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Program Director Self-Study Report
For Program: B.S. Apparel Design and Development
Submitted by Program Director Name: Gindy Neidermyer, Ph.D.
Year: 2015
Planning and Review Committee
1.
UW-STOUT’S STRATEGIC PLAN
1.1 UW-Stout's Strategic Plan – Respond to the following:
1.1.1 Describe early and ongoing experiential learning opportunities to students
within the program.
Most courses within the program are based around projects which give students
experiential and hands-on experience. Additionally courses are often linked
with industry partners. One example is APRL 134 Global Fashion Industries
where in FA2014, students designed garments for Target Corporation and
Directex Inc. Several students’ sweater designs were chosen for production by
Directex allowing the students an opportunity to see the sampling and design
revision process.
Another class typically taken during the first semester of the program, APRL
166 Apparel Construction I, requires students to source appropriate materials,
fit to bodies and construct a skirt, pant and buttoned shirt.
Industry involvement and experiential learning continues throughout the
program. Senior students in APRL 464 Functional Clothing Design students
typically work on industry-relevant projects during FA2014 students worked
with a local hospital to develop improved hospital gowns, and with a local
active wear company to design a wetsuit for kayaking.
1.1.2 Describe program initiatives employed to support and/or increase student
enrollment, retention and graduation rates?
The program participates in the Student Jobs Program allowing freshman the
opportunity to get heavily involved with the program. These students have
developed research projects for STEM Expo, received undergraduate research
grants and assisted in projects undertaken in conjunction with industry
partners.
To increase enrollment, the program has recently initiated the use of Hobson’s
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Connect and will be utilizing Lenore Landry Grant funds to incorporate
findings of the marketing survey into new marketing materials. The new
marketing materials will stress the experiential and technical focus of the
program to provide differentiation from competitors. Information on the
Lenore Landry Grant can be found in Appendix B.
To assist in student retention and graduation, the program employs student
ambassadors. The student ambassadors are available to provide peer mentoring
and advisement. The ambassadors also give tours to prospective students so
interested students can gain information about the program from a peer.
1.1.3
Describe, provide examples and explain how the program intentionally
integrates diversity efforts, functions and contributes to the program in support
of Inclusive Excellence: “UW-Stout’s plan to intentionally integrate diversity
efforts into the core aspects of everything we do. Diversity is broadly defined
and includes, but is not limited to, race/ethnicity, gender, sexual orientation,
age and disability status.”
Where possible the program incorporates group work into the curriculum. Also
APRL 134 focuses heavily on the fashion industry worldwide so incoming
students are immediately exposed to the realities of the diverse industry.
Consideration of cross-cultural communication and working is stressed in all
courses including in APRL 393 where the entire class works as one to simulate
the realities of overseas production.
1.1.4 Describe environmental sustainability initiatives embedded and supported by
the program: “UW-Stout’s attempt to make students, faculty, and staff more
aware of the importance of sustaining our environment through energy
conservation, waste reduction, and other measures that will not bring harm to
the environment, and to provide students with innovative research
opportunities in these areas.”
The program stresses environmental considerations with regards to textile
selection and waste reduction. In APRL 167, students learn about all fiber
types including sustainable and organic cellulose and protein fibers. The
environmental impact of dyeing and finishing processes are also discussed.
APRL 290 Specification and Fit Development stresses creating apparel
markers with a minimum of waste creating more cost-effective and sustainable
fabric. In APRL 393, students track all waste produced over the course of the
class to learn how to control consumption in a production environment.
The program has also begun conversations to begin a composting program for
fabric. Because most classes involve students not only producing garments, but
multiple prototypes creating a composting system could dramatically reduce
fabric waste.
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2. DESCRIPTION OF THE PROGRAM
2.1 Curriculum Design – Respond to the following:
2.1.1
State the approved program objectives.
Goal 1
Apply knowledge and skills of creative and technical design to the product
development process according to market demands and industry standards.
Goal 2
Implement the apparel design and development process, from initial concept and
prototyping, through completion of costing, sourcing and production.
Goal 3
Perform research and market analysis to innovate apparel products to increase
profits and improve efficiencies in a changing global society.
Goal 4
Utilize current and future apparel industry technologies to enhance the global soft
good engineering and manufacturing pipeline.
