Accreditation Standards

Note: This document of TAPAC Accreditation Standards was approved by the Board of Commissioners on January 26, 2018.

                                                             1.0 General Criteria

Programs applying for TAPAC accreditation must initially demonstrate that they satisfy each of the requirements listed below. These requirements define eligibility for the TAPAC review process and remain part of the eligibility criteria throughout the accreditation period.  Thus, institutions should note that upon notification of a deficiency in the Standard 1.0 series, the Commission may withdraw accreditation at any time.

The program:

1.01     Must be part of an educational institution accredited by a regional or national accrediting body recognized by the U.S. Department of Education.

Evidence of Compliance:  Documentation of the institution’s status and review dates.  It may be possible to provide a link to the regional accrediting body’s website where the institution’s accreditation is documented.

1.02     Has published a mission statement and objectives/goals, and program competencies that align with the institution’s mission and objectives/goals, (on the program website).

Evidence of Compliance:  Documentation of the program and the institution’s mission and objectives/goals with a direct link to the relevant content on the program website. 

1.03     Offers postsecondary educational instruction leading to a baccalaureate degree in the textile and apparel-related field.

Evidence of Compliance:  Direct link(s) to the catalog page(s) describing the baccalaureate degree in the textile and apparel-related field. Description of major(s) and minors offered within the textile, apparel and related fields program, with enrollment numbers for the past three years for each major.

1.04     Must have institutional approval for courses and degree(s) offered.

Evidence of Compliance:  Direct link(s) to the catalog page(s) describing the degree plan and course offerings for the baccalaureate degree in the textile and apparel- related field.

1.05     Has a formally designated program coordinator or director (see Glossary of Terms).

Evidence of Compliance:  Organizational chart of the unit.

1.06     Has operated continuously for at least five (5) years by the time of review.

Evidence of Compliance:  Historical description in the university catalog or posted on the university or department website, which serves as evidence that the program has been in operation at least five years prior to the accreditation review.

1.07     Has a minimum of two full-time faculty members assigned to the program with at least two FTEs assigned to teaching textile and apparel-related courses.  All teaching faculty shall hold a masters degree or higher, and a bachelors degree or higher in apparel or textiles or a related field.  Teaching faculty who do not hold a masters degree or higher must meet the credentialing standard of the university’s regional accrediting agency.     

            Evidence of Compliance: A brief summary of the academic degrees held by faculty and

professional staff  (e.g., advisors, collections and internship supervisors, etc.), supported by an appendix that includes complete curriculum vitae for each, with their assigned responsibilities highlighted. Completion of Table 1.07: Program Faculty Profile (See Appendix).

1.08     Shall have instructors with competence and credentials in the subject matter for which they are responsible.

Evidence of Compliance: A brief summary of the professional and subject matter competence and credentials of faculty and the courses each faculty member is or has been assigned to teach in the past three years, supported by an appendix that includes complete curriculum vitae of faculty.

1.09     Makes freely available to all interested persons (and especially to its potential and enrolled students) an accurate, fair, and substantially complete description of its program and related activities, policies, and procedures.        

            Evidence of Compliance:  Direct link(s) to relevant program information on the program    website.  

2.0 Mission, Vision, Values, and Planning

2.01     The academic unit shall have the following written documents that are consistent with the institution.

2.01.01 The mission statement of the program, as it aligns with the institutional mission, vision, and values.

2.01.02 A list of goals that support the mission of the academic unit. 

Evidence of Compliance:  A summary of how the academic unit communicates and integrates its mission statement and goals internally and externally (i.e., scholarly and creative undertakings of students and faculty, resources of the academic unit to support research, creative work, professional development); and copies of pertinent documents or specific URL locations. Show clearly how program mission and goals support institutional mission and goals.

2.02     The program shall be guided by a strategic plan that is assessed regularly for progress and must include: (a) measurable objectives, (b) evidence of the achievement of those objectives, (c) designation of primary person or organizational unit responsible for attainment of objectives, and (d) allocation of resources in support of the program’s mission and goals.

Evidence of Compliance:  Documentation of the strategic plan with progress noted. Tools used for decision-making in support of the strategic plan might include enrollment management reports, five-year financial plans, student surveys, annual budget development documentation, etc.

3.0 Administration

3.01     The organizational structure and institutional policies in the academic unit where the program is housed demonstrate resources adequate for the program to succeed in its mission, vision, and values with respect to the following:

3.01.01   The program shall have adequate financial resources to meet program objectives and contractual obligations.

Evidence of Compliance: Completion of Table 3.01.01:   Financial Profile (See Appendix.) Appropriate financial documents with accompanying explanation that describe the university budgeting process, how funds are allocated to the department including comparisons to other units in the college, and the percentage of department funding allocated to each program in the unit.  Additional specific information includes three-year trend data for:

·       Annual operating program budget

·       Budget and expenditures for program faculty and support staff (including administrative staff, graduate teaching assistants, adjunct faculty, etc.)

