1. Introduction: School of Interiors Planning/Strategy/Design 1.1 Unit Mission, Vision and Goals:
|
|
- Ellen Flowers
- 5 years ago
- Views:
Transcription
1 SCHOOL OF INTERIORS ASSESSMENT PLAN Introduction: School of Interiors Planning/Strategy/Design 1.1 Unit Mission, Vision and Goals: The three-part mission of the School of Interiors is: 1) to promote excellence in design by developing student mastery of discipline-specific knowledge and the ability to creatively solve problems in preparation for careers in the Interior Design profession; 2) to be a sustaining resource for the intellectual, social, and cultural development of design theory, research, and application that supports the profession within the Commonwealth; and 3) to contribute to the understanding of design and the influences of the designed environment on individuals and groups. 1.2 Basic Assessment Approach Assessment of the Interiors program will be conducted on a three-year cycle, which will start in with SLO 1, 2,3,4, and 8. In the second year for the SLO s will be 5,6,7, and 14. SLO 9,10,11,12, and 13 will be in Definition of Key Terms CIDA- Council for Interior Design Accreditation CoD- College of Design IDSA- Interior Design Student Association 2. Assessment Oversight, Resources 2.1 College Learning Outcomes Assessment Coordinator: Mark O Bryan, Associate Dean of CoD
2 2.2 Unit Assessment Coordinator: Patrick Lee Lucas, Director School of Interiors 3. Program-Level Learning Outcomes 3.1 Learning Outcomes by Program Learning Outcome: Undergraduate 1. Mission, Goals, and Curriculum: Students will understand the mission statement and how the curriculum is structured to achieve these goals. 2. Global Perspective for Design: Students will have a global view and weigh decisions within the parameters of ecological, socio-economic, and cultural contexts. 3. Human-Centered Design: Students will be informed by knowledge of human factors and theories of human behavior related to the built environment. 4. Design Process: Students will need to apply all aspects of the design process to creative problem solving. Design Process enables designers to identify and explore complex problems and generate creative solutions that optimize the human experience within the interior environment. 5. Collaboration: Students will engage in multi-disciplinary collaboration. 6. Communication: Students will be effective communicators. 7. Professionalism and Business Practice: Students will use ethical and accepted standard of practice, are they are committed to professional development and the industry, and will understand the value of their contribution to the built environment. 8. History: Students will apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. 9. Space and Form: Students will apply elements and principles of twoand three-dimensional design.
3 10. Color: Students will apply color principles and theories. 11. Furniture, Fixtures, Equipment, and Finish Materials: Students will select and specify furniture, fixtures, equipment and finish materials in interior spaces. 12. Environmental Systems: Students will use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. 13. Building Systems and Interior Construction: Students will have knowledge of building systems and interior construction. 14. Regulations and Guidelines: Students will use laws, codes, standards, and guidelines that impact the design of interior spaces. Learning Outcome: Graduate 15G. Research: Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. 3.2 Accreditation Standards/Outcomes by Program The learning outcomes for the undergraduate program are based on the School s accreditation standards. We believe that these serve as a sound foundation for learning expectations for students. CIDA website: Accredit-id.org The learning outcome for the graduate program centers on research. 4. Curriculum Map
4 Graduate program research sequence Fall Semester ID 650 Survey of Methods and Literature Spring Semester ID 655 Creative and Theoretical Design Processes
5 5. Assessment Methods and Measures 5.1 Direct Methods/Measures Preferred/Used at the Course and Program Levels Student Learning Outcomes Undergraduate (Year 1) Standard 2. Global Perspective for Design Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 365, ID 366, ID 421 and ID 422 Standard 3. Human-Centered Design Entry-level interior designers understand that their work is informed by knowledge of human factors and theories of human behavior related to the built environment. Primary Courses ID 221, ID 234, ID 321, ID 421 Standard 4. Design Process Entry-level interior designers apply the design process to creative problem solving, including identification and exploration of complex problems that generate creative solutions to optimize the human experience within the interior environment. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 8. History
6 Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. Primary Courses ID 161, ID 162, ID 221, ARC 111, ID 321, ID 422 Student Learning Outcome Graduate (Year 1) Standard 15G. Research Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. Student Learning Outcomes Undergraduate (Year 2) Standard 5. Collaboration Entry-level interior designers engage in multi-disciplinary collaboration. Primary Courses ID 101, ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 6. Communication Entry-level interior designers are effective communicators. Primary Courses ID 161, ID 162, ID 221, ID 222, ID 234, ID 321, ID 346, ID 375, ID 421, ID 422, ID 466 Standard 7. Professionalism and Business Practice Entry-level interior designers use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 346, ID 421, ID 422, ID 466
7 Standard 14. Regulations and Guidelines Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Primary Courses ID 275, ID 221, ID 222, ID 321, ID 322, ID 364, ID 365, ID 366, ID 375, ID 421, ID 422 Student Learning Outcome Graduate (Year 2) Standard 15G. Research Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. Student Learning Outcomes Undergraduate (Year 3) Standard 9. Space and Form Entry-level interior designers apply elements and principles of two-and three-dimensional design. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 10. Color Entry-level interior designers apply color principles and theories. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 11. Furniture, Fixtures, Equipment, and Finish Materials Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 365, ID 421, ID 422
8 Standard 12. Environmental Systems Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 366, ID 421, ID 422 Standard 13. Building Systems and Interior Construction Entry-level interior designers have knowledge of building systems and interior construction. Primary Courses ID 275, ID 364, ID 321, ID 322, ID 375, ID 421, ID 422 Student Learning Outcome Graduate (Year 3) Standard 15G. Research Demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. 5.2 Indirect Methods/Measures Preferred/Used at the Course and Program Levels? 1. Senior/Graduate Survey 2. Internship 3. Years to degree completion 4. Average graduated GPA 6. Data Collection and Review 6.1 Data Collection Process/Procedures
