College: University of Hawaii Maui College
Program: Fashion Technology
The last comprehensive review for this program was on 2010.
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.
Part I. Quantitative Indicators
Overall Program Health: Cautionary
Majors Included: FT Program CIP: 19.0902
Program Year
Demand Health Call
10-1111-1212-13
1 New & Replacement Positions (State)
16 4
4
2 *New & Replacement Positions (County Prorated) 2
0
1
3 *Number of Majors
43.5 45.5 40
3a Number of Majors Native Hawaiian
11 12 10
3b Fall Full-Time
52% 48% 34%
3c Fall Part-Time
48% 52% 66%
3d Fall Part-Time who are Full-Time in System
0% 0% 0%
3e Spring Full-Time
44% 40% 19%
Unhealthy
3f Spring Part-Time
56% 60% 81%
3g Spring Part-Time who are Full-Time in System 0% 0% 0%
4 SSH Program Majors in Program Classes
402 428 356
5 SSH Non-Majors in Program Classes
234 130 103
6 SSH in All Program Classes
636 558 459
7 FTE Enrollment in Program Classes
21 19 15
8 Total Number of Classes Taught
14 12 11
Demand Indicators
Program Year
Efficiency Health Call
10-11 11-12
12-13
9 Average Class Size
15.1
15.7
14.3
10 *Fill Rate
100% 98.4% 88.7%
11 FTE BOR Appointed Faculty
1
1
1
12 *Majors to FTE BOR Appointed Faculty43.5
45.5
40
Healthy
13 Majors to Analytic FTE Faculty
28.0
41.0
32.7
13a
Analytic FTE Faculty1.6
1.1
1.2
14 Overall Program Budget Allocation
$96,136$94,422Not Yet Reported
14a
General Funded Budget Allocation$95,835$88,113Not Yet Reported
Efficiency Indicators
14b
Special/Federal Budget Allocation$0
14c
Tuition and Fees$0
15 Cost per SSH
$151
16 Number of Low-Enrolled (<10) Classes 2
*Data element used in health call calculation
$0
$6,302
$169
1
Not Yet Reported
Not Yet Reported
Not Yet Reported
2
Last Updated: October 3, 2013
Program Year
Effectiveness Health Call
10-11
11-12
12-13
17 Successful Completion (Equivalent C or Higher)74% 73%
68%
18 Withdrawals (Grade = W)
12
4
9
19 *Persistence Fall to Spring
80.9%85.7%
72%
19aPersistence Fall to Fall
60.4%
20 *Unduplicated Degrees/Certificates Awarded 5
6
7
20a
Degrees Awarded2
5
4
20b
Certificates of Achievement Awarded2
1
1
Cautionary
20c Advanced Professional Certificates Awarded0
0
0
20d
Other Certificates Awarded2
0
3
21
External Licensing Exams Passed
Not ReportedN/A
22 Transfers to UH 4-yr
2
0
1
22a
Transfers with credential from program1
0
1
22b
Transfers without credential from program 1
0
0
Effectiveness Indicators
Distance Education:
Program Year
Completely On-line Classes
10-1111-1212-13
23Number of Distance Education Classes Taught
0
0
0
24Enrollments Distance Education Classes
N/A N/A N/A
25Fill Rate
N/A N/A N/A
26Successful Completion (Equivalent C or Higher)
N/A N/A N/A
27Withdrawals (Grade = W)
N/A N/A N/A
28Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A
Perkins IV Core Indicators
Goal Actual Met
2011-2012
291P1 Technical Skills Attainment 90.00 91.67 Met
302P1 Completion
50.00 41.67 Not Met
313P1 Student Retention or Transfer74.25 76.00 Met
324P1 Student Placement
60.00 77.78 Met
335P1 Nontraditional Participation
N/A N/A
N/A
345P2 Nontraditional Completion
N/A N/A
N/A
Program Year
10-1111-12 12-13
35Number of Degrees and Certificates
5
36Number of Degrees and Certificates Native Hawaiian
3
37Number of Degrees and Certificates STEM
Not STEM
38Number of Pell Recipients
24
39Number of Transfers to UH 4-yr
1
*Data element used in health call calculation
Performance Funding
Last Updated: October 3, 2013
Part II. Analysis of the Program


Data in standard employment reports are so general that most jobs where program graduates are working get
buried. Just one job title is listed: “tailor, dressmakers, sewers”. Drilling down would include fashion jobs in:
retail sales and marketing (designer boutiques, department stores, jewelry stores, galleries), entertainment and
tourist industries (uniforms/costumes), interior and outdoor furnishings, educational institutions, and
entrepreneurship.