·       Budget and expenditures for program facilities

·       Budget and expenditures for equipment pertinent to the program

In addition, provide an assessment of the adequacy of financial resources assigned to the program, and anticipated needs for additional program support, personnel, capital outlay, etc.  Describe any current significant financial problems that over the next five years might affect the program’s ability to achieve its mission and outcome goals.  Identify assumptions re: enrollment trends, retention rates and expansion or consolidation of programs anticipated.

3.01.02   The program shall have a policy describing the implementation of personnel policies and procedures.

Evidence of Compliance:  A policy and procedure manual (or documents) with appropriate pages highlighted (or specific URL locations for the pertinent materials with a compelling statement of compliance).

3.01.03   Hiring practices and retention policies will promote diversity and a climate of inclusiveness. 

Evidence of Compliance:  A policy and procedure manual (or documents) with appropriate pages highlighted (or specific URL locations for the pertinent materials with a compelling statement of compliance).

3.01.04   The program shall have a policy describing the development and implementation of academic policies and procedures.

Evidence of Compliance:  A policy and procedure manual (or documents) with appropriate pages highlighted (or specific URL locations for the pertinent materials with a compelling statement of compliance).

3.02     The program shall have student-faculty ratios that are conducive to a strong learning          environment.  The recommended program ratio is 40:1 or less.  The program should           demonstrate that class size and space (for studio courses, lab courses, and lecture courses) are appropriate for achieving desired learning outcomes.

3.03     The program has a designated leader for the program (hereinafter referred to as the program coordinator), who possesses appropriate academic credentials and sufficient experience  to represent the program (rank of associate or full professor recommended).  This person may have the designation of “program director,” “program chair,” “department chair,” or “program coordinator,” etc.  This person may or may not be a unit administrator, but will have specific responsibility for the program.  The program coordinator must:

3.03.01   Possess a minimum of an earned masters degree in a program-relevant content area (e.g., merchandising, fashion design, consumer studies, etc.), be a full-time faculty member in the program, and have a minimum of three (3) years of relevant program-related professional experience.

Evidence of Compliance:  A brief summary of the academic degrees and relevant credentials held by the program coordinator, supported by an appendix that includes his/her complete curriculum vita.

3.03.02   Coordinate (or have significant input into) all aspects of the program, including the organization, administration, and allocation of resources.  If the program coordinator is not an administrator, the accrediting commission recognizes that his or her control in the program may be limited.  However, it is expected that the administrator(s) will consult the program coordinator regarding matters pertaining to the program under consideration in this accreditation.  For example, if the merchandising program being considered for accreditation is housed in a traditional Family and Consumer Sciences department, and the department chair is a dietician, it is expected that the department chair will consult with the merchandising program coordinator for matters pertaining specifically to the merchandising program, such as program-specific curriculum adjustments, qualified adjunct faculty, internship coordination, etc.

Evidence of Compliance:  A position description for the program coordinator and a description of how the program coordinator’s position aligns with (other) college or department administration. 

3.03.03   Coordinate (or have significant input into) continuous review, planning, development, and achievement of the program’s goals and outcomes.

Evidence of Compliance:  A position description for the program coordinator.

3.03.04   Provides (or has significant input into) oversight, administration, and coordination of the instructional staff in the academic aspects of the program. 

Evidence of Compliance:  A position description for the program coordinator.

3.03.05   Shall have sufficient time allotted in her or his load to perform the administrative functions required for TAPAC accreditation.  The workload assignment for program coordination should be consistent with prevailing practices in the institution.

Evidence of Compliance:  Documentation demonstrating that the program coordinator’s required workload incorporates sufficient time resources for program administration. Comparison provided with workload assignments for program coordinators in other units in college and university.

3.04     Department faculty shall formally participate in setting policies that affect the program.

Evidence of Compliance: Documentation of faculty participation in administrative policy development and faculty governance within the program and academic unit (i.e., agendas and minutes for scheduled program faculty meetings, evidence of faculty input on curricular or policy changes). 

3.05     The program shall consistently consult with relevant industry practitioners to affirm or influence the curriculum.

 Evidence of Compliance:  Descriptions of composition and activity of the advisory boards (including meeting minutes) and other means of gaining input from industry practitioners.  The documentation should show how the industry input was used in curriculum development and improvement.

