STUDENT LEARNING ASSESSMENT PLAN - Marymount University

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Academic Year : 2008/2009 Program: Interior Design Undergraduate ID 406: Studio 6. Student’s capstone course in interior design. Incorporates all the stages of design and students must show how they are incorporating human factors, ADA, universal, and building, life, safety codes into the final design solution. Describe how the program implemented its planned improvements from last year: No implementation changes. Senior Comprehensive Exam not administered during this assessment period. Provide a response to last year’s <strong>University</strong> Assessment Committee review of the program’s learning assessment report: (List each recommendation and provide a specific response to each). From Report provided January 2009 From Report provided January 2010 Define outcomes in a simplistic form. Outcomes have been changed – are in simplified format for catalogue and continue to meet the fundamental definition both NCIDQ and CIDA term Interior Designers: problem solvers. In the design process for problem solving, this has been identified into the following stages by NCIDQ and CIDA: Programmatic, Schematic Design, Design Development, Contract Documentation, Contract Administration, and Professional Practice Our outcomes for our students have been defined by these stages and in addition we will design assessing mechanisms to assess all areas for the 2011/2012 academic year after looking at the program that is in review for the spring 2011 CIDA accreditation visit. 4
Academic Year : 2008/2009 Program: Interior Design Undergraduate Outcome and Past Assessment Learning Outcome 1 Students will capably use quantitative and qualitative skills to evaluate and assess project goals and objectives Is this outcome being reexamined? Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. The outcome measures are developed by assessing outside professionals critics evaluation of student performances – using rubrics to assess the students in the skill areas of: programming skills, Research, Concept Design development, Verbal and Graphic Presentation Skills. These are used as direct measures for the department’s assessment of program outcomes. Performance Standard Define and explain acceptable level of student performance. Rubric Evaluation, 75% of the students will receive a rating of 4 or better in performance standards. Data Collection Discuss the data collected and student population ID 406: Capstone Course. These include evaluations of student work from the final interior design studio (ID 406 Interior Design Studio VI) by the instructor and outside jurors who are professional practitioners in either interior design or architecture. Students projects are self selected and project developed on their own with faculty supervision. Projects content include healthcare design, daycare designs, hospitality design, and retail design Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. 27 of 35 Senior ID students included in analysis 11 raters 77% above 23% below 5
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STUDENT LEARNING ASSESSMENT PLAN - Marymount University

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