WEB DESIGN

Transcription

1 Revised Page 1 WEB DESIGN Instructions: To submit an assessment plan for a specified program, please respond to each of the questions below. Use as much space as you need to describe the program assessment plan. Once this form is completed, please it as an attachment to kthatcher@caspercollege.edu. For guidelines and/or assistance in developing a plan for assessing student learning, please contact Kathleen Thatcher or consult resources on the Assessment website at CC MISSION: With a mission of student success, Casper College provides educational opportunities to improve quality of life and sustainable community building and citizenship. The college is a premier public comprehensive two year institution that provides academic transfer, vocational, continuing education and basic skills education for the citizens of Casper, Natrona County, the State of Wyoming and the World. 1. Program: Web Design 2. Department: Web Technology & E Commerce 3. School: School of Business & Industry 4. Person(s) Responsible for Developing Plan: Justin Hoffman with input from Roberta Marvel, Scott Nolan, Dana Ladd, Mark Oxley, and Kathleen Thatcher Hoffman@caspercollege.edu 6. Phone: Date Submitted: 1/31/ Does this program offer distance learning? Yes No Note: Initial program delivery will be in class delivery only, with both 16 week semester day course offerings and accelerated 8 week beginning and mid term evening course offerings, as well as accelerated weekend course offerings. In all cases, Spring 2012, Fall 2012, and Spring 2013 course offerings for this program will be delivered via in class instruction only. As ongoing program assessment evaluates effectiveness of in class delivery, distance learning delivery will be introduced into the program s course offerings. The timeframe for introducing distance learning component of this program will be a function of semester end program assessments. (*Note: Please complete a separate Assessment Plan form for each program.) A. Conceptual Assessment Plan Components Assessment enables an understanding of what students are learning as a result of the program. Assessment findings can be used for a variety of purposes including making decisions regarding curriculum and instruction as well as providing feedback to students. 1. State the department or program mission in terms of educational purpose or goals

2 Revised Page 2 a. The School of Web Technology and E Commerce provides students with academic programs of general and specialized learning in preparation for responsible careers in the world of Web Design. b. Students wishing to attain an Associates degree in Web Design, will develop foundational knowledge of practical, theoretical, and design style understanding in preparation for professional opportunities and continued baccalaureate studies. c. The skills accrued during engagement of the two year Web Design Degree provides the skills and abilities to succeed in the Web Design industry upon graduation. d. Student enrichment enables practical understanding of the skill sets required of business professionals, online system administrators, creative content designers, and a principled understanding for content integration by online consumers and collaborators. Web Design Program Goals: 1. To provide an experienced and contemporary knowledge base for students in the dynamic industry of Web Design. 2. To provide students with foundational and specialized knowledge with principles related to commercial enterprise solutions, business domain management, and e-commerce. 3. To provide students with the foundation to understand visual communication, interactive content and environments, and programming foundations in order to expand opportunities in the realms of the social media industry, online film industry, viral advertising industry, and interactive design firms. 4. To grow a Web Design community and regional outreach promoting interaction with the Business Community, Non-Profit entities, and learners interested in the online platform. 5. To provide a central location for students to grow web enrichment with continued support of Web Design alumni for their new endeavors. 2. List the student learning outcomes for the program addressed by this plan. (Note: Please complete a separate Assessment Plan form for each program.) 1. Demonstrate fundamental project management and problem solving skills for the conceptual framework of Web Design. 2. Demonstrate knowledge and understanding of the conceptual benchmarks and theoretical principles encompassing e-commerce. 3. Demonstrate knowledge of marketing and its function in Web Design. 4. Demonstrate competence of the technical skills required for Web Design practitioners. 5. Demonstrate fundamental understanding of network principles. 6. Demonstrate the ability to present conclusions effectively, orally, and in writing. 3. Explain the student learning outcomes relation to the unit mission and goals (i.e. Do the student learning outcomes reflect the unit goals and objectives, further the mission, are rooted in the academic discipline, etc.?) All student learning outcomes relate directly to the program goals and objectives, and are rooted in both academic and industry best practice discipline. The learning outcomes are imperative for reaching the

3 Revised Page 3 needs of the student who aims to directly enter the workforce and the student gaining foundations for further academic pursuits. 4. Describe how and by whom assessment findings will be used. Assessment findings will be used by the School of Business & Industry Instructors, Web Program Department Head, Outcomes and Assessments Coordinator, and Dean of the School of Business and Industry to identify program strengths and provide constructive opportunities for improving the Web Design program. and B. Implementation Assessment Plan Components It is important to create a detailed implementation plan that aligns each student learning outcome with each of the following items: (A) how/where program outcomes are learned, (B) what evidence/indicator(s) will be collected, including both direct and indirect evidence, (C) how the evidence/indicator(s) will be collected and by whom, (D) how the evidence/indicator(s) will be analyzed and by whom, and (E) how assessment findings will be communicated back to the academic unit's faculty and students used to improve the program. Please note, it is important that the implementation plan collects useful information and that the collection and analysis methods are manageable given the resources available in your academic unit. 1. Instructions: For each program-level outcome (not course objectives), please provide information for each category listed below. Both direct and indirect evidence/indicators should be utilized in your assessment plan. You are encouraged to utilize existing evidence/indicators when feasible to keep the process manageable. You should also collect evidence/indicators throughout the program and not just at the end. Program Outcome 1 A How/Where is outcome learned? INET 1590 INET 1890 B Evidence/ Indicator(s) of Web Research, Project, Html content gathering Project, CSS Project, and CMS Project. C Collection method(s) for each source of evidence D Analysis method(s) for each source of evidence E Feedback Procedures (Faculty, staff & students)

