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FASH 31 Textiles

First Day, Syllabus Activity, Engagement

Reflection on Instructional Change:

The practice from the ACUE course that I implemented was a syllabus activity on the first day. I posted the syllabus on the course canvas site and asked students to review it before coming to the first day of the class for a group syllabus activity. I also assigned students into groups (5 members per group) and posted it on the canvas before the first day of the class. On the first day of the class, I asked students to sit with their assigned groups, greet group members, write down five most important key points of the syllabus and share them with their group members. I had students identify the youngest person within the group and had that person serve as the group leader to facilitate the discussion. I asked each group leader to present the most common top five key points identified within their group.

Implementing this practice had positive impacts on students' learning experiences, motivation and engagement. Student reactions to the use of this practice were shown by comments like " I got better ideas of the course expectations," " I understand I need to study a lot harder to get A in this class," "I start to have a sense of community in this class"

The learning activity that most influenced the change I made in my class was ACUE videos of faculty implementing some technique effectively. Like most of our students are visual learners and learn well from concrete examples, watching someone demonstrating exemplary technique in a classroom setting was very powerful. Also, as far as I know, only ACUE offers those classroom demonstration videos, which is a very unique resource.

One takeaway for improving this activity was for me to prepare a written instruction of this activity and project it in class while I verbally explain the instruction. I will implement this feedback next semester. I believe this written addition will make the activity instruction more clear. Other feedback during "Observe and Analyze Session" was all positive

Evidence of Instructional Change

Screen shot of canvas

Screenshot of syllabus provided in a Canvas Module before the first day of in-person class

Screenshot of syllabus provided on Canvas Home Page before the first day of in-person class

Screen shot of earned badge

ACUE Microcredential Badge Earned

Practice and Reflect on: Leading the First Day of Class

PlantoImp_ReflectionGuide_Kang.docx

Reviewer comment

Thank you, Minjeong. A syllabus activity will better ensure students are reviewing the syllabus more thoroughly. Your reflection for the module Leading the First Day of Class is complete. Good luck with the implementation.

ACUE Reader 82 , Jul 6 at 9:45am

Course Syllabus

FASH 31-webassisted-syllabus (Fall 22)_Dr. Kang.doc

Faculty Bio

I am an Associate Professor of Fashion Merchandising and Management program. I am very excited to explore various course topics with you this semester!! Brief background about me. I completed my undergraduate degree in Clothing and Textiles at Ewha Womans University, Seoul, South Korea, which is one of the top 5 Universities in South Korea. While I was an undergraduate student, I worked as a visual merchandiser and completed a Textiles intern at EnC, a Korean upscale national fashion brand targeting women in their 20s and early 30s. After completing the Textiles intern at EnC, I had a privilege to work as a fashion designer at the same company, which was an extremely exciting opportunity! After honing industry experiences in Seoul, I completed my Masters and Doctorate degrees in marketing and consumer behavior at the University of Minnesota, Twin Cities. I joined CSUS in August 2009 as a faculty member and have been really enjoying my time here!!

This work was supported by:

National Science Foundation Hispanic Serving Institution Project STEM Zone DUE 1832335

CSU Office of the Chancellor Academic Affairs grant for Faculty Professional Development

US Department of Education Hispanic Serving Institution Project STEM4Equity P031C210012

*Any opinions, findings, conclusions, or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation or the US Department of Education.

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