kmt oct 31 2012 assessment

Key Management Team

Full Circle AssessmentOctober 2012

Summarizing FY 12 and Planning FY 13

It assists us in our daily, quarterly and yearly planning and forecasting.

It creates a path of self improvement. It allows us to benchmark other colleges and

other Ai’s It has always been part of our activities. We are

working towards consistency in ◦ how we report assessment and ◦ how it will facilitate our engagement in the important

work we all do to provide a quality education for our students.

It is our culture.

Assessment

Office of the President

George Sebolt

Learning Outcomes/ Department Objectives

Means of Assessment Criteria for Success Assessment Results Use of Results to Improve Outcomes

1. Ensure development of all planning documents for the institution

1a. The 3-year strategic plan is updated annually on a rolling basis. 1b. The IEP is updated at least annually and informs the Strategic Plan.

1a. Timely submission of strategic planning documents. 1b. Annual IEP deadlines are met according to published timelines.

1a. Updated college Strategic Plan ahead of schedule. BoT and campus community suggested that college mission statement be revised to better reflect institution. 1b. Achieved deadlines. IE plans tie into strategic plan.

1a. Revised college mission statement with college community (campus & online) and BoT input. 1b. Monitor for next cycle.

2. Ensure appropriate communication throughout the campus and to stakeholders

2a. Conduct at least semi-annual meetings with all staff and faculty. 2b. Conduct quarterly student involvement meetings. 2c. Results of the Noel Levitz survey for items 2, 10, 57, and 71. 2d. Improve or maintain employee feedback survey scores on employee communication.

2a. Meetings are documented. 2b. Meetings are documented. 2c. “Satisfaction” = gap score of 1.0 or less. 2d. “Satisfaction will be at or above system average.

2a. Accomplished. 2b. Accomplished. 2c. Gap score is under 1.0 for items 2 and 10. Did not achieve for items 57 and 71. (See chart below) 2d. FY12 satisfaction scores were below the system average.

2a. Continue 2b. Continue. Redesigned student lounge based on student body request for larger more open space. 2c. Continue to work with campus staff and faculty to improve gap scores for 57 & 71. 2d. Meet with all departments to address issues and provide a forum for communication.

INSTITUTIONAL EFFECTIVENESS ANNUAL REPORT – FY 2012DEPARTMENT: Office of the President NAME: George W. Sebolt

•MISSION:TO PROVIDE AN EDUCATION IN DESIGN, MEDIA ARTS AND CULINARY THAT PREPARES STUDENTS FOR INDIVIDUAL AND PROFSSIONAL SUCCESS.INSTITUTIONAL GOALS (SUPPORTED):

1. Operational Effectiveness2. Growth3. Academic Quality4. Regional and Global Partnerships

UNIT PURPOSE STATEMENT: Provide leadership to all operational units on the campus.

FY2012 IE Report – Office of the President

• What We Assessed The 3-year strategic plan is updated on a rolling basis

• Summary Updated the college strategic. Feedback Revise Mission Statement Formed a mission statement committee. College Community (campus & online) and BoT provided input. • Next Steps Will continue process of reviewing the strategic plan yearly.

Finance and Accounting

Ken Bush & Brandon Williams

FY’12 Accounting Institutional Effectiveness Plan

Monitor and refine internal collection process

Ensure that out of school accounts are collected in a timely fashion

Establish payment plans for students while they are in school

Provide information to all campus department heads in a timely fashion

Provide effective customer service to the college community

#1) Monitor and refine internal collection processes to reduce collection outsourcing

• Reviewing process determined that we were not doing enough to communicate with students regarding past due account balances.

• Additionally, bad debt has been steadily increasing year over year.

Ways to improve communication with students regarding past due accounts?

Implemented four step communication approach:

Automated Phone Call Personalized Letter Account Hold Personal Follow-Up Phone Call

By implementing an effective communication approach we hoped to:

Reduce the number of past due accounts each month. Increase internal collections Decrease overall bad debt

While results were not as favorable as we had hoped, the process of communication and collection on past due account has improved slightly.

AdmissionsKimbrea Browning

Chris FarrellJennifer O’Brien

Recruit students with interests in line with Ai Programs◦ Calculated % of plan for Admissions year

(reaching 100 % or exceeding) Prospective students will find the

admissions staff knowledgable about program offerings ◦ Noel Levitz results (students satisfied with

admissions process)

What we assessed……..

• Ensure that the admissions staff follows practices and policies for ethical recruiting.– Required three week training and receive 85%

accuracy on Mastery and FAQ test.– Interview and Appointment set Observations by

SDoA or DoA. Monthly report showing observation percentage for campus.

– Noel Levitz score (students are satisfied with the way the campus is portrayed in recruiting practices.


Admissions staff will demonstrate knowledge of academic programs and will receive training to acquire information and knowledge. ◦ Product Knowledge training done regularly for

understanding of campus program offerings. ◦ Noel Levitz score (students are satisfied with the

services that help them decide upon a career) Accurate and complete new student records are

transferred to the Registrar’s office in a timely manner to facilitate processing of required◦ Data (100%) on new student academic records

transferred to the registrar’s office from the enrollment processor.


