annual instructional dashboard: … · web viewannual instructional dashboard trends –january...

Annual Instructional Dashboard Trends –January 6, 2011 Planning Document E TRANSFER

ANNUAL INSTRUCTIONAL DASHBOARD: PROGRAM TRENDSTRANSFER PROGRAMS

2010-2011

Discipline /Dept.: STUDIO ART / PHOTOGRAPHY Date: 6/11/11

Is this program / department reviewed by any other agency? Yes No x

Please describe:

1. Enrollment: (Core Theme 1: Access & Diversity)2007-08 2008-09 2009-10

All aFTEs by discipline 113.94 FTEs 134.21 FTEs 141.02 FTEsEnrollment target for next year

Comments/Analysis of Enrollment Trends:

2. Staffing: (Core Theme 2: Program Excellence)2007-08 2008-09 2009-10

Average student : faculty ratio for transfer 307 335.5 357Student: Faculty Ratio per discipline 17.29 17.73 18.96FT faculty :PT faculty ratio 3.03 3.70 3.07Technical Support (e.g., the number of lab assistants, technicians, etc.) Part time hourly Part time hourly Part time hourly

Comments/Analysis of Staffing Trends:

3. Financial Status: (Core Theme 5: College Stewardship) 2007-08 2008-09 2009-10

3- year cost per aFTE per discipline(Note by discipline and not program; also includes tech support)

$ 853.02 $ 846.75 $ 779.45

Program revenue (fees, other) $ mixed with VCT $ mixed with VCT $ mixed with VCT

Comments/Analysis of Discipline Financial Trends:

WE are attempting to increase some fees overall to offset expenses.


4. Student Success by discipline: (Core Theme 1: Educational Attainment and Student Success) For face-to-Face instruction

2007-08 2008-09 2009-10

Class completion rate by discipline by each Qtr (% starters finishing with 2.0)

124 335 327 348 83 397 343 370 139 415 333 372

% starts receiving a W, V, I or Z grade

3.23 7.76 9.79 10.06 4.82 6.05 9.62 7.3 1.44 6.51 7.21 9.95

% starts who achieve a >0.7 grade

.81 4.48 5.2 3.16 1.2 5.29 3.21 4.05 0 4.1 4.5 2.69

% starts who achieve a >2.0 grade

88.71 75.52 70.83 76.72 85.54 80.1 81.92 79.73 92.81 84.34 82.58 76.88

For online instruction 2007-08 2008-09 2009-10Class completion rate by discipline by each Qtr (% starters finishing with 2.0)

24 31 24 25 20 27

% starts receiving a W, V, I or Z grade 20.83 12.9 8.33 24 6.51 11.11

% starts who achieve a >0.7 grade 4.17 12.9 8.33 0 5 7.41% starts who achieve a >2.0 grade (P=2.0) 70.83 70.97 83.33 44 80 77.88

For hybrid instruction 2007-08 2008-09 2009-10Class completion rate by discipline by each Qtr (% starters finishing with 2.0)

% starts receiving a W, V, I or Z grade% starts who achieve a >0.7 grade% starts who achieve a >2.0 grade (P=2.0)

Comments/Analysis of Student Success by discipline:

5. Discipline Excellence: (Core Theme 2: Program Excellence)Comments

Describe how the discipline is kept up to date.

• Associate faculty in photography, painting, sculpture and ceramics show regularly in regional art galleries and have work in art publications. Photography associate faculty work in the field.

• Art, ceramics, and photography clubs regularly sponsor


workshops in art program with regional, national, and international artists.

• Program conducts on-going reviews of transferability of curriculum to 4-year art colleges and solicits feedback from students as they transfer to these programs.

• Fulltime faculty attend workshops in field, subscribe to art journals, belong to arts organizations, visit local and regional art galleries and museums, and show work in college gallery. Summers are dedicated to creative work in field.

Describe the adequacy of facilities, including classrooms spaces, labs, equipment, etc.

STRENGTHS• The studio art facility has been one of the strengths of the

Shoreline art program, with dedicated studios for ceramics, sculpture, drawing, painting, 2D and graphic design and photography

• Covered courtyard facility provides shelter for ceramic kilns ( high fire reduction, soda firing, raku and wood firing), and space for larger scale sculpture projects with materials such as stone and wood.