Goal 5
Engage in diverse team environments with professionalism, ethics, and global
awareness.
Goal 6
Provide leadership in garment development teams with effective communication
and problem solving skills.
2.1.2
Describe processes and initiatives employed in determining the need for
program revision?
The Industry Advisory Board is consulted twice a year regarding preparedness
of students. The Advisory Board is also consulted on all curriculum changes.
Co-Op students’ mentors also give feedback used for program improvement.
Student feedback regarding the program and preparedness for careers is
received in one and three-year follow-up studies of graduates.
2.1.3
Check all that apply regarding the program:
_X_Traditional, on campus program
___Offsite location
___Online program
2.1.4
Briefly describe the components of your program where students participate in
scholarly activity such as: research, scholarship, experiential learning and
creative endeavor. “programs are presented through an approach to learning
which involves combining theory, practice and experimentation” (UW-Stout’s
Mission Statement)
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The program requires many laboratory courses in the Professional Core. In all
of these courses, students must apply theory and problem-solving methods.
The outcomes of these courses include garments, specification sheets, graded
pattern, and other products that are consistent with apparel industry operations.
The APRL 166 Apparel Construction I students research, practice, and
demonstrate construction techniques before applying the techniques to sewn
products.
APRL 390 CAD course focuses on project-based learning and incorporates a
student design competition for industry organizations such as the American
Association of Textile Chemists and Colorist or companies like Target
Corporation. Students enter original designs and demonstrate creativity and
ability to translate theoretical knowledge into practice.
APRL 464 Functional Clothing Design is a heavily research-based course
wherein students must complete extensive research on wearers, environmental
hazards and context of use to design a functional product.
Two capstones courses, APRL 482 Studio I: Brand Development and APRL
485 Studio II: Collection Development are designed for students to apply
concepts learned in sequential courses into final projects showcasing their
abilities in the design and technical areas.
2.1.5
Does your program currently have an accreditation or certification agency that
reviews the program? If so, which agency and to what extent does it influence
the structure of the curriculum?
The program is currently without an accreditation or certification agency.
The program was previously certified by the American Apparel and Footwear
Association, but after consulting the Industry Advisory Board, the certification
was dropped.
2.2 Faculty/Academic Staff Expertise – Respond to the following:
2.2.1 List key instructors in the program. A key instructor is one who teaches at least
one required professional course in your program (this should be the combined
faculty of Key A and Key B who were surveyed by the PRC).
Courtney Christenson
Damayanthie Eluwalage, Ph.D.
Kathryn Kujawa
Gindy Neidermyer, Ph.D.
Academic Staff
Faculty
Faculty
Faculty
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Jongeun Rhee, Ph.D.
Faculty
2.2.2 What additional faculty/academic staff expertise is needed?
None
2.3 Facilities – Respond to the following:
2.3.1
Describe facilities and or capital equipment currently used and how it supports
or strengthens the program? What program specific facilities (unique
classrooms, labs, additional space involving minor construction) have been
requested and provided?
Current labs include Textiles, Knit Design, Apparel Design, Textile
Evaluation, Apparel CAD, and Historic Costume Storage and Gallery in the
Heritage Hall. In addition, the Apparel Production lab is located in Fryklund
Hall.
The Textile Evaluation, Knit Design, Apparel CAD, Historic Costume Storage
and Gallery and Apparel Production labs are all used extensively for specific
core courses. Without the labs, instruction of the related course would be
impossible. The other labs are used to provide instruction in the other core
courses and provide the possibility of offering multiple apparel courses
simultaneously.
The Apparel Production lab contains an embroidery machine and a coverstitch
machine which enhance product quality and allow students to gain experience
with technology advancements commonly used in the garment industry. The
Industry Advisory Board has suggested adding a steam press to the Apparel
Production lab, and funds are currently being sought to add the equipment.
The students of APRL 166 Apparel Construction I and APRL 286 Apparel
Construction II: Cut and Sewn Knits use the production lab in Fryklund hall to
alter patterns, construction soft goods, and press fabrics. The production lab is
vital to the two courses considering some students do not own sewing
machines, and must use the machines and pressing equipment the school
provides.
In APRL 250 Textiles II course students utilize capital equipment such as
textile tensile strength and abrasion resistance testers. Students test apparel
product quality, analyze the results, and identify proper textile materials for
target market needs and expectations.