9 6.1.1 When will data be collected for each outcome? At the end of each academic semester How will data be collected for each outcome? For every project or assignment in every course, faculty select three examples of student work. In aggregate, this work is stored online in a drive separated by course number and section What will be the benchmark/target for each outcome? Following the rating system in the accreditation process for the program, faculty assess student work using the following rating scale: 3 (excellent), 2 (average) and 1 (below average) What individuals/groups will be responsible for data collection? Sabrina Brewer, Patrick Lee Lucas and the Interiors Faculty. 7. Assessment Cycle and Data Analysis 7.1 Assessment Cycle (1-3 years): Artifacts will be evaluated in May of each year by the faculty based on the rubric in Appendix A. Results will be analyzed and interpreted by the director in the summer of each year in August for review and comment. The SLO report will then be finalized and submitted to the University s assessment office no later than October 31 st. 7.2 Data Analysis/Procedures: Where faculty determine student learning outcomes do not meet the CIDA standards, the faculty will develop implementation plan to correct the deficiencies by the next cycle of review thus the data collected assist with timely annual review of accreditation standards to improve the program. 7.3 Data Analysis Report Process/Procedures [Unit report structure; College and Institutional report structure; Integration with Program Review; Integration with Strategic Planning process]: The director will share the program assessment results with the Associate Dean of Administration, and the college curriculum committee to integrate assessment with strategic planning.
10 CIDA accreditation takes place every 6 years, because assessment takes place on a 3-year cycle each student-learning outcome will be visited twice during the 6-year period. 8. Teaching Effectiveness 8.1 Identify measures of teaching effectiveness: Student course evaluations are used by the University to provide students to evaluate all courses and instructors. The Director reviews course evaluations with each faculty member to provide ongoing assessment regarding quality for all courses in the curriculum. 8.2 What efforts to improve teaching effectiveness will be pursued based on these measures? Should course evaluations be below average, the Director works with faculty members to address the deficiencies, including referral and consultation with the Center for Enhancement of Learning and Teaching. 9. What are the plans to evaluate students post-graduate success? CIDA requires publication of post-graduate success through employment and post-baccalaureate education. This information is shared on the college s website. Prepared by Sabrina Brewer and Patrick Lee Lucas 06/11/2015
11 APPENDIX A: SCHOOL OF INTERIORS ASSESSMENT RUBRIC UNDERGRADUATE YEAR 1 ( ; ) SLO Standard 2 Standard 3 Standard 4 Standard 8 Global Perspective for Human Centered Design Process History Design Design Excellent Average Below average Student design decisions frame all ecological, socioeconomic, and cultural contexts across the globe. Student design decisions address some ecological, socioeconomic, and cultural contexts across the globe. Student design decisions ignore ecological, socioeconomic, and cultural contexts across the globe. Student work transcends knowledge of human factors and theories of human behavior related to the built environment. Student work is informed by some knowledge of human factors and theories of human behavior related to the built environment. Design processes go beyond creative problem solving. Design processes illustrate creative problem solving, including identification and exploration of some complex problems that generate creative solutions to optimize the human experience within the interior environment. Student work does not Design processes do acknowledge human not take full advantage factors and theories of of creative problem human behavior related solving. to the built environment. Student work demonstrates knowledge of interiors, architecture, decorative arts and art within a historical and cultural context, as well as application for design projects. Student work shows knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context. Student work misses connections with knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context.
12 YEAR 2 ( ; ) Standard 5 Standard 6 Standard 7 Standard 14 Collaboration Communication Professionalism and Business Practice Student work shows evidence of engagement in multi-disciplinary collaboration. Students move beyond traditional forms, bringing communication to a greater level of sophistication. Students practice ethically and transcend accepted notions of the profession. Regulations and Guidelines Students creatively interpret laws, codes, standards, and guidelines to transform interior spaces. Students demonstrate understanding of engagement in multidisciplinary collaboration. Students effectively communicate by visual, written and oral means. Students practice ethically through professional development and understand their contributions to the design of the built environment. Students use laws, codes, standards, and guidelines that impact the design of interior spaces. Students undertake work without multidisciplinary collaboration. Students do not effectively communicate. Students do not practice with accepted standards. Students do not fully use laws, codes, standards, and guidelines that impact the design of interior spaces.
13 YEAR 3 ( ; ) Standard 9 Standard 10 Standard 11 Standard 12 Standard 13 Space and Form Color Furniture, Fixtures, Equipment and Finish Materials Environmental Systems Building Systems and Interior Construction Students creatively use elements and principles of two-and three-dimensional design to significant advantage in shaping human experience. Students creatively use color principles and theories to significant advantage in shaping human experience. Students creatively select and specify furniture, fixtures, equipment and finish materials to transform interior spaces. Students creatively use the principles of lighting, acoustics, thermal comfort, and indoor air quality to significantly transform human experience. Students creatively deploy building systems and interior construction approaches to support their ideas. Students apply elements and principles of two-and three-dimensional design. Students apply color principles and theories. Students select and specify furniture, fixtures, equipment and finish materials in interior spaces. Students use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students have knowledge of building systems and interior construction. Students miss opportunities to apply elements and prinicples of two-and three-dimensional design. Students miss opportunities to apply color principles and theories. Students miss opportunities to select and specify furniture, fixtures, equipment and finish materials in interior spaces. Students miss opportunities to use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Students do not understand the impact of building systems and interior construction.
