Apparel Merchandising and Product

Development

School of Family and Consumer Sciences

2000-2001 Academic Year Assessment Report
The Apparel Merchandising and Product Development (AMPD) program prepares
students for entry-level careers in the fashion industry. The curriculum focuses on the
development, merchandising, and evaluation of apparel products. Courses provide
knowledge about textile products, evaluation techniques, computer applications used in
the fashion industry, product development strategies, and the social and cultural factors
that influence consumption and production of textiles and apparel. Teaching strategies
encourage the development of critical thinking, analytical, communication, and
management skills.

Learning Outcomes for Undergraduate Majors

Apparel Merchandising and Product Development students will:

1. Apply aesthetic principles of design to the development, selection, and evaluation of

apparel and other textile products as well as create aesthetic retail environment.

2. Develop a global awareness of the social, economic, technological, cultural and

aesthetic factors influencing trends in design, merchandising, production, distribution,
and consumption of textiles and apparel. *

3. Recognize the interrelationships of off-shore and domestic sources of textiles and

apparel in meeting world consumer demand. *

4. Understand the impact of regulations, laws, and trade agreements on manufacturers,

retailers, and consumers. *

5. Develop sensitivity to ethical aspects of decision-making processes and develop a

personal code of ethics and problem resolution.

6. Recognize relationships among aesthetic, cultural, economic, historic, psychological,

sociological, and technological factors as a basis for understanding trends in fashion.

7. Demonstrate logic in solving analytical problems through location of appropriate

supporting information and materials, evaluation of the information, and critical
interpretation of results.
8. Apply knowledge of interrelationships among factors (materials, design, quality
standards, production methods, profitability, end use, and consumer expectations) related
to product development for specific target markets. *

9. Understand the activities and technical and analytical skills involved in careers in the
textile and apparel industry and related fields.

10. Know textile and apparel terminology as used in scientific, business, and consumer
communities.

* Learning outcomes that received particular attention during AY 2000-2001

Assessments Made and Data Collected

1. As a result of AY 1999-2000 assessment activities, a new course was added to the

curriculum, AMPD 451, Global Issues in Textile and Apparel, to strengthen learning
outcomes 2, 3, and 4. Assessment of the effectiveness of the course was evaluated by
analyzing student evaluations completed by the 35 students enrolled in the class. The
course was offered for the first time Spring semester 2001.

2. A revised and expanded final project was included in the AMPD 414 class, Product
Development, to strengthen learning outcome 8 as suggested after AY 1999-2000
assessment activities. It included a visual and written presentation of all the components
essential to developing products for specific target markets. Assessment of the learning
outcome was based on evaluation of the final project completed by the 35 students
enrolled in the course.

3. In May 2001, graduating seniors completed an exit survey to evaluate how effective
the AMPD program had been in helping them achieve the learning outcomes. Twenty
students completed the survey during one of their senior level AMPD class periods.

4. On-site supervisors of students who participated in a cooperative education experience

(coop) or internship provided external assessment of the learning outcomes. Supervisors
were asked to provided written ratings of the students on a number of criteria related to
the learning outcomes, but especially numbers 5, 7, 9, 10. Students were also asked to
rate the coop experience on a number of factors including learning related to outcomes 5,
9,10. Fifty students completed a coop experience and/or internships in AY 2000-2001.
Complete results of this year's assessment are available at the coop office.

5. The AMPD faculty members used a variety of techniques to conduct internal

assessment of learning outcomes including evaluation of exams (learning outcomes
number 2, 3, 4, &10), team projects (#5, 7), presentation boards (#1, 8), oral and written
assignments (#2, 3, 6, 9, 10), literature reviews (#2, 9, 10), case studies (#5, 8),
simulations (#3,4,10), and computer projects (#7, 8).
6. The AMPD faculty members continued to conduct internal assessment of the
curriculum to ensure students are successful in attaining the expected learning outcomes.

Results and Conclusions from Analysis of Assessments.

1. Student evaluations of AMPD 451 indicated 91% of the students believed they gained
knowledge about the concepts, principles, and theories of global issues, trade, and
regulations affecting the textile and apparel industries. This directly relates to learning
outcomes #2, 3, and 4.

2. Instructor evaluation of the final project in AMPD 414 indicated improvement in

student learning related to applying knowledge of the interrelationships among factors
related to product development for specific target markets (learning outcome 8). The
project will be revised as necessary and continued as part of the class requirements.

3. Results of the exit survey indicated the majority of the students agreed or strongly
agreed that the program helped them achieve the learning outcomes identified by the
AMPD program. Highest rated learning outcomes were #2 (100%), #10 (94%), and #5
(92%). The lowest rated learning outcomes with 83% agreement each were #3, 6, 7, and
8.

4. The external data from the coop and intern supervisors suggests students are successful
in demonstrating learning outcomes 5, 7, 9, 10. Over 90% of the responding supervisors
stated the students meet or exceeded the requirements for ethical behavior, judgement,
ability to solve problems, ability to question and evaluate critically, knowledge of subject
matter and procedures, quality of work performed, and performance of job.
Students evaluated the coop experience as very helpful in developing professional skills
(79%), practicing ethical behavior (64%), and learning about career paths (100%). These
skills are directly related to learning outcomes 5, 9, 10.

5. Results of the internal assessment of the learning outcomes suggest that overall the
program is doing well on assessment. Strategies for strengthening the level of learning
outcome 6 needs to addressed. Continuing to incorporate technology into classes where
appropriate is essential for the success of our students.

6. Results of internal curriculum assessment indicate a need to identify prerequisites for a

number of upper-level courses. Additionally, to maintain the quality of the program,
criteria for entry into the AMPD major must be established.

Actions Taken Based on Findings

1. AMPD 451, Global Issues in Textiles and Apparel, will be required of all majors who
enter the program in AY2001-2002.
2. The project designed for AMPD 414, Product Development, will be revised as
necessary and continued as part of the class requirements.

3. Based on the positive response from both employers and students on the effectiveness
of coop experiences on student learning outcomes, at least one coop experience (and
perhaps more) will be required for all AMPD majors. Currently, only students completing
the degree with the marketing minor option are required to complete a coop. Those
choosing the Fashion Institute of Technology option are not.

4. Strategies were discussed to strengthened student achievement of learning outcome 6.

One suggestion was to develop a new course or restructure an exiting course to focus on
the theories and techniques used in predicting fashion trends.

5. Based on the internal assessment of the curriculum, proposals are being written to
add/change prerequisites of upper-level classes and to establish criteria for admission to
the AMPD major. They will be submitted for approval during fall semester 2001.

6. AMPD faculty members will include relevant learning outcomes in course syllabi and
other assignments beginning fall 2001.