2.3.2
What added facilities needs (if any) such as unique classrooms, labs, additional
space involving minor construction exist in the program?
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The space in the Apparel Production lab is insufficient for the amount of
courses taught in the space. Additionally moving the Apparel Production lab to
Heritage Hall from Fryklund Hall would aid in teaching as several classes,
APRL 393 Garment Engineering and Production and APRL 290 Specification
and Fit Development currently use facilities in both halls.
2.4 Resources for the Program – Respond to the following:
2.4.1
Evaluate the quality, relevance, and quantity of the library resources to support
the program. Include a brief statement as to how these needs have been met by
the library.
Providing program-specific funds for library acquisitions such as
subscriptions to WGSN Creative Intelligence and Women’s Wear Daily has
been very helpful in updating resources.
Subscription to a fashion forecasting periodical such as Textile View would
be helpful in providing up-to-date information for design students as well as
modeling industry practices.
2.4.2
List any special resources used to meet program and/or student needs such as:
Learning Technology Services for curriculum materials development, ASPIRE,
Research Services, Advisement Center, Disability Services, Multicultural
Student Services, etc.
Computer technicians have been heavily involved in maintaining the CAD
lab, but many problems have persisted. A lab modernization request is being
considered to update outdated PCs. Currently some PCs are insufficient to run
higher functions of the Optitex software.
2.4.3
Describe other resources (if any) needed to meet the program objectives?
Providing maintenance for equipment as well as computer hardware and
software are essential to this curriculum. The technician previously shared
with the Technology Department had been instrumental in the continuing
operation of the textile evaluation, sewing and knitting equipment. The recent
loss of this technician means the load of maintaining equipment and securing
repair has been added to faculty duties.
A goal of the apparel program is to be able to use appropriate software that is
widely used and accepted by industry for CAD and other apparel classes.
Software for use in product data management would greatly enhance the
curriculum. However, cost of these licenses if prohibitive at this time.
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3.
Quality of the graduates of the program – Respond to the following:
3.1 Describe program graduate demand and/or anticipated changes or trends impacting the
future demand.
UW-Stout’s Placement summary continues to show 100 percent placement of
graduates in positions related to apparel design and development.
Apparel manufacturing continues to be primarily off-shore while apparel design and
development has continued to remain in the country. Apparel companies and the
retailers who have developed private labels still continue to employ both creative and
technical designers. One trend which may impact the program is the return of
manufacturing and production to the United States. This may mean that there will be
more opportunities for positions in production in the future. However, this is not a
large area of employment of our graduates at present. Industry Advisory Board
members have suggested incorporating production into more classes. The course
APRL 393 Garment Engineering and Production which deals primarily with
manufacturing has been repositioned in the curriculum. The corresponding course
under old curriculum was a senior level course typically taken in the last semester. In
the newest curriculum, the course is recommended as a junior level course, allowing
students to incorporate knowledge into senior classes. Also the resequencing allows
Stout students to be more competitive for internships at manufacturing-focused
companies. Apparel product development specialist (technical designers) are needed
to assure that the garments produced off shore and domestically meet standards of fit
and quality.
3.2 Interpret the data provided by the Planning, Assessment, Research and Quality
(PARQ) office of the alumni follow-up surveys.
The PARQ surveys indicate high quality of the program and graduates. The employer
survey rates Apparel Design and Development graduates as 5 on a 1 to 5 Likert Scale
in all competencies except speaking or presenting ideas effectively and leadership
where alumni were rated 4.5, still well above the score of 3 which represents average
competence.
The 2008 alumni survey indicates low scores for digital environment during
education at UW-Stout which was rated at 3.33. Among 2012 alumni, the digital
environment rating raised to 3.63. The increasing score is understandable as
technology used in the industry such as Adobe Illustrator and Optitex are further
incorporated into classes.
Other weaknesses noted by 2008 alumni were appreciation of natural or physical
sciences, appreciating social, economic and political forces and appreciating history
in context to current issues which were rated at 2.83, 2.83 and 2.67 respectively. The
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three scores raised when evaluated by the 2012 alumni to 3.25, 2.88 and 3.00. The
higher scores indicate some success in linking apparel coursework to outside issues
such as global issues in APRL 134 Global Fashion Industries and natural sciences in
APRL 167 Textiles I.
