State Center Community College Districtclassmedia.scccd.edu/ncaccreditation/NCAccreditation... · Web viewProgram Review. 0. 9. 08.12 draft. Art Program (Fine Arts and Social Sciences

Program Review09.08.12 draft

Art Program(Fine Arts and Social Sciences Department)

(The Treachery of Images by Rene Magritte. 1928-29. Oil on canvas, 63.5 cm x 93.98 cm. LACMA, Los Angeles, CA.)

Reedley CollegeFall 2012

Submitted byJanice Ledgerwood and Garrett Masterson

Art Instructors, Reedley CollegeStephen Dent, Kirtley King, and Steve Norton

Art Instructors, North Centers

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I. General Information

A. Instructional Area – Art

The Art Department is part of the Fine Arts and Social Sciences Division at Reedley College. This report will focus on the Art Programs at Reedley College and the North Centers, which include the Madera Center, the Willow International Center, and the Oakhurst Centers.

Our self-study will focus on Art AA Degree Option 1 (Two-Dimensional Program); Art AA Degree Option 2 (Three-Dimensional Program); Art AA Degree Option 3 (Computer Art Program); Certificates of Completion in Graphic Design, and Certificates of Achievement in Computer Digital Imaging, which are listed in the Reedley College 2006-2007 catalog.

B. State Taxonomy of Programs (TOP) Code

The Art Program utilizes the following State of California Taxonomy Codes:1001.00 – Fine Arts, General1002.00 – Art (Painting, Drawing, and Sculpture)1002.10 – Painting and Drawing1002.20 – Sculpture1002.30 – Ceramics1011.00 – Photography1030.00 – Graphic Art and Design1099.00 – Other Fine and Applied Arts (Digital Multimedia)

C. General description of program(s) or service(s) offered.

Our AA Art degree program is designed to give students basic skills in 2-d or 3-d art, an introductory knowledge of art history and computer digital familiarity. The primary focus is to prepare students for transfer into four-year art programs. Students completing the Computer Art Program will be prepared for entry-level positions in the computer digital field.

1. Current StaffingA. Reedley College, Full-time—Two instructors.

1. Janice Ledgerwood2. Garrett Masterson

B. Reedley College, Part-time—10 instructors.1. Theresa Baldwin2. James Gregory3. Elizabeth Jackson4. Rudy Luna5. Diran Lyons6. Lauren McDonald7. Mac Mechem8. ChoLin Park9. Marc Patterson10. Poppy Scarbrough

C. Reedley College, Full to Part-time ratio—1:4.5D. Reedley College, Part-time Instructional Technician – Arts –1

1. Barbara FowlerE. Reedley College, Work Study – 1 studentF. North Centers, Full-time—3 instructors.

1. Stephen Dent (WI)2. Kirtley King (WI)3. Steven Norton (Madera)

G. North Centers, Part-time—12 instructors.1. Aimee E. Dent (WI)2. Donnalee Dunne (Madera)3. Quinn Gomez-Heitzburg (WI)

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4. David H. Hallaway (WI) (Madera)5. Chris A. Lopez (WI)6. Phillip A. Johnson (WI)7. Linda Kay Papdakis (Madera)8. Lindsey V. Weaver (WI)9. Geneven Yang (WI)

H. North Centers, Full to Part-time ratio—1:4

Reedley College Staffing Summary for ArtNorth Centers (WI) Staffing Summary for Art

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

Total Division Budget

For the 5th year

2010-2011

Percent of Division 2010-2011

Administrators 0 0

Full - Time Faculty 3 3 3 3 3 37 5.4

Adjunct Faculty 10 10 9 11 10 79 12.7

Classified 1 1 1 1 1 3 33

Students – XXO 12 0

Students – Fed. Work Study

Total 14 14 13 15 13 132 9.8

2. Listing of Courses Including Transfer/Degree Applicable, Degree Applicable/Non-Transfer, Non-Degree Applicable, and Non-Credit:

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 Total Division Budget

For the 5th

year2010-2011

Percent of Division

2010-2011

Administrators 1 0

Full - Time Faculty 2 2 2 2 2 37 5.4

Adjunct Faculty 10 10 9 11 10 79 12.7

Classified 1 1 1 1 1 3 33

Students – XXO 12 0

Students – Fed. Work Study

Total 14 14 13 15 13 132 9.8

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ART 1 ART BASICS: 2/3 DIMENSIONAL DESIGNART 10 BEGINNING CERAMICSART 13 BEGINNING WATERCOLOR PAINTINGART 17 INTERMEDIATE DRAWINGART 19 INTERMEDIATE PAINTING: OIL/ACRYLICART 2 ART APPRECIATIONART 20 INTERMEDIATE CERAMICSART 23 INTERMEDIATE WATERCOLOR PAINTINGART 30A ILLUSTRATOR: BEGINNING COMPUTER DRAWING AND DESIGNART 30B ILLUSTRATOR: INTERMEDIATE COMPUTER DRAWING AND DESIGNART 37A PHOTOSHOP: DIGITAL VISUAL ARTART 37B PHOTOSHOP: INTERMEDIATE DIGITAL VISUAL ARTART 38 PAINTER: COMPUTER DIGITAL IMAGINGART 41 COMPUTERIZED MULTIMEDIAART 42 COMPUTER ANIMATION/3DART 43 INDEPENDENT PROJECTS STUDIOART 44 DIGITAL VIDEO EDITINGART 5 ART HISTORY 1ART 6 ART HISTORY 2ART 6H HONORS ART HISTORY 2ART 7 BEGINNING DRAWINGART 9 BEGINNING PAINTING: OIL AND ACRYLICPHOTO 1 BASICS OF DIGITAL PHOTOGRAPHY

3. List of Degrees and Certificates:a. Associate in Art Degree, b. Certificate in Graphic Design

4. Brief Facilities Overview:a. Reedley College: The Reedley College Art Department has a dedicated building consisting of three

instructional classrooms, a ceramics lab, a gated kiln yard, and an office for the full-time instructors.b. Reedley College: Art 154 is the Digital Art classroom. There are twenty-two Apple iMac computers, a

scanner, two printers, a digital projector and an instructor’s station in the classroom. The room is in good condition and heavily used by classes and during open lab time. Digital art classes are conducted Monday through Thursday both morning and afternoon as well as Friday morning. Open lab is scheduled on Fridays from 10:00 am to 3:00 pm. All but one computer has dedicated web access and wi-fi is available for students to access.

c. Reedley College: Art 159 is the Painting, Drawing, and Art Basics classroom. There are fifteen drawing horses and fifteen painting easels as well as eleven tables and enough chairs to accommodate students. This room is in good condition and is heavily used also.

d. Reedley College: Art 160 is the Ceramics classroom. The lab portion of Art 160 was recently renovated. This renovation includes: improved heating and cooling, potter wheel stations for 22 wheels, better storage for ceramics in all stages of completion, new sink, new roof, new walls, new floor with better drainage, new skylights, new roll-up door for access to the kiln yard.

e. Madera Center: There are two studio classrooms: (1) Painting/Drawing/Design, and (2) a dedicated Mac computer lab. The 2-d studio room has 24 drafting tables, 24 chairs, a center props table, a light table, and two storage cabinets. The Mac lab has 21 iMac computers, 21 chairs, 21 graphic tablets, an Epson 7600 printer and an Epson 4800 printer, and 3 scanners. There is also storage room/office in between the two rooms where drawing props, art demonstration supplies, a mat cutter, Art Dept. laptop, opaque projector, and flat files for artwork are housed.

f. Willow International: There are two studio classrooms: painting/drawing, including a prep room with Apple computer station, and a multimedia computer lab with 32 workstations. The painting lab features 24 easels that will support up to 80-inch canvases and can convert into a flat table to accommodate drawing and watercolor. The multimedia lab workstations are composed of Apple Mac Pro tower with two dual core Intel processors, graphics tablets, and HD monitors. The lab also utilizes 2 large format Epson printers for proofing and outputting.

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5. Equipment Requirements Including Ongoing Maintenance Requirements and Costs:a. Reedley College: Computer Art Lab (Art 154). It is important to note that Art 154 has not, historically,

been included in the five-year replacement plan for either software or hardware for the college (see Strategic Direction 6). As a result, RAPPs, intended for unique kinds of purchases, were submitted to gain desperately needed software updates. (So bad has the situation become that software ceased to function on the current hardware. To work around this, an older, out-of-date operating system was installed on the Art 154 computers so that the obsolete Adobe Creative Suite 2 could function. Even with this temporary solution, some computers cannot run the Adobe software, including the instructor’s work-station.) Software for Art 154 was last upgraded in Spring 2007, but no major upgrades other than small, automatic upgrades have been made since. The lab is a full three versions behind in all its software. RAPPs were submitted in Fall 2011 to purchase the latest versions of the following software: Adobe Creative Suite 5, Apple Final Cut Pro HD, Corel Painter, Apple OS X Lion, and SmithMicro Anime Studio Pro. An additional RAPP was submitted to purchase one TechTool Protego (a tool used to diagnose hardware issues, repair drives, clone volumes and perform other routine maintenance, including file recovery). Such large software purchases as these are not an annual expenditure, but will be a periodic expense as software and hardware continue to evolve and should be included in the technology replacement schedule for the campus.

b. Reedley College: Computer Art Lab (Art 154). 22 graphics tablets are needed to fully accommodate software usability. A graphics tablet is an input device that allows for “hand-drawn” tablet-to screen input and consists of a flat, pressure-sensitive pad that the user draws on or points at with a special stylus. They can be used as a replacement for a mouse, allowing for better control in painting and drawing programs because they work so much like a pencil and paper. Tablets can also be placed on the lap of the user to alleviate shoulder pain or wrist pain associated with prolonged computer use. In the Art 38 Painter class, there are tools available in Corel Painter that are either best used with a graphics tablet or can only be used with a graphics tablet. A RAPP was submitted in Fall 2011 to purchase 22 graphics tablets for Art 154.

c. Reedley College: The kiln yard for the ceramics program is currently exposed to the rain and freezing of winter and the heat of summer that has taken a toll on the electric and gas kilns that operate there. There are damages to the electronics, the bricks and the sheathing of the kilns, which constantly need repair and/or replacement. A cover needs to be installed over the kiln yard to protect this equipment.

d. Reedley College: The painting/drawing classroom (ART 159) and the ceramics classroom (ART 160) need to have permanent media installations (projectors and computer hook-up) so that instruction in these classrooms can easily include digital media presentations.

e. Reedley College/North Centers: Demonstration Supplies. These are needed by each Art Instructor in studio courses. An annual budget of $600.00 per instructor is sufficient to buy shared supplies for full and part-time faculty use in the classroom ($200 per instructor x 3).

f. Madera Center: $2000 is expended per year for paper and ink in the Computer Art classes. Software expenses vary from year to year, but average $8,000-10,000 every other year for software upgrades. The Madera Center multimedia classroom uses graphic tablets, large format printers, and scanners. This equipment is integral to course curriculum and is required to give the student an outstanding educational experience.

Madera Center: Replacement/Maintenance of Equipment: At present the furniture in the art studio classroom is still usable and functioning properly. Recently, all the computers were replaced in the Mac lab. The tablets were not replaced, however, and they are in dire need of replacement. They are approximately 6-7 years old at this point. Newer, better tablets are available now and it will be an equipment goal to purchase new ones. In addition, our two ink jet printers need to be replaced as they are also 6-7 years old. We would like to purchase an Epson 4900 and an Epson 7900 for replacement.Willow International: Replacement/Maintenance of Equipment: Replacement and maintenance are a constant struggle for our art courses and photography courses that utilize the multimedia lab at Willow International. Periods of budget deficits make the difficulty of replacing and maintaining the computer lab equipment very tenuous. Currently at the Willow International center the multimedia lab (AC1-245) is in need of 12 replacement graphic tablets because of failure. The computers in the multimedia lab (AC1-245) has 31 of 32 stations functioning, however the computers are getting outdated in processing power and with too little physical memory (RAM) to run the software that meets curriculum standards. These stations will be severely outdated (particularly compared to the employment environments and equipment) before our next cycle of Program Review. The question of where software fits into the particular budget boxes is still an unresolved situation. The instructors

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who teach computer art courses could easily rationalize and argue that software in a course such as Art 37, 30, 41, 42, 43, 44 is as vital as easels are to foundation art courses such as Art 7 (Drawing) and Art 9 (Painting). Therefore this data is repeated in section 6 (supply requirements).

$2400 per year is expended on supplies for the computer lab. Software for art courses costs approximately $11,000 every other year. The painting/drawing lab uses approximately $1000 per year on materials for demonstration and presentation. The Willow International Center multimedia classroom uses graphic tablets, large format printers, and scanners. This equipment is required to give the student an outstanding educational experience and to equip the students with the knowledge needed to use industry wide standards that will affect future employment opportunities.

6. Supply Requirements: Each campus has different supply needs based on courses taught, enrollment, sections, and the number of art instructors.

a. Reedley College: The ceramics program needs regular repair and occasional replacement of the 3 electric kilns used in the program (replacement is approximately $3200 each). There is also a need for regular replacement of kiln furniture (shelves and posts), pottery wheel bats, ware cart shelving, and clay and glaze dry materials (approximately $1200 each year).

b. Madera Center: $600 per year is needed for misc. demonstration art supplies ($200.00 x 3 instructors).

c. Willow International: $2400 per year is expended on supplies for the computer lab. Software for art courses costs approximately $11,000 every other year. The painting/drawing lab uses approximately $1000 per year on materials for demonstration and presentation. The Willow International Center multimedia classroom uses graphic tablets, large format printers, and scanners. This equipment is required to give the student an outstanding educational experience and to equip the students with the knowledge needed to use industry wide standards that will affect future employment opportunities

D. Mission, Strategic Plan, and Educational Master Plan1. Describe how your program supports the College/Centers Mission Statement. Give a few specific

examples

Reedley College Mission Statement: The mission of Reedley College is to offer an accessible, student-centered educational environment that provides high quality learning opportunities essential in meeting the challenges of a diverse global community.

North Centers' Mission Statement: The mission of the North Centers is to provide affordable and comprehensive educational opportunities to a diverse population of students who seek opportunities for basic skills development, associate degrees, certificates, transfer, and lifelong learning that will enable them to become engaged participants in local and global communities. Student success will be measured through a continuous improvement process with an emphasis on student learning outcomes.

The Reedley College and North Centers Art Programs support the both college mission statements, philosophies and strategic plans: The Art Program at Reedley College is accessible to the student population via a variety of course

offerings, times, and locations. Art courses have been designed to address student needs through lecture, traditional studio practices,

and multi-media environments. Because art course content is inherently diverse and multi-cultural, the Art Program engages the variety

of student populations that enroll in our courses. We offer a wide range of two- and three-dimensional Art courses such as Drawing, Painting, and Digital

Media as well as GE courses in Art Appreciation, Art Basics, Art History, and Ceramics. Our course offerings provide high quality learning opportunities for all members of the community, serving

diverse populations in an increasingly connected global world. Our Art courses were designed to stimulate intellectual curiosity, creative thinking, problem solving, visual

literacy, and cultural awareness and sensitivity. The Art Departments at Reedley College, Madera Center and the Willow International Center are

committed to student learning through a continuous improvement process with an emphasis on student learning outcomes.

2. Describe how your program supports the College/Centers Strategic Plan. Give a few specific examples.

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Reedley College Strategic Plan Objectives:

Strategic Direction 1: Public and Private Partnerships

Goal Statement: Reedley College will strengthen the community through building partnerships.Objectives:1.1 Establish, maintain and enhance partnerships with educational institutions for students to successfully transition from high school to the college and from the college to other postsecondary institutions.

The RC digital media instructor meets with local high school art instructors and with Valley ROP annually and whenever requested.

The RC ceramics program maintains contact with area high school ceramics teachers and RC ceramics students regularly attend ceramics workshops with students and instructors from FSU and other regional colleges. The ceramics students have also attended conferences, which showcase ceramics programs at four-year colleges and universities around the country.

1.2 Establish, maintain and enhance partnerships with businesses to offer worker education, work experience, internships and job placement opportunities.

The RC Art Program is in the process of re-building its Advisory Board for digital media. The RC ceramics program regularly attends artists’ exhibit receptions and workshops at a local

ceramics art business in Fresno. They also have exposure to professional ceramic artists working in the area.

1.3 Demonstrate commitment to the community through participation in community and service area events. The Art 44 Digital Video Editing students are currently in production, creating a promotional video

supporting High Speed Rail in California. The goal is to demonstrate the positive impact the HSR Project would have on SCCCD and the county of Fresno.

The RC Clay Club participates in local community events and holds sales of student works every semester to which the public is invited.

The RC Clay Club participates annually in an “Empty Bowls” project for the Community Food Bank in the Visalia and Fresno regions.

The RC ceramics program sponsors and promotes student art exhibitions on campus and at galleries in Reedley, Fresno, Fowler and Dinuba.

1.4 Communicate information about college programs, services, activities, successes, etc. to the community in an ongoing and consistent manner.

The RC ceramics students attend and exhibit at the Conference for the Advancement of Ceramic Art, which is a national ceramics conference in Davis, California. This conference allows our students a look at colleges and university students and instructors from around the state and beyond while showcasing the program at Reedley College.

The activities of the RC ceramics program and Clay club are reported to the P.I.O. and the community sees announcements and flyers of many events and activities.