Student demand has changed recently with younger students whose goals lean toward entrepreneurship,
compared to older students with other obligations who attend on a part-time basis. Program has seen students
returning to the program having taken classes years ago.





Employment is readily available. Calls to the program every week request students for assistance with pattern
making and grading, sample sewing, custom sewing, fashion illustration, jewelry production, and retail fashion
sales/merchandising.
Fill rate at 88.7% reflects a drop from the previous year because many students are part-time; but first year
classes continue to close early in the registration process and often have a waitlist. Advanced course fill rate is
based on successful completion of the basics so those often are not filled to capacity.
A weakness is that there is just one full-time faculty member who doubles as instructor and program coordinator,
supplemented by one to two lecturer-taught classes per semester. Lecturers are needed with new and different
ideas to expand offerings and increase program breadth, and to support assigned time activities.
Many donations from the sewing community provide daily instructional supplies: G-funds are minimal, special
design projects get funded with community and UH Foundation donations.
Effectiveness as measured by successful course completion dropped to 68% from the preceding year.
Persistence from Fall to Spring semester also dropped from 85.7% from 72%. More students are attending fulltime and receiving financial aid, thus there is an obligation to successfully complete each semester. That poses
a challenge for some.
Difficulties encountered in the program are with students who are challenged to learn due to their "disability".
There are not enough resources on campus to provide one-on-one time with students who require closer
attention. When a course has five to seven students who require individualized attention, the results pose many
course challenges--slows down pace of course so cannot evenly pace semester lessons, disruptions affect other
students; instructor has to manage their mood disruptions, slower learning pace, demanding nature. Ultimately, it
is not good for those students challenged by a structured learning environment because they are always anxious
trying to keep up with the course rigor and concepts since focusing and time management affect how prepared
and how they function in class.



The program leaves the sewing lab open nine to twelve additional hours each week for those who need extra
time or need to make up lessons missed. It is unfortunate that the challenged students rarely take advantage of
the opportunity to get more individualized attention.
More students are seeking completion, so over the last 3 years, the number graduating has creeped up to 7 this
year. Closer tracking of majors by the program counselor and coordinator should continue to add to increased
graduation rates in the future. In addition, some colleges require that students who want to enter into a
Bachelors program outside the UH system need to have a two-year degree before being accepted.
There was one student known to have transferred to a four year institution, but there are two students planning to
transfer in the near future.
Significant Program Activities




Recruited a new lecturer with to teach the Fashion Show Production course. He is a graduate of the program,
participated in every fashion event since he started in the program and well respected because of his presence in
the classroom and avante garde designs.
Currently, two lecturers supplement one full-time faculty position who is also responsible for program
coordination. In addition, faculty conduct open lab hours, averaging ten hours per week, each semester. During
special events, open labs are extended into evening and weekend hours.
To maintain real world experiences and working with the fashion industry, several significant events were
produced -- fashion show in conjunction with Macy's preview of their spring fashions; annual UHMaui student
designer fashion show, Diversite; and exhibition of exclusive old Hollywood glamour student creations for the
IMUA Family Services fundraiser, Fantasia Ball, at the Grand Wailea. (See Assessment section)
Met with UH Manoa apparel design program to review and agree upon transfer courses. Modifications of courses
will be made next year.
Part III. Action Plan
- Continue seeking new majors by increasing high-demand clothing construction offerings and developing special topics
courses.
- Continue to find and create activities to provide majors with incentives and opportunities to show their work (fashion
shows and exhibits), interact with outsiders (community participation) and learn from each other’s experiences (joint
productions and contests), utilize alumni as mentors in courses and events. Ultimately, goal is to promote the
program
and it's presence at the college.
- Continue to seek professional opportunities for students to test market their designs and styling, along with advice and
guidance from industry insiders.
