FASHION TECHNOLOGY
ANNUAL DEGREE PROGRAM ASSESSMENT, PLANNING AND BUDGET REPORT
2013-2014
Fashion Technology Program Description
Program Vision
The Fashion Technology Program seeks to be a fundamental resource to the community in soft goods design and construction, by educating individuals for employment, retraining or entrepreneurship, by responding to the business environment with product support and trained and trainable students and graduates, by participating in cultural and service projects within and outside the College, and by contributing to the College’s role in introducing and inspiring the student to challenge, commitment and endurance.
Program Mission
The Fashion Technology Program mission is to provide basic training in soft goods production and fashion design, including the technical skills required for job entry and retraining for the garment industry, and the upgrading of garment construction, pattern making and current market skills for individuals and entrepreneurs. “Soft goods” can include, but not limited to, apparel, accessories, textile, embellishment, jewelry and interior design.
Contribution to UH Maui College Mission and Vision
The Fashion Technology Program is strongly focused on current learner needs and interests due to the diversity of enrollment and to the laboratory format requiring students to execute individual projects in every course, which makes personal attention a basic requirement and benefit of the program. The discussion format of lecture and hands-on lab time promote interaction, sharing of resources and active applied-knowledge enrichment.
1. Briefly respond in 100 words or less for each cautionary and/or unhealthy
Quantitative Indicator (II):
N/A
2. Industry Validation (check all that apply)(IV-A):
Advisory Committee Mtg(s)_ , How many? 0
Did Advisory Committee discuss CASLO/PLO? Yes__ No__
Coop Ed Placements √ , Fund raising activities/events √ , Service Learning __,
Provide program services that support campus and/or community √, Outreach to public schools √ ,
Partner with other colleges, states and/or countries √ , Partner with businesses and organizations √
Other √ Describe: Job Placements: sales associate at boutique; alterations specialist for Maui Police Department; independent contractor developing patterns & sewing samples for designer exhibiting at trade show in Paris; technical designer for ERGOBaby; sample maker for ERGOBaby.
Fashion Shows forSpecial Events: MAMO wearable art event; IMUA Family Services
annual fund raiser; Coffee Festival; Hawaii Fashion Month presentation in Honolulu.
3. List PLOs(attach Program Map)(IV):
For the 2013-2014 program year, some or all of the following P-SLOs were reviewed by the program:
Assessedthis year? / Fashion Technology Program Student Learning Outcomes
1 / YES / PLO1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment including terminology, tools and supplies; pattern identification; taking and calculating measurements; pattern alteration; layout and cutting; sewing construction and garment fitting.
2 / YES / PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in conveying design ideas on paper including identifying and sketching design details accurately and in proportion to the figure or object.
3 / no / PLO3: Demonstrate satisfactory proficiency in principles of pattern making, including terminology, use of tools, and process of pattern development.
4 / no / PLO4: Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to special topic courses.
5 / YES / PLO 5: Demonstrate satisfactory proficiency in the safe operation of sewing machines and equipment.
6 / no / PLO 6: Demonstrate satisfactory understanding of textile characteristics and end use.
7 / no / PLO7: Demonstrate satisfactory understanding of principles of starting a small business.
4. Instrument used for assessment(check all that apply) (IV-B):
PLO1 FT 113-115Sample technique notebook√ Sewing Projects √ Quizzes √
Equipment Operation √
PLO2 FT 111Design Concept notebook√ Journal √ Research Paper √ Class Participation √
Fashion Design Project Presentation √
PLO2 FT 216Sketching Journal √ Sketching exercises √ Fashion Design and Sketching