• 3D/Sculpture studio has access to adjacent woodshop facility.• Photography program has traditional darkroom facility as

well as separate computer lab.• “Smart” lecture room provides in-building facility for art

history and art courses requiring image projection.• Studio Art courses and facilities are in same building as Visual

Communication Design courses and facilities, which promotes integration of visual arts program. Digital Design facilities and courses of VCT program offer opportunities for traditional art fields to incorporate new perspectives and technologies.

AREAS FOR IMPROVEMENT• Printmaking course needs better facilities and space. This

course currently is crowded into the painting studio and also into a small space with a washer and dryer downstairs.

• An outdated and very noisy ventilation system creates background noise in upstairs studios that makes it difficult to conduct in-class critiques. Students note noise as a problem in their course evaluations.

• Glaze chemical storage room needs improved ventilation system that is specific to that room.

Describe the level and breadth of staffing, including faculty qualifications and key professional development activities.

All faculty who teach in Studio Art program have MFA degrees.

The studio arts program has experienced very significant reductions in faculty during the past few years . In 2003 the program had three full time faculty with major teaching responsibilities in drawing , painting, photography, design, sculpture and ceramics. As of this year there is one full time


faculty currently to maintain and supervise facilities and part-time faculty, curriculum in two Associate in Fine Arts Degrees and provide advising for all of these areas.

Management of AFA degrees in Studio Art and Photography mean that full-time and associate faculty must meet regularly to maintain an integrated program , manage studios, develop curriculum, and assess program portfolios. This is a very positive professional development process as faculty share perspectives and knowledge and develop common understanding of program outcomes and assessment at the program level and outside their specific areas of expertise. As fulltime to part-time faculty ratios get lower, however (currently 1 full-time studio art faculty to 6 part-time studio art faculty who teach each quarter), there is greater and greater need for associate faculty to put in time beyond basic teaching responsibilities, and more responsibilities for full-time faculty to co-ordinate the contributions of part-time faculty. As studio art courses are typically 2 hours and 50 minutes long, a full-time schedule leaves little time for a single full-time faculty person to meet with associate faculty who have diverse schedules and are not all in the building on the same days.

The Visual Arts Program Manager provides invaluable assistance in this co-ordination as is relates to facilities use, scheduling and communications with students, faculty, college staff and administration. The elimination of program chairs and reduction of full-time faculty in the program, and the increased responsibilities of this position to oversee other programs, has increased the workload of this position.

External recognition of faculty and/or discipline?

Full and part time studio faculty do show their work regularly.

What are the strengths of the discipline? • AFA degrees in Studio Arts and Photography mean that outcomes and assessment are developed and coordinated at a program level rather that at the level of separate courses. Students choosing pathways in the arts have the program option to complete a fine arts degree and to develop self-understanding, strong transferable foundation skills, as well as a portfolio for competitive entrance or advanced placement in four-year art programs.• Fine arts transfer program and Visual Communications Technology profession/technical program are well integrated.• Facilities and equipment of studios support a diverse program. Housing of all Studio Art, Art History, and Visual Communications Technology courses in the same building has helped develop a strong sense of community and dialogue among visual arts students.• Student enthusiasm for art program is reflected in very active arts clubs, including separate clubs in art, ceramics and photography. These clubs bring regional and international artists


on campus for workshops, and annual arts club gallery shows provide valuable opportunities for students to exhibit their work to the local community.• Art courses include a broad spectrum of students, including life-long learning students from the local community. Special project courses (Art 260) offer opportunities for students to continue to develop skills and talents beyond the foundation level and to serve as models and mentors for beginning level students.

List the discipline’s student learning outcomes (if established).

The visual arts program worked together to develop four basic outcomes that are to be reflected in the master course outlines for all studio art courses. While each course modifies the language to suit their particular medium, all courses should reflect the outcomes to:

1. Develop and apply perceptual skills in the creation and appreciation of visual form.2. Apply an understanding of visual structure in creating original artwork.3. Use design processes and materials to effectively solve problems in developing artistic form.4. Use the language and vocabulary of design in the discussion and analysis of visual form.

