2015 ASSESSMENT PLAN DRAFT ONLY SOUTH DAKOTA STATE UNIVERSITY SCHOOL OF DESIGN GRAPHIC DESIGN PROGRAM

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1 2015 ASSESSMENT PLAN DRAFT ONLY SOUTH DAKOTA STATE UNIVERSITY SCHOOL OF DESIGN GRAPHIC DESIGN PROGRAM INTRODUCTION The Graphic Design BFA with Architecture, Interior Design, Landscape Architecture, and Studio Arts comprise the School of Design The School of Design affords the student opportunities of different disciplines and approaches Not only will students learn the skills, but are exposed to different design thought processes, enabling them to find their own path Creativity will be counter-balanced with process, history, and practice The Graphic Design BFA students will have the advantage of having Designers who practice professionally, participate and contribute to their learning experience Likewise, students will be expected to take advantage of the many out of state and international travel opportunities to centers of design MISSION OF THE SCHOOL OF DESIGN The School of Design serves the public well as a collaboration of diverse creative practices Each discipline in the Division has a studio-based curriculum rooted in graphical exploration, theoretical discovery, practical methods, and professional creativity The School educates students to represent and reshape a wide range of human experiences through innovative practices that solve problems through aesthetic and functional means The School of Design engages in research, scholarship, clinical and creative practice, design advocacy, and commercial activities Our impact is measured in personal, social, cultural, and or economic development that enriches life VALUES The School believes that professional design education is the foundation for life-long learning, continued development and opportunity for graduates, South Dakota s communities and the world resulting in a higher quality of life for all people We are committed to: Excellence Inclusion Collegiality Stewardship Accountability Collaboration Creativity Discovery Innovation

2 GRAPHIC DESIGN BFA PROGRAM ASSESSMENT DRAFT ONLY Student Learning Outcome: Upon graduation Graphic Design BFA students will be able to: (competencies from NASAD Handbook XC3) 1 Conceive and design visual s and systems involving various integrations of the elements of professional practice 2 Use of basic visual principles and processes a Historical theories, principles, and processes, and use of this knowledge to address various types of contemporary b Develop strategies for planning, producing, and disseminating visual c Functional knowledge of creative approaches, and the analytical ability to make appropriate, purpose-based choices among them, using such approaches to identify opportunities and generate alternative solutions d Plan the design process and construct narratives and scenarios for describing user experiences e Fluency in the use of the formal vocabulary and concepts of design including content, elements, structure, style, and technology in response to visual problems in critical theory and semiotics f Develop informed considerations of the spatial, temporal, and kinesthetic relationships among form, meaning, and behavior and apply them to the development of various types of visual design projects g Use typography, images, diagrams, motion, sequencing, color, and other such elements effectively in the contexts of specific design projects 3 Ability to incorporate research and findings regarding people and contexts into design decision-making a Frame and conduct investigations in terms of people, activities, and their settings, including using appropriate methods for determining people s wants, needs, and patterns of behavior, and developing design responses that respect the social and cultural differences among users of design in local and global contexts b Understanding of design at different scales, ranging from components to systems, and from artifacts to experiences c Exercise critical judgment about the student s own design and the design of others with regard to usefulness, usability, desirability, technological feasibility, economic viability, and sustainability in terms of long-term consequences 4 Acquisition of collaborative skills and work effectively in interdisciplinary or multidisciplinary teams to solve complex

3 5 Use of technology a Continued learning in technology, recognizing that technological change is constant b Conduct critical evaluations of different technologies in specific design problem contexts, including the placement of technical issues in the service of human-centered priorities, and matching relationships between technologies and the people expected to use them c Functional capability to shape and create technological tools and systems to address problems and further goals d Recognize and analyze the social, cultural, and economic implications of technology on message creation and production on human behavior, and to incorporate results into design decisions 6 Use of basic research and analysis procedures and skills a Acquisition of research capabilities and skills such as using databases, asking questions, observing users, and developing prototypes b Use analytical tools to construct appropriate visual representations in the execution of research activities c Interpret research findings practically and apply them in design development d Support design decisions with quantitative and qualitative research findings at various stages of project development and presentation 7 Functional knowledge of professional design practices and processes, professional and ethical behaviors and intellectual property issues such as patents, trademarks, and copyrights 8 Design knowledge and skills beyond the classroom experiences Field research and experience, internships, collaborative programs with professional and industry groups, and international experiences