4.0 Faculty

The program shall appoint sufficient faculty and staff with the necessary qualifications to meet the program’s stated goals and outcomes, and to meet student learning outcomes.

4.01     Professional development opportunities for faculty shall be sufficient to enable the program to accomplish its strategic plan and operate in a manner consistent with the program mission.  Professional development activities should impact program quality, consistent with the missions of the institution and the academic unit.

Evidence of Compliance:  Description of professional development resources and an evaluation of the adequacy of those resources to achieve the program mission.  It might be useful to put this information in tablular format.

4.02     Faculty workload policies shall be consistent with those applied to other academic units in the college, and sufficient to enable the program to support the goals and mission of the program and operate in a manner consistent with its values.

 Evidence of Compliance:  Documentation of faculty workload for each full-time faculty member in the program and evidence of comparable faculty workload in other academic units in the college. Documentation of the university workload policy.

4.03     Policies regarding salaries, promotion and tenure privileges, sabbatical leaves,  leaves of absence, and financial support shall be consistent within the unit and with other academic units in the university and sufficient to enable the program to accomplish its mission and operate in a manner consistent with its values.

Evidence of Compliance:  Documentation of pertinent policies or specific URL locations, evidence of policy adherence, and an evaluation of the adequacy of those resources.

4.04     Full-time faculty members with appointments in the program shall instruct at least 60% of the required program courses in the curricula for the textile and apparel majors offered in the program. 

Evidence of Compliance:  Documentation demonstrating course schedule loads per faculty (full and part time) for the past three (3) years with an accompanying assessment of the ratio of courses taught by full-time faculty and adjunct faculty.

4.05     Faculty members will produce scholarship and engage in professional and university service appropriate to the program’s mission, stage of their careers, and expectations of the university.

4.05.01   The unit must provide clear expectations regarding the quality, quantity, and frequency of scholarship output.         

4.05.02   Discipline-based scholarship contribution should be aligned with the expectations of the faculty member’s unit and relevant to the faculty member’s field.  Peer-reviewed publications and exhibition of juried creative design are considered scholarship contributions.

Evidence of Compliance:  Documentation of the scholarship expectations for program faculty in rank and program scholarship output for the past three (3) years, supported by an appendix that includes complete curriculum vitae of program faculty.

4.06     Good teaching is promoted and periodically assessed.

Evidence of Compliance:  Documentation of teaching assessment for program faculty.  This evidence might include some combination of student evaluations, peer evaluations, or other evaluation used regularly by the unit.

5.0 Students

5.01     Written policies and procedures shall exist for admission, retention, and dismissal of students from the academic unit.  If the academic unit does not have specific policies, provide documentation of the university policy.

Evidence of Compliance:  A policy and procedure manual (or documents) with appropriate pages highlighted (or specific URL locations for the pertinent materials with a compelling statement of compliance). Completion of Table 5.01:  Student Profile (See Appendix).

5.02     Student advising systems shall be effective, accessible to students, and continually improved through evaluation, and shall include:

            5.02.01   Academic advising

Evidence of Compliance:  Degree planning documents, policies, and a description of procedures. 

5.02.02   Professional and career advising

Evidence of Compliance:  Documentation of career advising procedures and processes, relevant course content, relevant job fairs, services offered by the university career center, etc.

5.02.03   Internship advising (when offered for credit)

Evidence of Compliance:  Documentation of internship advising procedures and processes, relevant course content, relevant job fairs, services offered by the university career center, etc.

5.03     The program adheres to the university standards with regard to student diversity and a climate of inclusiveness through recruitment, admissions practices, and student support services.

Evidence of Compliance:  Documentation of student recruitment efforts, admission practices, and descriptions of relevant student services available to program students.

5.04     Student records shall be maintained in compliance with generally accepted confidentiality and retention of records practices.

Evidence of Compliance:  University and/or unit policy and practices for maintaining confidentiality and record retention and disposal.

5.05     The program shall provide opportunities for student involvement in professional organizations, activities of those organizations, and in professional service.

   Evidence of Compliance:  Documentation of student professional organization opportunities       and activities.

 5.06     The program will adhere to university policy regarding procedures for student grade   appeals.

Evidence of Compliance:  Documentation of the grade appeal policy and procedure for handling grade appeals.

6.0 Facilities and Equipment

Classrooms, laboratories, computer facilities, equipment, specialized equipment space, offices, and other instructional resources used by students, faculty, administration, and staff are adequate for high quality operations, support the mission and goals of the program, and undergo continuous improvement. 

6.01     The program facilities shall comply with the university’s requirements for accommodation under the Americans with Disabilities Act (ADA) and the amendments to the Act.

Evidence of Compliance:  Proof of compliance with current ADA requirements.

