WINTHROP UNIVERSITY
COLLEGE OF VISUAL AND PERFORMING ARTS
ASSESSMENT OF STUDENT LEARNING OUTCOMES
2013-2014
Note: CVPA’s Assessment Plan is intended to be a very fluid and flexible document that serves as a guide
for assessment planning and implementation within the College of Visual and Performing Arts. It will
continue to be reviewed, revised, and edited during the 2013-14 academic year.
Assessment of student learning outcomes in the College of Visual and Performing Arts (CVPA) is
approached in a context provided by the following general principles:
1. Much of the on-going work that takes place in the classroom is evaluative; faculty
employ assessment tools everyday in many ways.
2. CVPA‘s academic programs have a wide array of educational objectives; the College
does not have a “one-plan- fits-all” approach to assessment.
3. Academic assessment does not replace curricular, departmental, and other types of
ongoing review for improvement; it supplements and improves it.
4. The assessment process begins in our academic departments. Faculty and program
directors create and implement plans that connect learning goals with program
missions, using appropriate human, technical and financial resources, all in an effort to
improve student learning.
5. Academic assessment in CVPA is aligned to standards developed by our national
accrediting agencies: CIDA, NASAD, NAST, NASD, NASM and NCATE.
6. Faculty ownership of and participation in assessment activities is essential. Assessment
must be embedded in the culture of the entire teaching/learning enterprise and in each
academic program.
We also recognize that there is a difference between “student learning outcomes” and
“administrative unit outcomes.” In CVPA, we expect all units to assess both. To this end, we’ve
developed these operational definitions:
Student Learning Outcomes (SLOs) describe, in measurable terms, what students
should be able to do, what they will know, and/or attitudes they will hold at the end of a
class, program, or as a result of a service.
Administrative Unit Outcomes (AUOs) are process oriented and they describe how well
the unit intends to function or improve its services. Administrative Unit Outcomes focus
on services, products, and /or processes which maintain the college and are essential to
its operation.
This document focuses on student learning outcomes; during 2012-13, the Dean’s Office will be
working on a separate resource document which will describe AUOs in more detail.
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One of the major assessment issues that CVPA will be addressing during 2012-13 will be the
incorporation of Winthrop’s University Level Competencies (ULC’s) in each of our programs.
The ULC’s (approved by the Winthrop Faculty in 2011) are:
Competency 1: Winthrop graduates think critically and solve problems. Winthrop University
graduates reason logically, evaluate and use evidence, and solve problems. They seek out and
assess relevant information from multiple viewpoints to form well-reasoned conclusions.
Winthrop graduates consider the full context and consequences of their decisions and
continually reexamine their own critical thinking process, including the strengths and
weaknesses of their arguments.
Competency 2: Winthrop graduates are personally and socially responsible. Winthrop
University graduates value integrity, perceive moral dimensions, and achieve excellence. They
take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences.
Winthrop graduates have a sense of responsibility to the broader community and contribute to
the greater good.
Competency 3: Winthrop graduates understand the interconnected nature of the world and
the time in which they live. Winthrop University graduates comprehend the historical, social,
and global contexts of their disciplines and their lives. They also recognize how their chosen
area of study is inextricably linked to other fields. Winthrop graduates collaborate with
members of diverse academic, professional, and cultural communities as informed and engaged
citizens.
Competency 4: Winthrop graduates communicate effectively. Winthrop University graduates
communicate in a manner appropriate to the subject, occasion, and audience. They create texts
- including but not limited to written, oral, and visual presentations – that convey content
effectively. Mindful of their voice and the impact of their communication, Winthrop graduates
successfully express and exchange ideas.
All CVPA programs are expected to identify how their programs specifically address these
competencies. Draft revisions for program assessment of the ULC’s will be developed by
February 15, 2014.
ASSESSMENT METHODS
The academic units within the College of Visual and Performing Arts utilize a variety of
assessment tools to measure student learning. They include, but are not limited to, the
following methodologies:
1. Capstone Courses/Experiences
Capstone courses and experiences are designed to integrate the knowledge, concepts, and
competencies that students are expected to demonstrate during the course of their entire
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academic program. Evaluation of students' work in capstone courses and experiences is used as
a means of assessing outcomes just prior to graduation. For some CVPA units where a single
capstone course is not feasible or desirable, departments have designated a small group of
courses or experiences where competencies of completing majors are measured.
Capstone courses provide students with an opportunity to integrate the various aspects of their
academic experiences while at Winthrop. For departments, programs, and faculty members,
the courses provide a means of evaluating student achievement in a variety of knowledge and
skills-based areas. Also, these courses can provide a final common experience for all students
majoring in a particular academic area.
CVPA UNDERGRADUATE CAPSTONE COURSES/EXPERIENCES/REQUIREMENTS
MAJOR
CAPSTONE EXPERIENCE
MUSIC (B.A)
Applied music juries (no recital is required for BA students)
MUSA/MUST 500-level music history period course or music literature
elective
MUSIC ED (CHORAL) &
MUSIC ED (INSTRUM)
For both music education degree programs:
PRAXIS II Exams
Senior recital in the major instrument
MUSA/MUST 500-level music history period course or music literature
elective
MUST-411: capstone course in form and analysis (music theory)
All Graduate programs: Graduate Comprehensive Written and Oral
Examinations
MUSIC (PERFORMANCE)
Senior recital in the major instrument
MUSA/MUST 500-level music history period course or music literature
elective
MUST-411: capstone course in form and analysis (music theory)
All Graduate programs: Graduate Comprehensive Written and Oral
Examinations
VISUAL COMM
VCOM 486/487
INTERIOR DESIGN
INDS 487/488
THEATRE EDUCATION
ED 475 Internship
DANCE EDUCATION
ED 475 Internship
DANCE
DANA 442 Senior Showcase AND
DANT 432 Careers and Current Trends in Dance
THEATRE PERFORMANCE
THRA 411 Auditioning AND
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THRA 431 Directing II OR
THRA 470 Advanced Practicum OR
THRT 471/2/3 Directed Study
THEATRE TECH
THRA 412 Portfolio Development AND
THRT 471/2/3 Directed Study
FINE ARTS (BFA)
ARTT 400 Senior Exhibition (Proposed)
ARTT 489 Art Survival Guide for Artists
In addition, photography
Concentration students:
ARTS 573 - Photography Thesis Project
FINE ARTS (BA)
ARTT 401 Senior Presentation (Proposed)
ART EDUCATION
ED 475 Internship
2. Tests and Examinations
In most cases, a test will be one part of a fully developed assessment plan. Tests are commonly
used in association with cognitive goals in order to review student achievement with respect to
a common body of knowledge associated with a discipline or program. Departments have
traditionally used tests in assessment programming to measure whether students have
acquired a certain process- and content-related knowledge.
3. Portfolio Evaluation
Portfolios used for assessment purposes in the arts include collections of student work that
exhibit to the faculty the student's progress and achievement in his or her areas of study.
Included in the portfolio is most usually creative work (paintings, drawings, musical
compositions), but can also include such materials as research papers self-evaluations,
reflective essays, journals, case studies, audiotapes, videotapes, and photographs. This
information may be gathered from in-class or out-of-class assignments.
Information about the students' skills, knowledge, development, quality of writing, and critical
thinking can be acquired through a comprehensive assessment of work samples. A student
portfolio can be assembled within a course or following a sequence of courses in the major. The
faculty determines what information or students' products should be collected, when it is
collected, and how these materials will be used to evaluate or assess student learning. In many
instances, more than one faculty member reviews the portfolio and evaluates it based on a
common rubric. Final decisions are based on the academic unit's educational goals and
objectives.
Portfolio evaluation is a useful assessment tool because it allows faculty to analyze an entire
scope of student work in a timely fashion. Collecting student work over time gives departments
a unique opportunity to assess a students' progression in acquiring a variety of learning
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objectives. Using student portfolios also gives faculty the ability to determine the content and
control the quality of the assessed materials.
4. Live Performance and/or Electronic Image, Videotape and Audiotape Evaluation
