INTD 102 - Interior Design Studio I - Stage 3 - Amily Huang
Assessment
| Assessment Methods | Assignments based on rubrics (such as essays, projects, and performances) |
|---|---|
| Assessment Description | Interior Design Learning Portfolio was used for assessment and data collection. |
| Learning Outcomes | 1. (a) Create interior design solutions in response to programming, space planning and circulation 2. (f) Create an awareness of technical systems' interface with interior spaces |
| Number of Sections | 1 |
| Number of Instructors | 1 |
| Number of Students | 7 |
Data Analysis
| Data Shared With | Faculty and staff within our department |
|---|---|
| Data Sharing Methods |
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| Data Summary | Rubrics and percentage of students demonstrating proficiency. Goal is to have 75% demonstrating proficiency. The measured result was 83% of the students met the class learning outcome based on the learning portfolio and rubric. |
| Analysis Summary | The students (83%) met the learning outcome in studio assignments. 1. Project 1 spatial composition exercise was very successful as whole, with 100% meeting the learning outcome. 2. Field trip connected students to industry and created an awareness of the main players involved in the Interior Design Industry. They were highly successful and well attended. (they are documented in the learning portfolio-90-100% attendance) The field trips help the students develop an awareness of technical furniture systems and how they interface with the interior spaces. 3. Students did an outstanding job in Project 2 and 3, the class research project (83% achieved learning outcome). They were highly successful in working collaboratively, gathering appropriate material for the final project. |
| Next Steps Planned | Final project could use more development and time in editing the floor plan and revising the technical lighting plan. The students can improve on their graphic communication skills. Some issues include conveying their ideas on paper in a quick and fluid way. Work flow as a whole is fair but can be improved. More process oriented work can be documented to foster more creativity and innovation in ideas. |
| Learning Outcomes | All |
Tentative Future Plans
| Term | Spring 2014 |
|---|---|
| Activities |
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| More Details | 1. Revise content of assignment/activities for final project 2. Revise the amount of writing/oral/visual/clinical or similar work for final project 3. Revise activities leading up to and/or supporting assignment/activities 4. Increase interaction with students outside of class to foster more collaboration and awareness of the studio culture necessary to succeed in design 5. Class will likely be a two classes combined in one to meet the number of students necessary; use this an opportunity for collaborative learning and teaching |
SLO Details Storage Location
HARD COPY - In a department filing system (department office)
Additional Highlights
1. Encourage faculty to share activities that foster competency2. Encourage more students and faculty to visit classrooms to provide feedback and encourage a collaborative learning community