KMT Oct 31 2012 Assessment

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  • Notes: AiP Mission linked to ID Department’s MissionID Department Mission is linked directly to CIDA Accreditation outcome (professional standards=professional success)
  • Notes: CIDA Mapping: ID Department Process for tracking and assessing data to ensure we are meeting the needs of CIDA and ultimately fulfilling the college mission. BASIC CIDA MAPPING VISUAL: CIDA StandardCourse CompetencyAssignment ObjectiveCollected Student Work (1 of 2 slides)
  • BASIC CIDA MAPPING VISUAL: CIDA StandardCourse CompetencyAssignment ObjectiveCollected Student Work (2 of 2 slides)
  • Assessment Process:CIDA evaluates academic programs solely on the outcomes of student work. As faculty, we do the same, using grading and evaluation criteria that has been established on the CIDA standards. This ensures that the work our students are producing and therefore the skills they are learning are meeting the needs of the current interior design marketplace.
  • The foundations department has been conducting value-added assessment that includes pre and post testing. Pre and post tests are given to students in FND110, FND111, FND112 and FND120. The data collected is easily scored and analyzed using statistical procedures.
  • The collected concrete data results allow the faculty to regularly assess criteria and leads to continuous academic improvement and change within their courses.Moving forward, the faculty will incorporate similar testing methods using assignments and projects that directly support the competencies of the courses being taught.
  • Both the industrial and entertainment design departments incorporate a variety of assessment strategies including peer, professional jurors and faculty critique. This type of critical review provides students with direct feedback from a variety of sources that enables increased and improved project results. This formal assessment also provides the faculty with data that enables project criteria and parameters to evolve based on industry expectations and overall student progress results that are measured by assignment rubrics.
  • This type of ongoing formal assessment allows the faculty to constantly improve and make positive changes to the academic programs. Moving forward, this critical review process will lead to a revised IND/END curriculum that will be competitive in the current marketplace. Overall program objectives will be directly supported through course competencies, assignment objectives and outcomes.
  • KMT Oct 31 2012 Assessment

    1. 1. Full Circle Assessment October 2012Summarizing FY 12 and Planning FY 13
    2. 2.  It assists us in our daily, quarterly and yearly planning and forecasting. It creates a path of self improvement. It allows us to benchmark other colleges and other Ai’s It has always been part of our activities. We are working towards consistency in ◦ how we report assessment and ◦ how it will facilitate our engagement in the important work we all do to provide a quality education for our students. It is our culture.
    3. 3. George Sebolt
    4. 4. INSTITUTIONAL EFFECTIVENESS ANNUAL REPORT – FY 2012 DEPARTMENT: Office of the President NAME: George W. Sebolt•MISSION:TO PROVIDE AN EDUCATION IN DESIGN, MEDIA ARTS AND CULINARY THAT PREPARES STUDENTS FOR INDIVIDUAL AND PROFSSIONAL SUCCESS.INSTITUTIONAL GOALS (SUPPORTED): 1. Operational Effectiveness 2. Growth 3. Academic Quality 4. Regional and Global PartnershipsUNIT PURPOSE STATEMENT:Provide leadership to all operational units on the campus. Learning Outcomes/ Department Means of Assessment Criteria for Success Assessment Results Use of Results to Improve Outcomes Objectives1. Ensure development of all 1a. The 3-year strategic plan is 1a. Timely submission of 1a. Updated college Strategic 1a. Revised college missionplanning documents for the updated annually on a rolling strategic planning documents. Plan ahead of schedule. BoT statement with collegeinstitution basis. and campus community community (campus & online) suggested that college mission and BoT input. 1b. The IEP is updated at least 1b. Annual IEP deadlines are statement be revised to better annually and informs the met according to published reflect institution. Strategic Plan. timelines. 1b. Monitor for next cycle. 1b. Achieved deadlines. IE plans tie into strategic plan.2. Ensure appropriate 2a. Conduct at least semi- 2a. Meetings are documented. 2a. Accomplished. 2a. Continuecommunication throughout the annual meetings with all staffcampus and to stakeholders and faculty. 2b. Continue. Redesigned student lounge based on 2b. Meetings are documented. 2b. Accomplished. student body request for 2b. Conduct quarterly student larger more open space. involvement meetings. 2c. Gap score is under 1.0 for 2c. Continue to work with 2c. ―Satisfaction‖ = gap score items 2 and 10. Did not campus staff and faculty to 2c. Results of the Noel Levitz of 1.0 or less. achieve for items 57 and 71. improve gap scores for 57 & survey for items 2, 10, 57, and (See chart below) 71. 71. 2d. ―Satisfaction will be at or 2d. Meet with all departments 2d. Improve or maintain above system average. 2d. FY12 satisfaction scores to address issues and provide employee feedback survey were below the system a forum for communication. scores on employee average. communication.
    5. 5. • What We Assessed The 3-year strategic plan is updated on a rolling basis• Summary Updated the college strategic. Feedback Revise Mission Statement Formed a mission statement committee. College Community (campus & online) and BoT provided input.• Next Steps Will continue process of reviewing the strategic plan yearly.