Strategic Direction 2: Enhancing the College Climate & Integrating with the Community

Strategic Direction 2 is not applicable to the RC Art Program at this time.

Goal Statement: Reedley College will seek to improve collegiality, diversity, personal development, open access and campus safety. Objectives:2.1 The college engages in open dialogue and strives to improve integrated planning through inclusive shared

governance processes that includes representatives from administration, faculty, staff and students.2.2 Increase appreciation of diversity by providing opportunities for involvement in social enrichment and cultural

activities both on and off campus.2.3 Ensure a safe campus environment.

Strategic Direction 3: Teaching and Learning Excellence

The Reedley College Art Program has submitted several RAPPS requesting funding for updated software such as the Adobe Creative Suite (Photoshop, Illustrator, and more), Apple’s Final Cut Pro (a non-linear video editing program), Corel Painter, Apple OS X Lion, SmithMiro Anime Studio Pro (a 2-D animation program) as

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Michael Stannard, 09/20/12,

Excellent.


All excellent.

well as hardware (VisTablet PenPad and TechTool Protego). Software has not been updated since 2006. These proposals address Objectives 3.1, 3.3, and 3.4.

RAPPS will be prepared for submission for kiln construction materials for repair and reconstruction of existing kilns, and also for new electric kilns as replacement for existing kilns that are beyond repair.

Goal Statement: Reedley College will provide innovative learning opportunities to improve student success and completion.Objectives:3.1 To meet the needs of students and the community the college offers instructional programs that provide basic

skills, transfer preparation, career technical education and lifelong learning opportunities. The Art Program organizes a field trip each semester to an art museum in either Los Angeles or San

Francisco. Approximately 100 students attend each museum visit. For many students this is their first exposure to an art museum. Based on anecdotal reports from students, this experience is life changing in that the students see museums as a valuable educational and entertainment resource. This is a very popular activity with the students. Some ask for the date of the field trip before the first week of each semester is completed!

3.2 Improve courses and programs through the analysis of multiple measures.3.3 Evaluate the variety of methods and delivery systems used to facilitate teaching and learning.3.4 Provide broad-based instructional support through technology, Tutorial Services, Writing Center, and library

services to meet the diverse needs of its students.

Direction 4: Student Services


Goal Statement: Reedley College will support students’ educational development and personal growth.Objectives4.1 Student Services provides an educational planning process that provides students with the necessary tools

and skills to identify, plan, implement, and achieve their goals.4.2 Provide services and activities that create opportunities for educational and personal growth.4.3 Provide opportunities to interact with the community in order to foster an awareness of the interdependence of

students with their community.

Strategic Direction 5: Planning and Assessment


Goal Statement: Reedley College will systematically collect and analyze data for the purpose of improving institutional effectiveness.Objectives:5.1 Employ internal and external scanning and report processes that support strategic planning and assessment to

identify and address emerging trends and issues.5.2 Increase the college’s effectiveness and ensure the integrity of programs and services by using supportive

systems of learning, assessment, program improvement and integrated planning.

Strategic Direction 6: Information Technology

The Reedley College Art Program has submitted several RAPPS requesting funding for updated software such as the Adobe Creative Suite (Photoshop, Illustrator, and more), Apple’s Final Cut Pro (a non-linear video editing program), Corel Painter, Apple OS X Lion, SmithMiro Anime Studio Pro (a 2-D animation program) as well as hardware (VisTablet PenPad and TechTool Protego). Software has not been updated since 2006. These proposals address Objectives 6.1 and 6.2.

Requests will be made to update art classrooms (ART 159 and ART 160) with projectors for digital media presentations.

Goal Statement:

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Reedley College will use current technology leading to the success of the students, staff and the college.Objectives6.1 Provide access to current technology to prepare students for their future educational and career endeavors. 6.2 Provide current technology to support effective teaching and efficient work environments, including the necessary

resources for staff.6.3 Provide appropriate and current technologies to access and disseminate information, expedite decision-making,

and enhance communication.

Strategic Direction 7: Infrastructure


Goal Statement: Reedley College will efficiently and effectively use human, physical and fiscal resources to meet current and future operational needs.Objectives:7.1 Maintain a comprehensive facilities master plan that ensures that facilities’ capacity meets current and future

student demand as identified in the College’s Educational Master Plan.7.2 Maintain appearance, functionality, accessibility and safety of facilities..7.3 Maintien a stable financial environment to support the College’s directions, goals and objectives. 7.4 Recruit and retain highly qualified administration, staff and faculty and provide professional development

opportunities to support student success.

North Center Strategic Plan Objectives: 1. Excellence in Teaching and Learning:

Goal: Focus on student success by improving instructional and student support programs. Objective 1.2: Actively participate with Reedley College in the accreditation process. Integrate the self-study

findings into the North Centers planning process Objective 1.3: Continue to develop new instructional programs and expand existing ones.

o Willow/International is looking to expand their digital course offerings in the areas of 3-d animation, video editing, digital photography, and multi-media as enrollment justifies it.

o Madera and Willow are looking to expand Drawing courses to include Figure Drawing.o The NC Art Department is continuously evaluating our instructional program. Course outlines are

evaluated and updated as necessary. Our part-time instructors are mentored by full-time faculty to ensure high quality instruction, record keeping, and classroom management. Full-time instructors are evaluated by admin. and peers as per the academic employment contract.

Objective 1.4: Improve and expand library and learning resources services and materials.o We work closely with the librarian and technicians to order Art books and periodicals for the library.

2. Student Access, Involvement, and Support for Success:Goal: Expand strategies that lead to increased access, enrollment, and retention of students.

Objective 2.1: Continue the development and implementation of the Enrollment Management Plan.o The NC Art Dept. actively markets itself to student populations through posters, flyers, NC Review,

and contact with High School Art teachers in close proximity to each site in an effort to increase enrollment.

Objective 2.2: Develop and initiate strategies that increase student retention and success.o We Utilize the Early Alert program to identify and help retain students that may be failing our courses.

We encourage and remind our part-timers to participate in Early Alert. Objective 2.3: Coordinate and expand co-curricular and student body activities.

o Willow/Int. is starting up an Art Club.o The Madera Center exhibits student artwork in an annual spring art show.

3. Diversity:Goal: Promote the awareness, understanding, and appreciation of an environment that reflects our diversity.

Objective 3.1: Expand the scope of activities and services that embrace diversity at the course, program, and center levels.

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Early alert: Should we develop a GELO for early alert?

o Art, but its definition is as diverse as life itself. In our Art Program, we make a concerted effort to expand the awareness, understanding, and appreciation of cultural and conceptual diversity through study, practice, and discussion in our studios and lecture halls.

o The Art Dept. brings speakers to our campus to expose our students to diverse topics and viewpoints. Objective 3.2: Continue to develop and implement strategies that support the access and success of

disabled students.O We work with DSS to accommodate our disabled students needs.

4. International Awareness:Goal: Foster global awareness throughout the curriculum, programs, and services.

Objective 4.1: Promote an awareness and understanding of global issues at the centers and within the local communities.

o The Art Dept. fosters global awareness though its diverse, multicultural curriculum. In particular, our GE courses (Art 1, Art 2, and Photo 1) focus on global, multicultural, and historical areas of study, which enhances our students’ appreciation and sensitivity to the global community.

Objective 4.2: Encourage the involvement of faculty, students, and the community in study abroad and other international education programs.

5. Resource Optimization:Goal: Plan and implement strategies for the growth and improvement of our Human, Physical, and Fiscal Resources throughout the North Centers.We analyze and track our enrollment to plan our growth, whether that be a new instructor, course offerings, or studio and lecture facilities that are needed.We are seeking fixed, yearly departmental budgets.

Objective 5.1: Develop and initiate a three-year certificated and classified staffing plan for the expansion of the Madera, Clovis, and Oakhurst Centers.

Objective 5.2: Continue to develop a facilities plan for the Clovis Willow/International site and expansion of the Madera and Oakhurst Centers.

Objective 5.3: Seek supplemental funding through grants and district foundation opportunities. Objective 5.4: Increase college constituent participation and communication in the budget development

process (Accreditation)

6. Technology Integration:Goal: Upgrade and maintain the integration of technology in our instructional, student services, and centers operations.The NC Art Dept. is fully digital in instructional delivery and teaching methodologies. Our lectures are digital, our slide libraries are digital, and communicate with our part-time instructors via email. Our students make digital portfolios and research art online in our classrooms.

Objective 6.1: Implement the North Centers Technology Plan and seek resources to support the goals and objectives.

Objective 6.2: Develop and implement a plan to increase the scope of distance learning/online instruction and related services.

o Currently we do not teach online art courses, however there are two courses that would be great candidates for online education; the Art appreciation (Art 2) course and the Beginning Photography (Photo 1) course. These two courses are our largest enrollment courses and would grow in FTE with online offerings.

Objective 6.3: Continue to improve the utility of North Centers' website.o The Art department has plans to develop pages for the North Centers’ website that is information

about the program, course offerings, links pertinent to the arts and revolving galleries of student work.

7. Institutional Awareness and Communication:Goal: Increase the communication and collaboration among our internal and external stakeholders.

Objective 7.1: Develop methods of improving communications among the faculty, classified professionals, and students.

Objective 7.2: Increase marketing, public relations, and outreach efforts.o The Art department promotes itself with posters and the annual publication of student work called The

Review. We have plans to produce a tri-fold brochure to showcase the facilities at our centers and the opportunities for students available through our course offerings.

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Typo?

8. Organization Excellence:Goal: Strengthen the relationship among the centers and the entire district organization.

Objective 8.1: Expand the professional growth opportunities of all employees through internal and district-wide efforts.

o The North Centers’ uses flex day and duty days to offer opportunities for employee professional growth.

Objective 8.2: Coordinate the North Centers' strategic planning goals and objectives with those of the District.

9. Community Building:Goal: Respond to our local community needs in a way that benefits both the college centers and community members.

Objective 9.1: Expand partnerships with local high schools, businesses, and community-based organizations.

o The art department will continue to foster communication with our feeder high schools. We also will continue to pursue articulation agreements that increase opportunities for high school students to begin to receive credit and coursework from the centers.

o The North Centers’ will establish an advisory board with the community and local businesses to help guide future developments in the art department in a way that creates the best educational experiences for our students.

o The full time (and many part time) instructors in the art department maintain community ties by being members of local galleries to promote the arts locally and exhibit their personal work within the community.

Objective 9.2: Increase the participation of students and campus employees in community-based activities and programs.

o The art classes promote student activity through the WAC (Willow Art Collective) and through class participation in ART HOP activities.

o We want to establish spaces at the centers to display student artwork on a continual basis to both motivate students and to educate and enlighten the families of students. These spaces would also give the centers a direct conduit to interaction with our communities.

o The community currently gets to interact with the arts through the annual art exhibit at the Madera center and the winter music program at Willow International center.

10. Economic Development:Goal: Increase the scope of the occupational training and economic development programs and partnerships throughout the North Centers.

Objective 10.1: Develop new/expand existing plans for education-business partnerships that mutually benefit the centers and local businesses.

o The North Centers’ are currently exploring the possibility of creating occupational education opportunities in photography and art. This is being considered as an avenue to increasing employment opportunities for our students as well as increasing funding pathways to continue to expand the course offerings in multi-media education.

Objective 10.2: Increase marketing efforts for the occupational programs at the respective North Centers campuses.

o There are opportunities to create internships for creative students in the multi-media and graphic art areas. These partnerships with local businesses should be explored through the establishment of a new advisory board consisting of local professionals in areas such as broadcast arts, graphic design and web development. There is the possibility of doing a joint advisory board with the business departments IS division to compliment each others programs and create the best educational experience for our students.

E. Previous Program Review Recommendations:

Program: RC Art Department Year: 2011-2012

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Recommendation*(as appropriate, identify the campus where the recommendation applies)

Status Outcome

SHORT TERM GOALSPurchase 12 electric pottery wheels.

Completed FA 2011

Students are using the wheels in beginning and intermediate ceramics classes.

Purchase a pugmill to recycle clay. Completed FA 2011

Students are learning how to use the pugmill and purchasing recycled clay for a low cost.

Purchase a glaze spray booth to trap sprayed glazes and protect student health.

Completed FA 2011

To prevent lung diseases such as Silicosis or exacerbate other lung conditions such as asthma.

Receive timely budget information, clarification, and purchasing instruction from administration.

Ongoing

Develop an open P.O. with art supply companies to purchase needed supplies in a timely manner.

INCOMPLETE: Some progress has been made but there is still no system in place to make timely purchases.

Faculty would no longer have to spend their personal funds and await re-imbursement. Additionally, the gap between ordering supplies and receiving them would be reduced.

Purchase props for Drawing and Painting courses.

Completed Fall 2008

Props are used in both painting and drawing classes.

Purchase 10 additional easels. Completed Fall 2008

The easels are using in both painting and drawing classes.

Purchase 10 additional drawing horses.

Completed Fall 2008

The drawing horses are used in both sections of drawing.

Purchase a digital SLR camera, lighting equipment, and a neutral gray backdrop to photograph student work for portfolio development.

Completed Fall 2008

Faculty and students make regular use of this camera to document artwork as well as create new artwork.

Remodel the ceramics lab. Completed Fall 2010

The students are enjoying a much safer, better-lit facility.

Develop an art program website designed by Reedley College students.

This goal/outcome was tabled because of the RC website remodel and has not been broached since.

Continue annual student art exhibition and publication of Symmetry.

Cessation of student exhibit due to inactivity of Kings River Arts Council. Cessation of contributing to Symmetry because of differences in creative direction of publication.

Continue fall and spring semester field trips to art museums.

ONGOING Students look forward to these field trips to experience art directly.

Continue involvement with the Kings River Arts Council.

Cessation, 2007. The Kings River Art Council is no longer active.

LONG TERM GOALSHire a full-time, tenure-track Drawing and Painting instructor.

If such a position were granted, it would allow the art department to develop a strong painting and drawing program comparable to 4-year universities and art schools.

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NORTH CENTERSPROGRAM REVIEW RECOMMENDATIONS ANNUAL REPORT FORM2009 – 2010DISCIPLINE: ART

RECOMMENDATIONS PROGRESS REPORT WILLOW

1. Program Review Cycle 2001 showed that analysis of trends throughout that cycle produced adequate justification for a full-time instructor in the digital/multimedia arts. The original request was submitted to administration on October 3, 2001. We still maintain that an additional full-time instructor in this area is both a need and a vital component to continued growth in our department.

NO PROGRESS MADE DUE TO BUDGET CONSTRAINTS

2. The recruiting and mentoring of more part time instructors to continue to expand both sections and courses at times that are both utilized and convenient for the variety of students that we serve.

WE HAVE MADE GREAT PROGRESS IN ATTAINING AND RETAINING ADJUNCT INSTRUCTORS.

3. Continue to upgrade and replace software as required for continued teaching of the most contemporary technologies and graphic applications.

WE OPERATE WITH UPGRADES ONE YEAR BEHIND RELEASE DATES. THIS ALLOWS ADAQUET TIME TO TEST AND INSTALL INTO LABS.

4. Continue to foster greater interaction with adjunct instructors to create a work environment that encourages the sharing of information, techniques, and assessment tools.

WE HAVE CREATED OPPORTUNITIES FOR THIS AND IT HAS BEEN MET WITH POSITIVITY FROM OUR ADJUNCT INSTRUCTORS

5. Develop more staff development opportunities that fall within the budgetary constraints of the staff development committee.

NO PROGRESS HAS BEEN MADE DUE TO BUDGET CONSTRAINTS

6. Expand course offerings as well as course sections to offer the variety of courses and times required by our student populations.

NO PROGRESS DUE TO BUDGET CONSTRAINTS

7. Broadening the varieties of outlets for student work exhibition and classroom instructional information via the Internet, gallery space at each center (physical and virtual), and full utilization of contemporary technologies such as informational kiosks and podcasts. This also includes establishing an Art Club at the Willow International site that is similar to the club offering at the Madera Center; this club will not only help art students to have educational opportunities outside the classroom but also to play a greater role in the production of our

THE ART CLUB HAS BEEN ESTABLISHED FOR 2 YEARS.

THE OPPURTUNITIES FOR STUDENTS ARTWORK HAS INCREASED THROUGH THE ESTABLISHMENT OF THE ANNUAL STUDENT ART SHOW. THE PRESIDENT AWARD HAS ALSO BEEN ESTABLISHED WHERE THE PRESIDENT WILL PICK AN ARTWORK TO PURCHASE FOR THE SCHOOL TO GROW A COLLECTION OF STUDENT WORK.

WE HAVE NOT HAD THE RESOURSES TO EXPLORE ALTERNATIVE MEDIA (SUCH AS PODCASTING) FOR COURSE CONTENT.

8. Develop an Occupational education opportunity in the areas of 3D/2D Animation, 3D Modeling, Non-Linear Film Production, and possibly Introduction to Game Development.

WE HAVE WORKED TOWARDS THIS RECOMMENDATIONS BUT PROGRESS HAS STALLED DUE TO BUDGET CONSTRAINTS.

9. Writing course curriculum to create a more expansive photographic educational experience both in the traditional applications as well as the evolving digital photographic realm. This may evolve into an occupational education opportunity.

