attention will be given to encouraging students to save and perfect their work to show in their portfolios and to include work (photographs, floor plans etc) from their internships. Process: Revised portfolio assessment sheets significantly assisted in reviewing and evaluating the portfolios. We will continue to update sheets to keep relevant. ADM 600: Modifications are being made to assist students in promoting themselves. ADM 469: Communication will continue with the community to support class projects. We will continue to look for alternative window display possibilities outside of our department and within the community. An evaluation tool will be developed for the passers by to contribute feedback to how they perceived the windows.

2. Students will exhibit critical thinking.

ADM 600, Professional Development (M) (design and merchandising emphasis)

2005-2006

Faculty critique of ADM 600 student portfolios

ADM 600: See above.

ADM 600: See above

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ADM 560, Apparel and Textiles in the World Marketplace (M) (design and merchandising) ADM 561 Culture and Historical Costume (M) (design and merchandising emphasis)

2005-2006 2006-2007

Faculty critique of ADM 560 position papers which include two sides of an issue and the student’s position.

ADM 560: 30% evaluated as excellent, 30 % as good, 35% as average, and 5% as less than acceptable.

ADM 560: Two group debates facilitated a verbal display of critical thinking. Students continue to be challenged to take a stand on a trade topic. ADM 561: no change is needed at this time. This class is offered on line for the second time. This year’s evaluation will be crucial.

3. Students will exhibit good oral presentation skills.

ADM 600, Professional Development (M) (design and merchandising emphasis)

2005-2006

Faculty critique of 85 student oral presentations

ADM 600: 85% of the 85 oral presentations were rated as highly effective and 15% were rated as not effective.

An oral presentation rubric was designed and is now used by all classes so students are better prepared to understand and prepare for oral presentations. We continue to stress areas needing improvement. The instructor of ADM 600 now gives a sample presentation to clarify expectations. The majority of students met minimum standards. A PowerPoint presentation was added to allow students to verbally take a stand on their positions.

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4. Students will exhibit cooperative team skills.

ADM 469, Visual Merchandising and Promotion (D) (merchandising emphasis requirement, elective for design emphasis)

2005-2006 2005-2006

ADM 469: Fashion Show participation ADM 665: Faculty critique of capstone projects for all ADM students

ADM 469: The show included the participation of 250 models (students and non-students) who contributed to the success of the show. Team skills were a success in dealing with the large number of participants in the show. Written student evaluations confirmed that this was very effective for meeting course objectives. ADM 665: Product development final presentations are group projects that must incorporate all members. 100% of students passed this project with a C or better.

ADM 469: Smaller show venues were developed so all merchandising students experienced the realities of front stage and back stage management and promotion. ADM 665: More ilearn exercises can be developed to develop good team building skills for group projects and homework assignments.

5. Students will contribute to society and the professional community through community service learning.

ADM 469, (D) (merchandising emphasis requirement, elective for design emphasis) ADM 610, Professional Internship (M) (design and merchandising emphasis)

2005-2006 2005-2006

Oral and written critique of projects. Students participate in oral and written evaluation graded by faculty and community partner.

ADM 469: A new community partner, the Princess Project was chosen to work with. Students held a prom dress collection drive, participated in the spring give away of dresses for high school students, and designed one special dress for a high school student. Also, a % of the proceeds from Runway 2006 went to the Princess Project, with the founders being introduced at the show. Students were given the option to produce windows outside of the department, at the University Bookstore, Stonestown Shopping Center, and for downtown and south of Market locations through a new partnership with Urban Solutions. 16 window displays were created off campus in “real locations, “ 60% earning and A and 40% a B. Designing windows for real business

Earlier contact will contribute to a larger drive to collect more prom dresses on campus. Better communication with local high schools, may allow interested students the possibility to model in our show, or attend the dress rehearsal for free. Window Displays: Communication will continue with the community to support class projects. We will continue to look for alternative window displays and hope they develop into internship opportunities for students.

