Progress 01/15/16 to 01/14/20
Outputs
Target Audience:The target audience is undergraduate students at the University of Delaware. We taught sustainability knowledge to students enrolled in FASH 210 (Seminar on Fashion Sustainability), FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), FASH 380 (Advanced Apparel Product Development), FASH 417 (Fashion Research and Discovery: Lifecycle Approach to Design), FASH 417 (Fashion Research and Discovery: Business Model Innovation) classes from Fall 2016 to Fall 2019 semesters through formal classroom instruction and innovative teaching methodologies including case studies and problem-based learning (PBL) projects (details are in "Accomplishments" section of this report). The total enrollment of these classes during the 7 semesters was 1296 students. It should be noted that some students enrolled in multiple classes, so the total number of students who were impacted by the project was less than the total enrollment. We created a minor "Sustainable Apparel and Textile Innovation". Two students completed the minor in Spring 2019, and as of Spring 2020, 20 students enroll in this new minor program. We launched the sustainable apparel pop-up store as class projects. A total of 118 students (45 students in FASH 210 in Spring 2018, 37 students in FASH 417 in Fall 2018, and 36 students in FASH 417 in Fall 2019) participated in the pop-up store project to gain participatory learning experience. Changes/Problems:The project evaluator Hilary Mead left the University of Delaware before the beginning of the project (January 2016). The project evaluator (co-Project Director) should be Shameeka Jelenewicz (instead of Hilary Mead). What opportunities for training and professional development has the project provided? Training activities. The revised and new developed courses of FASH 210, 215, 220, 380, 417 (two different FASH 417 classes) were taught from Fall 2016 to Fall 2019 semesters (7 semesters) with a total of 1296 enrollments. A minor "Sustainable Apparel and Textile Innovation" was developed. Two students completed the minor in Spring 2019, and currently (Spring 2020), 20 students enroll in the minor program. The learning activities and assessments are summarized in the previous section. Professional development. In Summer and Fall 2017, an undergraduate student worked with Professors Kelly Cobb and Brenda Shaffer to develop a sustainable pop-up store concept. Specific tasks undertaken by the student included formalizing a business plan, assisting in sourcing, stocking, planning, organizing retail products, conducting market research and consumer insight, and fieldwork. The student assisted in developing the educational component of the pop-up concept in understanding and applying how a retail store might educate the consumers on issues of sustainability. In addition, the student contributed to the development of a website (https://udfashcollective.tumblr.com/) and instagram hashtag #thecollective_popupshop. In Summer and Fall 2018, two undergraduate students worked with Professor Kelly Cobb to develop a sustainable pop-up store concept. One student researcher assisted with FASH 417 course development. She developed activities and discussion prompts connecting the pop-up learning module to the case studies developed in previous years. Another student served as pop-up store manager to train the students on different aspects of the pop-up store and acted as manager overseeing the store set up and break-down during the week long launch. The student also managed a pop-up store launch at a university event in early summer of 2018. In Fall 2019, one undergraduate student worked with Professor Kelly Cobb. The student worked on-site at the Goodwill retail store. Her responsibilities included interacting with Goodwill customers, facilitating consumer-facing textile activities as well as processing textile materials materials to use in re/textile production (weaving, tufting and felting.) A total of 118 students (45 students in FASH 210 in Spring 2018, 37 students in FASH 417 in Fall 2018, 36 students in FASH 417 in Fall 2019) participated in the sustainable pop-up store project as part of their course work. They gained participatory learning experience in the project. How have the results been disseminated to communities of interest?The research team has three presentations in the International Textile and Apparel Association (ITAA) 2017 and 2019 annual conferences. Cao, H., Cobb, K., Dickson, M., Shaffer, B., Jelenewicz, S. (2019, October). Textile and apparel curriculum development for sustainability education. Oral presentation at the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV. Cobb, K., Born, E. Shaffer, B., Cao, H., Jelenewicz, S. (2019, October). The Collective: Embedding sustainability into the curriculum via the development and testing of a sustainable pop-up store. Oral presentation at the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV. Cao, H., Carper, M., Cobb, K., Silverman, J., Jelenewicz, S. (2017, November). Applying problem-based learning (PBL) strategy to strengthen sustainability education in textile and apparel curriculum. Oral presentation at the 2017 annual conference of International Textile and Apparel Association, St. Petersburg, FL. What do you plan to do during the next reporting period to accomplish the goals?
Nothing Reported
Impacts
What was accomplished under these goals?