Our primary objective is to continue growth of new students. Our FY outcome fell short about 7 % which is attributed to several factors. Our change in inquiry distribution with HS inquiries had a major impact on our performance in the months of July, August and October for FY 13.

We have some opportunity in terms of ADA knowledge and customer service to students. We will continue to initiate more product knowledge program training versus the sales training that was such a huge focus. Our coaching observations will have to increase to ensure these intangible items are happening with each and every student. The numerical reporting is not a good indicator of customer service.

Summary of Assessment

Primary indicators of effective performance. Importance of employee development and

the impact on our students. Importance of other departments

knowledge of ADA job role.

What we learned…….

RegistrarDiane Carney

What was assessed?Students Records, FERPA, transcript processing, graduate auditing, and overall satisfaction of services provided to the AiP community.

Summary The Registrar’s Department is meeting the benchmarks for areas of assessment I want to develop and implement a Registrar survey. It will be given to students and alumni . I want to know what service we are not providing.

What I learned from assessment?Even though the method of auditing students file has changed; paper files to Image Now, it is still looking for the accuracy of all new files. As an established school, AiP does an incredible amount of transcripts. I am proud we maintain the 48 hour turnaround despite changes to personnel.Regarding the assessment process itself: making time to plan your cycle of assessment and the methods used is the key to having a meaningful experience.

Student Development

Sara Rathburn

Student Development/Student Affairs Objectives:

We Assess: FY 12 Results:Are students satisfied with 2/3 Noel Levitz Question Responses – Criteria Met: Belong, Know What Happeningactivities on campus? 1/3 Noel Levitz Question Responses – Criteria Not Met: Enjoyable Experience

Are students satisfied with the 1/1 Noel Levitz Question Response – Criteria Met: Easily Get Involved

student groups on campus?

Do students have a forum Student Council Minutes, Pizza with President Minutes, Focus Groupsfor concerns? 1/1 Noel Levitz Question Response – Criteria Not Met: Express Student Complaints

Is AiP a student-centered 4/6 Noel Levitz Question Responses – Criteria Met: Pride, Welcome, Handbook, Fairenvironment? 2/6 Noel Levitz Question Responses – Criteria Not Met: Student Center, Individuals

Learned?

Continue focus on “belonging” at Orientation and Freshmen Studies

Development and growth of AiPStudent.com

Impact of improvements in the Student Lounge

New Student Council campaign – increased meeting attendance and diverse student involvement

“Comments? Questions? Concerns?” button on AiPStudent.com

Student HousingRyan Cunningham

Factors to be assessed Provide move-in ready student

housing (EBI Survey-Factor 3)

Provide safe and secure housing option for students (EBI Survey-Factor 8)

Provide caring and competent housing staff and policies that reflect student needs (EBI Survey -Factor 5)

Results (“Satisfaction”=gap score of 1.0 or less)• Factor 3: Achieved

SatisfactionEDMC mean: 4.70AiP Mean: 4.30

• Factor 8: Achieved Satisfaction

EDMC Mean: 5.00AiP Mean: 4.30

• Factor 5: Achieved Satisfaction

EDMC Mean: 4.58AiP Mean: 4.41

Lessons Learned / Changes to be instituted-For Factor 3, Question 50: floor coverings; we re-stained and sealed all of the corridor floors throughout Shannon Hall as well as re-staining and sealing apartment floors when units are renovated

-For Factor 8, we remain committed to adhering to a schedule of safety inspections and building rounds as well as keeping strong lines of communication open with security staff to ensure that safety issues are addressed in a timely manner

-For Factor 5, focus groups conducted after the administration of the EBI survey showed that students were unhappy with the number if overnight guests they were permitted; the policy was revised to allow students in good academic and housing standing to have more overnight guests

Supply StoreJames O’Lare

• Assessment: students, faculty and staff will be satisfied with the customer service and materials available in the store.

• Results: Noel-Levitz survey results #54 – bookstore staff are helpful: FY11 - 0.63 gap – FY12 - 0.44 gap.

• Key learning: the store is a key resource for students, faculty and staff.– It’s important for the store to be relevant and timely with key items and information

to support student and faculty success.

– It’s important for the store to listen, offer solutions and respond.

– It’s important for store staff to be knowledgeable about services campus-wide.

Supply Store FY 2012 Assessment

Faculty DevelopmentMichele Bamburak

*Quarterly IDEA surveys aggregate scores

*Noel Levitz Survey - #3, 25,39,41,47 and 65

*Faculty Development Plans *Yearly In Service Sessions

*Faculty Participation in Professional Events and Memberships

Areas of assessment

Aggregate scores for FY 2012 were 3.8 per quarter with individual scores averaging 3.5 over 4 quarters within the dimension regarding stated outcomes for the course.

