Students graduating from the interior design program will have the knowledge and skills required for entry-level positions in interior design.
Objective
Demonstration Of Content-Area Knowledge And Skills
Students graduating from the interior design program will demonstrate the knowledge and skills necessary for entry-level management in interior design positions.
Indicator
Exit Survey - Knowledge And Skills
The Exit Survey for interior design majors includes multiple-choice and short-answer sections that test retention of course material and a case study that applies directly to interior design; it is graded on a pass/fail basis. (Each program area has multiple-choice, short answer, and identification questions that are specific to that program content.) To develop this instrument, faculty in the content area reviewed course and program objectives and chose questions from exams that reflected important concepts that students should retain. The test is used repetitively and the scoring is consistent. For security reasons, the test portion (multiple-choice questions, short essay questions, and identification items) is not attached. However, this document is available in the chair's office.
Criterion
Exit Survey - Knowledge And Skills - 90% Pass Or High Pass
90% of students who complete the interior design program's Exit Survey will score a grade of Low Pass, Pass or High Pass on the content portions of the exam.
Finding
Exit Survey - Knowledge And Skills
Data was collected on all 7 of the graduates of this program for the 2011-2012 academic year. All 7 (100%) of the graduates scored a grade of Pass or High Pass, so this criterion was met.
Action
Exit Survey - Knowledge And Skills
Program graduates met this criterion at 100%. Based on data collected during last year's cycle, the percentage criterion was raised from 80% to 90%. However, because the number of graduates in this program is often below 10, raising it higher than this level would be meaningless since a single person with a failing score would make the difference as to whether this criterion was met. Students appear to be retaining program content well.
Goal
Internship Supervisor Evaluation
The Interior Design Program will graduate students who meet the expectations of employers in the profession of interior design during their internships.
Objective
Demonstration Of Applied Professional Competence
The student will demonstrate professional competence and the ability to apply what they have learned (egs., appropriate product knowledge, knowledge of business procedures, knowledge of industry systems) in various aspects of interior design.
Indicator
Employer/Supervisor Evaluation
The supervisor evaluation form for interior design interns evaluates three skill areas (personal skills, interpersonal skills, and professional characteristics including appropriate use of knowledge from the program content). Both questions from this form used as indicators are essentially overall supervisor ratings of the intern. One of them rates the interns on a Likert-type scale of 1 to 5, with 1 being the lowest rating and 5 being the highest rating. The other is a "yes-no" indicator of whether the employer would hire the intern in the company for an entry-level design position.
Criterion
Employer/Supervisor Evaluation 3.5+ And 80% Would Hire If Possible
80% of business supervisors of interior design interns will give the intern a rating of 3.5 or higher on a 5.0 scale and 80% of business supervisors will indicate that they would hire the intern given the availability of a suitable entry-level management position in the company.
Finding
Employer/Supervisor Rating And Evaluation
There were 7 students who graduated with the BA in Interior Design for the 2011-2012 cycle. Data was collected on all of them. 85.7% (6 out of 7) of business supervisors of these student interns assigned them ratings of 3.5 or higher -- in fact, one student was assigned a rating of 3, and the others were assigned ratings of 4 and higher. In addition, all but one business supervisor (the same one who assigned the rating of 3) stated that they would hire the student intern if a suitable, entry-level opening existed in their business. Therefore, this criterion was met.
Action
Employer/Supervisor Ratings And Evaluation
Although this criterion was met at 85.7%, additional feedback would be helpful. During last year's cycle, it was suggested that we attempt to gather additional information by dividing the "Yes" option into "Yes, would hire without reservation" and "Yes, would hire with reservation." For those who checked "Yes, would hire with reservation," we could then ask an open-ended question designed to give us feedback needed for program improvement. We will make a stronger attempt to implement that process for the coming cycle. In order to do this, an immediate update of our Internship Handbook is required.
Goal
Computer Literacy
The Department of Family and Consumer Sciences will graduate students who have performed satisfactorily in the area of computer literacy through computer-based assignments in courses that are required of all FCS majors.
Objective
Computer Literacy
Students will demonstrate competence in the area of computer literacy through a series of assignments.
Indicator
Computer Literacy Assignments
There is a specific scoring rubric for each assignment.
Criterion
Computer Literacy Assignments - At Least 3.0
90% of program majors who take the courses FACS 2368 and FACS 4362 during the 2011-2012 academic year will score 3 or better on a 5-point scale with 5 being the highest score and 1 being the lowest score on the three assignments that are required to meet this computer literacy competency. Examples of assignment sheets for these three assignments and rubrics for grading them are attached.
Finding
Computer Literacy
75% of interior design majors who took one or both of the courses FACS 2368 and FACS 4362 during the 2011-2012 academic year scored 3 or better on the assignments used to measure computer literacy. Therefore, this criterion was not met.
Action
Computer Literacy
For the last cycle, it was decided that instructors who teach the courses believe that additional work in the area of database management was needed.