TWO NEW COURSES HAVE BEEN CREATED AND APPROVED BY CURRICULLIUM COMMITTEE. INTERMEDIATE/ ADVANCED PHOTOGRAPHY AND HISTORY OF PHOTOGRAPHY ARE THE TWO COURSES THAT HAVE BEEN CREATED.

10. Continue to aggressively promote and market our offerings to the entire community through methods described in quantitative analysis. More effectively market and showcase the learning opportunities within the arts to both traditional and non-traditional student populations.

WE HAVE INCREASED MARGETING IN LOW IMPACT (BUDGETARILY) WAYS SUCH AS THE STUDENT ART SHOW, THE REVIEW, AND IRON DESIGNER CONTEST. THESE EVENTS BRING COMMUNITY MEMBERS INTO OUR FACILITIES AND HELP TO MARKET OUR COURSES TO THE PUBLIC.

Madera & Oakhurst

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Inaccurate. CC has not approved.

1. Create marketing brochure to advertise our 2-d and Computer Art programs

NO PROGRESS DUE TO BUDGET CONSTRAINTS

2. Build props collection for drawing classes. SOME PROGRESS/ ALWAYS IMPROVING3. Build instructional DVD collection for use in all Art

classes.ALTHOUGH A CONTINUAL PROCESS WE HAVE USED MINI-GRANTS TO AQUIRE INSTRUCTIONAL DVDS.

4. Install pencil ledges on the drafting tables in Madera. COMPLETED5. Systematically monitor course syllabi, course

assignments and tests from all Art instructors annually to ensure that minimum standards are uniformly met as per each course outline document. Monitor instructor grades and grading standards to ensure consistency between each NC campus

MONITORING OF SYLLABI AND ADJUNCTS IS DONE AS PART OF THE EVALUATION CYCLES

6. Offer figure drawing. WE HAVE NOT RECEIVED PERMISSION TO OFFER THIS COURSE BUT WE ARE STILL VIGOROUSLY PURSUING

7. Expand night offerings. NO PROGRESS8. Develop new marketing strategies to grow traditional

media and/or Computer Art courses.WE HAVE NOT HAD THE NEEDED RESOURSES FOR THIS RECOMMENDATION

9. Add video editing course offerings. NO PROGRESS10. Add animation course offerings. NO PROGRESS11. Add multi-media course offerings. THERE HAS BEEN NO ADDITIONAL COURSE OFFERINGS BUT THE

CURRICULLUM FOR THE COURSES HAS BEEN APPROVED12. Add digital-photography course offerings. PHOTOGRAPHY 1 IS NOW A DIGITAL (ONLY) COURSE13. Add full-time digital art instructor. NO PROGRESS DUE TO BUDGET

II. Quantitative Analysis—Instructional

A. Trends Analysis and Data Elements1. Total Enrollment

Reedley College (including Willow International, Madera, and Oakhurst Centers)College and Centers: Headcount (unduplicated).

06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAREEDLEYCOLLEGE 5432 5698 5661 5926 5781 6458 6490 6991 6982 7032

WILLOW INTERNATIONAL 4161 4386 4492 4679 4565 5531 5756 5925 5615 5628

MADERACENTER 2142 2277 2255 2445 2321 2870 2895 3129 3057 2830

OAKHURST 453 486 529 539 464 606 661 752 683 638Data Source: SCCCD Institutional Research Website, ir.scccd.com

The following tables reflect enrollment for those students who were enrolled in ART and PHOTO classes.

Art: Headcount (unduplicated)06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

REEDLEYCOLLEGE 439 443 452 486 448 478 548 519 562 546

WILLOW INTERNATIONAL 579 646 646 696 476 781 675 760 611 764

MADERACENTER 192 226 184 193 201 234 215 213 224 191

OAKHURST 36 42 38 40 24 45 29 74 45 51Data Source: SCCCD Institutional Research Website, ir.scccd.com

Reedley College: The Art Program at Reedley College is following the general attendance trend of the college. The largest number of students served occurred in the Spring 2010 semester (562). The smallest number of students served occurred in Fall 2006 (439) with an average of 447.3 students served per semester for the last five years.

Willow International: Over the past 5 years enrollment numbers have shown steady increase, growing by +100 in both spring and fall semesters. Data in above table should be read comparing Spring to Spring and Fall to Fall; as course offerings vary from Spring to Fall. Statistics show that demand for Art courses has increased over the past five

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years, while the addition of new courses offered has been successful. The fluctuation in 08SP is due to the loss of all courses at the Clovis Center during the transition from Clovis to Willow International, in 09SP those courses were added back at Willow. All other growth and fluctuations are consistent with the enrollment numbers for the center as a whole. The largest number of students served occurred in the Fall 2008 semester (781). The smallest number of students served occurred in Spring 2008 (476) with an average of 663.4 students served per semester for the last five years.

Madera: Over the past 5 years enrollment numbers have remained consistent. All growth and fluctuations are consistent with the enrollment numbers for the center as a whole. The largest number of students served occurred in the Fall 2008 semester (234). The smallest number of students served occurred in Spring 2007 (184) with an average of 207.3 students served per semester for the last five years.

Oakhurst: Over the past 5 years enrollment numbers have remained consistent. All growth and fluctuations are consistent with the enrollment numbers for the center as a whole. The largest number of students served occurred in the Fall 2009 semester (74). The smallest number of students served occurred in Spring 2008 (24) with an average of 42.4 students served per semester for the last five years.

2. Enrollment by Demographics: age, gender, & ethnicityAgeREEDLEY COLLEGE

06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

19 or Less 36% 39% 35% 40% 29% 36% 41% 42% 38% 40%20-24 43% 45% 46% 42% 48% 47% 43% 43% 44% 43%25-29 8% 6% 6% 7% 7% 4% 5% 8% 8% 7%30-34 3% 2% 3% 3% 3% 4% 2% 3% 3% 2%35-39 2% 2% 2% 2% 2% 2% 2% 1% 1% 2%40-49 4% 3% 3% 2% 5% 3% 3% 2% 3% 3%50+ 4% 3% 4% 4% 4% 4% 3% 2% 2% 2%Data Source: SCCCD Institutional Research Website, ir.scccd.comWILLOW INTERANTIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

19 or Less 37% 43% 39% 43% 41% 42% 38% 44% 38% 46%20-24 45% 43% 43% 41% 46% 39% 47% 43% 48% 40%25-29 8% 6% 9% 5% 5% 9% 6% 7% 7% 7%30-34 3% 3% 3% 3% 3% 3% 3% 3% 3% 2%35-39 2% 2% 2% 2% 1% 2% 2% 1% 1% 2%40-49 4% 3% 3% 3% 3% 3% 3% 2% 1% 2%50+ 1% 1% 2% 2% 1% 1% 1% 2% 1% 2%Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA19 or Less 41% 45% 39% 38% 37% 32% 33% 37% 32% 27%20-24 39% 39% 43% 35% 42% 43% 51% 46% 45% 52%25-29 6% 7% 9% 8% 9% 11% 7% 10% 9% 10%30-34 5% 5% 2% 5% 2% 3% 2% 3% 4% 4%35-39 3% 1% 3% 2% 2% 3% 2% 1% 4% 2%40-49 4% 1% 1% 9% 5% 4% 2% 2% 4% 3%50+ 2% 2% 3% 4% 2% 4% 1% 1% 2% 2%Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA19 or Less 47% 36% 42% 40% 25% 42% 48% 46% 27% 37%20-24 36% 19% 24% 28% 42% 33% 31% 34% 42% 24%25-29 8% 12% 16% 8% 17% 7% 7% 5% 2% 16%30-34 0% 5% 0% 8% 8% 9% 0% 1% 4% 6%35-39 0% 7% 0% 5% 0% 2% 7% 5% 4% 4%40-49 3% 12% 13% 8% 0% 2% 0% 1% 4% 8%50+ 6% 10% 5% 5% 8% 4% 7% 7% 16% 6%Data Source: SCCCD Institutional Research Website, ir.scccd.com

The Age distribution percentages are consistent with the overall population statistics for each of the respective centers and appear to have no impact on the program.

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GenderREEDLEY COLLEGE


Female 54% 57% 56% 56% 59% 57% 55% 55% 53% 52%Male 46% 43% 44% 44% 40% 41% 44% 45% 47% 47%Unreported 0% 0% 0% 0% 1% 1% 1% 0% 0% 1%Data Source: SCCCD Institutional Research Website, ir.scccd.comWILLOW INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

Female 56% 60% 51% 55% 54% 56% 56% 54% 55% 53%Male 44% 40% 49% 45% 46% 44% 44% 46% 45% 47%Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAFemale 58% 56% 54% 53% 58% 65% 60% 56% 62% 58%Male 42% 44% 46% 46% 41% 35% 39% 44% 38% 42%Unreported 0% 0% 0% 1% 1% 0% 1% 0% 0% 0%Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAFemale 56% 74% 71% 60% 58% 58% 55% 62% 71% 63%Male 44% 26% 29% 40% 42% 42% 45% 38% 29% 35%Unreported 0% 0% 0% 0% 0% 0% 0% 0% 0% 2%Data Source: SCCCD Institutional Research Website, ir.scccd.com

The Gender percentages are consistent with the overall population statistics for each of the respective centers and appear to have no impact on the program.

EthnicityREEDLEY COLLEGE 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAAfrican-American/Non-Hispanic 1% 2% 2% 0% 1% 0% 1% 1% 1% 2%

American Indian/Alaskan 1% 2% 2% 1% 0% 0% 1% 1% 1% 0%

Asian/Pacific Islander 4% 3% 5% 6% 6% 3% 5% 4% 4% 4%Hispanic 57% 59% 53% 54% 55% 62% 56% 62% 59% 62%

Race/Ethnicity Unknown 10% 9% 8% 12% 8% 9% 10% 8% 6% 6%

White/ non-Hispanic 27% 26% 32% 26% 29% 24% 27% 24% 27% 26%Data Source: SCCCD Institutional Research Website, ir.scccd.comWILLOW INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

African-American/Non-Hispanic 1% 3% 3% 3% 2% 2% 1% 2% 2% 2%




White/ non-Hispanic 62% 59% 57% 56% 55% 58% 57% 53% 56% 54%Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAAfrican-American/Non-Hispanic 2% 2% 1% 4% 4% 5% 2% 1% 4% 1%



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White/ non-Hispanic 28% 32% 28% 26% 26% 22% 21% 16% 21% 27%Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAAfrican-American/Non-Hispanic 0% 0% 0% 0% 0% 2% 3% 0% 4% 0%




White/ non-Hispanic 81% 76% 68% 68% 75% 62% 76% 70% 58% 73%Data Source: SCCCD Institutional Research Website, ir.scccd.com

Art Enrollment by EthnicityThe Ethnic population served by Reedley College and each of the centers varies greatly. The Art Program numbers appear consistent with the overall numbers for each of the respective centers and appear to have no impact on the program.

Reedley College: Over the past five years, the vast majority of Art students served have identified themselves as Hispanic (57.9% average). The second largest group is identified as White/non-Hispanic (26.8% average).

Willow International: Over the course of the past five years the vast majority of Art students identify themselves as White/non-Hispanic (56.7% average), while the second leading ethnic group is Hispanic (20.8%).

Madera: The ethnic population differs greatly from the other two centers. The majority of Art students at the Madera Center identify themselves as Hispanic (52% average), while the leading group at the other two centers, White/non-Hispanic, makes up roughly 24.7% of the population on average.

Oakhurst: The ethnic population of Art students in Oakhurst is overwhelmingly White/non-Hispanic (70.7% average).

Student Achievement Tables (Retention, Success, Program Mark Analysis)Total CollegeREEDLEY COLLEGE 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAGPA 2.28 2.30 2.25 2.30 2.31 2.22 2.25 2.21 2.23 2.24SUCCESS 63.0 63.6 63.1 63.1 65.8 62.7 64.4 63.0 64.5 65.5RETENTION 86.5 86.1 88.2 87.1 88.9 87.5 89.4 88.5 90.0 90.0ATTRITION 13.5 13.9 11.8 12.9 11.1 12.5 10.6 11.5 10.0 10.0Data Source: SCCCD Institutional Research Website, ir.scccd.comWILLOW INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

GPA 2.27 2.25 2.25 2.29 2.31 2.32 2.31 2.37 2.41 2.39SUCCESS 60.0 60.7 61.2 62.3 63.0 64.9 64.2 67.3 68.2 67.7RETENTION 85.5 86.5 87.0 87.2 87.7 88.8 88.8 90.1 89.8 90.1ATTRITION 14.5 14.5 13.0 12.8 12.2 11.2 11.2 9.9 10.2 9.9Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAGPA 2.34 2.37 2.45 2.36 2.41 2.34 2.37 2.32 2.33 2.28SUCCESS 65.3 64.6 65.9 65.4 66.8 66.7 67.5 68.0 66.5 66.5RETENTION 87.6 87.7 88.1 88.5 89.5 90.7 91.2 91.7 90.5 90.8ATTRITION 12.4 12.3 11.9 11.5 10.5 9.3 8.8 8.3 9.5 9.2Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAGPA 2.34 2.37 2.45 2.36 2.41 2.34 2.37 2.32 2.33 2.28SUCCESS 65.3 64.6 65.9 65.4 66.8 66.7 67.5 68.0 66.5 66.5RETENTION 87.6 87.7 88.1 88.5 89.5 90.7 91.2 91.7 90.5 90.8ATTRITION 12.4 12.3 11.9 11.5 10.5 9.5 8.8 8.3 9.5 8.2Data Source: SCCCD Institutional Research Website, ir.scccd.com

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ArtREEDLEY COLLEGE


GPA 2.49 2.64 2.42 2.69 2.55 2.48 2.51 2.67 2.51 2.90SUCCESS 63.34 68.66 64.23 69.60 67.13 63.88 64.67 71.10 67.63 78.24RETENTION 87.98 86.39 89.72 90.06 90.44 87.18 88.65 87.57 91.83 91.69ATTRITION 12.02 13.61 10.28 9.94 9.56 12.82 11.35 12.43 8.17 8.31Data Source: SCCCD Institutional Research Website, ir.scccd.comWILLOW INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

GPA 2.66 2.56 2.48 2.42 2.25 2.59 2.73 2.44 2.76 2.41SUCCESS 72.22 68.38 65.92 65.38 63.02 70.33 71.95 68.07 75.00 68.51RETENTION 94.11 91.53 90.77 92.72 90.06 92.09 93.13 92.66 91.36 92.19ATTRITION 5.89 8.47 9.23 7.28 9.94 7.91 6.87 7.34 8.64 7.81Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAGPA 2.29 2.33 2.80 2.74 2.82 2.92 2.47 2.59 2.76 2.80SUCCESS 63.29 61.54 75.26 70.15 75.46 78.69 66.81 75.80 75.97 81.09RETENTION 89.37 86.75 93.81 88.56 91.67 94.67 91.81 95.43 93.56 93.03ATTRITION 10.63 13.25 6.19 11.44 8.33 5.33 8.19 4.57 6.44 6.97Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAGPA 1.62 2.14 1.50 2.22 2.17 2.11 1.60 2.27 1.77 2.90SUCCESS 44.44 55.81 36.84 48.84 50.00 50.00 51.72 55.84 40.00 83.02RETENTION 80.56 86.05 78.95 81.40 75.00 76.09 86.21 75.32 77.78 94.34ATTRITION 19.44 13.95 21.05 18.60 25.00 23.91 13.79 24.68 22.22 5.66Data Source: SCCCD Institutional Research Website, ir.scccd.com

3. RetentionReedley College and North Centers: When combined (RC, WI, Madera, Oakhurst), the retention rates for Reedley College and the North Centers are very consistent throughout the five-years of data collection. The retention rates of Art Program at both Reedley College and the North Centers are consistent with that of the college as a whole. (RC/NC: 86.67, RC/NC Art: 88.56).

Reedley CollegeThe five-year trends for retention in the Reedley College Art program remain consistent and above those of the overall Reedley College Campus (RC: 79.22, Art: 89.15).

North CentersThe five-year trends for retention and success in the North Centers Art program are slightly below those of the overall North Centers (NC: 89.15, Art: 86.36).

4. SuccessReedley CollegeThe Art Program has a higher rate of successful completion of courses than the general college trend (RC: 63.87%, Art: 67.84%).

North CentersThe Art Program has a slightly lower rate of successful completion of courses to the overall rate of the North Centers (NC: 65.53, Art: 64.30).

