Central Washington University

Assessment of Student Learning

Program Report

Academic Year of Report: 2010-2011College: CEPS

Department: Family and Consumer Sciences Program: Fashion Merchandising

(1) What student learning outcomes were assessed this year, and why?

For the 2010-2011 academic year we assessed two learning outcomes;Global Interdependence and Critical and Creative Thinking. There are seven overall Fashion Merchandising learning outcomes and each overall outcome include subcategories. As a program we are systematically assessing each outcome on a four year rotation and on average there are five subcategories that are assessed each year. We have evaluated these goalspertaining to skills, attitude and knowledge.

Student Learning Outcomes / Department Goals / College & CWU Goals
Pertaining to Global Interdependence:Understand how political, cultural, and economic systems impact industry processes / Continue to improve student centered learning and the quality of the curriculum within the department’s programs
Facilitate cultural pluralism / Provide for an outstanding academic and professional growth experience for students at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participatein an increasingly diverse economy and environment. (CWU Goal 6; AA Goal 1)
Build mutually beneficial partnerships with alumni,industry, professional groups, institutions, and the communities surrounding our campus locations. (CWUGoal 4)
Provide professional, high-quality staffing, facilities, technologies, and appropriate resources to ensure the highest levels of academic and professional development. (CWU Goals 1,2,3)
Pertaining to Critical and Creative Thinking:Demonstrate critical and creative thinking skills including diverse perspectives / Continue to improve student centered learning and the quality of the curriculum within the department’s programs
Facilitate cultural pluralism / Provide for an outstanding academic and professional growth experience for students at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participatein an increasingly diverse economy and environment. (CWU Goal 6; AA Goal 1)
Build mutually beneficial partnerships with alumni,industry, professional groups, institutions, and the communities surrounding our campus locations. (CWUGoal 4)
Pertaining to Critical and Creative Thinking: Identify social, cultural, economic, technological, ethical, political, educational, and individual influences on industry issues / Continue to improve student centered learning and the quality of the curriculum within the department’s programs
Facilitate cultural pluralism / Provide for an outstanding academic and professional growth experience for students at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participatein an increasingly diverse economy and environment. (CWU Goal 6; AA Goal 1)
Build mutually beneficial partnerships with alumni,industry, professional groups, institutions, and the communities surrounding our campus locations. (CWUGoal 4)
Pertaining to Critical and Creative Thinking: Apply quantitative and qualitative skills to problem solving / Continue to improve student centered learning and the quality of the curriculum within the department’s programs
Facilitate cultural pluralism / Provide for an outstanding academic and professional growth experience for students at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participatein an increasingly diverse economy and environment. (CWU Goal 6; AA Goal 1)
Pertaining to Critical and Creative Thinking: Use appropriate technology to facilitate critical, creative, quantitative, and qualitative thinking / Continue to improve student centered learning and the quality of the curriculum within the department’s programs
Facilitate cultural pluralism / Provide for an outstanding academic and professional growth experience for students at all CWU locations. (CWU Goals 1,2,5)
Prepare students to participatein an increasingly diverse economy and environment. (CWU Goal 6; AA Goal 1)
Provide professional, high-quality staffing, facilities, technologies, and appropriate resources to ensure the highest levels of academic and professional development. (CWU Goals 1,2,3)

(2) How were they assessed, (3). What was learned, (4) What will the department or program do as a result of that information?

Program student learning outcomes were assessed through program course work, entry and exit assessments and supervisor internship evaluations.