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ADM 610: Internship students receive written evaluation from internship site.

solutions, was well received yet added new challenges of time and distance. Students are encouraged to work within a nonprofit community organization to fulfill their 120 hour intern requirement. Our partnership with A Miner Miracle was the site for roughly 30 of the 120 internship sites throughout the year.

Continue to develop more partnerships/internships with Princess Project, Urban Solutions and others so students can understand the connection between their ADM major and the community.

6. Students appreciate a socially conscious approach to the apparel and textile industry

ADM 665, (M) ADM 560, (M)

2005-2006

ADM 665: Faculty critique of product lines for all ADM students ADM 560: Student and faculty oral and written critique

ADM 665: A social justice component was added to all 22 lines created by 90 students, with 100% of the students earning a B or better. Examples include, designs made of sustainable fibers, niche markets as uniforms for public high schools, charitable and philanthropic donations and drives. ADM 560: Class debates focused on issues of apparel trade and globalization related to social justice. Topics included the rights of factory workers, animal protection (fur industry), philanthropic marketing campaigns. Debate was rated by all students as highly effective method and all students earned a B or better on the project.

ADM 665: Include market research interviews with real people within the target market to make sure the socially conscious approach is workable. (Example: speak with teachers, students, parents, for the school uniform project.) Continue to add global textile and apparel topics throughout the semester that relate to social justice and consider a poster session on the quad where students can share their work with the larger SFSU community.

7. Graduates will exhibit satisfaction with their Apparel Design and Merchandising program.

Exit survey upon graduation application, no class (M)

2005-2006

An exit survey is completed by all graduating seniors. Most items relate to learning objectives in all major classes.

The result of the graduating senior exit survey showed that students feel positive about our program. Out of 62 questions all ranked with a mean score above 2.86. 49% were rated between 1 and 2; 51% were rated between 2 and 3. The highest ratings were:

Focus on faculty communication with students; continue to publicize professional development activities; continue to follow improvement in student oral communication skills.

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8. Diversity will be stressed in the manner of course instruction. (ie use of online courses and ilearn

ADM 561 (M)

2006-2007

• Recognize the role clothing plays in fulfilling and an individual’s social needs.

• Recognize the need clothing plays in helping individuals express themselves creatively and apply this to daily living.

• Recognize and describe the rational and emotional effects retail promotion has on consumers.

Some of the lower rated items included: • Availability of extracurricular

activities. • Know subject matter to the extent

you feel prepared to seek employment.

• Design original garments using flat pattern basic construction and custom techniques.

• Be able to communicate through oral presentation, computer programs or flat sketches.

Add some new questions in exit survey related to community service and online courses.

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Program: BA Family & Consumer Sciences Department: CFS/D College: Health & Human Services Date: October 2006 Program Mission: 1. To meet the high quality national standards for Family and Consumer Sciences Accreditation; and 2. develop competencies requisite for employment in human services, services for victims of family violence, and family support services, child care, preschool, secondary, adults or community college level education, cooperative extension, foodservice, nutrition support services and restaurants, government, business, and industry.


Place in curriculum

where outcome is addressed

Academic year out-

come was/ will be

assessed

Assessment/procedures Methods/strategies



1. Graduates will

exhibit professional skills and knowledge associated with the Family & Consumer Sciences discipline.

CFS 600 Professional Development (M)

2005-2006

Faculty critiqued portfolios of 31 Family & Consumer Sciences majors in CFS 600, Professional Development

Of the 31 portfolios evaluated, 16 portfolios were evaluated as very professional, 12 as acceptable, and 3 as not acceptable.

The portfolio assessment process continues to be improved. Students are now given a list of appropriate projects for inclusion in the portfolio. Students meet with the instructor to consult regarding improvements to make in resumes and portfolios. The faculty are given results to make appropriate changes in classes that lead to this culminating experience. The Evaluation Rubrics, developed by the department faculty, for the evaluation of both oral reports and portfolios continues to be refined and improved. The Rubrics have been effective in that they have aided in clarifying faculty standards and expectations for preparing orals and portfolios.