- Continue to work closely with program counselor to track new transfer and continuing students.
Part IV. Resource Implications
- Continue supporting lecturer pool with broader skills and non-traditional backgrounds
- Replace ageing equipment as needed. Program has been buying used equipment from a reliable source in LA so
able
to buy more with limited resources available.
- Continue support for a student assistant(s) to help program teachers with course preparation; sewing samples; clerical
jobs; monitoring the sewing lab and operation of the sewing machines; tutors other students; and serving as a student
ambassador for the program. Student assistants are chosen carefully and trained to provide consistent information
and continuity for student progression through the program until graduation. At any given time, that student can
answer questions about the program and assist in instructional activities if called upon.
- If the demand for more classes increases, need to find a classroom outside of Hookipa to offer lecture only classes.
- There continues to be an increasing enrollment of special needs students who require additional time and assistant
inside and outside of normal class hours. College needs to find funds to hire students to assist and tutor to work
one- on-one with these students. Emotional, psychological, and cognitive issues affect classroom timing, cause
disruptions, an unfairness feeling from other students and creates stress on instructors.
Program Student Learning Outcomes
For the 2012-2013 program year, some or all of the following P-SLOs were reviewed by the program:
Assessed
Program Student Learning Outcomes
this year?
PLO1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment including terminology,
1
No 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 conveying design ideas
2
No
on paper including identifying and sketching design details accurately and in proportion to the figure or object.
PLO3: Demonstrate satisfactory proficiency in principles of pattern making, including terminology, use of tools,
3 Yes
and process of pattern development.
PLO4: Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to special topic
4 Yes
courses.
5
No PLO 5: Demonstrate satisfactory proficiency in the safe operation of sewing machines and equipment.
6 Yes PLO 6: Demonstrate satisfactory understanding of textile characteristics and end use.
7
No PLO7: Demonstrate satisfactory understanding of principles of starting a small business.
A) Evidence of Industry Validation
The best validation is when the fashion industry requests interns or potential employees based on the program
reputation. These businesses are always willing to assist as a resource if called upon. Partnerships that were formed 30
years ago are still maintained to date. In addition, requests are received from community non-profit and business
organizations to coordinate fashion productions for their special event. Students who graduate can always find
employment here and away based on the knowledge and skills acquired at UHMaui College.
Although students rarely desire the job title of "seamstress", they found the following data encouraging for the industry.
At the end of 2011, TIME magazine recognized that even during a recession, sewing machine operators commanded a
15% increase in wages. They are also enthusiastic knowing that the importance of the fashion industry is recognized by
Governor Abercrombie. He is seen at many of the fashion events and continues to actively work towards bringing
garment manufacturing back to the island as an industry that once thrived as one of the top three in Hawaii. The Fashion
Technology program maintains it's mission and will support his initiative.
B) Expected Level Achievement
The Fashion Technology Program expects students to perform to the best of their ability. Each student is treated as an
individual with different personalities, learning styles, life experiences, goals and motivation levels. The program provides
the information, skills, creative activities, real-world opportunities, guidance and support. It is the responsibility of the
student to take advantage of this learning opportunity and succeed. Often times, success is defined differently for each
student.
Ultimately, would like all students to exit the program with knowledge and ability to:





use appropriate industry terminology
apply design and sketching to creative production
utilize sewing and pattern making skills
use a variety of tools and equipment related to the fashion industry
be resourceful and utilize critical thinking
In addition, would like them to possess skills that will make for successful individuals:




be responsible, reliable, organized
be able to manage time and tasks
be curious, open minded and an independent thinker
be willing to accept challenges
C) Courses Assessed
PLO3 was assessed in Spring 2013 semester. The Flat Patternmaking courses, FT 215 and 217, with the following
course learning outcomes were used:
FT 215
- understand the fundamental theory of developing flat patterns using the 1/2 scale sloper.
- apply the 3 flat pattern principles in developing a variety of garment details.
- construct a sample in muslin using the paper pattern they develop
- analyze the fit and the design details of the muslin sample on a 1/2 scale dressform.
FT 217
- take accurate body measurements and alter a basic sloper pattern.
- construct a basic sloper or fitting shell in muslin and oaktag.
