The document discusses assessment of the Fashion Design program at AiP for FY12. It assessed student outcomes related to basic skills, process skills, technology and production, and communication. The results showed that graduates demonstrated proficiency in apparel production processes and advanced skills in construction and patternmaking.
Delivering to Budget: Advanced Project Cost ManagementZulkefle Idris
Please provide contact details of assistant who will be handling the registration:
Name: Bank Transfer:
Tel: ( ) Account Name: marcus evans (KL) Sdn Bhd
Email: Account Number: 5140 0020 6982
Bank Name: HSBC Bank Malaysia Berhad
Delegate Information: Bank Address: 2 Leboh Ampang, 50100 Kuala Lumpur, Malaysia
Please provide details of delegates attending the event:
Swift Code: HBMBMYKLXXX
1) Name: I have made a bank transfer to marcus evans on (Date): _________________
Job Title:
This document discusses EVMS certification and provides an overview of earned value management. It contains the following key points:
1) The objectives are to provide perspective on the EVMS certification challenge and identify areas of focus to position an organization for successful certification.
2) EVMS certification evaluates an organization's compliance with 32 ANSI guidelines across stakeholders, processes, baseline development, status and forecasting, metrics and reports, management, and corrective action.
3) Successful certification depends on having a documented EVMS that meets all guidelines, projects executing the documented system, and an adequate surveillance plan to ensure sustainability.
This document provides an overview of NASA's Joint Cost and Schedule Confidence Level (JCL) policy and its implementation status across various NASA programs and projects. Key points include:
1) The JCL policy aims to provide stronger assurance that NASA can meet cost and schedule targets and be more transparent about impacts of funding changes.
2) Programs are implementing JCLs with guidance from a working group. Some programs have completed JCLs while others are in process.
3) Developing integrated schedules, assigning probabilities and uncertainties, and producing the JCL models requires significant time and resources from project teams.
4) Next steps include exploring alternative JCL calculation methods, publishing uncertainty guidelines, and developing
The document discusses how configuration management (CM) helps projects innovate and communicate. It compares project management and CM processes, and describes traditional CM versus CM II approaches. It also outlines two project management models - Kepner-Tregoe and Deming's Plan-Do-Check-Act cycle. CM expands on these models by managing both requirements definition and physical project tasks in synchronized cycles. The document argues that CM helps address common problems that cause project failures, such as poor communication, requirements, documentation, and change control. CM is positioned to support the entire project management process.
This document discusses selecting useful software measures. It recommends using the Goal-Question-Metric method to first identify goals, then questions to meet those goals, indicators to show answers, and metrics to collect data. An example shows selecting measures to track project progress by setting goals for on-time and on-budget completion and monitoring staffing and scheduled activities. Charts of planned vs actual staffing and progress points are identified as useful measures.
The document provides an overview of a presentation on implementing an Earned Value Management System (EVMS) at a federal agency on a low budget. It discusses EVMS concepts and benefits. It then details a case study where a recession-proof EVMS was developed using existing tools and processes to integrate project scheduling, budgeting, reporting, and analysis with minimal costs. The solution standardized processes, automated data collection and linking of schedules and costs. It improved project performance monitoring, accountability, and success rates.
The document describes a tool developed by NASA to measure schedule performance by comparing two project schedules. The tool extracts schedule data from MS Project files to calculate schedule variance, performance index, and cost performance index at the task and project levels. These metrics are designed to assess whether the project is earning planned duration and completing tasks within planned timeframes. The tool is still being refined but provides a way to measure schedule performance without requiring detailed resource cost data.
This document discusses the process for developing Joint Confidence Level (JCL) assessments of cost and schedule estimates for programs and projects. It outlines the roles of programs/projects and the independent review board (SRB) in developing probabilistic cost estimates, risk analyses, and JCL assessments to present at key decision points. Both the program/project and SRB will develop their own analyses, then reconcile differences through iterative reviews and updates until agreeing on a final JCL assessment to report out. The goal is for estimates to have a 70% confidence level that costs and schedules will be equal to or less than predicted.
Delivering to Budget: Advanced Project Cost ManagementZulkefle Idris
Please provide contact details of assistant who will be handling the registration:
Name: Bank Transfer:
Tel: ( ) Account Name: marcus evans (KL) Sdn Bhd
Email: Account Number: 5140 0020 6982
Bank Name: HSBC Bank Malaysia Berhad
Delegate Information: Bank Address: 2 Leboh Ampang, 50100 Kuala Lumpur, Malaysia
Please provide details of delegates attending the event:
Swift Code: HBMBMYKLXXX
1) Name: I have made a bank transfer to marcus evans on (Date): _________________
Job Title:
This document discusses EVMS certification and provides an overview of earned value management. It contains the following key points:
1) The objectives are to provide perspective on the EVMS certification challenge and identify areas of focus to position an organization for successful certification.