    6. 6. Ken Bush & Brandon Williams
    7. 7. FY’12 Accounting Institutional Effectiveness Plan Monitor and refine internal collection process Ensure that out of school accounts are collected in a timely fashion Establish payment plans for students while they are in school Provide information to all campus department heads in a timely fashion Provide effective customer service to the college community
    8. 8. #1) Monitor and refine internal collection processes to reduce collection outsourcing • Reviewing process determined that we were not doing enough to communicate with students regarding past due account balances. • Additionally, bad debt has been steadily increasing year over year.
    9. 9.  Ways to improve communication with students regarding past due accounts? Implemented four step communication approach:  Automated Phone Call  Personalized Letter  Account Hold  Personal Follow-Up Phone Call
    10. 10.  By implementing an effective communication approach we hoped to:  Reduce the number of past due accounts each month.  Increase internal collections  Decrease overall bad debt While results were not as favorable as we had hoped, the process of communication and collection on past due account has improved slightly.
    11. 11. Kimbrea Browning Chris Farrell Jennifer O’Brien
    12. 12.  Recruit students with interests in line with Ai Programs ◦ Calculated % of plan for Admissions year (reaching 100 % or exceeding) Prospective students will find the admissions staff knowledgable about program offerings ◦ Noel Levitz results (students satisfied with admissions process)
    13. 13. • Ensure that the admissions staff follows practices and policies for ethical recruiting. – Required three week training and receive 85% accuracy on Mastery and FAQ test. – Interview and Appointment set Observations by SDoA or DoA. Monthly report showing observation percentage for campus. – Noel Levitz score (students are satisfied with the way the campus is portrayed in recruiting practices.
    14. 14.  Admissions staff will demonstrate knowledge of academic programs and will receive training to acquire information and knowledge. ◦ Product Knowledge training done regularly for understanding of campus program offerings. ◦ Noel Levitz score (students are satisfied with the services that help them decide upon a career) Accurate and complete new student records are transferred to the Registrar’s office in a timely manner to facilitate processing of required ◦ Data (100%) on new student academic records transferred to the registrar’s office from the enrollment processor.
    15. 15.  Our primary objective is to continue growth of new students. Our FY outcome fell short about 7 % which is attributed to several factors. Our change in inquiry distribution with HS inquiries had a major impact on our performance in the months of July, August and October for FY 13. We have some opportunity in terms of ADA knowledge and customer service to students. We will continue to initiate more product knowledge program training versus the sales training that was such a huge focus. Our coaching observations will have to increase to ensure these intangible items are happening with each and every student. The numerical reporting is not a good indicator of customer service.
    16. 16.  Primary indicators of effective performance. Importance of employee development and the impact on our students. Importance of other departments knowledge of ADA job role.
    17. 17. Diane Carney
    18. 18. What was assessed?Students Records, FERPA, transcript processing, graduate auditing, and overall satisfactionof services provided to the AiP community.SummaryThe Registrar’s Department is meeting the benchmarks for areas of assessmentI want to develop and implement a Registrar survey. It will be given to students andalumni . I want to know what service we are not providing.What I learned from assessment?Even though the method of auditing students file has changed; paper files to Image Now,it is still looking for the accuracy of all new files.As an established school, AiP does an incredible amount of transcripts. I am proud wemaintain the 48 hour turnaround despite changes to personnel.Regarding the assessment process itself: making time to plan your cycle of assessment andthe methods used is the key to having a meaningful experience.
    19. 19. Sara Rathburn
    20. 20. Learned?Continue focus on ―belonging‖ at Orientation and Freshmen StudiesDevelopment and growth of AiPStudent.comImpact of improvements in the Student LoungeNew Student Council campaign – increased meeting attendance anddiverse student involvement―Comments? Questions? Concerns?‖ button on AiPStudent.com
    21. 21. Ryan Cunningham
    22. 22. Results (―Satisfaction‖=gapFactors to be assessed score of 1.0 or less) Provide move-in ready student • Factor 3: Achieved housing (EBI Survey-Factor 3) Satisfaction EDMC mean: 4.70 AiP Mean: 4.30 Provide safe and secure housing option for students (EBI Survey- • Factor 8: Achieved Factor 8) Satisfaction EDMC Mean: 5.00 Provide caring and competent AiP Mean: 4.30 housing staff and policies that reflect student needs (EBI Survey - • Factor 5: Achieved Factor 5) Satisfaction EDMC Mean: 4.58 AiP Mean: 4.41
    23. 23. Lessons Learned / Changes to be instituted-For Factor 3, Question 50: floor coverings; we re-stained and sealed all ofthe corridor floors throughout Shannon Hall as well as re-staining andsealing apartment floors when units are renovated-For Factor 8, we remain committed to adhering to a schedule of safetyinspections and building rounds as well as keeping strong lines ofcommunication open with security staff to ensure that safety issues areaddressed in a timely manner-For Factor 5, focus groups conducted after the administration of the EBIsurvey showed that students were unhappy with the number if overnightguests they were permitted; the policy was revised to allow students ingood academic and housing standing to have more overnight guests
    24. 24. James O’Lare
    25. 25. • Assessment: students, faculty and staff will be satisfied with the customer service and materials available in the store.• Results: Noel-Levitz survey results #54 – bookstore staff are helpful: FY11 - 0.63 gap – FY12 - 0.44 gap.• Key learning: the store is a key resource for students, faculty and staff. – It’s important for the store to be relevant and timely with key items and information to support student and faculty success. – It’s important for the store to listen, offer solutions and respond. – It’s important for store staff to be knowledgeable about services campus-wide.
