Archived Assessment 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. Also, the data collected in the first round...
Type of Change
Change in Assessment Approach or Tools?
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

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

Describe any change in student achievement observed as part of this assessment process, and what led to those changes.

Describe long-term changes in the program(s) that the assessment process led to, and what motivated those changes?

What did you learn about the teaching and learning of "Practicing Community" in your programs?

Describe any external factors affecting the program or affecting assessment of the program.

1. Contact & Program Identification