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Graduate Program Review 2000-2006
Department of Design Lynn Huffman, Interim Chair
College of Human Sciences Linda Hoover, Dean
January 2007
PROGRAM REVIEW OUTLINE Design
I. Program Overview – A one to two-page summary of department’s vision and goals. II. Graduate Curricula and Degree Programs
A. Scope of programs within the department B. Number and types of degrees awarded
- Degrees Awarded – Academic Year (chart) - Total Degrees Awarded – Academic Year (chart) - Comparison of Degrees Awarded – Fall Data (Peer info table) - Program Degrees Awarded (table)
C. Undergraduate and Graduate semester credit hours - Semester Credit Hours – Academic Year (chart) - SCH compared to Budget - Academic Year (chart)
D. Number of majors in the department - Enrollment by Level – Fall Data (chart) - Total Enrollment by Year – Fall Data (chart) - Comparison of Enrollment – Fall Data (Peer info table) - Program Enrollment (table)
E. Course enrollments over the past six years (enrollment trends by course) - Course Enrollments by Academic Year (table)
F. Courses cross-listed (table) III. Faculty
A. Number, rank and demographics of the graduate faculty - Teaching Resources (chart)
- Tenured and Tenure-Track by Rank - Fall Data (chart) - Comparison of Full-time Faculty (Peer info table)
B. List of faculty members (graduate and non-graduate) (table) C. Summary of the number of refereed publications and creative activities (table) D. Responsibilities and leadership in professional societies
- Professional Leadership (table) - Committee service (table)
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria to determine)
- Faculty Workload (table) - College SCH/FTE – Fall Data (chart) - Department SCH/FTE – Fall Data (chart)
IV. Graduate Students
A. Demographics of applicants and enrolled students - Graduate Student Summary by Category – AY (chart) - Graduate Student Summary by Year – AY (chart) - Graduate Applicants by Region – Fall/Summer Data (chart) - Graduate Applicants - Fall Data (table)
- Admitted Graduate Students - Fall Data (table) - Enrolled New Graduate Students - Fall Data (table) - Demographics of Enrolled Graduate Students - Fall Data (table) - Demographics of Enrolled Undergraduate Students - Fall Data (table)
B. Test scores (GRE, GMAT or TOEFL) of enrolled students - Average GRE Scores for Enrolled Graduate Students – Fall Data (chart)
C. GPA of new students - New Graduate Students GPA by Level – Fall Data (chart) D. Initial position and place of employment of graduates over the past 6 years (table) E. Type of financial support available for graduate students. F. Number of students who have received national and university fellowships, scholarships and other awards - fellowships awarded (table) G. Graduate Student Publications and Creative Activities (table) H. Programs for mentoring and professional preparation of graduate students.
I. Department efforts to retain students and graduation rates
V. Department A. Department operating expenses - Department Operating Cost - Academic Year (chart)
- Department Operating Cost as a Fraction of Employees - (table) B. Summary of Number of Proposals Written and Accepted
- Summary of Number of Proposals Written and Accepted (table) C. External Research expenditures
- Summary of Faculty Awards (table) - Research Expenditures (chart) - Peer Institution Info (if available) (table)
D. Internal funding - Source of Internal Funds (TTU) - (table)
E. Scholarships and endowments F. Departmental resources for research and teaching (i.e. classroom space, lab facilities) - (table) G. HEAF expenditures (table)
VI. Conclusions – a one- to two-page summary of the observed deficiencies and needs identified
by your review. Highlight areas of greatest need and areas of significant contributions. VII. Appendices – should include, but not be limited to, the following:
Table of Contents A. Strategic plan
- Attachment from Strategic Planning website B. Course Offerings (table) C. Recruiting Materials D. Graduate Student Handbook E. Graduate Student Association(s) - Description and information F. Graduate Faculty Information Department attaches current copies of entire
Confirmation/Reappointment forms submitted for Graduate Faculty Reviews for every faculty member (even tenure-track and non-tenured).
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I. Program Overview – A one to two-page summary of department’s vision and goals.
The Department of Design (DOD) [formerly the Department of Merchandising, Environmental Design and Consumer Economics, MEDCE] offers a Master’s of Science Degree in Environmental Design, established in 1982. Beginning of 2006, undergraduate interior design students have the option of obtaining a five-year joint degree, combining a Bachelor of Interior Design (BID) and a Master’s of Sciences in Environmental Design (M.Sc).
Vision Statement
The Department of Design will • Give high priority to research and other scholarly activities; • Contribute to new knowledge and understanding of societal issues through cooperative, interdisciplinary, and multidisciplinary efforts; • Seek opportunities to exchange knowledge and ideas with business, industry, and
communities; and • Be recognized and valued as an exemplary program in different lines of inquiry.
Mission Statement
The Department of Design (DOD) provides the highest standards of excellence in higher education in the fields of environmental design and interior design while contributing to new knowledge in these areas through meaningful research and community outreach.
Objectives
The major purpose of the Master’s of Science in Environmental Design is to improve the educational level for undergraduate and graduate students in universities throughout Texas, Southwestern United States, and the global community. Students enrolled in the M.S. in Environmental Design program are from the United States, Indonesia, China, South Korea, Jordan, and Nepal. A secondary outcome will be educating professionals to assume specialized positions within the interior design industry.
Specific program objectives include:
• To provide an advanced degree program that meets the educational needs of interior
design professionals. • To create a quality learning environment that encourages discovery, integration, and
application. • To provide a nucleus of research professionals who can assist industry and
governmental organizations solve problems and develop opportunities within interior design and environmental design.
Preparation of the Graduate Program Review
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• Graduate faculty members met to address the faculty program review • The Department Chair charged the Director of the Graduate program, with the help of
the graduate faculty, to write the program review. • A first draft was submitted to the Department’s Chair and graduate faculty for review • Revisions were made and a second draft was submitted to Department’s Chair and
graduate faculty members • Final revisions were made.
