ANNUAL DEGREE PROGRAM ASSESSMENT REPORT

Overview

The emphasis of the report should be on PLO and CASLO assessment, action items emerging from those assessments, and a table listing the top three budget requests from each degree program. Bullet points are certainly acceptable for the sections requiring written responses. Refer to the ARPD Instructions when you upload your report elements to the system website.The roman numerals indicate the corresponding system item number for when you upload your report to the UH System website.

http://www.hawaii.edu/offices/cc/arpd/instructional.php?year=2015&action=quantitativeindicators&college=HAW

Select Maui College and your program in the drop down menus.

On the page that shows the Quantitative indicators, click on “web submission”. You will log in to get to your program submission pages.

Remember to click on “save” icon for EACH SECTION.

See the end of this document for more assistance with web submission.

2015-16 Program Review preparation guidelines

Program Name: Fashion Technology

ANALYSIS TAB

I. Quantitative Indicators

Discussion Not Required.

II. Analysis of the Program

1.  Any new significant program actions (new certificates, stopout, gain or loss of positions) as results of last year’s action plan.

Although Demand Indicators show “unhealthy” job opportunities, there seems to be no way of tracking self-employment, teaching and retail opportunities in the field. The following shows the variety of employment opportunities that students secure as a result of training received in the Fashion Tech program.

All recent graduates are employed in a related field; two opened their own online fashion business (kuluamaui.com, elisharon on instagram), two opened a soft goods and upholstery contract sewing business, one works in fashion retail (shops of Wailea), one works at a fabric store, one moved to Santa Fe, New Mexico to teach fashion at a community college and one works with a local bathing suit manufacturer (makenasurfwear.com).

Additionally, two full-time positions were secured for a student and lecturer at Ergo Baby, a national manufacturer of baby carriers and other products whose design division in based in Maui. Although this meant losing an energetic student and longtime program lecturer, they were offered excellent hiring packages and were the perfect fit for the job positions.

A former graduate and lecturer secured a space in an Oahu boutique to feature his evening gowns. He is known for his avant garde custom made designs and have been worn at many beauty pageants and weddings over the past year.

Significant program actions in instruction:

For the previous four years, FT 40 was offered as a hybrid course, where lectures, discussions and textbook chapter work were done online via Facebook and hands on workshops were held in-class. Since this course is based on the science of textile development, it has always been the most challenging. Students who have English as a second language or are not strong in reading comprehension seemed to prefer a traditional classroom setting. So, after four semesters I decided to bring FT 40 back into the classroom. A textbook with an online study guide was chosen; less weekly assignments were given, from thirty down to fifteen.

In Fall 2015, the program learning outcome was assessed and successfully only 14%, as compared to the previous year of 38%, received unsatisfactory grades. PLO6: Demonstrate satisfactory understanding of textile characteristics and end use. Each year, student demographics differ so course evaluations and outcome results differ. Vocational students are definitely hands on and this is the only course that students complain about because there is too much reading and writing. A lecturer was hired to teach course in Spring 2016 and per request from students who live off island and want to save the commute time it was offered as a hybrid course once again in via Laulima. Also, this format is easier to teach for a first time lecturer in this subject area.

Other program actions focused on equipment upgrade:

Since some of the older machines purchased in the 80’s were showing signs of the clutch motors wearing down and getting stuck at uncontrollable high speeds, five servo electronic motors were installed on an experimental basis. After researching the market, found that the new style of motor reduces the overall weight of the entire sewing machine unit; offers flexibility in adjusting the motor speed; cuts down the noise pollution to 0%; reduces energy usage by 90% and eliminates heat being generated from the motor so the air conditioning is more effective in that part of the room.

After changing the motors, found that the new electrical capacity was blowing the low voltage light bulbs. So, had to find out why and what type worked with the new motors so tried incandescent lights but they generated intense heat on the light fixture so it became a safety issue. Finally found that the lower wattage LED bulbs generated the needed illumination, no heat and worked perfectly.

Since these are a new style of motor, the longevity of the motor is unknown in the industry. In the future, the program has plans to change all the motors if the performance and endurance looks promising.

There is no sewing machine technician on Maui so I was fortunate to locate an individual who is knowledgeable with automotive and computer electronics technology. After being interviewed, he had sufficient knowledge in electricity, mechanics and other tasks. He was very interested in learning about sewing machine repair so I tried him out on replacing the motors. Success! He plans to register for the industrial sewing class in Spring 2017 to better understand how the machine functions so he can maintain and repair machines on Maui.

2.  If relevant, share a brief analysis for any Perkins Core Indicator not met.

III. Action Plan

1.  Action Plan

  1. PLO—Program learning outcomes remained the same. New lecturers teaching a course for the first time review the PLO’s so they have an understanding that the course was developed so the PLO’s can be achieved and know of the program expectations.

b.  Program improvement—Each year, the Fashion Technology Program strives to maintain currency in a fast paced, complicated industry. So, although the important fundamental skill sets are stable, modifications are made in project criteria to meet any upcoming trends or changes. When specific demands arise, Special Topic courses are developed so students have the skills to fulfill their career goals.

Ongoing relationships with graduates continue to include alumni participation 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. There is communication with many former students as they serve as an industry news feed for the program

Since two lecturers went on to fulltime positions in the industry, the program coordinator spent the year locating two lecturers that could fill the void. New course materials were created with the new lecturers so they could have a say in developing the course materials suitable to their teaching style. In addition, all the prototypes of projects were constructed from design concept to finish product.