2) EVMS certification evaluates an organization's compliance with 32 ANSI guidelines across stakeholders, processes, baseline development, status and forecasting, metrics and reports, management, and corrective action.
3) Successful certification depends on having a documented EVMS that meets all guidelines, projects executing the documented system, and an adequate surveillance plan to ensure sustainability.
This document provides an overview of NASA's Joint Cost and Schedule Confidence Level (JCL) policy and its implementation status across various NASA programs and projects. Key points include:
1) The JCL policy aims to provide stronger assurance that NASA can meet cost and schedule targets and be more transparent about impacts of funding changes.
2) Programs are implementing JCLs with guidance from a working group. Some programs have completed JCLs while others are in process.
3) Developing integrated schedules, assigning probabilities and uncertainties, and producing the JCL models requires significant time and resources from project teams.
4) Next steps include exploring alternative JCL calculation methods, publishing uncertainty guidelines, and developing
The document discusses how configuration management (CM) helps projects innovate and communicate. It compares project management and CM processes, and describes traditional CM versus CM II approaches. It also outlines two project management models - Kepner-Tregoe and Deming's Plan-Do-Check-Act cycle. CM expands on these models by managing both requirements definition and physical project tasks in synchronized cycles. The document argues that CM helps address common problems that cause project failures, such as poor communication, requirements, documentation, and change control. CM is positioned to support the entire project management process.
This document discusses selecting useful software measures. It recommends using the Goal-Question-Metric method to first identify goals, then questions to meet those goals, indicators to show answers, and metrics to collect data. An example shows selecting measures to track project progress by setting goals for on-time and on-budget completion and monitoring staffing and scheduled activities. Charts of planned vs actual staffing and progress points are identified as useful measures.
The document provides an overview of a presentation on implementing an Earned Value Management System (EVMS) at a federal agency on a low budget. It discusses EVMS concepts and benefits. It then details a case study where a recession-proof EVMS was developed using existing tools and processes to integrate project scheduling, budgeting, reporting, and analysis with minimal costs. The solution standardized processes, automated data collection and linking of schedules and costs. It improved project performance monitoring, accountability, and success rates.
The document describes a tool developed by NASA to measure schedule performance by comparing two project schedules. The tool extracts schedule data from MS Project files to calculate schedule variance, performance index, and cost performance index at the task and project levels. These metrics are designed to assess whether the project is earning planned duration and completing tasks within planned timeframes. The tool is still being refined but provides a way to measure schedule performance without requiring detailed resource cost data.
This document discusses the process for developing Joint Confidence Level (JCL) assessments of cost and schedule estimates for programs and projects. It outlines the roles of programs/projects and the independent review board (SRB) in developing probabilistic cost estimates, risk analyses, and JCL assessments to present at key decision points. Both the program/project and SRB will develop their own analyses, then reconcile differences through iterative reviews and updates until agreeing on a final JCL assessment to report out. The goal is for estimates to have a 70% confidence level that costs and schedules will be equal to or less than predicted.
The Accounting Department at AiP uses assessment to fulfill the college's mission and goals. In FY'12, they assessed two initiatives: monitoring the internal collection process and providing effective customer service. For collections, they implemented a four-step communication approach which slightly improved past due accounts and collections. For customer service, they assessed survey results and implemented staff trainings, which led to a small improvement in scores. Going forward, they will continue assessing these areas and using data to improve outcomes in support of AiP's mission.
This document provides instructions for faculty to review photography student portfolios and assess them using an online rubric. Faculty are asked to download portfolios, review each one individually, and submit one assessment form per portfolio rating them on presentation, critical thinking, visual communication, and applied knowledge using a 5-point scale. Faculty then click submit to complete the survey.
General Education Assessment Challengeaipselfstudy
This document provides an overview of the general education curriculum and assessment process at a university. It discusses the mission and structure of general education, which aims to provide well-rounded knowledge and skills to students. Assessment is conducted through courses in areas like communication, arts/humanities, and math/sciences. Faculties review data from assessments and implement changes to improve student learning outcomes. Examples provided show assessment results for written communication and oral communication exceeded criteria in most areas, while some competencies were identified for increased focus. The assessment process aims to continuously improve curriculum and pedagogy based on results.