2. Students will

exhibit oral presentation skills.

CFS 600 Professional Development (M)

2005-2006

Faculty critiqued of student oral presentations for 35 Family & Consumer Sciences majors in CFS 600, Professional Development.

Of the 35 oral presentations evaluated, 29 oral presentations were judged as effective and 6 as not effective.

Oral presentations continue to improve. The instructor(s) makes a sample oral presentation to help guide students in proper presentation techniques. An oral presentation rubric is used by all classes so students are better

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prepared to understand and prepare for oral presentations. The instructor(s) of ADM 600 gives a sample presentation to clarify expectations. Areas needing improvement continue to be stressed. After receiving the results, the faculty make appropriate changes in classes that lead to this culminating experience.

3. Students will

exhibit critical thinking skills.

CFS 320 Children and Families (D) CFS 321 Adolescents and Families (D) CFS 323 Infant/Toddler Development (D)

2005-2006

2005-2006

2005-2006

Through assignments requiring critical thinking skills in the following CFS classes: The CFS 320 Instructor evaluates student Child Action Projects that utilize research, theory, and knowledge. The CFS 321 Instructor evaluates student interpretations of case studies that utilize research, theory and knowledge. The CFS 323 Instructor evaluates student research critiques, and observation assignments that utilize research, theory and knowledge.

Rating scale used for the following classes: 90% or above = Outstanding; 80-89% = Good; 70-79% = Satisfactory; 60-69% = Needs improvement; 59% or below = Unsatisfactory. Spring 2006, 28% of the Child Action Assignments were assessed as Outstanding, 32% Good, 28% Satisfactory and 12% Unsatisfactory. Fall 2005, 42% of the case studies were assessed as Outstanding, 27% Good, 23 Satisfactory, and 8% Needs Improvement. Fall 2005, 22% of the case studies were evaluated as Outstanding, 33% Good, 20 Satisfactory, 13% Needs Improvement, and 12% unsatisfactory.

Student assignments requiring critical thinking skills continue to improve. The instructors continue making appropriate changes in class assignments to more adequately assist students in using critical thinking. Each year the Child Action Project is revised to assess more effectively the student’s ability to evaluate the development of a specific child. The class content, assignment directions and the evaluation sheet was revised. Students will be given a sample of a research article, and the instructor will read an example of an outstanding research critique. Students will be required to submit progress reports for their observation assignments.

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CFS 325 Transitions in the Family Life Cycle (D) CFS 352 Foods, Production, and Service (D) CFS 355 Nutrition and Wellness (D) CFS 453 Nutrition in the Life Cycle (D)

2006-2007

2005-2006

2005-2006

2006-2007

The CFS 352 instructors determined students’ abilities based on journals, term-papers and use of sanitation and safety theory in the Vista Room fine dining and Miele quantity food production laboratories. The CFS 355 instructor evaluated assignments to determine students’ abilities to identify the nutritional needs for being wellness, including RDA, food pyramid, nutrients deficiencies, supplements, overweight, BMI and optimal health,

In Fall 2005, 79 students took the class: 54% rated Outstanding, 36% Good, 5% Satisfactory, 3% Needs improvement and 2% Unsatisfactory. In Spring 2006, 90 students took the class: 75% rated Outstanding, 18% Good, 6% Satisfactory and 1% Unsatisfactory. In Spring 2006, 86 students took the class: 24% rated Outstanding, 28% Good 30% Satisfactory, 6% Needs improvement, 8% Unsatisfactory and 4% Withdraw.

Faculty will maintain teaching strategies that were successful and have established a content table to avoid overlap in courses. CFS faculty will meet to analyze problematic areas and discuss how to improve student learning.

4. Students will

demonstrate pre-professional skills associated with the Family and Consumer Sciences field

CFS 352 Foods, Production, and Foodservice ( I )

2005-2006

Faculty and staff appraise Students’ customer service, production and management skills in the Vista Room fine dining, quantity production laboratories and Miele food experiment laboratories and through the use of their hands-on experiences, journals and evaluations.