Evaluation of live performances in the performing arts disciplines is a common way of assessing
student skills and knowledge. Videotapes and audiotapes have also been used by faculty as a
kind of pre-test/post-test assessment of student outcomes. Ares such as theatre, music, art,
and design communication, and student teaching that have experienced difficulty in using some
of the other assessment methods have had significant success in utilizing slides, electronic
images, videotapes and audiotapes as assessment tools.
5. Thesis Evaluation (for graduate programs)
A senior or graduate student thesis, research project, or performance paper that is structured
by the department to give students an opportunity to demonstrate a mastery of an array of
skills and knowledge appropriate to the major can be a useful assessment instrument.
Graduate students in art are required to submit a written artist’s statement that accompanies
their body of work.
Other Indirect Assessment Methodologies used by CVPA
Student Surveying and Exit Interviewing
Student surveying and exit interviews can be important tools for understanding the educational
needs of students. When combined with other assessment instruments, many departments
have successfully used surveys to produce important curricular and co-curricular information
about student learning and educational experiences. During this process, students are asked to
reflect on what they have learned as majors in order to generate information for program
improvement. Through using this method, universities have reported gaining insight into how
students experience courses, what they like and do not like about various instructional
approaches, what is important about the classroom environment that facilitates or hinders
learning, and the nature of assignments that foster student learning.
Each year, the University’s Office of Accreditation, Accountability, and Academic Services
(AAAS) provides the College with student scores on the NSSE (National Survey of Student
Engagement). These results are also used as one more tool for analyzing trends and program
outcomes.
Alumni Satisfaction Surveys
Surveying of alumni is a useful assessment tool for generating data about student preparation
for professional work, program satisfaction, and curriculum relevancy. As an assessment
supplement, alumni surveying provides departments with a variety of information that can
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highlight program areas that need to be expanded or enhanced. In most cases, alumni
surveying is an inexpensive way to gather data and for reestablishing relationships with
individuals that want to help the program continually improve. In 2010, Winthrop participated
in the Strategic National Arts Alumni Project (SNAAP), an online survey, data management, and
institutional improvement system designed to enhance the impact of arts-school education.
Institutions require good information to respond and plan effectively. Accreditation
requirements also increasingly demand information about alumni paths. Information on the
results of the project can be found on the CVPA Assessment website. See:
http://www.winthrop.edu/uploadedFiles/vpa/SNAAP_2010_Institut_Rep.pdf
Employer Satisfaction Surveys
Employer surveys can provide information about the curriculum, programs, and students that
other forms of assessment cannot produce. Through surveys, departments traditionally seek
employer satisfaction levels with the abilities and skills of recent graduates. Employers also
assess programmatic characteristics by addressing the success of students in a continuously
evolving job market. The advantages in using employer surveys include the ability to obtain
external data that cannot be produced on campus, and the responses are often useful to help
students discern the relevance of educational experiences and programs.
Internship Data
Qualitative and quantitative information gleaned from internship agencies that have utilized
student majors. Supervisors routinely complete mid-term and final evaluations of student
interns and this information can be studied and aggregated to help programs better understand
how their students perform in “real world” situations. Curriculum changes can also be
suggested feedback received from internship agencies.
ASSESSMENT RESULTS
Assessment results are reported to various audiences:
CVPA department and programs share assessment information with full-time and part-time
program faculty to help inform their teaching. Academic units are expected to share
assessment results with departmental curriculum committees and report results to program
directors and other appropriate personnel.
Curricular changes in CVPA are submitted to the college-wide Curriculum Committee for review
prior to implementation. Proposed changes are generally accompanied by a discussion of the
assessment processes used to formulate the request. Upon approval, depending upon the
nature of the proposal, the recommendations go to the University’s Academic Policies
Committee or to the Office of Academic Affairs.
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All assessment activity and general outcomes are reported in survey and summary form
annually to the Dean through an on-line template system accessed by program directors.
Comprehensive self- studies are prepared for CVPA programs that are not nationally
accredited.1 (All of the CVPA programs with the exception of the graduate degree in Arts
Administration are accredited.)
Since almost all of CVPA’s degree programs must meet rigorous national accreditation
standards, the student learning outcomes developed by these programs are carefully aligned
with these standards.
Nationally accepted assessment measures suggested by the
accreditation agencies are utilized by our programs
Winthrop’s academic planning process requires all programs to include discussion of
assessment strategies in the planning process for all new undergraduate and graduate
programs. All department and program annual reports to the dean include a section on
assessment. These program and departmental reports serve as the foundation for the Dean’s
annual report to the Vice President for Academic Affairs.
USING DATA AND RESULTS TO IMPROVE LEARNING AND TEACHING
CVPA departments and programs understand that “closing the assessment loop” is probably
the most difficult component of the assessment process. The College has a history of making
curricular changes based on assessment results. These changes have included strengthening
the emphasis on expository writing in some classes, a complete re-design of the foundation
courses in fine arts and design, and the revision of performance rubrics in many of the applied
music classes. CVPA uses the feedback model described by Susan Hatfield at Winona State
University:
1) Policies, Practices, and Procedures: Based on assessment results, departments and
programs may choose to revise procedures for portfolio review, pre-requisites for
certain courses, senior reviews, and capstone courses.
2) Curricular Reform: Departments and programs are encouraged to change or “tweak”
requirements and restricted electives so that particular outcomes are more effectively
addressed.
3) Learning Opportunities: Working with other areas of the university (Student Affairs,
College of Education, etc.), CVPA periodically sponsors workshops and retreats that
focus specifically helping faculty learn skills, techniques, and methodologies that
improve student learning and assessment of student outcomes.
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Winthrop and the College of Visual and Performing Arts also utilize external program reviews for programs that
do not have national accreditation standards (i.e. Arts Administration). Peer review of academic programs is a
widely accepted method for assessing curricular sequences, course development and delivery, and the effectiveness
of faculty. Using external reviewers is a useful way of analyzing whether student achievement correlates
appropriately with departmental goals and objectives. Recommendations initiated by skilled external reviewers can
be instrumental in identifying program strengths and weaknesses leading to substantial curricular and structural
changes and improvements.
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CVPA Process for Assessment Plan Development
The College of Visual Performing Arts uses a multi-tiered approach for vetting its assessment
plans. For academic degree programs, the following process is undertaken:
Step 1: Assessment plans are initially developed at the departmental level within area
committees usually led by the program degree coordinator with the participation of all of the
full-time faculty members who teach in the area. The department mission statement and the
accreditation standards of our NAS accrediting organizations (National Association of Schools of
Art and Design, Theatre, Dance, and Music) as well as SACS play a central role in informing the
content and organization of the assessment plans for the various degree programs. It is the
responsibility of the area coordinator and the department chair to ensure the participation of
adjunct faculty in this process, soliciting their feedback, informing them of the assessment plans
being implemented, etc.
Step 2: Once departments and programs have developed their initial assessment plans for
review, they submit them to the department chairs, who provide feedback and suggestions for
revisions. The chairs will sometimes recommend that the area committees seek outside
consultation and advice from experts in assessment from other colleges. Once the assessment