The document summarizes improvements made to AiP Career Services' Portfolio Shows over several iterations. Based on feedback, changes were made such as moving the timing, changing the venue, increasing student and employer involvement in marketing, and sending post-event surveys. These incremental changes led to increased attendance, student and employer satisfaction, and more on-site interviewing. Opportunities remain to strengthen data collection and leverage the shows to support other AiP initiatives.
The document summarizes the Student Affairs department's assessment of its housing guest policy. It describes conducting a survey and focus groups of students that found dissatisfaction with the policy's limit of 5 overnight guests per quarter. The department revised the policy to allow exceptions for students in good standing and communicated the change. Assessment measures will continue to evaluate student satisfaction and collect feedback in an ongoing cycle of improvement.
The document welcomes the reader to admissions and encourages imagining properly training admissions staff, recruiting qualified students, and growing the student body while adhering to all relevant educational guidelines, policies, and procedures.
La autora presenta a su familia, incluyendo a sí misma, su abuelita y su sobrina. Recuerda su infancia y celebración de sus quince años con su abuelita. Finalmente, describe un paseo familiar con su sobrina.
This project evaluation summarizes the first cohort of a new master's program. The goals were to enroll 20 students and have an 80% graduation rate. While the program met its enrollment goal, only 70% of students graduated. Online marketing was most effective for recruitment. The evaluation identifies challenges like disorganization, unclear communication, and schedule changes. It recommends improving marketing materials, increasing faculty meetings, and notifying students early of any changes. Overall lessons focus on enhancing communication, organization, and change management processes for future cohorts.
Strategy Implementation for Institutional Services Department of PANELCO IIIJo Balucanag - Bitonio
Institutional Services Department: functions and responsibilities, organizational structure, KRAs, strategy implentation process, long term plan, medium term and short term, programs and projects
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.
PA-210-G1-Participatory Project Development Management.pptxMarivicPenarubia1
This document discusses participatory project development management. It covers topics such as the scope and nature of projects, raising productivity levels, and broadening project benefits. The scope section defines project scope, explains why it is important, and outlines the key steps and areas of a project plan. It also describes the nature and five stages of project management. The productivity section discusses definitions of productivity and effectiveness/efficiency. It provides seven cornerstones for high productivity, including establishing clear objectives, communicating objectives effectively, and consensus decision making.
This document contains a performance review for an employee with ratings in various competencies and essential job functions. The employee received ratings of "Exceeds Expectations" in areas like communication, customer orientation, planning and organizing, and supporting various academic programs and students. They received a rating of "Meets Expectations" in areas like initiative, problem solving skills, teamwork, and managing the department website. The overall performance was rated as "Exceeds Expectations" and the supervisor commended the employee for their excellent work, especially while supporting another department during a transition period.
PA-210-G1-Participatory Project Development Management.pdfMarivicPenarubia1
This document discusses participatory project development management. It covers topics such as defining the scope and nature of projects, raising productivity levels, and broadening participation in projects. The scope of a project involves determining goals, deliverables, tasks, costs and deadlines. Defining the scope is important for planning and managing projects. Productivity can be increased by establishing clear objectives, communicating them effectively, involving stakeholders in decision making, and providing training. The document provides details on each of these topics over several pages.
Degree Works Project Final as of Nov 16 2016-FinalLisa Threlkeld
This 3-page document provides a summary of the Degree Works implementation project at Southern Illinois University Carbondale (SIU). It describes the project goals of implementing Ellucian's Degree Works software to enhance services provided by SIU's Registrar to students, advisors, and administrators. Key activities included developing an automated degree audit system and student education planner. While some goals around transfer credit evaluation were not fully met, the project was otherwise successful and provided lessons for improving future implementations.
Problem 3 15 pointsThe following items were taken from the po.docxelishaoatway
This document provides guidance for students completing their MBA Management Report at the University. It outlines the purpose and structure of the report, as well as responsibilities of students and supervisors. Key deadlines are provided, including submission of a research proposal and five documented supervisory meetings. Guidance is given on selecting a research topic, conducting background research, and developing the report outline. The appendices include a consent form, assessment criteria, and feedback sheets for supervisors. The overall aim is to help students successfully complete an independent research project that demonstrates academic rigor.
This document proposes new measurable goals for a school district to align with its vision, mission, and values. It outlines 11 proposed goals in areas such as student achievement, attendance, behavior, college readiness, and surveys. Metrics and targets are provided for each goal from 2009-2010 through 2014-2015. Key strategies are identified to achieve the goals, and next steps are outlined to finalize and implement the framework.
