Spring 2013 Course SLO Review

ARCH 20 - Orthographic Projection, Descriptive Geometry, Perspective, and Shades and Shadows - Stage 5 - Jerry Lum

Assessment

Assessment Methods	Analysis of exam, quiz, or homework items linked to specific SLOs Assignments based on rubrics (such as essays, projects, and performances) Direct observation of performances, practical exams, group work Student self-assessments (such as reflective journals and surveys) Student satisfaction surveys Capstone projects or final summative assignments
Assessment Description	Using the architect's scale of 1/4" = 1'-0", construct 4 hand drafted plan oblique views from the orthographic views given. Use appropriate line quality and label views using your best architectural lettering. From the isometric views given, digitally construct the perspective view that best describes the subject. Upon completing this perspective, add shade and shadows that best enhance the subject's three-dimensional form. Generate a set of related orthographic views and print the entire set using 11-inch x 17-inch format. Based upon the instructor demonstration just presented, create at least three studies that explore how an interior space can be modulated by how natural light is brought into it. Consider window shape, placement, scale, and design. Additionally, use 3D Warehouse to place appropriate furniture, fixtures, and equipment (FF&E). Final studies shall include shade and shadows. Based upon the case study provided, create a scaled floor plan of each level fully dimensioned and with rooms labeled. Provide floor plans generated from both analog and digital tools and compare strengths and weaknesses associated with each. After digitally modeling the architectural case study given, generate a set of perspective views that best represent a journey of diverse spatial experiences as one approaches, enters, explores the interiors, and exits from your virtual architecture. For each view, consider station point, horizon line, cone of vision, and line of sight.
Learning Outcomes	ALL
Number of Sections	3
Number of Instructors	3
Number of Students	75

Data Analysis

Data Shared With	Instructors of the same course (at CCSF) Faculty and staff within our department Students
Data Sharing Methods	Face-to-face meetings Exhibits of student work
Data Summary	The majority of ARCH 20 students who successfully completed both analog and digital sequences of the course in previous semesters were able to apply these skills and techniques in design studio courses (ARCH 101, 102, 103, INTD 102) as intended. At least 75% of students successfully demonstrated basic use of digital tools and techniques related to course learning outcomes. However, less than 50% of students are able to describe the theory and methods of shades and shadows.
Analysis Summary	A significant majority of students should be able to digitally create a set of architectural and/or interior design drawings consisting of perspective views with shade and shadow, orthographic views, and paraline views. Final grades higher than 80% indicate students are prepared to apply ARCH 20 course content in subsequent design studio courses.
Next Steps Planned	Continue to develop and implement course tasks and assignments that guide students in their use of digital and analog drafting tools in the service of design thinking and making. Exercises should prepare students for design studio activities such as documenting careful observation, design analysis, exploring alternative solutions and approaches, and preparing visual presentations of design solutions. At least 50% of student work performed in this course and exhibited should demonstrate this objective by the end of the fall semester of 2013. In subsequent semesters, there should be at least 10% incremental improvements.
Learning Outcomes	ALL

Tentative Future Plans

Term	Fall 2013
Activities	Analysis and discussion of assessment data and next steps Implementation of planned changes and reassessment
More Details	At least 50% of student work and related instructor given problems should demonstrate how drawing conventions, techniques, and approaches are used in the service of design thinking and making. Rather than producing lock-step solutions, critical thinking and decision making should be demonstrated in student work. Not all instructors are using student Learning Portfolios to enhance student learning outcome successes. It is the Department objective for all ARCH 20 (and all other studio courses) sections to implement this tool for better SLO assessments. The Department realizes that this is a process in which this goal can be fully realized in several semesters as all instructors gain a level of familiarity with Learning Portfolios.

SLO Details Storage Location

HARD COPY - In a department filing system (department office)

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