ANNUAL PROGRAM OUTCOMES - valenciacollege.edu · Hector Garcia-Castrillo University of Texas, Austin A Jordan L. Johnson Florida Atlantic University A Juan D. Grisales New York Institute

Annual Program Outcomes Assessment Plans – A.A. Degree – Articulated PreMajor: Architecture

Academic Year: 20082009 Discipline Specific Outcomes What measurable outcomes do you want to see in the program’s graduates?

ASSESSMENT TOOL What assessment tool will be used to assess this outcome?

How will student mastery of the outcome be measured? Please define below what constitutes an excellent performance, a good performance, and a poor performance.

Program Outcomes

1. Demonstrate effective written, oral and visual/graphic communication skills

2. Demonstrate mastery and usage of discipline specific vocabulary.

3. Demonstrate proficiency in constructing critical solutions to issues of space- making through the use of three-dimensional media including, but not limited to, drawing and modeling

4. Demonstrate knowledge of architectural precedents before and concurrent to contemporary practice

5. Demonstrate an advanced knowledge of technical facts and problem solving procedures relevant to contemporary architectural practice

6. Synthesize data in written and graphic form to effectively communicate in-depth spatial concepts and historical facts.

Capstone course for assessment: ARC 2304 Architectural Design 4

Handouts and rubric for the capstone course are attached. Student attainment of program outcomes will be monitored by way of final grades and student matriculation.

Assessment results Design 4 Students Matriculation List, Spring 2008 STUDENT NAME UNIVERSITY ATTENDING D4 FINAL GRADE Gabriela Salazar University of South Florida C Gretel Castillo-Lozada University of Florida A Hebah Abraham University of South Florida A Jonathan Hernandez Florida Atlantic University C Paul J. Giese University of Florida A Samuel Scott Williams University of Florida A Shanie Tere Alvarez Florida International University A Zinnia O. Villamor University of South Florida A Wanda Baez University of South Florida B Hilda Barba University of Miami C Natalia Escobar Florida International University A Yashira Fontanez Florida International University A Corey Johnson Florida A&M B Emmanuel Riviera University of Florida A Stephen Williams University of Florida A Maria Yepes Florida International University A Helena Hung Florida International University A Design 4 Students Matriculation List, Spring 2009 STUDENT NAME UNIVERSITY ATTENDING D4 FINAL GRADE Ali Can Atabey University of Florida A Amanda Velaquez Soto University of South Florida B Brian J. Miles University of North Carolina, Charlotte A Cindy G. Martinez University of South Florida C Davie J. Mojica University of Florida A Elisha Weaver Florida International University B Hector Garcia-Castrillo University of Texas, Austin A Jordan L. Johnson Florida Atlantic University A Juan D. Grisales New York Institute of Technology A Kyle West Rollins College A Luis A. Burgos Savannah School of Art and Design A

Luis E. Martinez Florida Atlantic University B Mayre Perez-Velez University of South Florida B Ryan Simons Pratt Institute A Stephanie Joseph Florida State B Tasnim Quqa University of South Florida C Albert Espinal Florida International University B Andrea Gutierrez Florida International University B Johana Bohorquez Florida International University B Matthew Sundstrom Savannah College of Art and Design A Shiva Deonarinesingh Florida Atlantic University B Valbona Mullalli Florida International University C Yuly Mojocoa Florida International University B Wendell Montgomery University of New Mexico A Use of Assessment Results to Improve Assessment results and student matriculation indicate current program effectiveness. Efforts at curricular alignment should continue and be assessed on an annual basis. The participation of architecture faculty in Destination 2009 (Summer Faculty Development Training) will allow for the assessment plans to be revised and expanded during the 2009‐2010 academic year based on the results in 2008‐2009. Curriculum and Assessment map for the Architecture program was developed during Destination 2009 – See attached.

ARC 2304 Architectural Design 4 St. Augustine Handout 1 (02.16.09 – 02.25.09)

“Walking conditioned sight, and sight conditioned walking, till it seemed only the feet could see.”

-Robert Smithson

What is the texture of the city; overhead conditions, experience of touch, the feel underneath your feet? Are spaces compact, expansive, both? When, where, and why did the scale of the city vary?

As you begin this project, reflect on the notion of occupation, keeping in mind the nature of the words voyeur and façade. How might the two relate to the city as well as each other?

Document the following in photograph and/ or sketches:

Voyeur

An unduly prying observer usually in search of sordid and scandalous sights

Façade

The front of a building

A face of a building that is given emphasis by special architectural treatment

A false superficial appearance or effect


For each of the following terms, procure three definitions and then, based on those findings, develop one spatial definition and generate three small process models describing each:

Gathering

Marketing

Shopping

Learning

Next, begin mapping the site at macro and micro scales:

Mapping 1 @ ¼” = 1’-0”

Mapping 2 @ 1/16” = 1’-0”

Section 1 @ ¼” = 1’-0”

Section 2 @ 1/16” = 1’-0”

Any media may be used so long as it is spatially communicates and constructs your ideas.