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II. Graduate Curricula and Degree Programs
A. Scope of programs within the department
Undergraduate interior design students have the option of obtaining a Bachelor of Interior Design and a Master of Sciences Degree in Environmental Design, or a Master of Sciences Degree in Environmental Design. Both degrees require a minimum of 42 semester hours including thesis. Students are required to defend the thesis based on original research. Successful completion of the Environmental Design Master's Degree increases the student's ability to positively contribute to the advancement of the interior design profession and academia. The faculty is currently composed of three graduate faculty members. The faculty have national and international reputations as experts in their fields, and most have received awards recognizing accomplishments in service, teaching, and research. Research by the Department of Design graduate faculty members has resulted in publications in refereed journals, refereed proceedings and professional presentations. Graduate students have been recruited nationally and internationally, this is reflected in our graduate student composition. Decisions regarding applicants are based on a review of transcripts, recommendations, resumes, test scores, and a design portfolio of the applicant. Faculty members are involved in directing graduate students. Departmental policies or requirements regarding faculty supervision of graduate students rely on collegiality and professional behavior. Graduate Studies Responsibilities published by the TTU Graduate School in 2006 is used as a guide. The director of the graduate program assumes responsibility for serving as the graduate student advisor. At the same time, faculty members are energetically involved in the admission process. The student, in consultation with the Director of the Graduate Program organizes a plan of study. Composition of thesis committee includes a minimum of three graduate faculty: two members from the student's specialization area, one outside the specialization area. Any deviations from these guidelines, including changes, additions, or deletions of committee members shall be governed by the department, college, and university policies. The plan of study should include a minimum of:
1. 18 credit hours in the specialization area, 2. 9 credit hours in research methods and statistics—inside and outside DOD 3. 6 credit hours electives/support collateral 4. 6 credit hours in departmental thesis research (minimum).
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The required six credit hours in departmental thesis credit should be arranged in accordance with the candidate's progress on the selected research project. Enrollment in the departmental 6000 thesis credit will continue each semester until the thesis is completed. A maximum of six hours thesis credit is included in the minimum of 42 hours for the master's degree program.
B. Number and types of degrees awarded Curriculum Time to graduation depends on several things including language proficiency, leveling work, number of courses taken each semester, data collection, analysis, and time to complete thesis writing. Students are encouraged to be full-time students and take at least nine hours per semester. When graduate students are employed as Teaching Assistants or Research Assistants, exceptions can be made, particularly at the level of thesis writing. Usually, graduate courses are offered on a regular basis, but because of the limited number of graduate students, some courses are taught as independent research study. Although the graduate program did not use student evaluations on a regular basis in the past, it is planned that starting from Spring Semester 2007; the graduate students will be evaluating their respective professors on a regular basis. In order for transfer courses to be entered on the TTU transcript, courses must be given the TTU equivalent number. No more than 9 hours may be transferred on a 42 hours program. Grades from transfer courses will not appear on TTU transcripts. Grades below B are not accepted for transfer work.
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Degrees Awarded - Academic Year (DSGN)Source: Institutional Research Services
0
0.5
1
1.5
2
2.5
Bachelor 0 0 0 0 0 0Masters 2 0 1 1 1 1Doctorates 0 0 0 0 0 0
00/01 01/02 02/03 03/04 04/05 05/06
Enrollment and Graduation
The Master’s program graduates a steady number of students. Six degrees have been awarded during the last six years resulting on an average of one degree per year.
Formatted: Indent: Left: 0"
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The table below does not show the undergraduate awarded degrees. The degrees awarded from 2000 to 2006 were respectively 22, 45, 35, 40, 54, and 46. This indicates that the undergraduate awarded degrees were higher than the graduate degrees and suggests a great potential for the growth of the graduate program.
Total Degrees Awarded by Year - Academic Year (DSGN)Source: Institutional Research Services
2
0
1 1 1 1
0
0
0 0 0 0
0
0.5
1
1.5
2
2.5
Doctorates 0 0 0 0 0 0
Masters 2 0 1 1 1 1
Bachelor 0 0 0 0 0 0
00/01 01/02 02/03 03/04 04/05 05/06
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Comparing the Department of Design to peer institutions, the awarded degrees in the Department of Design at TTU are fewer than that of peer institutions. While Colorado State University and Washington State University are older institutions, the University of Missouri-Columbia looks similar to Texas Tech with the distinction of the newly implemented online graduate program (2005) that endowed UMC with a noticeable increase of graduate students’ enrollment. In addition, the number of full-time and adjunct faculty at UMC is far higher (8 full-time and 4 adjunct faculty members, as well as 4 GTA’s) than TTU faculty (3 full-time faculty members and 4 GTA’s).
Comparison of Degrees Awarded – Fall Data
00/01 01/02 02/03 03/04 04/05 05/06
Colorado State University Bachelor 36 38 39 52 39 NR Master 5 5 3 5 1 NR Doctoral 0 0 0 0 0 0 University of Missouri-Columbia Bachelor 36 27 32 41 38 44 Master 2 3 4 10 6 Doctoral 2 1 1 1 Washington State University Bachelor 21 20 21 25 36 46 Master 3 8 12 5 6 6 Doctoral 0 0 0 0 0 0 Texas Tech University Bachelor 22 45 35 40 54 46 Master 2 0 1 1 1 1 Doctoral 0 0 0 0 0 0
Program Degrees Awarded Source: Institutional Research Services
Name of Program 2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
Environmental Design 2 0 1 1 1 1
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C. Undergraduate and graduate semester credit hours
The enrollment in the undergraduate program is high and considered one of the highest nationwide. Consequently, the full-time student to full-time professor ratio is high. Because the undergraduate enrollment is high, the graduate program looks small. In addition, because graduate students take research methodology and electives or support areas outside the Department of Design, the credit hour numbers are smaller than enrollment may indicate. The departmental graduate program semester credit hours, as indicated in the table below, decreased from 200 hours to 123 respectively from 2000 to 2006. It is expected that the coming semesters a surge in the semester credit hours will take place because of the newly implemented five-year joint Master’s Degree in Environmental Design.