    26. 26. Michele Bamburak
    27. 27. *Quarterly IDEA surveys aggregate scores*Noel Levitz Survey - #3, 25,39,41,47 and 65*Faculty Development Plans*Yearly In Service Sessions*Faculty Participation in Professional Eventsand Memberships
    28. 28.  Aggregate scores for FY 2012 were 3.8 per quarter with individual scores averaging 3.5 over 4 quarters within the dimension regarding stated outcomes for the course. Noel Levitz satisfaction scores fell within the gap score of 1.0 or less (from -0.16 to -0.03) as compared to FY 11. Faculty Development Plans are individualized according to the strategic plan with all full time faculty attending on average 24 hours of faculty development and professional development training both on campus and through professional associations. In service hours provided for faculty during FY12 exceeded the required 10 hours per year of training. We offered 94.5 hours of training, 57.5 of those hours focused on student learning outcomes. Faculty files reveal that in FY 12, 66 full time faculty had memberships to professional organizations and of the 94.5 hours of training, 33 hours were specific to professional, departmental and program development.
    29. 29. Lee Ann Johnston Katie Speers
    30. 30. • The success rate of graduates seeking employment within six months of graduation.• The employment services and professional development for in-school students.• Services provided to promote and sustain continuous relationships with alumni.
    31. 31. • The Art Institute of Pittsburgh FY12 statistics closed at 74.6% and salaries of $25,886. Student satisfaction was 79% and employer satisfaction showed that 92% felt that our graduates had the needed skills and 89% felt they had the needed professional skills.• In FY12 we averaged nine employers at part-time job fairs and we did not have any internship fairs. Presentations were conducted in Freshman Studies, Advanced Communications and through industry related career workshops.• Since the elimination of the Alumni Coordinator position, the majority of alumni outreach is handled at the corporate level through the alumni website.
    32. 32. • Career Services was impacted in 2012 by staff reductions and changes, a weaker than normal economy, and challenges in several programs to locate enough field-related openings.• We need to increase our exposure to students earlier on in their academic Career to promote the need for field-related experience while in school and enhance their professionalism.• We need to have a more strategic method of working with alumni on a school level, particularly because AIP has the largest alumni network in the system.
    33. 33. George Albert Ryan Slater
    34. 34.  Faculty, staff, and students will have appropriate technology resources available to support working and learning environments. Technology systems will function in an efficient manner. Faculty, staff, and students will be satisfied with the services provided by the technology department.
    35. 35.  By tracking survey results and system logs we have learned to better utilize our time and resources in areas that meet the need of the school and our students. Our results have helped us to identify other areas for assessment in FY 13
    36. 36. Lara Hemwall
    37. 37. • What Did we Assess? – Students success based on at-risk debt difficulties – Persistence of students – Timeliness of financial information to students/ families to aid in decision making• Summary: – We regularly identify and counsel students in an at-risk status financially – All students complete their FA paperwork on time each year and our total drops decreased compared to last year. – The perception based on Noel-Levitz survey is that students are not happy with our level of customer service from SFS• What we learned: – We increased scholarship awards from last year and educated students and families on things we can do to help with FA, we need to continue to monitor and work towards moving students/families through the FA process more quickly, continue to provide customer service trainings to the staff to ensure we are providing the highest level of service to change overall perceptions.
    38. 38. Jacquie Demianczyk
    39. 39.  What was assessed? ◦ Employee Communication ◦ Staffing ◦ Employee Relations ◦ Benefits (401k) Summary of Assessment ◦ Low employee morale ◦ Need for more communication regarding training, development, benefits, general employee information. ◦ Decrease in Employee Relations issues and legal costs year over year. ◦ Strong staffing numbers. Focus on retaining talent moving forward. ◦ Emphasis on auditing HR files to ensure compliance and better use of results next fiscal year
    40. 40. Alberta Certo Greg Butler
    41. 41.  Each must assess each degree areas, Bachelors, Associates, and Diploma/ Certificate Today we will highlight one area from program. Each must assess 7 areas, some of these areas overlap non-program area reports.
    42. 42.  1.Basic Skills – Graduates will demonstrate knowledge of apparel production processes from concept development through finished product. 2.Process Skills - Graduates will demonstrate advanced skills in construction, draping, fitting, and patternmaking as well as in specialty textile design, and product and concept development 3.Technology and Production – Graduates will demonstrate the ability to use industry software to create, grade, and mark patterns; use software to develop specification sheets; and develop advanced knowledge of technical sketching and computer design.