Noel Levitz satisfaction scores fell within the gap score of 1.0 or less (from -0.16 to -0.03) as compared to FY 11.

Faculty Development Plans are individualized according to the strategic plan with all full time faculty attending on average 24 hours of faculty development and professional development training both on campus and through professional associations.

In service hours provided for faculty during FY12 exceeded the required 10 hours per year of training. We offered 94.5 hours of training, 57.5 of those hours focused on student learning outcomes.

Faculty files reveal that in FY 12, 66 full time faculty had memberships to professional organizations and of the 94.5 hours of training, 33 hours were specific to professional, departmental and program development.

Assessment Summary

Career ServicesLee Ann Johnston

Katie Speers

• The success rate of graduates seeking employment within six months of graduation.

• The employment services and professional development for in-school students.

• Services provided to promote and sustain continuous relationships with alumni.

What Did You Assess?

• The Art Institute of Pittsburgh FY12 statistics closed at 74.6% and salaries of $25,886. Student satisfaction was 79% and employer satisfaction showed that 92% felt that our graduates had the needed skills and 89% felt they had the needed professional skills.

• In FY12 we averaged nine employers at part-time job fairs and we did not have any internship fairs. Presentations were conducted in Freshman Studies, Advanced Communications and through industry related career workshops.

• Since the elimination of the Alumni Coordinator position, the majority of alumni outreach is handled at the corporate level through the alumni website.

Assessment Summary

• Career Services was impacted in 2012 by staff reductions and changes, a weaker than normal economy, and challenges in several programs to locate enough field-related openings.

• We need to increase our exposure to students earlier on in their academic Career to promote the need for field-related experience while in school and enhance their professionalism.

• We need to have a more strategic method of working with alumni on a school level, particularly because AIP has the largest alumni network in the system.

What We Learned

TechnologyGeorge Albert

Ryan Slater

Faculty, staff, and students will have appropriate technology resources available to support working and learning environments.

Technology systems will function in an efficient manner.

Faculty, staff, and students will be satisfied with the services provided by the technology department.

Assessment Goals for FY12

By tracking survey results and system logs we have learned to better utilize our time and resources in areas that meet the need of the school and our students.

Our results have helped us to identify other areas for assessment in FY 13

Lessons Learned and Forward Thinking

Student Financial Services

Lara Hemwall

• What Did we Assess?– Students success based on at-risk debt difficulties– Persistence of students– Timeliness of financial information to students/ families to aid in decision

making• Summary:

– We regularly identify and counsel students in an at-risk status financially– All students complete their FA paperwork on time each year and our total

drops decreased compared to last year.– The perception based on Noel-Levitz survey is that students are not happy

with our level of customer service from SFS• What we learned:

– We increased scholarship awards from last year and educated students and families on things we can do to help with FA, we need to continue to monitor and work towards moving students/families through the FA process more quickly, continue to provide customer service trainings to the staff to ensure we are providing the highest level of service to change overall perceptions.

SFS Institutional Effectiveness

Human ResourcesJacquie Demianczyk

HR Assessment 2012 What was assessed?

◦ Employee Communication◦ Staffing◦ Employee Relations◦ Benefits (401k)

Summary of Assessment◦ Low employee morale◦ Need for more communication regarding training,

development, benefits, general employee information.◦ Decrease in Employee Relations issues and legal costs year

over year.◦ Strong staffing numbers. Focus on retaining talent moving

forward.◦ Emphasis on auditing HR files to ensure compliance and better

use of results next fiscal year

Academic Affairs Program Overviews

Alberta CertoGreg Butler

Each must assess each degree areas, Bachelors, Associates, and Diploma/ Certificate

Today we will highlight one area from program.

Each must assess 7 areas, some of these areas overlap non-program area reports.

Program Assessment

1.Basic Skills – Graduates will demonstrate knowledge of apparel production processes from concept development through finished product.

2.Process Skills - Graduates will demonstrate advanced

skills in construction, draping, fitting, and patternmaking as well as in specialty textile design, and product and concept development

3.Technology and Production – Graduates will demonstrate the ability to use industry software to create, grade, and mark patterns; use software to develop specification sheets; and develop advanced knowledge of technical sketching and computer design.

Sample Program

4.Communication – Graduates can explain connections between world events and design, color, and forecasting trends in the apparel industry, and apply current events to business trends

5.Professional Practice - Graduates will demonstrate ability to apply professional standards and business concepts related to apparel design, including the ability to work collaboratively and to present and articulate concepts.

Sample Program

6. Operational Goals Persistence: Maintain student persistence at or

above the Ai system desired targets. Graduate Placement: Maintain graduate placement

at or above Ai target levels. Student Satisfaction Level: Maintain student,

employer, and graduate satisfaction at appropriate levels.