Semester Credit Hours - Academic Year (DSGN)Source: Institutional Research Services
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
00/01 3,229 20001/02 3,756 32402/03 4,195 34503/04 4,415 36904/05 1,650 51105/06 2,526 123
Undergraduate Graduate
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D. Number of majors in the department for the fall semesters
The graduate enrollment in the Environmental Design program has experienced a clear increase moving from two graduate students in 2004 to 6 students in 2006. This is a positive development for the department. The five-year joint Master’s Degree in Environmental Design is new, and was implemented in the spring of 2006. Since the five-year joint degree targets the undergraduate students, it is expected that the overall enrollment will be clearly enhanced. Recruitment of new graduate students is delicate and sometimes difficult. This complexity can be summarized in the following: a) the department competes with institutions that can offer tuition waivers and higher stipends, b) the load of undergraduate teaching responsibilities restrains faculty from seeking grants that include RA positions, c) undergraduate salaries are very attractive, trivializing the pursuit of a graduate degree, and d) as voiced by graduate students, the funding level of assistantships needs to be increased so as to be aligned/compete with TTU graduate programs, and with peer institutions.
AY SCH compared to Budget (DSGN)Source: Institutional Research Services
0
500
1,000
1,500
2,000
2,500
3,000
3,500
4,000
4,500
5,000
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
$90,000
Undergraduate 3,229 3,756 4,195 4,415 1,650 2,526
Graduate 200 324 345 369 511 123
Operating Cost $70,948 $68,850 $61,944 $80,466 $0 0
00/01 01/02 02/03 03/04 04/05 05/06
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Program Enrollment Source: Institutional Research Services
Name of Program 2000-2001
2001-2002
2002-2003
2003-2004
2004-2005
2005-2006
MS Environmental Design 3 1 1 2 6 6 Joint Degree—BID & MS 0 0 0 0 0 0
Enrollment by Level - Fall Data (DSGN)Source: Institutional Research Services
0
1
2
3
4
5
6
7
Bachelor's 0 0 0 0 0 0Masters 3 1 1 2 6 6Doctoral 0 0 0 0 0 0
00/01 01/02 02/03 03/04 04/05 05/06
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In comparing the Department of Design to peer institutions, the data provided suggests some interesting insights, yet it remains incomplete. For instance, a provision of the number of faculty would have provided a better comparative reading of the enrollment. At first glance, Texas Tech University has a larger undergraduate program than our peer institutions. However, Texas Tech University Master’s Degree is less than peer institutions. This can be explained by the fact that at TTU most of the faculty teaching load is dedicated to the undergraduate level. It is worth noting that in the University of Missouri Columbia, a conspicuous increase of graduate students occured between 2004 and 2005; this is primarily due to the introduction of the online graduate program.
Comparison of Enrollment – Fall Data 00/01 01/02 02/03 03/04 04/05 05/06 Colorado State University Bachelor 237 244 239 261 265 286 Master 25 27 31 37 30 30 Doctoral 0 0 0 0 0 0 University of Missouri-Columbia Bachelor 200 215 215 209 196 202 Master 7 6 21 18 19 13 Doctoral 3 3 2 9 9 21 Washington State University Bachelor 86 107 107 152 165 177 Master 10 21 21 17 15 16 Doctoral 0 0 0 0 0 0 Texas Tech University Bachelor 275 285 273 305 249 260 Master 3 1 1 2 6 6 Doctoral 0 0 0 1 0 2
Total Enrollm ent by Year - Fall Data (DSGN)Source: Institutional Research Services
0 0 0 0 0 0
3
1 12
6 60
0 0
0
0 0
0
1
2
3
4
5
6
7
Doctoral 0 0 0 0 0 0
Masters 3 1 1 2 6 6
Bachelor's 0 0 0 0 0 0
00/01 01/02 02/03 03/04 04/05 05/06
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To address the large undergraduate enrollment and limited resources, an enrollment management program was implemented in fall 2002. This plan has resulted in a decrease in enrollment of 5.4%. This reduction can provide better utilization of resources between undergraduate and graduate programs.
E. Course enrollments over the past six years (enrollment trends by course)
Within the Department of Design, graduate students may select from 15 different graduate courses for the MS degree. Master’s Degree graduate students are allowed to enroll in doctoral courses. A program of study and a research project are developed with appropriate selection of courses from numerous academic departments on campus for a M.S. All graduate courses are offered on a regular rotational basis. While there are sufficient courses offered each semester for students to make timely progress through the program, occasionally courses are not offered on a regular basis due to enrollment deficiency. In these situations, courses are offered by the same faculty member as Individual Study (CEED 5311). As indicated in the Enrollment by the Academic Year table, there has been a steady increase of course enrollment that peaked in 2004. In 2005, the enrollment decrease can be explained by the new administrative departmental re-organization. The fluctuation between high and low course enrollment is explained by the nature of the courses. Core courses experience increased enrollment; however, elective and research methodology courses tend to reflect lower enrollment. The Department of Design was formerly housed within the Department of Merchandising, Environmental Design and Consumer Economics (MEDCE). The name change was implemented in spring 2004.
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• Figures are totals – classes may be offered more than once per year
Enrollments by Academic Year
Source: Institutional Research Services Course 2000-2001 2001-2002 2002-2003 2003-2004 2004-2005 2005-2006
CEED 5301 13 12 16 11 21 0 CEED 5307 10 2 4 8 0 0 CEED 5310 5 0 0 19 3 0 CEED 5311 20 57 33 24 44 10 CEED 5378 0 6 6 6 0 11 CEED 5380 0 0 17 16 5 0 CEED 5381 0 0 0 0 5 0 CEED 5382 0 4 0 5 0 0 CEED 5384 0 0 0 0 0 3 CEED 5388 0 4 0 0 6 3 CEED 6000 7 1 9 6 3 21 CEED 6330 0 0 0 0 0 0 CEED 6370 0 0 0 0 0 0 CEED 6378 0 0 0 0 0 0 CEED 6389 0 0 0 0 0 0 TOTALS 55 80 85 95 87 48
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III. Faculty
The Interior Design program is currently composed of six faculty members (three graduate and three undergraduate faculty) as well as four Graduate Teaching Assistants (GTA’s). However, the Teaching Resources table shows the Department of Design’s overall faculty number. The graduate faculty in the Department of Design (DOD) are nationally and internationally recognized academicians and practicing professionals and as scholars and leaders in their profession. Graduate faculty have received awards recognizing accomplishments in service, teaching, and research. The three graduate faculty members are tenured (two associate professors and one professor, who holds the Endowed Rockwell Research Professorship. The faculty have diverse backgrounds and include expertise in environmental design, interior design, environment and behavior, housing and culture, computer usage in interior design, and designing for the elderly. Two of the three graduate faculty teach 2 to 3 undergraduate courses a semester. These courses are primarily different preparations and are studios that meet 5-6 hours a week. In addition, recently the graduate program has experienced the departure of a graduate faculty member who held the position of the department chair. A search to fill this position is planned. This is a reflection of a department that is short of faculty members to balance the undergraduate and graduate teaching loads. Diminishing resources and a need for qualified faculty has forced the DOD faculty to limit graduate student recruitment activities and this limitation has kept enrollment lower than might be possible with additional faculty and resources.