14 GRADUATE YEARS 1-3 ( ) Standard 15G Research Students transcend accepted notions of the interrelationships between research and theory. Students demonstrate an understanding of the interrelationships between research and theory by reviewing and analyzing literature and methodologies in design. Students do not understand the interrelationships between research and theory.
15 Student Learning Outcomes Interiors (Year 1) Standard 1. Mission, Goals, and Curriculum The Interiors program has a mission that describes the scope and purpose of the program. Program goals are derived from the mission statement and the curriculum is structured to achieve these goals. Standard 2. Global Perspective for Design Entry-level interior designers have a global view and weigh design decisions within the parameters of ecological, socio-economic, and cultural contexts. Primary Courses ID 221, ID 222, ID 321,ID 322, ID 365, ID 366, ID 421, ID 422 Standard 3. Human-Centered Design Entry-level interior designers understand that their work is informed by knowledge of human factors and theories of human behavior related to the build environment. Primary Courses ID 221, ID 234, ID 321, ID 421 Standard 4. Design Process Entry-level interior designers apply the design process to creative problem solving, including identification and exploration of complex problems that generate creative solutions to optimize the human experience within the interior environment. Primary Courses ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 Standard 8. History Entry-level interior designers apply knowledge of interiors, architecture, decorative arts, and art within a historical and cultural context.
16 Primary Courses ID 161, ID 162, ID 221, ID 222, ID 321, ID 322, ID 421, ID 422 and ARC 111
17 Student Learning Outcomes Interiors (Year 2) Standard 5. Collaboration Entry-level interior designers engage in multi-disciplinary collaboration. Primary Courses ID 101, ID 222, ID 321, ID 365, ID 421, ID 422 Standard 6. Communication Entry-level interior designers are effective communicators. Primary Courses ID 161, ID 162, ID 221, ID 222, ID 234, ID 321, ID 346, ID 375, ID 421, ID 422, ID 466 Standard 7. Professionalism and Business Practice Entry-level interior designers use ethical and accepted standards of practice, are committed to professional development and the industry, and understand the value of their contribution to the built environment. Primary Courses ID 101, ID 102, ID 222, ID 321, ID 346, ID 365, ID 375, ID 422, ID 466 Standard 14. Regulations and Guidelines Entry-level interior designers use laws, codes, standards, and guidelines that impact the design of interior spaces. Primary Courses ID 275, ID 321, ID 364, ID 365, ID 366, ID 375, ID 421
18 Student Learning Outcomes Interiors (Year 3) Standard 9. Space and Form Entry-level interior designers apply elements and principles of two-and threedimensional design. Primary Courses ID 234, ID 321, ID 421, ID 422 Standard 10. Color Entry-level interior designers apply color principles and theories. Primary Courses ID 263, ID 264, ID 321, ID 421, ID 422 Standard 11. Furniture, Fixtures, Equipment, and Finish Materials Entry-level interior designers select and specify furniture, fixtures, equipment and finish materials in interior spaces. Primary Courses ID 221, ID 275, ID 321, ID 365, ID 375, ID 421 Standard 12. Environmental Systems Entry-level interior designers use the principles of lighting, acoustics, thermal comfort, and indoor air quality to enhance the health, safety, welfare, and performance of building occupants. Primary Courses ID 321, ID 322, ID 364, ID 365, ID 366, ID 421 Standard 13. Building Systems and Interior Construction Entry-level interior designers have knowledge of building systems and interior construction. Primary Courses ID 275, ID 364, ID 322, ID 375, ID 421, ID 422
Website:
SJSU Annual Program Assessment Form Academic Year 2013-2014 Department: Design Program: Interior Design College: Humanities and the Arts Website: http://www.sjsu.edu/design/design_programs/interior_design_program/
More informationWebsite:
SJSU Annual Program Assessment Form Academic Year 2015 2016 Department: Design Program: Interior Design College: Humanities and the Arts Website: http://www.sjsu.edu/design/design_programs/interior_design_program/
More informationMechanical Engineering Program Assessment Report
Mechanical Engineering Program 2015-1016 Assessment Report INTRODUCTION This report documents the assessment done within the Bachelor of Science in Mechanical Engineering (BSME) program at Oregon Institute
More informationS o A D SCHOOL OF ARCHITECTURE AND DESIGN A B U D H A B I CIDA STANDARD 9 A S S E S S M E N T
S o A D SCHOOL OF ARCHITECTURE AND DESIGN A B U D H A B I CIDA STANDARD 9 A S S E S S M E N T TABLE OF CONTENTS: 1. NYIT Annual Program Assessment Report, May 2017 2. NYIT AAID CIDA Standard Nine Assessment
More informationBaccalaureate Program of Sustainable System Engineering Objectives and Curriculum Development
Paper ID #14204 Baccalaureate Program of Sustainable System Engineering Objectives and Curriculum Development Dr. Runing Zhang, Metropolitan State University of Denver Mr. Aaron Brown, Metropolitan State
More informationInterior Architecture, BIAR Assessment Report, 2012
Interior Architecture, BIAR Assessment Report, 2012 Expected Outcomes : Design Competency Students completing the Interior Architecture dual degree program will be able to design, develop and graphically
More informationChemical and Biological Engineering Student Learning Outcome Assessment Report
Chemical and Biological Engineering Student Learning Outcome Report 1. Department/Program Mission The mission of the Department of Chemical and Biological is to prepare chemical engineers for successful
More informationMission Statement: Department: Engineering Technology Department Assessment coordinator: Todd Morton
Department: Engineering Technology Department Assessment coordinator: Todd Morton Mission Statement: The principal mission of the Engineering Technology Department is to provide the highest quality education
More informationINDUSTRIAL DESIGN. Curriculum in Industrial Design. Humanities: 6 cr. Social Sciences: 6 cr. Math/Physics/Biol.Sciences: 6 cr.
