List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year)

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1 STUDENT LEARNING ASSESSMENT REPORT SUBMITTED BY: BRIDGET MURPHY DATE: SEPTEMBER 27, 2013 BRIEFLY DESCRIBE WHERE AND HOW ARE DATA AND DOCUMENTS USED TO GENERATE THIS REPORT BEING STORED: The majority of student work is collected and evaluated by the class professor. In Senior Portfolio (capstone course) work was evaluated by two faculty members who do not teach the course. Industry/external professionals evaluated senior portfolios as well. All external portfolio evaluations are returned to the professor in a sealed envelope. Internship reviews are mailed, ed or delivered to faculty mentor. Data gathered for Graphic Design assessment forms are in an electronic format, sent (pdf) or delivered (hard copy) to faculty, professional reviewers, internship site supervisors, and students. Department Chair collects data documents each semester. Paper copies of data are kept in files and Chair compiles, evaluates, and inserts the compiled worksheets/data files electronically and includes information in the Appendix. EXECUTIVE SUMMARY List all of the program s learning outcomes: (regardless of whether or not they are being assessed this year) Learning Outcome Year of Last Assessment Year of Next Planned Assessment Exhibit the ability to effectively use typography when designing Demonstrate research and design competency in the use of current design trends in service-learning projects n/a Demonstrate competency in the technical preparation of design work for print, multimedia and web tbd Demonstrate the ability to conduct design research, audience analysis, and the application to design problemsolving process. (Inquiry Outcome) Describe how the program s outcomes support Marymount s Mission, Strategic Plan, and relevant school plan: The Graphic Design major is designed for students seeking a strong emphasis on the processes and skills necessary to distill and order visual information into aesthetically pleasing, comprehensible formats. Students are taught to create the best ways and forms to deliver information, messages, impressions and ideas to people. Competency skills include research, conceptualizing, layout, and production. Graduates are prepared for entry positions in graphic design, advertising, corporate and institutional communications, and mass communications (print, broadcast, new media and the Internet). 1

2 The Graphic Design Program is committed to academic excellence by preparing our students for a variety of careers in visual communications based on his/her own interests and strengths. Our program is committed to the liberal arts tradition with core subjects in the Fine Arts and Art History. We continue to build on the liberal arts and career preparation by including a variety of elective courses in Fine Art, Design, Communications, and Business. Graphic Design majors are encouraged choose a minor in Web Design, Business, Studio Art, Art History, Communications, or Media and Performance. In all Graphic Design classes, we encourage all students to respect personal beliefs, moral values, and respect for the individual and Catholic teachings. We incorporate ethics into the curriculum through assignments and enhanced service-learning opportunities for our majors. Our small classes provide a personal, hands-on learning environment. Our students gain life-long research, design, and technical skills to be successful in visual communications. Relevant to our Department Plan, our technology and instructional spaces are state-of-the-art. In the summer 2012, the most recent versions of industry software was installed in the Rowley Mac lab along with additional software for workstations in the Multimedia lab assuring academic excellence. We continue to add equipment and software to our video courses with 5 new digital video cameras. This current year, we added a writing intensive course History of Graphic Design to the curriculum. Our internships have led to personal and professional development in the job market. The success of our internship directly affects our Learning Outcomes since we base our assessment on the professional, outside evaluations. Graphic Design students are active in various student organizations, activities, athletics, and hold leadership positions on campus. Students supervise and participate in the Graphic Design Club, and student publications such as The Banner and BlueInk. Both faculty and students attend student activities such as the Student Art Show, sports events, University Poetry readings, Campus Ministry activities, etc. Having students active on campus affects our Learning Outcomes by developing their personal design skills, social skills and development, and thought as productive individuals. As in the past, our students participated in the 2013 Student Research. This initiative supports student research and interests as well as encouraged student-faculty collaboration. Our students are encouraged to study abroad during his/her Marymount experience knowing this greatly broadens their intellect, design abilities and character. In summer 2013, Graphic Design majors participated in a Belize Study Abroad Program working on a non-profit video. 2