    43. 43.  4.Communication – Graduates can explain connections between world events and design, color, and forecasting trends in the apparel industry, and apply current events to business trends 5.Professional Practice - Graduates will demonstrate ability to apply professional standards and business concepts related to apparel design, including the ability to work collaboratively and to present and articulate concepts.
    44. 44.  6. Operational Goals Persistence: Maintain student persistence at or above the Ai system desired targets. Graduate Placement: Maintain graduate placement at or above Ai target levels. Student Satisfaction Level: Maintain student, employer, and graduate satisfaction at appropriate levels.
    45. 45. Mike Zappone
    46. 46. Learning Outcomes/Dept. Objectives Assessed:• Sanitation• Moral and Ethical codes• Cost control• Cooking• Standardization of recipes• Human Resource Principles• Ability to create a Business Plan• Student Persistence Goals
    47. 47. Learning Outcome 1 AI Pittsburgh will continue its efforts to assist students to complete theTAPS program and to successfully pass the Serve Safe testLearning Outcome 2 AI Pittsburgh does not collect information from internship employers.Information has been gathered from the individual interns’ final grades which are preparedby their supervising employer.Learning Outcome 2a Faculty members who teach American Regional will separate theCulinarian’s Code assignment for the collection of statistical informationLearning Outcome 3a AI Pittsburgh portfolio instructor has added the final project fromCUL305, which is a complete accounting business plan to the portfolio rubric for graduation.Learning Outcome 3b AI Pittsburgh portfolio instructor has added the requirement of 5costing sheets and a menu analysis to the portfolio rubric for graduation.Learning Objective 7 Information for this fiscal year has not been available upon the datethat this report was due.The Faculty and Staff of the Culinary Arts Department of AI Pittsburgh will continue to assessand revise all materials for delivery to the students in this program by offering a variety ofschedule options, assistance in learning style, and by offering a variety of teaching/learningoptions through technology and e-companion.
    48. 48. Andy English
    49. 49. 15 Full Time Faculty from campus and online reviewed and score 80 randomly selected and unmarked final projects (10 /online – 10/campus for a total of 20 per quarter for 4 quarters) from PH135 Photographic Design for FY’12 Summer, Fall, Winter and Spring quarters. The Faculty used a Program Chair/Online Program DirectorPhotography developed rubric in relationship to the first column of the IE annual report - Learning Outcomes . The same Faculty assessed the campus Bachelors of Science (BS) graduating portfolios using a higher level Program Chair/Online Program Director developed rubric in relationship to the first column of the IE annual report - Learning Outcomes. Note that during this assessment period there were no online graduates to assess. FY’13 will have online graduates in the BS program.
    50. 50. Using assessment data collected through a Google document (used like Survey Monkey) and a portfolio share point, the Photography program came to the following points: • Technical Skills – we continue to be a solid program • Critical Thinking is an area for improvement • The Online faculty see application of grading criteria and rubrics in core courses across thePhotography program lacking consistency as well as inconsistency of grading from Adjunct faculty • Campus faculty question assessing a 2nd quarter course as they believe it is too early in the students educational career • Online PH135 portfolios scored slightly better than campus portfolios in certain categories of assessment Assessment initiatives for FY’13: • BS portfolios for campus and online • Not assessed for FY’12, AS portfolios for campus and online • Though there are concerns, PH135 Photographic Design assessment will continue • Assess business/marketing skills in the BS and AS portfolio packages • Employ additional initiatives developed as a
    51. 51. Stephanie Taylor
    52. 52.  What did I assess? -*Gateway 3-6-9(3rd quarter assessment) -16 fashion design students were assessed. How will students use the design process to analyze and adopt construction methodology to industry standards? -Evaluation: An exam, part written and part demonstration was given to student’s week 11 of the quarter. The written portion of the exam included information from the following courses: FD100-Clothing Construction, FRM110-Introduction to Retailing and FD110-Intermediate Construction. following courses: FD100-Clothing Construction, FRM110-Introduction to Retailing. The demonstration portion of the exam was based on the following courses; FD100-Clothing Construction and FD110-Intermediate Construction. -The rubric was developed by the department chair and two faculty.
    53. 53.  Summary of my assessment -The fashion design student’s final assessment results were surprising. For the final assessment, less than half of the students scored above a C+ on the rubric scale. The majority of the students were at a solid C range. This was not good news, but very useful information for me to have moving forward in making curriculum and department revisions. What did I learn from this process? -I learned two important things; Students needed more time to practice in the sewing lab to improve their sewing skills. I quickly added another tutor and extended lab hours. Students needed to experience learning from more than one faculty member. Two additional faculty members were added to staff.