Impact. The 4 revised courses, i.e., FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), FASH 210 (Seminar on Fashion Sustainability), FASH 380 (Advanced Apparel Product Development), were taught in Fall 2016 to Fall 2019 semesters (a total of 7 semesters) with a total of 1192 enrollments. A new course FASH 417 "Fashion Research and Discovery: Lifecycle Approach to Design" was taught twice in Fall 2018 and Fall 2019 semesters with a total of 73 students. A new course FASH 417 "Fashion Research and Discovery: Business Model Innovation" was taught in Spring 2019 semester with 31 students. Two students completed the "Sustainable Apparel and Textile Innovation" minor program in Spring 2019, and currently 20 students enroll in the "Sustainable Apparel and Textile Innovation" minor program. In 2018 and 2019, a total of 118 students participated in the sustainable apparel pop-up store to gain career mentoring and participatory learning experiences. Objective 1. The research team revised four existing courses: FASH 215, FASH 220, FASH 210, and FASH 380. The revisions incorporated case studies and problem-based learning (PBL) projects. Sustainability case studies were developed through desktop research on sustainability practices of textile and apparel companies and video-recorded or audio-recorded interviews with industrial professionals. PBL projects were developed and incorporated into all of these four courses. The faculty taught the revised courses from fall 2016 to fall 2019 semesters. Objective 2. Two new courses, i.e., FASH 417 (Lifecycle Approach to Design), and FASH 417 (Business Model Innovation), were developed. FASH 417 (Lifecycle Approach to Design) was taught twice in Fall 2018 and Fall 2019. This was a studio-based course, wherein students identified and applied concepts that promote environmentally responsible apparel, accessories, and footwear. Themes including upcycling, reconstruction, zero-waste and sustainable material selection were explored. Students conducted a PBL group project involving launching a sustainable pop-up store. FASH 417 (Business Model Innovation) was taught in Spring 2019. This course examined sustainability impacts of current apparel industry business models and creates plans for new methods and/or business approaches that create positive changes. A website (http://businessasusual.edublogs.org) was created. The website detailed the way day-to-day business practices of apparel brands and retailers impact economic, environmental, and social sustainability and was used as part of the learning activities for the course. Objective 3. An interdisciplinary minor "Sustainable Apparel and Textile Innovation" that requires 18 credit hours was launched in 2017. Two students completed the minor in Spring 2019 and currently 20 students enroll in the "Sustainable Apparel and Textile Innovation" minor program. Objective 4. The pop-up store concept was developed into a PBL learning module and was embedded into FASH 210 in Spring 2018, and FASH 417 in Fall 2018 and Fall 2019 semesters. In Spring 2018, FASH 210 student teams conducted research on current and emerging issues in sustainability, and focused on a brand to build a sustainability branding story on the online marketplace (a web platform directly linked the consumer to the brand's websites). Students adopted a total of 13 products to showcase in the store. In Fall 2018, FASH 417 students traced the product supply chain and developed a sustainability story. Student teams developed tag and labeling (with QR code) linking each product to "The Collective" online marketplace. Students launched the pop-up inside the campus bookstore concurrent with parents weekend activities. In Fall 2019, FASH 417 students participated in a re/production textile studio to learn sustainable textile techniques (tufting, weaving, felting and sewing) during a two-week period in the Goodwill store in Newark, Delaware. Applying IDEO design thinking methodology, student groups conducted discovery, creative research and design prototyping. Students reconnected consumers, visioned new hyper-local models, and inspired tangible changes in the public's awareness or education on the consumption, using and disposal of textiles. Objective 5. The Center for Research in Education and Social Policy evaluated the project activities from Fall 2016 to Fall 2019 semesters (7 semesters). The evaluation focused on answering the following 6 questions. Do courses feature sustainability content and PBL processes? The "Instructor Checklist" was created in 2016 and has been used by faculty to document their curricular and pedagogical shifts. Data analysis demonstrated that faculty addressed sustainability concepts, integrated case studies, and featured PBL projects in the courses. Do students gain sustainability content knowledge in each course? Data was gathered using two sources: in-course pre- and post- quizzes and student surveys. To assess short-term effects of the courses on students' sustainability knowledge, faculty members created quizzes tailored to reflect the sustainability content covered in their courses. Students demonstrated short-term gains (significantly higher scores in post-quiz than pre-quiz) in their sustainability knowledge. All students enrolled in the courses were asked to complete a survey, including 11-item Environmental Apparel Knowledge (EAK) scale and 8-item Sustainable Apparel Purchasing Behavior (SAPB) scale, at the beginning (pre-survey) and end (post-survey) of the semester. Students' mean EAK scores in 2017 and 2018 were significantly higher in the post-survey on almost all items, but there was no significant difference in all EAK items between pre-survey and post-survey in 2019. There was no significant difference in all SAPB items between pre-survey and post-survey. Do students demonstrate analytical, problem-solving and decision-making skills? Faculty used grading rubric to evaluate their students' PBL projects. The average scores of the PBL projects in all classes that submitted PBL project results were higher than 80%. Students overwhelmingly demonstrated their analytical, problem solving, and decision-making skills in their PBL projects. Do FASH students graduate with the skills and interest to tackle sustainability issues in their careers? Eighteen graduating seniors (among a total of 102) in Spring 2019 completed the graduate survey on sustainability. Students are knowledgeable of the environmental impacts of apparel products. This knowledge has had an impact on their pro-environmental purchasing behaviors. All students strongly agreed or agreed they clearly understand how the relationship between buyers and their suppliers impact sustainability and feel prepared to tackle sustainability issues in their future career. Does the new minor engage a wider audience in sustainable textile and apparel concepts? Two students, both Fashion Merchandising majors, completed the minor study in Spring 2019. As of the Spring 2020 semester there are 20 students enrolling in the minor. All but one student is a FASH major. As such continued efforts promoting the minor outside of the FASH department is needed to engage a wider audience in the minor. Do students who participated in the pop-up store gain useful experiences in sustainable textile and apparel? At the end of the Fall 2018 and Fall 2019 semesters, students who took part in the pop-up store completed the survey on the effect of participation on their skills/abilities improvement in 12 areas. Most students (58% in 2018 and 93% in 2019) indicated they believe the pop-up store experience was relevant to their future work/career. At least 80% of students indicated they Strongly Agreed/Somewhat Agreed they improved skills/abilities regarding: working collaboratively with others; sustainability issues; oral communication; organizing; and communicating concepts of sustainability to consumers.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
Cao, H., Cobb, K., Dickson, M., Shaffer, B., Jelenewicz, S. (2019, October). Textile and apparel curriculum development for sustainability education. Oral presentation at the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2019
Citation:
Cobb, K., Born, E. Shaffer, B., Cao, H., Jelenewicz, S. (2019, October). The Collective: Embedding sustainability into the curriculum via the development and testing of a sustainable pop-up store. Oral presentation at the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV.
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
Cao, H., Carper, M., Cobb, K., Silverman, J., Jelenewicz, S. (2017, November). Applying problem-based learning (PBL) strategy to strengthen sustainability education in textile and apparel curriculum. Oral presentation at the 2017 annual conference of International Textile and Apparel Association, St. Petersburg, FL.