6.02     Classroom and lab space, equipment, and technology are adequate for the stated program mission and goals and for the number of students enrolled in the program courses. 

Evidence of Compliance: 

(1)   A concise statement, chart, and/or floor plan (scale drawing) that identifies the space available to the program by purpose (e.g., classrooms, laboratories, computer facilities, specialized equipment space, offices, common space for student use, and other instructional resources utilized by students, faculty, and staff), by program, and by location for course delivery.  

(2)   A brief description of maintenance and enhancement plans utilized for class-related equipment and space for future direction, including the program’s technology plan.

(3)   Description of trends in resources available to the program with regard to class-related facilities.

6.03     Faculty members and other instructional personnel have access to appropriate facilities and equipment for course preparation, instructional delivery, and project evaluation.

Evidence of Compliance:

(1)   Concise statement, chart, and/or floor plan that identifies the facilities and equipment available to faculty for instructional preparation and project evaluation.

(2)   Description of equipment and software available to faculty for instructional preparation and evaluation.  

(3)   Description of trends in resources available to the program with regard to equipment and facilities for program faculty and other instructional personnel.

6.04     Faculty members have properly located and equipped faculty offices of sufficient size and quality to adequately address privacy and confidentiality issues, and are of a sufficient number and size to meet the program’s mission and goals.

Evidence of Compliance:  Concise statement, chart, and/or floor plan that identifies the office space available to textile and apparel faculty, as well as office space for faculty in all programs housed in the academic unit.  Additionally, please provide information about trends in space resources available to the program with regard to faculty office space.

6.05     Faculty members and relevant research assistants will have access to appropriate facilities and equipment for research activities, per program mission and goals.

Evidence of Compliance:  Concise statement, chart, and/or floor plan that identifies the office and equipment space available to faculty as well as trends in space resources available to the program with regard to faculty research space.  (If faculty research space is not lab or equipment dependent, this standard can be combined with 6.04.)

6.06     Faculty members and other administrative personnel will have access to appropriate facilities and equipment to conduct meetings and perform administrative tasks, including but not limited to adequate conference rooms for faculty use.

Evidence of Compliance:  Concise statement, chart, and/or floor plan that identifies the space available to faculty to conduct meetings and perform administrative tasks, as well as trends in space resources available to the program with regard to faculty office space.

6.07     The program provides study areas for students, and meeting space for student organizations.

Evidence of Compliance:  Concise description, chart, and/or floor plan that identifies the space available for study areas and meeting space, and documentation of the adequacy of these areas.

6.08     The program’s physical resources and facilities are equitably available for daytime, evening, and distance sessions and are located so that each student or group of students has access to them.  If off campus facilities are used for programmatic instruction, describe the contractual obligations involved in retaining the use of these facilities.

Evidence of Compliance.  Description of resources and facilities available to program for evening or distance classes (if program offers them).

 6.09     Appropriate learning resources and facilities (libraries) are available to support the program's teaching, research and outreach mission.

Evidence of Compliance.  Description of library resources and access system available to program faculty and students that reflect the current needs of students and faculty in meeting program mission and outcomes.

7.0 Curricula and Learning Outcomes

The learning outcomes presented in this set of standards are designed to elicit evidence of relevant student learning outcomes in textile and apparel curricula.  These outcomes should reflect the two major areas of foundational curricula as outlined in the Meta-Goals adopted by ITAA in 2008 (See http://itaaonline.org/?page=4 ).  Please use Bloom’s Taxonomy verbs to describe student learning outcomes as elicited in the ITAA Meta-Goals.

1.     Content and Process Knowledge--Address students’ understanding of the nature of the industry and the theories, concepts, principles, and processes used to successfully design and deliver products, services, and ideas to consumers. 

The Content and Process Knowledge Meta-Goals include:

a.      Industry Processes (IP)

b.     Appearance and Human Behavior (A&HB)

c.      Aesthetics and the Design Process (A&DP)

d.     Global Interdependence (GI)

2.     Professional Skills and Attitudes--Relate to the personal behaviors and abilities necessary to be successful in a career in the textile and apparel industry.

The Professional Development Meta-Goals include:

a.      Ethics, Social Responsibility & Sustainability (E,SR&S)

b.     Critical and Creative Thinking (C&CT)

c.      Professional Development (PD)

Given the diversity of programs in the textile and apparel fields, it is incumbent upon the program to determine the specific purposes of the undergraduate program and the body of knowledge applicable to the major areas of foundational curriculum.  Textile and apparel programs must use the ITAA Meta-Goals as a general framework for student learning outcomes, as they apply to specific programming priorities.  (See ITAA Meta-Goals http://itaaonline.org/?page=4 ). The body of knowledge and resultant learning outcomes should reflect the current and pertinent needs of relevant industry and university curricular priorities.  Specific program-level student learning outcomes should be assessed via both direct and indirect measures (See Table 7.0, Appendix).