    54. 54. Kelly Spewock
    55. 55. To provide an education in design,media arts and culinary that preparesstudents for individual and professionalsuccess. The Art Institute of Pittsburgh Departmental MSCHE ASSESSMENT CHALLENGE 2012
    56. 56. CIDA COURSE STANDARD COMPETENCYThe Art Institute of Pittsburgh Departmental MSCHEASSESSMENT CHALLENGE 2012
    57. 57. COLLECTED STUDENT ASSIGNMENT WORKThe Art Institute of Pittsburgh Departmental MSCHEASSESSMENT CHALLENGE 2012
    58. 58. The Art Institute of Pittsburgh Departmental MSCHEASSESSMENT CHALLENGE 2012
    59. 59. Kelly Spewock
    60. 60. ASSESSMENT To provide an education in design, media arts and culinary that prepares students for individual and professional success.Value-added Assessment Results = Measuring student knowledge and growth PRE-TESTING POST-TESTING CONCRETE DATA This collected data is easily scored and analyzed using statistical procedures. kspewock
    61. 61. ASSESSMENT To provide an education in design, media arts and culinary that prepares students for individual and professional success. Regularly assessed CONCRETE academic criteria that leads to DATA constant academic improvement and change Next Steps: Incorporate similar pre/post testing methods that address course competencies as broad learning objectives that support the mission of the foundations department enabling students to advance and succeed in their respective major area. kspewock
    62. 62. Greg ButlerKelly Spewock
    63. 63. To provide an education in design, media arts and culinary that prepares students for individual and professional success. FORMALPeer Critique ASSESSMENT: •USE OF FORMAL RUBRICS •INCREASED STUDENT IMPROVEMENT Faculty Critique Professional Jurors •PROJECT PARAMETERS •INDUSTRY EXPECTATIONS
    64. 64. ASSESSMENT To provide an education in design, media arts and culinary thatprepares students for individual and professional success. FORMAL CONSTANT ASSESSEMENT ACADEMIC IMPROVEMENT AND POSITIVE CHANGE Next Steps: Critical review of the academic curriculum in both industrial design and entertainment design will lead to a revised curriculum that meets current industry expectations where program objectives are realized through course competencies and assignment objectives.
    65. 65. Tamara Pavlock
    66. 66.  Spring 2012 the Graphic Design Portfolio class review process and final portfolio requirements were revised and updated.  During the graduates final portfolio class:  Week 3 students had their work evaluated by GD faculty for overall effective components of their books.  Week 5 professional designers were brought in to work with each student and reviewed all the assessment outcomes.  Final portfolio reviews are now in a presentation format to a panel of instructors. Mission: To provide an education in design, media arts and culinary that prepares students for individual and professional success.In-Betweener
    67. 67.  Bachelors: Technical expertise - Graduates will demonstrate and apply competencies in industry-specific computer software programs within the context of producing concrete projects. This includes technical aspects of prepress, output, and quality reproduction as well as web design. Associates & Diploma: Technical expertise is demonstrated through proficiency of software, manual skills, and craftsmanship for preparation and presentation of work.
    68. 68.  Bachelors Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 7th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1.0-5.0 Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 Fact: The Design Studio Students swept The Pittsburgh Aids Task Force poster design competition! http://www.patf.org/
    69. 69.  Bachelors: Design - graduates will analyze and incorporate aesthetics and formal concepts of layout and design. This includes spatial relationships; communication legibility and effectiveness; interrelationships among imagery and text; balance; typography; and color theory. This includes technical aspects of prepress, output, and quality reproduction as well as web design. Associates & Diploma: Visual and verbal communication is demonstrated through inexpressive visual voice, control of form, and relevance to the needs of the client and values of the target audience
    70. 70.  Bachelors Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100. 7th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1.0-5.0 Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 Fact: WORD PLAY is a ―while you wait‖ game developed by The Fred Rogers Company for parents and children to play together while waiting for the bus with help from the Art Institute Design Studio students.
    71. 71.  Bachelors: Conceptual - Graduates will demonstrate design concepts and relate these to historical and contemporary trends and social context by producing successful visual solutions to assigned problems. Associates & Diploma: Design professionalism is displayed in the student’s work through demonstration of insightful background research, and credibility. The work should be error-free with a meaningful hierarchy of visual elements.
    72. 72.  Bachelors Review: 7th quarter - seventy percent of the students will score 70 or higher out of 100. 12th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Associates and Diploma Review: 4th quarter - seventy percent of the students will score 70 or higher out of 100 Fact: A GD grad, Mike Legacy Is Art Director at a top Pittsburgh Agency, Brunner. mlegacy@brunnerworks.com
    73. 73.  Bachelors: Visual Communication - graduates will model the interdependence of content and visual expression and be able to evaluate and critique their ideas. Graduates must be able to verbally articulate the vision behind their creative work and explain and promote their solutions. Associates & Diploma: Theory and Concept - student’s work demonstrates striking originality in their work. Evidence of knowledge of design trends is thorough and the solving of the design problem is insightful.
    74. 74.  Bachelors Review: 12th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 Fact: Art Institute of Pittsburgh Graphic Design student Tyler Kozar entered a contest to win 1 million Pop-Tarts—and won. http://www.pittsburghmagazine.com/Best-of- the-Burgh-Blogs/Pitt-Girl/April-2011/Pop- Tart-Pop-Art/
    75. 75.  Bachelors: Professional Presentation - graduates will demonstrate professional presentation; articulation of knowledge of graphic design and visual problem solving; and mastery of industry standards, professional practices and ethics. Associates & Diploma: Form - student’s work demonstrates applied mastery of application of the formal aspects of graphic design, image making, and typography to the creation of design objects (form) and page compositions. Graduates will have a basic marketing package and basic portfolio of work, demonstrating the competencies of the curriculum.