CSL Plasma contracted me to develop a quick reference training manual for their new performance management compensation system. Since this system is only used several times throughout the year, rather than daily, it is important to quickly refresh their memory on the operation of the system when they are ready to use it again. This Performance Management Flipbook is designed to provide step-by-step navigation so that they can quickly get up to speed.
The entire design of this project was conceived from scratch, including the physical design and all graphic elements. The convenient easel design makes it easy to position and utilize at the desktop as they work with the system. The tab graphic in the footer aligns with the actual physical tabs and provides a quick reference organization. This project included both a regular version as well as a Manager’s Version.
Altamaha Technical College Faculty annual performance evaluation ScottTrafica...Scott Traficante
The instructor's performance evaluation covers the period from July 1, 2013 to June 30, 2014. Overall, the instructor exceeded expectations in the areas of program promotion, planning, and management. The instructor also exceeded expectations for instructional process and effectiveness. However, the evaluation noted the instructor needs improvement in professionalism and working scheduled hours. Specifically, the instructor has been late to work and misses lunch breaks regularly.
The Achievement & Accountability Action Team worked to improve student achievement through various initiatives. They provided professional development to teachers on instructional strategies and implemented an intervention flex period to allow for department meetings. They also formed a Response to Instruction & Intervention team to research support programs. Some incentives provided to students included awards for accelerated reading and periodic assessments. For the future, they plan to continue and improve these efforts through additional professional development, coordinating intervention efforts, and monitoring progress towards their goal of reducing the number of students scoring below proficient.
Balanced Scorecard 2014 for James Ball v2 (1)James Ball
This document provides a Balanced Scorecard for James Ball, a Local Bancassurance Manager. It includes sections on his objectives and performance in the areas of finance, building the business, customers, risk, people development, and community involvement. In his commentary, James Ball notes that he has led his team professionally through change and challenges, and the team achieved top results in the region for various metrics like needs met, referrals, and customer satisfaction scores. He also discusses supporting colleague engagement and development.
Estores steps in making guidance programYouise Saculo
The document outlines a 5 phase process for planning, designing, implementing, evaluating, and enhancing a comprehensive guidance and counseling program (CGCP). The first phase involves planning, which includes establishing a vision, building a foundation by defining the program's philosophy, and assessing the current program. The second phase is designing, where the program direction is determined. The third phase is implementing, putting the approved program into action. The fourth phase evaluates the degree the program is implemented, how counselors are supervised and evaluated, and measures student outcomes. The final phase is enhancing the program by gathering data, making enhancement decisions, and following through with an action plan.
The Accounting Department at AiP uses assessment to fulfill the college's mission and goals. In FY'12, they assessed two initiatives: monitoring the internal collection process and providing effective customer service. For collections, they implemented a four-step communication approach which slightly improved past due accounts and collections. For customer service, they assessed survey results and implemented staff trainings, which led to a small improvement in scores. Going forward, they will continue assessing these areas and using data to improve outcomes in support of AiP's mission.
This document provides instructions for faculty to review photography student portfolios and assess them using an online rubric. Faculty are asked to download portfolios, review each one individually, and submit one assessment form per portfolio rating them on presentation, critical thinking, visual communication, and applied knowledge using a 5-point scale. Faculty then click submit to complete the survey.
General Education Assessment Challengeaipselfstudy
This document provides an overview of the general education curriculum and assessment process at a university. It discusses the mission and structure of general education, which aims to provide well-rounded knowledge and skills to students. Assessment is conducted through courses in areas like communication, arts/humanities, and math/sciences. Faculties review data from assessments and implement changes to improve student learning outcomes. Examples provided show assessment results for written communication and oral communication exceeded criteria in most areas, while some competencies were identified for increased focus. The assessment process aims to continuously improve curriculum and pedagogy based on results.
The document summarizes improvements made to AiP Career Services' Portfolio Shows over several iterations. Based on feedback, changes were made such as moving the timing, changing the venue, increasing student and employer involvement in marketing, and sending post-event surveys. These incremental changes led to increased attendance, student and employer satisfaction, and more on-site interviewing. Opportunities remain to strengthen data collection and leverage the shows to support other AiP initiatives.
The document summarizes the Student Affairs department's assessment of its housing guest policy. It describes conducting a survey and focus groups of students that found dissatisfaction with the policy's limit of 5 overnight guests per quarter. The department revised the policy to allow exceptions for students in good standing and communicated the change. Assessment measures will continue to evaluate student satisfaction and collect feedback in an ongoing cycle of improvement.
The document welcomes the reader to admissions and encourages imagining properly training admissions staff, recruiting qualified students, and growing the student body while adhering to all relevant educational guidelines, policies, and procedures.
