FASHION TECHNOLOGY
ANNUAL DEGREE PROGRAM ASSESSMENT, PLANNING AND BUDGET REPORT
2013-2014
Fashion Technology Program Description
Program Vision
The Fashion Technology Program seeks to be a fundamental resource to the community in soft goods
design and construction, by educating individuals for employment, retraining or entrepreneurship, by
responding to the business environment with product support and trained and trainable students and
graduates, by participating in cultural and service projects within and outside the College, and by
contributing to the College’s role in introducing and inspiring the student to challenge, commitment and
endurance.
Program Mission
The Fashion Technology Program mission is to provide basic training in soft goods production and
fashion design, including the technical skills required for job entry and retraining for the garment industry,
and the upgrading of garment construction, pattern making and current market skills for individuals and
entrepreneurs. “Soft goods” can include, but not limited to, apparel, accessories, textile, embellishment,
jewelry and interior design.
Contribution to UH Maui College Mission and Vision
The Fashion Technology Program is strongly focused on current learner needs and interests due to the
diversity of enrollment and to the laboratory format requiring students to execute individual projects in
every course, which makes personal attention a basic requirement and benefit of the program. The
discussion format of lecture and hands-on lab time promote interaction, sharing of resources and active
applied-knowledge enrichment.
1. Briefly respond in 100 words or less for each cautionary and/or unhealthy
Quantitative Indicator (II):
N/A
2. Industry Validation (check all that apply)(IV-A):
Advisory Committee Mtg(s) _ , How many? 0
Did Advisory Committee discuss CASLO/PLO? Yes __ No__
Coop Ed Placements √ , Fund raising activities/events √ , Service Learning __,
Provide program services that support campus and/or community √ , Outreach to public schools √ ,
Partner with other colleges, states and/or countries √ , Partner with businesses and organizations √
Other √ Describe: Job Placements: sales associate at boutique; alterations specialist for Maui Police
Department; independent contractor developing patterns & sewing samples for designer exhibiting at
trade show in Paris; technical designer for ERGOBaby; sample maker for ERGOBaby.
Fashion Shows for Special Events: MAMO wearable art event; IMUA Family Services
annual fund raiser; Coffee Festival; Hawaii Fashion Month presentation in Honolulu.
3. List PLOs (attach Program Map)(IV):
For the 2013-2014 program year, some or all of the following P-SLOs were reviewed by the program:
Fashion Technology Program Student Learning Outcomes
Assessed
this year?
1
2
3
4
5
6
7
PLO1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment
YES including terminology, tools and supplies; pattern identification; taking and calculating
measurements; pattern alteration; layout and cutting; sewing construction and garment fitting.
PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in
YES conveying design ideas on paper including identifying and sketching design details accurately
and in proportion to the figure or object.
no
PLO3: Demonstrate satisfactory proficiency in principles of pattern making, including
terminology, use of tools, and process of pattern development.
no
PLO4: Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to
special topic courses.
YES
PLO 5: Demonstrate satisfactory proficiency in the safe operation of sewing machines and
equipment.
no
PLO 6: Demonstrate satisfactory understanding of textile characteristics and end use.
no
PLO7: Demonstrate satisfactory understanding of principles of starting a small business.
4. Instrument used for assessment (check all that apply) (IV-B):
PLO1
FT 113-115
Sample technique notebook √ Sewing Projects √ Quizzes √
Equipment Operation √
PLO2
FT 111
Design Concept notebook √ Journal √ Research Paper √ Class Participation √
Fashion Design Project Presentation √
PLO2
FT 216
Sketching Journal √ Sketching exercises √ Fashion Design and Sketching
Project Presentation √
PLO5
FT 25
Sample technique notebook √ Cut, Lay, Sew Projects √ Quizzes √
Equipment Operation √
5. Which course or courses did you use to assess PLOs and CASLO (IV-C)?
PLO1
PLO2
PLO5
FT 113/115, Clothing Construction I and II
FT 111, Art and Design in Fashion and FT 216, Fashion Design and Sketching
FT 25, Ready-to-Wear Clothing Production
CASLO N/A
6. List strengths and weaknesses found from PLO assessment analysis (IV-E):
Results of Program Assessment
PLO1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment including
terminology, tools and supplies; pattern identification; taking and calculating measurements; pattern
alteration; layout and cutting; sewing construction and garment fitting. (FT 113/115, basic clothing
construction courses were assessed in Fall 2013)
Exceeds
Meets
Needs Improvement
No Proficiency
8
11
10
8
PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in conveying design
ideas on paper including identifying and sketching design details accurately and in proportion to the figure
or object. (FT 111, art in fashion course was assessed in Fall 2013)
Exceeds
Meets
Needs Improvement
No Proficiency
12
7
1
1
PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in conveying design
ideas on paper including identifying and sketching design details accurately and in proportion to the figure
or object. (FT 216, fashion sketching course was assessed in Spring 2014)
Exceeds
Meets
Needs Improvement
No Proficiency
8
4
0
3
PLO 5: Demonstrate satisfactory proficiency in the safe operation of sewing machines and equipment.