ARC 2304 Architectural Design 4 St. Augustine Handout 3 (02.28.09)

Please arrive (safely) at the location described below in St. Augustine before 9:00 AM, this Saturday, February 28th. DO NOT BE LATE. Use MapQuest to gather directions to the Potter Wax Museum. We will be congregating across the street from that location in a large public space that is known as the Slave Market due to a previous function. It is imperative you meet with the group and tour the city with the group as there are specific sites that have been chosen to investigate. Touring the city separately from the class or at another time may not be as beneficial to you.

Bring with you the following materials:

Camera

Sketch Book and Pencil

Measuring Tape

As always, I expect each and every one of you to conduct yourselves as the responsible, mature, and intelligent adults you are while traveling and representing Valencia Community College in St. Augustine.


Reflect on our travels and in-class conversations last week regarding your process models for the following spaces:

Gathering

Marketing

Shopping

Learning

and programs/ provocateurs:

Community Garden

Farmer’s Market

Rare Books Library and Reading Room

Begin the project mapping at the following scales:

60 Degree, Isometric Mapping @ 1/16” = 1’-0”

The mapping must include the site and all infrastructure, surfaces (vertical and horizontal, width of roads and walkways), and scale elements (apertures, building heights, etc.) pertinent to the spatial organization of the site.

Next, you will commence building a model @ 3/16” = 1’-0” scale. The model will develop a moment of integration with regards to program and site; term and program. The model must be 60% (relative) horizontal, 30% (relative) vertical.


03.16.09 Isometric Mapping Assigned, Model Assigned; Desk Critiques

03.18.09 Isometric Mapping @ 5%; Desk Critiques

Model @ 5%

03.23.09 Isometric Mapping @ 25%; Group Critique

Model @ 15%

03.25.09 Isometric Mapping @ 30%; Desk Critiques Model @ 20%

03.30.09 Isometric Mapping @ 60%; Desk Critiques Model @ 50%

Site Section Assigned

04.01.09 Isometric Mapping @ 80%; Group Critique Model @ 60%

Site Section @ 5%

04.06.09 Isometric Mapping Complete; Desk Critiques Model @ 75%

Site Section @ 25%

04.08.09 Model @ 80%; Desk Critiques Site Section @ 30%

Model Plan Assigned

04.13.09 Model Complete; Desk Critiques Site Section @ 90%

Model Plan @ 90%

04.20.09 FINAL REVIEW

ARC 2304 Architectural Design 4 Final Rubric Handout 6

Architectural Design 4 (Catalogue Description): This course addresses the issues of functional relationships, spatial composition and the site constraints, as well as selection and detailing of building materials. A sequence of design exercises and projects with a high degree of complexity will explore the three-dimensional nature of architectural forms and spaces. Models are primary in this studio, with drawing exercises supplementing each project to develop, refine, and communicate design ideas.

Rubric Scale:

Exceptional: Clear and complete understanding of goal. Project exceeds desired objective.

4 points

Above Average: Sound understanding of the goal. Project meets desired objective in a consistently professional manner utilizing multiple critical, project-specific solutions.

3 points

Acceptable: Project meets the desired objectives of the goal. Multiple solutions and process to the stated goals are singular.

2 points

Unacceptable: Serious deficiencies in understanding and presenting a solution to the stated goal. Multiple solutions and process are not available.

1 point

Evidence is missing from the presentation without a certified notification.

0 points

Grading Scale:

0=F, .99-1.99=D, 2.00-2.75=C, 2.76-3.49=B, 3.50-4.00=A

ARC 2304 Architectural Design 4 Final Rubric

1. Demonstrate effective written, oral and visual/graphic communication skills. Prior to your final presentation, you submitted a written outline detailing all topics covered in your project. The outline was type written and adhered to the sample outline distributed in class two weeks prior to the final presentation.

0 1 2 3 4

Instructor Comments:

Your oral presentation is clear; all main topics/ ideas are addressed in your presentation and you describe the concepts around which your project was based. When speaking, your voice is at a consistently audible level and you respectfully answer/ respond to any questions posed to you by the guest critic(s), peers, and / or professor(s).

0 1 2 3 4


The entire project, including but not limited to photographs, sketches, process models, final drawings and final models, is arranged on the wall in a professional manner consistent with previous in-class presentations. The layout compliments the oral presentation and all facets of the project are easily viewable by the guest critic(s), peers, and / or professor(s).

0 1 2 3 4


2. Demonstrate mastery and usage of discipline specific vocabulary.

Oral presentation and written outline include discipline specific vocabulary words augmenting the concepts explored in your project. Furthermore, you are able to explain your project clearly and explain concepts and ideas clearly when you are asked for clarification.

0 1 2 3 4


3. Demonstrate proficiency in constructing critical solutions to issues of space-making through the use of three-dimensional media including, but not limited to, drawing and modeling.

Is (Are) the spatial intent(s) of the model(s) defined through the application (and selection) of material(s) and the process of construction? Are spatial systems hierarchical with regards to their purpose and programmatic intent? Do material and spatial systems engage in systemic and critical conversations pertinent to intent? Is the thesis of the analysis apparent in the construction of the model?