Sample Program

Culinary/Baking & Pastry/ Hotel &Restaurant

ManagementMike Zappone

Learning Outcomes/Dept. Objectives Assessed:

• Sanitation• Moral and Ethical codes• Cost control• Cooking • Standardization of recipes• Human Resource Principles• Ability to create a Business Plan• Student Persistence Goals

Culinary Assessment Plan

Summary of AssessmentLearning Outcome 1 AI Pittsburgh will continue its efforts to assist students to complete the TAPS program and to successfully pass the Serve Safe test

Learning Outcome 2 AI Pittsburgh does not collect information from internship employers. Information has been gathered from the individual interns’ final grades which are prepared by their supervising employer.

Learning Outcome 2a Faculty members who teach American Regional will separate the Culinarian’s Code assignment for the collection of statistical information

Learning Outcome 3a AI Pittsburgh portfolio instructor has added the final project from CUL305, which is a complete accounting business plan to the portfolio rubric for graduation.

Learning Outcome 3b AI Pittsburgh portfolio instructor has added the requirement of 5 costing sheets and a menu analysis to the portfolio rubric for graduation.

Learning Objective 7 Information for this fiscal year has not been available upon the date that this report was due. The Faculty and Staff of the Culinary Arts Department of AI Pittsburgh will continue to assess and revise all materials for delivery to the students in this program by offering a variety of schedule options, assistance in learning style, and by offering a variety of teaching/learning options through technology and e-companion.

PhotographyAndy English

Photo

gra

ph

y15 Full Time Faculty from campus and online reviewed and score 80 randomly selected and unmarked final projects (10 /online – 10/campus for a total of 20 per quarter for 4 quarters) from PH135 Photographic Design for FY’12 Summer, Fall, Winter and Spring quarters.The Faculty used a Program Chair/Online Program Director developed rubric in relationship to the first column of the IE annual report - Learning Outcomes .

The same Faculty assessed the campus Bachelors of Science (BS) graduating portfolios using a higher level Program Chair/Online Program Director developed rubric in relationship to the first column of the IE annual report - Learning Outcomes.

Note that during this assessment period there were no online graduates to assess. FY’13 will have online graduates in the BS program.

Photo

gra

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yUsing assessment data collected through a Google document (used like Survey Monkey) and a portfolio share point, the Photography program came to the following points:

• Technical Skills – we continue to be a solid program

• Critical Thinking is an area for improvement• The Online faculty see application of grading

criteria and rubrics in core courses across the program lacking consistency as well as inconsistency of grading from Adjunct faculty

• Campus faculty question assessing a 2nd quarter course as they believe it is too early in the students educational career

• Online PH135 portfolios scored slightly better than campus portfolios in certain categories of assessment

Assessment initiatives for FY’13:• BS portfolios for campus and online• Not assessed for FY’12, AS portfolios for

campus and online• Though there are concerns, PH135

Photographic Design assessment will continue

• Assess business/marketing skills in the BS and AS portfolio packages

• Employ additional initiatives developed as a result of the FY’12 assessment

Fashion Design/Fashion&Retail

Management/AdvertisingStephanie Taylor

What did I assess? -*Gateway 3-6-9(3rd quarter assessment) -16 fashion design students were assessed. How will students use the design

process to analyze and adopt construction methodology to industry standards? -Evaluation: An exam, part written and part demonstration was given to

student’s week 11 of the quarter. The written portion of the exam included information from the following courses: FD100-Clothing Construction, FRM110-Introduction to Retailing and FD110-Intermediate Construction.

following courses: FD100-Clothing Construction, FRM110-Introduction to Retailing. The demonstration portion of the exam was based on the following courses; FD100-Clothing Construction and FD110-Intermediate Construction. -The rubric was developed by the department chair and two faculty.

Assessment

Summary of my assessment -The fashion design student’s final assessment results were surprising. For the

final assessment, less than half of the students scored above a C+ on the rubric scale. The majority of the students were at a solid C range. This was not good news, but very useful information for me to have moving forward in making curriculum and department revisions.

What did I learn from this process? -I learned two important things; Students needed more time to practice in the sewing lab to improve their

sewing skills. I quickly added another tutor and extended lab hours. Students needed to experience learning from more than one faculty member. Two additional faculty members were added to staff.

Summary

Interior Design/Kitchen & Bath/Residential

PlanningKelly Spewock

Interior Design CIDA Mapping: Assessment by Design

The Art Institute of Pittsburgh Departmental MSCHEASSESSMENT CHALLENGE 2012

To provide an education in design, media arts and culinary that prepares students for individual and professional success.

http://www.sodahead.com/entertainment/from-scarlett-johansson-to-rihanna-best-dressed-at-the-met-costume-gala/question-2642721/



CIDA STANDARD

COURSE COMPETENCY



ASSIGNMENT COLLECTED STUDENT WORK

FoundationsKelly Spewock

ASSESSMENTTo provide an education in design,

media arts and culinary that prepares students for individual and

professional success.

kspewock

PRE-TESTING POST-TESTING

Value-added Assessment Results = Measuring student knowledge and growth

CONCRETE DATAThis collected data is easily scored and analyzed

using statistical procedures.