3.3 Interpret program specific surveys (students, faculty and advisory committee)
conducted by the Planning and Review Committee.
The student survey results indicate strong satisfaction with the program. On a 5-point
rating scale, responses ranged from 3.72 (I feel advisement met my needs) to 4.60 (I
feel this is a quality program, overall). 16 out of the 20 responses were above 4.0,
indicating students agreed or strongly agreed with the statements. Lowest ratings
were for statements relating to classroom facilities, laboratory equipment and
coursework relating to racism and ethical diversity.
Student comments indicated satisfaction with the instructors and the types of
competencies they are learning in the courses. Students often specified being satisfied
with technical and technological focus of the program, and felt well-prepared for
apparel positions upon graduation. Concerns were raised regarding the availability of
laboratory hours, the demanding nature of the classes, and need for more classes
and/or instructors to insure course availability
Many hours of open lab time are available in several labs, staffed by student
assistants. However, Heritage Hall closes at 8:30 PM, and students would like to be
able to stay in the labs longer.
The majority of those responding believed that the committee should not meet more
frequently, and does have adequate professional representation. There was a minority
of members who believed the Board should have a wider range of industry
representation. The committee members who were present at the 2012 meetings were
instrumental in planning the program revisions and course updates completed in 2013
through 2015. The committee members are informed on all updates to courses and
invited to provide input at each meeting.
Major strengths of the program as seen by the Advisory Committee include the
technical preparedness of students and the program’s focus on experiential learning.
The major weakness was believed to be lack of sufficient facilities. Several board
members suggested additional equipment be added to the program’s facilities so
students are able to work in similar facilities as those found in industry.
Key instructors within the department generally rated the instruction as high, but
tended to rate classroom facilities and lab equipment as less than adequate. Quality
of laboratory facilities was rated as 3 out of 5 by the key instructors, indicating a
neutral feeling. Other areas of possible concern according to the instructors were
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quality of library resources and the ability of the department to schedule an adequate
number of courses. Both categories were rated at 3.5.
4.
Program evidence of continuous improvement – Respond to the following:
4.1 Describe program strengths distinguishing it from similar programs. Describe and
explain program weaknesses?
UW-Stout’s Apparel Design and Development Program is unique in Wisconsin and
Minnesota in providing a strong component of both creative design and technical
design of apparel. By having strength in both areas, out students have greater
expertise than graduates of most other universities and often even more than their
supervisors when seeking entry level positions.
Students sometimes express the desire for additional experience in fashion drawing.
Offering more fashion illustration and drawing would have to be a trade-off for other
curriculum, since with the current allocation, an additional course could not be
offered.
As part of the 2015/2016 university reorganization, the program will remain aligned
with the STEM disciplines. Such alignment is a strength of the Apparel Design &
Development program when compared to sister institutions. Close contact of the
program with the operations management and engineering and technology disciplines
will enhance the cross disciplinary knowledge of current students and future
graduates. The support for similar laboratory needs within the college for product
design, engineering, and manufacturing should assist in maintaining a timely and
relevant program.
Having Product Data Management software which is most used by the apparel
industry would be ideal. However, costs have prevented the program from purchasing
or licensing appropriate software.
4.2 Submit evidence of program response to the concerns and recommendations from
previous program review.
The program sheets for the revised program as well as the former program are
included in Appendix A. The requirement to have a minor or specialization was
added and the number of credits in the Professional Core was increased from 44-56.
The Business Core was eliminated. A minimum grade of D is required in each
Professional Core course. Program objectives are clearly discussed with incoming
students to raise awareness of types of positions they can expect to attainable after
graduation. The revised program has greater focus on both the creative and the
technical aspects of design, skills necessary for success in the apparel industry.
The Program Advisory Committee’s revised membership has been instrumental in
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guiding the program. Industry, faculty, staff and student members worked together
harmoniously in recommending the curriculum for the program revision.
4.3 In the next seven years, what major improvements or changes are planned for
implementation to improve program quality?
Using funding from the Lenore Landry grant, new marketing materials are currently
being developed to increase freshman enrollment. The minors offered at Stout are
being monitored and new minors will be added to the career customization options to
reflect changing industry needs. Optitex patternmaking and 3D sampling technology
will become further embedded into all applicable courses.