Baccalaureate degrees require a minimum of 120 semester (or 180 quarter) hours and the equivalent of four academic years. University policies should be in place to define the credit hour in terms of time and achievement required. Course distribution in the textile and apparel curriculum should reflect an appropriate balance of introductory and higher level learning expectations that effectively move the student from discovery to analysis and synthesis.  Additionally, the course inventory should provide sufficient breadth and depth to adequately prepare the student for pertinent career fields.  Courses in the curriculum should be offered in such a manner that students can complete program requirements within four years.

In addition to course content, the program curriculum should:

·       Address general knowledge and skills, including effective communication through oral, written, visual and technical venues.

·       Facilitate and encourage active student engagement in learning and skills improvement.

·       Actively promote student and faculty interaction and interaction between and among learners.

·       Employ a faculty-faculty interaction in curricular management processes.

7.01     Given the specialized nature of textile and apparel programs, it is expected that at least 40% of the required 120 hours are program content specific.

Evidence of Compliance:  The assessment self-study report should provide an overview of the academic program that comprises the 120+-hour degree plan that addresses the general knowledge and skills deemed important to the textile and apparel program via the Meta-Goals.  The self-study report also should address mechanisms for student engagement, student and faculty interaction as pertinent to the curriculum, and the processes by which faculty are engaged in curricular update and/or development. 

Evidence of Compliance:  The overview for standard 7.01 should include a designated list of program specific courses (course numbers and names).  The list shall indicate which of the ITAA Meta-Goals each course addresses.  A guide is presented in Table 7.01, (Appendix).

7.02     Students graduating from textile and apparel programs shall be able to demonstrate  Content and Process Knowledge pertinent to the industry related to their degree plan.  This knowledge should include each of the following components: 

·       Industry Processes

·       Appearance and Human Behavior

·       Aesthetics and the Design Process

·       Global Interdependence

The ITAA Meta-Goals (http://itaaonline.org/?page=4 )  outline several learning objectives under each of these components. 

7.02.01   The curriculum provides students with sufficient opportunity to achieve learning outcomes in Content and Process Knowledge that are pertinent to the program-level objectives.  This standard has multiple components, each of which should be addressed with learning outcome statements developed by the program faculty, as appropriate to the program curriculum.  

Evidence of Compliance:  The assessment self-study report should contain a summary of  textile and apparel courses, with course objectives linked to relevant Content and Process Knowledge student learning outcomes.  Descriptions of assignments and learning opportunities that apply specifically to the respective components of this Meta-Goal should also be included.    Required and voluntary opportunities also may be measured via a matrix of courses and extra-instructional experiences by specific learning objectives associated with 7.02.  This summary should be supported by syllabi for the specific courses.  A matrix is provided in Table 7.02.01 (Appendix).

7.02.02    The program shall demonstrate through assessment that program graduates are achieving the Content and Process Knowledge standard.  

Evidence of Compliance:  The assessment self-study report must include a written interpretation of student attainment of the Content and Process Knowledge standard based on data from relevant measures used.  At least two measures of each learning outcome must be used to support the interpretation:

·       A direct measure of the standard (see Table 7.0 in the Appendix for suggestions).

·       The second measure can be either a direct or an indirect measure of the standard (see Table 7.0, Appendix).

·       A matrix by Meta-Goal components with courses, learning outcomes and assessment plan might be an effective way to present this information (see Table 7.02.02, Appendix).

7.02.03    The program shall demonstrate a commitment to relevance to the industry through continuous improvement via data from assessment of Standard 7.01.

Evidence of Compliance:  The assessment self-study report must include a written explanation of how the data associated with Standard 7.02 are used to inform curricular decision-making.  If the students are achieving the learning outcomes, describe how the program will incorporate stretch goals.  Alternatively, if the students are not demonstrating achievement of the various components of the Content and Process Knowledge standard, describe efforts the program has put in place to eliminate the discrepancy. 

7.03     Students graduating from the textile and apparel program shall demonstrate the potential to succeed as management professionals in textile and apparel or related organizations.  The Second Meta-Goal, Professional Attitudes and Skills, relates to this standard and is composed of three components which program graduates should be able to demonstrate:

·       Ethics, social responsibility, and sustainability

·       Critical and creative thinking

·       Professional development

The ITAA Meta-Goals (http://itaaonline.org/?page=4 )  outline several learning objectives under each of these components. 