- apply flat pattern techniques in designing garments.
- apply mass production construction techniques appropriate to the design.
- analyze and achieve a well-fitting garment.
PLO4 was assessed in Fall 2012 and Spring 2013 semesters. Three FT 90 courses were offered with the following
course learning outcomes being used:
FT 90 -- Special Topics-Design Studio
- explore advanced pattern design concepts and construction techniques
- explore creative avenues in garment design
- fine-tune body measuring and fitting skills
- focus on neatness and accuracy in workmanship
FT 90 -- Special Topics-Fashion Show Production
- develop a logical detailed plan for the production of a fashion show
- devolop an organizational chart for a specific type of show naming the target audience
- formulate a theme for the show production
- identify committee responsibilities
- prepare guidelines for the selection of models, garments and accessories including organizing a lineup and writing
commentary
- advertise and execute a fashion show
FT 90 -- Special Topics-Sewing with Knits
- understand terminology specific to knit fabrics.
- understand the difference between knit and woven fabrics.
- select and apply garment construction techniques using equipment appropriate for various types of knit fabrics.
- select and apply sewing notions and trims appropriate for various types of knit fabrics.
- construct garments using a variety of different knit fabrics.
PLO6 was assessed in Fall 2012 semester. The Fabric Analysis course, FT 40 with the following course learning
outcomes was used:
FT 40
- identify and explain terminology related to the textile industry.
- identify a variety of natural and man-made textiles by fiber content and fabric characteristics.
- understand the stages of textile development and analyze how it affects the handling, wearing and caring of finished
products.
- be an informed consumer when purchasing a textile product.
D) Assessment Strategy/Instrument
FT 215/217 Flat Pattern Making I and II
Final assessment tools included: Attendance, development of paper patterns and muslin sample, quizzes, sloper and
product development.
Students were evaluated on the following course work.
- develop 1/2 scale patterns for a variety of designs using flat pattern making theory
- constructing a variety of garment details to fit the 1/2 scale dressform
- pattern making written and practical exams
- develop a basic set of full-scale slopers for the individual student. Skills evaluated are taking accurate body
measurements; altering a commercial basic pattern to fit their body; constructing the sloper in fabric; fitting the sloper
and making adjustments on the paper pattern; making the final set of slopers in oaktag
- complete 6 garments in both classes. Including paper patterns, sewn garment and written paperwork.
- students are required to keep records for pricing the garment, including fabric and notions used; and time spent on
each project.
- students are required to write a personal evaluation of the various stages of the construction process and overall final
outcome.
FT 90 Special Topics: Design Studio
Final assessment tools: Assessment tools varied according to the Special Topics offered. Included attendance,
specialized construction techniques and product
development.
Students were evaluated on the following course work in Design Studio:
-Development of a standard pant sloper focusing of taking body measurements; drafting the sloper pattern; constructing
the garment in muslin; fitting the muslin; transferring fitting alterations to the pattern; making a final oaktag pattern,
labeling all pattern pieces.
-Additionally, students are given specific design challenges and must incorporate them into each project.
Challenges vary and these are a few examples.
- working in groups as a design team to develop a fashion line
- incorporating multiple creative design details based on a theme
- working with a certain body type, ie. Plus-size woman
- all students are given the same fabric(s) to design an outfit
- use existing garments to deconstruct and re-make into “new” design
- design garments that could be sold at a chosen retail outlet
-Students must present a sketch of the garment design.
-Completion of 3 outfits following the correct method of developing paper patterns for the individual student design;
selecting fabrics, notions, findings needed to complete the garment; cutting out patterns in fabric; selecting appropriate
sewing methods in constructing the garment; fitting the garment to the body as the process progresses while making
necessary changes in the sewing and patterns; presenting the finished garment either in a display or a fashion show.
-Students are required to keep records for pricing the garment, including fabric and notions used; and time spent on
each project.
-Students are required to write a personal evaluation of the various stages of the construction process and overall final
outcome.
FT 90 Special Topics: Fashion Show Production
Final assessment tools: Assessment tools varied according to the Special Topics offered. Included attendance,
discussion, field trip, group activities.