These outcomes are intentionally designed to support the general humanities program outlines:

As a result of actively participating in the Humanities curriculum at Shoreline Community College, students will draw upon diverse manners of human understanding, including aesthetic, cognitive, emotive and imaginative modes, to consider and express a broad range of human experience. They will be able to do this by:

1) Developing and integrating ways of knowing: Students develop and integrate intellectual, perceptual, physical and linguistic skills and abilities.

2) Creatively expressing, producing, performing:Students creatively express a broad range of human experience, integrating perception, aesthetic judgment, intellect, emotion and imagination.

3) Reflecting, analyzing, appreciating:Students reflect critically and empathetically on expressions of human experience, across cultures, contexts and perspectives, that integrate perception, aesthetic judgment, intellect, emotion and imagination.

4) Attending to form:Students reflect critically and empathetically, as both practitioners


and observers, on the structural, aesthetic and expressive characteristics of the medium of communication.

5) Developing awareness and appreciation of the unquantifiable:Students consider the unquantifiable in human experience, and recognize the many ways that people in all cultures have found to express, understand and honor that which escapes measurement.

6) Developing self-awareness:Students use language and the arts to examine their values, assumptions and aesthetic criteria across cultures, contexts and perspectives.

7) Choosing and applying appropriate research methods:Students use different methods and processes of investigation as tools for understanding, appreciating and expressing a broad range of human experience.

8) Developing arguments:Students explore, construct and evaluate arguments using methods appropriate to various forms of human expression, including visual, auditory and linguistic.

9) Participating in community:Students participate in a multicultural society by reaching across personal, social and cultural differences to explore and celebrate the variety and complexity of human experience.

10) Contributing to the communal discovery of meaning:Students contribute to the communal discovery of meaning by sharing ideas, as well as by listening and responding to ideas of others, with understanding, compassion, empathy and integrity.

Describe how the discipline assesses student learning.

Outcomes assessments as developed for all studio art courses in Master Course Outlines reflect three basic strategies that are emphasized in all studio arts courses:1. Students produce hands-on art projects that demonstrate assimilation of course outcomes. These are assessed both as work-in-progress during in-class work sessions and discussion and also as finished projects turned in for grading.


2. Students participate in regular group critiques of visual art projects. Focus of critiques for the instructor is not only on learning demonstrated in projects, but also on the ability of the class to identify and use appropriate concrete vocabulary to articulate effective demonstration and integration of course outcomes in these projects.3. Students review projects completed in class to self-assess learning and make portfolio selections of work that they believe meet project/course outcomes.

In addition, students completing the Associate of Fine Arts degrees ( AFA-S and AFA-P) complete a final portfolio course in which they review and self-assess learning in the entire art program as demonstrated in the artwork they have produced in all art courses, and they make portfolio selections for a final program portfolio. Portfolio students are expected to meet with several faculty to get feedback on these selections and final portfolios are reviewed at the end of the quarter by a panel of studio art teachers. In addition, portfolio students are required to write an “Artist Statement” which effectively describes the artistic perspectives and directions that their work represents. This portfolio course has been an effective way for the visual arts faculty to assess learning at the program level as well as the course level.

How has the discipline used the results of its program assessments for program improvement?

• The development, in itself, of consistent program outcomes and assessments has focused faculty across diverse artistic media to engage in dialogue, sharing and enriching of perspectives, strategies and practices. Faculty assess their own effectiveness as teachers in a larger context.• The emphasis on student involvement in class critiques and on portfolio selection has helped to foreground student self-assessment of learning as an important outcome.

Comments/Analysis of discipline excellence:

6. Partnerships and External Relations: (Core Theme 3: Community Engagement)

CommentsRelationship to transfer institutions, including articulation agreements, etc.

The visual arts program has been reviewing transferability of the AFA degrees in both studios arts and photography to the University of Washington, Seattle University, Cornish, Western Washington University, and Central Washington. Informal contacts have been made with several of the art programs in the colleges to discuss course equivalencies and the role of portfolio assessment in competitive entry into programs and for advanced placemen. It is an important part of next year’s program goals to follow through on these, with the hope of establishing articulation agreements. Discussion with Savannah College of Art and Design about program integration has already been started


and needs to be followed through with next year.