- Type:
Websites
Status:
Published
Year Published:
2019
Citation:
http://businessasusual.edublogs.org/
- Type:
Other
Status:
Published
Year Published:
2020
Citation:
Jelenewicz, S.M. (2020, January). Fashion and Apparel Studies (FASH): Textile and Apparel Curriculum Development for a Sustainable Future Project: Spring and Fall 2019 Results (T20-001). Newark, DE: Center for Research in Education and Social Policy.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
Jelenewicz, S.M. (2019, March). Fashion and Apparel Studies (FASH): Textile and Apparel Curriculum Development for a Sustainable Future Project: Spring and Fall 2018 Results (T19-004). Newark, DE: Center for Research in Education and Social Policy.
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Jelenewicz, S. (2018, March). Fashion and Apparel Studies (FASH): Textile and Apparel Curriculum Development for A Sustainable Future Project: Spring and Fall 2017 Results.(S18-017). Newark, DE: Center for Research in Education and Social Policy.
|
Progress 01/15/18 to 01/14/19
Outputs
Target Audience:The target audience is undergraduate students at the University of Delaware. We taught sustainability knowledge to students enrolled in FASH 210 (Seminar on Fashion Sustainability), FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), FASH 380 (Advanced Apparel Product Development), and FASH 417 (Fashion Research and Discovery: Lifecycle Approach to Design) classes in 2018 through formal classroom instruction and innovative teaching methodologies including case studies and problem-based learning (PBL) projects (details are in "Accomplishments" section of this report). The total enrollment of these classes in Spring 2018 and Fall 2108 semesters was 418 students. It should be noted that some students enrolled in multiple classes, so the total number of students who were impacted by the project was less than the total enrollment. We created a minor "Sustainable Apparel and Textile Innovation". Currently, 12 students have declared this new program as their minor. We launched the sustainable apparel pop-up store "The Collective". A total of 82 students (45 students in FASH 210 in Spring 2018 and 37 students in FASH 417 in Fall 2018) participated in the pop-up store project as part of their course work in 2018 to gain participatory learning experience. Changes/Problems:The project evaluator Hilary Mead left the University of Delaware before the beginning of the project (January 2016). The project evaluator (co-Project Director) should be Shameeka Jelenewicz (instead of Hilary Mead). We requested a one-year no-cost extension to extend the project to January 14, 2020. The no-cost extension request was sent to USDA NIFA on November 27, 2018. What opportunities for training and professional development has the project provided?Training activities. Courses of FASH 210, 215, 220, and 380 were taught in Spring 2018 and Fall 2018 semesters. The new course FASH 417 (Fashion Research and Discovery: Lifecycle Approach to Design) was taught in Fall 2018. The enrollment in each course was between 36 and 64 students (if two sections of the same course were offered in the same semester, the number of two sections were combined in the report) with a total of 195 students enrolled in these classes in Spring 2018 and 223 students enrolled in Fall 2018. The learning activities and assessments are summarized in the previous section. Professional development. In Summer and Fall 2018, two undergraduate students worked with Professor Kelly Cobb to develop a sustainable pop-up store concept. One student researcher assisted with FASH 417 course development, specifically, she developed activities and discussion prompts connecting the pop-up learning module to the case studies developed in previous years. Another student served as the pop-up store manager to train the students on different aspects of the pop-up store and acted as manager overseeing the store set up and break-down during the week long launch. Additionally, the student managed an pop-up store launch at a university event in early summer of 2018. A total of 82 students (45 students in FASH 210 in Spring 2018 and 37 students in FASH 417 in Fall 2018) participated in the sustainable pop-up store "The Collective" project as part of their course work in 2018. They gained participatory learning experience in the project. How have the results been disseminated to communities of interest?We submitted two abstracts to International Textile and Apparel Association (ITAA) 2019 annual conference. One abstract is the overview of the project and the other abstract focuses on the pop-up store "The Collective". If accepted, we will present the project in ITAA 2019 annual conference in Las Vegas, NV, in October 2019. Cao, H., Cobb, K., Dickson, M., Shaffer, B., Jelenewicz, S. (under review). Textile and apparel curriculum development for sustainability education. Abstract submitted to the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV. Cobb, K., Born, E. Shaffer, B., Cao, H., Jelenewicz, S. (under review). The Collective: Embedding sustainability into the curriculum via the development and testing of a sustainable pop-up store. Abstract submitted to the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV. What do you plan to do during the next reporting period to accomplish the goals?We will continue to teach the revised and new courses: FASH 210, 215, 220, 380 and 417 (two different FASH 417 courses: Lifecycle Approach to Design andBusiness Model Innovation), and conduct course evaluations. We will continue to recruit students tothe "Sustainable Apparel and Textile Innovation" minor. We will continue to launch the pop-up store operated by students with different background, majors, and disciplines, so students will work together to gain experiences that will be useful in their future careers to solve the complex global, national, and regional sustainability problems. Student researchers will conduct design research and product development in summer 2019 to develop current student designed product samples for Fall 2019. Events include Fashion Revolution week (April, 2019) and as a learning module in FASH 417 (Lifecycle Approach to Design) taught in Fall 2019. The pop-up store will be launched again during UD Parents Weekend in Fall 2019 (November, 2019).
Impacts
What was accomplished under these goals?