Students were evaluated on the following course work in Fashion Show Production:
- Notebook -- in-class activities, calendar and worksheets based on organizational chart of event activities, chapter
questions from textbook
- field trip activities
- model recruitment - taking body measurements, scheduling hair and make-up appointments, fittings, line-up
- developing, organizing and producing a variety of fashion events:
- Macy’s Spring fashion promotion, in-store fashion show
- IMUA Family Services Fundraiser at Grand Wailea, Fantasia Ball featured gowns designed by 2nd year students and
alumni
- UH Maui College Annual Student Designer Fashion Show, on campus
FT 90 Special Topics: Sewing with Knits
Final assessment tools: Assessment tools varied according to the Special Topics offered. Included attendance,
specialized construction techniques and application to product
development.
Students were evaluated on the following course work in Sewing with Knits:
- Understanding of basic terminology, fabric handling when cutting and sewing, machine needles, understanding stretch
factors and how knits differ from wovens.
- Operating equipment used for sewing knits.
- Research online resources for fabrics, patterns and notions used in sewing knits.
- Identification of a variety of knit fabric swatches and understanding each characteristic and fabric property
- Samples notebook of construction techniques for various types of knits-special seams, hems, edge finishes, elastic
application
- PROJECTS – include cost sheet & written project evaluation for each project.
1. t-shirt, top or dress with ribbing and using a stabilizer in the shoulder seam
2. garment using a heavy knit, like fleece, velour or sweater knit
3. lingerie set with lace trim, using a tricot or jersey knit
4. panty with elastic and/or stretch lace
5. bathing suit using 4-way stretch knit
-FINAL PROJECT with established criteria and oral presentation
FT 40 Fabric Analysis
Final assessment tools included: attendance, weekly homework assignments, quizzes/exams, and participation in handson workshops.
Students were evaluated on the following course work in Fabric Analysis:
-Weekly, written questions and answers for each chapter.
-Homework assignments focused on table-top testing of yarns, fabric and fabric care.
-In-class hands-on workshops. Ie. knitting, weaving, dyeing, printing
-Participation in weekly online discussions/chats.
-Written exams
E) Results of Program Assessment
PLO3: Demonstrate satisfactory proficiency in principles of pattern making, including terminology, use of tools, and
process of pattern development. (FT 215/217, both Pattern Making I and II courses were assessed in Fall 2012)
Exceeds
Meets
Needs Improvement
No Proficiency
2
2
2
2
(FT 215)
3
3
0
2
(FT 217)
PLO4: Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to special topic courses.
(FT 90, 3 Special Topics courses were assessed. Fall 2012, Design Studio and in Spring 2013, Fashion Show Production
and Sewing Knits)
Design Studio --Exceeds
5
Meets
2
Needs Improvement
5
No Proficiency
4
Fashion Show Production --Exceeds
Meets
6
2
Needs Improvement
2
No Proficiency
4
Sewing Knits --Exceeds
6
Needs Improvement
1
No Proficiency
4
Meets
4
PLO 6: Demonstrate satisfactory understanding of textile characteristics and end use.
(FT 40, Fabric Analysis hybrid course was assessed in Fall 2012)
Exceeds
3
Meets
7
Needs Improvement
1
No Proficiency
5
The Fashion Technology program attracts a variety of students comprising of degree seeking, skills upgrading and
transfer students. Some semesters have highly motivated and ambitious students with serious goals and other times, not.
Students are challenged to meet technical, creative, problem solving and personal goals. Since fashion is a fast moving,
constantly changing and competitive field, students who cannot keep up in their coursework, often find that this is not the
career for them. They often realize this in the foundation courses.
Students are often interested in the design of projects, rather than the sewing, which they believe will be outsourced to
others. However, the reality is that if they don’t understand the fundamental construction and techniques used to
assemble a garment, their designs are limited and often not economical or practical for production. The Fashion
Technology Program focuses on the technical aspects of clothing production but includes introductory skills in all stages
of designing clothing/products so students are familiar with the entire process of product development.
The assessment results show that most students "exceed" or “meet” the specific learning outcomes. Those that exceed
usually have prior experience or are highly motivated. Those that “need improvement” usually fall in that category
because of attendance and time management. The program has a strict attendance policy. If students are tardy twice,
that is equal to one absent. Once they have four absences, their end of semester grade automatically drops one entire
grade. Some students find it difficult to juggle activities in their lives and prioritize finances so often come unprepared for
projects. That sets them behind on due dates and the quality of finished garments.