Applications to review course equivalencies with the University of Washington for Shoreline’s Art 110, 131, 132, and 144 courses have been completed this year, as previous equivalencies had been outdated due to changes in course numbers due to common course numbering and to curriculum changes at the University of Washington.

A particular concern this year has been to review the transferability of the photography AFA curriculum, as the full-time faculty in photography has retired and the program must review the sustainability of this degree option. Associate faculty in photography have brought very helpful contacts with Seattle area into this discussion, and these will form an important focus for next years program goals.

What are the ‘like’ disciplines at nearby colleges?

Art programs at nearby community and four-year colleges are very consistent in their emphasis on foundation curriculum in 2D and 3D design and drawing, and in medium focused curriculum in ceramics, painting, sculpture and photography. There may be a newer direction involving digital medium in art that the program is watching for.

Discipline support potential from partners?

Discipline’s connections at SCC or other colleges? Linkages to the Five Star Consortium?

The studio arts program at Shoreline is fortunate to have a strong integration with the Visual Communications Technology prof-tech program. These programs share foundations course requirements in 2 and 3D design, drawing and photography. First year Graphic Design course are listed as Art courses and AFA students can take up to three courses in graphic design for the art concentration part of their degree and a Digital Art concentrations is being considered which would probably consist of VCT courses.

The studio art and photography programs also have strong potential connections to the drama, film and video programs at Shoreline. Students interested in stage and set design and photography have already been working with faculty in both areas, and the programs are considering program certificates that integrate these areas. One focus of the current dialogue about the photography degree curriculum is the potential integration of the photography and video curriculum as new technologies have tended to link these areas more and more.

For students interested in fields of architecture and product design, more interconnections between Shoreline’s art curriculum and relevant course work in engineering, including CAD and engineering graphics should be considered.


While discussions involving integrated curriculum between Five Star Consortium colleges remains speculative at this point, it seems worthwhile to investigate ways in which the different curriculum and facilities in the arts in these colleges may interface. Lake Washington Vocational college, for example, may have relevant opportunities for Art Management training that do not exist at Shoreline. North Seattle Community offers course work in jewelry making that Shoreline does not, and it is possible that a student could take jewelry design courses at North Seattle Community College to satisfy 3D concentration requirements for Shoreline’s AFA degree. At this point the college has not made it clear whether it supports these directions.

All of these dialogues are made difficult in view of reduced full-time faculty in visual arts.

At this time of limited time resources it is difficult to prioritize activities outside of the classroom.

K-12 linkages?

A significant number of students taking art courses at Shoreline are running start students from local high schools, and several students currently considering the AFA degree began their studies here as Running Start students. More work could be done to develop connections with high school art programs.

7. Contribution to the College Mission (Core Theme 4: Access & Diversity)2007-08 2008-09 2009-10

What is the ethnic diversity in the discipline?

Asian 155Asian 8MultiRacial 46Nat Hw 1Nat Am 5Other 17PI 2White 416NA 18Af Am 1

Asian 130Hispanic 16Multiracial 62Nat HW 4Nat Am 6Other 17PI 2White 473NA 21Af Am 2

Asian 123Hispanic16Multiracial 59Nat Hw 6Nat Am 4Other 18PI 2White 449NA 29Af Am 4

8. Summary of Curriculum Changes in the past year: (Core Theme 2: Program Excellence)

Activity List Explanation for Activities Undertaken

Courses Added No new courses added this year

Courses DeletedArt 245 Commercial Photography,Art 247 Color Photography.

Art 245 is no longer taught.Art 247 is not longer taught due to changes in technology.

Courses Modified Art 265 Intermediate Updated to on-line format.


Drawing

Planning Sheets Revisions

No major revisions Clerical and wording added for advising

Other Development Activities

AFA Portfolio Course This course has been taught as a special topic course, Art 260, for two quarters, and an MCO will have to be written for it.

Non-Traditional Delivery Courses

Unmet Needs

A multicultural course focusing on visual images would be a strong asset for visual arts AFA degrees and curriculum

PLAN: This is currently in the discussion stage and will be presented the Humanities Planning Committee for feedback. Hopefully curriculum development will begin Fall 2011.

