FLORIDA INTERNATIONAL UNIVERSITY STUDENT LEARNING OUTCOME ASSESSMENT 20102011 ACADEMIC

1 664354DOC TRAINING MODULE FLORIDA ATLANTIC UNIVERSITY1 OFFICE FOR
1042005 UNIVERSITY OF SOUTH FLORIDA DEPARTMENT OF PSYCHOLOGY SPACE
12006 SW 64 ST MIAMI FLORIDA 33183 TEL3052799770 EMAIL

2 C FLORIDA INTERNATIONAL UNIVERSITY OFFICIAL UNIVERSITY PROCEDURE UNIVERSITY
2006 Florida Legal Issues Survey Government Benefits and Healthcare
26 UNIVERSITY OF FLORIDA DEPARTMENT OF ELECTRICAL AND COMPUTER

Expanded Statement of Institutional Purpose

Florida International University: Student Learning Outcome Assessment 2010-2011

Academic Unit: College of Architecture and the Arts Page 8

Degree Program: Bachelor of Landscape Architecture Professional Curriculum degree prepares its graduates to embark on fulfilling careers with the necessary knowledge and competence to work in a broad range of environments. Curricular requirements are the same as for the MLA Professional degree. Full program accreditation was received in summer 09.

Link to Unit’s Mission: The Bachelor program focuses on the development of the basic knowledge, skills and abilities appropriate to the practice of landscape architecture, with a special emphasis on tropical and sub-tropical landscapes. Our goal is to educate individuals who can serve and lead the community in the enhancement of the quality of life through aesthetic, meaningful and sustainable design of the physical environment. The program is dedicated to advance the profession of landscape architecture. Curriculum and program opportunities enable students to pursue academic interests consistent with institutional requirements and entry into the profession.

NOTE: The program and other bachelors programs within the CARTA College will not be admitting new students and are currently in the process to Teach-Out those who remain.

Student Learning Outcome (Stated in Measurable Terms)	Assessment Method	Results (Data Summary and Analysis)
Knowledge Acquisition Students are able to produce designs that include core knowledge skills and applications of landscape architecture: design (including inventory and analysis) landscape architectural history, theory, values, ethics, practice, and planning.	Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric. The 3 measures used are: Below Expectations, Meets Expectations, Exceeds Expectations Procedure: In the Design 8 studio (capstone for degree) students present their work graphically and verbally to professionals from the outside community and to faculty from the discipline and or related professions. The panel evaluates all student works presented using a Design Review Evaluation rubric that measures each competency. The results of the evaluation are provided back to the faculty as a tool for review and discussion. The review panel is composed of outside professionals and members from the faculty. The scores are used internally for program review and discussion and reported as part of a required annual self-evaluation accreditation program review submitted in May to the Landscape Architectural Accreditation Board (LAAB).	NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.
Use of Results for Improving Student Learning
NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Student Learning Outcome

(Stated in Measurable Terms)

Assessment Method

Results

(Data Summary and Analysis)

Knowledge Acquisition

Students are able to produce designs that include core knowledge skills and applications of landscape architecture: design (including inventory and analysis) landscape architectural history, theory, values, ethics, practice, and planning.

Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric.

The 3 measures used are:

Below Expectations, Meets Expectations, Exceeds Expectations

Procedure: In the Design 8 studio (capstone for degree) students present their work graphically and verbally to professionals from the outside community and to faculty from the discipline and or related professions. The panel evaluates all student works presented using a Design Review Evaluation rubric that measures each competency. The results of the evaluation are provided back to the faculty as a tool for review and discussion.

The review panel is composed of outside professionals and members from the faculty.

The scores are used internally for program review and discussion and reported as part of a required annual self-evaluation accreditation program review submitted in May to the Landscape Architectural Accreditation Board (LAAB).

NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Use of Results for Improving Student Learning

NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Student Learning Outcome (Stated in Measurable Terms)	Assessment Method	Results (Data Summary and Analysis)
Communication Skills Student works presented demonstrate evidence of the appropriate skills in communication of written, verbal and visual applications.	Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric. The 3 measures used are: Below Expectations, Meets Expectations, Exceeds Expectations Procedure: In the Design 8 studio (capstone for degree) students present their work graphically and verbally to professionals from the outside community and to faculty from the discipline and or related professions. The panel evaluates all student works presented using a Design Review Evaluation rubric that measures each competency. The results of the evaluation are provided back to the faculty as a tool for review and discussion. The review panel is composed of outside professionals and members from the faculty. The scores are used internally for program review and discussion and reported as part of a required annual self-evaluation accreditation program review submitted in May to the Landscape Architectural Accreditation Board (LAAB).	NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.
Use of Results for Improving Student Learning

Student Learning Outcome

(Stated in Measurable Terms)

Assessment Method

Results

(Data Summary and Analysis)

Communication Skills

Student works presented demonstrate evidence of the appropriate skills in communication of written, verbal and visual applications.

Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric.

The 3 measures used are:

Below Expectations, Meets Expectations, Exceeds Expectations

The review panel is composed of outside professionals and members from the faculty.

NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Use of Results for Improving Student Learning

Student Learning Outcome (Stated in Measurable Terms)	Assessment Method	Results (Data Summary and Analysis)
Critical Thinking Skills Student work presented demonstrate the application of relevant criteria, sound logic, and ethical judgment to justify design decisions.	Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric. The 3 measures used are: Below Expectations, Meets Expectations, Exceeds Expectations Procedure: In the Design 8 studio (capstone for degree) students present their work graphically and verbally to professionals from the outside community and to faculty from the discipline and or related professions. The panel evaluates all student works presented using a Design Review Evaluation rubric that measures each competency. The results of the evaluation are provided back to the faculty as a tool for review and discussion. The review panel is composed of outside professionals and members from the faculty. The scores are used internally for program review and discussion and reported as part of a required annual self-evaluation accreditation program review submitted in May to the Landscape Architectural Accreditation Board (LAAB).	NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.
Use of Results for Improving Student Learning

Student Learning Outcome

(Stated in Measurable Terms)

Assessment Method

Results

(Data Summary and Analysis)

Critical Thinking Skills

Student work presented demonstrate the application of relevant criteria, sound logic, and ethical judgment to justify design decisions.

Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric.

The 3 measures used are:

Below Expectations, Meets Expectations, Exceeds Expectations

The review panel is composed of outside professionals and members from the faculty.

NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Use of Results for Improving Student Learning

Student Learning Outcome (Stated in Measurable Terms)	Assessment Method	Results (Data Summary and Analysis)
Technical Integration Demonstrate knowledge in the use and integration of materials appropriate to the profession of landscape architecture and their application in the resolution of design projects. Knowledge of plant material typologies applicable in the resolution of design projects. The works demonstrate proficiency in the computer application of design, drafting, presentation, graphics and modeling using current Cad software, Photoshop, Illustrator, InDesign, Power-Point, and 3-D modeling application software.	Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric. The 3 measures used are: Below Expectations, Meets Expectations, Exceeds Expectations Procedure: In the Design 8 studio (capstone for degree) students present their work graphically and verbally to professionals from the outside community and to faculty from the discipline and or related professions. The panel evaluates all student works presented using a Design Review Evaluation rubric that measures each competency. The results of the evaluation are provided back to the faculty as a tool for review and discussion. The review panel is composed of outside professionals and members from the faculty. The scores are used internally for program review and discussion and reported as part of a required annual self-evaluation accreditation program review submitted in May to the Landscape Architectural Accreditation Board (LAAB).	NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.
Use of Results for Improving Student Learning

Student Learning Outcome

(Stated in Measurable Terms)

Assessment Method

Results

(Data Summary and Analysis)

Technical Integration

Demonstrate knowledge in the use and integration of materials appropriate to the profession of landscape architecture and their application in the resolution of design projects.

Knowledge of plant material typologies applicable in the resolution of design projects.

The works demonstrate proficiency in the computer application of design, drafting, presentation, graphics and modeling using current Cad software, Photoshop, Illustrator, InDesign, Power-Point, and 3-D modeling application software.

Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric.

The 3 measures used are:

Below Expectations, Meets Expectations, Exceeds Expectations

The review panel is composed of outside professionals and members from the faculty.

NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Use of Results for Improving Student Learning

Student Learning Outcome (Stated in Measurable Terms)	Assessment Method	Results (Data Summary and Analysis)
Creative Expression Student works presented demonstrate a high degree of innovation and originality, divergent thinking and risk taking. Work helps to make concepts more concrete, personalize abstractions and elicit emotional and intellectual responses to the work.	Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric. The 3 measures used are: Below Expectations, Meets Expectations, Exceeds Expectations Procedure: In the Design 8 studio (capstone for degree) students present their work graphically and verbally to professionals from the outside community and to faculty from the discipline and or related professions. The panel evaluates all student works presented using a Design Review Evaluation rubric that measures each competency. The results of the evaluation are provided back to the faculty as a tool for review and discussion. The review panel is composed of outside professionals and members from the faculty. The scores are used internally for program review and discussion and reported as part of a required annual self-evaluation accreditation program review submitted in May to the Landscape Architectural Accreditation Board (LAAB).	NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.
Use of Results for Improving Student Learning

Student Learning Outcome

(Stated in Measurable Terms)

Assessment Method

Results

(Data Summary and Analysis)

Creative Expression

Student works presented demonstrate a high degree of innovation and originality, divergent thinking and risk taking. Work helps to make concepts more concrete, personalize abstractions and elicit emotional and intellectual responses to the work.

Standard: Students will demonstrate proficiency at the meets expectations level or above as indicated by a 5-point rubric.

The 3 measures used are:

Below Expectations, Meets Expectations, Exceeds Expectations

The review panel is composed of outside professionals and members from the faculty.

NOTE: The BLA program is no longer accepting applicants these strategies are no longer applicable since they required implementation earlier in the program and for a continuing program.

Use of Results for Improving Student Learning

Summarize use of results for continuous improvement of learning:

Please submit questions and forms to: [email protected]

For further information, visit the Institutional Effectiveness website: http://w3.fiu.edu/irdata/portal/inst_effectiveness.htm

27 ECLIPSEREADER TRAINING MODULE FLORIDA ATLANTIC UNIVERSITY OFFICE FOR
34 CENTER FOR FLORIDA HISTORY ORAL HISTORY PROGRAM INTERVIEW
36 CENTER FOR FLORIDA HISTORY ORAL HISTORY PROJECT INTERVIEW

Tags: outcome, academic, student, assessment, florida, university, international, 20102011, learning