Project Presentation √
PLO5 FT 25Sample technique notebook√ Cut, Lay, Sew Projects √ Quizzes √
EquipmentOperation √
5. Which course or courses did you use to assess PLOs and CASLO (IV-C)?
PLO1 FT 113/115, Clothing Construction I and II
PLO2 FT 111, Art and Design in Fashion and FT 216, Fashion Design and Sketching
PLO5 FT 25, Ready-to-Wear Clothing Production
CASLO N/A
6. List strengths and weaknesses found from PLO assessment analysis (IV-E):
Results of Program Assessment
PLO1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment including terminology, tools and supplies; pattern identification; taking and calculating measurements; pattern alteration; layout and cutting; sewing construction and garment fitting. (FT 113/115, basic clothing construction courses were assessed in Fall 2013)
Exceeds Meets Needs ImprovementNo Proficiency
8 11 10 8
PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in conveying design ideas on paper including identifying and sketching design details accurately and in proportion to the figure or object. (FT 111, art in fashion course was assessed in Fall 2013)
Exceeds Meets Needs ImprovementNo Proficiency
12 7 11
PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in conveying design ideas on paper including identifying and sketching design details accurately and in proportion to the figure or object. (FT 216, fashion sketching course was assessed in Spring 2014)
Exceeds Meets Needs ImprovementNo Proficiency
8 4 0 3
PLO 5: Demonstrate satisfactory proficiency in the safe operation of sewing machines and equipment. (FT 25, ready-to-wear production course was assessed in Spring 2014)
Exceeds Meets Needs Improvement No Proficiency
10 2 2 2
The program coordinator was on personal leave for the Fall 2013 semester. All courses were taught by lecturers. PLO1, FT 113/115, two basic clothing construction courses, stood out because of the proficiency number in the last two categories. After speaking to the lecturer, he felt his grading was far too critical for a beginning level course. It was his first time teaching the course and having to assess sewing techniques and projects, he would have benefited from some guidance. Since he progressed to be an accomplished sewer, his personal criteria was not reasonable. Another lecturer was consulted when there was a question. He also mentioned that there were some experienced sewers who didn’t want to change their sewing habits, which were not always the most professional way.
All the other courses in the PLO assessment for this year were taught by seasoned lecturers. The numbers are consistent with previous years where results show that most students “exceed” or“meet” the specific learning outcomes. Those that exceed have excellent work habits, are highly motivated and put in hours in the open lab. Those that “need improvement” usually fall in that category because of attendance, other outside priorities and time management.
The lab is kept open after scheduled classes for 10 to 15 non-compensated, additional hours per week. Students who need extra time, fall behind, don’t own machines etc. have the benefit of a working space to complete their projects.
7. List CASLO assessment findings highlights (attach CASLO report) (IV-E):
Fashion Technology Program was not available to participate in the CASLO project on Information Literacy. The CTE report was read and the program will have input in the development of the ENG 100 course since there are writing skills required of fashion students.
8. Action Plan (III) and Next Steps (IV-G):
a. PLO
Lecturers who teach a course for the first time will need to meet regularly with the program coordinator to discuss aspects of the course. Recommendations will be made on what to look for while evaluating students based on determined learning outcomes.
Ongoing improvements or changes in the program are made based on student evaluations. Adjustments focus on course content, course delivery, project criteria, equipment or other areas that need attention.
b. CASLO
Examples of technical, creative and research writing activities will be given to the English department so the newly developed ENG100 course will address the needs of the fashion students.
Next year, the fashion program is interested and wants to be involved in Quantitative Reasoning assessment.
c. Program improvement
As an educational institution, the Fashion Technology Program strives to maintain currency and often looks ahead to identify upcoming trends. So, ongoing skill set and project modifications happen in all courses. As demand arises, new special topics courses will be developed so students will have the skills theyrequire to fulfill their career goals. Students who graduate often return to take specialized courses that weren’t offered when they were taking classes.
The program continues to seek out and incorporate real world experiences into courses as opportunities become available. In the past, these special events were held outside of class and organized by the Couture Club. In the future, due to the enormous time commitment outside of class, the events will be built into special topics courses.
Ongoing relationships with graduates will continue to include alumni in special event activities. Graduates who are established in the fashion industry participate in the program and students look up to them as success stories. Some are asked to lecture based on their strengths and expertise.
A new buttonhole machine was purchased to replace a finicky 50 year old one. A computerized sewing machine circuit board blew but the program has decided to replace it with a standard sewing machine model due to the lack of a repair technician on the island. A technician in California is often consulted via telephone and Thomas Hussey has assisted in many machine repairs over the years. Next year, equipment needs will focus on replacing the “dead” sewing machine and on upgrading machine lights with new fixtures and better quality light bulbs.
As time permits, other checklist items include:
- One section of the lab requires more electrical capacity to operate all the available machines during a class session so an electrician will be needed to work on this job.
- Curriculum changes have always been on the list of “to do’s” and will hopefully get done in the next year.
9. Chart of resource needs (IV)
Budget Request Amount Justification for how this will improve learning
Student help / 8000. / Assist faculty & lecturers in class prop, remaking patterns, lab organization, maintenance etc.Assisting students in open lab
Equipment maintenance (27 machines, irons, stands, up to 40 yrs old) / 1000. / Keep in working order to offer basic & advanced courses
Lecturers (2 per semester, 1 class each) / 14000. / To offer variety of different courses & support full-time faculty assigned time
Supplies (sewing, patternmaking) / 2000. / Basics needed to offer all garment construction & patternmaking courses
Equipment replacement / 2500. / Replace broken computerized machine