Impact. The 4 revised courses were taught in Spring 2018 and Fall 2018 semesters with a total of 381 enrollments. A new course FASH 417 "Fashion Research and Discovery: Lifecycle Approach to Design" was taught in Fall 2018 semester with 37 students. Currently, 12 students declare the "Sustainable Apparel and Textile Innovation" program as their minor. In 2018, 82 students in two classes (FASH 210, Spring 2018 and FASH 417, Fall 2018) participated in the sustainable apparel pop-up store "The Collective" to gain career mentoring and participatory learning experiences. Objective 1. The faculty continued to teach revised courses, i.e., FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), FASH 210 (Seminar in Fashion and Sustainability), and FASH 380 (Advanced Apparel Product Development), in Spring 2018 and Fall 2108. The enrollment in each course was between 36 and 64 students (if two sections of the same course were offered in the semester, the numbers of two sections were combined) with a total enrollment of 381 students. Objective 2. A new course, FASH 417 (Lifecycle Approach to Design), were taught in Fall 2018 with 37 enrollments. This was a studio-based course, wherein students identified and applied concepts that promote environmentally responsible apparel, accessories, and footwear. Themes including upcycling, reconstruction, zero-waste and sustainable material selection were explored. Students discussed recent literature, industry based, and popular media reporting. Concepts were applied via weekly materiality labs, the goal being to experiment directly with course material through prototyping, reading & discussion, case studies, and student-guided design projects. Students conducted a PBL group project involving launching a sustainable pop-up store. Another new course FASH 417 "Fashion Research and Discovery: Business Model Innovation" has been developed and is taught in Spring 2019. A website (http://businessasusual.edublogs.org) was created based on travel by a faculty member and a graduate student partially funded by the grant. The website details the way day-to-day business practices of apparel brands and retailers impact economic, environmental, and social sustainability and is used as part of the learning activities for the course. This course examines sustainability impacts of current apparel industry business models and creates plans for new methods and/or business approaches that create positive changes. Objective 3. An interdisciplinary minor "Sustainable Apparel and Textile Innovation" that requires 18 credit hours has been established. Students are recruited tothe minor. Currently, 12 students have declared this program as their minor. Objective 4. The pop-up store concept was developed into a PBL learning module and was embedded into FASH 210 in Spring 2018 and FASH 417 in Fall 2018. In Spring 2018, FASH 210 students were organized into small teams. Each student group conducted research on current and emerging issues in sustainability. Themes included: sustainable businessmodels, experiential retail, the pop-up phenomena. Each team focused on a brand, building a sustainability branding story sited on the online marketplace. Students determined an experiential retail component with the goal of educating and making visible sustainable fashion concepts. Students adopted a total of 13 products to showcase in the store. The mobile showroom was refined to better accommodate smaller products, fabricated with a series of shelves built off a rolling rack that showcased product samples. The online marketplace web platform (directly linked the consumer to the brand's websites) was refined to include additional vendors and to connect course activities to current events such as Fashion Revolution Week and the launch of the UN Sustainable Development Goals. In Fall 2018, FASH 417 students conducted a deeper study on the brand mission in terms of sustainability. The students traced the product supply chain and developed a sustainability story. Student teams developed tag and labeling (with QR code) linking each product to "The Collective" online marketplace. Students launched the pop-up inside the campus bookstore concurrent with parents weekend activities and to celebrate the global launch of the UN Sustainable Development Goals. Objective 5. The Center for Research in Education and Social Policy evaluated the project activities in Spring 2018 and Fall 2018. The evaluation focused on answering the following 4 questions. Do courses feature sustainability content and PBL processes? The "Instructor Checklist" created in 2016 continued to be used by faculty to document their curricular and pedagogical shifts in the four revised courses. Data analysis demonstrated that faculty continue to address sustainability concepts, integrate case studies, and feature PBL projects in the revised courses. Do students gain sustainability content knowledge in each course? Data was gathered using two sources: in-course pre- and post- quizzes and student surveys. To assess short-term effects of the courses on students' sustainability knowledge, each faculty member created a quiz tailored to reflect the sustainability content covered in their course. A total of 332 students completed both the pre- and post-quizzes across all courses (except FASH 215 in spring 2018 and FASH 417 in fall 2018). All students demonstrated short-term gains (significantly higher scores in post-quiz than pre-quiz) in their sustainability knowledge. All students enrolled in the courses were asked to complete a survey, including 11-item Environmental Apparel Knowledge (EAK) scale and 8-item Sustainable Apparel Purchasing Behavior (SAPB) scale, at the beginning of the semester (pre-survey) and the end of the semester (post-survey). A total of 74 students completed both the pre- and post-survey. Students mean EAK scores were higher on the post-survey on all but one item, indicating students experienced short-term gains in their knowledge. Students' gains on EAK scale were statistically significant. Students mean scores on SAPB scales were split, half of the items increased, and half decreased. None of the changes were statistically significant. Do students who participated in the pop-up store gain useful experiences in sustainable textile and apparel? At the end of the Fall 2018, 35 students who took part in "The Collective" pop-up store completed the survey on the effect of participation on their skills/abilities improvement in 12 areas. Fifty-eight percent of the students indicated they believe "The Collective" was relevant to their future work/career. At least 80% of students indicated they Strongly Agreed/Somewhat Agreed they improved skills/abilities regarding: working collaboratively with others (87%); marketing (80%); sustainability issues (85%); oral communication (91%); organizing (85%); planning (85%); and communicating concepts of sustainability to consumers (91%). The survey included open-ended questions. On what the students learned from the pop-up store, the most mentioned responses were teamwork and communicating. On what worked well about the pop-up store project, nearly all comments focused on the structure of the project. On students' suggestions for improving the pop-up store project in the future, elements related to organization, marketing, involving others outside of the fashion classes/department, and location were mentioned. Do students demonstrate analytical, problem-solving and decision-making skills? Faculty used grading rubric to evaluate their students' PBL projects. The average scores of the PBL projects in all classes/sections (except two sections of FASH 380 in spring 2018, PBL project results were not submitted) were higher than 80%. Students overwhelmingly demonstrated their analytical, problem solving, and decision-making skills in their PBL projects.
Publications
- Type:
Websites
Status:
Published
Year Published:
2019
Citation:
http://businessasusual.edublogs.org/
- Type:
Other
Status:
Published
Year Published:
2018
Citation:
Jelenewicz, S. (2018, March). Fashion and Apparel Studies (FASH): Textile and Apparel Curriculum Development for A Sustainable Future Project: Spring and Fall 2017 Results.(S18-017). Newark, DE: Center for Research in Education and Social Policy.