7.03.01    The program provides students with sufficient opportunity to achieve learning outcomes related to the development of Professional Attitudes and Skills.  This standard has multiple components, each of which should be addressed with learning outcome statements developed by the program faculty, as appropriate to the program curriculum.  

Evidence of Compliance:  The assessment self-study report should contain a summary of textile and apparel courses, with course objectives linked to relevant Professional  Attitudes and Skills student learning outcomes, as well as descriptions of assignments and learning opportunities that apply specifically to this Meta-Goal.  Required and voluntary opportunities also may be measured via a matrix of courses and extra-instructional experiences by specific learning objectives associated with 7.03.  This summary should be supported by syllabi for the specific courses.  A matrix is provided in Table 7.03.01 in the Appendix.

7.03.02     The program shall demonstrate through assessment that graduates of the program are acquiring Professional Attitudes and Skills.

Evidence of Compliance:  The assessment self-study report must include a written interpretation of student attainment of the Professional Attitudes and Skills standard based on data from relevant measures used.  At least two measures of each learning outcome must be used to support the interpretation, as follows:

·       A direct measure of the standard (see Table 7.0, Appendix).

·       The second measure can be either a direct or an indirect measure of the standard (see Table 7.0, Appendix).

·       A matrix by Meta-Goal components with courses, learning outcomes and assessment plan might be an effective way to present this information (see Table 7.03.02, Appendix).

7.03.03   The program shall demonstrate a commitment to relevance to the industry through continuous program improvement from assessment of Standard 7.03.

Evidence of Compliance:  The assessment self-study report must include a written explanation of how the data associated with Standard 7.03 are used to inform curricular decision-making.  If the students are achieving the learning outcomes, describe how the program will incorporate stretch goals.  Alternatively, if the students are not demonstrating achievement of the Professional Attitudes and Skills standard, describe efforts that the program has put into place to eliminate the discrepancy.

APPENDIX

Table 1.07: Program Faculty Profile

Number of Faculty:

Full Time:_____________ Part Time:__________   Faculty Total FTE:__________

Other Staffing (in FTE):

            Teaching Assistants:_____________

            Research Assistants:_____________

            Lab Assistants:_________________

            Student Employees:_____________

            Administrative Assistants:________

            Other:________________________

FTEs of other staff available to program if no assigned staff exists (in FTEs):__________

Faculty Education:

                              Doctor               Master             Bachelor                   Associate          Other

Full Time                    _______          ________        __________                ________            ______

Part Time                    _______          ________        __________                ________            ______

Total                           _______          ________        __________                ________            ______

Faculty Rank:

                                             Full              Associate               Assistant               Lecturer/

                                            Professor      Professor              Professor              Instructor

Full Time                           _________      ________             _________              __________

Part Time                           _________      ________              __________            ___________

Total                                  _________      ________               __________            ___________

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Table 3.01.01:  Financial Profile

School Name:           

Program Name:

                                                           Current Yr:         Prior Yr:            Prior                                                                20____                20___                 20_____

Source of Funds:                                     $                        $                       $

            Auxiliary Services                  ___________  ____________    _____________

            Grants                                      ___________  ____________   ______________

            Gifts/Donations                        ___________  ____________   ______________

            Other Allocated Revenue          ___________  ____________   ______________

Total Source of Funds:                        ___________  ____________   ______________

Use of Funds:

            Full-Time Faculty Salaries          ___________  ____________   _______________

            Extra Service Pay-FT Faculty      ___________  ____________   _______________

            Part-Time Faculty Wages               ___________  ____________   _______________

            Admin. & Staff Salaries & Wages     ___________  ____________   _______________

            Contracted Services                            ___________  ____________   _______________

            Operating Expenses                            ___________  ____________   _______________

            Supplies/Materials                             ___________  ____________   _______________

            Equipment & Technology                  ___________  ____________   _______________

            Other                                                   ___________  ____________   _______________

Total Use of Funds:                                      ___________  _____________   _______________

Net Surplus or (Loss) of Funds:                 ___________  ____________   _________________

Notes:

1)  Salaries and Wages should not include benefits

2)  Contracted Services are services such as linen services, maintenance contracts, guest    lecturers, contract labor, etc.

3)  Operating Expenses are expenses such as travel, professional development, repairs, printing, copying, etc.

4)  Supplies and Materials are items such as food, utensils, instructional aids, books, booklets, subscriptions.

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Table 5.01.  Program’s Student Profile

(For the past three academic years)

 

Academic Years:                      20___--20___              20__--20___             20___--20____

Number of Students:                    __________                ___________       ______________

Number of Graduates:                  ___________              ___________      ______________

Undergraduate                         3 Years Ago             2 Years Ago                    1 Year Ago

Enrollment                               Univ. / Prog.               Univ. /  Prog.                Univ. /Prog.