In Fall 2005, 79 students took the class: 53% rated Outstanding, 37% Good, 5% Satisfactory, 3% Needs improvement and 2% Unsatisfactory. In Spring 2006, 90 students took the class: 75% rated Outstanding, 18% Good, 6% Satisfactory and 1%

Faculty will maintain teaching strategies that were successful and have established a content table to avoid overlap in courses.

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of study.

CFS 424 Supervised Experiences with Young Children (M) CFS 481 Consumer and Family Studies/Dietetics Field Experience (M) CFS 481 Consumer and Family Studies/Dietetics Field Experience (M)

2005-2006

2005-2006

2005-2006

Faculty appraise CFS 424 Child Development students teaching performance at the SFSU Child Study Center based on attendance, punctuality, attitude, interpersonal skills, classroom management, and curriculum projects Faculty appraise CFS 481 CFS/D Field Experience (Emphasis: Nutrition/ Foodservice Systems management students’ performance based on a journal, a project, completion of 180 hours, supervisor’s evaluation and quality of meeting with the instructor. . Faculty appraises CFS 481 CFS/D Field Experience (Child & Family Sciences emphasis) students’ performance at facilities in the community.

Unsatisfactory. The students were assessed as 50% Outstanding, and 50% Good. In Spring 2006, 5 students took the class: 100% rated Outstanding. The students were rated as 100% Outstanding by the off-campus supervisor and the instructor.

Faculty meet with students after each pre-school season to evaluate each student’s teaching performance. Improvements continue to be made. Beginning Spring semester 2004, field supervisors have been asked to provide daily feedback to students. Instructor will continue bi-weekly evaluation sessions with students. Same as 3 above.

5. Students will

exhibit satisfaction with their Family & Consumer Sciences program.

FCS major survey at time of application for graduation (M)

2005-2006

Upon submitting graduation applications to the department, all department graduating seniors complete an exit survey consisting of 34 items to evaluate their under-graduate program. A scale of 1-5 was used where 1 = very satisfied and 5 = very dissatisfied.

Outcomes assessed Highest were: • Assume responsibility as a

professional person • Quality of communications

with program advisor. • Think independently • Project a positive image as

a professional person • Recognize factors that

contribute to success or difficulty in a professional role

• Attention given by faculty to

These satisfaction scores showed improvement from 2004-2005 results. All of the 34-items on the FCS Exit Survey received mean scores in the 1 (very satisfied) and 2 (moderately satisfied) range.

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providing guidance and support in regard to your academic program

• Recognize changes in societal conditions

• Exhibit appreciation for the interdisciplinary nature and scope of your program

• Know subject matter to the extent necessary for proposing solutions to problems and/or plans of action

• Ability to adopt appropriate professional behaviors in relation to the needs, values, and cultural uniqueness of families and consumers

• Take leadership roles as a Professional person

• Quality of instruction by the Faculty

Items rated from 2.3 to 2.9: (no items were assessed over 2.9) • Quality of laboratory

classroom facilities • availability of extracurricular

activities providing enrichment Variety of major course offerings available to you.

More recruitment of new students is needed. The use of the exit survey continues to give the faculty good feedback on the program. A faculty member has received a small grant from AAFCS-CA that will provide extracurricular activities through a student association. The request for more courses may not change due to budgetary constraints.

6. Students understand the synergistic, integrative nature of family and consumer sciences.

CFS 312 Families, Individuals, and Environments ( I)

2005-2006 Instructor evaluated student FCS philosophy and mission assignments and written exams.

Of the 39 students assessed, 37 (95%) demonstrated an understanding of the FCS mission. An understanding of the synergistic/integrative nature of the FCS was demonstrated by 32 (32%). Knowledge of the FCS content areas was demonstrated by 34 (87%).