Courses assessment of program learning outcomes

Student Learning Outcomes / Methods Used to Assess (#2) / Who/When Assessed (#2) / Results of Assessment (#2) / What was learned(#3) & impact (#4)?
Pertaining to Global Interdependence:Understand how political, cultural, and economic systems impact industry processes / Discussion lead (n:30) (includes topic research, topic presentation, class discussion and facilitation)
Cultural project (n: 28) (includes topic research, presentation, paper, peer presentation evaluation) / FCSA 351 Socio-Cultural Aspects of Apparel Students, Fall 2010 (Criterion Average 80% or higher)
FCSA 355 Consumer Textiles, Fall 2010 (Criterion Average 80% or higher)
FCSA 301 Intro to the Fashion Industry, Winter 2011 (Criterion Average 80% or higher) / 100th percentile 13%, 90th percentile 50%, 80th percentile 30%, 70th percentile 7%.
90th percentile 39%, 80th percentile 32%, 70th percentile 11%, 60th percentile 14%, 50th percentile 4%. / The criterion of achievement for all chosen methods of assessment was set at an average of 80% or higher. Criterion was met for all areas assessed except participation. All other areas indicate that students are demonstrating knowledge of theories, concepts and research related to industry and societal problems.
No changes are planned due to students meeting outcomes.
Pertaining to Critical and Creative Thinking:Demonstrate critical and creative thinking skills including diverse perspectives / Discussion lead (n:30) (includes topic research, topic presentation, class discussion and facilitation)
Cultural project (n: 28) (includes topic research, presentation, paper, peer presentation evaluation)
Participation (n:30) (includes actively contributing to class discussions with additional questions, their thoughts and reactions to each reading and response to questions posed by the professor, peers and discussion leaders) / FCSA 351 Socio-Cultural Aspects of Apparel Students, Fall 2010 (Criterion Average 80% or higher)
FCSA 301 Intro to the Fashion Industry, Winter 2011 (Criterion Average 80% or higher)
FCSA 389 Fashion Trend Analysis, Spring 2011 (Criterion Average 80% or higher)
FCSA 280 Basic Sewing Techniques, Winter 2010 (Criterion Average 80% or higher)
FCSA 388 Apparel Construction II, Winter 2011 (Criterion Average 80% or higher)
FCSA 488 Fashion Line Development, Spring 2011 (Criterion Average 80% or higher)
FCSA 181 Fashion Show Production, Spring 2011 (Criterion Average 80% or higher) / The criterion of achievement for all chosen methods of assessment was set at an average of 80% or higher. Criterion was met for all areas assessed except participation. All other areas indicate that students are demonstrating knowledge of theories, concepts and research related to industry and societal problems.
Participation percentiles were lower than the 80% or higher by 1%. Due to the high peer interaction and discussions within the class more team building activities will be added to the beginning of the course. This will help students feel more comfortable with their peers and assist with further engagement of students within the daily discussions and increase participation.
Pertaining to Critical and Creative Thinking: Identify social, cultural, economic, technological, ethical, political, educational, and individual influences on industry issues / Daily readings (n:30) (includes reading 2-5 daily articles from newspapers, journals, magazines and books with daily questions to assess knowledge)
Guest speaker reflection (n:28) (includes speaker questions, reflection of guest speaker answers, post-speaker class discussion)
Course objectives reflection (n:24) (includes final write-up of analysis and reflection of course student objectives)
Documentaries (n:30) (includes documentary questions, reflection, class discussion)
Discussion lead (n:30) (includes topic research, topic presentation, class discussion and facilitation)
Cultural project (n: 28) (includes topic research, presentation, paper, peer presentation evaluation)
Participation (n:30) (includes actively contributing to class discussions with additional questions, their thoughts and reactions to each reading and response to questions posed by the professor, peers and discussion leaders) / FCSA 351 Socio-Cultural Aspects of Apparel Students, Fall 2010 (Criterion Average 80% or higher)