5. Program Mark Analysis Report Total College

REEDLEY COLLEGE 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

A 22% 20% 21% 22% 23% 21% 22% 21% 23% 23%B 18% 17% 17% 18% 18% 18% 18% 19% 18% 19%C 15% 15% 15% 15% 15% 16% 16% 16% 15% 16%CR 6% 7% 7% 5% 6% 0% 0% 0% 0% 0%

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D 7% 6% 6% 6% 6% 6% 6% 7% 6% 7%F 14% 13% 15% 15% 15% 15% 15% 16% 16% 15%NC 2% 2% 3% 2% 1% 0% 0% 0% 0% 0%NP 0% 0% 0% 0% 0% 2% 2% 2% 2% 1%P 0% 0% 0% 0% 0% 5% 5% 5% 4% 4%W 13% 13% 11% 12% 11% 12% 10% 11% 9% 10%X 3% 7% 6% 5% 5% 6% 6% 4% 6% 5%Total Grades 16868 18680 17569 18931 17792 20028 19838 21378 21053 21338

Data Source: SCCCD Institutional Research Website, ir.scccd.comWILLOW INTERNATIONAL 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

A 23% 22% 21% 22% 22% 24% 24% 25% 26% 25%B 20% 19% 20% 20% 21% 22% 20% 23% 23% 23%C 17% 16% 16% 17% 17% 17% 17% 18% 17% 18%CR 1% 1% 1% 1% 1% 0% 0% 0% 0% 0%D 6% 7% 6% 7% 7% 6% 7% 7% 6% 7%F 18% 17% 17% 17% 17% 17% 17% 15% 15% 15%I 0% 0% 0% 0% 0% 0% 0% 0% 0% 0%NC 1% 0% 0% 0% 1% 0% 0% 0% 0% 0%NP 0% 0% 0% 0% 0% 1% 0% 0% 0% 0%P 0% 0% 0% 0% 0% 1% 1% 1% 1% 1%W 14% 13% 12% 12% 12% 11% 11% 10% 10% 10%X 1% 5% 6% 4% 2% 3% 3% 1% 2% 1%Total Grades 9158 10736 10763 11666 11209 14035 14161 14630 13546 13572

Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

A 21% 24% 27% 24% 26% 28% 27% 27% 26% 24%B 20% 19% 18% 19% 20% 18% 19% 20% 18% 20%C 18% 16% 15% 17% 15% 15% 15% 16% 16% 17%CR 3% 2% 3% 3% 3% 0% 0% 0% 0% 0%D 6% 6% 6% 5% 6% 6% 6% 7% 7% 7%F 14% 15% 14% 16% 14% 15% 15% 15% 15% 15%IP 0% 0% 1% 0% 0% 0% 0% 0% 0% 0%NC 2% 1% 2% 2% 2% 0% 0% 0% 0% 0%NP 0% 0% 0% 0% 0% 1% 1% 1% 1% 1%P 0% 0% 0% 0% 0% 3% 3% 2% 2% 2%W 12% 12% 11% 11% 10% 9% 8% 8% 9% 9%X 4% 6% 2% 4% 5% 4% 5% 4% 5% 6%Total Grades 5106 5926 5817 6587 6329 7622 7698 8250 7803 7523

Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAA 29% 32% 27% 29% 33% 29% 28% 31% 33% 32%B 18% 20% 17% 18% 18% 19% 17% 21% 21% 23%C 13% 13% 14% 12% 13% 14% 15% 14% 13% 15%CR 4% 0% 6% 0% 2% 0% 0% 0% 0% 0%D 5% 5% 5% 5% 3% 4% 5% 6% 5% 6%F 16% 15% 17% 16% 15% 12% 16% 16% 16% 13%I 0% 0% 0% 1% 1% 1% 0% 1% 0% 0%NC 0% 0% 0% 0% 1% 0% 0% 0% 0% 0%NP 0% 0% 0% 0% 0% 0% 1% 0% 0% 0%P 0% 0% 0% 0% 0% 5% 6% 0% 0% 0%RD 0% 0% 0% 4% 2% 0% 0% 0% 0% 0%W 14% 16% 13% 13% 12% 14% 11% 12% 12% 11%Total Grades 1061 1029 1076 1111 988 1164 1253 1384 1307 1218

Data Source: SCCCD Institutional Research Website, ir.scccd.com

ArtREEDLEY COLLEGE 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

A 33% 30% 29% 38% 35% 29% 34% 30% 34% 42%

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B 17% 25% 21% 21% 19% 21% 19% 27% 18% 23%C 13% 14% 13% 10% 11% 13% 12% 14% 15% 14%CR 1% 0% 1% 1% 2% 0% 0% 0% 0% 0%D 9% 4% 8% 4% 4% 7% 6% 5% 8% 3%F 15% 13% 17% 15% 18% 15% 18% 11% 15% 10%I 0% 1% 1% 1% 0% 1% 0% 0% 1% 0%NC 0% 1% 0% 0% 0% 0% 0% 0% 0% 0%RD 0% 0% 0% 0% 0% 1% 0% 0% 0% 0%W 12% 14% 10% 10% 10% 13% 12% 12% 8% 8%Total Grades 492 485 506 525 502 518 598 571 492 485


A 40% 36% 34% 35% 23% 35% 45% 32% 38% 27%B 21% 20% 20% 18% 23% 22% 17% 22% 23% 25%C 12% 12% 11% 13% 17% 12% 10% 15% 14% 17%D 5% 6% 4% 6% 8% 5% 4% 6% 4% 6%F 17% 17% 21% 21% 19% 17% 17% 19% 13% 17%W 6% 8% 9% 7% 10% 8% 7% 7% 9% 8%Total Grades 591 659 670 725 503 809 712 855 644 793

Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FA

A 24% 26% 44% 38% 37% 45% 30% 32% 39% 31%B 23% 22% 19% 21% 28% 25% 25% 28% 24% 34%C 15% 14% 12% 11% 11% 9% 12% 16% 13% 17%CR 1% 0% 1% 1% 0% 0% 0% 0% 0% 0%D 6% 4% 6% 5% 4% 4% 8% 3% 3% 3%F 20% 21% 12% 14% 13% 12% 17% 17% 14% 9%W 11% 13% 6% 12% 8% 5% 8% 5% 6% 7%Total Grades 207 233 194 200 216 243 232 219 232 200

Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAA 6% 23% 16% 28% 21% 15% 3% 18% 20% 42%B 28% 23% 8% 13% 13% 22% 24% 16% 11% 23%C 11% 9% 13% 13% 17% 13% 24% 21% 9% 19%D 3% 2% 5% 5% 8% 9% 3% 4% 7% 2%F 33% 28% 37% 23% 17% 17% 31% 14% 31% 9%P 0% 0% 0% 0% 0% 0% 0% 1% 0% 0%W 19% 14% 21% 20% 25% 24% 14% 25% 22% 6%Total Grades 36 43 38 40 24 46 29 76 45 53


When combined (RC, WI, Madera, Oakhurst), the grade distribution of students earning “A” grades within the Art Program is higher than the average for the college (RC: 25.8%, Art: 30.17%).

Reedley College:The Art Program has a higher rate of students earning “A” grades than the general college trend (RC: 21.8%, Art: 32.4%).

North Centers:The Art Program has a slightly higher rate of students earning “A” grades than the general college trend (NC: 27.26%, Art: 29.43%).

6. FT/PT Enrollment StatusUnit LoadREEDLEY COLLEGE


FULL TIME 64% 68% 66% 66% 59% 69% 67% 70% 67% 67%PART TIME 36% 32% 34% 34% 41% 31% 33% 30% 33% 33%

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FULL TIME 63% 66% 63% 62% 69% 66% 69% 64% 71% 68%PART TIME 37% 34% 37% 38% 31% 34% 31% 36% 29% 32%Data Source: SCCCD Institutional Research Website, ir.scccd.comMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAFULL TIME 69% 58% 64% 59% 64% 61% 58% 62% 66% 58%PART TIME 31% 42% 36% 41% 36% 39% 42% 38% 34% 42%Data Source: SCCCD Institutional Research Website, ir.scccd.comOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAFULL TIME 64% 43% 37% 43% 58% 62% 59% 62% 47% 65%PART TIME 36% 57% 63% 58% 42% 38% 41% 38% 53% 35%Data Source: SCCCD Institutional Research Website, ir.scccd.com

The college as a whole has had a very consistent full-time/part-time ratio over the last five years.

Reedley CollegeThe ratio of full-time to part-time students taking art classes is approximately 65%:35% and remains unchanged since the last program review. The highest percentage of full-time students enrolled in art classes is 70% (09FA). The lowest percentage of full-time students enrolled in art classes is 59% (08SP). The highest percentage of part-time students enrolled in art classes is 41% (08SP). The lowest percentage of part-time students enrolled in art classes is 30% (09FA).

North CentersThe ratio of full-time to part-time students taking art classes is approximately 60%:30% and remains unchanged since the last program review. The highest percentage of full-time students enrolled in art classes is 71% (10SP) for WI, 69% (06SP) for Madera, and 65% (10FA) for Oakhurst. The lowest percentage of full-time students enrolled in art classes is 62% (07FA) for WI, 58% (06FA, 09SP, 10FA) for Madera, and 37% (07SP) for Oakhurst. The highest percentage of part-time students enrolled in art classes is 38% (07FA) for WI, 42% (06FA, 09DP, 10FA) for Madera, and 63% (07SP) for Oakhurst. The lowest percentage of part-time students enrolled in art classes is 29% (10SP) for WI, 31% (06SP) for Madera, and 35% (10FA) for Oakhurst.

A significant percentage of students enrolled in Art are of full-time status. This is in stark contrast to the overall trend of enrollment for the North Centers where a much greater percentage is of part-time status. This is partially due to the fact that the art program offers seven courses that articulate to the CSU and UC systems; Art 1, Art 2, Art 5, Art 6, Art 7, Art 9 and Photo 1.

7. WSCH/FTEFREEDLEY COLLEGE 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAContract(Fac. Workload) 1.93 2.05 1.92 2.05 1.92 2.05 1.92 1.72 1.86 1.72

Part Time(Fac. Workload) 3.68 3.47 3.93 3.93 3.93 3.93 4.13 3.84 3.91 3.64

Extra Pay(FT Fac. Workload) 0.66 0.25 0.39 0.29 0.31 0.25 0.39 0.25 0.18 0.32

FTEF 6.27 5.77 6.24 6.27 6.16 6.23 6.44 5.81 5.95 5.68FTES 76.17 71.61 77.11 76.52 73.36 74.55 84.84 82.72 88.25 91.43FTES per FTEF 12.15 12.41 12.36 12.20 11.91 11.97 13.17 14.24 14.83 16.10WSCH per FTEF 364.45 372.32 370.72 366.12 357.27 358.99 395.22 427.13 444.96 482.90FT:PT LHE Ratio 0.52:1 0.59:1 0.49:1 0.52:1 0.49:1 0.52:1 0.46:1 0.45:1 0.48:1 0.47:1

Data Source: Reedley College and the North Centers Office of Institutional ResearchWILLOW INTERNATIONAL


Contract(Fac. Workload) 1.00 1.99 1.99 2.03 1.97 1.97 1.99 1.79 1.79 1.79



FTEF 4.45 4.40 5.02 5.59 4.95 5.72 4.95 5.35 4.35 5.03

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FTES 70.11 78.85 83.95 91.4 66.33 98.3 88.53 104.7 84.4 97.6FTES per FTEF 15.76 17.92 16.72 16.35 13.40 17.19 17.88 19.57 19.40 19.40WSCH per FTEF 472.65 537.61 501.69 490.52 402.00 515.56 536.55 587.10 582.07 582.11FT:PT LHE Ratio 0.30:1 1.03:1 0.85:1 0.70:1 0.80:1 0.65:1 0.74:1 0.58:1 0.78:1 0.60:1

Data Source: Reedley College and the North Centers Office of Institutional researchMADERA CENTER 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAContract(Fac. Workload) 0.99 0.99 0.99 0.99 0.99 0.99 0.99 0.99 0.99 0.99



FTEF 2.25 2.27 2.25 2.62 2.38 2.49 2.25 2.25 2.25 2.25FTES 28.9 30.6 28.7 27.8 31.6 36.49 34.17 31.2 33.97 30.7FTES per FTEF 12.84 13.48 12.76 10.61 13.28 14.65 15.19 13.87 15.10 13.64WSCH per FTEF 385.33 404.41 382.67 318.32 398.32 439.64 455.60 416.00 452.93 409.33FT:PT LHE Ratio 0.79:1 0.95:1 0.79:1 0.61:1 0.71:1 0.66:1 0.79:1 0.79:1 0.79:1 0.79:1

Data Source: Reedley College and the North Centers Office of Institutional researchOAKHURST 06SP 06FA 07SP 07FA 08SP 08FA 09SP 09FA 10SP 10FAPart Time(Fac. Workload) 0.73 0.73 0.53 1.06 0.53 1.06 0.53 1.06 0.53 0.73

FTEF 0.73 0.73 0.53 1.06 0.53 1.06 0.53 1.06 0.53 0.73FTES 4.9 5.2 5.4 6.65 3.6 7.6 3.8 10.8 7.2 6.9FTES per FTEF 6.71 7.12 10.19 6.27 6.79 7.17 7.17 10.19 13.58 9.45WSCH per FTEF 201.37 213.70 305.66 188.21 203.77 215.09 215.09 305.66 407.55 283.56FT:PT LHE Ratio 0:11 0:11 0:8 0:16 0:8 0:16 0:8 0:16 0:8 0:11


It should be noted that there are two types of courses in the Art program, lecture courses and studio courses. Lecture courses are capped at 50 students (unless a course is a designated LGI) and meet for 3 hours per week (3 LHE). Studio courses are either capped at 25 for RC and NC (traditional media) or 21 (RC) or 32 (NC) (digital media) and meet for 6 hours per week (5 LHE). Therefore, the ratio of lecture courses offered per studio courses offered impacts these figures.

WSCH per FTEF: State target (avg.) = 525

Reedley College Between SP06 and FA10, the FTEF has diminished by almost 10% while the FTES has grown by 20%. Stated differently, the number of faculty serving students has decreased by 10% while the number of students being served has increased by 20%. Additionally, the WSCH:FTEF ratio demonstrates an increase of 32.5% in efficiency by art faculty, coming very close to the 525 state average. This is unusual when considering that the number of students who can be accommodated in studio classes is lower that that of traditional lecture classes, including Art Appreciation and Art History. (Most studio classes can accommodate no more than 25 students due to specialized equipment requirements such as computers, painting easels, or ceramic wheels as well as the spatial limitations of the studio art classrooms.) As such, the goal for the addition of two new full-time positions for (1) drawing and painting and (2) art history and appreciation can be supported and justified with these numbers.

North CentersWillow International: WI has seen a steady increase in FTES from 70.11 in SP 06 to 97.6 in FA 10. Additionally, the WSCH/FTEF has increased 23% from 472.65 to 582.11. FTEF at WI increased by 18% while the FTES increased by 39% indicating increased efficiency. The SP08 term did have a marked decrease in WSCH/FTEF due to the move from the Clovis Center to the new facility.

Madera: The Madera Center Has remained consistent in terms of FTEF over the past five years while FTES increased by 6.2%. There have been slight gains in WSCH/FTEF due to that with an increase from 385.33 in SP06 to 409.33 in FA10.

Oakhurst: The Oakhurst site has maintained a steady FTEF over the time frame in program review and uses only part time faculty for the art program. The FTES increased by 40% over this same time frame while the WSCH/FTEF increased from 201.37 in SP06 to 283.56 in FA10.

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8. Number of Degrees/Certificates Awarded2005-2006 2006-2007 2007-2008 2008-2009 2009-2010

ASSOCIATE OF ARTS 0 0 1 0 0TOTALS 0 0 1 0 0

Data Source: Chancellor's Website, https://misweb.cccco.edu/mis/onlinestat/awards_prog.cfm

The Art department faculty questions the accuracy of the table above and has requested more data to be gathered while existing data should be checked for accuracy. While we do not think that there have been many Art Degrees issued, we know of at least three from Willow International alone and two from Reedley College (in SP06 and SP09) within the last five years and yet only one of these degrees was recorded accurately. RC faculty knows of these two art degrees because one of the student speakers at the SP06 graduation received her AA in Art at that time where she publically thanked the RC Art faculty for their help in reaching her educational goal. Yet that degree was not recorded. Another student whom Janice Ledgerwood saw at a recent social event (05.04.12) stated that he received his AA in Art from Reedley College in SP09 and is currently studying art at Fresno State. That degree was not recorded either. Clearly, there is a problem with AA degrees in Art being recorded inaccurately and it is not a result of inaction from the Art Department. It behooves the district to determine how and why this is happening and take corrective action.

Many students at both Reedley College and the North Centers regard themselves as art majors but do not declare as such because an AA in Art is not transferable to the UC or CSU systems. They see no value in pursuing such a degree where they would have to repeat courses at a four-year institute that costs more in money and in time. At a recent event on the CSU Fresno campus (04.19.12), Janice Ledgerwood had the opportunity to talk with five former Reedley College art students. Four were pursuing Bachelor Degrees in Art and one was working toward her Master’s Degree in Art. Another student, who is currently attending RC, was accepted by UC Berkeley for Fall 2012 where she intends to study art. She, too, did not pursue an AA in Art because it was not to her advantage. These students certainly speak well of the art program and of their desire to work in the art field. However, and when asked why they did not earn an Associate of Art degree in art, all reported that it was much more beneficial in both time and money savings to forgo earning such a degree. It should be noted, too, that in the current course catalog, the fine art degrees requires classes that students are not interested in taking and where students do not see the value in such classes. The result is very few students pursuing a fine arts degree. Stated differently, the fine arts degree is too specific in its requirements. It is suggested that rather than require specific courses, students could choose 18 units in fine arts from all courses offered or reduce the number of required courses and increase the number of those chosen by the student. Additionally, and in order to mitigate this situation, a transfer degree in art and another in art history should be developed and implemented that is based on and approved by the Transfer Model Curriculum*. More students would declare as art majors if these options were available to them.

*PLEASE SEE APPENDICES A AND B FOR A DESCRIPTION OF THE TRANSFER MODEL CURRICULUM FOR BOTH ART HISTORY AND FINE ART DEGREES.