- Type:
Other
Status:
Published
Year Published:
2019
Citation:
Jelenewicz, S.M. (2019, March). Fashion and Apparel Studies (FASH): Textile and Apparel Curriculum Development for a Sustainable Future Project: Spring and Fall 2018 Results (T19-004). Newark, DE: Center for Research in Education and Social Policy.
- Type:
Conference Papers and Presentations
Status:
Submitted
Year Published:
2019
Citation:
Cao, H., Cobb, K., Dickson, M., Shaffer, B., Jelenewicz, S. (under review). Textile and apparel curriculum development for sustainability education. Abstract submitted to the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV.
- Type:
Conference Papers and Presentations
Status:
Submitted
Year Published:
2019
Citation:
Cobb, K., Born, E. Shaffer, B., Cao, H., Jelenewicz, S. (under review). The Collective: Embedding sustainability into the curriculum via the development and testing of a sustainable pop-up store. Abstract submitted to the 2019 annual conference of International Textile and Apparel Association, Las Vegas, NV.
|
Progress 01/15/17 to 01/14/18
Outputs
Target Audience:The target audience is undergraduate students at the University of Delaware. We delivered science-based knowledge to students enrolled in FASH 210 (Seminar on Fashion Sustainability), FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), and FASH 380 (Advanced Apparel Product Development) classes in the Spring 2017 semester, and FASH 210 (2 sections), 215, 220 classes in Fall 2017 semester through formal classroom instruction and innovative teaching methodologies including case studies and problem-based learning (PBL) projects (details are in "Accomplishments" section of this report). The total enrollment of these classes in the two semesters was 327. It should be noted that some students enrolled in multiple classes, so the total number of students who were impacted by the project was less than the total enrollment. We also created a minor "Sustainable Apparel and Textile Innovation". Currently, 7 students have declared this new program as their minor. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Training activities. The revised courses of FASH 210, 215, 220, and 380 were taught in Spring 2017, and FASH 210, 215, and 220 were taught in Fall 2017. The enrollment in each course was between 41 and 52 students (the number of two FASH 210 sections in Fall 2017 semesters were combined) with a total of 183 students enrolled in these classes in Spring 2017 and 144 students enrolled in Fall 2017. The learning activities and assessments are summarized in the previous section. In addition, a few video-based case studies that included interviewees' professional advice to students were used in classes. Professional development. In Summer and Fall 2017, a junior student worked with Professors Kelly Cobb and Brenda Shaffer to develop a sustainable pop-up store concept. Specific tasks undertaken by the student included formalizing a business plan, assisting in sourcing, stocking, planning, and organizing retail products, conducting market research and consumer insight, and fieldwork. The student received training from Brenda Shaffer on the retail end, including product planning, merchandising, and sales logistics. The student assisted in developing the educational component of the pop-up concept in understanding and applying how a retail store might educate the consumers on issues of sustainability. In addition, the student contributed to the development of a website (https://udfashcollective.tumblr.com/) and instagram hashtag #thecollective_popupshop. How have the results been disseminated to communities of interest?The team presented a paper in the 2017 International Textile and Apparel Association annual conference to disseminate the project to the professional community of textile and apparel higher education programs. Cao, H., Carper, M., Cobb, K., Silverman, J., Jelenewicz, S. (2017, November). Applying problem-based learning (PBL) strategy to strengthen sustainability education in textile and apparel curriculum. Oral presentation at the 2017 annual conference of International Textile and Apparel Association, St. Petersburg, FL. The Project Director attended USDA NIFA Project Director meeting at Purdue University in June 2017, and gave a poster presentation in the meeting to disseminate the project to USDA NIFA grantees. Cao, H., Dickson, M., Cobb, K., Martha, C., & Shaffer, B., Jelenewicz, S., Silverman, S. (2017, June). Textile and apparel curriculum development for a sustainable future. Poster presentation at the USDA NIFA Project Director meeting, West Lafayette, IN. What do you plan to do during the next reporting period to accomplish the goals?We will continue to teach the revised courses of FASH 210, 215, 220 and 380 that implement problem based learning (PBL) strategy. We will continue to develop the two new courses, i.e. FASH 417 (Fashion Research and Discovery: Lifecycle Approach to Design), and FASH 417 (Fashion Research and Discovery: Sustainable Business Model Innovation). The course "Fashion Research and Discovery: Lifecycle Approach to Design" is scheduled to be taught in Fall 2018. We will continue to recruit students for the "Sustainable Apparel and Textile Innovation" minor. In Spring 2018, 45 students from FASH 210 will develop a sustainable pop-up store based on previous undergraduate scholarship. Pop-up retailing can be defined in terms of an experientially oriented consumer-brand interaction, taking place within a particular, albeit temporary, "territory". The students are charged to conceive of, build and launch a sustainable pop-up store concept, aligned with current research in fashion sustainability, and share with the UD community. The driving question is: How to launch a hybrid "Retail + Learning lab + Meeting Place" here at UD that creates buzz, visibility and educates the community on impacts and opportunities within fashion. Each student group will research current and emerging issues in sustainability, what sustainable businesses are doing in terms of "experiential retail", pop-up phenomena, and determine a temporal event for UD with the goal of educating and making visible sustainable fashion concepts. Students plan to launch a 45 minute "fashion intervention" connected with UD Fashion Week. In addition to student guided interventions, the pop-up store will showcase sustainable apparel designs and products from 10 UD alumni through an online marketplace. The pop-up store operated by students will participate in on-campus/regional sustainability related events in the summer and fall of 2018. The student manager who participated in the pop-up store research work in 2017 will train additional students to assist with and conduct Pop-Up activities.
Impacts
What was accomplished under these goals?
