art department program review - evc.edu de… · web viewsummary of department/program. summary...

Program Review

Department: Art DepartmentLast Review: 2005Current Year: 2011/12Preparers’ Names: Rachel Lazo

SUMMARY OF DEPARTMENT/PROGRAM1. Summary of Program

Provide a brief summary of your program. Assume the reader does not know anything about it. Your explanation should include a brief history and a discussion of any factors that have been important to the program’s development. Please explain the purpose of your program, what students you serve, what services you provide, and why these services are valuable.

Every human-made object around us is a result of a process of design. Artists created the buildings we live and work in, the clothes we wear, the cars we drive, the chairs we sit in, the smart phones we use, the advertisements that compel us, signs that communicate with us, the pens we write with, and the artwork that makes us ponder. The goal of the EVC Art Department is to provide a foundation of technical skills, to encourage a myriad of problem-solving approaches, and to foster engaging discourse about the communication of values that underlie design choices.

Most of the courses in the Art Department are studio art courses: a combination of lecture and lab “activity” courses, where students take ideas, concepts, and visions and give them tangible form. The materials are varied: pencils, charcoal, paint, collage, wood, cardboard, plaster, stone, vectors and pixels, to name a few. The process of turning an idea into something tangible is a skill-set that both art majors and non-art majors benefit from. The EVC Art Department also offers Art History courses, which are lecture classes. Students have the opportunity to study historically significant works of art and design as a way of gaining insight into past and present cultures and ideas.

Our StudentsOur students come from all walks of life. Most are interested in pursuing a career in the arts, but we also have many students taking art class for a variety of reasons. Below is a description of the seven most common goals of students:

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EVC Art Department Program Review

1) Art Majors who wish to transfer : These students wish to pursue a career in the visual arts. They take their foundational classes at the community college level, and then transfer to 4-year art programs. This is the largest population of students taking art classes at EVC.

2) Non-Art Majors where Art is an Important Component of their Education: These students are seeking degrees in other subjects but enjoy taking art classes for a number or reasons. Art History courses satisfy the GE Area C requirements for transfer and we see a predominance of non-art majors in Art History courses. There are also many students taking studio art courses as an elective. These students enjoy creating art as an outlet for personal expression. The skills of using ones mind and hands in tandem and utilizing creative problem solving are skills that are transferable to any discipline or career.

3) Lifelong Learners : These students take art classes for personal enrichment. They are usually older community members who bring a very valuable life perspective to art classes.

4) Career Enhancement : These are students out in the work force who are taking art classes to enhance their career skills.

5) Art Majors who wish to earn an AS degree : These students wish to find a career in the arts after completing their community college work. Most companies hiring artists and designers are going to require a 4-year degree. However, there are a few fields, such as commercial printers, where an AS degree is sufficient.

6) Jewelry Certificate : We had, until very recently, a thriving Jewelry Arts Program. These students were seeking careers as jewelry designers and small metal arts artists. (An explanation as to what has happened to this program will follow later in this document.)

7) “Gateway” Students : We have a large population of students with limited English language skills and students who are the first in their families to attend college. Studio art classes serve as a gateway for many students who are college pioneers in their families. We also have many students with learning or language disabilities.

How We Serve the Needs of Our Students:The EVC Art Department is comprised of five disciplines: 2-D Arts, 3-D Arts, Jewelry, Graphic Design, and Art History.

Broad Spectrum of Course Offerings

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Talented, effective, innovative and enthusiastic faculty who bring a wide range of experiences and perspectives to the Art Department.

ArticulationThe primary focus of the Art Department is to provide the foundational courses needed for students intending to transfer to 4-year art programs. San Jose State University has an excellent Art and Design Program and most of our transferring students attend SJSU after EVC. Our course offerings reflect the undergraduate requirements for several bachelor degree programs at SJSU, including graphic design, illustration/animation, industrial design, interior design, fine arts, and art education.

AS DegreesThere are three AS degrees in art: AS Degree in Studio Arts – 2D Emphasis, AS Degree in Studio Arts – 3D Emphasis, AS Degree in Design.