La autora presenta a su familia, incluyendo a sí misma, su abuelita y su sobrina. Recuerda su infancia y celebración de sus quince años con su abuelita. Finalmente, describe un paseo familiar con su sobrina.
This project evaluation summarizes the first cohort of a new master's program. The goals were to enroll 20 students and have an 80% graduation rate. While the program met its enrollment goal, only 70% of students graduated. Online marketing was most effective for recruitment. The evaluation identifies challenges like disorganization, unclear communication, and schedule changes. It recommends improving marketing materials, increasing faculty meetings, and notifying students early of any changes. Overall lessons focus on enhancing communication, organization, and change management processes for future cohorts.
Strategy Implementation for Institutional Services Department of PANELCO IIIJo Balucanag - Bitonio
Institutional Services Department: functions and responsibilities, organizational structure, KRAs, strategy implentation process, long term plan, medium term and short term, programs and projects
The document summarizes a project at Nerang State School aimed at improving math outcomes for indigenous and non-indigenous students through problem-based teaching. Teachers participated in professional development using the Back To Front Math (B2FM) resource and completed action learning cycles. Student performance was assessed before and after the cycles. While results varied, long-term implementation is needed to fully realize benefits. Recommendations include establishing an encouraging classroom, using good questioning techniques, identifying misconceptions, and developing independent problem-based lessons after the B2FM subscription ends.
PA-210-G1-Participatory Project Development Management.pptxMarivicPenarubia1
This document discusses participatory project development management. It covers topics such as the scope and nature of projects, raising productivity levels, and broadening project benefits. The scope section defines project scope, explains why it is important, and outlines the key steps and areas of a project plan. It also describes the nature and five stages of project management. The productivity section discusses definitions of productivity and effectiveness/efficiency. It provides seven cornerstones for high productivity, including establishing clear objectives, communicating objectives effectively, and consensus decision making.
This document contains a performance review for an employee with ratings in various competencies and essential job functions. The employee received ratings of "Exceeds Expectations" in areas like communication, customer orientation, planning and organizing, and supporting various academic programs and students. They received a rating of "Meets Expectations" in areas like initiative, problem solving skills, teamwork, and managing the department website. The overall performance was rated as "Exceeds Expectations" and the supervisor commended the employee for their excellent work, especially while supporting another department during a transition period.
PA-210-G1-Participatory Project Development Management.pdfMarivicPenarubia1
This document discusses participatory project development management. It covers topics such as defining the scope and nature of projects, raising productivity levels, and broadening participation in projects. The scope of a project involves determining goals, deliverables, tasks, costs and deadlines. Defining the scope is important for planning and managing projects. Productivity can be increased by establishing clear objectives, communicating them effectively, involving stakeholders in decision making, and providing training. The document provides details on each of these topics over several pages.
Degree Works Project Final as of Nov 16 2016-FinalLisa Threlkeld
This 3-page document provides a summary of the Degree Works implementation project at Southern Illinois University Carbondale (SIU). It describes the project goals of implementing Ellucian's Degree Works software to enhance services provided by SIU's Registrar to students, advisors, and administrators. Key activities included developing an automated degree audit system and student education planner. While some goals around transfer credit evaluation were not fully met, the project was otherwise successful and provided lessons for improving future implementations.
Problem 3 15 pointsThe following items were taken from the po.docxelishaoatway
This document provides guidance for students completing their MBA Management Report at the University. It outlines the purpose and structure of the report, as well as responsibilities of students and supervisors. Key deadlines are provided, including submission of a research proposal and five documented supervisory meetings. Guidance is given on selecting a research topic, conducting background research, and developing the report outline. The appendices include a consent form, assessment criteria, and feedback sheets for supervisors. The overall aim is to help students successfully complete an independent research project that demonstrates academic rigor.
This document proposes new measurable goals for a school district to align with its vision, mission, and values. It outlines 11 proposed goals in areas such as student achievement, attendance, behavior, college readiness, and surveys. Metrics and targets are provided for each goal from 2009-2010 through 2014-2015. Key strategies are identified to achieve the goals, and next steps are outlined to finalize and implement the framework.
CSL Plasma contracted me to develop a quick reference training manual for their new performance management compensation system. Since this system is only used several times throughout the year, rather than daily, it is important to quickly refresh their memory on the operation of the system when they are ready to use it again. This Performance Management Flipbook is designed to provide step-by-step navigation so that they can quickly get up to speed.
The entire design of this project was conceived from scratch, including the physical design and all graphic elements. The convenient easel design makes it easy to position and utilize at the desktop as they work with the system. The tab graphic in the footer aligns with the actual physical tabs and provides a quick reference organization. This project included both a regular version as well as a Manager’s Version.
