Applied Design Program

My advising has developed over the last five years.  From 2010 to 2013 I had students who primarily intended to complete a 2 + 2 with Pierpont and Fairmont State.  When the agreement dissolved I experienced an added element to my advising practices.  Students were seeking direction for not only education at a two-year school but also what options are there for continuing education in design.

Advising students also involve a time to build relationships that will benefit both the student, the course instructor, and a future employer.  My students know that they have many forms of communication with me to assist them in any way to complete their degree.  I also encourage them for extended conversations that identify the student's intent on employment.

I have come to realize the vital importance of the advisor to the student.  This is a top priority in my goals for my professional practice.  The past three years I email my students that appear on my upcoming advising list.  The introductory email includes links online for instructions about registration, new course information, and dates to attend group orientations.

Created Program Site on Google Education Sites App:

While our institution has been rigorously working towards separation from the shared services with Fairmont State University (FSU) our program recognized the need to maintain consistency in communication and reassurance of stability to our students during these major changes and expansion to the institution.  I created a site on Google Education Apps as a Learning Commons with Applied Design Program Information.

 www.designinwv.net

2 + 2 Articulation with WVU Davis College, Design Studies Program:

In the fall of 2012, our program was informed of the discontinuation of the 2+2 agreement with the School of Education at Fairmont State University.  This agreement with Family & Consumer Sciences Program in the School of Education had been strong and proven with high enrollments plus retention.  Due to the separation mentioned above the majority of 2+2 agreements were dissolved.  Though we regret the end of this option for our students this strengthened our resolve in working on establishing an agreement with West Virginia University's Davis College of Agriculture, Natural Resources and Design in the Design Studies Program. The agreement between our two institutions reflects one of the known pillars of the importance of the community college's relationship to our universities.

New Program Courses by R.Beach from 2013 - 2016: 

1. Construction Design & Details:  Co-created with Mrs. Bethany Van Gilder, Architect

   • Course developed by working on the breakdown of teaching our students the necessary understanding of construction documentation used in interior design projects.  This course is placed in the model schedule for a first-year student to be introduced to this industry jargon while taking the additional courses:  Intro to Interior Design and Design Concepts                                                                                 

2. Design in Social Media:  

   • Course developed from the recognition of the importance that Social Media has in our industry.  I invite you to please go to the site I created to manage this course.                                                                                                                                   

3. Design Thinking: 4th-semester direct transfer course with WVU Design Studies Program

1. • Course development summary

Course description:  

This course establishes the value of design thinking, identifies the components of the design thinking process, and helps students develop proficiency by using the design thinking process in multiple contexts. Topics will include components of design thinking, including solution-based thinking, analysis versus synthesis, divergent thinking versus convergent thinking, and design thinking as a process for problem-solving.   

APPD 2200 Design Thinking - Course Outline

1. Design Thinking Method

2. The Process

3. Description Of The Process

4. Four Rules To Design Thinking

5. Define the 6 steps in Design Thinking

6. The “wicked problem” in design

7. Research

8. Ideation

9. Prototype

10. Choose

11. Implement

12. Learn

Outcome Competencies / Student Learning Outcomes

Students will be able to 

1. Identify the value and components of the design thinking process

2. Discuss and defend the value of design thinking as a critical component of all forward-thinking organizations

3. Demonstrate design thinking as a process for problem-solving

4. Practice solution-based thinking, analysis versus synthesis, divergent thinking versus convergent thinking in a variety of case studies

5. Apply design thinking in an interdisciplinary project that demonstrates the process across multiple disciplines     

• Sensory Design Professional Development Class: 

1. • Course development can be fully understood by going to the site I created.                                                                                       

• Developing Standards for Online Delivery of Program Courses

  • The program is diligently framing delivery standards for the online courses that are in compliance as well as innovative and successful.  Our goal is for consistency in appearance and delivery to provide the student with the optimal online course learning experience.  Additionally, with the standards and platform in place, a qualified instructor can assume the responsibility of teaching any of the program courses.                                            

• Development of Social Media Guidelines for students

  • In 2011, while updating my syllabi for my courses I recognized the need to communicate to my students' guidelines for use of social media while a student in college and as a responsible adult.  I researched other policies and guidelines provided by other institutions and merged them together to create my own for syllabi:  

  • Social Media Guidelines LINK           

• Developing Pedagogy of New Courses into Program

  • The applied design student should continue to build their education similar to the stages of a project:  

    • The Foundation of Principles

    • Level 1 of History

    • Level 2 of Process

    • Level 3 of Thinking

    • Level 4 of Application

  • The four semesters for our student combines their growing understanding, knowledge, critical thinking and design thinking in conjunction with a steady application to projects. The pedagogy of the courses has been coordinated to provide our student with a well-rounded design education.             

• Development of General Design Project Rubric Template                                                                       

• Development of General Education Rubrics for Assessment in Program Courses
  
  

  • Pierpont Comm & Tech College has maintained a continuous improvement plan for the assessment of the general education of our students.  The Applied Design Program responded by collaborating with our faculty to review and keep up to date our courses with specific general education components that when assessed provide measurement of the student's knowledge.  The main categories of assessment are Critical Analysis, Written and Oral Communication, Quantitative Literacy, Technical Literacy, Professionalism, and Global Awareness.  The example I am providing is our current program rubric to measure the student's technical skills within design projects.