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Program: B.S. in Dietetics Department: CFS/D College: CHHS Date: October 2006 Program Mission: To meet the Standards of Education for the didactic education of The American Dietetic Association. To provide quality education in all components of dietetic practice; namely communication, physical and biological sciences, social sciences, food, nutrition, management and health care systems. To provide both didactic and experiential learning for students with clients/persons of varying gender, ethnicity and cultural backgrounds. To maintain quality parameters for graduates who will successfully complete the dietetic internship. To meet the needs of an increasingly multi-ethnic student body with a greater mix of adult learners.

Measurable learning

outcome Place in

curriculum where outcome

is addressed

Academic year

outcome Was/ will

be assessed




1. Graduates will

exhibit professional skills and knowledge in Dietetics.

Exit Survey (M)

2005-2006

• “Senior Dietetic Student’s

Terminal Self-evaluation of The Undergraduate Program in Dietetics” (Exit Survey) results for 2005-2006.

• All graduating dietetics seniors complete this Exit Survey, consisting of 99 items, to evaluate knowledge and skills obtained in their undergraduate program.

• A scale of 1-5 was used where:

5=highly knowledged 4=knowledged 3=neutral 2=less knowledge 1= no knowledge

Graduating students reported a mean knowledge score of 3.81 overall on the Exit Survey. Low scores included: Biotechnology (3.19) Formulation of local, state, and national food security policy (3.22) Pharmacology: nutrient-nutrient, drug-nutrient interaction (3.26) High scores included: Work effectively as a team member (4.41) Use current information technologies (4.26) Scientific Method (4.15)

• Dietetics faculty will meet to

evaluate classes and discuss reported lower knowledge and skill areas and how to improve student learning and application.

• Teaching strategies will be maintained in areas of high knowledge.

• The use of the exit survey continues to give the faculty good feedback on the program.

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2. Students will

demonstrate the following foodservice skills:

a. Students will

demonstrate basic food production and presentation skills. Apply science knowledge to functions of ingredients in food.

DFM 352, 353, 357, 458 (M)

(M)

(M)

2005-2006

2005-2006

• Instructors evaluate

student learning levels based on individual class grades.

• Exit Survey – see above

under Learning Objective 1

• Exit Survey results: • Assigned Projects:

Student laboratory performances, skills of food preparation and scientific experiments (DFM 458 & 357, laboratories in Miele and Vista Room)

99% (n=286) of students achieved a satisfactory rating (C- or better) in DFM 352, 353, 357, and 458. Ability to demonstrate basic food preparation and presentation skills (Item #61): 4.08 Demonstrated ability to apply food science knowledge to functions of ingredients in food (Item #60): 3.76 Faculty and staff evaluated student performance and student journals in DFM 458 in Spring 06. 100% of the 32 students evaluated achieved a satisfactory performance rating (C- or better). 94% achieved a satisfactory rating on learning experience journals. DFM 357 Instructor evaluated 19 students’ performance and lab manuals spring 05. Lab manuals were graded on a set outline. 95% achieved a satisfactory rating in the lab portion of the course (C- or better): 53% rated Outstanding 37% rated Good 5% rated Satisfactory 5% rated Needs improvement

• Dietetics and Foodservice

Management faculty will meet periodically to evaluate classes and discuss problematic issues.

• Maintain teaching strategies that are successful.

No improvements are needed at this time. The use of the exit survey continues to give the faculty good feedback on the program.

• Maintain teaching strategies that

are successful. • No improvements are needed at

this time.

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b. Students will

demonstrate the ability to analyze basic food & nutrition components and translate nutrient needs into menus.

(M)

(D)

2005-2006

2005-2006

• Exit Survey results: • Assigned Projects:

Quantity foods (DFM 458) menu establishment project.

Demonstrated ability to calculate and interpret nutrient composition of foods & translate nutrition needs into menus for individuals and groups (Items # 56 & 57): 3.92 & 4.04 respectively 32 Menu Establishment projects were evaluated and graded based on a menu grading rubric. 97% achieved a satisfactory rating (C- or better): 67% rated Outstanding 27% rated Good 3% rated Satisfactory 3% rated Needs improvement



this time.

c. Students will demonstrate the ability to modify and standardize recipes for individual dietary needs or quantity food production.