Altamaha Technical College Faculty annual performance evaluation ScottTrafica...Scott Traficante
The instructor's performance evaluation covers the period from July 1, 2013 to June 30, 2014. Overall, the instructor exceeded expectations in the areas of program promotion, planning, and management. The instructor also exceeded expectations for instructional process and effectiveness. However, the evaluation noted the instructor needs improvement in professionalism and working scheduled hours. Specifically, the instructor has been late to work and misses lunch breaks regularly.
The Achievement & Accountability Action Team worked to improve student achievement through various initiatives. They provided professional development to teachers on instructional strategies and implemented an intervention flex period to allow for department meetings. They also formed a Response to Instruction & Intervention team to research support programs. Some incentives provided to students included awards for accelerated reading and periodic assessments. For the future, they plan to continue and improve these efforts through additional professional development, coordinating intervention efforts, and monitoring progress towards their goal of reducing the number of students scoring below proficient.
Balanced Scorecard 2014 for James Ball v2 (1)James Ball
This document provides a Balanced Scorecard for James Ball, a Local Bancassurance Manager. It includes sections on his objectives and performance in the areas of finance, building the business, customers, risk, people development, and community involvement. In his commentary, James Ball notes that he has led his team professionally through change and challenges, and the team achieved top results in the region for various metrics like needs met, referrals, and customer satisfaction scores. He also discusses supporting colleague engagement and development.
Estores steps in making guidance programYouise Saculo
The document outlines a 5 phase process for planning, designing, implementing, evaluating, and enhancing a comprehensive guidance and counseling program (CGCP). The first phase involves planning, which includes establishing a vision, building a foundation by defining the program's philosophy, and assessing the current program. The second phase is designing, where the program direction is determined. The third phase is implementing, putting the approved program into action. The fourth phase evaluates the degree the program is implemented, how counselors are supervised and evaluated, and measures student outcomes. The final phase is enhancing the program by gathering data, making enhancement decisions, and following through with an action plan.
The document provides guidance on preparing for reaccreditation by the Middle States Association of Colleges and Schools, including organizing for the self-study, conducting a period of reflection on progress since the initial accreditation, developing student performance objectives and action plans, and assessing the school's performance based on the twelve MSA standards. Key aspects covered are engaging stakeholders, appraising accomplishments and opportunities for growth, establishing priorities, and creating a plan for continuous improvement over the next seven years.
This document provides an overview and agenda for a presentation on data driven decision making. It discusses building a data culture through staff and student workshops focused on collecting and analyzing various types of data to inform decisions and measure outcomes. Specific workshop topics covered include developing key performance indicators, identifying relevant variables, creating and analyzing surveys, reviewing data and reports, and creating a scope and sequence for ongoing data collection activities. The goal is to involve all stakeholders in using a variety of qualitative and quantitative data sources to continually evaluate programs and make incremental improvements aimed at increasing student success.
Foundations of Planning ( Management Chapter 7 )Qamar Farooq
Planning is a primary managerial activity that involves defining goals, establishing strategies, and developing plans. There are two main types of planning: informal planning which is not written down and has a short-term focus, and formal planning which is written, long-term, and involves shared organizational goals. Managers plan to provide direction, reduce uncertainty, minimize waste, and set standards for control. Formal planning is associated with higher profits when properly implemented. Elements of planning include goals which provide direction and evaluation criteria, and plans which outline how goals will be achieved.
The document discusses the adjusted RPMS cycle for school year 2020-2021 due to the COVID-19 pandemic. It outlines the 4 phases of the cycle which include performance planning, monitoring, review and evaluation, and rewarding. It also explains the various RPMS tools such as the self-assessment tool, classroom observation tool, and their guidelines for alternative observations given limited face-to-face learning. Key RPMS objectives and indicators are also presented for both proficient and highly proficient teachers.
Balanced Scorecard 2014 for James Ball v2.pdfFaustoRosa5
James Ball, a Local Bancassurance Manager, received a TOP PERFORMER rating in his 2014 Balanced Scorecard. He exceeded targets for meeting customer needs, delivering excellent service, ensuring compliance, and developing his team. James led his team to top rankings in the region and nationally for key metrics like needs met, referrals, and risk scores. He strived to uphold the company's values and behaviors by putting customers first and building strong relationships throughout the business. His manager praised James' leadership, results, and contributions to initiatives like colleague engagement.