3 Our department promotes service-learning projects throughout the year. This past year we supported the nationwide Million Bones campaign, Families Reaching Out Group (FROG), RSHM Volunteer Program, and College Theology Society along with additional projects. Using the Metropolitan area as a backdrop, we require our students to visit museums, special events, and local businesses to increase their awareness of the both the region and the industry. Provide a brief description of the assessment process used including strengths, challenges and planned improvements: In , the assessment process was successful and faculty responses were complete. As in the past, data was acquired by reminding faculty each semester as to what was due for assessment making data collection more complete. Faculty were given specific evaluation forms for each data set. The information that was needed for each assessment was complied by faculty on a specific Outcome Form worksheet stating the Outcome and the criteria. Forms are more consistent even though introductory level courses assessments are less detailed as compared to upper level evaluations. Methods in acquiring comparison data between introductory and upper level courses are consistent. Technology being taught in all graphic design courses is being regularly updated to assure instruction includes the latest technology methods and processes for graphic designing. Based on the findings from the report, the planned improvements are: The Graphic Design Program will continue to: Assign real-world problem-solving projects at appropriate levels. Include more revisions in class projects to better student learning opportunities. Continue to work on the technical presentation of personal portfolios across all media including print, multimedia, and online Develop on verbal, visual and written presentation of design problem solutions Strengthen individual typography skills, methods and processes at all levels Develop class projects/library instruction/class lectures at all levels to support research and inquiry. Describe how the program implemented its planned improvements from last year: The following were planned improvements from : Discuss with faculty ideas to improve the large number of below average student work in our illustration class. Our GD 202 Illustration class had a large amount of below average students faculty discussed this issue determined the weakness is drive, ambition and willingness of students to complete the work as required. This was a very weak class. 3

4 Submit a required GD writing intensive course Completed Discussion with administration for integration of graphic design and digital communications; develop a combined new program. Currently being developed Review current Outcomes and assess whether to add to or revise Outcomes The Department has added a new outcome and will be assessing it the academic year. Provide a response to last year s University Assessment Committee review of the program s learning assessment report: (List each recommendation and provide a specific response to each). In , the Assessment Committee Report states, Please continue the good work with assessing outcomes at different levels and in different courses. All measures were met and the report was approved without revisions. The Chair met with Institutional Effectiveness to review the comments and discuss changes for this current report. The report indicates that the program is using assessment for improvement; however, the report was difficult to follow. The report could be greatly improved by adjusting how the quantitative results are presented. Adjust how the results are presented in the analysis section (see the section on Analysis for more specifics). In response to the UAC comments, this report s data has been revised and should be much easier to follow. Each Measure is listed with the total and percent. The report also states what percentage of the students need to be obtained to meet an acceptable level. 4

5 Outcome and Past Assessment Learning Outcome 1: Exhibit competent design abilities with emphasis on typography Is this outcome being reexamined? X Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. In , student work was acceptable. We continue to focus our Learning Outcome on specific skills not a general competency. Based on various assessment measures, in the beginning studio course (GD 305 Studio I), students typography skills need to improve. Data shows student success by the end of senior portfolio 100% of the students work. Overall, The student Learning Outcomes for exhibiting competent design abilities with emphasis on typography has been steady. As our students progress through the degree, they are improving their competent design abilities. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. In GD 305 Graphic Design Studio I: Final project evaluation by faculty (magazine) (Direct measure) In GD 405 Senior Portfolio: Portfolio evaluation by faculty (Direct measures) In GD 405 Senior Portfolio: Portfolio evaluation by external professional designers (Indirect measures) In GD 400 Internship (Direct measure) Performance evaluation by site supervisor Performance Standard Define and explain acceptable level of student performance. A score of average (3) for Final Project Evaluation Sheet in Typography section; 75% of students should meet this rating A score of average (3) for Portfolio Evaluation Sheet ; 75% of students should meet this rating A score of average (3) for Portfolio Evaluation Sheet ; 75% of students should meet this rating A score of average on GD Internship Evaluation Sheet ; 75% of students should meet this rating Data Collection Discuss the data collected and student population 14 student projects reviewed by professor (1 student s work was missing); all GD majors 15 senior portfolios reviewed by two department faculty; all seniors; 1 site not working) 15 senior portfolios reviewed by two department faculty; all seniors; 2 not reviewed) 13 students evaluated by various industry professionals; (all seniors; 1 eval missing) Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. 5