(M)

(D)

2005-2006

2005-2006

• Exit Survey results: • Assigned projects:

Recipe enlargement and standardization project (DFM 458).

Demonstrated ability to determine recipe/formula proportions and modifications for volume food production (Item # 58): 3.96 Demonstrated ability to modify recipe for dietary needs (Item # 62): 3.88 32 recipe enlargement and standardization projects were evaluated and graded using a grading rubric. 88% achieved a satisfactory rating (C- or better): 19% rated Outstanding 56% rated Good 12.5% rated Satisfactory 12.5% rated Needs improvement

• Maintain teaching strategies that are successful.

• Will add a recipe/formula calculation exercise in clinical courses (DFM 484 and 485) to improve students’ perceived competence in this area.

• No other improvements are needed at this time.

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d. students will

demonstrate knowledge of food safety and sanitation.

e. Students will

demonstrate the ability to write food and equipment specifications.

(M)

(M)

(M)

(M)

2005-2006

2005-2006

• Exit Survey results: • Students offered the

opportunity to take the “ServSafe Food Safety Manager Certification Exam” through the National Restaurant Association’s. Exam offered as the course final in spring 06.

• Exit Survey results: • Assigned projects: Food

specification project (DFM 458) and equipment specification (DFM 452).

Working knowledge of food safety and sanitation (Item # 44): 4.04 82% (n=68) of students exhibited strong knowledge of food safety and sanitation by passing the ServSafe exam by achieving a minimum of 75% correct answers. Class average score was 82%. Demonstrated ability to write specifications for food and foodservice equipment (Item # 59): 3.88. 32 food specification projects were evaluated and graded using a grading rubric. 88% achieved a satisfactory rating (C- or better): 63% rated Outstanding 19% rated Good 6% rated Satisfactory 12% rated Needs improvement



this time. • Maintain teaching strategies that


this time.

f. Students will

demonstrate the ability to determine cost of services/ operation, prepare a budget and interpret financial data.

(M)

(D)

2005-2006

• Exit Survey results: • Assigned projects:

Budgeting project (DFM 353).

Working knowledge of financial management, including accounting principles (item #86): 3.55 92 budget worksheets were completed and evaluated using a grading rubric. 93% achieved a satisfactory rating (C- or better): 78% rated Outstanding 14% rated Good 1% rated Satisfactory 7% rated Needs improvement

• Faculty will meet and evaluate

the methods and projects used to teach basic accounting and budgeting based on the relatively low ratings from the Exit Survey.

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San Francisco State University

Inventory of Program Assessment Activities, 2005-2006

Program/Degree: BS Interior Design Department: CFS/D COLLEGE: Health & Human Services DATE: October 2006 PROGRAM MISSION: The ID program prepares students for a career in the interior design industry. Students have both hands on and theoretical approaches to the study of residential and commercial interior design.




Academic year out-

come was/ will be

assessed




1. Interior Design students will exhibit technical Interior Design skills (floor plans/layout elevations, perspectives, color boards and other projects related to interior design in different media.)

The intent of the Design Week Interior Design Exhibition at the San Francisco Design Center Galleria is to provide the students with a venue where their work can be shown to the professional design community and the public at large. The students experience designing and producing the

ID 240 Color and Design ( I ) ID 243 Delineation in Interior Design (M) ID 640 and 641 Interior Design Solutions (D) (Residential and Commercial) ID 645 Advanced Interior Design Solution (M)

2005-2006

Faculty critique of projects shown at Design Week, a week-long event of displayed interior design/housing projects off-campus at the San Francisco Galleria. Design professionals view student work during the week-long display. Students are provided with feedback from the design community and the SFSU population who viewed the event.