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A. Number, rank, and demographics of the graduate faculty
Teaching Resources (DSGN)Source: Institutional Research Services
0
2
4
6
8
10
12
14
16
18
20
Tenured/Tenure Track faculty 14 15 16 17 18 9
Non-tenure track faculty 10 8 10 14 15 3
GPTI 1 0 0 0 3 0
TA's 0 0 3 6 4 2
00/01 01/02 02/03 03/04 04/05 05/06
Tenured and Tenure-Track by Rank - Fall Data (DSGN)Source: Institutional Research Services
0
1
2
3
4
5
6
7
8
9
00/01 0 2 5 6
01/02 0 2 6 7
02/03 0 2 7 7
03/04 0 3 7 7
04/05 0 2 8 8
05/06 0 1 4 4
Horn Professor Professor Associate Professor Assistant Professor
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The comparison of the Department of Design faculty assignments with other institutions suggests an incomplete analysis. While peer institutions have maintained a steady number of tenure/tenure track faculty, non-tenure track and TA’s assignments, Texas Tech University has experienced a fluctuation primary due to the 2004 administrative re-organization and the departure of a graduate faculty member. Texas Tech University has a much larger number of tenure track faculty than peer institutions. This is due primary to the commitment of teaching at the undergraduate level. It is also difficult to draw substantial conclusions from the table below. For instance, the DOD tenure track faculty members include two undergraduate programs (Apparel Design and Manufacturing and Interior Design); however, peer institutions reflect solely the interior design discipline.
B. List of faculty members
FACULTY NAME
JOB TITLE
HIRE DATE
END
DATE
Member of Grad Faculty? Y or N
Cherif M. Amor Associate Professor 09/2000 Yes Don Collier Assistant Professor 09/2002 No Zane D. Curry Associate Professor 09/1988 Yes Rosemary Peggram Instructor 02/1992 No JoAnn Shroyer Endowed Rockwell
Research Professor 09/1984 Yes
JoAnn Wilson Associate Professor 09/2001 No
Comparison of Full-time Faculty 00/01 01/02 02/03 03/04 04/05 05/06Colorado State University
Tenure/Tenure Track 3 4 4 4 4 4Non-tenure track 3.75 2.5 2 1.75 2.25 1.5
TA's 0.75 0.75 0.75 0.75 0.75 0.75University of Missouri - Columbia
Tenure/Tenure Track 5 5 4 4 4 5Non-tenure track 12 13 17 13 12 11
TA's 6 4 7 7 12 7Washington State University
Tenure/Tenure TrackNon-tenure track
TA'sTexas Tech
Tenure/Tenure Track 14 15 16 17 18 9Non-tenure track 10 8 10 14 15 3
GPTI's 1 0 0 0 3 0TA's 0 0 3 6 4 2
Data not provided
Formatted: Indent: Left: 0"
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C. Summary of the number of refereed publications and creative activities.
Although the Department of Design graduate faculty is relatively small, the quality of presentations and publications is remarkable. Most graduate students were able to produce posters, presentations or publications out of their graduate research. The graduate faculty level of teaching, research, and service achievements can be found on their vitae (Appendix F).
Publication Type
2000 N=5 F=6
2001 N=3 F=6
2002 N= 4 F=6
2003 N= 5 F= 6
2004 N= 5 F= 6
2005 N= 5 F= 6
Refereed Articles/Abstracts 6 7 7 12 10 13 Books/Book Chapters 2 1 Other Publications Presentations/Posters 6 5 12 9 11 13 Audio Visual 1 <insert extra here> <insert extra here>
N = # of full time faculty contributing F = # of full time faculty in department D. Responsibilities and leadership in professional societies
While the level of responsibility on the committees, reviewer/judge, and coordination is acceptable, the level of responsibility at the editorial, executive boards, and national organizations needs more involvement. Once again, the undergraduate teaching load of the graduate faculty impedes their involvement in leadership and professional societies.
Professional Leadership
2000 N=4 F= 6
2001 N= 4 F= 6
2002 N= 3 F= 6
2003 N= 4 F= 6
2004 N= 4 F= 6
2005 N= 4 F= 6
Editor/Editorial Executive Board Officer in National Org. Committees 3 3 6 5 9 7 Reviewer/Judge 1 2 3 4 5 4 Coordinator 2 2 5 2 1 2 <insert extra here>
N = # of full time faculty contributing F = # of full time faculty in department
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Committees served 2000-2006
E. Assess average faculty productivity for Fall semesters only (use discipline appropriate criteria to determine) The faculty has been recognized for outstanding teaching and research. Three are members of the TTU Teaching Academy, one faculty received the President's Excellence in Teaching Award and one professor has been endowed with the Rockwell Professorship. Two of the graduate faculty teach 2 to 3 undergraduate courses a semester. These courses are primarily different preparations and are studios that meet 5-6 hours a week and sometimes more. For instance, collaboration studio, a course that is taught in collaboration with architecture and landscape architecture programs, requires 11 hours a week. For such reasons, although the faculty workload looks more or less aligned with the college and the university workloads, pragmatically speaking the teaching load is above the standards.