6 Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): The base assessment is from GD 305 Graphic Design Studio I, an introductory publication design course for majors. Course content focuses on the implementation of the design principles, typographic rules, computer technologies and creative typographical concepts throughout the course lectures and projects. The final assessments are obtained from external reviews from GD 400 and GD 405 from both external professionals and internal faculty reviews in GD 405. The majority of reviews selected Above Average to Average scores on design abilities with emphasis on typography. This past year, our Internship reviews were 100% Above Average, which is ideal. Overall, the outcome was achieved. Below are details of findings: Above Average Average Below Average In GD 305 Graphic Design Studio I Creative typography/design solution 3 (23%) 7 (54%) 3 (23%) Choice of typography (family, style, font) 8 (61%) 4 (31%) 1 (8%) Use of typography (readability, legibility) 5 (39%) 6 (46%) 2 (15%) Understanding Typography control 5 (39%) 6(46%) 2 (15%) Arrangement of Elements (layout/design) 6 (46%) 5(x39%) 2 (15%) In GD 405 Portfolio Internal Review Creative typography/design solution 4 (29%) 8 (57%) 2 (14%) Choice of typography (family, style, font) 6 (43%) 6 (43%) 2 (14%) Use of typography (readability, legibility) 5 (36%) 8 (57%) 1 (7%) Understanding Typography control 5 (36%) 5 (36%) 4 (28%) Arrangement of Elements (layout/design) 5 (36%) 7 (50%) 2 (14%) In GD 405 Portfolio External Review Creative typography/design solution 10 (71%) 4 (29%) Choice of typography (family, style, font) 10 (71%) 4 (29%) Use of typography (readability, legibility) 10 (71%) 4 (29%) Understanding Typography control 10 (71%) 4 (29%) Arrangement of Elements (layout/design) 10 (71%) 4 (29%) In GD 400 Internship Review Design Process 12 (100%) 6

7 Idealistically, the Graphic Design Program would like to have 100% of our students achieve a minimum rating of Average in each Learning Outcome. But, realistically the Graphic Design Program aims to have 75% of our students achieve a minimum rating of Average in each Learning Outcome. Faculty have found that poor attendance in classes, not meeting deadlines and turning in assigned work, and a student s abilities lower the acceptable performance level. Therefore, each class has a few students with Below Average results due to personal performance. Internship Evaluations do not specifically measure typography, but the Skills Appropriate to internship position including design, production and technology skills have been assessed. But looking at the data, our students performed Above Average in all internships this past year. Senior typography skills are acceptable. See Appendix for written comments by faculty and professional evaluators. Having outside professional reviewers who work day-to-day with our students is one of our strongest assessments tools. It helps determine how they will succeed in gaining employment, compare our students to other entry-level designers, and success in the industry. Our department values these comments by addressing the comments through curricular changes. Program strengths and opportunities for improvement relative to assessment of outcome: The measurement outcomes show that students have strong design abilities, but there is always room for personal development. Faculty and professional comments varied: Program Strengths: strong work ethic with close attention to deadlines and meeting the varying needs of her clients; she works quickly and efficiently with a good eye to design. When allowed to take on initiative, she produces excellent results from layouts to web design to logos; enter the design department with an advance understanding of design application; [student] could become a really good designer the more she is exposed to real world projects and situations; Areas for Improvement: The only areas for growth that I see are paying close attention to the details (Spacing, spelling) because [student] is so great at producing work quickly it can be easy to overlook the small details; her inability to meet a time sensitive deadline; need to improve on her communications skills in addition to taking initiatives, and prioritizing her assignment; gaining more experience in Photoshop. See Appendix for more comments The GD curriculum needs to continually work with students on their individual design abilities, typography, technical skills, and portfolio presentations. In the industry designers continually develop and mature. 7

8 Discuss planned curricular or program improvements for this year based on assessment of outcome: Actions: Based on the findings from the report, the GD program can strengthen design abilities by continuing to: Strengthening individual typography skills, methods and processes at all levels in all media (print, web, and new media) Students work can be more creative and experimental through design concept and rationale. Work on strengthening typographic rules and understanding their applications in intermediate studio classes (GD 305, 308, and 360) Work on presentation skills and portfolio work especially final portfolio execution Assign real-world problem-solving projects at appropriate levels, which allows students to apply the theory and design skills to real projects. Use of milestone critiques in GD Studio I helps with students being able to revise layouts and create more successful projects. 8