plans have been revised at the area committee level, they are presented to the entire
department for additional feedback and suggestions and revised once again as appropriate.
Step 3: The Department chair submits the assessment plans for each degree program in his/her
department to the CVPA Assessment Committee. This committee is comprised of the Assistant
Dean, four faculty members (one from each department), and chaired by the CVPA Assessment
Coordinator. The CVPA Assessment Committee meets regularly throughout the academic year
to discuss, review and provide feedback on all of the program assessment plans. The
Committee provides the dean and chairs with information that (1) helps to ensure that the
plans are consistent with college and university mission statements and (2) discusses the best
methods for accumulating and storing assessment data, and other assessment management
issues. The Assessment Committee provides annual written feedback to each department in the
form of an evaluation that may (1) approve the plan as written, (2) approve with minor
revisions, or (3) ask for the plan to be re-submitted. After the plans are in final form, they are
sent to the CVPA Deans/Chairs Council.
Step 4: Once the assessment plan has been reviewed and approved at the Deans/Chairs
Council level and announced at the CVPA Faculty Assembly, it is ready to be implemented. The
area coordinators are charged with implementing the approved plans and are expected to
report back annually to their respective program areas, the Assessment Committee and their
department chairs on the progress of the assessment activities as they are implemented. The
chairs make regular reports to the Deans/Chairs Council throughout the year, soliciting
feedback and suggestions as the process unfolds. It is the individual chairs’ responsibility to
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prepare the annual assessment report for inclusion in the university on-line assessment
template and to submit a summary of the results of the previous year’s assessment plan to the
dean in preparation for writing the college annual report.
Departments are also expected to develop an assessment webpage that is updated regularly
and is available to students and faculty so that they may be informed of the assessment
activities of their programs. A secure and specific “CVPA Assessment shared drive” on the
university’s main server has been established to house assessment plans, data, and evidence.
For programs under the supervision of the College of Visual and Performing Arts Dean’s Office
that offer academic-related programs or degree programs not housed in the departments,
including Student Services, the University Galleries, the Masters in Arts Administration
program, the Office of Special Projects, and the CVPA Dean’s Office (including programs run by
the Associate Dean such as the CVPA Mentor/Protégé Program), a slightly different process is
followed:
Step 1: Assessment plans under the supervision of the Dean’s office are initially developed by
the program director with the participation of all of the full-time faculty members or staff
members who work in the area. (Other constituents committees may be utilized as
appropriate.) The college mission statement and the accreditation standards of our NAS
accrediting organizations (National Association of Schools of Art and Design, Theatre, Dance,
and Music) as well as SACS play a central role in informing the content and organization of the
assessment plans for the various Dean’s office programs.
Step 2: Once the area committees have developed their initial assessment plans for review,
they submit them to the CVPA Assessment Committee which provides feedback and
suggestions for revisions. The Assessment Committee may sometimes recommend that the
program director seek outside consultation and advice from experts in assessment from other
colleges. Once the assessment plans have been revised, they are submitted to the Assessment
Committee and to the Deans/Chairs Council for final approval.
Decisions on larger aspects of the assessment process, such as discussing the best methods for
accumulating and storing assessment data, and other assessment management issues are also
discussed and reviewed by the CVPA Assessment Committee and the Deans/Chairs Council.
Step 3: Once the assessment plan has been reviewed and approved by the dean, it is ready to
be implemented. The program directors are charged with implementing the approved plans
and are expected to report back on a regular basis to the CVPA Assessment Committee and the
Deans/Chairs Council on the progress of the assessment activities as they are implemented.
The program directors make regular reports to the CVPA Assessment Committee, Deans/Chairs
Council and the CVPA Faculty Assembly throughout the year, soliciting feedback and
suggestions as the process unfolds. It is the individual program director’s responsibility to
submit a summary of the results of the previous year’s assessment plan to the dean in
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preparation for writing the college annual report and to regularly update the information in the
on-line University Assessment templates.
CVPA Calendar of Assessment Activities
September 1
Departments submit syllabi for fall semester
courses due to dean’s Office
September 15
Departments submit updated
faculty/administrative vitae due to dean’s office
Department/program/unit annual reports from
previous academic year due to dean’s office
October 1
Department/program/unit submit draft of
completed unit assessment reports for previous
academic year with results and use of results
filled in to dean’s office
October 15
Department/program/unit assessment reports
(plan only) for current academic year
completed by program coordinators and sent to
dean’s office.
November 1
Dean’s office and unit assessment committee
review previous year’s unit assessment reports
and provides feedback to programs and AAAS
CVPA annual report (previous academic year)
submitted to VPAA and AAAS.
December 1
Dean submits updated goals and resource needs
to VPAA and ALC
Dean’s office and unit assessment committee
review current year’s unit assessment reports
and provides feedback to programs
January 25
Syllabi for spring term courses submitted to
dean’s office
February 15
Departments/programs/units finalize previous
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year’s Program Assessment Reports (templates)
in online system.
Departments/programs/units update current
year’s Program Assessment Reports (templates)
in online system
March 1
All units submit Budget Request and Planning
Reports (including suggested goals for the Vision
of Distinction) to dean’s office
April 1
Dean submits Budget Request and Planning
Reports to VPAA.
July 15
Syllabi for summer courses submitted to dean’s
office
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ASSESSMENT COMMITTEE RESPONSIBILITIES (draft, 8/1/11)
This committee is comprised of the CVPA Assistant Dean, four faculty members (one from each
department), and chaired by the CVPA Assessment Coordinator. The CVPA Assessment Committee
meets regularly throughout the academic year to discuss, review and provide feedback on ALL CVPA
PROGRAM ASSESSMENT PLANS. The Committee provides the dean and chairs with information that (1)
helps to ensure that the plans are consistent with college and university mission statements and (2)
discusses the best methods for accumulating and storing assessment data, and other assessment
management issues. The Assessment Committee provides annual written feedback to each department
in the form of an evaluation that may (1) approve the plan as written, (2) approve with minor revisions,
or (3) ask for the plan to be re-submitted. After the plans are in final form, they are sent to the CVPA
Deans/Chairs Council. The Assessment helps to nurture a college culture which honors assessment and
monitors the general effect of assessment activities on the academic culture of the college
Specific responsibilities of individual members:
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Serve as liaison with department/program faculty
Serve as assessment resource person for their departments/programs
Assure that department/program faculty are kept up to date on assessment activities, procedure, and
schedules
Provide assessment training and support for department/program faculty as needed
Review all CVPA assessment plans and provide feedback to department/program faculty, chairs, and the
Dean’s Office.
Make recommendations to chairs/dean for modification in current assessment process, procedures and
policies
Compile annual Assessment Report and formally submit to the Dean
Conceptual Framework:
1. Establish faculty expectations for student learning and attainment that are explicitly and publicly
stated and that set standards for the quality of the learning experience as well as the quality of
learning outcomes. (Contributing to increasing the “culture of assessment.”
2. Insure that program assessment activities, methods, and instruments are aligned with the
learning outcomes expected by the faculty and administration.
3. Gathering, analyzing, and interpreting evidence of student development and attainment to
determine how well their performance aligns with faculty's stated expectations and standards.
4. Using assessment information from both direct and indirect measures
1. Suggesting and/or helping to design assessment strategies/plans
2. Collecting and analyzing assessment data
3. Interpret assessment data with the overall purpose of improving student learning
5. Provide opportunities for faculty development (provide resources to faculty)