Next Steps: Incorporate similar pre/post testing methods that address course competencies as broad learning objectives that support the mission of the foundations department enabling students to advance and succeed in their

respective major area.

kspewock

CONCRETE DATA

Regularly assessed academic

criteria that leads to constant academic

improvement and change

Industrial Design/Entertainment Design

Greg ButlerKelly Spewock




Faculty Critique

Peer Critique

Professional Jurors

FORMAL ASSESSMENT:

• USE OF FORMAL RUBRICS

• INCREASED STUDENT

IMPROVEMENT

• PROJECT PARAMETERS

• INDUSTRY EXPECTATIONS




FORMAL ASSESSEMENT

CONSTANT ACADEMIC

IMPROVEMENT AND POSITIVE

CHANGENext Steps: Critical review of the academic curriculum in both industrial design and entertainment design will lead to a revised curriculum that meets current industry expectations where program objectives are realized through course

competencies and assignment objectives.

Graphic DesignTamara Pavlock

Spring 2012 the Graphic Design Portfolio class review process and final portfolio requirements were revised and updated.

During the graduates final portfolio class: Week 3 students had their work evaluated by GD

facultyfor overall effective components of their books.

Week 5 professional designers were brought in to work with each student and reviewed all the assessment outcomes.

Final portfolio reviews are now in a presentation format to a panel of instructors.

New FY’13 IE Plan: Graphic Design

Mission: To provide an education in design,

media arts and culinary that prepares students

for individual and professional success.In-Betweener

Bachelors: Technical expertise - Graduates will demonstrate and apply competencies in industry-specific computer software programs within the context of producing concrete projects. This includes technical aspects of prepress, output, and quality reproduction as well as web design.

Associates & Diploma: Technical expertise is demonstrated through proficiency of software, manual skills, and craftsmanship for preparation and presentation of work.

1. Bachelors, Associates, and Diploma Learning Outcomes

Bachelors Review: 3rd quarter - seventy percent of the students will score 70 or

higher out of 100 7th quarter - the overall average score on appropriate

components will be no less than 3.5 on a scale of 1.0-5.0

Associates and Diploma Review: 3rd quarter - seventy percent of the students will score 70 or

higher out of 100

1. Criteria for Success

Fact: The Design Studio Students swept The Pittsburgh Aids Task Force poster design competition! http://www.patf.org/

http://www.patf.org/

Bachelors: Design - graduates will analyze and incorporate aesthetics and formal concepts of layout and design. This includes spatial relationships; communication legibility and effectiveness; interrelationships among imagery and text; balance; typography; and color theory. This includes technical aspects of prepress, output, and quality reproduction as well as web design.

Associates & Diploma: Visual and verbal communication is demonstrated through inexpressive visual voice, control of form, and relevance to the needs of the client and values of the target audience



higher out of 100. 7th quarter - the overall average score on appropriate



higher out of 100


Fact: WORD PLAY is a “while you wait” game developed by The Fred Rogers Company for parents and children to play together while waiting for the bus with help from the Art Institute Design Studio students.

Bachelors: Conceptual - Graduates will demonstrate design concepts and relate these to historical and contemporary trends and social context by producing successful visual solutions to assigned problems.

Associates & Diploma: Design professionalism is displayed in the student’s work through demonstration of insightful background research, and credibility. The work should be error-free with a meaningful hierarchy of visual elements.


Bachelors Review: 7th quarter - seventy percent of the students will score 70 or


components will be no less than 3.5 on a scale of 1-5.0

Associates and Diploma Review: 4th quarter - seventy percent of the students will score 70 or

higher out of 100


Fact: A GD grad, Mike Legacy Is Art Director at a top Pittsburgh Agency,

Brunner. [email protected]

mailto:[email protected]

Bachelors: Visual Communication - graduates will model the interdependence of content and visual expression and be able to evaluate and critique their ideas. Graduates must be able to verbally articulate the vision behind their creative work and explain and promote their solutions.

Associates & Diploma: Theory and Concept - student’s work demonstrates striking originality in their work. Evidence of knowledge of design trends is thorough and the solving of the design problem is insightful.


Bachelors Review: 12th quarter - the overall average score on appropriate



higher out of 100


Fact: Art Institute of Pittsburgh Graphic Design student Tyler Kozar entered a contest to win 1 million Pop-Tarts—and won. http://www.pittsburghmagazine.com/Best-of-the-Burgh-Blogs/Pitt-Girl/April-2011/Pop-Tart-Pop-Art/

http://www.pittsburghmagazine.com/Best-of-the-Burgh-Blogs/Pitt-Girl/April-2011/Pop-Tart-Pop-Art/



Bachelors: Professional Presentation - graduates will demonstrate professional presentation; articulation of knowledge of graphic design and visual problem solving; and mastery of industry standards, professional practices and ethics.