4 Revised Page 4 Program Outcome A How/Where is outcome learned? INET 1895 BADM 2040 INET 1895 BADM 2040 INET 1890 INET 1610 B Evidence/ Indicator(s) of elements of design component and research components of the project rubric. Demonstrate the 4 P s of Marketing with successful completion of homework, research, projects, and progress assessments. Web Research, Project, Html content gathering Project, CSS Project, and CMS Project. C Collection method(s) for each source of evidence D Analysis method(s) for each source of evidence E Feedback Procedures (Faculty, staff & students)

5 Revised Page 5 Program Outcome 5 6 A How/Where is outcome learned? INET 1890 CMAP 1815 INET 2665 B Evidence/ Indicator(s) of Web Research, Project, Html content gathering Project, CSS Project, and CMS Project, and progress assessments. homework, research, projects, progress assessments, and in course presentations representing final project completions. C Collection method(s) for each source of evidence. D Analysis method(s) for each source of evidence E Feedback Procedures (Faculty, staff & students) Describe the responsibilities, timeline, and the process for implementing this assessment plan. a. In Fall 2012, this assessment plan will be reviewed by Web Design Faculty and submitted to the Program Director, Dean, and Assessment Committee. Any suggested edits will be consummated at this juncture. An assessment tool for outcomes 1, 4,and 6 will be developed and implemented in the spring of the academic year and going forward. Assessment of outcomes 2 and 3 will commence in the fall of the academic year and going forward. Assessment of outcome 5 and integration of faculty data gathering will commence in the spring of the and going forward. C. Global Design & Use It is critical that program assessment plans be developed and approved by all faculty in the department. In addition, include student input and external sources (e.g., national standards, advisory boards, employers, alumni, etc.) in the development of the assessment plan(s). 1. Describe the process through which your academic unit created this assessment plan. Include: a. Timeline regarding when or how often this plan will be reviewed and revised. (This could be aligned with your unit s departmental review schedule.)

6 Revised Page 6 b. How students were included in the process and/or how student input was gathered and incorporated into the assessment plan. c. What external sources were consulted in the development of this assessment plan? d. Assessment of the manageability of the plan in relation to departmental resources and personnel a. This initial academic assessment plan was drafted by Justin Hoffman in August of 2012, distributed to faculty of the School of Business and Industry, outcomes and assessment coordinator (Kathleen Thatcher), Department Chair (Roberta Marvel), and the Dean of the School of Business & Industry (Dr. Lesley Travers). All feedback was reviewed, evaluated, and integrated into the final assessment plan draft. During year of , the program in the process of reviewing outcomes 1 & 4. For year , the program will assess outcomes 2 & 6, and in the school year the program will assess outcomes 3 & 5. b. To date, there have been numerous brainstorming sessions with students currently enrolled in the INET curriculum. Discussions ranged from current student goals and aspirations to specific interests within specific syllabi and curriculum agendas. At present, the department aims to incorporate students and the community in a larger collaborative effort of participation and public outreach. Said goals are being orientated via extra-curricular group meetings dedicated toward active discussions of general interests and objectives, workshops for specific dissection and display of relevant materials, exhibitions of course and canonical work, and guest presentations and integration of industry professionals. c. To date, external departments and individuals with an expertise of Web Design and Business have been requested to provide feedback on their perspective on the necessary skills for the degree in regard to higher education, vocational expertise, and industry practice. Some of the individuals inquired were: Gary Donnelly, Scott Nolan, Roberta Marvel, Todd Cotton, Wendy Riley, Shawn Houck of Adbay, executives from DDB Chicago Advertising Agency, Executive Director of Freewaves Video Arts Festival, and Hollywood Executives with a focus on programming development. d. This plan is manageable because of the outreach and support that is currently being supplied by the Dean of the School of Business & Industry (Dr. Lesley Travers) and the department faculty of the School of Business & Industry. The plan aims to slowly integrate a concentrated focus on the outcomes with an initial focus of 2 outcomes with additional outcomes gradually integrated. Currently the majority of the said outcomes are receiving attention and integration in the allotted curriculum of study, although the concentrated focus will provide need assessment to identify their success or areas needed for improvement.