Assessment of Student Learning for Academic Year

Transcription

1 Program: Digital Game Design Completed by: Date: November 2011 Harrison Walsh Criterion Data Analysis of Data Program Changes Planned or Already Implemented 1. How many graduates did the program have during academic year (S10,F10,W11, Sp11)? Are there jobs available for program graduates? Number of graduates=5 Occupational Outlook website: Projected job outlook: 2. How many graduates responding to a survey report that they are employed related to the technology or are continuing their education? Number of graduates= 5 Number employed related to technology= Number of graduates continuing their education= 1 Was able to contact one of the graduates from last year and found he is enrolled at Full sail University. I feel the low graduate numbers are partly due to the students not understanding what the game design industry is when the enter the program and eventually either picking up a new major or dropping out. ( This is based off of observations of my first year classes, based off performance and their responses when asked on the first day of classes why they decided to go into game design.) I have dropped the requirements for both Math and COMM down from ENGL 151 and MATH 113 to ENGL 122 and MATH 108. Many students that are enrolled in Game Design seem to struggle with these core classes. The high requirements where put in place before I was here, when I believe Kevin was talking to Shawnee about setting up a transfer from our game design program to theirs. Due to the transfer between the programs never materializing, and the students struggles with completing those courses these requirements were lowered. It is the hope of this Instructor that students wont get as discouraged by having so many Math and Comm class requirements.

2 3. How many students are enrolled in the first year of the 4. How many students are enrolled in the second year of the Number of first year students = 40 Number of second year students = 9 I feel this is a healthy number and that recruiting is working as is. The major issue is many of them do not understand what the game design industry and expect it to be fun and games and not work. Lower number of returning students then was expected. From what I have been told a few switched majors, determining that game design wasn't what they thought it would be and others took a break this quarter. When talking to potential new students trying to gauge their understanding of what game design is. Although I'm not sure how to go further since I explain it is a lot of work and give them sites to read and try out software to make sure this is what they want to do. Lowering the MATH and COMM courses hopefully will prevent the loss of some of the more artistically talented students who are not as good in the general core classes. 5. How many students did not return to the second year (15 th day of fall term)of the Number completing spring quarter 2011= 16 Number of students above returning Fall 2011= 9 Number not returning Fall 2011= 7 I believe a few also lost financial aid due to low GPA's in general course. Some of the Second Year I believe 2or 3 took the quarter off. I know one is returning next quarter for sure. Lowering the MATH and COMM courses hopefully will prevent the loss of some of the more artistically talented students who are not as good in the general core classes.

3 Criterion Data Analysis of Data Program Changes Planned or Already Implemented Date of last OBE The Digital An OBE for the Digital Gaming OBE POG Gaming program Program will be planned. Advisory committeedate/minutes has not participated in the Accrediting OBE process. agency/approval body requirements 6. What assurances are available that the curriculum maintains relevance to the profession? 7.The aggregate score for each Program Outcome evaluated by graduates of the Digital Game Design program on a survey will be 3.5 or higher (on a 5-point scale), indicating the graduates satisfaction with their Hocking College preparation for entrylevel work. No graduate responses No data available Graduating students will be Hocking College surveys. 8. The aggregate score for each Success Skill evaluated by graduates of the Digital Game Design program on a survey will be 3.5 or higher (on a 5-point scale), indicating the graduates satisfaction with their Hocking College preparation in life/job skills. 9.The aggregate score for each Program Outcome evaluated by employers of Digital Gaming graduates on a survey will be 3.5 or higher (on a 5-point scale), indicating better than satisfactory to superior performance. 10.The aggregate score for each Success Skill evaluated by employers of Digital Gaming graduates on a survey will be 3.5 or higher (on a 5-point scale), indicating better than satisfactory to superior performance. No graduate responses No data available Graduating students will be Hocking College surveys. No employer responses No data available Graduating students will be Hocking College surveys and share employer contact information. No employer responses No data available Graduating students will be Hocking College surveys and share employer contact information.

4 11. The aggregate score for each Program Outcome evaluated by students of the Digital Gaming program on a 6 th Quarter Survey will be 3.5 or higher (on a 5-point scale), indicating the second year students satisfaction with their Hocking College preparation for entry-level work. 12.The aggregate score for each Success Skill evaluated by students of the Digital Gaming program on the 6 th Quarter Survey will be 3.5 or higher (on a 5-point scale), indicating the second year students satisfaction with their Hocking College preparation for life/job skills. Overall 3.8 Satisfaction 4 Overall Satisfaction Students seem to be satisfied with all the program elements except the use of the equipment, scanners, digital cameras, and printers. And the ability to configure and install software and hardware. The overall aggregate of 3.87 exceeds the goal. Getting IT to give more access to the program files themselves would allow the students to understand how and where to install plug-ins. I also plan on adding a project that will require the students to go out into the world and take texture photos bring them back and use them for the levels textures. Success Skills will continue to be emphasized across the curriculum. 13. The aggregate score for each skill evaluated for the Demonstrates Knowledge of Science and the Environment Success Skill will be 3.5 or higher (on a 5 point scale), indicating better than adequate to superior performance I have been focusing on teaching the students more about how real world lighting works and how we can reproduce it in a digital environment. Subjects we talk about include refraction, reflections, material surfaces, Global Illumination, and more. I will have to see how the changes made this year effect the numbers

5 before determining if further changes are necessary. 14. The aggregate score for each skill evaluated for the Demonstrates Math Skills Success Skill will be 3.5 or higher (on a 5 point scale), indicating better than adequate to superior performance. 3.5 Due to the major being more design and art based there is not a lot of places to work with math. The major area we use math is using geometry for levels, models and scaling between software packages. But most of this is not extremely reliant on formulas. Currently their understanding is assessed through the 2 nd year courses. Having the students do more of scaling between software and stuff themselves. Having them set up the grid sizes and such themselves while giving them the difference in size between the grids may help. The ability to work between the software scales is assessed during both computer graphics II and the capstone course.

6 Assessment Summary In addition to providing an overall summary of your findings, the annual summary is your opportunity to assess your assessment tools. Please answer the questions below: Response 1. Having conducted your annual assessment of student learning for your program, what goals have you set for the next year to increase the success of your students in meeting their outcomes? Please describe your action plan. More one on one assistance during lab hour to help students achieve their projects vision, while also giving constructive criticism will benefit many of the students who are weaker with their art skills, and do not speak up when asked if they are stuck or have questions. 2. Using the criterion from the program plan, were you able to provide sufficient evidence that your students are meeting all program and general education (Success Skills) outcomes of your No based on the data it I hard to say all general outcomes have been reached. Math, Science, and Community, cultural and global awareness all had score at or below 3.5 on the 6 th quarter surveys. 3. In what areas were you not able to provide sufficient evidence that your students are meeting the program and general education (Success Skills) outcomes of your Math, Science, and Community, cultural and global awareness 4. What changes can you make to your plan that will provide stronger evidence of your students ability to meet their program and general education outcomes? Focusing more on the science behind lighting and how to reproduce it in the digital world, and implementation into a game engine could help some of their understanding of the natural world. With Math having the students set up the grids to scale between programs and walking them through why we set it up this way may help with understanding of one way math is used when modeling. It will also help them get more information on how to install and configure software elements.

7