9 Outcome and Past Assessment Learning Outcome 2: Demonstrate competency in the technical preparation of design work for print, multimedia and web. Is this outcome being reexamined? xyes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. In , the majority of students achieved average to above average scores on technical ability in all areas. Overall, this year there was a slight drop in ratings with some students scoring Below Average, but the majority of the students did achieve an acceptable level. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. GD 202 Illustration: Faculty evaluation of portfolio (Direct measure) GD 203 Digital Photography: Faculty evaluation of portfolio (Direct measure) GD 308 Web Design: Faculty evaluation of final web site (Direct measure) GD 360 Graphic design Studio: brochure (Direct measure) In GD 405 Senior Portfolio: External review (Direct measure) Performance Standard Define and explain acceptable level of student performance. A score of average (3); 75% of students should meet this rating A score of average (3); 75% of students should meet this rating A score of average (3); A score of average on Project Evaluation ; 75% of students should meet this rating A score of average (3); A score of average on Project Evaluation ; 75% of students should meet this rating A score of average (3); A score of average on Senior Portfolio Design Evaluation Form ; 75% of students should meet this rating Data Collection Discuss the data collected and student population 25 GD students evaluated by professor; majors and minors 10 students evaluated by professor; total of class for Spring semester; various majors 19 students evaluated by professor; total of class for Fall semester; various majors 12 GD students evaluated by professor; total of class for Spring semester; GD majors 13 portfolios evaluated by various industry professionals (all seniors) Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. 9

10 Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): Overall the Technical Learning Outcome was achieved on all levels. There were fewer Below Average students in areas this past year especially in the GD 202 Illustration class. Exit portfolios demonstrated competency in the technical preparation of design work for print, multimedia and web designs presentations even though internal and external comments varied (see Appendix). Above Average Average Below Average In GD 202 Illustration Reproduction quality of images/type/color 5 (20%) 16 (64%) 4 (16%) In GD 203 Digital Photography Execution of Photography 6 (60%) 3 (30%) 1 (10%) In GD 308 Web Design Execution of Photography 16 (84%) 3 (16%) 0 In GD 360 Graphic Design Studio II Reproduction quality of images/type/color 4 (33%) 2 (17%) 6 (50%) Craftsmanship of presentation 4 (33%) 2 (17%) 6 (50%) In GD 405 Senior Portfolio/External Reviewer Demonstrate competency in technical Preparation of portfolio pieces 10 (77%) 2 (15%) 1 (8%) Program strengths and opportunities for improvement relative to assessment of outcome: Across the GD curriculum, continued improvements and learning opportunities are made in understanding technical preparation of design work for print, multimedia, video, web design, and commercial reproductions based on technological advances. Faculty continue to inform and educate students on new technologies and processes. Through assignments requiring repetitive practice all students actively engaged in learning are acquiring the technical skills necessary for: image quality (web vs print), knowledge of medium (levels, color balance, lighting/saturation, sharpness, etc.) As a result more advanced photographic technology skills will be introduced in further classes. 10

11 Photoshop the software used in this course was updated. Techniques for image quality (web vs print), levels, color balance, lighting/saturation, sharpness, etc, were different than what was covered in the prerequisite 1 credit software lab: Photoshop course. Additional class time focusing on sizing, cropping, quality adjustments, file formats of photographs for use on Websites produced a positive course outcome. Half the class produced strong work, but the other half was below average. These students did not complete the project, delivered incomplete projects or none at all. They did not pay attention to class demonstrations and did not follow the process nor techniques as required. Therefore, the final work was not acceptable for 300 level work. Many of the students have left the major due to lack of desire to continue in the field. Discuss planned curricular or program improvements for this year based on assessment of outcome: Actions: Based on the findings from the report, the GD program can improve technical preparation of design work by: Continuing to work on the technical presentation of personal portfolio across all media including print, multimedia, and online Collaborate with instructors of the prerequisite will assure skills have been established and can be strengthened in GD 203 Digital Photography. Additional time will be focused in the future on the appropriateness of photographs in storytelling and as visual metaphors. Student portfolios need to pay more attention the craft and presentation of final pieces Photoshop skills 11