Analysis of curriculum change in the past year:

9. Other Influencing internal and external factors: (Core Theme 2: Program Excellence)

Describe any non-college-related (external) factors that have significantly influenced your discipline during the last year:

Deep cuts to the state budget have meant that retiring faculty in the Visual Arts program have not been replaced and resources have not been set aside for program/department leadership. This has resulted in more workload for few faculty and less time to invest in needed program leadership and curriculum development.

Describe any college-related (internal) factors that have significantly influenced your discipline / department during the last year:

• Loss of full-time faculty in Photography and loss of leadership in Photography AFA degree.• Loss of release time for program chair for Art/ Art History/ Humanities/ VCT.

10. Summary of Goal Attainment in past year: (Core Theme 2: Program Excellence)

Discipline Objectives from last year Accomplished/ Still in progress? Modified?1. Complete the revising of MCOs and take them through the college’s approval process by the end of Fall quarter.

Accomplished:All Art MCOs have been revised and approved.

2. Continue to develop on-line coursework to create access for more students to Visual Arts/Design/Humanities curriculum.

Not a focus this year of studio arts part of program. Currently most faculty are using blackboard for online resources which is helping identify how online coursework may be applied to studio arts.


3. Develop a multicultural course that focuses on visual images to address issues of race, class, gender, sexual orientation, ability. (This class would be useful for all students, but would be especially useful for students in visual arts/design programs.)

Still in Progress:Discussions about this project are ongoing. It’s possible we will be collaborating with a faculty from Film/Drama to develop this class. The completion date for this won’t be until some time next year.

4. Continue to develop advising materials and strategies that promote student success in Visual Arts program pathways.

Accomplished:• AFA advising material updated Fall quarter (“What is an AFA degree?” and program planning sheets)• In-class advising strategy has been developed and implemented in foundation art courses Fall quarter. Associate faculty trained in basic advising for AFA degrees.• Quarterly orientation for AFA programs begun Fall quarter and planned for Winter and Spring.

Still in Progress:• AFA and art course transfer information is being developed for major four year WA State Art Programs. This will include working with these colleges to update course equivalencies and potentially to develop articulation agreements.

5. Develop strategies to track students’ progress and success within Visual Arts Pathways and in achieving educational and vocational aspirations after graduation. Research and develop articulation pathways and agreements with both highschools and 4-year institutions.

Accomplished:• Tracking: In class survey redesigned to be more effective in providing contact information for students interested in completing AFAS or AFAP degrees or in transferring to four-year art programs without the AFA. This contact information has been useful in contacting students regarding AFA orientation meetings and in getting the word out about meetings with visiting advisors from national art programs.• Articulation: Articulation of AFA degrees was a serious concern Fall quarter when transfer pathways with more than 90 credits were looked at critically by the college in its concern to streamline student movement to transfer. While credit requirements are higher for AFA degrees it was found that art course requirements are consistent with AFA degrees at other community colleges and fit into transfer patterns into art majors for most state colleges. Course equivalencies and the role of portfolio development for competitive entry into majors and advanced placement were reviewed.

Still in Progress:• Tracking: AFA graduate survey form developed and mailed for tracking career directions and for feedback on value of AFA in reaching goals. Return of survey is spotty but useful. Other venues for contact are being investigated, including facebook.• Articulation: The visual arts program hopes to develop more concrete understandings and agreements with state four-year art programs concerning transfer for its AFA students and for visual art students in general.

6. Develop strategies that compensate for serious cuts in faculty and program

Still in Progress:


resources while maintaining and developing program quality and potential. (Loss of Photography Faculty is a serious challenge.)

• Strategies for “doing more with less” in Visual Arts Program include emphasizing overlap and mutual support between areas of the Art, Art History, Humanities, VCT programs. Humanities faculty Kathie Hunt has been working closely with Studio Art and Photography to finds way for us to integrate the teaching of courses among the Art/Art History/Humanities faculty and to integrate the outcomes of coursework. She has also been looking for ways to help more with advising in the AFA programs. We are working toward becoming resources for each other and for students across programs and courses.