The document outlines an agenda and assignments for a project management diploma class, including developing a cost management plan, analyzing variances, attending a project meeting, and discussing earned value analysis and project closeout activities. Students are assigned roles for an in-class project meeting and asked to complete tasks in a learning management system, focusing on cost management, variance analysis, and meeting minutes.
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.
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 Partnerships
UNIT 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
Objectives
1. Ensure development of all 1a. The 3-year strategic plan is 1a. Timely submission of 1a. Updated college Strategic 1a. Revised college mission
planning documents for the updated annually on a rolling strategic planning documents. Plan ahead of schedule. BoT statement with college
institution 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. Continue
communication throughout the annual meetings with all staff
campus 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. • 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.
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. #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. 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. 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.
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. • 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. 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. 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. Primary indicators of effective performance.
Importance of employee development and the
impact on our students.
Importance of other departments knowledge
of ADA job role.
18. What was assessed?
Students Records, FERPA, transcript processing, graduate auditing, and overall satisfaction
of services provided to the AiP community.
Summary
The Registrar’s Department is meeting the benchmarks for areas of assessment
I want to develop and implement a Registrar survey. It will be given to students and
alumni . 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 we
maintain the 48 hour turnaround despite changes to personnel.
Regarding the assessment process itself: making time to plan your cycle of assessment and
the methods used is the key to having a meaningful experience.
21. Learned?
Continue focus on ―belonging‖ at Orientation and Freshmen Studies
Development and growth of AiPStudent.com
Impact of improvements in the Student Lounge
New Student Council campaign – increased meeting attendance and
diverse student involvement
―Comments? Questions? Concerns?‖ button on AiPStudent.com
23. Results (―Satisfaction‖=gap
Factors 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
24. Lessons Learned / Changes to be instituted
-For Factor 3, Question 50: floor coverings; we re-stained and sealed all of
the corridor floors throughout Shannon Hall as well as re-staining and
sealing apartment floors when units are renovated
-For Factor 8, we remain committed to adhering to a schedule of safety
inspections and building rounds as well as keeping strong lines of
communication open with security staff to ensure that safety issues are
addressed in a timely manner
-For Factor 5, focus groups conducted after the administration of the EBI
survey showed that students were unhappy with the number if overnight
guests they were permitted; the policy was revised to allow students in
good academic and housing standing to have more overnight guests
26. • 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.
28. *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 Events
and Memberships
29. 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.
31. • 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.
32. • 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.
33. • 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.
35. 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.
36. 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
38. • 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.
40. 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
42. 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.
43. 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.
44. 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.
45. 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.
47. 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
48. Learning Outcome 1 AI Pittsburgh will continue its efforts to assist students to complete the
TAPS program and to successfully pass the Serve Safe test
Learning Outcome 2 AI Pittsburgh does not collect information from internship employers.
Information has been gathered from the individual interns’ final grades which are prepared
by their supervising employer.
Learning Outcome 2a Faculty members who teach American Regional will separate the
Culinarian’s Code assignment for the collection of statistical information
Learning Outcome 3a AI Pittsburgh portfolio instructor has added the final project from
CUL305, 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 5
costing 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 date
that this report was due.
The Faculty and Staff of the Culinary Arts Department of AI Pittsburgh will continue to assess
and revise all materials for delivery to the students in this program by offering a variety of
schedule options, assistance in learning style, and by offering a variety of teaching/learning
options through technology and e-companion.
50. 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 Director
Photography
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.
51. 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 the
Photography
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
53. 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.
54. 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.
56. To provide an education in design,
media arts and culinary that prepares
students for individual and professional
success.
The Art Institute of Pittsburgh Departmental MSCHE
ASSESSMENT CHALLENGE 2012
57. CIDA COURSE
STANDARD COMPETENCY
The Art Institute of Pittsburgh Departmental MSCHE
ASSESSMENT CHALLENGE 2012
58. COLLECTED STUDENT
ASSIGNMENT
WORK
The Art Institute of Pittsburgh Departmental MSCHE
ASSESSMENT CHALLENGE 2012
59. The Art Institute of Pittsburgh Departmental MSCHE
ASSESSMENT CHALLENGE 2012
61. 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
62. 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
64. To provide an education in design,
media arts and culinary that
prepares students for individual and
professional success.
FORMAL
Peer Critique ASSESSMENT:
•USE OF FORMAL
RUBRICS
•INCREASED
STUDENT
IMPROVEMENT
Faculty Critique
Professional Jurors •PROJECT
PARAMETERS
•INDUSTRY
EXPECTATIONS
65. ASSESSMENT
To provide an education in design,
media arts and culinary that
prepares 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.
67. 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
68. 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.
69. 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/
70. 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
71. 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.