Associates & Diploma: Form - student’s work demonstrates applied mastery of application of the formal aspects of graphic design, image making, and typography to the creation of design objects (form) and page compositions. Graduates will have a basic marketing package and basic portfolio of work, demonstrating the competencies of the curriculum.




Associates and Diploma Review: 4th quarter - the overall average score on appropriate



Fact: A Solar Thermal Domestic Water Panel mural on the playground side of Pittsburgh Phillips School was designed by Art Institute of Pittsburgh Graphic Design students.

Interactive Media and Web Design

Tamara Pavlock

Summer 2012 the Web Portfolio class review process and final portfolio requirements were revised and updated.

During the graduates final portfolio class: Week 3 students will have their work evaluated by

facultyfor overall effective components of their books.

Week 5 professional designers are brought in to work with each student and reviewed all the assessment outcomes.

Final portfolio reviews are now in a presentation format to a panel of instructors.

New FY’13 IE Plan: Web & Interactive Media

Mission: The Web Design & Interactive Media program prepares students to work effectively both individually and in a team creating aesthetically compelling and effective content to be presented and interacted with on the Web and multiple interactive media platforms.In-Betweener

Bachelors: Technical expertise - Graduates will demonstrate and apply competencies in industry-specific computer software programs within the context of producing concrete projects. This includes technical aspects of prepress, output, and quality reproduction as well as web design.

Associates & Diploma: Technical expertise is demonstrated through proficiency of software, manual skills, and craftsmanship for preparation and presentation of work.



higher out of 100 7th quarter - the overall average score on appropriate



higher out of 100


Fact: The Design Studio Students swept The Pittsburgh Aids Task Force poster design competition! http://www.patf.org/

http://www.patf.org/

Bachelors: Design - graduates will analyze and incorporate aesthetics and formal concepts of layout and design. This includes spatial relationships; communication legibility and effectiveness; interrelationships among imagery and text; balance; typography; and color theory. This includes technical aspects of prepress, output, and quality reproduction as well as web design.

Associates & Diploma: Visual and verbal communication is demonstrated through inexpressive visual voice, control of form, and relevance to the needs of the client and values of the target audience






higher out of 100


Fact: WORD PLAY is a “while you wait” game developed by The Fred Rogers Company for parents and children to play together while waiting for the bus with help from the Art Institute Design Studio students.

Bachelors: Conceptual - Graduates will demonstrate design concepts and relate these to historical and contemporary trends and social context by producing successful visual solutions to assigned problems.

Associates & Diploma: Design professionalism is displayed in the student’s work through demonstration of insightful background research, and credibility. The work should be error-free with a meaningful hierarchy of visual elements.


Bachelors Review: 7th quarter - seventy percent of the students will score 70 or



Associates and Diploma Review: 4th quarter - seventy percent of the students will score 70 or

higher out of 100


Fact: A GD grad, Mike Legacy Is Art Director at a top Pittsburgh Agency,

Brunner. [email protected]

mailto:[email protected]

Bachelors: Visual Communication - graduates will model the interdependence of content and visual expression and be able to evaluate and critique their ideas. Graduates must be able to verbally articulate the vision behind their creative work and explain and promote their solutions.

Associates & Diploma: Theory and Concept - student’s work demonstrates striking originality in their work. Evidence of knowledge of design trends is thorough and the solving of the design problem is insightful.





higher out of 100


Fact: Art Institute of Pittsburgh Graphic Design student Tyler Kozar entered a contest to win 1 million Pop-Tarts—and won. http://www.pittsburghmagazine.com/Best-of-the-Burgh-Blogs/Pitt-Girl/April-2011/Pop-Tart-Pop-Art/




Bachelors: Professional Presentation - graduates will demonstrate professional presentation; articulation of knowledge of graphic design and visual problem solving; and mastery of industry standards, professional practices and ethics.

Associates & Diploma: Form - student’s work demonstrates applied mastery of application of the formal aspects of graphic design, image making, and typography to the creation of design objects (form) and page compositions. Graduates will have a basic marketing package and basic portfolio of work, demonstrating the competencies of the curriculum.




Associates and Diploma Review: 4th quarter - the overall average score on appropriate



Fact: A Solar Thermal Domestic Water Panel mural on the playground side of Pittsburgh Phillips School was designed by Art Institute of Pittsburgh Graphic Design students.

Media Arts and Animation/Game Art and Design

Hans Westman

GAD/MAA

What did you assess? The means of assessment by the MAA and GAD

faculty has been data collected from program student reviews that occur during the 4th, 6th, 9th and 11th quarters. This year, these reviews were used to assess to what degree the programs meet the expectations as defined by 6 Learning Outcome “statements” in the Institutional Effectiveness report.

Campus and online both provided data from summer, fall, winter and spring quarters during FY12.