Impact. The revised textile and apparel courses that reflect sustainability concepts, integrate case studies, and feature problem-based learning (PBL) continued to be taught in Spring 2017 and Fall 2017 semesters with a total of 327 enrollments in these courses. A "Sustainable Apparel and Textile Innovation" minor was created, and currently 7 students declare this program as their minor. Objective 1. The revised courses, i.e. FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), FASH 210 (Seminar in Fashion and Sustainability), and FASH 380 (Advanced Apparel Product Development), were taught. These courses incorporated case studies and problem-based learning (PBL) projects. The PBL projects for these course were similar (with minor revisions) to the projects from the Fall 2016 semester. The descriptions of these PBL projects can be found in the Year 1 Progress Report. In Spring 2017, all four revised courses were taught with an enrollment of 41 to 52 students in each class. In Fall 2017, three revised courses (FASH 210 with two sections of 010 and 011, FASH 215, FASH 220) were taught with an enrollment of 19 to 50 students in each class/section. Objective 2. Two faculty members continued to develop the new courses, i.e., FASH 417 Fashion Research and Discovery: Lifecycle Approach to Design, and FASH 417 Fashion Research and Discovery: Business Model Innovation, including case studies and problem-based learning projects. "Fashion Research and Discovery: Lifecycle Approach to Design" is scheduled to be taught in Fall 2018, and "Fashion Research and Discovery: Business Model Innovation" is scheduled to be taught in Spring 2019. Objective 3. An interdisciplinary minor "Sustainable Apparel and Textile Innovation" that requires 18 credit hours (6 credits of required core courses in fashion sustainability, 3 credits of elective courses in "Design for Social Change," 3 credits of elective courses in "Business and Industry Innovation, 3 credits of elective courses in "Science and Engineering Innovation," and one 3-credit elective course) was approved by the University of Delaware (UD) in Spring 2017. The research team developed and sent a flyer to a number of departments and programs at UD, including the Delaware Environmental Institute, Horn Entrepreneurship, Center for Energy and Environmental Policy, College of Business and Economics, College of Earth, Ocean and Environment, and Departments of Civil Engineering, Material Science, Chemistry and Biochemistry, Communications, Art and Design, Philosophy, English, and Geography to recruit students. Currently, 7 students have declared this new program as their minor. Objective 4. A sustainable apparel pop-up store consisting of a mobile showroom and online marketplace, "The Collective" (https://udfashcollective.tumblr.com/), was established to provide students with career mentoring and participatory learning experiences. The store name "The Collective" means bringing in groups of designers to push sustainability, as well as the UD community collectively educating each other. Nearly 2,500 UD FASH alumni were surveyed, and a number of brands were contacted about sustainable products. Ten vendors have agreed to participate. The team has also launched Instagram, Facebook, and Tumblr sites for the pop-up store. Objective 5. The Center for Research in Education and Social Policy (CRESP) evaluated the project activities in Spring 2017 and Fall 2017 semesters. The evaluation focused on answering the following 3 questions. Do courses feature sustainability content and PBL processes? The "Instructor Checklist" created during 2016 continued to be used by faculty to document their curricular and pedagogical shifts in the four revised courses. It was found that faculty continued to address sustainability concepts, integrate case studies, and feature PBL projects in the four revised courses. Furthermore, several of the faculty incorporated two elements in their PBL projects that were consistently not incorporated in 2016: student voice and choice and public product. Regarding student voice and choice, faculty indicated that their projects did include giving students a sense of ownership and assignments of task/roles. For public product, faculty indicated that they provided an opportunity for students to share their project outcomes with students and other stakeholders. Do students gain sustainability content knowledge in each course? Similar to the previous year's evaluation, data was gathered using two sources: in-course pre- and post- quizzes (completed at the beginning and end of the semester) and student surveys. To assess short-term effects of the courses on students' sustainability knowledge, each faculty member created a quiz consisting of 10 questions tailored to reflect the sustainability content covered in their course. In some courses, the post-quiz did not include all of the 10 questions, and the data analysis only included the questions used in both pre- and post-quizzes. A total of 271 students completed both the pre- and post quizzes across all courses offered during the two semesters. All students demonstrated short-term gains in their sustainability knowledge. Overall, students averaged a score of 4.23 on the pre-quiz and 6.62 on the post-quiz. Students in FASH 380 (Spring 2017) experienced the largest increase (3.50 to 6.75 out of 9), and students in FASH 215 (Spring 2017) experienced the smallest increase (3.51 to 5 out of 8). All changes were statistically significant. In addition to the pre- and post-quizzes, all students enrolled in the courses were asked to complete a survey at the beginning of the semester (pre-survey) and again at the end of the semester (post-survey). The survey questions included the Environmental Apparel Knowledge (EAK) scale (11 items) and the Sustainable Apparel-purchasing Behavior scale (8 items). A total of 170 students consented and completed either the pre-survey (76; 45%), post-survey (24; 20%) or both (60; 35%). The data analysis only included the 60 students who completed both the pre- and post-survey. Students' mean EAK scores were higher on the post-survey on all items, which indicates students experienced short-term gains in their knowledge of apparel environmental issues. In comparing the mean scores on the EAK scale, students had higher mean total scores on the post-survey. These gains were statistically significant. Students' mean scores regarding their sustainable apparel purchasing behavior were spilt; half of the items increased and half decreased. None of the changes from pre- to post- survey were found to be statistically significant. Do students demonstrate analytical, problem-solving, and decision-making skills? Faculty used grading rubric to evaluate their students' PBL projects. The PBL projects of FASH 210 classes/sections had two or three parts, while the rest of the courses had a single PBL project. The average scores of the PBL projects in all eight classes/sections were higher than 82%. Students overwhelmingly demonstrated their analytical, problem solving, and decision-making skills in their completed PBL projects. To disseminate the curriculum to textile and apparel higher education programs, the research team presented a paper, "Applying problem-based learning (PBL) strategy to strengthen sustainability education in textile and apparel curriculum," at the International Textile and Apparel Association annual conference, St. Petersburg, FL, November 2017.