5.
Attachments - Include electronic links to the following:
Assessment in the Major Report: AD& D report starts on page 77.
https://info.uwstout.edu/UWStout%20Document%20Library/Quality/University%20Assessm
ent/Undergraduate%20Assessment%20in%20the%20Major/2014/UndergraduateAssessment
intheMajorReport20140430.pdf
Program Plan Sheet:
http://www.uwstout.edu/programs/bsadd/upload/bsadd_pp15.pdf
Current Industry Advisory Board:
http://www.uwstout.edu/curr/committees/progradvisory/
Appendix A-Information on Lenore Landry Grant
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Appendix A
Lenore Landry Apparel Design and Development Professorship
Application of Gindy Neidermyer, Ph.D.
Associate Professor and Program Director
Apparel Design and Development Program
Overview:
The Apparel Design and Development program faculty, staff, and advisory board recently
completed a major program revision. The new program aligns student skills and knowledge with
the needs of the garment industry and prepares students for their desired fields within the
industry. The inclusion of the career customization options or minor/specialization requirements
has now broadened the career options for our graduates. However, program enrollment is
waning. It is now imperative to develop and distribute new marketing materials to reflect our
new program goals and educate prospective students regarding career opportunities that result
from the apparel degree, and to create a cohesive image within our laboratories for student
retention. The Lenore Landry Professorship would afford the program director the ability to
rebrand the image of the program to better identify students for enrollment, retention, and
graduate placement. The goals as outlined are written in the spirit of the Lenore Landry
Professorship as I will be able to provide leadership in the marketing, recruitment and retention
of apparel students with our newly aligned curriculum and industry demands.
Goal Year One:
Develop and implement marketing and recruitment plans.
Objectives:
1. Coordinate with University Marketing to develop materials.
a. Postcards, social media, program tri-fold, program website & landing
pages, etc.
2. Meet with industry partners to ensure new career opportunities are well
represented.
3. Enhance prospective communication with the use of Hobsons Connect.
a. Move beyond initial requirements to full use.
Goal Year Two:
Train high school career counselors and technical colleges regarding Apparel Design &
Development program and career opportunities. Continue digital marketing campaign.
Objectives:
1. Develop materials for Career Counselor Training.
a. Travel to key recruitment locations and meet with counselors.
2. Develop detailed marketing materials for display at recruitment events, high
schools, technical colleges, etc.
3. Assess and redevelop the digital marketing campaign.
Goal Year Three:
Coordinate new marketing brand with the campus image. Continue digital marketing campaign.
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Objectives:
1. Design and produce marketing materials that reflect the new brand for the
laboratory facilities and 3rd floor Heritage Hall location.
2. Assess and redevelop the digital marketing campaign.
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Lenore Landry Apparel Design and Development Professorship
Application of Gindy Neidermyer, Ph.D.
Associate Professor and Program Director
Apparel Design and Development Program
Draft Budget
Use of Funds:
It is proposed that the funds will used to secure student or graduate assistance for research and to
assist the program director with other duties in order to release time for work on the goals and
objectives identified. The funds will also be consumed for travel as identified and for design,
development and production of marketing materials.
Goal Year One:
Develop and implement marketing and recruitment plans.
Post cards………………………………………………………………..……… $400
Digital marketing…………………………………………………………….….$3,000
Student help for other objective items………………………………..…………$1,900
Social media, program tri-fold, program website & landing pages,
$5,300
correspond with industry partners, Hobson’s connect
Goal Year Two:
Train high school career counselors and technical colleges regarding Apparel Design &
Development program and career opportunities. Continue digital marketing campaign as
appropriate.
Materials for career counselor training……………………………………………$ 500
Travel to key recruitment locations and meet with counselors………………...…$ 500
Develop detailed marketing materials for display at recruitment events…………$ 700
Digital marketing…………………………………………………………………$2,000
Student Help………………………………………………………………………$1,600
$5,300
Goal Year Three:
Coordinate new marketing brand with the campus image.
Design and produce brand materials for the labs & Heritage Hall……………....$2,000
Digital marketing…………………………………………………………………$2,000
Student Help………………………………………………………………………$1,300
$5,300