FCSA 301 Intro to the Fashion Industry, Winter 2011 (Criterion Average 80% or higher)
FCSA 389 Fashion Trend Analysis, Spring 2011 (Criterion Average 80% or higher)
FCSA 280 Basic Sewing Techniques, Winter 2010 (Criterion Average 80% or higher)
FCSA 388 Apparel Construction II, Winter 2011 (Criterion Average 80% or higher)
FCSA 488 Fashion Line Development, Spring 2011 (Criterion Average 80% or higher)
FCSA 181 Fashion Show Production, Spring 2011 (Criterion Average 80% or higher) / 100th percentile 38%, 90th percentile 16%, 80th percentile 25%, 70th percentile 10%, 60th percentile 8%, 50th percentile 3%.
100th percentile 64%, 90th percentile 25%, 60th percentile 7%, 50th percentile 4%.
100th percentile 72%, 80th percentile 16%, 70th percentile 4%, 50th percentile 8%.
100th percentile 33%, 90th percentile 45%, 80th percentile 16%, 70th percentile 5%, 60th percentile 1%.
100th percentile 13%, 90th percentile 50%, 80th percentile 30%, 70th percentile 7%.
90th percentile 39%, 80th percentile 32%, 70th percentile 11%, 60th percentile 14%, 50th percentile 4%.
90th percentile 7%, 80th percentile 33%, 70th percentile 47%, 60th percentile 13%. / The criterion of achievement for all chosen methods of assessment was set at an average of 80% or higher. Criterion was met for all areas assessed except participation. All other areas indicate that students are demonstrating knowledge of theories, concepts and research related to industry and societal problems.
Participation percentiles were lower than the 80% or higher criterion by 1%. Student guided team building activities throughout the quarter will assist in making the students more comfortable in the group setting and more apt for higher participation in discussions.
Pertaining to Critical and Creative Thinking: Apply quantitative and qualitative skills to problem solving / Internship Supervisor Evaluations / FCSA 301 Intro to the Fashion Industry, Winter 2011 (Criterion Average 80% or higher)
FCSA 351 Socio-Cultural Aspects of Apparel Students, Fall 2010 (Criterion Average 80% or higher)
FCSA 389 Fashion Trend Analysis, Spring 2011 (Criterion Average 80% or higher) / Skills out of 5.0
Productivity 4.75
Preparation 4.5
Quality of Work 5.0
Creativity 4.5
Communication Skills 5.0
Attitude out of 5.0
Attitude 4.75
Dependability 4.75
Initiative 4.75
Judgment 4.75
Interpersonal Relations 4.5 / The criterion of achievement for supervisor evaluations was set at 4.0 or higher. Criterion was met for all evaluation areas.
After further scrutiny of the supervisor evaluation provided by Career Development Services it has been decided that a program specific evaluation will be developed. The program specific evaluation will have specific skill sets and student outcomes that need to be assessed including communication methods.
The process of submitting the supervisor evaluation will also be revised to assure all evaluations come to the advisors to have a full scope of information.
Advisory board members will assist in creating professional assessment criteria for new program specific evaluation.
Pertaining to Critical and Creative Thinking:Use appropriate technology to facilitate critical, creative, quantitative, and qualitative thinking. / Internship Supervisor Evaluations / FCSA 301 Intro to the Fashion Industry, Winter 2011 (Criterion Average 80% or higher)
FCSA 351 Socio-Cultural Aspects of Apparel Students, Fall 2010 (Criterion Average 80% or higher)
FCSA 389 Fashion Trend Analysis, Spring 2011 (Criterion Average 80% or higher)
FCSA 181, Fashion Show Production, Spring 2011 (Criterion Average 80% or higher) / Skills out of 5.0
Productivity 4.75
Preparation 4.5
Quality of Work 5.0
Creativity 4.5
Communication Skills 5.0
Attitude out of 5.0
Attitude 4.75
Dependability 4.75
Initiative 4.75
Judgment 4.75
Interpersonal Relations 4.5 / The criterion of achievement for supervisor evaluations was set at 4.0 or higher. Criterion was met for all evaluation areas.
Evaluation of the intern’s team member and leadership skills will be added to the new program specific supervisor evaluation.