Freshmen                                  _____    _______        ______  _______            ______  _____

Sophomores                               _____    _______        ______  _______           _______  ____

Juniors                                       _____    _______        ______  ­­­­_______            ______  _____

Seniors                                        ______  _______        ______  _______            ______  _____

Average ACT/SAT                    ______  ________       ______  _______         ________  _____                                                           

Student Retention Rate (%)    ________  _______      ________  ______        ______ _______

No. of Graduates                      ______  _________      ________  _______        ________ ______

Student/Faculty Ratio             _______  _________    ________  ________       ________  _______

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Table 7.0.  Examples of Direct and Indirect Assessment Measures

 

Direct Measures

Work that demonstrates the student achieved the learning outcome. Work completed in the classroom. Direct measures capture what students can actually do. Students are required to demonstrate knowledge.

 

 

*Faculty generally evaluate the outcome.

 

Indirect Measures

A proxy measure; measures of less concrete views of learning (i.e., attitudes, perceptions, values). Learning is implied. The evaluator must infer learning as opposed to actual observation of learning achievement.

 

 

*Someone other than course faculty evaluates the outcome.

Performance on quizzes or tests

Course grades1

Portfolio artifacts

Number or rate of graduating students pursuing their education at the next level

Capstone projects

Employment or placement rates of graduating students into relevant career positions

Specific elements of projects or papers

Course evaluation items related to the overall course

Evaluation of internships or practicum experiences

Number or rate of students involved in faculty research, collaborative publications and/or presentations, or service learning

Direct evaluation of service learning projects or experiences

Focus group findings

Presentations

Surveys or questionnaires

Juried design

Honors, awards, scholarships, and other forms of public recognition earned by students and alumni

1 Course grades are not considered a direct measure because they often represent a combination of course learning outcomes averaged together for a final grade.  In addition, a course grade likely contains elements that are not directly related to achievement of learning outcomes, such as extra credit, points for attendance or participation, etc.

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Standard 7.01

Given the specialized nature of textile and apparel programs, it is expected that at least 40% of the required 120 hours are program content specific.

Required program content specific courses should be listed in the table below.  If multiple degree plans are described in the proposal, please provide a separate matrix for each degree plan.

Table 7.01.  Program Specific Content

Course Prefix and Number

Course Title

Course Description

Primary Program1

Meta-Goals Addressed

MDSE 2490

Introduction to Merchandising

Survey of the retail industry including development, merchandising and distribution of apparel products. Introduction to terminology, resources, industry participants and career opportunities.

Merchandising

· IP

· A&DP

· GI

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

1  If the accreditation application describes more than one degree plan (i.e. a program in merchandising and a program in fashion/apparel design), designate the program into which this course fits.  If all students take the class, simply type “all.”

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Standard 7.02

Students graduating from textile and apparel programs shall be able to demonstrate Content and Process Knowledge pertinent to the industry related to their degree plan.  This knowledge should be organized per the list below.  We understand that all programs may not address all of the sub-objectives for each Meta-Goal. 

1.     Industry Processes (IP)

a.      Understand and apply knowledge about the roles and functions of various industry sectors in which products are developed, produced, marketed, sold, and consumed, including construction, sourcing, manufacturing, marketing, and merchandising processes.

b.     Identify and interpret needs and wants of consumers and how industry processes are applied to plan, develop, produce, communicate, and sell profitable product lines.

c.      Evaluate product quality, serviceability, and regulatory compliance standards..

d.     Use industry terminology in appropriate ways.

e.      Understand social, economic, and political boundaries as they relate to the diffusion of products, services, and ideas.

2.     Appearance and Human Behavior (A&HB)

a.      Apply theories, concepts, and research regarding appearance and human behavior to industry and societal problems.

b.     Understand and apply knowledge about the role of dress as it reflects and shapes intra- and inter-cultural interactions.

c.      Understand and apply knowledge about the interrelationships among historic, sociocultural, and psychological factors of dress and their impact on human behavior, including the effects of life stages, change across time, and culture.

3.     Aesthetics and the Design Process (A&DP)

a.      Understand and apply knowledge about aesthetics and the design process in relation to dress and appearance management.

b.     Use the design process to create products that meet marketplace needs.

c.      Understand how aesthetics and the design process can support quality of life, social responsibility, and sustainability.

d.     Relate the elements and principles of design to product development, use, and evaluation.

e.      Understand the role of historical, socio-cultural, and psychological factors in aesthetic expression.

4.     Global Interdependence (GI)

a.      Understand how dynamic and diverse political, cultural, and economic systems impact industry processes.

b.     Understand how theoretical perspectives on markets, trade, and economic development can be applied to historical and current data on production, consumption, and disposal of products.