Industrial Design 1 INDUSTRIAL DESIGN http://www.design.iastate.edu/industrialdesign/index.php COMST 101 COMST 102 CMDIS 286 Introduction to Communication Studies Introduction to Interpersonal Communication
More informationPROGRAM ASSESSMENT PLAN ~ through This document only needs to be updated when changes are made.
PROGRAM AEMENT PLAN ~ 2013-14 through 2018-19 UNIT Department (if applicable) Degree/Program CHOOL OF BUINE N/A Date Prepared July 17, 2015 Date Revised Bachelor of Business Administration Updated to New
More informationProgramme Specification
Programme Specification Title: Bachelor of Final Award: Bachelor of (BArch Hons) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education (DipHE) To be delivered from:
More informationSJSU Annual Program Assessment Form Academic Year Program Website:
SJSU Annual Program Assessment Form Academic Year 2016 2017 Department: Design Program: Industrial Design College: Humanities and the Arts Program Website: http://www.sjsu.edu/design/design_programs/industrial_design_program/
More informationSchool of Industrial and Graphic Design
School of Industrial and Graphic Design 1 School of Industrial and Graphic Design Graphic Design Academic Standards Students pursuing the bachelor of fine arts degree (BFA) in graphic design (GDES) will
More informationGeneral Education Rubrics
General Education Rubrics Rubrics represent guides for course designers/instructors, students, and evaluators. Course designers and instructors can use the rubrics as a basis for creating activities for
More informationDYNAMIC MEDIA INSTITUTE MFA: DESIGN COURSES
DYNAMIC MEDIA INSTITUTE MFA: DESIGN COURSES These are some sample courses offered within the Dynamic Media Institute. With approval of an advisor, students may also choose electives from the Professional
More informationCompetencies in Manufacturing Engineering Technology programs from employer s point of view.
Session 3548 Competencies in Manufacturing Engineering Technology programs from employer s point of view. Bob Lahidji, Ph.D., CMfgE Eastern Michigan University Ypsilanti, MI. 48197 734-487-2040 bob.lahidji@emich.edu
More informationINTERIOR DESIGN PROGRAM. General Objective And Profiles. 1. Overall objective of the bachelor s degree
General Objective And Profiles INTERIOR DESIGN PROGRAM 1. Overall objective of the bachelor s degree Train professionals able to offer, execution management solutions to enable rehabilitate spaces environments
More informationArticulation of Certification for Manufacturing
Paper ID #15889 Articulation of Certification for Manufacturing Dr. Ali Ahmad, Northwestern State University Ali Ahmad is the Head of the Engineering Technology Department at Northwestern State University
More informationCENTER OF BASICS SCIENCE ELECTRONIC ENGINEER (Curriculum 2012)
OBJECTIVE To form professionals in the electronics engineer field in order to design, implement and keep digital and computer systems, automation systems and mechatronics and communications systems, supporting
More informationMechanical Engineering
Mechanical Engineering-1 Undergraduate Bulletin 2018-2019 Mechanical Engineering Faculty: Paliwal, Chair, Facas, Grega, Sepahpour, Shih, Wang, Yan The Department of Mechanical Engineering offers an academic
More informationInterdisciplinary Integrated Education at Washington State University. Presented by: W. Max Kirk Jason B. Peschel
Interdisciplinary Integrated Education at Washington State University Presented by: W. Max Kirk Jason B. Peschel 1 Presentation Outline I. Where the Disciplines Reside at WSU II. III. IV. Integrated Courses
More informationSustainability-Related Learning Outcomes Department/ Program
College -Related Learning Outcomes Department/ Program City and Metropolitan City and Metropolitan, Culture, Culture, Culture Learning Objective Related to Degree(s) PROGRAM PURPOSE: The undergraduate
More informationScience and mathematics
Accreditation of HE Programmes (AHEP): Collated learning outcomes for six areas of learning Programmes accredited for IEng Engineering is underpinned by science and mathematics, and other associated disciplines,
More informationINTERIOR DESIGN INSTITUTE PRATT UG/G ELECTIVE SPRING 2018 SCHOOL OF DESIGN INT 456/ CINEMATIC SPACE JON OTIS MONDAY 5:30-8:20PM
Cinematic Space is focused on the study of itecture and interiors being an integral component in the creation of a cinematic experience and narrative structure of film. Open to interior design students,
More informationStandard of Knowledge, Skill and Competence for Practice as an Architectural Technologist