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Department of Theatre and Dance
Department Mission Statement:
The mission of Winthrop University’s Department of Theatre and Dance is to foster individual
students' aesthetic, intellectual, and creative development within the context of a liberal arts
education as they pursue a Bachelor of Arts in Theatre or in Dance. Through class instruction,
private coaching, mentoring, and performance, the department advocates both theoretical and
creative explorations to achieve an understanding of the social, political, historical, and
technological aspects of theatre and dance. We strive to afford opportunities for students to
develop a significant level of competency in one emphasis in theatre (performance,
design/technical, K-12 teacher certification) or in dance (performance, K-12 teacher
certification).
Theatre Program Mission Statement:
The mission of the theatre program is to foster individual students' aesthetic, intellectual, and
creative development within the context of a liberal arts education as they pursue a Bachelor of
Arts degree.
Theatre Outcomes:
1. Students should demonstrate a fundamental understanding of and appreciation for the
creative processes of theatre, the socio-historical contexts and the nature of the
theatrical event.
2. Students will achieve basic skills in performance and production.
3. Students should demonstrate a sense of commitment and a positive attitude that will
foster the creative process.
4. (Certification Emphasis): The student will be an effective decision maker in directing the
education of students
Dance Program Mission Statement
The dance program at Winthrop University prepares students for careers and future study in
dance by fostering their aesthetic, technical, intellectual, and creative development within the
context of a liberal arts education. In order to achieve this mission, the program provides
students with opportunities to participate in studio-based practices and explorations as well as
performance and other relevant educational offerings. The program serves both the university
and local community in enhancing their knowledge of the discipline of dance from a holistic
perspective, including the political, historical, cultural, and technological events that have
contributed to its evolution.
Dance Program Goals
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1. To provide a developmentally sequenced curriculum of studio and theory courses
that exposes dance majors and minors to a breadth of skills, knowledge, and critical
thinking.
2. To nurture artistic leadership in students through opportunities to perform,
choreograph, teach, design, stage manage, participate in internships, and be
involved in professional organizations.
3. To promote collaborative experiences that develop students’ communication skills,
appreciation of diversity, and adaptability to change in all artistic and
interdisciplinary endeavors.
4. (Certification Emphasis): To prepare students for successful careers as educational
leaders in public and private K-12 education.
Student Learning Outcomes, B.A. in Dance:
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Students should attain competency of at least intermediate level in the respective
required technique series in the B.A. Dance degree curriculum
Students should integrate dance technique in ways that facilitate performance in a
variety of dance styles.
Students should demonstrate openness to new ideas, new ways of working and new
ways of moving and respond to these opportunities in accordance with this value.
Students should demonstrate the ability both to understand the craft of choreography
and to experience the choreographic process as the creator of a dance work.
Students should view dance from a cultural-historical perspective that recognizes the
multiple forces that impact the art form.
Students should demonstrate knowledge of the science of dance movement and apply
that knowledge to foster longevity of the dancer
Students should demonstrate effective strategies for entry-level dance teaching in
selected dance forms/styles.
Students should demonstrate performance skills commensurate with personal technical
ability and appropriate to a particular choreographic work
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DEPARTMENT OF FINE ARTS
ASSESSMENT PLAN 2012-13
Creativity + Community + Collaboration
Assessment of student learning outcomes in the department of fine Arts occurs within the
context of the following:
1. Ongoing assessment takes place in the classroom and studio learning environments. Faculty
often use assessment tools that are embedded within curriculum or the processes of academic
and professional standards associated with Art History, Art Education and Studio Arts.
2. The department offers three different B.A. degree programs, a B.F.A. degree program with
seven different concentrations, and two master level degree programs. Though objectives may
vary with specific programs, there are common over-riding objectives that assist our evaluation
processes.
3. Academic assessment does not replace curriculum, departmental or other types of ongoing
review for program improvement. It does supplement these tools and does assist our programs
in moving forward more clearly with ongoing enhancements and changes.
4. Faculty ownership of and participation in assessment activities are essential. Assessment is
embedded in the culture of the teaching/learning process within the department, but is not an
end in itself. All faculty in the department are involved in assessment.
5. The department has a history of making curriculum enhancements and program
improvements based on assessment observations and results. This is evidenced in the minutes
of departmental meetings and recent departmental retreats.
Descriptions of a few examples of assessment measures demonstrate how the above general
principles translate into concrete forms at the broader, departmental level.
Accreditation Reviews, Consultants and Annual Heads Reports
Winthrop is accredited by the National Association of Schools of Art and Design (NASAD). The
former Department of Art and Design underwent its last self-student associated with a NASAD
Review and Site Visit in 2002. Winthrop and art and design programs began developing their
2013 NASAD self-study during the summer of 2012. A site visit is scheduled for spring 2013. In
anticipation of the self-study, the Department of Fine Arts and the Department of Design did
seek and underwent a review by a NASAD recommended outside consultant in spring 2010.
Program success and criteria for improvement is evaluated with the stringent consideration of
accreditation standards and data complied annually in the HEADS report, the Institutional Audit
and the newly instituted Affirmation Statement.
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Annual Faculty Review
The Chair of the Department of Fine Arts reviews each faculty member’s goals and records of
accomplishments in March for the previous calendar year. Evaluation criteria include teaching,
creative/scholarly activity and service that supports student learning. On the basis of this
assessment, faculty members and the chair collaboratively consider and design new goals and
objectives.
Classroom Observation
The department chair and senior faculty member observe the instruction of probationary and
adjunct faculty every semester in an effort to provide appropriate feedback.
Administrative Evaluation
All faculty members in the department make written evaluations of the department chair. The
dean and chair, respectively, collect and analyze the faculty evaluations as one element in a
larger annual review of administrative effectiveness. Annual consultations between these two
administrators and their respective superior occur in order to develop a plan for improving
administrative skills and effectiveness.
Promotion, Tenure and Post-Tenure Review
Full-time faculty are reviewed by their peers in the department, college and university with
their applications for promotion and tenure. Full-time faculty are also reviewed every five years
after receiving tenure. Evaluation criteria include teaching, creative/scholarly activity, and
service that supports student learning.
Student Juried Exhibitions, Curricular Based Exhibitions, Art on Campus, and Critiques
Students have a number of opportunities during the course of the academic year to participate
in adjudicated exhibitions, public art projects, commissions, and critiques. The annual
Undergraduate Juried Exhibition is always adjudicated by an outside professional who provides
feedback to the participants. Guest artists also provide critiques and studio visits not only to
grad and under grads, but our capstone exhibitions like the Senior Exhibition ARTT 400.
Students also receive a sense of their ability to achieve professional and department objectives
and goals through the adjudication of public art proposal for the campus. Critiques are a
standard studio curricular practice providing peer and faculty review.
Outside Exhibitions, Presentations and Collaborations with Civic Agencies
Students participate whenever possible in outside juried exhibitions sponsored by local, state
and regional organizations or venues. In like fashion, Art History students participate in regional
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presentations at the Mint Museum and southeastern venues. These events provide feedback
and evaluation in areas of presentation, creativity, and scholarly writing by experts, scholars
and professional adjudicators. In like fashion, students and faculty also are measured through
community engagement via their creative and scholarly activities. The collaborative
