Archived Assessment Report
| Program | Pre-Architecture Degree |
| Assessment Reporter | [email protected] |
| Theme | Practicing Community |
| Review Year | 2024-2025 - Final Report |
| Learning Outcome (or Gen Ed Essential Skill) | Focus Area |
|---|---|
| 1. Create multi-view, para-line, and perspective views, renderings, and physical models of original architectural designs for design conceptualization, schematic development, and presentation | Students who engage in creating multi-view, para-line, and perspective views, along with physical models and renderings of their original architectural designs, will demonstrate a significant improvement in their overall design conceptualization and schematic development skills compared to those who rely solely on 2D representations. |
| 4. Create designs with specific architectural conceptual goals and physical intention. | Students who incorporate specific architectural conceptual goals and physical intentions into their design process will report higher satisfaction with their final projects and receive better feedback from instructors regarding the clarity and effectiveness of their designs. |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population or Courses Assessed | Hypothetical Analysis/Target |
|---|---|---|---|
| 1. Create multi-view, para-line, and perspective views, renderings, and physical models of original architectural designs for design conceptualization, schematic development, and presentation | Assessment tool aims to evaluate the impact of multi-view, para-line, and perspective drawing techniques, as well as physical modeling and renderings, on students' architectural design skills. It specifically targets the enhancement of design conceptualization and schematic development through hands-on and visual approaches. | ARCH 2155 | 80% pass rate |
| 4. Create designs with specific architectural conceptual goals and physical intention. | After project completion, students will complete a satisfaction survey that prompts them to reflect on their experiences throughout the design process. Questions will focus on how well they believe their conceptual goals were met and their overall satisfaction with the final outcome. | ARCH 1122 | 80% pass rate |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Results | Reflection on Focus Area | Intepretation of Results |
|---|---|---|---|
| 1. Create multi-view, para-line, and perspective views, renderings, and physical models of original architectural designs for design conceptualization, schematic development, and presentation | 71% pass rate due to two students receiving a D which is a failure/non-pass in CTE courses | Students who earned a D had other factors that contributed to the grade (attendance, turning in assignments) | Overall, students were successful. |
| 4. Create designs with specific architectural conceptual goals and physical intention. | 100 percent pass rate Spring 24 | results support focus area | Students are learning needed skills |
| 1. Create multi-view, para-line, and perspective views, renderings, and physical models of original architectural designs for design conceptualization, schematic development, and presentation | |
|---|---|
| Describe the change that was implemented. | This has been our first attempt at using the "Universal Themes Assessment." I don't think the way the outcomes were aligned with the themes is the most appropriate. The pass rate isn't helpful in assessing student learning. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | We will use the portfolio in the future |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| 4. Create designs with specific architectural conceptual goals and physical intention. | |
|---|---|
| Describe the change that was implemented. | This has been our first attempt at using the "Universal Themes Assessment." I don't think the way the outcomes were aligned with the themes is the most appropriate. The pass rate isn't helpful in assessing student learning. |
| Type of Change |
|
| Change in Assessment Approach or Tools? | We will use the portfolio in the future |
| What data motivated the change? | N/A |
| Hypothesis about the effect the change will have? | N/A |
| Learning Outcome (or Gen Ed Essential Skill) | Description of Assessment Tool | Population of Courses Assessed |
|---|---|---|
| 1. Create multi-view, para-line, and perspective views, renderings, and physical models of original architectural designs for design conceptualization, schematic development, and presentation | Portfolio can be assessed for overall competency | ARCH 1115 |
| 4. Create designs with specific architectural conceptual goals and physical intention. | portfolio | ARCH final studio ARCH 2325 |
| Learning Outcome (or Gen Ed Essential Skill) | Summary of Second Round Results | Intepretation of Results, Pre- and Post-Change | Follow up questions, possible next steps |
|---|---|---|---|
| 1. Create multi-view, para-line, and perspective views, renderings, and physical models of original architectural designs for design conceptualization, schematic development, and presentation | All students provide evidence of progress towards mastering the skills of paraline and muti-view drawings, critical thinking is enhanced with these skills, as evidenced in external review and portfolio review. | ||
| 4. Create designs with specific architectural conceptual goals and physical intention. | Portfolios are wonderful too to demonstrate where students are at the moment of assessment. It collects all the semester's work, the labor of assembling the work, the conceptual threads that tie through multiple projects, and it benefits from the external reviewer comments as well as the re-editing of the projects for best possible demonstration. It still demonstrates a high pass rate, but with the added benefit of context. |
Describe any change in student achievement observed as part of this assessment process, and what led to those changes.
Year to year the students are similar. Over the lenght of the courses is where I see the imporvements. Students arrive and have no idea how to develop a single project. By the time they leave, they have an entire portfolio. that is a huge achievement. They have become more responcible stewards of the earth's resources and are able to take on difficult desing challanges.
Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?
To be completely honest, not really. I will redouble my efforts to maintain student portfolios. ARCH is introducing new courses that will help in improving the quality of the portfolios.
What did you learn about the teaching and learning of "Practicing Community" in your programs?
Architecture, by its very nature, is a community activity. It takes a truely vast collaboration to achieve built form. Part of teaching architecture is showing students how to navigate a multitude of variables from the site, materials, program, and regulations to arrive at a singular vision.
Describe any external factors affecting the program or affecting assessment of the program.
ARCH has suffered for years with a faulty cirriculum and confusing advisement. I think that this is improving as we move forward but it will be difficult to know until CCC has completed the cycle.