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
At least 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
100% of students who completed the interior design program's Exit Survey scored a grade of Low Pass, Pass or High Pass on the content portion of the exam (33% scored a High Pass, 58.3% scored a Pass, and 8.3% scored a Low Pass). Therefore, this criterion was met.
Action
Exit Survey - Knowledge And Skills
Because 100% of students passed the Exit Survey, we are working with the idea of abandoning this instrument and instead using the scoring on fourteen professional skills identified as critical to professional success on the Performance Appraisal of Student Intern as completed by the Internship Supervisor.
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 skills including appropriate use of knowledge from the program content). Both questions from this form used as indicators are derived from supervisor ratings of the intern. One of the questions 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 assistant position.
Criterion
Employer/Supervisor Evaluation 3.5+ And 80% Would Hire If Possible
At least 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 Evaluation Of 3.5+ And 80% Would Hire If Possible
Of the six interior design graduates for 2012-2013, 100% received a rating of 4 or 5 (i.e., greater than 3.5) by the internship employer/supervisor. All but one supervisor (83.3%) stated that he/she would hire the intern for a suitable, entry-level position with the company. Therefore, this criterion was met.
Action
Employer/Supervisor Evaluations
We modified the evaluation form this past cycle to include three options rather than two (yes or no) as it had been in the past. This time we divided the "yes" option into "yes, hire without reservation" and "yes, hire with reservation" in the hope of getting additional feedback. However, although we received both responses ("yes" and "yes, hire with reservations"), there was little feedback, so we plan to modify the process.
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 meet university requirements for computer literacy through assignments in FACS 2368 and FACS 4362 that are required of all undergraduate majors in the Department of Family and Consumer Sciences.
Indicator
Computer Literacy Assignments
Students who graduate from undergraduate programs in the Department of Family and Consumer Sciences will satisfactorily complete two assignments in FACS 2368 Consumer Education, a word-processed assignment and a budget prepared using an Excel spreadsheet. Satisfactory completion of a PowerPoint assignment is required in FACS 4362 Presentation Techniques. These three assignments comprise the department's computer literacy requirement.
Criterion
Computer Literacy Assignments - At Least 3.0
At least 90% of program majors who take the courses FACS 2368 and FACS 4362 during the 2012-2013 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 Assignments
Only one student from the BA program in Interior Design completed the course in which the spreadsheet and word-processing assignments were assigned. This student scored the highest score (5/5) on these two assignments; therefore, this criterion was met for the word-processed and spreadsheet assignments. For the PowerPoint assignment, there were three students from the BA program in Interior Design who completed this assignment, and all of them scored 5/5. Therefore, this criterion was met.
Action
Computer Literacy Assignments
With only one student for the word-processing and Excel spreadsheet assignments, there is not really significance to this finding, yet the university requires that we measure students' computer literacy through this means. There SHOULD be a significant number of students for this measure for the coming year based on the enrollments we are seeing. There is more significance to the finding for the three students who completed the PowerPoint assignment. Overall, it is obvious that students are entering the university with good computer literacy skills and are further developing these skills during their time as undergraduate students.