72. 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.
73. 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
74. 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.
75. 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/
76. 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.
77. 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.
79. 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 and
In-Betweener multiple interactive media platforms.
80. 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.
81. 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/
82. 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
83. 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.
84. 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.
85. 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
86. 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.
87. 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/
88. 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.
89. 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.
91. 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.
92. A summary of your assessment
The general guidelines listed under ―criteria for success‖ (column 3)
were that 80% of the students whose skills were being reviewed
would score at least 70% out of 100%, which translates to a grade of
3.5 or better (5 being the highest).
The measured rate of success ranged between 36.6% at its lowest
and 94.4% at its highest across all six primary Learning Outcome
statements.
GAD based their assessment on the final grades earned as data in
classes where an assessment review was attached.
MAA based their assessment on data collected through independent
surveys for classes with assessment reviews attached.
What you learned from the process
Based on the results from the reviews conducted, both departments
conclude that the student numbers excelling in program disciplines
vary, depending on the specific skills being assessed.
94. Academic Quality.
Observing specific courses with established
data collection parameters on an average 5pt
scale measurement.
95. 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.
96. 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
97. 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.
98. 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.
100. Behavioral and
Arts and Humanities
Social Sciences
Math and Natural
Oral Communication
Sciences
Develop
students
professionally
and
Written Information Fluency
Communication personally:
well rounded
academic
experience
101. 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
Office
provided by Ai System
next cycle
instrument(s) place during
Data Collection and
in their courses in-service
Analysis
faculty
•Data collection
meeting
planned
102. Courses Assessed: Means of Assessment:
Written
Graduates
Communication
will ENG095 (Transitional a. Writing Portfolio is
demonstrate 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
103. Assessment Cycle: ENG courses
Quarter of Artifact (s) Additional
Data Collected Data
Collection Collected
ENG095 FA2011 25% random FY2012
sample of all cumulative
Writing Portfolios passing rates.
Passing rates
in ENG1010
ENG1010 WI12 30% random Qualitative
sample of all focus on
writing reflective
portfolios. essay
ETS Proficiency
Profile Data
ENG1020 Collected NA NA
during FY2011.
Next data
collection:
104. ENG095: Transitional English
Criteria: 80% of
96% of students achieved an
students 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
105. ENG095 Results: results by Competencies
Competency Average score
Writing process—prewriting, drafting, revising,
proofreading and editing 3.6
Structure 3.4
Use of detail 3.8
Use of standard rules of English grammar, mechanics 3.3
and sentence construction
Understanding of reading and writing as interconnected 3.4
processes
Use of critical thinking through argument or narrative 3.4
•Results exceeded set criteria
•Students did particularly well in the competency related to
understanding the writing process.
•Future assessment will focus on reading and writing as
interconnected processes.
106. 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
107. ENG1010: Breakdown of Average Scores by Competency
Writing process—prewriting, drafting, revising,
proofreading and editing 3.0
Structure 3.4
Use of detail 3.0
Use of standard rules of English grammar,
mechanics and sentence construction 3.5
Understanding of reading and writing as
interconnected processes 3.1
Use of critical thinking through argument or
narrative 3.4
108. While the 80% criteria was not met, the total
Analysis 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.
109. Means of Assessment:
Graduates will
Course evaluated: a. Capstone assignment
demonstrate effective in COM3010: Analytical
oral communication by COM3010 oral presentation with
providing their Advanced visual aids.
Communication
audience sufficient
information 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
110. Assessment Cycle: Communications
Quarter of Data Artifact (s) Collected Additional Data
Collection Collected
COM3010 FA2011, A random 30% sample Results from
Advanced SP2012 of all final oral graduate surveys
Communications presentations, related to
centered around the communication
SWOT analysis) were skills
evaluated by a in-
class panel of faculty
111. COM3010 Advanced Communication - Results
Criteria: 80% of 90% of students
students will earn a scored a 3 or higher
score 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
112. 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
Skills
FA11 90% FA11: FA11: SP12: FA11:
and 3.19 3.54 2.59 3.47
SP122
SP12:
2.35
113. 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.
114. 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 Profile
thought and describe
the relevance of the Success Criteria:
work to themselves, a. 70% of students will
score a 3 or higher
society and cultures.
b. 75% of graduates will
score at or above the
national ETS average
subscore for humanities
115. 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
Editor's Notes
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 StandardCourse CompetencyAssignment ObjectiveCollected Student Work (1 of 2 slides)
BASIC CIDA MAPPING VISUAL: CIDA StandardCourse CompetencyAssignment ObjectiveCollected 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.