development of public projects that require partnerships is an important component of the
goals and objectives within the Department of Fine Arts. The success or our students and
faculty alike is measured by their creativity, artistry, scholarly work, civic engagement and the
number of peer-reviews activities in which they engage annually, and by their honors and
awards.
Placement
Placement of graduates from the Department of Fine Arts in teaching positions, internships,
professional positions, and graduate programs is consider in the assessment of departmental
goals.
Collaboration, Self-Discovery and Innovation
At the heart of our program assessment are factors key to the creative process, innovation and
collaborations. Self-discovery, risk taking and successful group problem solving are key
measurements of program success. These are vital and not always quantitative.
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University, College, Departmental Mission and Program Goals
Department of Fine Arts Mission
The Department of Fine Arts prepares students to become professional in the fields of studio
art, art history and art education. Combining practical experience, lecture and research skills,
students build a foundation for a lifetime of creative and intellectual inquiry, personal growth
and civic responsibility.
BA Art Ed Program Mission Statement
The Art Education Program prepares students to become professional pre-K12 art teachers. Our
goal is to develop artist-teachers and reflective practitioners who are committed to holistic
student development and community involvement.
BA Art History Program Mission Statement
The Art History degree program is designed to produce a well-rounded graduate, prepared for a
variety of career options. To that end, we offer courses covering the Arts of the Western and
Non-Western world from antiquity to the present. Critical thinking, research, writing and
speaking skills as well as an understanding of the interconnectedness of art history with other
disciplines are cultivated inside and outside the classroom through both academic and practical
experiences. Art History majors are encouraged to engage with the local, regional, national and
international community through opportunities such as internship, study abroad, service
learning, student organizations and leadership.
BA in Art Program Mission Statement
The B.A. Program in Art equips students to meet the ever changing needs and challenges of the
21st Century by preparing them to gain a working knowledge of art and design principles, skills
and applications; to develop problem-solving and creative/critical thinking skills in conjunction
with visual, oral and written communication skills; and to create an awareness of historical and
contemporary perspectives in art and design.
BFA in Art Program Mission Statement
The B.F.A. Program in Art equips students to meet the ever changing needs and challenges of
the 21st Century by preparing them professionally to gain a working knowledge of art and
design principles, skills and applications; to develop problem-solving and creative/critical
thinking skills in conjunction with visual, oral and written communication skills; and to create an
awareness of historical and contemporary perspectives in art and design.
MFA in Art and Design Program Mission Statement
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The Master of Fine Arts in Art and Design Program provides a supportive environment for
highly-motivated students, who are intent on advanced, independent studies in their field. The
M.F.A. at Winthrop stresses a critical dialogue with instructors who espouse a broad outlook
and represent varied points of view. The M.F.A. Program stresses creative and intellectual
involvement; creative collaboration; and the ability to build a community of creative learnersartists-designers.
MA Art Education Program Mission Statement
The Art Education Program prepares students to become professional pre-K12 art teachers. Our
goal is to develop artist-teachers and reflective practitioners who are committed to holistic
student development and community involvement.
The department’s mission and programs’ statements affirms the commitment to creative and
intellectual inquiry, personal growth and civic responsibility. In this regard the departmental
and program mission statement echoes the College’s mission and University Level
Competencies.
CVPA Mission Statement
The College of Visual and Performing Arts at Winthrop University offers nationally accredited
programs in art, design, theatre, dance, and music, and provides academically challenging
instruction in an interdisciplinary environment that inspires and prepares the next generation
of artists, educators, scholars, and audiences. We promote intellectual inquiry and collaborative
opportunities that encourage each student to develop a uniquely creative vision cultivated
through artistry, teaching, scholarship, public performance, and community engagement.
The college mission statement asserts that students receive .academically challenging
instruction.
The department’s mission statement affirms that we achieve this by preparing students to
become professional in their fields through proficiency in creative and intellectual inquiry,
personal growth and civic responsibility via practical experience, lecture and research.
University Level Competencies
In 2010 the administration formed the UWAAC task force. It recommended the adoption of the
four University Level Competencies to serve as a guide for all academic programs. These
competencies were adopted in 2010. All programs are required to develop an assessment plan
by February 2012 that demonstrates how students achieve these competencies.
Competency 1: Winthrop graduates think critically and solve problems. Winthrop University
graduates reason logically, evaluate and use evidence, and solve problems. They seek out and
assess relevant information from multiple viewpoints to form well-reasoned conclusions.
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Winthrop graduates consider the full context and consequences of their decisions and
continually reexamine their own critical thinking process, including the strengths and
weaknesses of their arguments.
Competency 2: Winthrop graduates are personally and socially responsible. Winthrop
University graduates value integrity, perceive moral dimensions, and achieve excellence. They
take seriously the perspectives of others, practice ethical reasoning, and reflect on experiences.
Winthrop graduates have a sense of responsibility to the broader community and contribute to
the greater good.
Competency 3: Winthrop graduates understand the interconnected nature of the world and
the time in which they live. Winthrop University graduates comprehend the historical, social,
and global contexts of their disciplines and their lives. They also recognize how their chosen
area of study is inextricably linked to other fields. Winthrop graduates collaborate with
members of diverse academic, professional, and cultural communities as informed and engaged
citizens.
Competency 4: Winthrop graduates communicate effectively. Winthrop University graduates
communicate in a manner appropriate to the subject, occasion, and audience. They create texts
- including but not limited to written, oral, and visual presentations – that convey content
effectively. Mindful of their voice and the impact of their communication, Winthrop graduates
successfully express and exchange ideas.
The Department of Fine Arts will have an assessment plan that documents how our programs
fulfill these University Level Competencies completed before the February 2012 deadline.
National Association of Schools of Art and Design (NASAD)
Intensive professional training is provided to ensure the development of highly motivated, selfdisciplined graduates. Students can be assured their Winthrop degree meets the rigorous
professional standards of the National Association of Schools of Art and Design (NASAD), of
which the university is an institutional accredited member.
Closing the Assessment Loop/Program Improvement Initiatives 2010-2011
January 2011 Departmental Retreat addressed:
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Improvement and curricular development of Foundations Program.
Establishment of ARTT 400 as capstone senior exhibition in BFA Program.
Establishment of ARTT 401 as capstone senior presentation in BA Programs.
Development of Junior and Senior Seminar courses for capstone preparation.
Ongoing refinement of ARTT 200 Foundation Portfolio Review as assessment
instrument.
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Implemented “blind” assessment utilizing departmental server to assess digital
portfolios and students’ self-assessments of foundational work.
Ongoing refinement of ARTT 300 Specialization Portfolio Review.
Implementation of oral presentation with digital portfolio and written self-assessment.
Purchase and installation in collaboration with IT of Departmental Server for storage
and retrieval of assessment results, syllabi, assessment examples (PowerPoint Portfolios
and Writing Samples).
Refinement of score sheets, criteria and rubrics for Departmental Assessment
Instruments including ARTT 200, ARTT 300, ARTT 400, ARTT 401 and the Writing and
Presentation Rubric.
Ongoing refinement of Departmental Program Templates.
Development of Assessment Plan and Timetable.
Ongoing plans of action to address concerns arose in a NASAD Consultant’s visit in
anticipation of the NASAD Self-Study in the 2011-12 coming year.
Closing the Assessment Loop/Program Improvement Initiatives 2011-2012