GAD/MAA

A summary of your assessmentThe general guidelines listed under “criteria for success” (column 3) were that 80% of the students whose skills were being reviewed would score at least 70% out of 100%, which translates to a grade of 3.5 or better (5 being the highest).The measured rate of success ranged between 36.6% at its lowest and 94.4% at its highest across all six primary Learning Outcome statements.GAD based their assessment on the final grades earned as data in classes where an assessment review was attached.MAA based their assessment on data collected through independent surveys for classes with assessment reviews attached.What you learned from the processBased on the results from the reviews conducted, both departments conclude that the student numbers excelling in program disciplines vary, depending on the specific skills being assessed.

Digital Film and Video Production/

Visual Effects & Motion GraphicsAndres Tapia-Urzua

Academic Quality.

Observing specific courses with established data collection parameters on an average 5pt scale measurement.

What did we assess? How did we asses it?

DFV214 Intermediate Editing, DFV332 Multi-

Camera Production, DFV430 Senior Portfolio and Defense, DFV420 Senior Project Post-Production –Final Project, DFV311 Scriptwriting II, DFV410 Senior Project Production, DFV321 Sound Design.

Courses Assessed

Variables Observed: Student work in the form of class projects and a final project were analyzed in these areas: Conceptualization, Plan and Execution Leadership and Collaborative Responsibilities Written Communication Creative Writing Camera Lighting Technical Sound Creative Sound Technical Editing Creative Editing Editing & Post-Production Presentation Knowledge of Field Other Variables observed: PAC Committee Feed-back Program Student Persistence Career Services Employment Statistics: Graduate Rates Noel-Levitz Survey IDEA Survey of Key Courses in Program Employer Survey of Graduates Employed Graduate Survey

Variables

The importance of keeping our academic processes in close observation in order to act accordingly towards improvement and/or further implementation in connection with our academic budget planning.

In the DFV214 course we are not teaching editing software only, we are

expecting a holistic connection of all the previous courses taken by our students at this academic level to be reflected in their final intermediate editing project.

We need to bring more faculty and pertinent guests to this editing course critique. We have not been very successful at programming this review due to 9th week critique activity being parallel to senior projects critiques.

Although the average results are positive students in DFV410 Senior Project Production will benefit from a preliminary course with emphasis on pre-production and conceptualization. Such course will exists in a new DFVP flowchart where it is called Senior Project Pre-Production.

The sound quality of our student work needs to be emphasized in DFV214 Intermediate Editing. The final result of the class in the form of an editing video should reflect all audiovisual skills learned until then. Sometimes students focus mainly on the editing process overseeing other production values.

What Did We Learn From the Process?

We will continue our efforts to improve our student persistence rates through individual dedication from the faculty; relevant courses and education; and providing significant outlets for our student’s creativity and sense of identity. One example of these kinds of initiatives is our quarterly screenings recognizing the best of our DFVP students work at the Harris Theater.

We will work closely with Career Services to improve our professional’s network and alumni data base in the field.

One of the constant variables on the Noel-Levitz survey is the low rated satisfaction average on the question: There is a commitment to academic excellence on this campus. This is a perception that we must change through a major commitment at all levels of this academic institution. More visible efforts of academic excellent need to be provided through rigor, visiting lecturers, open critiques and always placing our academic concerns in the forefront of our leadership.

Being 100% at or above the Idea and Database average is encouraging and reaffirms our academic efforts

At this point our employer survey needs to be more robust to be considered relevant. We must work closely with Career Services to improve the amount of data.

At this point our graduate survey needs to be more robust to be considered relevant. We must work closely with Career Services to improve the amount of data.

Observations

General EducationMaria Boada

Katie TalericoDavid Kokales

Develop students

professionally and

personally:well

rounded academic

experience

Written Communication

Oral Communication

Arts and Humanities

Behavioral and Social Sciences

Math and Natural Sciences

Information Fluency

General EducationStudent Learning Outcomes

• Means of assessment and criteria for success provided by Ai System Assessment Office

Assessment Model provided by Ai System

FY2012 Process and Faculty Engagement

Learning Outcomes:Written Communication

Written Communication

Courses Assessed: ENG095 (Transitional English), ENG1010 (English Composition I) and ENG1020 (English Composition II)

Means of Assessment: a. Writing Portfolio is evaluated according to a set

five point rubric

Means of Assessment:b. ETS (Educational Testing Service) Proficiency

Profile

Success Criteria:a. 80% of students will score a 3 or higher

b. 75% of graduates will score at or above the national ETS average on the ETS writing

component

Written Communication:FY12 Results

Assessment Cycle: ENG courses

Quarter of Data Collection

Artifact (s) Collected

Additional Data Collected

ENG095 FA2011 25% random sample of all Writing Portfolios

FY2012 cumulative passing rates. Passing rates in ENG1010

ENG1010 WI12 30% random sample of all writing portfolios. ETS Proficiency Profile Data

Qualitative focus on reflective essay

ENG1020 Collected during FY2011. Next data collection: WI2013

NA NA

ENG095: Transitional English

Written Communication..cont.