FACULTY WORKLOAD
2000 2001 2002 2003 2004 2005
University 11.61 11.45 11.34 12.24 16.23 15.82 College 12.36 12.95 12.50 12.01 16.63 17.62
Committees Chaired
Committees Served in
department
Committees Served outside
department Faculty Name MS PhD MS PhD MS PhD Cherif M. Amor 2 0 4 0 2 0 Zane D. Curry 2 1 2 0 2 1 JoAnn Shroyer 1 0 1 0 0 2
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Department 11.25 13.63 12.57 13.39 15.07 15.68
College SCH/FTE - Fall DataSource: Institutional Research Services
0
50
100
150
200
250
300
SCH/FTE for total faculty 269 261 274 241 213 216
2000 2001 2002 2003 2004 2005
Department SCH/FTE - Fall Data (DSGN)Source: Institutional Research Services
0
50
100
150
200
250
SCH/FTE for total faculty 181 200 213 199 82 209
2000 2001 2002 2003 2004 2005
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F. Identification of quality program The following criteria are used to identify the program quality:
• Graduate Students Exit Survey Evaluation • Graduates’ Placement • Average number of years required for completion of a graduate degree. • Faculty members research activities—publications and grants. • Professional involvement • Professional development activities • Program components meet the needs of both industry and academia
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IV. Graduate Students
A. Demographics of applicants and enrolled students Students enrolled in the M.S. in Environmental Design program are from the United States, Indonesia, China, South Korea, Jordan, and Nepal. The majority of the students are Caucasian or international with no minority students. They are a mixture of male and female. International students comprise approximately 70% of the applicants and are a significant portion of the admissions.
Recruitment of graduate students is accomplished by individual faculty members at conferences and through peers at other institutions. The department and individual faculty members have well-known reputations and graduate student prospects are referred to the department from colleagues in the United States and abroad. In addition, the department's world-wide web page has attracted students that inquire electronically (http://www.hs.ttu.edu/dod/dodgradwebindex.html).This link has increased the number of contacts and allows us to send information to the potential applicant before sending the formal application. Direct inquiries to the department are mailed departmental information along with a request for letters of reference and an information sheet that is returned to the department by the applicant and their names and addresses are forwarded to the graduate school. Completed applications received by the Graduate School are forwarded to the department. The completed application is then reviewed by the Director of the Graduate Program. Commonly, an applicant will have contacted a faculty member prior to submitting an application. Faculty have the opportunity to review and accept or reject an applicant. Once accepted, the department sends out a letter of acceptance and indicates what level of funding support can be offered. Applicants are accepted with no funding or with assistantship. Commonly, assistantships are offered after one semester of full-time course load. The Director of the graduate program works with graduate students and advises them each semester as to courses to be taken towards the degree plan. All records are kept in the Department of Design office, COS 211.
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Graduate Student Summary by Category - Fall Data (DSGN)Source: Institutional Research Services
0
1
2
3
4
5
6
2000 5 1 1 2
2001 0 0 0 0
2002 4 3 0 1
2003 5 3 1 1
2004 5 4 1 1
2005 3 2 1 1
Total Applicants Total Admitted New Grad Students Students Graduated
Graduate Student Summary by Year - Fall Data (DSGN)Source: Institutional Research Services
0
1
2
3
4
5
6
Total Applicants 5 0 4 5 5 3
Total Admitted 1 0 3 3 4 2
New Grad Students 1 0 0 1 1 1
Students Graduated 2 0 1 1 1 1
2000 2001 2002 2003 2004 2005
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As indicated in the table of the Graduate Student Summary per year, the number of degree production has remained steady during the last six years with an average of one degree production per year. However, the table shows a discrepancy between the number of total applicants and the new graduate students. This constitutes a weakness that the graduate program is working on by using better follow up and enticing strategies. Also, comparing the graduates by geographic origin--Texas, USA, and International--it seems that there is a balance of graduates between the different geographic regions. However, the data is skewed between 2001 and 2004 where there were no USA graduates.
Graduate Applicants by Region - Fall/Summer Data (DSGN)Source: Institutional Research Services
0
0.5
1
1.5
2
2.5
3
3.5
4
4.5
2000 0 1 2 22001 0 0 0 02002 0 3 0 12003 0 4 0 12004 0 3 1 12005 0 1 0 2
Blank Code TX USA INT'L
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F M F M F M F M F M F M
Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0Asian 2 0 0 0 0 0 0 0 0 0 0 0Black 0 0 0 0 0 0 0 0 0 0 0 0Hispanic 0 0 0 0 0 0 0 0 0 0 1 0Non-Resident 2 0 0 0 0 1 0 1 1 0 1 0Unknown 0 0 0 0 0 0 0 0 0 0 0 0White 1 0 0 0 3 0 4 0 3 1 1 0
Gender Total 5 0 0 0 3 1 4 1 4 1 3 0
Total Applicants
F M F M F M F M F M F M
Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0Asian 0 0 0 0 0 0 0 0 0 0 0 0Black 0 0 0 0 0 0 0 0 0 0 0 0Hispanic 0 0 0 0 0 0 0 0 0 0 0 0Non-Resident 1 0 0 0 0 0 0 1 0 0 1 0Unknown 0 0 0 0 0 0 0 0 0 0 0 0White 0 0 0 0 3 0 2 0 3 1 1 0
Gender Total 1 0 0 0 3 0 2 1 3 1 2 0
Total Admitted
F M F M F M F M F M F M
Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0Asian 0 0 0 0 0 0 0 0 0 0 0 0Black 0 0 0 0 0 0 0 0 0 0 0 0Hispanic 0 0 0 0 0 0 0 0 0 0 0 0Non-Resident 1 0 0 0 0 0 0 1 0 0 1 0Unknown 0 0 0 0 0 0 0 0 0 0 0 0White 0 0 0 0 0 0 0 0 1 0 0 0
Gender Total 1 0 0 0 0 0 0 1 1 0 1 0
Total Enrolled
Graduate Applicants - Fall Data 2000 2001 2002 2003 2004 2005
3
Admitted Graduate Students - Fall Data 2000 2001 2002 2003 2004 2005
5 0
3 3
54 5
4 2
Enrolled New Graduate Students - Fall Data 2000 2001 2002 2003 2004 2005
1 0
11 0 10 1
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F M F M F M F M F M F M
Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0Asian 0 0 0 0 0 0 0 0 0 0 0 0Black 0 0 0 0 0 0 0 0 0 0 0 0Hispanic 0 0 0 0 0 0 0 0 0 0 0 0Non-Resident 2 0 1 0 1 0 0 1 0 1 1 1Unknown 0 0 0 0 0 0 0 0 0 0 0 0W hite 1 0 0 0 0 0 1 0 4 1 4 0
Gender Total 3 0 1 0 1 0 1 1 4 7 5 1
Graduate
F M F M F M F M F M F M