12 Outcome and Past Assessment Learning Outcome 3: Demonstrate competency in design research, audience analysis, and the application to design problem. Is this outcome being reexamined? x Yes No If yes, give a brief summary of previous results (including trends) and any changes made to the program. In , the majority of students were rated Above Average to Average on concept and application and Average on written research paper. Looking at percentages and comments (external and internal) the area of research and writing needs improvements in the curriculum. Faculty continue to implement research, data collection, and the application to a design solution required into more classes at all levels, but better direction, library instruction, and revisions will benefit the students. Assessment Activity Outcome Measures Explain how student learning will be measured and indicate whether it is direct or indirect. GD 202 Illustration I: Faculty evaluation of illustration project (direct + inquiry) In GD 305 Graphic Design Studio I: Faculty evaluation of historical project (direct) GD 401 Graphic Design Studio II: Faculty evaluation of research project and supporting paper (direct) GD 404 Performance Media: Faculty evaluation of research project and supporting paper (direct) Performance Standard Define and explain acceptable level of student performance. A score of average (3); A score of average on Project Evaluation ; 75% of students should meet this rating A score of average (3); A score of average on Project Evaluation ; 75% of students should meet this rating A score of average (3); A score of average on Project Evaluation ; 75% of students should meet this rating A score of average (3); A score of average on Project Evaluation ; 75% of students should meet this rating Data Collection Discuss the data collected and student population 5 GD students evaluated by faculty; majority are majors some minors 13 GD students evaluated by professor; all majors 5 GD students evaluated by professor; (4 evaluated; 1 student did not complete project) 15 students evaluated by professor; various majors = interdisciplinary course Analysis 1) Describe the analysis process. 2) Present the findings of the analysis including the numbers participating and deemed acceptable. 12

13 Interpretation of Results Extent this Learning Outcome has been achieved by students (Use both direct and indirect measure results): This year our research area in our GD program continues to be Average. Based on the outcomes, we still need improvement in data collection, audience analysis and creative solutions. In GD 202, GD 305, GD 401, and GD 404 the majority of students met an acceptable level. Our department would like to have 100% of our students achieve average in the areas of design research and writing, but realistically, we aim for 75%. Above Average Average Below Average In GD 202 Illustration I Conceptual (design brief, stylistic) 2 (40%) 3 (60%) 0 Application (type, visuals, color, format) 2 (40%) 3 (60%) 0 Written research paper 2 (40%) 3 (60%) 0 In GD 305 Graphic Design Studio I Conceptual (design brief, stylistic) 2 (15%) 6 (46%) 5 (39%) Application (type, visuals, color, format) 3 (23%) 6 (46%) 4 (31%) Written research paper 3 (23%) 7 (54%) 3 (23%) In GD 401 Graphic Design Studio II Conceptual (design brief, stylistic) 3 (60%) 0 1 (20%) 1* Application (type, visuals, color, format) 3 (60%) 1 (20%) 0 1* Written research paper 3 (60%) 0 1 (20%) 1* In GD 404 Performance Media Conceptual (design brief, stylistic) 6 (40%) 6 (40%) 3 (20%) Application (type, visuals, color, format) 8 (53%) 6 (40%) 1 (7%) Written research paper 4 (27%) 8 (53%) 3 (20%) * no final project 13

14 Program strengths and opportunities for improvement relative to assessment of outcome: The GD Department continues and will continue to work on research, what is and the purpose of research in design. As an assessment tool for a Learning Outcome, one questions whether the students understand what is research in the GD field. All faculty need to continue to emphasize the importance of applicable research in the design field. We need to spend additional class time (lecture and critique) to help our students with research skills. As for writing, the writing intensive courses including a graphic design specific course will help students writing for the field. A writing assignment in the entry-level class (COM/GD 200) has been revised to include a separate written project with a review and a stronger assessment tool. Discuss planned curricular or program improvements for this year based on assessment of outcome: Actions: Based on the findings from the report, the GD program can improve competency in design research, audience analysis, and the application to design problem by: 1. Continuing to address weaknesses in research and concentrate on the creative brief, research processes, audience analysis and the application to the design problem. 2. Developing more class projects/library instruction/class lectures at all levels that focus on research and inquiry. 3. Students will continue to be active in research in the design field at all levels so when it is required in the capstone course, students are familiar with resources and the process. A complete student learning assessment report includes appendix of rubrics, survey questions, or other relevant documents and information. 14