SACSCOC Fifth Year Interim Report
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Assessment : 2011 - 2012 : Educational Programs :
Family and Consumer Sciences BS (Interior Design)
Family and Consumer Sciences BS (Interior Design)
3 Goals 3 Objectives 3 Indicators 3 Criteria 3 Findings 3 Actions
| GOAL: Intern Evaluation |
| Objective |
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| The students will demonstrate professional competence and the ability to apply what they have learned (egs., appropriate product knowledge, knowledge of business procedures, knowledge of industry systems) in various aspects of interior design. |
| Indicator |
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| The supervisor evaluation form for interior design interns evaluates three skill areas (personal skills, interpersonal skills, and professional characteristics including appropriate use of knowledge from the program content). Both questions from this form used as indicators are essentially overall supervisor ratings of the intern. One of them rates the interns on a Likert-type scale of 1 to 5, with 1 being the lowest rating and 5 being the highest rating. The other is a "yes-no" indicator of whether the employer would hire the intern in the company for an entry-level management position. |
| Criterion |
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| 80% of business supervisors of interior design interns will give the intern a rating of 3.5 or higher on a 5.0 scale and 80% of business supervisors will indicate that they would hire the intern given the availability of a suitable entry-level management position in the company. |
| Finding |
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| There were 4 students who graduated with the BS in Interior Design for the 2011-2012 cycle. Data was collected on all of them. All of the business supervisors (100%) of these student interns assigned them ratings of 3.5 or higher -- in fact, three were assigned a rating of 5, and one was assgined a rating of 4. In addition, all of the business supervisors (100%) stated that they would hire the student intern if a suitable, entry-level opening existed in their business. Therefore, this criterion was met. |
Actions for Objective:
| Action |
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| Although this goal is met at 100%, additional feedback would be helpful. During last year's cycle, it was suggested that we attempt to gather additional information by dividing the "Yes" option into "Yes, would hire without reservation" and "Yes, would hire with reservation." For those who checked "Yes, would hire with reservation," we could then ask an open-ended question designed to give us feedback needed for program improvement. We will make a stronger attempt to implement that process for the coming cycle. In order to do this, an immediate update of our Internship Handbook is required. |
| GOAL: Student Knowledge Of Content Area |
| Objective |
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| Students graduating from the interior design program will demonstrate the knowledge and skills necessary for entry-level interior design positions. |
| Indicator |
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| The Exit Survey for interior design majors includes multiple-choice and short-answer sections that test retention of course material and a case study that applies directly to interior design; it is graded on a pass/fail basis. (Each program area has multiple-choice, short answer, and other questions that are specific to that program content.) To develop this instrument, faculty in the content area reviewed course and program objectives and chose questions from exams that reflected important concepts that students should retain. The test is used repetitively and the scoring is consistent. For security reasons, the "test" portion (multiple-choice questions, short essay questions, and case study) is not attached. However, this document is available in the chair's |
| Criterion |
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| 90% of students who complete the interior design program's Exit Survey will score a grade of Low Pass, Pass or High Pass on the content portions of the exam. |
| Finding |
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| Data was collected on all 4 of the graduates of this program for the 2011-2012 academic year. All four of the graduates scored a Pass or High Pass, so this Key Performance Indicator was met. |
Actions for Objective:
| Action |
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| Program graduates met this Key Performance Indicator at 100%. Students appear to be retaining program content well. We will keep this criterion for next year before retiring it if the percentage remains as high. |
| GOAL: Computer Literacy |
| Objective |
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| Students will meet university requirements for computer literacy through assignments in two courses that are required of all undergraduate majors in the department. |
| Indicator |
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| Students who graduate from undergraduate programs in the Department of Family and Consumer Sciences will satisfactorily complete three assignments in courses required of all undergraduate majors in the department: a word-processed assignment and a budget prepared using a spreadsheet in FCS 268 Consumer Education and a presentation involving use of PowerPoint in FCS 462 Presentation Techniques. |
| Criterion |
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| 90% of program majors who take the courses FCS 268 and FCS 462 during the 2009-2010 academic year will score 3 or better on a 5-point scale with 5 being the highest score and 1 being the lowest score on the three assignments that are required to meet this computer literacy competency. Examples of assignment sheets for these three assignments and rubrics for grading them are attached. |
| Finding |
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| 100% of interior design majors who took one or both of the courses FACS 2368 and FACS 4362 during the 2011-2012 academic year scored 3 or better on the assignments used to measure computer literacy. Therefore, this criterion was met. |
Actions for Objective:
| Action |
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| For the last cycle, it was decided that instructors who teach the courses believed that additional work in the area of database management was needed. |
| Closing the Loop |
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We are keepiing the Exit Survey criterion for next year before retiring it if the percentage remains as high. Instructors teaching in the area of budget management will be requiring additional assignments in the area of database management to improve this skill. We will be updating our Internship Handbook to reflect a revision of the Supervisor/Employer Evaluation form in order to glean more specific data to use for program improvement.
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