Amer Ind 0 0 0 0 0 0 0 0 0 0 0 0Asian 0 0 0 0 0 0 0 0 0 0 0 0Black 0 0 0 0 0 0 0 0 0 0 0 0Hispanic 0 0 0 0 0 0 0 0 0 0 0 0Non-Resident 0 0 0 0 0 0 0 0 0 0 0 0Unknown 0 0 0 0 0 0 0 0 0 0 0 0W hite 0 0 0 0 0 0 0 0 0 0 0 0
Gender Total 0 0 0 0 0 0 0 0 0 0 0 0
Undergraduate
Demographics of Enrolled Graduate Students - Fall Data2000 2001 2002 2003 2004 2005
1 2 11 6
Demographics of Enrolled Undergraduate Students - Fall Data2000 2001 2002 2003 2004 2005
3 1
0 00 0 0 0
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B. Test scores (GRE, GMAT and/or TOEFL) of enrolled students
As indicated in the Average GRE scores table, the Graduate Records Exam (GRE) scores range from acceptable to good. It is nonetheless noticed that graduate students once admitted perform well and much better than their GRE scores indicates. The GRE scores have slightly dropped since the new departmental reorganization. This can be explained by the fact that most of the graduate students in the Department of Design are international students whose English language is not their primary language. Likewise, it is worth noting that design students are more inclined toward graphic communication skills rather than verbal, written and analytical communication skills, a condition prevalent in design students. Occasionally, when a graduate student does not meet the GRE minimum requirement, he/she may be admitted to the program with a probationary status.
Average GRE Scores for Enrolled Graduate Students - Fall Data (DSGN)Source: Institutional Research Services
0
100
200
300
400
500
600
700
800
Verbal 475 310 0 433 0 260Quantitative 612 685 618 380
2000 2001 2002 2003 2004 2005
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C. GPA of new students
Despite the average Grade Point Average scores, graduate students perform successfully in all areas across campus since they are required to take core courses within the department and collateral/support courses across campus. In addition, most of the graduate students engage in research endeavors that include presentations, posters and manuscript publications. This illustrates their pedagogic preparation and readiness in teaching and research activities.
New Graduate Students GPA by Level - Fall Data (DSGN)Source: Institutional Research Services
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
Masters 4.00 0.00 0.00 2.00 4.00 3.33Doctoral 0.00 0.00 0.00 0.00 0.00 0.00
2000 2001 2002 2003 2004 2005
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D. Initial position and place of employment of graduates over the past 6 years.
Name Initial Position Initial Employer Location
2000-2001
Scott M.W. Instructor Community College San Antonio, TX Sultana Nazneen Designer Architectural Firm Pecos, TX
2001-2002
2002-2003
Hong Wang Unknown Unknown Dallas, TX
2003-2004
Key Delores Instructor El Centro College Dallas, TX
2004-2005
Kathy Ford Montgomery
Instructor Colorado State University
Fort Collins, CO
2005-2006
Jennifer Kneupper Assistant Professor The Art Institute Dallas, TX
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E. Type of financial support available for graduate students
Financial support is available through scholarships, graduate teaching, or research assistantships, and student loans. Most graduate students are admitted to the program with no guarantee of teaching or research positions. Commonly, a newly admitted student will not have a teaching or research position the first semester. International students must pass the TA workshop before being considered. Students complete a TA application form each year. Positions are assigned based on student qualifications and department needs. Some students do not want employment, seeking to focus on their education. Students are typically supported up to two years for a master’s student and three years for a doctoral student. That being said, most of the department’s students do receive support with teaching and research assistantships, scholarships, and fellowships. Currently out of the nine graduate students, four are benefiting from teaching or research assistantships. Scholarships and fellowships are available to department graduate students. The college administers a scholarship program totaling $ 9.5 million, with graduate students eligible to compete for some of the awards. The department also administers a more modest scholarship endowment and offers some scholarships through the graduate tuition account, derived from the graduate tuition surcharge returned to the department. Students may be eligible for fellowships within the college/department. Currently the college offers the Helen Devitt Jones Fellowship ($10,000/yr for 3 years). In addition, new graduate students may apply for the Chancellor’s Fellowship program.
Scholarships, teaching or research assistantships, and student loans are awarded for 9 to 12 months following the next categories:
• Scholarships: Recipients must be enrolled full-time (9-12 hrs.). Scholarships are
available through the College of Human Sciences. • Research and Teaching Assistantships: Appointments are one-fourth (10 hours a
week) or one-half time (20 hours a week). Half-time graduate assistants must be enrolled as full-time students (9 hrs.). Applications are submitted to the Director of the Graduate Program at any time and will be considered for vacant positions.
• Fees: Graduate assistants holding half-time assistantships are exempt from nonresident tuition and are provided fee waivers.
• Student Loans: Information regarding student loans may be obtained by contacting the Office of Student Financial Aid, Texas Tech University.
F. Number of students who have received national and university fellowships, scholarships
and other awards
AWARD 00/01 01/02 02/03 03/04 04/05 05/06 Cash Family $0 $0 $0 $0 $0 $6,000
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G. Graduate Student Publications and Creative Activities – Number of publications and other activities by Master students in the department.
Although the number of graduate students is limited, the number of publications is acceptable. In the last three years, statistically a conspicuous improvement took place. Most of the publications are peer-reviewed and published/presented with international design conferences such as the Interior Design Educators Council (IDEC) and the Environmental Design Research Association (EDRA). Few of the presentations are national or local research activities such as the Southwest Regional Interior Design Educators Council (IDEC Southwest), the Faculty Academic Contribution Exhibit (FACE), and the Human Sciences Week research sessions.