Over 450 projects were evaluated for inclusion in Design Week and approximately 25% of those that best met the criteria were chosen for display. The event was held in an industry setting, which brought much publicity and praise of the program from the professional interior design community. Students gained specific new experiences from holding the event in a professional setting, including procuring the space, designing and producing the invitations and programs, developing a calendar for docents and volunteers from other Interior Design students, developing a docent training program, establishing criteria for dressing in a professional manner, communicating with industry, setting up a design exhibit, and developing traffic flow patterns. A reception was attended by faculty, staff, administrators, students and their families, and the design community. It was a very successful event.

Many small changes were made in the execution of the event since last year. More students were used to contact industry donors, so that they could start making their professional contacts. We again included industry evaluators of projects. This type of professional/industry critique will raise the standards for our student work and the acceptance of projects to show to the public.

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display units and organizing, planning and implementing the exhibit. This also allows the students to interact with the professional design community and the public who view their work. The students have this experience in a professional situation.

The students participating in this event have had many paid internships offers as well as job offers as a result of this exhibit of their work. The venue affords SFSU students the opportunity to exhibit their work to both professional designers, and the public at large as well as to San Francisco State University and the community colleges in the Bay Area.

2. Students will exhibit critical thinking skills.

ID 600 Professional Development (M) ID 240 Color and Design ( I ) ID 243 Delineation in Interior Design (D) CFS 685 Teaching Projects in CFS/D (M) ID 242 entry level design project portfolios were assessed in 2005 for Fall 2005 entrants to the major.( I ) Starting Fall 2006, faculty in this impacted program will evaluate applications which include the portfolio design project. ( I )

2005-2006 2005-2006 2006-2007

Faculty critique of student portfolios in ID 600 Professional Development Entry level portfolio projects were assessed as pass or fail. Students who passed were given priority in upper division ID classes since this program has more majors than there is capacity for.

In 2005–2006, 59 interior design students completed portfolios of which 44 were evaluated very professional, 12 were evaluated acceptable, and 3 were evaluated not acceptable. In 2005-6, the department held four assessments of entry level design project portfolios: at the end of fall semester, at the start of spring semester, at the end of spring semester, and at the end of summer semester. From the 123 portfolios assessed, a total of 74, or 60% were acceptable.

Faculty will work in ID 240 and 243 and other classes to improve certain areas of the final portfolios. Faulty will work on refining the application and design project portfolio process.

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3. Students will exhibit good oral presentation skills

ID 600, Professional Development (M) ID 243 Delineation ( I )

2005-2006

Faculty critiqued student oral presentations. Faculty and peer evaluations of oral presentation of professional work

In 2005–2006, 54 interior design students completed oral presentations. 47were evaluated effective, and 7were evaluated not effective. All students in class were required to orally present their best work to the entire class every week. The department oral presentation rubric was introduced in this class as a guide.

An oral presentation rubric was designed and is now used by all classes so students are better prepared to understand and prepare for oral presentations. We continue to stress areas needing improvement. The instructor of ID 600 now gives a sample presentation to clarify expectations. The majority of students met minimum standards. A PowerPoint presentation was added to allow students to verbally take a stand on their positions.

4. Students will exhibit cooperative team skills.

Every ID class has group projects. (I–M)

2005-2006

The interior design courses that play an active role in the Design Week Interior Design Exhibit are ID 240 Color and Design; ID 242 Graphic Communication in Interior Design; ID 640 Residential Design Solutions and, ID 641 Commercial Design Solutions; ID 243 Rendering, ID 665 Design Solutions II (planning and coordination plus exhibition projects); ID 341 Contemporary Design. The SFSU Interior Design Association (IDA) takes an active leadership role in the coordination and execution of this event. Therefore, all of the approximately 234 majors and 100 non-majors in the interior design program are involved in some capacity

The Design Week Interior Design exhibit promotes student designs which are integrally related to the course offerings in the interior design program. The exhibits are created by the students and consist of the design and manufacture of the display units on which work is exhibited; work consisting of all aspects of interior design: floor- plans, layouts, elevations, perspectives, obliques, color/texture boards, budget, lighting plans, reflective ceiling plans. The exhibits also showcase scale models and faux finishes: marbleizing, eggshell lacquer, cracquelure, tortoise shell, japanning, weathered bronze and gold & silver leaf. The exhibit also includes furniture design, i.e. seating units and tables. This

Team skills continue to be emphasized, evaluated and refined in all group projects.