0 1 2 3 4


Is the final model constructed such that it is stable (i.e., no loose pieces, it can be picked up and moved without compromising its integrity)? Are the components of the model neatly cut (no jagged edges) and is the model free of glue stains or other accidental discolorations of the materials? Furthermore, are all members of the model deliberate (i.e., orthogonal pieces are at right angles, curved components are precisely articulated, Plexi-Glass is articulated through scoring and precise frosting utilizing both sides of the material)? Have you manipulated and critically determined the material palette with which you’ve worked (i.e, Plexi-Glass is scored and frosted and store-bought thicknesses of materials are superseded by the construction -determined - thickness of planes? Can the model sit squarely in a specific orientation yet still be comprehended on all of its faces? If present, is the soldering well crafted and used systemically and spatially?

0 1 2 3 4


Are drawings clean and free of accidental smudge marks? Are individual lines drawn with one intentional line weight? Are the angles contained in the drawing correct per the assignment? Is the surface of the drawing media(s) free of careless wrinkles or creases? Mediums such as water color, collage, charcoal, or others we have discussed in class are present and well crafted (in the “flat” constructions). Furthermore, are they intentional and complementary of broader ideas explored within the project? Are paints and/ or wood stains employed as tonal qualities pertinent to the experience of the space(s) as opposed to indiscriminate colors? Where it applies, drawings are presented in the prescribed orientation and centered and/ or purposefully placed upon the medium.

0 1 2 3 4


Are the drawings process-based constructions conveying the progression of space, clearly capturing the goals of the assignment as well as the intentions of your project thesis? The spaces are drawn systemically with moments of intensity and pause, indicating spatial and / or systemic transitions. Drawings are constructed with lines indicating relative hierarchy.

0 1 2 3 4


4. Demonstrate knowledge of architectural precedents before and concurrent to contemporary practice.

Proper scales are utilized on the drawings and models correlating with the breadth of the specific moment recorded. Computer programs including but not limited to Photoshop, Sketch-up, and Rhino are employed only to augment the ideas and presentation of the project.

0 1 2 3 4


5. Demonstrate an advanced knowledge of technical facts and problem solving procedures relevant to contemporary architectural practice. The requirements of program, site, and other topics discovered in the course of the project are incorporated and successfully reconciled in the work. Evolution of concepts can be traced from inception to completion through the inclusion of process models and “sketch” drawings.

0 1 2 3 4


The thesis of the project is apparent in the tactile and spatial construction of the model.

0 1 2 3 4


Prescribed deadlines were consistently met throughout the course of the project.

0 1 2 3 4


6. Synthesize data in written and graphic form to effectively communicate in-depth spatial concepts and historical facts. The written outline, verbal presentation, models, drawings, and project layout contribute to the clarification of t thesis.

0 1 2 3 4


Provide 3 dictionary definitions for gathering, marketing, shopping and learning. Based on those definitions, develop your own definitions. In the presentation, discuss how these words become experiential conditions predicated by the construction of the model and drawings, relative to the programs. Describe how material systems, line weights, etc., further enhance the concepts, relationships and use-based definitions of gathering, marketing, shopping and learning in the model, mapping, section and plan. When explaining the model, provide a type written narrative explaining the relationship between the provocateurs and the spaces you designed.

0 1 2 3 4


Dictionary definitions are type written: 0 4

Self-Composed definitions are type written: 0 4

Type Written Outline handed in before presentation: 0 4

Project pinned up a half-hour before presentation: 0 4

Program Learning Outcomes, AA Architecture

LEGEND: ∆ = Objective introduced, □ = Part of course content, ■ = Featured course content, ▲ = Primary assessment; mastery of objective

ARC 1301= Arch. Design 1, ARC 1302= Arch. Design 2, ARC 1201= Arch. Theory 1, ARC 1701= Arch. History 1, ARC 2702= Arch. History 2, ARC 2303= Arch. Design 3, ARC 2304= Arch. Design 4

COURSES: Gen. ED. ARC 1301 ARC 1302 ARC 1201 ARC 1701 ARC 2702 ELECTIVES ARC 2303 ARC 2304

1. Demonstrate effective written, oral and visual/graphic communication skills. ∆ □ □ ■ ■ ■ □ □ ▲

2. Demonstrate mastery and usage of discipline specific vocabulary. ∆ ■ ■ ■ ■ □ ■ ▲

3. Demonstrate proficiency in constructing critical solutions to issues of ∆ ■ □ □ □ □ ■ ▲

space‐making through the use of three‐dimensional media including,

but not limited to, drawing and modeling.

4. Demonstrate knowledge of architectural precedents before and concurrent ∆ □ ■ □ □ □ □ ▲

to contemporary practice.

5. Demonstrate an advanced knowledge of technical facts and problem solving ∆ ■ □ ■ ▲

procedures relevant to contemporary architectural practice.

6. Synthesize data in written and graphic form to effectively communicate in‐depth ∆ □ ■ ■ ■ □ ■ ▲

spatial concepts and historical facts.

Documents

ANNUAL PROGRAM OUTCOMES - valenciacollege.edu · Hector Garcia-Castrillo University of Texas, Austin A Jordan L. Johnson Florida Atlantic University A Juan D. Grisales New York Institute