Publication: Refereed Non-Refereed Poster
presentations Other activities Year Thesis Diss. Thesis Diss. Thesis Diss. Thesis Diss. 2006 2 1 2005 3 1 2004 2 1 2003 2002 2001 2000
H. Programs for mentoring and professional preparation of graduate students.
There are no specific programs for mentoring students in the department. However, graduate students, during the first years while dealing with course load, are mentored by the graduate advisor. Once a thesis chair is chosen, this chair assumes the mentoring activities. In addition, the department of design curriculum proffers one course directed toward professional preparation—Graduate Research Seminar (CEED 5301).
E. Department efforts to retain students and graduation rates
Student retention has not been a problem for the DOD graduate program. Of those students who enter the environmental design program, 88% complete the master’s degree. The remainder goes directly into employment before graduation. Retention is facilitated by close faculty contact, frequent student interaction, and teaching or research assignments.
G. Possibility of reduction of time
There are no possibilities. Program curriculum has been reviewed. Faculty believe the program provides students with knowledge appropriate to a master’s level degree within the planned time framework.
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V. Department
A. Department operating expenses While the table lacks the department’s operating costs for 2005 and 2006, the department operating expenses are impacted by the nature of the discipline. Design disciplines, like many professional fields, require costly equipment for training purposes. Hardware such as computer labs, studio tables, flat bed high resolution scanners (large format) and high resolution printers are just a few of the basic required necessities. Likewise, software such as computer aided drafting, modeling and animation software, Adobe Photoshop, and Adobe Illustrator summarize the impact of the department operating expenses.
Department Operating Costs as a Fraction of Employees 00/01 01/02 02/03 03/04 04/05 05/06
Dept Operating available
late
Cost $70,948 $68,850 $61,944 $80,466 not
available
not available
Fall Faculty & Staff 12 15 14 11 12 14 Dept OP Cost
F/S $28,047 $36,116 $27,881 $37,994 $48,534 $44,794
Department Operating Cost - Academic Year (DSGN)Source: Institutional Research Services
$0
$10,000
$20,000
$30,000
$40,000
$50,000
$60,000
$70,000
$80,000
$90,000
Operating Cost $70,948 $68,850 $61,944 $80,466 $0 0
00/01 01/02 02/03 03/04 04/05 05/06
Formatted: Centered
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B. Summary of Number of Proposals Written and Accepted
Considering the number of graduate faculty, the number of research proposals is acceptable. As indicated in the table below the successfully funded research amounts to 11 grant applications in five years. This is quite satisfactory. The summary of faculty awards by home department indicates that an amount of $507,328 has been generated in research funds, another good indicator of the research activity within the Department of Design.
Foundation State Federal Others Successfully
funded D M D M D M D M D M
2005 1 1 1 2004 1 1 4 5 3 1 2003 1 2 1 1 1 2002 3 1 1 3 2001 1 1 2000
D = Disciplinary (internal)
M = Multidisciplinary (external) C. External Research expenditures SUMMARY OF FACULTY AWARDS BY HOME DEPARTMENT
Source: Office of Research Services
YearNumber of
AwardsFacilitIes &
Administrative Award Amount00/01 1.50 $0 $36,73901/02 3.00 $0 $77,20202/03 4.00 $0 $99,43503/04 2.00 $0 $88,93504/05 4.00 $0 $114,52505/06 3.00 $0 $90,492
Totals: 17.50 $0 $507,328
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Research Expenditures (DSGN)Source: Institutional Research Services
$0
$20,000
$40,000
$60,000
$80,000
$100,000
$120,000
$140,000
Sponsored $39,739 $77,202 $99,435 $88,935 $114,525 $90,492
00/01 01/02 02/03 03/04 04/05 05/06
Comparing TTU to its peer institutions, while Washington State University data is not provided, the comparison to Colorado State University and the University of Missouri-Columbia indicates that TTU research expenditure is much higher than that of the peer institutions. Also, the table below indicates that TTU research expenditure have been steady during the last five years, yielding an average yearly expenditure of $ 84,660.
D. Internal funding
Source of Internal Funds (TTU) Source: Institutional Research Services
Comparison of Research Expenditures 00/01 01/02 02/03 03/04 04/05 05/06Colorado State University $0.00 $0.00 $0.00 $0.00 $0.00 $0.00University of Missouri - Columbia $2,927 $1,441 $908 $80,369Washington State UniversityTexas Tech $39,739 $77,202 $99,435 $88,935 $114,525 $90,492
Data not provided
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E. Scholarships and endowments
The College of Human Sciences at Texas Tech University offers undergraduate and graduate scholarships of varied amounts for outstanding students. Recipients are selected based on the criteria for each award. Although criteria vary, most include: scholarship, excellence, achievement in academic and non-academic areas, leadership, character, seriousness of purpose, and/or need. Scholarships are awarded only to those who have officially applied to Texas Tech University. The college administers a scholarship program totaling $9.5 million, with graduate students to compete for some of the awards. For instance, the college offers the Helen Devitt Jones fellowship ($10,000/yr for 3 years). In addition, the Graduate School offers fellowships and scholarships to Texas Tech University graduate students. New graduate students and students at the thesis/dissertation writing phase may apply for fellowships and scholarships. The majority of the awards range from $2,000-$4,000/year. For the last fiscal year, the Graduate School disbursed 258 scholarship and fellowship awards for a total of $667,800.