Major exit and entry assessment of program learning outcomes

ENTERING MAJOR ASSESSMENT SURVEY
Program Student Learning Outcome / Global Interdependence / Critical and Creative Thinking
Subcategory Program Student Learning Outcome / Understand how political, cultural, and economic systems impact industry processes / Demonstrate critical and creative thinking skills including diverse perspectives / Identify social, cultural, economic, technological, ethical, political, educational, and individual influences on industry issues / Apply quantitative and qualitative skills to problem solving / Use appropriate technology to facilitate critical, creative, quantitative, and qualitative thinking
Total Number / Total Number / Total Number / Total Number / Total Number
86 / Percentage / 84 / Percentage / 84 / Percentage / 83 / Percentage / 82 / Percentage
None / 17 / 19% / 6 / 7% / 11 / 13% / 10 / 12% / 12 / 15%
Knowledgeable / 31 / 36% / 19 / 23% / 26 / 31% / 19 / 23% / 23 / 28%
Reasonably Competent / 32 / 37% / 31 / 37% / 37 / 44% / 31 / 37% / 34 / 41%
Extremely Competent / 6 / 7% / 28 / 33% / 10 / 12% / 23 / 28% / 13 / 16%
EXITING MAJOR ASSESSMENT SURVEY
Program Student Learning Outcome / Global Interdependence / Critical and Creative Thinking
Subcategory Program Student Learning Outcome / Understand how political, cultural, and economic systems impact industry processes / Demonstrate critical and creative thinking skills including diverse perspectives / Identify social, cultural, economic, technological, ethical, political, educational, and individual influences on industry issues / Apply quantitative and qualitative skills to problem solving / Use appropriate technology to facilitate critical, creative, quantitative, and qualitative thinking
Total Number / Total Number / Total Number / Total Number / Total Number
18 / Percentage / 18 / Percentage / 18 / Percentage / 18 / Percentage / 18 / Percentage
None / 0 / 0% / 0 / 0% / 0 / 0% / 0 / 0% / 0 / 0%
Knowledgeable / 1 / 6% / 1 / 6% / 0 / 0% / 0 / 0% / 1 / 6%
Reasonably Competent / 9 / 50% / 2 / 11% / 4 / 22% / 4 / 22% / 4 / 22%
Extremely Competent / 8 / 44% / 15 / 83% / 14 / 78% / 14 / 78% / 13 / 72%

(5) What did the department or program do in response to last year’s assessment information?

The program tracked and reported additional details with number of students assessed, what terms they were assessed and specific percentiles for score distribution for each assessment areas. This was helpful in having detailed areas for improvement for this coming year.

Information found in the assessment will also be shared at this summer’s advisory board meeting for further discussion, reflection and needed changes/updates.

2. How were they assessed?

In answering these questions, please concisely describe the specific methods used in assessing student learning. Please also specify the population assessed, when the assessment took place, and the standard of mastery (criterion) against which you will compare your assessment results. If appropriate, please list survey or questionnaire response rate from total population.

A) What methods were used?

B) Who was assessed?

C) When was it assessed?

3. What was learned?

In answering this question, please report results in specific qualitative or quantitative terms, with the results linked to the outcomes you assessed, and compared to the standard of mastery (criterion) you noted above. Please also include a concise interpretation or analysis of the results.

4. What will the department or program do as a result of that information?

In answering this question, please note specific changes to your program as they affect student learning, and as they are related to results from the assessment process. If no changes are planned, please describe why no changes are needed. In addition, how will the department report the results and changes to internal and external constituents (e.g., advisory groups, newsletters, forums, etc.).

5. What did the department or program do in response to last year’s assessment information?

In answering this question, please describe any changes that have been made to improve student learning based on previous assessment results. Please also discuss any changes you have made to your assessment plan or assessment methods.

6. Questions or suggestions concerning Assessment of Student Learning at CentralWashingtonUniversity:

Assessment of Student Learning  Program Report 2010-2011Fashion Merchandising  Page 1