University of Hawaii Community Colleges
Instructional Annual Report of Program Data (ARPD)

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Review Year: College: Program:

College: University of Hawaii Maui College
Program: Fashion Technology

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The last comprehensive review for this program was on 2010, and can be viewed at:
http://maui.hawaii.edu/program-review/

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

Demand Indicators Program Year Demand Health Call
10-11 11-12 12-13
1 New & Replacement Positions (State) 16 4 4 Unhealthy
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%
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

Efficiency Indicators Program Year Efficiency Health Call
10-11 11-12 12-13
9 Average Class Size 15.1 15.7 14.3 Healthy
10 *Fill Rate 100% 98.4% 88.7%
11 FTE BOR Appointed Faculty 1 1 1
12 *Majors to FTE BOR Appointed Faculty 43.5 45.5 40
13 Majors to Analytic FTE Faculty 28.0 41.0 32.7
13a Analytic FTE Faculty 1.6 1.1 1.2
14 Overall Program Budget Allocation $96,136 $94,422 $95,154
14a General Funded Budget Allocation $95,835 $88,113 $89,687
14b Special/Federal Budget Allocation $0 $0 $0
14c Tuition and Fees $0 $6,302 $5,467
15 Cost per SSH $151 $169 $207
16 Number of Low-Enrolled (<10) Classes 2 1 2
*Data element used in health call calculation Last Updated: January 27, 2014

Effectiveness Indicators Program Year Effectiveness Health Call
10-11 11-12 12-13
17 Successful Completion (Equivalent C or Higher) 74% 73% 68% Cautionary
18 Withdrawals (Grade = W) 12 4 9
19 *Persistence Fall to Spring 80.9% 85.7% 72%
19a Persistence Fall to Fall     60.4%
20 *Unduplicated Degrees/Certificates Awarded 5 6 7
20a Degrees Awarded 2 5 4
20b Certificates of Achievement Awarded 2 1 1
20c Advanced Professional Certificates Awarded 0 0 0
20d Other Certificates Awarded 2 0 3
21 External Licensing Exams Passed   Not Reported Not Reported
22 Transfers to UH 4-yr 2 0 1
22a Transfers with credential from program 1 0 1
22b Transfers without credential from program 1 0 0

Distance Education:
Completely On-line Classes
Program Year  
10-11 11-12 12-13
23 Number of Distance Education Classes Taught 0 0 0  
24 Enrollments Distance Education Classes N/A N/A N/A
25 Fill Rate N/A N/A N/A
26 Successful Completion (Equivalent C or Higher) N/A N/A N/A
27 Withdrawals (Grade = W) N/A N/A N/A
28 Persistence (Fall to Spring Not Limited to Distance Education) N/A N/A N/A

Perkins IV Core Indicators
2011-2012
Goal Actual Met  
29 1P1 Technical Skills Attainment 90.00 91.67 Met  
30 2P1 Completion 50.00 41.67 Not Met
31 3P1 Student Retention or Transfer 74.25 76.00 Met
32 4P1 Student Placement 60.00 77.78 Met
33 5P1 Nontraditional Participation 17.00 10.20 Not Met
34 5P2 Nontraditional Completion 15.25 0.00 Not Met

Performance Funding Program Year  
10-11 11-12 12-13
35 Number of Degrees and Certificates     5  
36 Number of Degrees and Certificates Native Hawaiian     3
37 Number of Degrees and Certificates STEM     Not STEM
38 Number of Pell Recipients     24
39 Number of Transfers to UH 4-yr     1
*Data element used in health call calculation Last Updated: January 27, 2014
Glossary | Health Call Scoring Rubric

Part II. Analysis of the Program

 

Significant Program Activities 

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
this year?
Program Student Learning Outcomes

1

No
PLO1. Demonstrate satisfactory proficiency in fundamentals of constructing a garment including terminology, tools and supplies; pattern identification; taking and calculating measurements; pattern alteration; layout and cutting; sewing construction and garment fitting.

2

No
PLO2: Demonstrate satisfactory understanding of design concepts and proficiency in conveying design ideas on paper including identifying and sketching design details accurately and in proportion to the figure or object.

3

Yes
PLO3: Demonstrate satisfactory proficiency in principles of pattern making, including terminology, use of tools, and process of pattern development.

4

Yes
PLO4: Demonstrate satisfactory proficiency in terminology, principles and skill sets relevant to special topic 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 opportunitiy 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:

In addition, would like them to possess skills that will make for successful individuals:

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