From Michelle Johnson, Office of Institutional Research, January 2012:

The Art department faculty asked to see how many of their students took three or more art classes in a period of three years. The rationale was that these students had “intent” to major in Art whether or not they so declared it on their application or in their file. It was reasoned that because most Art courses are not transferable, many students do not choose the traditional path and completion of an AA/AS degree in Art. However, the Art faculty believed that they did have a considerable amount of students who appeared to be serious in their studies of the field.

In first examining declared Major or Program by first time students in academic 2004-05 through 2008-09, it was noted that only 1.7% of students, overall, indicated an Art, Photography, or related major.

Given that, it was decided that students would be grouped into cohorts to see if, in fact, there were a substantial amount who appeared to be “Art Students” without declaration of such. After some discussion, it was determined that a student would be appearing to show “intent” if, in their first year of college they took and passed at least one art class. If that was the case, the student was then considered part of that cohort group. From there, students were tracked for their first three (3) years (including the initial term which they had the successful Art course).

In an attempt to align the results with the Art Program review data, cohorts were designed to match the years already currently under review. The end year is the same as the program review timeline. For instance, the 2006-2007 counts reflect those who were first time students in 2004-2005, successfully completed their first art class, and had at least

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Excellent.

three art or photo classes over three years (ending in 2006-07).

The following table looks at students as groups of cohorts. The Art department faculty reasoned that students often had “intent” to major in Art without actually declaring so. It was argued that many of the classes are not transferable and therefore, a student had no incentive or motivation to major in and/ or get an actual AA in Art. Given that, cohort groups were developed of first time students who went on to complete three or more Art courses. It was reasoned that these students show intent to follow through with Art and possibly move on to a four-year college majoring in such.

Table 1: Percentage of first time students completing three or more art classes by location and year after initial success of an art class.

2006-07 2007-08 2008-09 2009-10 2010-11 TotalN % N % N % N % N % N %

Reedley 222 9.0 202 9.4 154 8.4 235 10.2 255 9.4 1068 9.4Willow International

244 10.7 200 5.0 252 6.3 269 11.9 374 7.2 1339 8.3

Madera Center 108 7.4 65 12.3 97 7.2 83 8.4 118 8.5 471 8.3Oakhurst 27 7.2 20 5.0 6 0.0 9 22.2 14 7.1 76 7.9Total 601 9.3 487 7.4 509 7.3 596 10.9 761 8.1 2954 8.7

Datasource: SQL Database, ATERMs file

N = Total number of first time students who successfully completed an Art class during their first year by location.

% = Percentage of the total number of first time students who completed 3 or more art classes in three years by location (ending with the year given at the top of the row).

Please note that this is not an empirical study and cannot be used to prove intent of a student. However, it is interesting to note a couple of things. As can be seen, in any given year or location, the percentage of first time students who successfully complete a first art course and go on to take 3 or more art classes is considerably higher than the 1.7% who indicate art as a major or program. In any given cohort, between 7.3 and 10.9 percent of students did complete 3 or more Art classes over the three years. While the student count from the Oakhurst campus is too small to really determine any trends, Reedley campus has a relatively stable percentage over the five years while Willow seems to fluctuate by year. Madera had one year that was quite different, but seems stable, overall, as well.

9. Perkins Core Indicators (if career-technical education program)While this is not applicable to the Art Program at this time, inclusion and participation in CTE/Perkins/VTEA for digital media (animation, graphic design, web design) is warranted. Participation in CTE/Perkins/VTEA will accomplish three important tasks:

Reedley College students will have a viable career path where they can earn a certificate and/or degree; The college’s visibility with the surrounding communities and constituent groups via advisory boards will be

established and maintained; Additional funds to update and maintain the computer labs at all college campuses and centers will be made

available. In order to accomplish this, it is suggested that digital media classes be cross-listed as both academic and CTE/Perkins/VTEA. Obviously, then, faculty will have to modify existing curriculum or create new curriculum that is in compliance with the Perkins Act of 2006. Additionally, digital art faculty will need to learn what is required for inclusion in CTE/Perkins/VTEA and complete the necessary steps for eligibility.

10. Additional DataThe Art Program has no additional data to report at this time.

B. If your program offers over 50%* online courses, use the provided comparative data to analyze any major differences in online versus face to face for:

a. Enrollment b. Retentionc. Successd. Program Mark Analysis

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Excellent section.

e. GPA

Reedley College: Only two sections of a single course (Art 2 Art Appreciation) are offered online.

North Centers: No online art courses are offered online at this time.

C. Analyze how the program’s historical funding patterns have impacted the program

Reedley College: The following budget information covers FY 2006 to FY 2011. Funding is primarily from the State Center Community College District XX0 Funds, occasional money from LTO (a single year in the past five), and no funding from Perkins, or Grant Funded budgets. The Art Program budget has averaged $301,854 with a high of $396,080 (FY 2008-09) and a low of $353,855 (FY 2006-07).

Reedley College Budget Summary prepared by John Fitzer

2006-2007

2007-2008

2008-2009

2009-2010

2010-2011

Total Division Budget

For the 5th year 2010-2011

Percent of Division

2010-2011

Salaries 289,044 312,166 325,350 306,983 312,386 4,348,246 7.2

Benefits 58,276 62,855 67,715 62,642 66,735 1,005,690 6.6

Instructional Supplies XX0 1,481 3,084 2,208 3,215 2,551 4,086 62

LT0 Perkins

Grant Funded Non-Instructional

Supplies

XX0 87 67 103 74 2,339 3.2LT0

Perkins Grant Funded

Operating Expenses XX0 168 1230 807 245 1,164 3,986 29LT0


Equipment XX0 990 2,465 LT0 4,799


Total 353,855 380,392 396,080 375,653 382,910 5,364,347 7.1

Reedley College (Madera Center) Budget Summary prepared by Jim Chin

2006-2007 2007-2008 2008-2009 2009-2010 2010-2011 Total Division Budget


Percent of Division

2010-2011

Salaries 155,320 160,835 155,411 159,742 152,532 4,348,246 3.5Benefits 28,294 29,927 30,153 30,765 31,315 1,005,690 3.1

Instructional Supplies

XX0 91 62 4,086

LT0

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Non-Instructional Supplies

XX0 2,339 LT0


Operating Expenses XX0 3,986 LT0


Equipment XX0 LT0


Total 183,705 190,824 185,564 190,507 183,847 5,364,347 3.4

Reedley College (Willow International Center) Budget Summary prepared by Dr. Thomas Mester

2006-2007 2007-2008

2008-2009 2009-2010 2010-2011 Total Division Budget


Percent of Division

2010-2011

Salaries $235,014.19 244,863.38

244,061.29

220,012.33

228,695.36

6,526,048.34 3.5

BenefitsInstructional

Supplies

XX0 LT0


Non-Instructional Supplies

XX0 LT0


Operating Expenses XX0 LT0


Equipment XX0 LT0


Total

Reedley College and North Centers:Based on the aforementioned budget analysis, cross-listing digital art courses as both academic and occupational education or CTE could potentially provide another revenue stream for both RC and NC. This would be particularly beneficial given the frequency of replacement and upgrade costs of hardware and software.

III. Student Learning Outcomes

A. Art Program, Degrees, and Certificate

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Program:

Art, Three-Dimensional Program Associate in Arts Degree Art, Two-Dimensional Program Associate in Arts Degree Certificate in Computer Animation Certificate in Graphic Design

Outcomes: Apply knowledge of the elements and principles of design to the description and/or production of artwork. Communicate effectively in one or more of the following ways; verbally, written and visually with emphasis on concepts of content and form. Understand the impact of the visual arts in a personal, cultural and global context. Apply knowledge of techniques and media through production and description of artwork.

All mapping of the SLOs for the art program can be found at (hyperlink).

Student Learning OutcomesThis cycle is the first cycle of fully realized Student Learning Outcomes. All Student Learning Outcomes are the same for all studio classes at both RC and NC (unless otherwise noted) and are modified as needed for the lecture courses..

For all studio art classes:1. Create a portfolio of artwork demonstrating a beginning level of proficiency in ______________, while

addressing issues of form and content.2. Demonstrate comprehension of the visual vocabulary of art through the creation of artwork.3. Critique works of art.

For Art 1:1. Analyze design media within a cultural and/or historical context.2. Create a body of work demonstrating a basic level proficiency in 2/3-dimensional design media (drawing,

painting, mixed-media, and sculpture) while addressing issues of form and content.3. Critique works of art.

For Art 2, Art 5, Art 6, and Art 6H:1. Demonstrate comprehension of the visual vocabulary of art.2. Analyze the different types of media within a cultural and/or historical context.3. Critique works of art within a cultural and/or historical context.

For Photo 1:1. Create a body of photographic works demonstrating a beginning level proficiency addressing issues in form

and content.2. Analyze the different uses of the photographic medium within a cultural and historical context.3. Critique works of art.

The mapping of the Student Learning Outcomes for the program may be found on Blackboard at http://scccd.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_23199_1%26url%3D

B. Student Learning Outcome Assessment Results.

The course assessments have occurred in all classes staffed by full-time faculty at Reedley College and the North Centers. Based on the assessment rubrics for the Art courses being taught, these courses met or exceeded the expected levels of achievement. The assessment results can be found on question 11 of the Program Assessment Reporting Form posted on Blackboard at http://scccd.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_23199_1%26url%3D

C. Changes Proposed.

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Perhaps more is needed.


“Courses currently taught by adjunct faculty have not been funded for the assessment. Assessments will be completed when taught by full time instructors or when funding is available for adjuncts to complete.”—from SLO page. Is this acceptable, legal, &c.?In addition, only two courses seem to have been assessed.More detail needed on SLO assessment tool being used (although this is partly the fault of the template).

http://scccd.blackboard.com/webapps/portal/frameset.jsp?tab_tab_group_id=_4_1&url=%2Fwebapps%2Fblackboard%2Fexecute%2Flauncher%3Ftype%3DCourse%26id%3D_23199_1%26url%3D




The SLOs and assessment rubrics are effective for this course. No changes are needed in the Student Learning Outcomes or the assessment tools at this time. It is believed, however, that lack of additional full-time art instructors and the reduction of the course offerings by adjunct faculty as a result of budget cuts will negatively impact the progress that has been made in the Fine Arts program over the term of this program review. Rather than moving closer to achieving a viable art transfer program aligned with a greater number for university programs, the proposed cuts will make it more difficult for Reedley College students to transfer into a Bachelor of Arts program.

IV. Qualitative Analysis – Instructional

A. Describe future trends unique to your area that are likely to influence your discipline. How will students be affected by these trends?

1. Political (local ordinances, state or federal legislation, Title 5, Ed Code)

The passage SB1440 has created an opportunity and a challenge to help facilitate the transfer of community college students to the California State University system and the University of California system. The challenge to preparing and instituting this new law at the community college level is the restructuring of course curriculum, rewriting or creating new curriculum to be in compliance, and educating our students of the new opportunities they have.

The law establishes what is called Transfer Model Curriculum (TMC). Community college instructors have been invited to participate in the development of TMC for their specific programs. Full-time instructor Steve Dent has attended the sessions for the development of the Studio Art TMC, which is now established statewide. To bring our College into compliance with the new TMC will require writing new curriculum and offering some additional courses at each site. Please see the Program review recommendations for the courses that must be developed and those that we need to start offering for students to complete course work for guaranteed acceptance to their closest California State University (Fresno State for our students). Unfortunately, the number of students as well as the rate at which they begin to utilize this opportunity is unknown. As of the date at which this report was prepared, we have very limited data for the programs that have begun to use the TMC to measure the effects that it has or will have on our students.

PLEASE SEE APPENDICES A AND B FOR A DESCRIPTION OF THE TRANSFER MODEL CURRICULUM FOR BOTH ART HISTORY AND FINE ART DEGREES.

2. Economic (Labor Market Data, District Fact Book, Advisory Committees)

Below is information about labor market trends for art from 2008 to 2018 by state and Fresno and Madera counties. No information was found for other counties surrounding Fresno.

California Labor Market Trend Information Summaries:Fine Artists, Including Painters and SculptorsThere are 3,800 estimated annual positions for Painters and Sculptors, with a projection of 4,000 annual positions between 2008 and 2018. This is an increase of 200 positions, or a 5.3% increase. The annual average job openings are 100.

A Master’s degree is required for postsecondary teaching. Projected employment is expected to grow 14.4%.

A Bachelor’s degree is required for secondary school teaching. Projected employment is expected to grow 11.1%.

Long term on the job training (greater than 12 months) is required for Fine Artists. Photography positions are expected to grow 7.1% between 2008 and 2018.

Multi-Media Artists and AnimatorsThe outlook for Multi-Media Artists and Animators is projected to be an 8.8% increase. Employment is estimated at 24, 900 and is projected to be 27,100 annually. The top four employers for Multi-Media Artists and Animators are: Advertising and Related Services, Computer Systems Design and Related Services, Specialized Design Services, and Motion Picture and Video Industries.

Graphic Design: Occupational Projections between 2008 and 2018

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In California, the number of Graphic Designers is expected to grow at a slower than average rate for all occupations. Jobs for Graphic Designers are expected to increase by 7.7 percent, or 3,100 jobs per year, plus an additional 1,250 per year due to net replacements.

Annual Job Openings: In California, an average of 310 new job openings per year is expected for Graphic Designers, plus an additional 1,250 job openings due to net replacement needs, resulting in a total of 1,560 job openings.

Training: Most employers prefer applicants with a bachelor’s degree for most entry-level graphic design positions. Formal training programs may range from two-to-four years of academic or vocational art education. It is important to select a school where students train under the direction of a professional artist. Graphic Designers need a solid base in design and color, practice in drawing, and knowledge of reproduction techniques. Aspiring Graphic designers also need to learn the latest computer-graphic techniques.

Employment: The largest industries employing Graphic Designers are as follows: Specialized Design Services 11.1% Advertising and Related Services, 7.6% Newspaper, Book, & Directory Publishers, 6.2% Computer Systems and Design Related Services, 5.4% Motion Picture and Video Industries, 5.2%

Occupational Employment Projections 2008-2018 Fresno Metropolitan Area, Including Madera CountyArts, Design, Entertainment, Sports and Media occupations show an 8.6% increase in jobs over the ten year projected period. The total for annual job openings are 160, with an average median wage of $17.21 per hour.

Less growth is seen for Art & Design workers locally, with a projected 6% increase in jobs with 42 total annual openings. No average median wage was given. These numbers are lower than the state projections (above) for Graphic Designers, which projects a 14.2% increase in jobs.

Local photographers will see a 3.4% decrease in jobs, with 3 annual openings and a median hourly wage of $15.01 per hour. The state figures project a decrease in photo related jobs at –11.4%. (Source: Labor Market Information Web site, State of California Employment Development Department: http://www.labormarketinfo.edd.ca.gov/).

PLEASE SEE APPENDIX E FOR A LIST OF OCCUPATIONAL PROFILES FOR ART BY STATE AND BY FRESNO COUNTY.

Labor Market Information Analysis: Reedley College and the North Centers:Jobs for painters and sculptors will increase at a modest 5.3%, with weak annual job openings, only 100. This is a typical employment outlook for fine artists. Though we will, of course, continue to offer foundation courses in Fine Art, employment opportunities are limited.

Photography is expected to grow 7.1%. It is an area within NC course offerings where we have consistently high enrollment numbers. Currently, we only offer Photo 1, which is a lecture “how to and history course.” It would be prudent, when we are able, to add courses again (in better budgetary times) and to add studio courses in digital photography. The courses will likely fill easily and the dedicated Mac labs will be used to capacity.

Projected employment for postsecondary Art teachers is expected to grow 14%, while those teaching in secondary schools is projected to grow 11.1%. At the current time, we offer no specific, focused coursework that would prepare a student to become a postsecondary/secondary Art Instructor. Students normally transfer and take those courses as juniors and seniors at four-year institutions.

Since the outlook for Multi-Media Artists and Animators is projected to grow 8.8%, it is an area to consider expanding at Madera (Oakhurst currently does not have a computer art lab) when enrollment increases and funding is available to hire another Art Instructor. There is clearly a desire in the Madera art student population to offer courses in animation and multimedia, but lack of funding for software and lack of experienced, qualified instructors in the subject matter make this currently a low priority. Beginning in FA12, RC will be offering Digital Multi-Media and Animation courses in addition to its foundational digital art courses. These classes are expected to fill.

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http://www.labormarketinfo.edd.ca.gov/

Graphic Design occupational projections look good at 7.7% annually. This is an area within which we can continue to offer digital foundations courses in graphics software and design. Our current courses in Photoshop, Illustrator, and Painter are great introductions to the industry. Though it is noted that employers seek designers with a bachelor’s degree for most entry-level positions, it is an opportunity to funnel students into 4-year programs. The adoption of SB1440 (Transfer Model Curriculum) is an opportunity to align and shape our program and course offerings to better connect students to four-year degree programs at various universities within the state.

Although the trends for jobs in graphic design as well as photography seem to be dwindling locally, they are growing nationally with a projection of 7.1% increase in photography related jobs and 7.7% in graphic design. The reason that these numbers seem in conflict with the national trend is due to the fact that these occupations are no longer bound to local markets. A graphic designer in Fresno can work for clients all over the world and a photographer locally can do post production work for clients globally. The challenge for our students is to find opportunities outside of the local market and the challenge for the college is to prepare students to compete in this ever-changing paradigm. This includes helping traditional medium artists (painting, sculpture, ceramics, drawing, graphic design, and photography) prepare to be able to market their skill sets electronically and meet the demands of a constantly changing marketplace.