Criteria: 80% of students will earn a 3 or higher (5 point rubric)

96% of students achieved an

overall score of 3.0 or better –

Far exceeded set criteria

Criteria: 70% of students will earn a C or better

74% of all student who took ENG095 in SU11, FA11, WI12 and SP12 earned a C

or better – Exceeded set

criteriaAdditional Data will be presented in the Transitional Curriculum Assessment report


Competency Average scoreWriting process—prewriting, drafting, revising, proofreading and editing 3.6

Structure 3.4Use of detail 3.8Use of standard rules of English grammar, mechanics and sentence construction

3.3

Understanding of reading and writing as interconnected processes

3.4

Use of critical thinking through argument or narrative 3.4

ENG095 Results: results by Competencies

•Results exceeded set criteria•Students did particularly well in the competency related to understanding the writing process.•Future assessment will focus on reading and writing as interconnected processes.


ENG1010: Composition and Language

Criteria: 80% of students will earn a 3 or higher (5 point

rubric)

70% of students earned a 3 or better – did not meet criteria

(see analysis)

Criteria: 75% of graduates will score at or above

national average in ETS Proficiency Profile writing

component

Writing Level 1: 55% Proficient (National Average is 69%)

Writing Level 2: 15% Proficient (National Average is 41 %)

Writing Level 3: 6 % Proficient (National Average is 8%)

Average Scores were below the ETS National Averages for

College Seniors


Writing process—prewriting, drafting, revising, proofreading and editing 3.0

Structure 3.4Use of detail 3.0Use of standard rules of English grammar, mechanics and sentence construction 3.5

Understanding of reading and writing as interconnected processes 3.1

Use of critical thinking through argument or narrative 3.4

ENG1010: Breakdown of Average Scores by Competency

While the 80% criteria was not met, the total average scores was 3.25.= and no average for each competency was below 3.0. Further analysis showed two sections of ENG1010 with a high percentage of left-outliers.

The discussions centered on emphasizing data-generating exercises and a higher focus on intertextuality.

The ETS data showed writing proficiency levels below the national average. We recommend additional data collection and comparison with institutions that have programs similar to AiP.


Analysis and Use of Results

Graduates will demonstrate effective oral communication by providing their audience

sufficient information on a topic that is organized and that employed the generally accepted conventions of English Language.

Course evaluated:COM3010 Advanced Communication

Means of Assessment: a. Capstone assignment in COM3010:

Analytical oral presentation with visual aids.

Means of Assessment:b. Graduate Surveys


b. 90% of students agree that they have good communication skills

Learning Outcomes:Oral Communication

Oral Communication:FY12 Results

Assessment Cycle: Communications

Quarter of Data Collection

Artifact (s) Collected

Additional Data Collected

COM3010Advanced Communications

FA2011, SP2012

A random 30% sample of all final oral presentations, centered around the SWOT analysis) were evaluated by a in-class panel of faculty

Results from graduate surveys related to communication skills

Criteria: 80% of students will earn a score of 3 or higher in the oral

presentation (5 point rubric)

90% of students scored a 3 or higher in the oral

presentation – Far exceeded set criteria

Criteria: 90% of graduate students agree/strongly agree that they have good communication skills

Data no yet received from corporate office

Oral Communication…cont.

COM3010 Advanced Communication - Results


Overall % of 3 and above

Average Score:Structure

Average Score:Non-verbal Skills

Average Score: Visual Aids

Average Score: Support

FA11 and SP122

90% FA11: 3.19

FA11: 3.54

SP12:2.59

FA11: 3.47

SP12: 2.35

Average Scores: Overall and breakdown by Competency

Analysis and Use of Results The overall results met the stated criteria but some of the

competencies highlighted areas of improvement. Scores for the “Support” category were lower in SP12 than in the FA11

cycle. Oral communication instructors recommend a higher emphasis in research-based information and will collaborate with Writers’ Center to incorporate MLA workshops and other information literacy initiatives.

Average scores for the “Visual Aids” were also lower than expected. Added emphasis will be placed on visual aids requirements for final oral presentations.

Support and Visual Aids will be evaluated in the next assessment cycle.


Graduates will demonstrate the ability to interpret and analyze artistic work, historical events, or

philosophical thought and describe the relevance of the work to themselves, society and cultures.

Course Assessed: ART3010 American Art History

Means of Assessment: a. Comparative Analysis essay holistically scored

with a five-point rubric

Means of Assessment:b. ETS (Educational Testing Service) Proficiency

Profile


b. 75% of graduates will score at or above the national ETS average subscore for humanities

Learning Outcomes:Arts and Humanities

The results present a sample of the holistic assessment picture in our general education department

Additional results for all outcomes can be found in the FY12 Assessment Report

Assessment also takes place in the online modality and results are compared to the outcomes from campus students

Results from assessments continuously feed into curriculum modifications and improvements in pedagogy

Assessment: Sustainable and Uninterrupted

kmt oct 31 2012 assessment

Documents

year strategic plan

college community campus

prospective students

recruit students

noel levitz score students

campus department headsin

annual meetings

success assessment results