There was an increase, from last year, in courses that show "no proficiency" or a "D" of "F" grade. Having reviewed this,
the majority of the students were on financial aid and either coming to school because of a court order due to drug
rehabilitation or release from jail; had psychological and emotional disabilities; or had family/personal situations where
education wasn't a priority. This issue seems to be ongoing and increasing requiring intervention by counselors and
program coordinator. It negatively impacts and causes disruption in the course/program, causes anxiety for
students/lecturers and needs to be addressed. The resulting experience for these students is usually not positive, only
adding to their life challenges.
In any case, the rigors and policies of the program remain the same.
F) Other Comments
Students are highly encouraged to take on leadership roles, promote the UHMaui fashion program, participate in the
community and network with fashion groups.
Activities or events that fashion students and lecturers have participated in:
- Couture Club, active membership of 15 fashion students. Year activities included, two fund raising events,
workshops, fashion show in
conjunction with art club display in library.
- 15 students went on a fashion tour to Oahu to visit the garment industry and attend the HonCC and UHManoa
student designer fashion shows.
- Six student ambassadors for the fashion program were invited to present at the Lanai Intermediate/High college and
career fair.
- Goodwill "Invite Night", grand opening reception for Maui store.
- Koa Johnson, graduate and lecturer, featured in ARTMixx event at the Maui Arts and Cultural Center
- Emily Villanueva, graduate and lecturer, volunteer at the Kihei Boys & Girls Club teaching sewing; and presenter for
UHMaui Edventure, College for Kids program
G) Next Steps
Planned changes to improve student learning--As an educational institution, the 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 student will have the skills they require to fulfill their career goals. At the same time, even students who
graduate, still return for these specialized courses.
Also, program continues to seek out and incorporate real world experiences as opportunities become available.
Results of changes from prior years--

Offering of a course specifically for producing fashion shows was successful. Student designers could focus on
producing the garments while other students experienced the planning and execution of the fashion event. (See
section on Assessment Strategy)
Established Couture Club decided to focus on fashion promotion in conjunction with the offering of the Fashion
Show Production course. Membership continues to be very active in promoting the fashion program, organizing
events, participating in community service events and producing fashion shows.
How assessment supports program goals and future planning---
Assessment process provides validation on the efforts and success of the program. If any of the evidence indicates
instability, it will be addressed. Changes will be analyzed, designed and decided upon to maintain currency and have
positive outcomes.
Curriculum changes resulting from student evaluation comments; and articulation meetings with HonCC and UHManoa
fashion programs.
1) Change course numbers to reflect articulation agreement. UH Manoa Fashion Design and Merchandising
Program has agreed to accept UHMaui FT 40 for transfer for students who desire a bachelors degree. New
course number and title will be FT 221, Textiles I
2) Increase credits for FT 125 course, per HonCC articulation.
3) Students requested classes related to interior design, so a Special Topics will be offered in Fall covering home
furnishings.
Program strengths and weaknesses--Early in the semester, a family environment is established so many students become fully engaged in all facets of the
learning process whether it be classroom work or extra curricular activities. This is evident based on the fact that they
never want to leave the classroom environment and their willingness to participate in any outside classroom activity that
becomes available.
For the Special Topics courses, students are given a direct roll in determining which course will be offered the following
semester. They campaign for the course and the one receiving the most votes is the one selected.
Difficulties encountered in the program are with students who are challenged to learn due to their "disability". There are
not enough resources on campus to provide one-on-one time with students who require closer attention. When a course
has five to seven students who require individualized attention, the results pose many course challenges--slows down
pace of course so cannot evenly pace semester lessons, disruptions affect other students; instructor has to manage their
mood disruptions, slower learning pace, demanding nature. Ultimately, it is not good for these special needs students
because they are always anxious trying to keep up with the course rigor and concepts since focusing and time
management affect how prepared and how they function in class.
The program leaves the sewing lab open nine to twelve additional hours each week for those who need extra time or need
to make up lessons missed. It is unfortunate that the challenged students rarely take advantage of the opportunity to get
more individualized attention.