3. Sociological (migrant population, single parents, aging population trends)

Every school that is culturally and economically diverse has many different opportunities to reach populations in their community that, for some reason or another, have had to put their higher educational goals on hold. Reedley College and the North Centers gain the benefits and have the responsibility to respond to our communities needs. If we do not take that extra step required by every level of the district, then we will fail to reach every population. The data collected for Reedley College and the North Centers indicate that we are reaching many populations that have been underserved in the past. Both RC and NC should continue to creatively pursue every social and economic population represented in the communities that we serve. They should continue to creatively communicate the value and importance of higher education to all of constituent groups and pay particular attention to the growing number of students that are veterans of the wars in Iraq and Afghanistan. United States statistics show that 22,658,000 have served in the military since 09/11/11 and, unfortunately, they are returning to record unemployment (higher for returning veterans at 12.1%) and need to continue their education that they put aside to serve their country.

4. Technological (access, security, ethics)

As memories of the tech crash wane and Internet IPOs make a robust return in 2012, one wonders where technology will lead society in the near future? Whether it is touch screen computing on more portable devices, or non-stop connections to social media, it is clear that humans are headed for innovations in connections to information on a local, national, and global scale. And, for educators, it is important to be aware of future trends in technology and its uses. Will portable touch screen devices outmaneuver the desktop computer? Will the mouse become obsolete? Will voice recognition technology do away with the keyboard? Will flexible screen technology change the way we view our daily work? The questions are as many and as great as the imagination can conjure. However, issues of privacy, security, ethics and access to technology become wider concerns that require thorough consideration. In designing digital art courses, faculty may be well served to look at how technology influences society and more specifically, art and culture.

5. Educational (High School Graduation Rates, competition from other public and private postsecondary institutions, online education)

According to cpec.ca.gov, the CGR (College-going rate) in 2009 for Fresno County shows a rate of 20-50% for seventeen high schools and a rate of below 20% for twelve high schools. Stated differently, only 20-50% of graduating seniors plan to attend college from seventeen Fresno County high schools. Sadly, less than 20% of graduating seniors from twelve additional Fresno County high schools plan to attend higher education. The CPEC website unfortunately does not have specific data or percentages of students attending CCC in Fresno County. If it follows trends in other counties, then the majority of

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Inaccurate.

CGR students are served by the California Community Colleges and not The University of California system or California State University system.

It is important to mention the hard work done by our counseling staff in implementing their outreach programs of Reg-To-go and helping ensure graduates of our area high schools know all of the opportunities they have.

B. Describe and include rationale for any curriculum changes anticipated in the next 5 years. (If not applicable leave blank)

a. Major course revisions: If digital media courses are cross-listed as both academic and career technical education, revisions of all these courses will be necessary.

b. Course deletions: Course deletions have been proceeding. A final review is needed to assure that all obsolete classes have been deleted in Curricunet.

c. New courses: Due to the new Transfer Model Curriculum, several courses will need to be added to the current course offerings. These changes may include (depending on campus and facilities): Separate 2D & 3-D Design (currently, Art 1 Art Basics) into 2-D Foundations and 3-D

Foundations* Add Printmaking courses* Add Introduction to Sculpture* Add Figure Drawing* Add Asian Art History, or Art of Africa, Oceania and the Americas Add Color Theory Add on-line sections for Art 5 and Art 6 (both art history)

*These courses will require new or renovated facilities to accommodate the equipment and technology used to teach them.

d. Revised or new options within a program In addition to TCM degrees, certificates of achievement in digital media should be developed.

These could include graphic design, web design, animation, and digital photography.e. Proposed new programsf. Distance education/hybrid courses

Create online sections of Art 5 and Art 6 (both art history).g. Enrollment trendsh. Articulation changes i. Provide justification for programs consisting of 30 units or more in the major. (Reference quantitative

data relative to degrees and certificates awarded)

C. Discuss how your program meets the needs of your students (scheduling, access, distance education, accrediting agencies’ recommendations).

The Art Program serves the needs of students in many ways. We are conscientious and proactive about scheduling classes at convenient and optimum times for student access and success. We offer many linked classes, which groups and instructs students taking beginning, intermediate, and independent study courses in the same room at the same time, but with separate course content. This allows students the opportunity to get the classes they need and lets smaller demand courses (like intermediate level courses) remain open.

All Art Instructors make academic accommodations or provide materials in alternate media (ie: Braille, large print, electronic text, etc.) for those students with disabilities as per the American With Disabilities Act or Section 504 of the Rehabilitation Act. These accommodations are clearly stated in the syllabi for the various art courses.

Reedley College: Two sections of Art 2 Art Appreciation are offered as online courses. These classes offer students an alternative to traditional instructional methods and allow them to learn the material at their convenience. Both sections fill every semester and there is always a waiting list.

North Centers: Currently, no distance education or online art courses are offered at this time. Instruction is provided primarily through direct, hands-on learning experiences in studio settings to our students. Lecture courses such as Art 2, Art 5 & Art 6, and Photo 1 might work well for distance learning or as online courses. Investigation is needed.

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Should be TMC.

V. Summary Statement:

A. Describe the major conclusions reached based on this report’s quantitative and qualitative analyses and evaluation of the assessment of student learning outcomes.

Reedley College and North Centers: The Art Department at both Reedley College and the North Centers serves the general college population in

providing sources for the General Ed humanities requirements to many non-art major students each semester. Some of the course offerings in art serve as personal enrichment and transferable elective credits as well. It is important to note that a significant element of a liberal arts education, and the thing that separates us from trade, for-profit, or on-line only colleges, is the creative, hands-on experience, and problem solving activities inherent in a studio visual arts class. The visual arts program contributes to the college and to local communities by providing individuals with the means to live richer lives through an appreciation of and/or participation in the arts.

Additionally, classes offered from the Art Department serve the students who have an interest in the visual arts but have been persuaded to pursue other degrees that they think will provide a more direct path to a lucrative career. It is apparent that more should be done to accurately describe the many and diverse career paths available to those students who pursue a degree or certificate in the visual arts. The Art Department instructors should also work with the counseling department to this end.

Based on the data provided by the Institutional Researcher (pages 22-23), the Art Department serves a large number of students who do not register as art majors yet complete several art courses. These students often regard themselves as art majors yet opt to complete units rather than earn an art degree prior to transferring to a four-year institution. In order to encourage these students to declare as art majors and complete a degree in art, it is necessary for both Reedley College and the North Centers to offer transfer degrees in Art/Fine Art and Art History that articulate with the UC and CSU systems, but especially with California State University, Fresno, as this is where most of our students attend. The Art Department faculty believes that there would be a significant increase in art majors if transfer degrees were available for students to pursue.

Before transfer degrees and certificates can be implemented, and given the fact that many students do not declare as art majors, the Art Department faculty would like to develop a system for tracking these students. Combining a tracking system with increased education about career paths in art would demonstrate the relevance and value of majoring in art.

For those students who wish to enter the work force sooner, certificates in computer graphics, animation, digital photography, and web design should be available. In offering career technical education and cross-listing it with academic classes, students can earn a certificate and work in their chosen field while having the option of pursuing a degree for transfer. In addition, cross-listing digital art courses as both academic and career technical education could potentially mitigate the ongoing expense of regular computer software and hardware upgrades and replacement.

As both the transfer degrees and various certificates become available, additional classes will have to be offered to fulfill their requirements. Both Reedley College and the North Centers will have to look critically at the infrastructure and physical space requirements and commit to renovating existing structures or building new facilities to accommodate the added course offerings. Additional faculty, either part-time or full-time (preferably), will have to be hired to teach these courses.

Finally, and in order to track the progress and compliance of current courses as well as future courses, continuing and new faculty, both part-time and full-time, will have to learn how to collect, assess and report SLO data. An annual department workshop for that purpose is recommended.

Reedley College: The Reedley College Art Department has learned to do more with less. This is evidenced in the WSCH:FTEF

efficiency (pages 20-21) and the continuance of digital media courses despite using antiquated software.

North Centers: The first and most important conclusion that we can draw from the quantitative and qualitative data analyses

is that the Art program at the North centers is very successful. With a GPA high of 2.76 and an average for the North Centers of 2.30 we are succeeding but we can do better as noted in the later data. We are very proud of our high retention and low attrition. Our retention at the North centers consistently is above 90% with a high of 95% with an attrition average of 8.04%. The attrition rates of Reedley College are significantly higher at an average of 10.83% but the most recent data definitely shows some improved attrition because of the hard work of their program lead. We are concerned about the effect of the budget difficulties and the way it may impact attrition but we can continue to improve on our attrition rates if and only if we keep our facilities

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Good idea.

and instruction tools (including but not limited to software and supplies) as current as the industry standards dictate.

There is also (as indicated as far back as program review report 2001) a need that more than justifies the addition of a full-time faculty member in Art or Art History. There are sweeping changes on the horizon for the art programs throughout the California community college system with the adoption of SB1440 (the establishing of Transfer Model Curriculum). We have included copious amounts of details throughout this report and in the appendices but the biggest challenge to meeting our requirements under this new legislation is the impact it will have on the students that take our most popular course Art 2 (Art Appreciation). The TMC (transfer Model curriculum) does not accept Art 2 as sufficient to meet the requirements for an Art Transfer Degree. The courses that will be required include much more art history, a separate 2d design course and 3d design course, figure drawing, and color theory. The need for an additional full-time instructor is becoming critical.

The North Centers also believe that the Photography 1 course should be cross-listed or changed to an Art program heading. This is due to the high enrollment of the photography courses and the shared SLOs.

Finally, we believe this program review shows that we are giving high quality instruction in a budget environment that makes that much more difficult to do. As Willow International establishes itself as an independent college there will be many things challenges and opportunities for all campus locations to improve upon our commendable educational quality.

B. Based on the conclusions above, complete the table below. List goals in priority order, including learning outcomes-related goals.

Reedley College and North Centers:Goal(s)(Please provide the page number(s) where this goal is substantiated)

Activities/Facilities/ Curriculum/Equipment Necessary to Accomplish Goals *

Resources Needed, Include Estimate Costs Proposed Timeline

1. Develop a transferable AA degree in Art/Fine Art based on the Transfer Curriculum Model (pg. 21, 26-30, Appendices A and B).

Modify and/or create courses to satisfy the transfer model curriculum.

It appears that no additional costs will be incurred with this goal.

Completion and implementation by FA16 at the latest.

2. Develop a transferable AA degree in Art History based on the Transfer Curriculum Model (pg. 21, 26-30, Appendices A and B).

Modify and/or create courses to satisfy the transfer model curriculum.



3. Cross-list digital art classes as both academic and vocational in order to qualify for additional or other hardware and software upgrade/replacement funding (pg. 24).

Modify existing digital art curriculum to qualify as vocational education in addition to maintaining its academic status.



4. Develop an advisory board for digital media degrees and certificates (pg. 7, 27-29).

Meet and recruit potential advisory board members.


Completion and implementation FA16 at the latest.

5. Renew and/or develop approved Certificates of Achievement in Digital Graphic Design, Animation, Digital Photography, Web Design, and more if necessary (pg. 7, 27-29).

As required, modify digital art courses for inclusion in certificate programs.

Complete and submit paperwork for certificate approval.



6. Renovate existing, or build new, structures to accommodate the additional studio art courses offered by the TCM degrees (pg. 4-5, 9, 26-30).

A printmaking lab with appropriate equipment;

A sculpture lab and yard with appropriate equipment for Introduction to Sculpture and 3-D Foundations;

A general use studio classroom with appropriate equipment for 2-D Foundations and Figure

This goal requires additional inquiry and research in order to develop a comprehensive budget for each campus or center.

This goal requires additional inquiry and research in order to develop a timeline for each campus or center.

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Drawing.7. Develop a departmental workshop for adjunct faculty to implement the SLO data collection and assessment process (pg. 26-27).

Work with the SLO coordinator to organize a comprehensive workshop.

Compensation for adjunct faculty to attend this workshop.

Completion by FA13.

8. Develop and implement an empirical method of tracking art students who do not declare as art majors (pg. 23-24).

Work with the Institutional Researcher to develop.


Implementation by SP13.

Reedley CollegeGoal(s)(Please provide the page number(s) where this goal is substantiated)



1. Update the hardware and software in Art 154 (the digital art/media computer lab) in a regularly scheduled and timely manner (pg. 7-9).

Inclusion in the college’s technology plan.

The software and hardware requested in the RAPPS.

Costs should be borne by the IT department as part of the lab’s inclusion in the college’s technology plan. This will fulfill Strategic Direction 6.

FA12 for RC and in the future updates should be on a regularly scheduled basis for Art 154.

2. Hire a full-time instructor in drawing and painting.

Submit a new faculty request through appropriate channels.

Compensation and benefits are the purview of HR. As such, they would know the estimated cost.

Completion by FA16 or sooner.

3. Hire a full-time instructor for art history and art appreciation.

Submit a new faculty request through appropriate channels.

Compensation and benefits are the purview of HR. As such, they would know the estimated cost.

Completion by FA16 or sooner.

4. Photograph the murals on the art building walls, then paint over them.

Paint over the murals on the art building.

About $100 or less of the appropriate paint.

Completion by FA13.

5. Develop a public art project program that includes portable murals to be placed in various locations around campus.

Hanging cleats, Masonite panels and paint to create murals.

Hold a student competition for mural proposals.

Approximately $400 per year for Masonite panels, cleats, hardware, and paint for students to create murals.

Implementation by FA14.

Annual replacement after initial implementation.

North Centers: Madera CenterGoal(s)(Please provide the page number(s) where this goal is substantiated)



1. Replace twenty graphic tablets in the Mac lab (pg. 8-9)

Inclusion in the NC Technology Replacement Plan

$6000.00 2012-2013

2. Replace two printers in the Mac lab with Epson 4900, 7900 (pg. 8-9)


$5500.00 2012-2013

3. Update Adobe Suite software in the Mac lab (pg. 8-9)


$8000.00 2013

North Centers: Willow International Center(Please provide the page number(s) where this goal is substantiated)

Activities/Facilities/ Curriculum/Equipment Necessary to Accomplish

Resources Needed, Include Estimate Costs

Proposed Timeline

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Goals *1. Replace twenty graphic tablets in the Mac lab (pg. 8-9)


$6000.00 2012-2013

2. Update Adobe Suite software in the Mac lab (pg. 8-9)


$12000.00 2013-14

3. Fold Photography course curriculum into Art course cross-listing or heading

Curriculum changes needed 2012-2013

4. Hire additional fulltime faculty member for the art department

Fiscal resources n/a As budget allows

5. Redesign curriculum to support the adoption of SB 1440

Curriculum changes Certificated tenured instructors to create the curriculum

2012-2013

6. Establish a strong presence of Art students utilizing the TMC for transfer degrees

Create some marketing materials for the high schools to educate about the opportunities available with the new Art Transfer Degree program.

Fiscal resources 2012-2014

*As supported by the report’s quantitative and qualitative analyses and evaluation of the assessment of student learning outcomes.

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APPENDIX A

Transfer Model Curriculum-Art History June 19, 2011CSU Major(s): Studio Art/Art with an Emphasis or Concentration in Art HistoryTotal = 18 minimum unitsRequired Code Courses (9 units)C-ID # Title RationaleARTH 110 Survey of Western Art from Prehistory through the Middle

Ages (3 units)Universally required; Also counts as Humanities GE

ARTH 120 Survey of Western Art from Renaissance to Contemporary (3 units)

Universally required; Also counts as Humanities GE

ARTS 110 Fundamentals of Drawing (also known as Drawing I) Universally required.List A (3 units) Select one of:ARTH 130

ARTH 140

ARTH 130 Asian Art

ARTH 140 Art of Africa, Oceania, and the Americas

OR

Any CSU transferable non-western art history course

Universally required – Usually GE

List B (3 units) Select one of:

ARTS 100ARTS 101

ARTS 200ARTS 250 ARTS 230ARTS 260ARTS 240

Any studio arts course that transfers as CSU GE or as major preparation for the studio arts major or similar at the CSU.

ORTwo-Dimensional DesignThree-Dimensional Foundations *(was previously listed as ARTS 102)Figure DrawingDigital ArtsCeramicsPhotographySculpture

*changed July 21, 2011

Universally required;

List C (3-5 units) Select one of:

Any course from List A or List B not already used.ORAny CSU transferable Art History course(Note: EXCEPT ARTH 100 Art Appreciation, which is EXCLUDED as fulfilling the art history major prep)ORAny Art or Humanities course articulated as CSU GE Area C1OR Any course articulated as CSU GE Area C2 in: A Language other than English (except ASL); Art, History, Humanities; Philosophy; Religion/Religious Studies; or The History of Costume;OR Any course articulated as CSU GE Area D1, D3, D4, or D6

Some transfer destinations such as UCs required the student to have four lower-division art history courses

Total Art History Major Units 18-21

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June 1, 2011

Art History TMC Narrative – Development Principles and Responses to Vetting

The Art History FDRG developed the TMC with “flexibility” as a guiding principle. The degree requirements of the “BA in Art with an emphasis in Art History,” offered at the CSUs, and the “BA in Art History,” offered at the UCs. We also considered the challenges faced by smaller CCC campuses and by departments with only one full-time art historian.

