VPA 1302 Design I
Carol Flueckiger
5-20-2013
1. Have changes been made in the way instructors (faculty or graduate students) teaching your core
courses in humanities are trained, oriented, or supervised?
Yes. In Fall 2011 we added a training component for all of our sections of 1303. This entailed allotting
each instructor of the three to five sections public wall space including a gallery outside of the
classroom to display student work throughout the semester. The space is designated with instructors
name and the student learning outcomes for the course. Student work is displayed throughout the
semester allows faculty and students to be informed of the consistency and innovations happening
across sections.
2. Have changes been made in the base syllabus for your core courses in response to assessment results?
Yes. Due to the addition of CORE Curriculum outcomes in addition to School of ART outcomes, a
modification was necessary to cover the broader issues required for CORE curriculum. Therefore, we
streamlined our outcomes on the syllabus to reflect the CORE curriculum outcomes and the outcomes
and the SOA outcomes became the means by which the CORE curriculum outcomes were measured.
Specific TTU Visual & Performing Arts Core Curriculum Student Learning Outcomes
Upon completion of this course, students should be able to:
1. Analyze and summarize aesthetic principles that structure creative works.
Methods for Assessing the Expected Learning Outcomes:
a. Production of studio work that shows the study of composition by using design principles (Unity and Variety, Balance, Emphasis and Focal
Point, Rhythm, Scale and Proportion) to organize visual elements (Line, Shape/Volume, Value, Color, Texture, Space, Time/Motion).
b. Production of studio work that shows the study of color theories.
c. Production of studio work that shows a variety of art materials such as
India ink, watercolor paint, digital images and found media.
2. Identify and describe a body of works (individually and collectively) in the creative arts.
Methods for Assessing the Expected Learning Outcomes:
Class critiques, class exercises, outside projects, teacher observation of students while
working, in class discussions about art and written exam.
3. Explain and differentiate creative works as expressions of values within cultural and historical contexts.
Methods for Assessing the Expected Learning Outcomes:
Class critiques, class exercises, outside projects, teacher observation of students while
working, in class discussions about art and written exam.
3. Have you adjusted the way the courses are assessed, the examinations, or the base content in the
areas listed above in response to assessment results?
We made changes to our mid-term assessment of our GPTI’s. We updated our evaluation paperwork
to be the same outcome sheets hung on the wall to evaluate the section the GPTI is teaching. This
keeps the evaluation consistent and focused from day one.
4. Have you made any changes in the way content is delivered such as adding on-line modules,
improving classroom technology, using on-line quizzes or exams, making lectures available to students
on-line, or flipping the classroom?
The labs have been retrofitted to include smart technology for several years. Instructors are able to
project web-site, power point, videos, etc, during studio time and lecture. We are continuing to seek
a balance between technology and content, and tradition studio methods.
5. Have you made any changes in how students are provided with help to improve their comprehension
of the material such as on-line tutoring, face-to-face or group help sessions, etc.
All sections are encouraged to go to gallery, look at artwork and work in groups. The CORE curriculum
made us move in this direction. As mentioned above, the wall display of key lesson points provided
assistance for the consistency of student learning across sections.