    76. 76.  Bachelors Review: 12th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Associates and Diploma Review: 4th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Fact: A Solar Thermal Domestic Water Panel mural on the playground side of Pittsburgh Phillips School was designed by Art Institute of Pittsburgh Graphic Design students.
    77. 77. Tamara Pavlock
    78. 78.  Summer 2012 the Web Portfolio class review process and final portfolio requirements were revised and updated.  During the graduates final portfolio class:  Week 3 students will have their work evaluated by faculty for overall effective components of their books.  Week 5 professional designers are brought in to work with each student and reviewed all the assessment outcomes.  Final portfolio reviews are now in a presentation format to a panel of instructors. Mission: The Web Design & Interactive Media program prepares students to work effectively both individually and in a team creating aesthetically compelling and effective content to be presented and interacted with on the Web andIn-Betweener multiple interactive media platforms.
    79. 79.  Bachelors: Technical expertise - Graduates will demonstrate and apply competencies in industry-specific computer software programs within the context of producing concrete projects. This includes technical aspects of prepress, output, and quality reproduction as well as web design. Associates & Diploma: Technical expertise is demonstrated through proficiency of software, manual skills, and craftsmanship for preparation and presentation of work.
    80. 80.  Bachelors Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 7th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1.0-5.0 Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 Fact: The Design Studio Students swept The Pittsburgh Aids Task Force poster design competition! http://www.patf.org/
    81. 81.  Bachelors: Design - graduates will analyze and incorporate aesthetics and formal concepts of layout and design. This includes spatial relationships; communication legibility and effectiveness; interrelationships among imagery and text; balance; typography; and color theory. This includes technical aspects of prepress, output, and quality reproduction as well as web design. Associates & Diploma: Visual and verbal communication is demonstrated through inexpressive visual voice, control of form, and relevance to the needs of the client and values of the target audience
    82. 82.  Bachelors Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100. 7th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1.0-5.0 Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 Fact: WORD PLAY is a ―while you wait‖ game developed by The Fred Rogers Company for parents and children to play together while waiting for the bus with help from the Art Institute Design Studio students.
    83. 83.  Bachelors: Conceptual - Graduates will demonstrate design concepts and relate these to historical and contemporary trends and social context by producing successful visual solutions to assigned problems. Associates & Diploma: Design professionalism is displayed in the student’s work through demonstration of insightful background research, and credibility. The work should be error-free with a meaningful hierarchy of visual elements.
    84. 84.  Bachelors Review: 7th quarter - seventy percent of the students will score 70 or higher out of 100. 12th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Associates and Diploma Review: 4th quarter - seventy percent of the students will score 70 or higher out of 100 Fact: A GD grad, Mike Legacy Is Art Director at a top Pittsburgh Agency, Brunner. mlegacy@brunnerworks.com
    85. 85.  Bachelors: Visual Communication - graduates will model the interdependence of content and visual expression and be able to evaluate and critique their ideas. Graduates must be able to verbally articulate the vision behind their creative work and explain and promote their solutions. Associates & Diploma: Theory and Concept - student’s work demonstrates striking originality in their work. Evidence of knowledge of design trends is thorough and the solving of the design problem is insightful.
    86. 86.  Bachelors Review: 12th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or higher out of 100 Fact: Art Institute of Pittsburgh Graphic Design student Tyler Kozar entered a contest to win 1 million Pop-Tarts—and won. http://www.pittsburghmagazine.com/Best-of- the-Burgh-Blogs/Pitt-Girl/April-2011/Pop- Tart-Pop-Art/
    87. 87.  Bachelors: Professional Presentation - graduates will demonstrate professional presentation; articulation of knowledge of graphic design and visual problem solving; and mastery of industry standards, professional practices and ethics. Associates & Diploma: Form - student’s work demonstrates applied mastery of application of the formal aspects of graphic design, image making, and typography to the creation of design objects (form) and page compositions. Graduates will have a basic marketing package and basic portfolio of work, demonstrating the competencies of the curriculum.
    88. 88.  Bachelors Review: 12th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Associates and Diploma Review: 4th quarter - the overall average score on appropriate components will be no less than 3.5 on a scale of 1-5.0 Fact: A Solar Thermal Domestic Water Panel mural on the playground side of Pittsburgh Phillips School was designed by Art Institute of Pittsburgh Graphic Design students.
    89. 89. Hans Westman
    90. 90.  What did you assess? The means of assessment by the MAA and GAD faculty has been data collected from program student reviews that occur during the 4th, 6th, 9th and 11th quarters. This year, these reviews were used to assess to what degree the programs meet the expectations as defined by 6 Learning Outcome ―statements‖ in the Institutional Effectiveness report. Campus and online both provided data from summer, fall, winter and spring quarters during FY12.