4 GRAPHIC DESIGN BFA ASSESSMENT MEASURES DRAFT ONLY The SDSU Graphic Design BFA Program utilizes the following approaches to assessment ASSESMENT MEASURES SLOs ASSESSED USE OF INFORMATION Pre/Post-test Freshman student in ART 121 take a pre-test for basic art and design related knowledge Graduating Seniors will take post-test in GDES 402 Assessment Points Portfolio Review and Critiques 1, 2, 3, 4, 5, 6, 7 Art 112 Art Pre-test GDES 404 Art Post-test GDES 217, Typography II GDES 310, Identity Systems GDES 402, Senior Portfolio GDES 404, Capstone (BFA Exhibition) ArtH 303, History of Modern Design ArtH 320, History of World Art Internships 1, 2, 3, 4, 6, 7, 8 Internship Coordinator and site supervisor review and evaluate student s documentation and quality of onsite engagement according to appropriate rubrics Student assessment Students asked to self-report satisfaction with their skill and knowledge, as measure by their performance, relative to each SLO Data summarized and shared internally GPA Review IDEA Student Surveys School and Program administration, Advisor will review student GPA Courses not receiving a C or better, do not count toward completion of degree Student must maintain a 26 GPA in the major course work, including supporting classes Data will be compiled, summarized, and shared with appropriate faculty Self-report through completion of a standardized survey Results shared with appropriate faculty Advanced Writing 3, 6 ARTH 303, History of Modern Design ARTH 320, Modern Art and Architecture Survey

5 Year assessed SLOs assessed Use of Information Freshman year Assessment point Portfolio review and Art Pre-test to be administered to all Graphic Design students in Art 121 (Post-test to be administered in GDES 404) Sophomore year 2, 5, 7 Faculty review portfolio(s) for general continuity, quality of design solution, craft and presentation Strengths and weakness summarized and shared with student, appropriate faculty and Director of School 1, 2, 5, 7, 8 Student projects as required, submitted to selected design competitions (both local and national), ie SDAF Addys, Brass Ring 1, 2, 5, 7 Faculty individually will assess each student s/he teaches to a specific course rubric over the course of the semester The Rubric results will be shared with student, appropriate faculty, and Program Coordinator Assessment point 1, 2, 5, 7 Semester end: GDES 217, Typography II Junior year 1, 2, 4, 5, 7 Faculty review portfolio(s) for general continuity, quality of design solution, craft and presentation Strengths and weakness summarized and shared with Student, appropriate Instructor and Director 1, 2, 5, 7, 8 Student projects as required, will be submitted to design competitions (both local and national), ie SDAF Addys, DSVC, UCDA, AIGA MN 1, 2, 3, 4, 5, 6 Teams present the results of Visual Communication projects Faculty observe the presentations and assess students to visually and orally present their research findings 1, 2, 5, 7 Student must have and maintain an online presence on the Adobe Creative Cloud through Behance and LinkedIn online 1, 2, 5 Faculty individually will assess each student s/he teaches to a specific course rubric over the course of the semester The Rubric results will be shared with Student and Program Coordinator Assessment point 1, 2, 3, 5, 6, 7 Semester end: GDES 310, Identity Systems Paper, ArtH 303, History of Modern Design Senior year 1, 2, 3, 5, 6 Faculty review portfolio(s) for general continuity, quality of design solution, craft and presentation Strengths and weakness summarized and shared with student, appropriate faculty and Director of School 1, 2, 4, 5, 7, 8 Student projects will be submitted to design competitions (both local and national), ie SDAF Addys, DSVC, UCDA, AIGA MN, Print Magazine, CMYK, and/or others as appropriate 1, 2, 3, 4, 5, 6 Teams present the results of Visual Communication projects Faculty observe presentations and assess students to visually and orally present their research findings 1, 2, 3, 5, 6, 7 Student must have and maintain an online presence on the Adobe Creative Cloud through Behance and Linkedin and create their own portfolio website

6 1, 2, 3, 4, 5, 6 Faculty review required written work (information interview summaries, briefs for mock design projects, contract development) Strengths and weaknesses of assignments/portfolios summarized and shared with student, appropriate instructor, Program Coordinator and Director of School 1, 2, 5, 7, 8 Design seniors participate in interviews with professional designers during Student Conferences: National AIGA events, AIGA MN One on One Portfolio, DSVC Student Conference, local Student Day events, ie SDAF/AIGA SD 1, 2, 3, 6, 7, 8 Design seniors participate in interviews with professional Graphic Designers on set appointments or with Guest Reviewers Reviewers share interactions/assessment with students and portfolios with Design faculty Assessment point(s) 1, 2, 3, 4, 5, 7, 8 GDES 402, Senior Portfolio GDES 404, Capstone (BFA Exhibition) Paper, ArtH 320, Modern Art and Architecture Survey Art Post-test to be administered to all Graphic Design students in GDES 404

7 1 Conceive and design visual s and systems involving various integrations of the elements of professional practice mastery in concept and design in visual superior ability in concept and design in visual ability in concept and design in visual awareness in concept and design in visual little or concept and design in visual 2 Use of basic visual principles and processes superior historical theories, principles, and processes superior developing strategies for planning, producing, and disseminating visual strong knowledge of creative approaches, and the analytical ability mastery of planning the design process and narratives and scenarios superior fluency in concepts of design in response to visual basic historical theories, principles, and processes basic developing strategies for planning, producing, and disseminating visual basic knowledge of creative approaches, and the analytical ability superior ability of planning the design process and narratives and scenarios basic fluency in concepts of design in response to visual historical theories, principles, and processes developing strategies for planning, producing, and disseminating visual knowledge of creative approaches, and the analytical ability ability of planning the design process and narratives and scenarios relative fluency in concepts of design in response to visual awareness of historical theories, principles, and processes awareness of developing strategies for planning, producing, and disseminating visual awareness of creative approaches, and the analytical ability awareness of planning the design process and narratives and scenarios awareness in concepts of design in response to visual little or historical theories, principles, and processes little or developing strategies for planning, producing, and disseminating visual little or creative approaches, and the analytical ability little or planning the design process and narratives and scenarios concepts of design in response to visual