00/01 01/02 02/03 03/04 04/05 05/06 Research Enhancement Research Incentive Line Items Interdisciplinary Seed Grants New Faculty Start-ups Matching from VPRGSTT Special needs and opportunities Research Promotion Graduate School Fellowships $0 $0 $0 $0 $0 $6,000 HEAF $2,226.30 $2,650.00 $5,207.56 $23,475.14 $28,323.02
Not provided
TOTALS: $2,226.30 $2,650.00 $5,207.56 $23,475.14 $28,323.02 $6,000
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F. Departmental resources for research and teaching (i.e. classroom space, lab facilities)
The department of design and college facilities are adequate. Computer availability and access to electronic information is state of the art because of the use of graduate student fund allocations. The Department of Design has modern facilities to support graduate student teaching and research. Departmental facilities include drafting studios, resource library, and computer laboratories. Besides the implementation of the wireless network, students in the College of Human Sciences have access to three computer laboratories; one laboratory has visualization workstations and one is dedicated to graduate student use. The third lab is utilized for undergraduate classes and open use. Campus resources include the Advanced Technology Learning Center, University Library, Architecture Library, Southwest Collection/Special Collections Library, Law School, Medical Center Library, the Texas Tech Museum, and the Ranching Heritage Center.
Type of Space Number of Rooms Total Assignable Square Feet
OFFICES: Faculty & Administration 7 1334 Clerical 2 625 Graduate Assistant 3 444 Technician NA Emeritus NA LABS: Special Instruction Labs 5 4588 Research Labs 1 732 STORAGE: 5 449 LIBRARY: 1 1340 CENTERS & OTHER FACILITIES: Office 1 248 Lab (Instruction & Research) 1 250 TOTAL SQUARE FEET 10,010
G. HEAF expenditures
Other Labs Classroom (identify) TOTAL
2005 $ 16,391.61 $ - $ 11,931.41 $28,323.02 2004 $ 3,256.91 $ - $ 20,218.23 $23,475.14 2003 $ - $ - $ 5,207.56 $ 5,207.56 2002 $ - 2001 $ 2,650.00 $ - $ - $ 2,650.00 2000 $ 2,226.30 $ - $ - $ 2,226.30
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H. Becoming a highly ranked program
The following criteria are used to gauge the maintenance of a highly ranked program
• Faculty members academic preparation and professional experience • Faculty members participation in exemplary and scholarly societies • Faculty Members Publications • Faculty Members Grant Activities • Graduates’ Placement
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VI. Conclusion – a one- to two-page summary of the observed deficiencies and needs identified by your review. Identify areas of greatest need and areas of significant contributions.
Through the Department of Design Graduate Program Review process, the following strengths and limitations have been identified. Limitations/deficiencies will be addressed in the graduate faculty summer 2007 retreat.
Deficiencies: • Enrollment: Although the nationwide demand for Interior and Environmental Design
graduates far exceeds the supply for individuals with graduate degrees, the Department of Design is experiencing a limited enrollment due to lack of faculty and resources. For instance, the website for the Environmental Design Research Association currently (EDRA, October, 2006) lists 15 position announcements related to interior design and allied disciplines. Similarly, the Interior Design Educators Council currently (IDEC, October, 2006) lists 37 position announcements related to Interior and Environmental Design (IED). Qualifications range from MFA-MA-MS to Ph.D., with a terminal degree or Ph.D. preferred.
• Faculty Workload: Similarly, the high undergraduate faculty load—an average of three
courses per semester—bearing in mind that design courses are studio oriented requiring longer sessions of grading, lecturing and consulting—5 to 6 contact hours per course—has not only impeded the graduate faculty involvement in the recruiting activities but also hindered graduate faculty from teaching graduate courses during the fall and spring semesters. It should be noted that grading in interior design, like all design disciplines, is time consuming because of the studio nature of the courses.
• Degree Requirements: The actual Master of Science in Environmental Design is
limited to a thesis degree—a research based degree. Since design involves theory and application, the possibility of including a non-thesis master's that meets the needs of individuals with business backgrounds and professional experience (a course-based degree) will pave the way for more options hence better recruitment possibilities. A third option might be a combination of research and project design Master’s degree. These alternatives will be addressed in the graduate faculty 2007 summer retreat.
• Course Leveling: Thirty-six hours of leveling course work for non-related major may
be required to remove subject matter deficiencies; this constitutes a heavy burden on any potential graduate student. This leveling course load will prevent and thwart recruitment strategies. Deficiencies in undergraduate work in design must be quantitatively corrected and concurrently taken with registration in graduate level courses. This will be addressed in the graduate faculty 2007 summer retreat.
• Administrative Reorganization: Likewise, the new administrative re-organization of
the college of Human Sciences has had its impact on the DOD graduate program. The DOD graduate program [formerly included in the Merchandising Environmental Design and Consumer Economics] is now independently operated resulting in a lack of resources. Similarly, the department has experienced faculty retirement and sudden
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departure of chairpersons that has generated an administrative and pedagogic transitional juncture.
• Distance Learning: In this global era where distance learning is becoming the
pedagogic tool of the 21st century paving the way to flexibility, convenience, and interaction; the Department of Design graduate program has not yet embarked on distance learning possibilities. A quick reading of design graduate programs nationwide suggests that online education is the primary reason behind the high rate of graduate students’ recruitment in peer institutions.
Strengths:
• The Department of Design Graduate Program offers a Master of Science in Environmental Design that is unique in the state of Texas. Nationwide, the graduate program is also on the leading edge of design education.
• The graduate program's strength is in its diversity. The faculty and graduate students come from a variety of cultures—American, North African, Chinese, Nepalese, Jordanian, and South Korean—generating exceptional learning possibilities.
• As indicated earlier, since the supply of graduates in design disciplines is far less than the demand, one key measure of a graduate program's strength is its placement record. Our graduates have had excellent success on the academic job market.
• In a relatively large geographic region such as the State of Texas, there are only two
design graduate programs leading to the Master’s Degree in Interior and Environmental Design. One of these programs is the TTU Department of Design Master’s Program.
• Undergraduate interior design students have the option of obtaining a joint 5-year
Bachelor of Interior Design Degree and Master's Degree in Environmental Design. This paves the way for undergraduate students to acquire a graduate level degree in a relatively short period of time, but also enhances the graduate program enrollment.
• The connection of basic research in the human sciences involving a holistic paradigm
that bridges the gap between environmental and behavioral studies is an area of critical strength in the Department of Design. This entails a flexible education; intellectually responsive individuals whose education will continue to serve them and their society long after the narrower aspects of particular training in a subspecialty become obsolete.