    91. 91. A summary of your assessmentThe general guidelines listed under ―criteria for success‖ (column 3)were that 80% of the students whose skills were being reviewedwould score at least 70% out of 100%, which translates to a grade of3.5 or better (5 being the highest).The measured rate of success ranged between 36.6% at its lowestand 94.4% at its highest across all six primary Learning Outcomestatements.GAD based their assessment on the final grades earned as data inclasses where an assessment review was attached.MAA based their assessment on data collected through independentsurveys for classes with assessment reviews attached.What you learned from the processBased on the results from the reviews conducted, both departmentsconclude that the student numbers excelling in program disciplinesvary, depending on the specific skills being assessed.
    92. 92. Andres Tapia-Urzua
    93. 93.  Academic Quality. Observing specific courses with established data collection parameters on an average 5pt scale measurement.
    94. 94.  DFV214 Intermediate Editing, DFV332 Multi- Camera Production, DFV430 Senior Portfolio and Defense, DFV420 Senior Project Post- Production –Final Project, DFV311 Scriptwriting II, DFV410 Senior Project Production, DFV321 Sound Design.
    95. 95.  Variables Observed: Student work in the form of class projects and a final project were analyzed in these areas: Conceptualization, Plan and Execution Leadership and Collaborative Responsibilities Written Communication Creative Writing Camera Lighting Technical Sound Creative Sound Technical Editing Creative Editing Editing & Post-Production Presentation Knowledge of Field Other Variables observed: PAC Committee Feed-back Program Student Persistence Career Services Employment Statistics: Graduate Rates Noel-Levitz Survey IDEA Survey of Key Courses in Program Employer Survey of Graduates Employed Graduate Survey
    96. 96.  The importance of keeping our academic processes in close observation in order to act accordingly towards improvement and/or further implementation in connection with our academic budget planning. In the DFV214 course we are not teaching editing software only, we are expecting a holistic connection of all the previous courses taken by our students at this academic level to be reflected in their final intermediate editing project. We need to bring more faculty and pertinent guests to this editing course critique. We have not been very successful at programming this review due to 9th week critique activity being parallel to senior projects critiques. Although the average results are positive students in DFV410 Senior Project Production will benefit from a preliminary course with emphasis on pre- production and conceptualization. Such course will exists in a new DFVP flowchart where it is called Senior Project Pre-Production. The sound quality of our student work needs to be emphasized in DFV214 Intermediate Editing. The final result of the class in the form of an editing video should reflect all audiovisual skills learned until then. Sometimes students focus mainly on the editing process overseeing other production values.
    97. 97.  We will continue our efforts to improve our student persistence rates through individual dedication from the faculty; relevant courses and education; and providing significant outlets for our student’s creativity and sense of identity. One example of these kinds of initiatives is our quarterly screenings recognizing the best of our DFVP students work at the Harris Theater. We will work closely with Career Services to improve our professional’s network and alumni data base in the field. One of the constant variables on the Noel-Levitz survey is the low rated satisfaction average on the question: There is a commitment to academic excellence on this campus. This is a perception that we must change through a major commitment at all levels of this academic institution. More visible efforts of academic excellent need to be provided through rigor, visiting lecturers, open critiques and always placing our academic concerns in the forefront of our leadership. Being 100% at or above the Idea and Database average is encouraging and reaffirms our academic efforts At this point our employer survey needs to be more robust to be considered relevant. We must work closely with Career Services to improve the amount of data. At this point our graduate survey needs to be more robust to be considered relevant. We must work closely with Career Services to improve the amount of data.
    98. 98. Maria BoadaKatie TalericoDavid Kokales
    99. 99. Behavioral and Arts and Humanities Social Sciences Math and NaturalOral Communication Sciences Develop students professionally and Written Information FluencyCommunication personally: well rounded academic experience
    100. 100. Use of Results and revision of future plans Faculty Review and •Data• Means of Planning collection assessment •Recommendations takes place •Faculty in each are implemented in and criteria throughout discipline curriculum and for success review and the pedagogy provided by academic plan •Changes to Ai System year implementatio assessment plan are Assessment n of •Analysis of Assessment Model recommended for assessment data takes Officeprovided by Ai System next cycle instrument(s) place during Data Collection and in their courses in-service Analysis faculty •Data collection meeting planned
    101. 101. Courses Assessed: Means of Assessment: Written Graduates Communication will ENG095 (Transitional a. Writing Portfolio isdemonstrate effective English), ENG1010 (English evaluated according to Composition I) and ENG1020 written (English Composition II) a set five point rubric communication by Means of Assessment: providing their b. ETS (Educational audience sufficient Testing Service)information on a topic Proficiency Profile that is organized and Success Criteria:employs the generally a. 80% of students will score a 3 or higher accepted conventions b. 75% of graduates will of English Language score at or above the national ETS average on the ETS writing component
    102. 102. Assessment Cycle: ENG courses Quarter of Artifact (s) Additional Data Collected Data Collection CollectedENG095 FA2011 25% random FY2012 sample of all cumulative Writing Portfolios passing rates. Passing rates in ENG1010ENG1010 WI12 30% random Qualitative sample of all focus on writing reflective portfolios. essay ETS Proficiency Profile DataENG1020 Collected NA NA during FY2011. Next data collection:
    103. 103. ENG095: Transitional English Criteria: 80% of 96% of students achieved anstudents will earn a 3 or higher overall score of 3.0 or better (5 point rubric) – Far exceeded set criteria 74% of all student who Criteria: 70% of took ENG095 in SU11, students will earn a C or FA11, WI12 and SP12 better earned a C or better – Exceeded set criteria Additional Data will be presented in the Transitional Curriculum Assessment report
    104. 104. ENG095 Results: results by CompetenciesCompetency Average scoreWriting process—prewriting, drafting, revising,proofreading and editing 3.6Structure 3.4Use of detail 3.8Use of standard rules of English grammar, mechanics 3.3and sentence constructionUnderstanding of reading and writing as interconnected 3.4processesUse of critical thinking through argument or narrative 3.4•Results exceeded set criteria•Students did particularly well in the competency related tounderstanding the writing process.•Future assessment will focus on reading and writing asinterconnected processes.