All FDRG members agreed that we would like to require at least four semesters of lower division art history along with language preparation. However, these requirements exceed most current lower division prep at the CSUs and at some UCs. In addition, four art history lecture courses along with Art Appreciation may be an impractical load for campuses with only one full-time art historian.

Regarding language preparation, most agreed that French and German would be the preferred lower-division language prep, but the uncertainty of these programs during times of deep budget cuts concerned us. Moreover, depending on a student’s academic and career plans, other languages may be more beneficial.

Because of these concerns, and in keeping with our “flexibility” principle, we opted to required three lower division art history courses, two as part of the core and a third designated as one that focuses on “non-western” art. A fourth art history course and/or a language course is an option in the TMC, and we hope students will receive the necessary guidance from faculty and the structure of TMC-aligned degrees to select the courses that best serve their needs.

Many concerns were raised during the vetting process, and feedback from this process allowed the FDRG to think critically about its proposal. Our discussions of the feedback helped us to confirm that our proposal provides adequate and practical preparation along with the greatest flexibility, and, as such, no major changes were made to the structure of the TMC.

Regarding vetting feedback, the majority of responses to the degree were positive, however thoughtful criticisms were also noted. A summary of concerns, with FDRG responses, is as follows:

1. The degree is too heavy on studio arts and too light on art history.While the FDRG agrees it would like to mandate additional art history courses, in the interest of flexibility and practicality, requiring only three lower division art history courses is on par with most university programs.

In addition, a review of studio arts requirements for the “BA in Art with an emphasis in Art History” revealed an overwhelming majority of CSUs required two or more studio arts classes, and 14 out of 15 campuses required Drawing I [known sometimes as Drawing Fundamentals]. Fewer UCs had as heavy a concentration in studio arts, although some did require at least one studio art class.

Because Drawing I and additional studio arts courses are generally required at the CSUs, the FDRG opted to keep the requirements of Drawing I and one additional studio art course, which can be one of the courses that was identified by the Studio Arts discipline for descriptor development (and therefore has a C-ID designation) or described as “Any studio arts course that transfers as CSU GE or as major preparation for the studio arts major or similar at the CSU.” There was some discussion about the inclusion of studio arts in the art history curriculum, and many agreed that some practical engagement with art mediums and techniques serves students in our discipline.

2. Language and writing courses should be included.The FDRG agrees that ideally language and a writing course would be included in the academic preparation of an art history major. However, for the greatest flexibility and the practicality of keeping to an 18-unit major, these courses are options and not requirements. We hope that students will be advised by their local faculty to study a language, develop strong writing skills, and take courses that best prepare them.

3. Why isn’t Art Appreciation included in the degree? Some reviewers were of the opinion that this course provides the art history student a better introduction to art mediums and techniques than studio courses. The FDRG confirmed that at all campuses where FDRG participants taught, Art Appreciation was offered as a general education course to the non-major and that an art history major would be better served to have art history lecture courses and studio courses in lieu of Art Appreciation.

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Students can take Art Appreciation to satisfy GE prep for graduation and/or a student who takes Art Appreciation

may then decide to work toward the “Transfer Degree in Art History.” However, Art Appreciation will not count toward the eighteen required units of major prep.

4. There were many concerns about course titles, course offerings, and course descriptions. For example, several responders noted that they offered a Non-Western course that included Asia, Africa, Oceania, and the Americas. Another responder noted that they would never teach the Americas with Africa because there is too much information to cover. Some schools offer Africa, Oceania, and the Americas; other schools, Africa and Oceania. These comments illustrate the diversity of offerings at the lower division and the uniqueness of local college curriculums. They served to remind us of the flexibility necessary for creating the TMC.

These various comments also pointed out a common misperception of the degree: that the electives listed are the only electives that may qualify toward this degree [this is incorrect; the point is addressed below].

Moreover, some comments seemed to suggest less familiarity with the general education mandate of the CCCs that, by design, teach broader, more general courses at the 100- and 200- levels. This is a distinction that some university faculty may be less familiar with as their model includes upper division courses in more specific or concentrated areas. While there are exceptions, an example would be that many CCCs offer a survey in Asian Art but few offer surveys in only Chinese art. And as stated above, some offer a course that includes Asia with Africa, Oceania, and the Americas.

The FDRG felt it important to honor the many art history course curricula that CCCs have put in place which already transfer and/or articulate with their local CSU. CCCs will have the opportunity to specify whichever courses they currently offers, providing that the courses are transferable. At the local level, if the CCC offers the History of Design, Women in the Arts, or Latin American Art, as examples, these can all qualify to satisfy the degree. The course descriptors listed are examples and they are shared with the full recognition that other variations and other transferable and/or articulated classes exist. It should be noted, that of the course descriptors listed, all of them were created with input of faculty who actually teach these courses.

5. Western Survey II, Renaissance to Contemporary, covers too much information. A third survey course should be added that focuses on modern and contemporary art with a global perspective.

Many FDRG members agree with this sentiment wholeheartedly. CCC students, many of whom are underprepared for college, benefit from covering less material more soundly. Art of the twentieth and twentieth-first century is increasingly more global. Many new developments in art mediums and techniques exist. Some faculty members do not get through the material of the usual textbooks. And, semester lengths (sixteen to eighteen weeks) vary from district to district.

The FDRG noted that many CSUs and UCs do not title the traditional second half of the western survey as “Renaissance to Contemporary.” Some schools title this course simply, “Western Art II”; others, “Renaissance to Modern,” and even, “Renaissance to the Present Time.”

While many faculty participants would like to require a fourth core course that covers the western survey in three semesters, the guiding principle of “flexibility” was honored and the course remains “Western Art Survey: Renaissance to Contemporary.” Faculty chose “to contemporary” to provide a somewhat open-ended stopping point for course material. FDRG faculty members expect CCCs to adapt the course to suit the circumstances of their college and closest transfer university. We chose not to designate a starting date for contemporary art, and we recognized that at some CCCs this course might provide students a more cursory overview of twentieth-century art movements than of the periods covered before 1900.

As the two-semester survey cluster is generally offered at the CSUs, the FDRG decided not to make significant changes to it. It recognizes that the discipline of art history will need to reexamine its two-semester western survey model at some point in the future. Some community college faculty participants would like to see a third semester covering modern and contemporary with a global perspective sooner than later. This issue may be less of an imperative at the four-year institution: some CSU faculty participants reported strong success in covering the material through to the 1990s.

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Notes on Descriptor Development

Comments regarding course descriptors were discussed and the low number of respondents to the elective courses [Asian Art, Modern Art, Arts of Africa, Oceania, and the Americas] was noted. On the advice of the participating articulation officer, an extension was requested for the descriptors. Below are some examples of noted concerns:

1. Asian Art Survey omits some regions.

The FDRG intends the Asian Art Survey to cover the regions primarily of India, China, Japan, and Korea, but not to omit any specific region, such as Tibet, Thailand, or Sri Lanka. Language of the Asian Art Survey will be addressed to be as inclusive as possible.

2. Africa, Oceania, and The Americas refer to art styles as “periods.”

This will be changed to “cultures.”

3. “Architecture” should not be distinguished from “art” in the course descriptors.

The FDRG includes “architecture” in its descriptors for the benefit of students, many of whom are surprised when architecture is covered in our courses. The FDRG is not taking a philosophical stance regarding “architecture” vs. “art.”

4. The Modern Art Survey should not exclude Contemporary art.

The FDRG agrees and will resubmit the course as “Modern and Contemporary Art.”

5. Other types of “methods of evaluation” should be added to the course descriptors.

The FDRG is not opposed to listing other options for “methods of evaluation.” All FDRG participants were in agreement, however, that “essay exams” would remain a required component of the courses and that all other evaluation methods would be listed as options.

6. The course electives should include additional options.

There were several course descriptors drafted at the Long Beach TMC meeting in October, 2010 that the FDRG did not discuss due to time constraints of our working groups spring 2011. The FDRG lead will request that these outlines be posted during the next vetting process, scheduled to end October 16, 2011.

For clarity, the course descriptors that will be reviewed (in some cases, again) during the next vetting process are:

Art AppreciationAsian Art SurveySurvey of Modern and Contemporary ArtArts of Africa, Oceania, and the AmericasSurvey of Contemporary ArtHistory of PhotographyIslamic ArtAfrican Art

Lastly, the Art History TMC Meeting at Long Beach recommended that descriptors be written for:History of Women in the ArtsAmerican ArtHistory of Graphic DesignHistory of ArchitectureHistory of Design

The status of these course descriptors is unknown and the Art History FDRG will explore the possibility of having these course descriptors added.

APPENDIX B

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Transfer Model Curriculum: Studio ArtsJune 20, 2011

CCC Major: Studio ArtCSU Major or Majors: BA in Art, Studio Art

Total units: 24 (18 effective units with ARTH courses double-counted for 6 units in CSU GE, C-1)

Core Courses (12) Complete the following courses to total 12 units

Title (units) C-ID Designation

Rationale:Required / Restricted Elective at Lower Division in CSU system (% of CSUs including the course in their degree) Based on attached table.

Art History: Renaissance to Contemporary (3) ARTH 120 15 / 4 (90%) DC CSU GE C-1

2-D Foundations (3) ARTS 100 17 / 1 (86%)

3-D Foundations (3) ARTS 101 15 / 0 (71%)

Fundamentals of Drawing (3) ARTS 110 19 / 2 (100%)

List A: Art History Restricted Electives (3) Select one course to total 3 units from the following:

Title (units) C-ID Designation

Rationale:Required / Restricted Elective at Lower Division in CSU system (% of CSUs including the course in their degree) Based on attached table.

Art History: Pre-Historic to Medieval (3) ARTH 110 14 / 5 (90%) DC CSU GE C-1

Asian Art (3) ARTH 130 1 / 8 (43%) DC CSU GE C-1Art of Africa, Oceania, and the Americas (3) ARTH 140 1 / 5 (29%) DC CSU GE C-1

Any other Art History survey articulated for lower division major preparation. Art Appreciation courses do not count towards this requirement. (3)

Course should count towards CSU GE C-1.

List B: Studio Arts Restricted Electives (9):Select one course from any three of the following areas for a maximum of nine units:

*Curricular Area Course Title (units)

C-ID Designation

Rationale:Required / Restricted Elective at Lower Division in CSU system (% of CSUs including the course in their degree)

DrawingFigure Drawing (3) or ARTS 200 7 / 4 (52%)

Intermediate Drawing (3) ARTS 205

3 / 7 (48%) (While this is, technically, a 2nd semester course – it does not count as a “second semester” option for the drawing medium.)

Painting Introduction to Painting (3) ARTS 210 6 / 13 (90%)

Printmaking

Introduction to Printmaking (3) ARTS 220 0 / 14 (67%)

Ceramics

Introduction to Ceramics (3) ARTS 230 1 / 14 (71%)

Sculptur Introduction to ARTS 240 5 / 14 (90%)

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e Sculpture (3)Digital Art

Introduction to Digital Art (3) ARTS 250 5 / 7 (57%)

Photography

Introduction to Photography (3) ARTS 260 1 /14 (71%)

Color Color Theory (3) ARTS 270 2 / 2 (19%)

Applied Design

Introduction to Crafts (3) or ARTS 280 0 / 4 (19%)

Introduction to Jewelry and Metalsmithing (3) or

ARTS 281 0 / 6 (29%)

Introduction to Fiber Arts (3) ARTS 282 0 / 4 (19%)

Other Media Varies N/A

Courses articulated as lower division major preparation for the Studio Arts major in curricular areas not represented above.

Second Semester

Varies N/A

Second-semester courses in the above curricular areas articulated as required lower division major preparation for a particular area of emphasis within the major.

*Any other local Studio Arts course within these curricular areas may be used that is CSU transferable and articulated as lower division major preparation for the Studio Arts major. (3)

Local Degree Development Notes: Local degrees may not mandate that a student take any course that is not either articulated as general education or articulated as lower division major preparation for the Studio Arts major at a CSU. Additionally, not every local campus will offer all courses or course categories listed on the TMC.

Student Advising Notes: Students must be carefully directed into appropriate elective course choices to match their intended area of focus upon transfer, e.g. Painting, Printmaking, Sculpture, Photography, etc. as not all elective choices are appropriate for every area. Local TMC-aligned degree descriptions and patterns should provide adequate direction on course choices for students to ensure that they take the lower division courses prerequisite to upper division courses in their area of emphasis. Additionally, in some instances students may be better prepared for transfer into specific CSU programs by taking courses beyond the 60 units required for this degree.

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1. General Concerns

Comments Action Taken in Response?

Response and Recommendations

General concerns about low number of total units. (Multiple Comments)

“The curriculum proposed does not give the students enough credit hours…” etc.

This was a common expressed concern.

No. Additional units are not possible.

This issue was discussed at both DIGs and by the FDRG. This is a legitimate concern as Major Transfer Preparation at most CSUs ranges from 24 to 33 units, making Studio Arts a borderline to outright high-unit major. The constraints of 1440 have made the development of this TMC difficult, but not impossible. We feel that this model, while on the low end of the unit spectrum, will adequately prepare students for transfer. Additionally, some students may choose to take additional local courses beyond the 60 required for the degree to accommodate their particular educational circumstances.

No more units or studio art courses can be added to this degree without going over the 60-unit limit. (24 units total, 18 effective units in TMC + 39 units of CSU GE = 57 units. However, the CSU GE for many CCCs contains 40+ units because of local variation in unit totals for Math and English courses.) Local aligned degrees may be able to add additional courses, provided they stay at or under the 60-unit requirement.

“We set our standards very high with hopes that our students see beyond the Cal State System…” and other similar comments about transfer to private and UC.

No

This degree and the Senate Bill that authorized it are specific for transfer to the CSU system. That said, the FDRG reviewed Lower Division Major requirements at all UC and primary private art schools in CA during its analysis of the TMC.

“This seems like a very old model. How about Critique and Criticism? Semiotics? New Genres? Multimedia? Better schools (CalArts, Art Center, Otis etc.) don't even offer Ceramics anymore. Fiber Arts, Jewelry, and Crafts supplant new forms of technologies…”

No, but discussed at both DIGs and by the FDRG.

The CSU alignment table attached to the TMC provides the primary rationale for why the degree was developed as presented. Both DIGs discussed the inclusion of critical theory / criticism, New Genres, Multimedia, etc. Research of lower division requirements in CSU system, however, indicated that these courses are not offered at a lower division level in that system, with two exceptions. Ceramics, by contrast, is elective or required in 16 of the 21 CSUs, hence it’s inclusion in this TMC.

On the other points: this TMC is only designed to fulfill lower division transfer preparation for the CSU system, as required by the SB 1440. This degree is not intended for transfer to the UC or private systems. Existing articulation agreements and relationships between CCCs and those schools will not be affected by the adoption of this degree.

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2. Comments about Art History Courses.



Art History Survey: Ren to Contemp

Multiple comments that local Art History courses do not cover this entire range and are instead broken up into Ren – Modern and then a Modern and separate Contemporary course.

No. See comments.

The title and scope of this course is not within the purview of the Studio Arts FDRG. This is the scope proposed by the Art History FDRG. That said, we were supportive of this approach as it made Contemporary explicit in the degree. The Art History Faculty Lead confirmed that this would be included in their TMC, but that the Descriptor has been re-written to be a bit more flexible on the ending time period.

“More flexibility…” Common Comment. Yes FDRG added more explicit flexibility to Group B.

Broaden to include media-specific classes (Photography in particular)

No

These courses are not generally articulated to fulfill major transfer preparation requirements for Art History in the CSU system. Cal Poly Pomona does articulate a History of Photography, but that is only for its Communications major, not for Studio Arts. Media-specific classes are considered too specialized for lower division in the CSU system, generally, and are not included in the TMC for this reason.

Include Art Appreciation as an introductory, overview course.

No

Declined by both DIGs and FDRG. This course is not appropriate for majors and is specifically excluded in many CSUs for anyone majoring in art. There are some CSUs and many UCs that do offer an “Introduction to Art” or similarly titled course that is designed for majors, but this is separate from Art App. A similar course was not included in this TMC due to the unit restrictions imposed by 1440.

Concerns about level of Contemporary Theory / Practice in TMC

No, but issue is addressed.

The DIGs and FDRG accommodated this through the specific inclusion of contemporary practices embedded into the curriculum of every course descriptor. This is an essential component of contemporary arts education and was specifically included throughout the curriculum. Two CSUs have a required Contemporary Art course in their lower division for majors. Some CSUs have a first year, introductory course in Art that includes contemporary concerns and practices, but this is not the same as a dedicated course covering contemporary practices. Again, the primary issue here is the restriction on total units allowed in this degree by legislation.

Both Surveys plus a non-western. No

Declined by both DIGs and the FDRG as it would take needed units away from Studio courses. 6 units in Art History is the functional maximum for this degree.

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3. Intermediate / Advanced-level Courses and Portfolio Development:

The bulk of concerns expressed about the proposed TMC focused on the lack of multiple levels (Intermediate, Advanced) of courses in the electives area (painting, drawing, sculpture, etc.) and the breadth requirement of taking courses in three areas. A related concern in most of these comments was that this was insufficient depth for transfer and portfolio development.



Not enough units to develop a transfer or professional portfolio / No explicit portfolio course.

“…More importantly, a student who is trying to build a portfolio in order to get into a selective art program would be severely handicapped. No one can build a meaningful portfolio in only one introductory class.”