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Need to identify specific assessment methods and tools; rubrics; and criteria of the MA in Art
Education.
Implementation of new Foundation Curriculum sequence to improve overall program.
Implementation of technology core within the curriculum to enhance student learning
outcomes, but also to assist overall assessment methods, documentation and storage.
Implementation of ARTT 400 BFA Senior Exhibition and ARTT 401 Senior Presentation as
assessment methods.
Implementation of new assessment rubrics and criteria in ARTT 200, ARTT 300, ARTT 400, ARTT
401, and the Writing and Presentation Rubric.
NASAD Self-Study began in 2011-2012.
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DEPARTMENT OF MUSIC
Assessment in the Department of Music:
Department Mission Statement:
It is the mission of the Department of Music at Winthrop University to:

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





provide opportunities for music students to develop their creative and musical potentials
acquire skills in and expand their knowledge of performance, musicianship, analysis and
synthesis
prepare music students for professional careers in music or advanced studies in music
continue its historic leadership role in music education in the region
serve the campus community by offering musical experiences and the opportunity to
develop musical knowledge and skills to non-music majors
serve the larger community through programs of national distinction
be responsive to change; and
be committed to on-going self-evaluation.
Program Mission Statements:
BA, Music: The purpose of the BA degree with a major in Music is to provide a general music
education within a liberal arts setting. Students acquire and expand their knowledge of
musicianship and performance which serve to develop their creative and musical potentials.
BM, Performance: The purpose of the BM degree in performance is to provide students with a
comprehensive music program of study where they will have the opportunity to develop their
creative and musical potentials; acquire skills in and expand their knowledge of performance,
musicianship, analysis, and synthesis; and prepare them for a performing career or advanced
study in music.
BME, Choral Music: The purpose of the BME CHOR degree is to provide students with a
comprehensive music program of study where they will have the opportunity to develop their
creative and musical potentials; acquire skills in and expand their knowledge of performance,
musicianship, analysis, and synthesis; and to prepare them for a career in music education or
advanced study in music.
BME, Instrumental Music: The purpose of the BME INST degree is to provide students with a
comprehensive music program of study where they will have the opportunity to develop their
creative and musical potentials; acquire skills in and expand their knowledge of performance,
musicianship, analysis, and synthesis; and to prepare them for a career in music education or
advanced study in music.
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MM, Conducting: The purpose of the MM degree in conducting is to provide students an
opportunity to work independently and make effective artistic and intellectual judgments and
professional decisions in the area of specialization, while preparing them for professional
careers and doctoral programs.
MME, Music Education: The purpose of the MME MUED degree is to provide music students
the opportunity to work independently and make effective artistic and intellectual judgments
and professional decisions in the area of music education.
MM, Performance: The purpose of the MM degree in performance is to provide students an
opportunity to work independently and make effective artistic and intellectual judgments and
professional decisions in the area of specialization, while preparing them for professional
careers and doctoral programs.
Program Outcomes:
BA, Music:

Students will be able to demonstrate their understanding and progress in
musicality/interpretation, technique, rhythm/tempo, accuracy, memorization, diction
(voice), articulation (instrumental), tone quality, and intonation through their
performances in applied music juries

Students will demonstrate an understanding of the elements of music history, including
literature from both Western and non-Western cultures; an ability to synthesize the
information; and the ability to defend value judgments about music.
BM, Performance:

Students will be able to demonstrate their understanding and progress in
musicality/interpretation, technique, rhythm/tempo, accuracy, memorization, diction
(voice), articulation (instrumental), tone quality, and intonation through their
performances in applied music juries, recital hearings and recital performances

Students will demonstrate an understanding of the elements of music, including
musicianship, analysis, and synthesis.