    105. 105. ENG1010: Composition and Language Criteria: 80% of students 70% of students earned a 3 or better – did not meet will earn a 3 or higher (5 criteria (see analysis) point rubric) Writing Level 1: 55% Proficient (National Average is 69%) Criteria: 75% of Writing Level 2: 15% graduates will score at Proficient (National Average is 41 %) or above national Writing Level 3: 6 % average in ETS Proficient (National Average is 8%) Proficiency Profile Average Scores were writing component below the ETS National Averages for College Seniors
    106. 106. ENG1010: Breakdown of Average Scores by CompetencyWriting process—prewriting, drafting, revising,proofreading and editing 3.0Structure 3.4Use of detail 3.0Use of standard rules of English grammar,mechanics and sentence construction 3.5Understanding of reading and writing asinterconnected processes 3.1Use of critical thinking through argument ornarrative 3.4
    107. 107.  While the 80% criteria was not met, the totalAnalysis andscoresResults average Use of was 3.25.= and no average for each competency was below 3.0. Further analysis showed two sections of ENG1010 with a high percentage of left-outliers. The discussions centered on emphasizing data- generating exercises and a higher focus on intertextuality. The ETS data showed writing proficiency levels below the national average. We recommend additional data collection and comparison with institutions that have programs similar to AiP.
    108. 108. Means of Assessment: Graduates will Course evaluated: a. Capstone assignmentdemonstrate effective in COM3010: Analyticaloral communication by COM3010 oral presentation with providing their Advanced visual aids. Communication audience sufficientinformation on a topic Means of Assessment: that is organized and b. Graduate Surveys that employed the generally accepted Success Criteria:conventions of English a. 80% of students will score a 3 or higher Language. b. 90% of students agree that they have good communication skills
    109. 109. Assessment Cycle: Communications Quarter of Data Artifact (s) Collected Additional Data Collection CollectedCOM3010 FA2011, A random 30% sample Results fromAdvanced SP2012 of all final oral graduate surveysCommunications presentations, related to centered around the communication SWOT analysis) were skills evaluated by a in- class panel of faculty
    110. 110. COM3010 Advanced Communication - Results Criteria: 80% of 90% of students students will earn a scored a 3 or higherscore of 3 or higher in in the oral the oral presentation presentation – Far (5 point rubric) exceeded set criteria Criteria: 90% of graduate students Data no yet received agree/strongly agree from corporate office that they have good communication skills
    111. 111. Average Scores: Overall and breakdown by Competency Overall Average Average Average Average % of 3 Score: Score: Score: Score: and Structur Non- Visual Support above e verbal Aids SkillsFA11 90% FA11: FA11: SP12: FA11:and 3.19 3.54 2.59 3.47SP122 SP12: 2.35
    112. 112. Analysis and Use of Results The overall results met the stated criteria but some of the competencies highlighted areas of improvement. Scores for the ―Support‖ category were lower in SP12 than in the FA11 cycle. Oral communication instructors recommend a higher emphasis in research-based information and will collaborate with Writers’ Center to incorporate MLA workshops and other information literacy initiatives. Average scores for the ―Visual Aids‖ were also lower than expected. Added emphasis will be placed on visual aids requirements for final oral presentations. Support and Visual Aids will be evaluated in the next assessment cycle.
    113. 113. Means of Assessment: Graduates will Course Assessed: a. Comparative demonstrate the ART3010 Analysis essay ability to interpret American Art holistically scored with a five-point rubric and analyze artistic History work, historical Means of Assessment: events, or b. ETS (Educational philosophical Testing Service) Proficiency Profilethought and describe the relevance of the Success Criteria: work to themselves, a. 70% of students will score a 3 or highersociety and cultures. b. 75% of graduates will score at or above the national ETS average subscore for humanities
    114. 114.  The results present a sample of the holistic assessment picture in our general education department Additional results for all outcomes can be found in the FY12 Assessment Report Assessment also takes place in the online modality and results are compared to the outcomes from campus students Results from assessments continuously feed into curriculum modifications and improvements in pedagogy

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