Publications
- Type:
Conference Papers and Presentations
Status:
Published
Year Published:
2017
Citation:
Cao, H., Carper, M., Cobb, K., Silverman, J., Jelenewicz, S. (2017, November). Applying problem-based learning (PBL) strategy to strengthen sustainability education in textile and apparel curriculum. Oral presentation at the 2017 annual conference of International Textile and Apparel Association, St. Petersburg, FL.
|
Progress 01/15/16 to 01/14/17
Outputs
Target Audience:The target audiences are undergraduate students in the Department of Fashion and Apparel Studies (FASH) at the University of Delaware. We delivered science-based knowledge to students enrolled in FASH 210 (Seminar on Fashion Sustainability), FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), and FASH 380 (Advanced Apparel Product Development) classes in the Fall 2016 semester through formal classroom instruction and innovative teaching methodologies. These four courses are department core courses that are required for both majors, Fashion Merchandising and Apparel Design, in the department. The revised courses of FASH 210, 215, 220, and 380 that incorporate case studies and problem-based learning (PBL) projects (details of the revisions are in "Accomplishments" section of this report) were taught in fall 2106 semester. There were 2 sections of FASH 210, and 1 section of the other three courses. The number of enrollments were 43 and 21 students, respectively, in the two FASH 210 sections, 49 students in FASH 215, 44 students in FASH 220, and 51 students in FASH 380. Some students enrolled in more than one of these classes, and a total of 168 students have been directly impacted by the project in year 1. Changes/Problems:
Nothing Reported
What opportunities for training and professional development has the project provided?Training activities. The revised courses of FASH 210 (two sections), 215, 220, and 380 were first taught in Fall 2016 semester. The enrollment in each class/section was in the range of 21 to 51 students with a total of 168 students enrolled in these classes. The learning activities and assessments are summarized in the previous section. Professional development. The University of Delaware is a founding member of the Sustainable Apparel Coalition (SAC). Fifteen Students attended the Fall 2016 SAC Americas Regional Meeting in New York city where they were able to network with industry professionals and test the Design Development Module--a tool that educates designers to make better decisions in the product development phase. The University of Delaware presented current projects as part of a panel on "Embedding Sustainability into Course Curriculum". Some student reflections on the experience are as follows: Q: What was your "a-ha" moment? Personally, there was a point during the presentation about the Higg index where I thought to myself "I need to stop shopping at H&M, Zara, etc". However, it is such a challenge to cheaply satisfy my fashion creativity and style while still being sustainable. When I had this realization, I decided to make it my mission to find brands that fit my style, fit my budget, and are sustainable and commit to those companies. Right now, I am a loyal H&M shopper but from my entire SAC experience, I can see myself shifting towards more sustainable brands throughout the next year. --- Student N. B. Design is really where it all starts to make a product more sustainable. I feel that so many people think designers just want to make things beautiful so it excited me to see that designers can really have a say in making products more sustainable. -- Student D. B. My biggest A-ha moment was definitely when I sat down and was talking with representatives from Rent the Runway---a company that I openly told them I was surprised to see there---and the discussed their interest and dedication to sustainable practices. Being a company that I assumed to work little with design/manufacturing decisions, I was confused why they would be there. However, they were dedicated to reducing water usage, chemical waste and overall environmental impact during their dry-cleaning and re-packaging processes. Further, their business model itself is founded in the closed-loop concept, making them a sustainable business by default. This is what made me really realize that anyone, any organization, has the potential to operate sustainably. -- Student J. L. Q: What compels you regarding your education in sustainability and education? When did you realize it was important or give a compelling statement on your perspective on fashion education and sustainability? I knew I was interested in sustainability before I even really knew what the word meant. Once I began to discover the true impacts of our industry and the scale of the destruction, I desperately wanted to help tackle it but had no idea where to start. Sustainability is so multi-faceted and the more you learn, the more you realize you do not know about it. There is no quick, one-size-fits-all solution, and it cannot be generated by just one person. This has become a large-scale, interdisciplinary problem that we can only address if we come together as students and industry professionals and experts in the field of sustainability. -- Student J. S. How have the results been disseminated to communities of interest?
Nothing Reported
What do you plan to do during the next reporting period to accomplish the goals?We will continue to teach the revised courses of FASH 210, 215, 220 and 380 that implement problem based learning (PBL) strategy. More case studies will also be incorporated into these courses. We will continue to develop the two new courses, i.e., FASH 417 Fashion Research and Discovery: Lifecycle Approach to Design, and FASH 417 Fashion Research and Discovery: Sustainable Business Model Innovation. Appropriate case studies will be selected, and PBL projects will be developed for the two courses. If the minor "Sustainable Apparel and Textile Innovation" is approved by the University Senate in Spring 2017, we will start to recruit students to this minor. The first class of minor students will enroll in Fall 2017. We will start to establish the on-campus pop-up sustainable apparel store. The tasks include: (1) establish partnership with a store on campus or in Newark Main Street (a possible partner is Barnes & Noble UD Bookstore); (2) recruit students to participate in the store operation; (3) establish partnership with an apparel company to source sustainable products; and (4) develop sustainable sourcing criteria. As the project moves forward, there are lessons to be learned from this initial year for program improvement. For example, a number of strategies have already been implemented to increase pre- and post-survey completion. Faculty members will make in-class announcements regarding the survey as well as provide students the opportunity to complete the survey during class-time. Moreover, the evaluator will provide faculty with the names of students who have yet to complete the survey so faculty can assist in reminding these students about the survey. Faculty will continue to document whether their class includes the targeted practices by completing the faculty checklist at the beginning and end of each semester.
Impacts
What was accomplished under these goals?