Standard of Knowledge, Skill and Competence for Practice as an Architectural Technologist RIAI 2010 Contents Foreword 2 Background 3 Development of the Standard.4 Use of the Standard..5 Reading and interpreting
More informationG9 - Engineering Council AHEP Competencies for IEng and CEng
G9 - Career Learning Assessment (CLA) is an alternative means of gaining Engineering Council Registration at either Incorporated Engineer (IEng) or Chartered Engineering (CEng) status. IAgrE encourages
More informationOXNARD COLLEGE ACADEMIC SENATE
OXNARD COLLEGE ACADEMIC SENATE Our College Mission Oxnard College is a learning-centered institution that embraces academic excellence by providing multiple pathways to student success. MEETING AGENDA
More informationRevised East Carolina University General Education Program
Faculty Senate Resolution #17-45 Approved by the Faculty Senate: April 18, 2017 Approved by the Chancellor: May 22, 2017 Revised East Carolina University General Education Program Replace the current policy,
More informationStatement of Professional Standards School of Arts + Communication PSC Document 16 Dec 2008
Statement of Professional Standards School of Arts + Communication PSC Document 16 Dec 2008 The School of Arts and Communication (SOAC) is comprised of faculty in Art, Communication, Dance, Music, and
More informationPRESERVATION ETHICS, STANDARDS, AND LEGISLATION
PRESERVATION ETHICS, STANDARDS, AND LEGISLATION Richard Ortega Hillier Architecture The Widener Building, Suite 1500 One South Penn Square Philadelphia, PA 19107-3502 215-636-9999 rortega@rmjmhillier.com
More informationTECHNOLOGY, ARTS AND MEDIA (TAM) CERTIFICATE PROPOSAL. November 6, 1999
TECHNOLOGY, ARTS AND MEDIA (TAM) CERTIFICATE PROPOSAL November 6, 1999 ABSTRACT A new age of networked information and communication is bringing together three elements -- the content of business, media,
More informationCURRICULUM. Family and Consumer Science INTERIOR DESIGN. (Elective Course)
CURRICULUM Family and Consumer Science INTERIOR DESIGN (Elective Course) Supports Academic Learning Expectation # 1 Students and graduates of Ledyard High School will read and write critically and effectively
More informationCENTER OF DESIGN AND CONSTRUCTION SCIENCES UNDERGRADUATE DEGREE IN GRAPHIC DESIGN
CENTER OF DESIGN AND CONSTRUCTION SCIENCES UNDERGRADUATE DEGREE IN GRAPHIC DESIGN OBJECTIVE To train undergraduate professionals in Graphic Design, within the values of humanistic culture; able to solve
More informationDivision of Academic Affairs Technology Fee ITEP Project Proposal 2016
Project Proposal Type Division of Academic Affairs Technology Fee ITEP Project Proposal 2016 Proposal Deadline: Friday, January 22, 2016 @ 5:00 pm Instructional Technology Enhancement Project (ITEP) Focused
More informationEAB Engineering Accreditation Board
EAB Engineering Accreditation Board Appendix B: Specified Learning Outcomes Summary of Engineering Council Output Statements Specific Learning Outcomes Knowledge is information that can be recalled. Understanding
More informationCOURSE TITLE: Architectural Drafting LENGTH: Full Year Grades DEPARTMENT: Technology Education Barbara O Donnell, Supervisor SCHOOL:
COURSE TITLE: Architectural Drafting LENGTH: Full Year Grades 11-12 DEPARTMENT: Technology Education Barbara O Donnell, Supervisor SCHOOL: Rutherford High School DATE: Spring 2005 Architectural Drafting
More information( It will be applied from Fall)
İZMİR INSTITUTE OF TECHNOLOGY GRADUATE SCHOOL OF ENGINEERING AND SCIENCES DEPARTMENT OF INDUSTRIAL DESIGN CURRICULUM OF THE M.S. PROGRAM IN INDUSTRIAL DESIGN Core Courses KREDİ ID 501 Industrial Design
More informationÓbuda University Donát Bánki Faculty of Mechanical and Safety Engineering. TRAINING PROGRAM Mechatronic Engineering MSc. Budapest, 01 September 2017.
Óbuda University Donát Bánki Faculty of Mechanical and Safety Engineering TRAINING PROGRAM Mechatronic Engineering MSc Budapest, 01 September 2017. MECHATRONIC ENGINEERING DEGREE PROGRAM CURRICULUM 1.
More informationGlendale Community College Instructional Division Program Learning Outcomes Assessment Timeline
Glendale Community College Instructional ivision Program Learning Outcomes Assessment Timeline Please complete a separate timeline form for each program within your division ivision name: BUSINESS IVISION
More informationDepartment of Electrical & Computer Engineering. Five-Year Strategic Plan: Improving Lives. Transforming Louisiana. Changing the World.
Department of Electrical & Computer Engineering Five-Year Strategic Plan: 2010-2015 Improving Lives. Transforming Louisiana. Changing the World. Engineering is intertwined with our very own way of life.