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with this annual event.

replicates the functions of the interior design industry. The students work together on all aspects of planning and execution of this event.

5. Graduates will exhibit satisfaction with their Interior Design program

Exit survey of graduating seniors, no class. (M)

2005-2006

A 44 item survey was developed for all graduating seniors to take. Most questions were pulled from learning objectives in major classes, and from FIDER documents.

Of the 44 items, the results ranged between a high of 1.81 and a low of 2.74 on a scale of 1 to 5, where 1 was “Frequently or very satisfied” and 5 was “Frequently or very dissatisfied.”

Calculate amounts of materials and costs involved for various ID Solutions was the lowest ranked item. As a result, this activity has been added in two higher level classes: ID 445 Business Processes of Interior Design and ID 540 Materials and Processes of Interior Design.

6. Graduates will project a positive image as a professional person

ID 540 Materials in Interior Design (this class meets at the SF Design Center off campus) (M)

2005-2006

Evaluation of graduating seniors on exit survey Attendance at professional meetings

The item “projecting a professional image” was chosen as the most important item on the ID seniors’ exit survey. It was found informally that nearly one third of approximately 150 attendees at the Fall 2005 professional reception of San Francisco Design Center Designers and Showroom personnel was made up of SFSU Interior Design alumni from 2005. The San Francisco Design Center is giving three scholarships to students in this SFSU class (1 @ $1000, and 2 @ $500) based on the professional behavior and image of the students.

We will continue to hold ID 540 at this off-campus venue and the requirement that students dress and act professionally during this class time.

7. Criteria required for FIDER accreditation

Will begin 2006-2007

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Program: MA Family & Consumer Sciences Dept: CFS/D College: Health & Human Services Date: October 2006 Program Mission: 1.To provide advanced work in family and consumer sciences sub-disciplines; and 2. develop competencies requisite for employment in sub-disciplines of dietetics, apparel, interiors or family and consumer sciences, secondary, adults or community college level education.




Academic year out-

come was/ will be

assessed




1. Graduates will exhibit professional skills and knowledge associated with their sub-discipline in Family & Consumer Sciences: • Apparel • Interior Design • Dietetics • FCS Teacher

Preparation

CFS 700, Trends and Issues in Family & Consumer Sciences (D)

2006-2007

This program was under suspension for one semester and then opened with few new students joining the program. A program review has been completed. A revised MA with 3 emphases has been proposed. A positive report has been received by an outside review team, and the Academic Program Review Committee (APRC) report is expected Fall semester 2006.

2. Graduates will exhibit competent research skills associated with their sub-discipline.

CFS 700 (D) CFS 898, Thesis (M)

2006-2007

2005-2006

M.A. students engage in research or other culminating experiences with an oral defense of their work. A committee is formed with two

Four graduate students completed their M.A. in 2005-2006. The students fulfilled all course and research requirements for

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department faculty and a possible third member who evaluates the student’s work and makes recommendations. Oral defense consists of three faculty members evaluating the presentation.

the program. Oral defenses were accepted by three committee members for each student and judged as the following (on a scale of 1-10 with 10 being the highest): Scores for 4 students in parentheses: Presentation of work (10, 9, 8, 8.7) Expression of future implications of research (9.3, 8.7, 8.7, 6.3) Professional grasp of field (10, 9, 9, 7.7)

3. Students will exhibit good writing skills.

CFS 700 (D) CFS 898 (M)

2006-2007

2005-2006

A thesis is written by each student as a culminating experience.

Committee members review each chapter several times with comments which are incorporated in subsequent drafts of the thesis.

Continual attention will be given to correction of writing in all theses.

san francisco state university - air.sfsu.eduair.sfsu.edu/sites/default/files/cfsd.idm assessment...

Documents