IV. Resource Implications:

The campus budget process aligns with the State of Hawaii biennium budget timeline. The next UHMC budget process will be initiated at the beginning of fall semester 2017 for the next biennium. Mid-biennium requests should address a critical need submitted through your department chair.

DESCRIPTION TAB

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.

P-SLOs TAB

1.  PLO selected for assessment (click on the PLO assessed – it will turn green).

PLO4: Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to special topics courses.

  1. Industry Validation (check all that apply):

Advisory Committee Meeting(s) __, How many? _0_

Did Advisory Committee discuss CASLO/PLO? Yes__ No__ With one member__X_

Coop Ed Placements __ Fund raising activities/events __ Service Learning __

Provide program services that support campus and/or community _X__

Outreach to public schools _X_

Partner with other colleges, states and/or countries __

Partner with businesses and organizations __

Other__ Describe______

  1. Expected level of Achievement:

For the PLO assessed, _75_ % of students completing the assignment/course expected to meet expectations for the assignment/course.

  1. Courses (or assignments) Assessed:

PLO4: Courses assessed were FT190V, Special Topics: Home Furnishing AND

FT190V, Special Topics: Production Patternmaking

  1. Assessment strategy/Instrument/Evidence (check all that apply):

PLO4: FT190V, Special Topics: Production Patternmaking

Design concept and sketch; Sewing and fitting; patternmaking; pattern grading techniques_X_ Finished Projects _X_

Other: written Cost Sheet and Project Evaluation for each garment__X__

PLO4: FT190V, Special Topics: Home Furnishing

Samples of sewing techniques_X_ Projects _X_ Specific Design Details _X_

Other: written Cost Sheet, detailed Specification layout and Project Evaluation for each project__X__

  1. Results of program assessment:
  2. The following were present at the PLO assessment:

PRODUCTION PATTERNMAKING—one advisory committee member

HOME FURNISHING---Fashion Tech Program Coordinator

  1. Strengths and weaknesses (best practices and educational gaps) found from PLO assessment analysis .

Students enjoy the Special Topics courses because they have direct input into what course it will be. Topics of interest are decided upon and voted on in the previous semester. Then, the program coordinator develops the course based on Student Learning Outcomes related to the topic.

Overall, final outcomes in Production Patternmaking was exceptional because six students were starting their design business and had two who were from the industry. The course was created to simulate the design and production process from beginning to end. Although they had graduated and taken all the required courses, they wanted to focus on “putting it all together”. Results were:

Exceeds Expectations _6_ Meets Expectations _ 4_ Needs Improvement _1_

No Proficiency _1_

The individual who couldn’t complete the course was working in the industry and got too busy in his custom sewing business.

Final Outcomes in Home Furnishing were satisfactory.

Exceeds Expectations – 2 Meets Expectations – 3 Needs Improvement – 2

No Proficiency – 2 Withdrawal – 1

After discussing with the first time lecturer who taught this course and with results from other program courses, the three students who failed the course perform consistently in previous courses. They come to class the entire semester, enjoy the sewing process, participate in all the projects but fell behind. Two had personal and family problems, the other has difficulty with comprehension. Two have decided to take a break from school until they can stabilize their lives. The two that need improvement need to work on their neatness and accuracy in the process. On a good note, 50% performed to expectations.

  1. Other comments:

Describe CASLO assessment findings and resulting action plans. Go to Laulima UHMC CASLO Assessment for your program’s “Assessment results” and summarize below.

CASLO assessment findings / Action plan to address findings
Critical Thinking-some students do well in this area, others do not. Not to say that they cannot do well but it is difficult to evaluate. Their complicated lives juggling single parenthood, a family, multiple jobs, personal problems and school affect their performance because unfortunately, their education is of lower priority.
The Design Studio course was used to evaluate critical thinking because it involves well thought out planning and decision making at multiple stages in the design and development of a garment design. The exceptional example is from a student who takes pride in her work and strives for excellence. Every move is thought out and changes are made along the way to satisfy her need for perfection.
On the other hand, the student who struggled at school also struggles with life. Unfortunately, personal and family problems, physical conditions, poor decision making and trying to make a living prevents her from organizing and prioritizing her life. / Plan to continue to develop projects that enable students to think about what they are doing, evaluating what they have done, and make changes to improve the desired outcome.
Also, will engage more in back and forth discussions and questions with students that will improve their critical thinking skills.
  1. Next steps:

For program learning outcomes (check all that apply):

Assess the next PLO_X_ Review PLOs_X__ Adjust assignment used for PLO_X_

Adjust course used for PLO___ Meet with Advisory Committee____

Other___ Please explain:


System website:

http://www.hawaii.edu/offices/cc/arpd/instructional.php?year=2015&action=quantitativeindicators&college=HAW

Select Maui College and your program in the drop down menus.

On the page that shows the Quantitative indicators, click on “web submission”.

You’ll log in on the next page.

When the page with tabs comes up, click on Analysis tab.

Click on “edit”. Copy and paste from this document into each section. If you are pasting from Word, you need to click on the “W” icon and then paste into the box that pops up (like in Laulima). See green arrow below.

REMEMBER TO “SAVE” EACH SECTION! (red arrow in pic below).

You’ll be entering information into:

-  Analysis

-  Description

-  P-SLOs

-  External (if your program has an external exam)

REMEMBER TO SAVE (red arrow) EACH SECTION!

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