More informationPROGRAM: CIP CODE: DEPARTMENT: DIVISION: PROGRAM COORDINATOR: MISSION STATEMENT:
ASSESSMENT MATRIX OF PROGRAM-LEVEL STUDENT LEARNING OUTCOMES PROGRAM: CIP CODE: DEPARTMENT: DIVISION: PROGRAM COORDINATOR: MISSION STATEMENT: INTEGRATED PRODUCTION TECHNOLOGIES 150903 PETROLEUM SERVICES
More informationBASIC SCIENCES CENTER BIOCHEMICAL ENGINEER
OBJECTIVE Train professionals with creativity, critical and humanistic thinking to develop, implement and optimize processes, products and services involving the rational and comprehensive utilization
More informationANNUAL REPORT TEMPLATE AY
ANNUAL REPORT TEMPLATE AY2018-2019 NAME OF PROGRAM: Clinical Mental Health Counseling (CMHC) TYPE OF REPORT: Chicago Campus DATE: 12/15/18 SECTION 1: Learning Outcome Section Instructions: Please complete
More informationPROGRAMME SYLLABUS Sustainable Building Information Management (master),
PROGRAMME SYLLABUS Sustainable Building Information Management (master), 120 Programmestart: Autumn 2017 School of Engineering, Box 1026, SE-551 11 Jönköping VISIT Gjuterigatan 5, Campus PHONE +46 (0)36-10
More informationTuning-CALOHEE Assessment Frameworks for the Subject Area of CIVIL ENGINEERING The Tuning-CALOHEE Assessment Frameworks for Civil Engineering offers
Tuning-CALOHEE Assessment Frameworks for the Subject Area of CIVIL ENGINEERING The Tuning-CALOHEE Assessment Frameworks for Civil Engineering offers an important and novel tool for understanding, defining
More informationProgramme Specification
Programme Specification Title: Electrical Engineering (Power and Final Award: Master of Engineering (MEng (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education
More informationRubric for Assessing OSH&E Program Outcomes
Rubric for Assessing OSH&E Program Outcomes Objective : Apply knowledge and principles of mathematics, science, technology, and management in industry, business, or other related areas of employment as
More informationBACHELOR PROGRAMS CREDIT HOURS SYSTEM C A I R O U N I V E R S I T Y
BACHELOR PROGRAMS CREDIT HOURS SYSTEM C A I R O U N I V E R S I T Y FA C U LT Y O F E N G I N E E R I N G 2018-2019 BACHELOR PROGRAMS, CREDIT HOURS SYSTEM CAIRO UNIVERSITY, FACULTY OF ENGINEERING Since
More informationMADISON PUBLIC SCHOOL DISTRICT. MHS Multi-Media II Curriculum
MADISON PUBLIC SCHOOL DISTRICT MHS Multi-Media II Curriculum Authored by: Rachel Bonnema Reviewed by: Lee Nittel, Director of Curriculum and Instruction Thomas Paterson, Supervisor of Science and Technology
More informationResearch and Innovation Strategy and Action Plan UPDATE Advancing knowledge and transforming lives through education and research
Page 1 of 9 Research and Innovation Strategy and Action Plan 2012 2015 UPDATE Advancing knowledge and transforming lives through education and research Executive Summary As the enterprise university, Plymouth
More informationLearning Goals and Related Course Outcomes Applied To 14 Core Requirements
Learning Goals and Related Course Outcomes Applied To 14 Core Requirements Fundamentals (Normally to be taken during the first year of college study) 1. Towson Seminar (3 credit hours) Applicable Learning
More information2008 INSTITUTIONAL SELF STUDY REPORT EXECUTIVE SUMMARY
2008 INSTITUTIONAL SELF STUDY REPORT EXECUTIVE SUMMARY MISSION Missouri University of Science and Technology integrates education and research to create and convey knowledge to solve problems for our State
More informationBID October - Course Descriptions & Standardized Outcomes
BID 2017- October - Course Descriptions & Standardized Outcomes ENGL101 Research & Composition This course builds on the conventions and techniques of composition through critical writing. Students apply
More informationCanadian Technology Accreditation Criteria (CTAC) CIVIL ENGINEERING TECHNOLOGY - TECHNICIAN Technology Accreditation Canada (TAC)
Canadian Technology Accreditation Criteria (CTAC) CIVIL ENGINEERING TECHNOLOGY - TECHNICIAN Technology Accreditation Canada (TAC) Preamble These CTAC are applicable to programs having titles involving
More informationF u r n i t u r e M a k i n g ( 1 2 A )
9 1 8 2 F u r n i t u r e M a k i n g ( 1 2 A ) 40S/40E/40M A Cabinet and Furniture Making Course 9 1 8 2 : F u r n i t u r e M a k i n g ( 1 2 A ) 4 0 S / 4 0 E / 4 0 M Course Description In this course,
More informationENGINEERING TECHNOLOGY PROGRAMS
Engineering Technology Accreditation Commission CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS Effective for Reviews during the 2019-2020 Accreditation Cycle Incorporates all changes approved
More informationArchitecture Firm ID 439 Contract Design I Due: May 4, 2015
Architecture Firm ID 439 Contract Design I Due: May 4, 2015 Project Objectives: 1) To engage in multi-disciplinary collaboration 2) To understand sustainability as it pertains to building methods, materials,
More informationGuidelines for the Professional Evaluation of Digital Scholarship by Historians
Guidelines for the Professional Evaluation of Digital Scholarship by Historians American Historical Association Ad Hoc Committee on Professional Evaluation of Digital Scholarship by Historians May 2015