In addition, the dedication and involvement of Associate faculty has been critical to the success of Visual Arts Programs. The success of these programs will continue to be on their shoulders unless critical full-time faculty who have been lost are replaced. The program needs to find fair, meaningful, and sustainable strategies for drawing upon their commitment, insight and talent.

• Considerable time has been spent this year compensating for the loss of full-time faculty in photography and leadership in the Photography AFA degree. Issues and activities:– Hiring and orientation of associate faculty in photography to

take on needed curriculum assessment, development and integration and student advising.

– Reviewing sustainability of separate Associate of Fine Arts degree in Photography and transferability of large number of credits requirements in photography (25) and digital technology (15). Should we continue to maintain a separate AFA in Photography, or should the curriculum be reduced to that required for a smaller photography concentraion (15 credits) in the more general Studio Arts AFA? At this point student interest in the degree and positive feedback from four year programs such as Seattle University about transferability, as well as a strong team of associate faculty, are supporting factors for keeping the degree

– Reviewing of curriculum of traditional darkroom processes for its continued relevance and as well as for resources and facilities required to sustain it.

– Reviewing overlapping curriculum in digital technology between Art courses in Photography and VCT courses in digital image technology, especially Photoshop.

7. Develop effective marketing and programming strategies that promote growth in enrollment in Visual Arts Programs, including the development of a strong website presence.

Still in Progress:• Al Yates has been leading the VCT faculty in developing a Visual Arts Website that should be up and running by the end of the Spring quarter. Al is also taking a lead role in redesigning the college website, and it is expected that further modification to the program website will be on-going in order to make it consistent with the college site.• An AFA portfolio class yearbook, “Enfolio”, with photographs or artwork and artist statements of graduating AFA students is currently


being published. This will be an annual publication and, in addition to recognizing and tracking graduating AFA students, will be a useful marketing tool.

8. Promote program integration in different areas of visual arts and design that increase effective use of faculty and resources, expand the richness of the curriculum and learning pathways, and reflect new developments and technologies in the contemporary world.

Still in Progress: • Dialogue has started concerning integration of AFA degree with programs and technologies of the VCT program. Digital Art is a new area of potential focus and integration between the VCT and AFA degrees. • Art 109 – 2D Design is a foundation course required by all degree in the VCT and AFA programs and a plan is in place for rotating teachers from the different perspectives of faculty from VCT, Studio Art, Art History, and Humanities through this course. The idea is to bring diverse faculty perspectives into the curriculum and dialogue of students at the foundation level on the one hand, and to involve faculty from specific degree pathways into the broader concerns of foundation perspectives of students on the other. This Spring quarter Kathie Hunt from the humanities program has been teaching Art 109 for the first time, and this next Winter Jim Reddin from the VCT program will be teaching this class for the first time. • A very productive discussion was begun concerning the integration of photography courses on the art side of the program with digital photoshop courses on the VCT side of the program. Course under specific review are Art 144 - Introduction to Photography, VCT 124 and 125 – Basic Mac and Digital Image Construction, VCT 136 – Photoshop I, and VCT 236 – Photoshop II. This discussion is propelled by rapid development in digital technology in photography. • Dialogue has started with Drama/Cinema/Video. Possible areas of integration include overlap of design, painting, photography and sculpture skill sets with drama production ( ie. set design, stage and actor photograpy, marketing graphics, etc.)

Comments/Analysis of goal attainment in past year:

11: Online learning by discipline: (Core Theme 4: Access & Diversity) 2007-2008 2008-2009 2009-2010

# of totally online courses developed

ART 100 ART 100 ART 100

Online headcount 24 85 47Online annualized FTEs

Comments/Analysis of online learning by discipline:

Still exploring hybrid course applications.


12. Hybrid learning by discipline: (Hybrid = some displaced class time with web-based learning.)2007-2008 2008-2009 2009-2010

# of hybrid courses developed

0 0 0

Hybrid headcountHybrid annualized FTEs

Comments/Analysis of hybrid learning by discipline:

Still exploring hybrid course applications.

GENERAL COMMENTS:

Summary of discussion between the Dean and faculty: (general insights and findings, concerns, indicated action and follow-up)

annual instructional dashboard: … · web viewannual instructional dashboard trends –january...

Documents