8 mastery in spatial, temporal, and kinesthetic relationships and apply them to visual design projects mastery of typography, images, diagrams, motion, sequencing, color, and other such elements basic ability in spatial, temporal, and kinesthetic relationships and apply them to visual design projects basic ability of typography, images, diagrams, motion, sequencing, color, and other such elements ability in spatial, temporal, and kinesthetic relationships and apply them to visual design projects projects ability of typography, images, diagrams, motion, sequencing, color, and other such elements awareness in spatial, temporal, and kinesthetic relationships and apply them to visual design awareness of typography, images, diagrams, motion, sequencing, color, and other such elements spatial, temporal, and kinesthetic relationships and apply them to visual design projects typography, images, diagrams, motion, sequencing, color, and other such elements 3 Ability to incorporate research and findings regarding people and contexts into design decision-making mastery to conduct investigations using appropriate methods for determining design responses superior design at different scales, ranging from components to systems and from artifacts to experiences mastery in critical judgment about design basic ability to conduct investigations using appropriate methods for determining design responses basic design at different scales, ranging from components to systems and from artifacts to experiences strong ability in critical judgment about design ability to conduct investigations using appropriate methods for determining design responses design at different scales, ranging from components to systems and from artifacts to experiences bility in critical judgment about design awareness to conduct investigations using appropriate methods for determining design responses awareness design at different scales, ranging from components to systems and from artifacts to experiences awareness in critical judgment about design no awareness to conduct investigations using appropriate methods for determining design responses no design at different scales, ranging from components to systems and from artifacts to experiences critical judgment about design

9 4 Acquisition of collaborative skills and work effectively in interdisciplinary or multidisciplinary teams to solve complex superior capacity of collaborative skills interdisciplinary or multidisciplinary teams to solve complex basic capacity of collaborative skills interdisciplinary or multidisciplinary teams to solve complex capacity of collaborative skills interdisciplinary or multidisciplinary teams to solve complex awareness of collaborative skills interdisciplinary or multidisciplinary teams to solve complex collaborative skills interdisciplinary or multidisciplinary teams to solve complex 5 Use of technology superior understanding in continued learning in technology mastery in critically evaluating of different technologies in specific design problem contexts superior capability to create technological tools and systems to address mastery to analyze incorporate results into design decisions basic understanding in continued learning in technology strong ability in critically evaluating of different technologies in specific design problem contexts basic capability to create technological tools and systems to address strong ability to analyze incorporate results into design decisions understanding in continued learning in technology bility in critically evaluating of different technologies in specific design problem contexts capacity capability to create technological tools and systems to address ability to analyze incorporate results into design decisions awareness in continued learning in technology awareness in critically evaluating of different technologies in specific design problem contexts awareness capability to create technological tools and systems to address awareness to analyze incorporate results into design decisions continued learning in technology critically evaluating of different technologies in specific design problem contexts no capability to create technological tools and systems to address no awareness to analyze incorporate results into design decisions

10 6 Use of basic research and analysis procedures and skills superior capacity of research capabilities and skills mastery in analytical tools to construct appropriate visual representations mastery interpreting research findings in design development mastery in design decisions with quantitative and qualitative research basic capacity of research capabilities and skills strong ability in analytical tools to construct appropriate visual representations strong ability interpreting research findings in design development strong ability in design decisions with quantitative and qualitative research capacity of research capabilities and skills bility in analytical tools to construct appropriate visual representations bility interpreting research findings in design development bility in design decisions with quantitative and qualitative research awareness of research capabilities and skills awareness in analytical tools to construct appropriate visual representations awareness interpreting research findings in design development awareness in design decisions with quantitative and qualitative research research capabilities and skills no awareness analytical tools to construct appropriate visual representations no awareness interpreting research findings in design development design decisions with quantitative and qualitative research 7 Functional knowledge of professional design practices and processes, professional and ethical behaviors and intellectual property issues such as patents, trademarks, and copyrights strong knowledge of professional design practices and processes, professional and ethical behaviors basic knowledge of professional design practices and processes, professional and ethical behaviors knowledge of professional design practices and processes, professional and ethical behaviors awareness of professional design practices and processes, professional and ethical behaviors professional design practices and processes, professional and ethical behaviors

11 8 Design knowledge and skills beyond the classroom experiences Field research and experience, internships, collaborative programs with professional and industry groups, and international experiences superior application of design knowledge and skills beyond the classroom basic application of design knowledge and skills beyond the classroom application of design knowledge and skills beyond the classroom little but acceptable application of design knowledge and skills beyond the classroom no application of design knowledge and skills beyond the classroom