Students will demonstrate an understanding of the elements of music history, including
literature from both Western and non-Western cultures; an ability to synthesize the
information; and the ability to defend value judgments about music.
BME, Choral Music:
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
Students will be able to demonstrate their understanding and progress in
musicality/interpretation, technique, rhythm/tempo, accuracy, memorization, diction
(voice), articulation (instrumental), tone quality, and intonation through their
performances in applied music juries, recital hearings, and recitals.

Students will be able to demonstrate their understanding and progress in
musicality/interpretation, technique, rhythm/tempo, accuracy, memorization, diction
(voice), articulation (instrumental), tone quality, and intonation through their
performances in applied music juries, recital hearings, and recitals

Students will demonstrate an understanding of the elements of music history, including
literature from both Western and non-Western cultures; an ability to synthesize the
information; and the ability to defend value judgments about music.

Students will demonstrate competencies in professional education and in specific areas
of musicianship to prepare for a career in teaching music (PK-12).
BME, Instrumental Music:

Students will be able to demonstrate their understanding and progress in
musicality/interpretation, technique, rhythm/tempo, accuracy, memorization, diction
(voice), articulation (instrumental), tone quality, and intonation through their
performances in applied music juries, recital hearings, and recitals

Students will demonstrate an understanding of the elements of music, including
musicianship, analysis, and synthesis.

Students will demonstrate an understanding of the elements of music history, including
literature from both Western and non-Western cultures; an ability to synthesize the
information; and the ability to defend value judgments about music.

Students will demonstrate competencies in professional education and in specific areas
of musicianship to prepare for a career in teaching music (PK-12).
MM, Conducting:
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Students will be able to demonstrate advanced understanding of the aspects of
musicianship, conducting technique, rehearsal technique, and wind or choral literature.
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Students will demonstrate an advanced understanding of the elements of music,
including musicianship, analysis, and synthesis, including the ability to make artistic and
professional judgments based on this understanding.
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Students will demonstrate an advanced understanding of the elements of music history
and literature and the synthesis of that information, including the ability to make artistic
and professional judgments based on this understanding.
MME, Music Education:
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Students will develop and be able to demonstrate advanced competencies in music
education including perspectives on contemporary issues and problems in music
education
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Students will be able to demonstrate the ability to synthesize the elements of music
theory beyond the undergraduate level.
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Students will be able to demonstrate the ability to synthesize information regarding
music history and literature beyond the undergraduate level.
MM, Performance:
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Students will be able to demonstrate their advanced understanding and progress in
musicality/interpretation, technique, rhythm/tempo, accuracy, memorization, diction
(voice), articulation (instrumental), tone quality, and intonation through their
performances in applied music juries, recital hearings, and recitals.

Students will demonstrate an advanced understanding of the elements of music,
including musicianship, analysis, and synthesis, including the ability to make artistic and
professional judgments based on this understanding.