More informationINTERIOR DESIGN INSTITUTE PRATT UG/G ELECTIVE SPRING 2018 SCHOOL OF DESIGN INT 456/ CINEMATIC SPACE JON OTIS MONDAY 5:30-8:20PM
Cinematic Space is focused on the study of itecture and interiors being an integral component in the creation of a cinematic experience and narrative structure of film. Open to interior design students,
More informationInstructor local xxx
CAPILANO UNIVERSITY COURSE OUTLINE Fall 2016 Division Course Name MOPA 304 Screenwriting III Credits: 3 Instructor x@capilanou.ca 604.986.1911 local xxx VISION STATEMENT The is dedicated to inspiring a
More informationSTEM AND FCS CONNECTION
STEM AND FCS CONNECTION Addressing the need for STEM education and STEM success has a connection to Family and Consumer Sciences at the foundational level. Family and Consumer Sciences has many connection
More informationIbero-American Engineer Profile
Ibero-American Engineer Profile You see, for engineers to be an engineer is not enough to be an engineer. While they are dealing with they particular task, the history takes away the ground from under
More informationMechanical Engineering
Mechanical Engineering 1 Mechanical Engineering Degree Awarded Bachelor of Science in Mechanical Engineering Nature of Program Mechanical engineering is one of the largest technical professions with a
More informationArt (ART) Courses. Art (ART) 1
Art (ART) 1 Art (ART) Courses ART-109. First Year Experience:Art, Architecture And Urban Design In Chicago. 3 Hours. This field-based course explores art in an urban environment, examines the relationships
More informationVice Chancellor s introduction
H O R I Z O N 2 0 2 0 2 Vice Chancellor s introduction Since its formation in 1991, the University of South Australia has pursued high aspirations with enthusiasm and success. This journey is ongoing and
More informationCRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS
CRITERIA FOR ACCREDITING ENGINEERING TECHNOLOGY PROGRAMS Effective for Evaluations During the 2005-2006 Accreditation Cycle Incorporates all changes approved by the ABET Board of Directors as of November
More informationMASTER OF FINE ARTS (M.F.A.) MAJOR IN THEATRE
Master of Fine Arts (M.F.A.) Major in Theatre 1 MASTER OF FINE ARTS (M.F.A.) MAJOR IN THEATRE Major Programs A master of fine arts (M.F.A.) with a major in theatre will prepare students for the field of
More informationNewsletter EPICS. Electrical Passion Interactive Cultural Society. Department of Electrical Engineering G. H. Raisoni College of Engineering, Nagpur
Department of Electrical Engineering G. H. Raisoni College of Engineering, Nagpur Electrical Passion Interactive Cultural Society EPICS Vol. 2, Newsletter Student Editor Pranali Lambat Chaitanaya Shambharkar
More informationEK-02-01: Güzel Sanatlar ve Mimarlık Fakültesi, Mimarlık Bölümü Eğitim Öğretim Yılı İngilizce Ders Müfredatı Değişikliği
DEPARTMENT OF ARCHITECTURE 2018-2019 ACADEMIC YEAR COURSE CURRICULUM COURSE CONTENTS 1. YEAR FALL SEMESTER ARC 1000 Basic Design Course Hours: 2 + 4 Credits: 4 ECTS: 8 This course aims to teach basic design
More informationInformation Technology Fluency for Undergraduates
Response to Tidal Wave II Phase II: New Programs Information Technology Fluency for Undergraduates Marti Hearst, Assistant Professor David Messerschmitt, Acting Dean School of Information Management and
More informationAeronautical Science - Professional Pilot - BS
Aeronautical Science - Professional Pilot - BS Dr. Amitabha Bandyopadhyay, Chair Architecture and Construction Management Department The Architectural Engineering Technology (ARC) program synthesizes the
More informationContents. Drafting Technology Comprehensive Program Review Instruction
Drafting Technology Comprehensive rogram Review Instruction 2014-15 Contents 1. Main... 1 2. Description of the rogram... 1 3. rogram History and Description... 2 4. Curriculum... 2 5. Advisory committees...
More informationMECHANICAL ENGINEERING AND DESIGN 2017/18 SEMESTER 1 MODULES
Visual Communications ENG_4_542 Tuesday and Wednesday 2pm 4pm (Tues), 9.30am 11.30am (Weds) Students attend both sessions. The module aims a) to develop the capacities of observation and visualisation,
More informationArchitectural Engineering Technology
Architectural Engineering Technology Prof. Orla Smyth-LoPiccolo, Chair Architecture & Construction Management Department Orla.LoPiccolo@farmingdale.edu 631-420-2024 School of Engineering Technology Bachelor
More informationA d v a n c e d C a b i n e t r y ( 1 2 B )
9 1 8 3 A d v a n c e d C a b i n e t r y ( 1 2 B ) 40S/40E/40M A Cabinet and Furniture Making Course 9 1 8 3 : A d v a n c e d C a b i n e t r y ( 1 2 B ) 4 0 S / 4 0 E / 4 0 M Course Description This
More information2009 Accreditation Requirements: Comparison of CIDA and NAAB
FROM THE EDITOR This Perspective was based, in part, on a paper presented at the 2009 annual IDEC conference in St. Louis, Missouri. 2009 Accreditation Requirements: Comparison of CIDA and NAAB Caren S.