No.

Portfolios are not required for transfer to CSU BA programs. However, some CSUs do require portfolios for BFA applications, though this typically happens in the junior or senior year. While this is a valid concern, it may be a better argument for local schools to counsel students needing to develop a competitive portfolio into the appropriate transfer pattern (completing major transfer requirements that have more units and time devoted to studio courses) rather than pursuing the AA-T. This is something that local schools should be mindful of in the development of local degrees, catalog descriptions, and advising.

As for a specific Portfolio course, earlier discussions were not in favor of including this as a C-ID designated course in the degree, as it would take away units from studio electives. However, local schools may include this in their TMC if they choose to add it to Group C.

“…to transfer as juniors within their field of emphasis...[t]hey need an appropriate amount of time to become proficient enough to be accepted at art colleges and universities.”

and

“The proposed model does address an overview but won't satisfy the STUDIO units needed to transfer or even be accepted at competitive institutions”

and

“…to keep a student interested, passionate, and committed to the area of art they are interested in and maybe good at and then to tell them that only one of the Photography (for example) classes will count/or is all you should take in two years of study, does not seem in the best interest of the student or of a quality outcome.”

Yes.Research on lower division major requirements, articulation agreements, and transfer patterns (included on table attached to TMC) indicate that there are very few instances where Studio Arts majors take anything beyond an introductory course in their first two years (lower division) of a baccalaureate program. The TMC was developed according to this general pattern. Likewise, the term “Intermediate” is generally used in reference to Upper Division courses in nearly all cases, even when multiple lower division courses in a single medium are required. This is true across the spectrum of media: painting, drawing, photography, ceramics, printmaking, sculpture, etc.

The only exceptions to students taking courses above intro in their lower division sequence (other than drawing, where students typically take two courses) that the FDRG could find through ASSIST and college catalogs are as follows:

o CSU Sacramento: additional elective allowed in Ceramic Sculpture and two semesters in Beginning Ceramics.

o CSU Fullerton: Two semesters of “Drawing and Painting” (ART 207A and 207B.) Articulation agreements for these courses do include Intermediate / Advanced Painting as

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and

“Any student who is serious about a particular art form would be making a mistake to begin in a community college under this program. For example, someone who is serious about painting is denied the right to take more than one painting class. The same is true for photography, sculpture and so on.

…This program would be actively detrimental to the educational advancement of serious, focused students.”

comparable courses, but native CSU students would not be counted as taking an intermediate level by completing these courses. Likewise, two semesters of Ceramics and Sculpture are also allowed for lower division students.

o CSU Northridge: Second semester of painting allowed for lower division.

o SDSU: Figurative Sculpture is allowed in addition to Intro Sculpture.

o Cal State Long Beach: LB splits ceramics introduction into Hand-building and Wheel-throwing courses. Students can take either or both as an elective.

In each of the instances above, CCCs have established articulation agreements that can provide guidance on the development of local degrees that take these local variables into account. Otherwise, most CSU lower division programs focus on Intro or Foundation-level courses exclusively. Students transferring into these programs from the CCC system are not expected to demonstrate anything beyond successful completion of a breadth of intro level courses.

These comments do, however, raise legitimate concerns from CCC faculty about their role in preparing students for successful baccalaureate education. Because the CCC system is open to all students in California, they often receive students with little to no previous course work or critical sophistication. Bringing these students up to transfer-ready level may take more than one-semester per medium, regardless of actual course work required for a degree or transfer. Because of this, local schools will need to be mindful of who is tracked into the AA-T degree, understanding that it will not serve the needs of every student. The unit limitations of the TMC make it difficult for the TMC to address this as it is ultimately a local, student-specific issue.

The FDRG and DIGs previously addressed some of these concerns by including the option for local schools to add other courses in their local TMC-aligned degrees. After review and consideration of these comments, the FDRG has opted to include a new curricular area on the TMC, titled “Other Lower Division Major Preparation” to make this more explicit. This area includes a caveat that any local course included in this category must be articulated for major prep at a CSU. This will allow local degree development that may include more than one level of a course area, but only in the restricted cases where such inclusion is supported by an existing articulation agreement. The FDRG was clear that this TMC should allow for local flexibility to include courses that are currently, successfully articulated as major preparation, but still guide the development of local degrees that provide a broad lower division pattern commensurate with requirements in the majority of CSUs.

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4. Digital Media / Graphic Design



“There should be a graphic design oriented path makes space for specific courses in Photoshop, Illustrator, InDesign, Graphic Design and the like.”

Similar comments for Digital Arts

Yes.

The Studio Arts DIGs and FDRG discussed this topic at length. Review of Digital Art and Graphic Design degrees around the state indicates that these areas may need specific TMCs, though many GD programs at CSUs only differ in requiring History of Graphic Design, Intro to Digital Media, and Typography. Otherwise the core requirements are typically the same. A carefully crafted local TMC-aligned degree may be able to meet these requirements in some cases by including major prep courses in Group C that are articulated to a specific school or program. However, the Studio Arts Faculty Lead will make a recommendation to the C-ID leadership that these should be reviewed for a possible future TMC.

“Consider including a digital foundations course in the core curriculum. Students should have at a minimum a basic understanding of the industry standard software for image editing and digital drawing.”

No

This was discussed at length by both DIGs and by the FDRG. Courses in Digital Arts are required as lower division major prep in 5 CSUs. However, the unit constraints of 1440-based degrees makes including more units in Group A problematic as it reduces flexibility for local schools in crafting a TMC-aligned degree. The FDRG felt that including it in Group C was sufficient for this reason. Local schools can stress this element in their local TMC-aligned degrees to the extent they feel it is important.

5. Comments on Specific Courses / Local Course Inclusion (Other than Art History)The following provides responses to course comments left on descriptors as well as comments from the TMC survey.

Comments Action Taken in Response? Response and Recommendations

Ceramics: Concerns (Survey and Descriptor comments) about offering an introductory course that doesn’t split out Handbuilding and Throwing. Too much content for one semester.

Yes

While some CCCs use the two-semester format (ASSIST indicates app. 15 – 20 schools), it is simpler to only include one course descriptor in the TMC and allow individual colleges to propose either approach (one semester or two semester intro courses) during the individual course review phase. That is, local schools can apply for C-ID designation for one or both courses. Likewise, local schools may propose additional local courses to meet the restricted electives requirement, as indicated by the language at the end of the TMC. Those schools using the two-semester approach can make that distinction in their local TMC by including one under the ceramics curricular area and one in the “Other” category if this inclusion is supported by an existing articulation agreement.

Printmaking: similar comments to Ceramics “…too much for one semester…add more options”

Yes.While the TMC and related descriptor only includes a one-semester introduction to printmaking, local school may use the options allowed in Group C of the TMC to include options from a multi-semester approach that separates relief and intaglio and other approaches. Local schools will not need to change their curriculum to fit the model as the TMC has sufficient flexibility to accommodate the multi-semester approach to Intro Printmaking, but students will have to select between these courses rather

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than sequencing through all of them. Again, existing articulation agreements must support the inclusion of more courses in local TMC-aligned degrees.

Graphic Design, Glass Art, Book Arts, Software-specific Digital Arts courses, etc: TMC does not include an introductory course in these areas.

No, but accommodated in TMC

Local schools may add these courses to their local TMC-aligned degrees as indicated by the TMC notes.

Color Theory not in Core NoColor Theory was not included in the Core Requirements, but is listed in the Electives area. This accurately reflects lower division requirements in the CSU system.

“Introductory” courses not accepted for transfer No This is standard nomenclature for CSU lower division studio arts

courses.

6. Comments from CSU Reviewers



There isn't enough information on contemporary art practice in this course offering.

Yes

This was discussed at length by the DIGs and FDRG. Contemporary practices / theory was explicitly included in each course descriptor to accommodate the inclusion of this broadly across the entire curriculum. Additionally, the revision to Group B may allow for the local inclusion of a Modern / Contemp course where supported by articulation agreements.

BFA Degrees require more than 60 units after transfer.

No

Students intending to pursue a professional career in the arts or transfer to a Master’s program will typically complete a Bachelor of Fine Arts degree, which requires 15-30 units beyond a BA. This degree should only be considered as prep to the BA program for the purposes of articulation review.

“Prerequisites may not havebeen met by the different focus areas within applied/studioart.”

Yes.

This is a key point in the development of local TMC-aligned degrees. Students must be advised into the correct sequence of lower division courses or they may not fulfill prerequisites to their area of emphasis. The FDRG added a lengthy advising note covering this.

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Studio Art

Transfer Model Curriculum (TMC) alignment with CSU Lower Division Requirements

(R= Required, E=Restricted Elective) B

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Required Core Courses (12 Units)Art History: Ren to Contemp R E R R R R R R R E R R R R R E E R R

15 4

19

2-D Foundations R R R R R R R R R R R E R R R R R R17 1

18

3-D Foundations R R R R R R R R R R R R R R R15 0

15

Fnd.of Drawing R R R R R E R R R R R R R R R E R R R R R19 2

21

Art History Restricted Electives (3 units)Art History: Paleo to Med R E R R R R R R E R R R R R E E R E R

14 5

19

Asian Art History E E E E E E R E E 1 8 9Art of Afr, Oce, & the Amer E E E E R E E 1 5 6

Studio Arts Restricted Electives (9 units)

Intro Digital Art R E R E E E E R R E R E E 5 712

Intro Photography E E E E E E E E E E E E R E E 114

15

Intro Painting E E R E E R E E R E E E E R E R E R E 613

19

Intro to Ceramics E E R E E E E E E E E E E E E 114

15

Intro Sculpture E E R E E E R E R E E E E R E E E R E 514

19

Intro Printmaking E E E E E E E E E E E E E E 014

14

Figure Drawing or

2nd Semester Drawing

R R E R R R E R E R E 7 411

R E E E R E R E E E 3 710

Color Theory E E R R 2 2 4

Fiber Arts or E E E 0 3 3

Intro to Crafts or E E E E 0 4 4Jewelry and Metalsmithing E E E E E E 0 6 6

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APPENDIX C

SLO/PLO/GeLO Grid for Photo 1

Course objectives- Photo 1

A. Recognize the history of the photographic medium and the social evolution of image.B. Utilize photographic techniques with an adjustable digital camera; including exposure computation and

manipulation.C. Compose images that effectively emphasize subject through the visual language of established methods of

composition.D. Edit photographs in an image-editing program to better communicate an idea and/or create narrative.E. Recognize lighting conditions and manipulation.F. Examine and use the ideas of pre-visualization, active viewing, and critique to evaluate image effectiveness.G. Identify the impact the photographic image has had on culture.H. Use different file formats and compression for each image.I. Use different methods for saving and sorting digital images.J. Utilize digital scanner for production and reproduction of images.K. Learn the basics of digital output methods with emphasis on ink jet technologies (piezography).L. Practice basic “digital darkroom” techniques for correction and creation of creative, commercial and personal

work.M. Learn methods of distributing and presenting portfolio work for creative and commercial markets.N. Explore career options and possibilities with an education in photography.

Student Learning Outcomes- Photo 1

1. Create a body of photographic works demonstrating a beginning level proficiency addressing issues in form and content.

2. Analyze the different uses of the photographic medium within a cultural and historical context.3. Critique both major works and personal works of art.

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Program Learning Outcomes- Art/Photo

a. Apply knowledge of the elements and principles of design to the description and/or production of artwork. b. Communicate effectively in one or more of the following ways; verbally, written and visually with emphasis

on concepts of content and form.c. Understand the impact of the visual arts in a personal, cultural and global context.d. Apply knowledge of techniques and media through production and description of artwork,e. Evaluate and analyze the strengths and weaknesses of an artworks effectiveness to visually communicate.f. Solve visual problems through the artistic process.

General Education Learning Outcomes- Reedley College

I. Communication skills 1. Interpret various types of written, visual, and verbal information.2. Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing.

II. Critical thinking and information literacy 4. Analyze quantitative information and apply scientific methodologies.5. Employ critical and creative modes of inquiry to solve problems, explore alternatives, and make decisions.6. Synthesize researched information obtained from accurate, credible, and relevant sources to support,

advance, or rebut an opinion.III. Global and Community Literacy

7. Analyze the fine arts, humanities, and social sciences from cultural, historic, and aesthetic perspectives.8. Apply historical and contemporary issues and events to civic and social responsibility.9. Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic

backgrounds.IV. Personal Development

10. Assess current knowledge, skills, and abilities to further develop them and apply them to new situations.11. Incorporate physical and emotional principles to make healthy lifestyle choices.

11. Make ethical personal and professional choices.

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Table 1- Course objectives to SLOs Photo 1

Course objectives A B C D E F G H I J K L M N

SLO 1 x x x x x x x x x x xSLO 2 x x x x x xSLO 3 x x x

Table 2- SLO to PLO

SLO 1 SLO 2 SLO 3PLO a X XPLO b X XPLO c XPLO d X XPLO e X XPLO f x

Table 3- PLO to GeLO

PLOs Communication Skills

Critical Thinking andInformation Literacy

Global and CommunityLiteracy

Personal Development

a x xb x xc x X xd xe x xf x x

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APPENDIX D

SLO/PLO/GeLO Grid for Art 7

Course objectives- Art 7

A. Freehand draw three-dimensional, representational imagery with accurate proportions on a two-dimensional surface.

B. Identify, discuss, and integrate the Elements and Principles of Design into the drawing process.C. Identify, discuss, and use historical and contemporary rendering techniques and media.D. Create the illusion of space and volume on a two-dimensional surface using various rendering techniques and

perspective.E. Differentiate between representational, abstract, non-objective, and conceptual drawings.F. Draw in representational, abstract, non-objective, and conceptual ways.G. Think of creative solutions to drawing and design exercises and problems.H. Make aesthetic decisions autonomously.I. Use vocabulary that is specific to the drawing process. J. Discuss the functions of drawing.K. Critique formal and subjective aspects of drawings individually and in groups.L. Express oneself through the drawing process.

Student Learning Outcomes- Art 7

1. Create a portfolio of artwork demonstrating a beginning level proficiency in course medium addressing issues of form and content.

2. Demonstrate a comprehension of the visual vocabulary through the drawing process in the creation of artwork.3. Critique works of art.

Program Learning Outcomes- Art/Photo

a. Apply knowledge of the elements and principles of design to the description and/or production of artwork. b. Communicate effectively in one or more of the following ways; verbally, written and visually with emphasis

on concepts of content and form.c. Understand the impact of the visual arts in a personal, cultural and global context.d. Apply knowledge of techniques and media through production and description of artwork,e. Evaluate and analyze the strengths and weaknesses of an artworks’ effectiveness to visually

communicate.f. Solve visual problems through the artistic process.

General Education Learning Outcomes- Reedley College

I. Communication skills 1. Interpret various types of written, visual, and verbal information.2. Organize ideas and communicate precisely and clearly to express complex thoughts both orally and in writing.

II. Critical thinking and information literacy 2. Analyze quantitative information and apply scientific methodologies.3. Employ critical and creative modes of inquiry to solve problems, explore alternatives, and make decisions.4. Synthesize researched information obtained from accurate, credible, and relevant sources to support,

advance, or rebut an opinion.III. Global and Community Literacy

5. Analyze the fine arts, humanities, and social sciences from cultural, historic, and aesthetic perspectives.6. Apply historical and contemporary issues and events to civic and social responsibility.7. Demonstrate sensitive and respectful treatment of a variety of ethnic, religious, and socioeconomic

backgrounds.IV. Personal Development

8. Assess current knowledge, skills, and abilities to further develop them and apply them to new situations.9. Incorporate physical and emotional principles to make healthy lifestyle choices.10. Make ethical personal and professional choices.

Table 1- Course objectives to SLOs Art 7

52

Course objectives A B C D E F G H I J K L M N

SLO 1 x x x x x x x x xSLO 2 x x x x x x x x x x xSLO 3 x x x x x x

Table 2- SLO to PLO

SLO 1 SLO 2 SLO 3PLO a X XPLO b X XPLO c XPLO d X XPLO e X XPLO f x

Table 3- PLO to GeLO

PLOs Communication Skills

Critical Thinking andInformation Literacy

Global and CommunityLiteracy

Personal Development

a x xb x xc x x xd xe x xf x x

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APPENDIX E

California Employment Development Department

Occupational Profiles for Art in the state

Art Directorshttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=271011&search=Explore+Occupation

Art, Drama, and Music Teachers, Post-Secondaryhttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=251121&search=Explore+Occupation

Artists and Related Workers, All Otherhttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=271019&search=Explore+Occupation

Craft Artistshttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=271012&search=Explore+Occupation

Fine Artists, Including Painters and Sculptorshttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=271013&search=Explore+Occupation

Graphic Designershttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=271024&search=Explore+Occupation

Multi-Media Artists and Animatorshttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=271014&search=Explore+Occupation

Photographershttp://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=274021&search=Explore+Occupation

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http://www.labormarketinfo.edd.ca.gov/cgi/databrowsing/occExplorerQSDetails.asp?careerID=&menuChoice=&geogArea=0601000000&soccode=274021&search=Explore+Occupation
















Documents

State Center Community College Districtclassmedia.scccd.edu/ncaccreditation/NCAccreditation... · Web viewProgram Review. 0. 9. 08.12 draft. Art Program (Fine Arts and Social Sciences