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Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,Organizing Student Work Display,A Case Study,Authors:,Beth Miller,IDEC,ASID,Amy Crumpton,IDEC,ASID,Margaret Bateman,IDEC,ASID,College of Architecture,Art,and Design,Mississippi State University,Process,Getting Ready for the Student Exhibit,Start with the Self-Study.,Identify class or classes where standards are met.,Develop matrix.,Determine whether standard indicator requires an input or output.,Use matrix to identify lecture,exercise,project,tests,etc.in which indicator is met.,Procedure,Getting Ready for the Student Exhibit,Write the PAR,have each instructor write about their particular course and indicate how indicator was met.,Identify the projects from each class that meet the standard indicator and list project names in the PAR.,Gather projects for Student Exhibit display that are listed in the PAR.,Have at least 3 project examples from each project type.,Preparation,Getting Ready for the Student Exhibit,Assign a color to each standard.,Purchase post-it tabs in each assigned color.,Prepare notebook for each course.,Identify and secure space for student exhibit.,Designate team work area and display area(should be adjoining).,Plan,Getting Ready for the Student Exhibit,Arrange layout of space using sequential order for the courses.,Place course notebook,projects,project notebooks,and textbooks in the designated space for each course.,Make signage for each course with name and number for the course.,Arrange project display so that the team can easily examine each project board.,Plan,Colors for the Standards,Getting Ready for the Student Exhibit,Standard 1.Curriculum Structure.The curriculum is structured to facilitate and advance student learning.,Standard 2.Professional Values.The program leads students to develop the attitudes,traits,and values of professional responsibility,accountability,and effectiveness,Standard 3.Design Fundamentals.Students have a foundation in the fundamentals of art and design;theories of design,green design,and human behavior;and discipline-related history.,Standard 4.Interior Design.Students understand and apply the,knowledge,skills,processes,and theories of interior design.,Standard 5.Communication.Students communicate effectively.,Before,After,Exhibit Area,Getting Ready for the Student Exhibit,The Art of Tabbing,Course Notebook,Project Notebook,Getting Ready for the Student Exhibit,Tips,Getting Ready for the Student Exhibit,Make sure that the person who wrote the PAR is involved in the display of student work.,Have faculty tab their own particular course/s.,Divide course notebook into sections with dividers.,Make sure that the inputs and the outputs in the course notebooks are tabbed.,Have matrix for each visiting team member printed in standard colors.,Tips,Getting Ready for the Student Exhibit,Make sure that upper level studio projects show an increase in complexity and difficulty.,Make sure that upper level studios have the most tabs.,Remember that the visiting team has approximately 15 hours to know and understand your program.,Organize,organize,organize.,Try to make the work area for the team comfortable(climate controlled).Treats are nice and appreciated.,Questions?,Getting Ready for the Student Exhibit,
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