7.02.01 The curriculum provides students with sufficient opportunity to achieve learning outcomes in the Content and Process Knowledge Meta-Goals, that are pertinent to the program-level objectives.  This standard has multiple components, each of which should be addressed with learning outcome statements developed by the program faculty, as appropriate to the program curriculum.  

7.02.02 The program shall demonstrate through assessment that program graduates are achieving the Content and Process Knowledge standard.  

Table 7.02.01.  Content and Process Knowledge Objectives

(Add as many rows as needed for each Meta-Goal objective)

Metagoal

Meta-Goal Objective

Course1

Bloom’s Level

Assignments / Learning Opportunities

Industry Processes

1-a

MDSE 2490 (R) – Introduction to Merchandising

2-Understand

Participation in a field trip to the Dallas Market Center

Industry Processes

1-d

MDSE 2490 (R) – Introduction to Merchandising

2 - Apply

Quizzes and exam - Correct application of merchandising terms

Appearance & Human Behavior

 

 

 

 

Aesthetics and the Design Process

 

 

 

 

Global Interdependence

 

 

 

 

1Designate as required (R) or elective (E). 

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Table 7.02.02.  Content and Process Knowledge Assessment

(Add as many rows as needed for each Meta-Goal)

Meta-Goal

Course1 / Other Method

Course Objective / Learning Outcomes

Direct Assessment Method

Direct Assessment Outcome

Indirect or Direct Assessment Method

Indirect or Direct Assessment Outcome

Industry Processes

MDSE 2490 (R) – Introduction to Merchandising

Students will be able to articulate the different roles of various stakeholders in the product merchandising/ distribution process.

Reflection Paper

95% of the students addressed information presented about product development, the wholesale/buying process, and distribution challenges.

Quiz questions about specific content delivered pertinent to product distribution.

90% of the students correctly answered direct open-ended questions about product development, the wholesale/buying process, and distribution challenges.

Industry Processes

 

 

 

 

 

 

Appearance & Human Behavior

 

 

 

 

 

 

Aesthetics and the Design Process

 

 

 

 

 

 

Global Interdependence

 

 

 

 

 

 

1Designate as required (R) or elective (E). 

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Standard 7.03

Students graduating from the textile and apparel program shall demonstrate the potential to succeed as management professionals in textile and apparel or related organizations.  The ITAA Second Meta-Goal, Professional Attitudes and Skills, relates to this standard and is composed of three components which program graduates should be able to demonstrate:

1.     Ethics, social responsibility, and sustainability

a.      Identify and evaluate issues of social responsibility, professional behavior, and ethics related to the impact of individual, organizational, and corporate decision making.

b.     Analyze and evaluate issues related to environmental sustainability and environmental impact as they relate to industry activities and processes.

2.     Critical and creative thinking

a.      Demonstrate critical and creative thinking skills, including the ability to critically evaluate and compare diverse perspectives.

b.     Identify and understand social, cultural, economic, technological, ethical, political, educational, language, and individual influences on industry issues.

c.      Apply quantitative and qualitative skills to problem solving within the textile and apparel complex.

d.     Use appropriate technology to facilitate critical, creative, quantitative, and qualitative thinking within the textile and apparel complex.

3.     Professional development

a.      Communicate ideas in written, oral, and visual forms using appropriate technology.

b.     Function as team members and leaders within professional and culturally diverse environments.

c.      Demonstrate the ability to critique oneself and others constructively.

d.     Apply career planning concepts and job search strategies to the diverse industry opportunities.

7.03.01 The curriculum provides students with sufficient opportunity to achieve learning outcomes in Professional Attitudes and Skills that are pertinent to the program-level objectives.  This standard has multiple components, each of which should be addressed with learning outcome statements developed by the program faculty, as appropriate to the program curriculum.

7.03.02   The program shall demonstrate through assessment that graduates of the program are acquiring Professional Attitudes and Skills.

Table 7.03.01.  Professional Attitudes and Skills Objectives

(Add as many rows as needed for each Meta-Goal)

Meta-Goal

Meta-Goal Objective

Course1

Bloom’s Level

Assignments / Learning Opportunities

Ethics, social responsibility, and sustainability

1b

MDSE 4560 (E) – Sustainable Strategies in Merchandising

5-Evaluate

Students create a blog which chronicles their growing knowledge about social and environmental development in competitive retail and product development strategy.

Ethics, social responsibility, and sustainability

 

 

 

 

Critical and creative thinking

 

 

 

 

Professional development

 

 

 

 

1Designate as required (R) or elective (E).