Impact. Textile and apparel courses were successfully revised and implemented to reflect sustainability concepts, integrate case studies, and feature problem-based learning (PBL). Students demonstrated short-term gains in their sustainability content knowledge and had relatively high knowledge of environmental apparel issues. Students also overwhelmingly demonstrated their analytical, problem solving, and decision-making skills in their completed PBL projects. Objective 1. We have revised four existing courses: FASH 215 (Fundamentals of Textiles I), FASH 220 (Fundamentals of Textiles II), FASH 210 (Seminar in Fashion and Sustainability), and FASH 380 (Advanced Apparel Product Development). The revisions incorporated case studies and problem-based learning (PBL) projects. Sustainability case studies were developed through desktop research on sustainability practices of 19 textile and apparel companies and interviews with industrial professionals. Some of the desktop research-based case studies were incorporated into courses taught in Fall 2016 semester. In Summer 2016, two faculty members traveled to California to interview professionals in Gravel & Gold, Levi Strauss, GAP, Yerdle, Cradle to Cradle Products Innovation Institute, and Lynda Grose (fashion designer and educator). These interviews were video-recorded or audio-recorded and have been edited to develop case studies that will be used in FASH courses. PBL projects have been developed and incorporated into all of these four courses (There were 2 sections of FASH 210, and 1 section of the other three courses) in Fall 2016. Below are the brief descriptions of the PBL projects. FASH 210 In a two-unit workbook format students were given the challenge to "Design Sustainability into a Pair of Jeans". Unit 1 involved defining sustainability. In the second unit, students were given information regarding the lifecycle of a pair of jeans and worked with peers to comprehend social and environmental impacts at every stage of the lifecycle. After laying a contextual framework, students were asked to design out waste in the manufacture of a pair of jeans by determining in small groups the costs and benefits of impacts from fiber through manufacture to the finishing phase of denim production. FASH 215 Each student was given a used textile product from Goodwill DE and asked to provide solutions to divert textile waste from landfills. The students were asked to complete 4 tasks: (1) analyze the product; (2) state the fiber content, calculate the Material Sustainability Index score, and answer why the fiber content was used; (3) propose end of use (EOU) solutions for the textile fibers; and (4) without compromising the serviceability of the product, make recommendations on choosing textile fiber content of the product that will be easier for the EOU solutions. FASH 220 Leading apparel companies established the Zero Discharge of Hazardous Chemicals (ZDHC) programme (http://www.roadmaptozero.com) to identify classes of hazardous chemicals that must be eliminated for use by 2020. Students were asked to analyze four hazardous chemicals in the ZDHC programme: chlorobenzenes, CI Disperse Blue 1, phthalates, and perfluorinated chemicals. The tasks included: (1) to explain why these chemicals are used, and why they must be eliminated; and (2) to identify alternative methods that can replace these hazardous chemicals. FASH 380 Students worked in teams to dissect a parka found at a thrift store. Students were given a hypothetical case study where they are required to make recommendations for designing a more sustainable parka. Key deliverables in the project included researching the sustainability issues related to the component parts of the parka and developing alternatives in product development and sourcing that result in a parka that is more sustainable. Students were also asked to develop a set of guidelines for developing and sourcing production of a parka. Objective 2. Two new courses, i.e., FASH 417 Fashion Research and Discovery: Lifecycle Approach to Design, and FASH 417 Fashion Research and Discovery: Business Model Innovation, have been created. As a pilot study to prepare for the FASH 417 (Lifecycle Approach to Design) course, a PBL module was developed and taught in FASH 433/633 (Product Development and Management Studio) in Spring 2016. This semester-long module partnered with Reebok to develop an ethical fashion capsule collection to achieve Reebok target market goals and focus on "Made in the USA" products. This PBL pilot helped gain insights that will be applied to FASH 417. Objective 3. A minor "Sustainable Apparel and Textile Innovation" has been developed. This interdisciplinary minor requires 18 credit hours: 6 credits of required core courses in fashion sustainability; 3 credits of elective course in "Design for Social Change"; 3 credits of elective course in "Business and Industry Innovation"; 3 credits of elective course in "Science and Engineering Innovation"; and one more 3-credit elective course. The minor was approved at the department and college levels in Fall 2016. Objective 4. We have planned for the pop-up sustainable apparel store, discussed the operational structure and products of the pop-up store, and explored possible partnership of the store. We reached out to the Barnes & Noble UD bookstore, which expressed interest in partnering with the research team in this task. We decided to test store concept first by partnering with an existing company to source products. Objective 5. The Delaware Education Research & Development Center (DERDC) conducted an evaluation of project activities. The evaluation focused on answering the following 3 questions. Do the revised and new courses feature sustainability content and PBL processes? DERDC in conjunction with project team members created an "Instructor Checklist" consisting of 5 targeted sustainable textile and apparel concepts and 7 targeted practices related to PBL for faculty to document the curricular and pedagogical shifts in the four revised courses. Data analysis demonstrated that faculty successfully revised their courses to address sustainability concepts, integrate case studies, and feature PBL. For the most part faculty have integrated targeted PBL elements, although it appears three elements were consistently not incorporated: requiring students to use collaboration skills; student voice and choice; and public product. Do students gain sustainability content knowledge in each course? Data was gathered using two sources: in-course pre- and post- quizzes and student survey. Each faculty created a 10-question quiz to reflect the sustainability content covered in their course. The quiz was administered to the students in-class at the beginning of the semester (pre-quiz) and again during or at the conclusion of the semester (post-quiz). The students demonstrated short-term gains in their sustainability knowledge with average score increasing from 5 on the pre-quiz (50%) to 8 (80%) on the post-quiz. A total of 164 students were asked to complete a survey consisting of 11 5-point Likert-Scale questions at the beginning (pre-survey) and the conclusion (post-survey) of the semester. Because of the low response rate (1.8%) for pre-survey, analysis was only conducted on the post-survey (15.2 response rate). Students had a relatively high knowledge of environmental apparel issues with a mean score of 3.68. Do students demonstrate analytical, problem-solving and decision-making skills? PBL project evaluation rubrics were developed and used for assessment and analysis. The average PBL project scores and score ranges were 99% and 90-100% (FASH 210.010), 93% and 78-100% (FASH 210.011), 92% and 49-100% (FASH 215), 93% and 72-100% (FASH 220), and 89% and 83-97% (FASH 380). Students overwhelmingly demonstrated their analytical, problem solving, and decision-making skills in their completed PBL projects.
Publications
|
|