(FT 25, ready-to-wear production course was assessed in Spring 2014)
Exceeds
Meets
Needs Improvement
No Proficiency
10
2
2
2
The program coordinator was on personal leave for the Fall 2013 semester. All courses were taught by
lecturers. PLO1, FT 113/115, two basic clothing construction courses, stood out because of the
proficiency number in the last two categories. After speaking to the lecturer, he felt his grading was far
too critical for a beginning level course. It was his first time teaching the course and having to assess
sewing techniques and projects, he would have benefited from some guidance. Since he progressed to
be an accomplished sewer, his personal criteria was not reasonable. Another lecturer was consulted
when there was a question. He also mentioned that there were some experienced sewers who didn’t
want to change their sewing habits, which were not always the most professional way.
All the other courses in the PLO assessment for this year were taught by seasoned lecturers. The
numbers are consistent with previous years where results show that most students “exceed” or “meet”
the specific learning outcomes. Those that exceed have excellent work habits, are highly motivated and
put in hours in the open lab. Those that “need improvement” usually fall in that category because of
attendance, other outside priorities and time management.
The lab is kept open after scheduled classes for 10 to 15 non-compensated, additional hours per week.
Students who need extra time, fall behind, don’t own machines etc. have the benefit of a working space to
complete their projects.
7. List CASLO assessment findings highlights (attach CASLO report) (IV-E):
Fashion Technology Program was not available to participate in the CASLO project on Information
Literacy. The CTE report was read and the program will have input in the development of the ENG 100
course since there are writing skills required of fashion students.
8. Action Plan (III) and Next Steps (IV-G):
a. PLO
Lecturers who teach a course for the first time will need to meet regularly with the program coordinator to
discuss aspects of the course. Recommendations will be made on what to look for while evaluating
students based on determined learning outcomes.
Ongoing improvements or changes in the program are made based on student evaluations. Adjustments
focus on course content, course delivery, project criteria, equipment or other areas that need attention.
b. CASLO
Examples of technical, creative and research writing activities will be given to the English department so
the newly developed ENG100 course will address the needs of the fashion students.
Next year, the fashion program is interested and wants to be involved in Quantitative Reasoning
assessment.
c. Program improvement
As an educational institution, the Fashion Technology Program strives to maintain currency and often
looks ahead to identify upcoming trends. So, ongoing skill set and project modifications happen in all
courses. As demand arises, new special topics courses will be developed so students will have the skills
they require to fulfill their career goals. Students who graduate often return to take specialized courses
that weren’t offered when they were taking classes.
The program continues to seek out and incorporate real world experiences into courses as opportunities
become available. In the past, these special events were held outside of class and organized by the
Couture Club. In the future, due to the enormous time commitment outside of class, the events will be
built into special topics courses.
Ongoing relationships with graduates will continue to include alumni in special event activities. Graduates
who are established in the fashion industry participate in the program and students look up to them as
success stories. Some are asked to lecture based on their strengths and expertise.
A new buttonhole machine was purchased to replace a finicky 50 year old one. A computerized sewing
machine circuit board blew but the program has decided to replace it with a standard sewing machine
model due to the lack of a repair technician on the island. A technician in California is often consulted via
telephone and Thomas Hussey has assisted in many machine repairs over the years. Next year,
equipment needs will focus on replacing the “dead” sewing machine and on upgrading machine lights
with new fixtures and better quality light bulbs.
As time permits, other checklist items include:
- One section of the lab requires more electrical capacity to operate all the available machines during a
class session so an electrician will be needed to work on this job.
- Curriculum changes have always been on the list of “to do’s” and will hopefully get done in the next
year.
9. Chart of resource needs (IV)
Budget Request
Student help
Amount
8000.
Justification for how this will improve learning
Assist faculty & lecturers in class prop, remaking
patterns, lab organization, maintenance etc.
Assisting students in open lab
Equipment maintenance (27
machines, irons, stands, up to 40
yrs old)
1000.
Keep in working order to offer basic & advanced
courses
Lecturers (2 per semester, 1
class each)
14000.
To offer variety of different courses & support
full-time faculty assigned time
Supplies (sewing, patternmaking)
2000.
Basics needed to offer all garment construction
& patternmaking courses
Equipment replacement
2500.
Replace broken computerized machine