Students will demonstrate an advanced understanding of the elements of music history
and literature and the synthesis of that information, including the ability to make artistic
and professional judgments based on this understanding.
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DEPARTMENT OF DESIGN
Visual Communication Design Mission Statement:
Winthrop University's Visual Communication Design (VCD) program imparts rigorous
professional preparation over a comprehensive four-year bachelor degree in illustration,
graphic, and interactive media. The VCD faculty, facilities, and technology support students’
research, analysis, and design necessary for their end products to meet audience needs and
intended contexts for print, screen, or built environments. We empower students to become
directors of visual communication, who think conceptually, with an emphasis on systematic and
strategic approaches to design.
Program Outcomes:
1. Students will demonstrate the ability to solve communication problems, including the
skills of problem identification, research and information gathering, analysis, generation
of alternative solutions, prototyping and user testing, and evaluation of outcomes.
(NASAD Handbook 2010-11: IX-J-3-a (sic) and IX-K-3-a (abridged).
2. Students will demonstrate the ability to create and develop visual form in response to
communication problems, including an understanding of principles of visual
organization/ composition, information hierarchy, symbolic representation, typography,
aesthetics, and the construction of meaningful images.(NASAD Handbook 2010-11: IX-J3-c (sic) and IX-K-3-e,f (abridged).
3. Students will demonstrate an understanding of tools and technology, including their
roles in the creation, reproduction, and distribution of visual messages. Relevant tools
and technologies include, but are not limited to, drawing, offset printing, photography,
and time-based and interactive media (film, video, computer multimedia); painting,
photography, typography, general design procedures, and digital/computer-aided
design. (NASAD Handbook 2010-11: IX-J-3-d (sic) and IX-K-3-c (sic, appended).
Interior Design Mission Statement:
The mission of the Interior Design Program at Winthrop University is to strive for a high
standard of design education in order to provide a learning environment that encourages the
development of highly competent interior design professionals at the baccalaureate level. The
program focuses on the ability (for students) to design quality interior environments that
contribute to the well-being and safety of individuals and groups along with incorporating a
concern for the environment and society at large.
Program Outcomes (From Council of Interior Design Accreditation Professional Standards)
Standard: Global Perspective for Design
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Student work demonstrates understanding of:
a) The concepts, principles, and theories of sustainability as they pertain to building
methods, materials, systems, and occupants.
Students understand:
b) the implications of conducting the practice of design within a world context.
c) how design needs may vary for a range of socio‐economic stakeholders.
Program Expectations
Standard: Human Behavior
The work of interior designers is informed by knowledge of behavioral science and human
factors.
Student Learning Expectations
a) Students understand that social and behavioral norms may vary from their own and are
relevant to making appropriate design decisions
Student work demonstrates:
b) the ability to appropriately apply theories of human behavior.2
c) the ability to select, interpret, and apply appropriate anthropometric data.
d) the ability to appropriately apply universal design concepts.3
Standard: Design Process
Entry‐level interior designers need to apply all aspects of the design process to creative
problem solving. Design process enables designers to identify and explore complex problems
and generate creative solutions that support human behavior within the interior
environment.
Student Learning Expectations
2
Refers broadly to how interior design impacts occupant well-being and performance.
3
Refers broadly to “the design of products and environments to be useable by all people to the greatest
extent possible, without the need for adaptation or specialized design.” Quote attributed to Ron Mace,
excerpted from North Carolina State University Center for Universal Design website.
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Students are able to:
a) identify and define relevant aspects of a design problem (goals, objectives, performance
criteria).
b) gather, evaluate, and apply appropriate and necessary information and research
findings to solve the problem (pre‐design investigation).
c) synthesize information and generate multiple concepts and/or multiple design
responses to programmatic requirements.
d) demonstrate creative thinking and originality through presentation of a variety of ideas,
approaches, and concepts.
Standard: Collaboration
Entry‐level interior designers engage in multi‐disciplinary collaborations and consensus
building.
Student Learning Expectations
Students have awareness of:
a) teamwork structures and dynamics.
b) the nature and value of integrated design practices.4
Standard: Communication
Entry‐level interior designers are effective communicators.
Student Learning Expectations
a) Students apply a variety of communication techniques and technologies appropriate to
a range of purposes and audiences.
a)
b)
c)
d)
e)
Students are able to:
express ideas clearly in oral and written communication.
use sketches as a design and communication tool (ideation drawings).
produce competent presentation drawings across a range of appropriate media.
produce competent contract documents including coordinated drawings, schedules, and
specifications appropriate to project size and scope and sufficiently extensive to show
how design solutions and interior construction are related.
integrate oral and visual material to present ideas clearly.
4
This involves an integrated team process in which the design team representing all disciplines (interior
design, architecture, construction, etc.) and all affected stakeholders (clients, community participants,
etc.) work together.
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Standard: Professionalism and Business Practice
Entry‐level interior designers use ethical and accepted standards of practice, are committed
to professional development and the industry, and understand the value of their contribution
to the built environment.
Student Learning Expectations
Students understand:
a) the contributions of interior design to contemporary society.
b) various types of design practices.5
c) the elements of business practice (business development, financial management,
strategic planning, and various forms of collaboration and integration of disciplines).
d) the elements of project management, project communication, and project delivery
methods.
e) professional ethics.
Standard: History
Entry‐level interior designers apply knowledge of interiors, architecture, art, and the
decorative arts within a historical and cultural context.
Student Learning Expectations
a) Students understand the social, political, and physical influences affecting historical
changes in design of the built environment.
a) Students understand:
b) movements and periods in interior design and furniture.
c) movements and traditions in architecture.
d) stylistic movements and periods of art.
e) Students apply historical precedent to inform design solutions.
Standard: Space and Form
Entry‐level interior designers apply elements and principles of two‐ and three‐dimensional
design.
Student Learning Expectations
Students effectively apply the elements and principles of design to:
a) two‐dimensional design solutions. 1
b) three‐dimensional design solutions. 1
5
Examples include sole proprietor, partnerships, etc.
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c) Students are able to evaluate and communicate theories or concepts of spatial
definition and organization.6
Standard: Color
Entry‐level interior designers apply color principles and theories.
Student Learning Expectations
Student work demonstrates understanding of:
a) color principles, theories, and systems.
b) the interaction of color with materials, texture, light, form and the impact on interior
environments.
a) Students:
b) appropriately select and apply color with regard to its multiple purposes.7
c) apply color effectively in all aspects of visual communication (presentations, models,
etc.)
Standard: Furniture, Fixtures, Equipment, and Finish Materials
Entry‐level interior designers select and specify furniture, fixtures, equipment, and finish
materials in interior spaces.
Student Learning Expectations
Students have awareness of:
a) a broad range of materials and products.
b) typical fabrication and installation methods and maintenance requirements.
c) Students select and apply appropriate materials and products on the basis of their
properties and performance criteria, including ergonomics, environmental attributes,
and life cycle cost.
d) Students are able to layout and specify furniture, fixtures, and equipment.
Standard: Environmental Systems and Controls
Entry‐level interior designers use the principles of lighting, acoustics, thermal comfort, and
indoor air quality to enhance the health, safety, welfare, and performance of building
occupants.
6
Across the curriculum, examples could include board layout, individual exercises, design solutions,
models, digital presentations, etc.
7
Examples of purposes include functional, behavioral, aesthetic, perceptual, cultural, and economic.
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Student Learning Expectations
Students:
a) understand the principles of natural and electrical lighting design.8
b) competently select and apply luminaires and light sources.
a) Students understand:
b) the principles of acoustical design.9
c) appropriate strategies for acoustical control.10
d) Students understand:
e) the principles of thermal design.11
f) how thermal systems impact interior design solutions.
Students understand:
g) the principles of indoor air quality.12
h) how the selection and application of products and systems impact indoor air quality.
Standard: Interior Construction and Building Systems
Entry‐level interior designers have knowledge of interior construction and building systems.
Student Learning Expectations
Student work demonstrates understanding that design solutions affect and are impacted by:
a) structural systems and methods.13
b) non‐structural systems including ceilings, flooring, and interior walls.
c) distribution systems including power, mechanical, HVAC, data/voice
telecommunications, and plumbing.
d) energy, security, and building controls systems.14
e) the interface of furniture with distribution and construction systems.
f) vertical circulation systems.15
8
Examples include color, quality, sources, use, control
9
Examples include noise control, sound distribution, speech privacy
10
Examples include material selection; white noise; space planning; floor, wall and ceiling systems.
11
Examples include mechanical system design, airflow, and occupant reaction to thermal variables.
12
Examples include pollutant source control, filtration, ventilation variables, CO2 monitoring, mold
prevention.
13
Examples include wood‐frame and steel‐frame.
14
Examples include energy management including HVAC, safety, and security.
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g) Students are able to read and interpret construction drawings and documents.
Standard: Regulations
Entry‐level interior designers use laws, codes, standards, and guidelines that impact the
design of interior spaces.
Student Learning Expectations
Students have awareness of:
a) sustainability guidelines.16
b) industry‐specific regulations.17
Student work demonstrates understanding of laws, codes, standards, and guidelines that
impact fire and life safety, including:
a) compartmentalization: fire separation and smoke containment.
b) movement: access to the means of egress including stairwells, corridors, exit ways.
c) detection: active devices that alert occupants including smoke/heat detectors and alarm
systems.
d) suppression: devices used to extinguish flames including sprinklers, standpipes, fire hose
cabinets, extinguishers, etc.
e) Students apply appropriate:
f) federal, state/provincial, and local codes.18
g) standards.19
h) accessibility guidelines.
15
Examples include stairways and elevators.
16
Examples include LEED, CHPS, Energy Policy Act 2005, California 01350.
17
Examples include health codes, regulations for government projects, regulations for education
projects including daycare, and regulations governing work in historic districts or on historic properties
18
Examples include the International Building Code (IBC) and the National Building Code of Canada
19
Examples include flammability and American National Standards Institute (ANSI).
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