More informationProgramme Specification
Programme Specification Title: Social Policy and Sociology Final Award: Bachelor of Arts with Honours (BA (Hons)) With Exit Awards at: Certificate of Higher Education (CertHE) Diploma of Higher Education
More informationAssessment Report / BS Graphic Design and Visual Media /
Assessment Report / BS Graphic Design and Visual Media / 2010-2011 TABLE OF CONTENTS Program Mission -1 Program Goals and Learning Objectives 2 Types of Assessment-2-3 Goal One Analysis and Modifications
More informationTEC634 Architectural CAD I (formerly Architectural Drawing I) A Course Outline for Architectural CAD I
Parsippany-Troy Hills School District TEC634 Architectural CAD I (formerly Architectural Drawing I) A Course Outline for Architectural CAD I Developed: June 2004 Revised: October 2012 June 2016 Approved
More informationCARDIFF BUSINESS SCHOOL THE PUBLIC VALUE BUSINESS SCHOOL
CARDIFF BUSINESS SCHOOL THE PUBLIC VALUE BUSINESS SCHOOL The purpose of Cardiff Business School is to deliver economic and social value through interdisciplinary teaching and research that addresses the
More informationAgricultural Economics and Interdisciplinary Work. Patricia Duffy
Agricultural Economics and Interdisciplinary Work Patricia Duffy All Experience is an Arch Yet all experience is an arch wherethrough gleams that untraveled world... William Butler Yeats, Ulysses Becoming
More informationDesign and Technology Subject Outline Stage 1 and Stage 2
Design and Technology 2019 Subject Outline Stage 1 and Stage 2 Published by the SACE Board of South Australia, 60 Greenhill Road, Wayville, South Australia 5034 Copyright SACE Board of South Australia
More informationADVANCING KNOWLEDGE. FOR CANADA S FUTURE Enabling excellence, building partnerships, connecting research to canadians SSHRC S STRATEGIC PLAN TO 2020
ADVANCING KNOWLEDGE FOR CANADA S FUTURE Enabling excellence, building partnerships, connecting research to canadians SSHRC S STRATEGIC PLAN TO 2020 Social sciences and humanities research addresses critical
More informationUMBC POLICY ON TECHNOLOGY FLUENCY UMBC III
I. POLICY STATEMENT UMBC POLICY ON TECHNOLOGY FLUENCY UMBC III-9.00.17 UMBC recognizes that the use of technology is instrumental in enabling learning, advancing research, facilitating business functions,
More informationREPORT. Outcomes of Automotive Engineering Study Programs JP
REPORT Outcomes of Automotive Engineering Study Programs JP 516729-2011 Development and Improvement of Automotive and Urban Engineering Studies in Serbia DIAUSS project has an objective to develop new
More informationPROGRAM ANNOUNCEMENT. New Jersey Institute of Technology. MSPhM Systems Engineering. Newark. Fall 2008
PROGRAM ANNOUNCEMENT November 2007 Institution: New Program Title: Degree Designation: Degree Abbreviation: CIP Code and Nomenclature (if possible): Campus(es) where the program will be offered: Date when
More informationDigital Media Arts. Bachelor of Science. NewSchool of Architecture + Design
Digital Media Arts Bachelor of Science NewSchool of Architecture + Design San Diego, California Join the design revolution. The past decade has witnessed a technological revolution impacting every aspect
More informationAccreditation Requirements Mapping
Accreditation Requirements Mapping APPENDIX D Certain design project management topics are difficult to address in curricula based heavily in mathematics, science, and technology. These topics are normally
More informationTransportation Education in the New Millennium
Transportation Education in the New Millennium As the world enters the 21 st Century, the quality of education continues to be a major factor in the success of a nation's ability to succeed and to excel.
More informationEngineering Technology (ETEC) 12 Introduction to Engineering Design (IED) Course Syllabus
Engineering Technology (ETEC) 12 Introduction to Engineering Design (IED) Course Syllabus Instructor: Rick Hughes Office Hours Room: Phone: (310 660-3593 Mon-Wed-Thur TA 201 Ext 3624 5:00-6:00 p.m. E-mail
More informationImpact of Applied Research in Engineering Technology
Impact of Applied Research in Engineering Technology Salahuddin Qazi, Naseem Ishaq State University of New York Institute of Technology P.O. Box 3050, Utica, New York 13504 Session 1348 ABSTRACT Due to
More informationDESIGN gold.ac.uk/design Undergraduate 1 2
DESIGN gold.ac.uk/design Undergraduate 1 2 INTRODUCTION Design at Goldsmiths is ranked in the world s best: 1st in the UK for the second year running (The Guardian University Guide 2017 league tables)
More informationUNIVERSIDAD CARLOS III DE MADRID
: Global Change and Sustainable Development I V E R S ID A D U N I D III R D A M D E C A R L O S II I UNIVERSIDAD CARLOS III DE MADRID Global Change and Sustainable Development The research group on Global
More informationDepartment of Architectural Technology Spring 2018
Department of Architectural Technology Spring 2018 ARCH 2431 BUILDING TECHNOLOGY III 1 lecture hours and 6 lab/studio hours, 4 credits Course Description: Course focus is on steel construction. This course
More informationDivision of Academic Affairs Technology Fee Project Proposal 2014
Project Proposal Type Division of Academic Affairs Technology Fee Project Proposal 2014 Proposal Deadline: Tuesday, January 21, 2014 Instructional Technology Enhancement Project (ITEP) Focused projects
More informationBachelor of Science in Nuclear Engineering Technology
FY 2017 Enrollment:406; Graduates: 219 Bachelor of Science in Nuclear Engineering Technology Program Educational Objectives Program Educational Objectives (PEOs) are broad statements that describe what
More informationENGINEERING COUNCIL OF SOUTH AFRICA. Qualification Standard for Bachelor of Engineering Technology Honours: NQF Level 8
ENGINEERING COUNCIL OF SOUTH AFRICA Standards and Procedures System Qualification Standard for Bachelor of Engineering Technology Honours: NQF Level 8 Status: Approved by Council Document : E-09-PT Rev
More informationReport from the Digital Working Group
Report from the Digital Working Group September, 2017 Technology alone is not enough it s technology married with liberal arts, married with the humanities, that yields us the results that make our heart
More informationUNIVERSIDAD ANAHUAC UNIVERSITY AUTHORIZED NAME INTERNATIONAL DOCTORATE OF TOURISM LEVEL AND NAME OF THE CURRICULAR PLAN
UNIVERSIDAD ANAHUAC UNIVERSITY AUTHORIZED NAME INTERNATIONAL DOCTORATE OF TOURISM LEVEL AND NAME OF THE CURRICULAR PLAN VALIDITY Master s Degree in any area of knowledge, preferably in tourism, entertainment
More information2016 Southern Miss Interior Design Alumni Survey
2016 Southern Miss Interior Design Alumni Survey 2012-2016 Graduates (81% Response Rate) Total Graduates = 38 Total Responses = 31 Q6: What best describes your current employment status? (Answer all that
More information