Art Gallery and Guest SpeakersThe Visual Arts building was built in 2009 and includes an Art Gallery. The Art Gallery brings the work of professional artists and designers into the “living room” of the Art Department. Last year the exhibits included the work of an award-wining toy designer, video game designers, and fine artists. The Students have immediate access to professional works of art and design addressing diverse topics and themes.

In addition to being a rich learning resource for students, the Art Gallery also exhibits student work, most notably in the annual juried student art exhibit in the spring. This is a much anticipated event for students and provides them with a real-world experience of entering work in a juried show, preparing their work for professional presentation, and providing an opportunity for exhibiting and possibly winning an award for their work.

Art ClubThere is also a lively Art Club that helps to build a sense of community in the Art Department. Students engage in collaborative projects, sharing of ideas outside of classroom assignments, field trips and workshops.

Community PartnershipsThe EVC Art Department has partnered with outside groups participating in the fabric of the larger San Jose community. Some examples are: Creating a mural for the (former) EVC Child Development Center, participating in Silicon Valley Open Studios, hosting events for the Metal

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Arts Association of Silicon Valley, exhibiting student work at the Evergreen Community Center, exhibiting work in Phantom Galleries in downtown San Jose vacant store front windows, and others.

Informal Exhibiting Opportunities and other Opportunities:

o Display cases in hallways where faculty members display class projects

o Class exhibits in studio classrooms or in the Art Gallery

o Requests from other departments on campus for student logos and poster design

o Field trips

2. How does your program define effectiveness, and what measures have you chosen to gauge it?

Student Projects : The primary assessment tool of the effectiveness of our teaching is the culmination of skills and ideas found in student art projects and written papers. This is where faculty can gauge whether students are developing skill sets and employing critical thinking skills. Each faculty member has individualized assessment rubrics for their project.

Class Critiques : One of the most valuable learning exercises for students is the class critique. Each student presents or displays their results from an assignment along side their classmates’ work. The conversation that follows necessitates introspection and understanding. Students learn to articulate what drives their creative impulses and also learn to analyze what happens when we perceive another’s work of art. They learn to recognize what formulates their immediate reactions.

Annual Juried Student Art Exhibit : This annual exhibit occurs at the end of the spring semester and is juried. The exhibit presents the years’ strongest student work from the widest range of materials, approaches and ideas.

Sense of Community : This is something that is observed and felt both inside and outside the classroom, but is not particularly measurable. The Art Department is a vibrant place. Students hang out together, linger around the Art Department and give each other feedback on their projects outside of class. There is a sense of camaraderie and that the EVC Art Department is a safe and encouraging place to express ideas.

Student evaluations of classes: These are a very useful tool to help faculty improve their curriculum and teaching

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methods. Student evaluations are reviewed seriously by faculty.

SLO Assessment Matrixes

Program assessment results come in the form of student grades and the culmination of work as exhibited in the annual juried student art exhibition. 2-year art programs in general do not have exit exams or other systematic assessment reports. Even so, the Art Department is developing a Portfolio Preparation course for students who plan to transfer to 4-year art programs, creating a formalized opportunity for students to research, prepare portfolios and apply to schools. This course is envisioned as a requirement for all AA or AS degree applicants. The results of student work in this class would directly speak to the success of the program in preparing students for transfer.

3. Please summarize the results of any measures you have applied. What do these results mean for your program?Since transfer students comprise the majority of students in the Art Department, the greatest assessment of the success of the Art Programs lies in the number of students who transfer to 4-year art programs and are able to complete their BA or BFA degrees. The Art Department could greatly benefit from some kind of system for tracking where students go after their experience at EVC. Individual faculty members keep in touch with some students who transfer, but it would be helpful to have a systematic way of gathering information to determine the actually number of students who transfer and the number of students who complete a BA or BFA degree in the Arts. The Art Department would also benefit from an alumni outreach program or a 6-month-prior exit survey, or perhaps some kind of partnership effort between the UC and CSU systems with the Community Colleges to help track this information.

The Art Department every three years hosts an alumni art exhibit where former EVC art students are asked to exhibit current school work, professional work or self enrichment work. Seeing the work of our alumni has reinforced the importance of our Program SLO’s, most importantly that students be able to:

1. demonstrate technical proficiency in handling various art and design materials

2. demonstrate a working knowledge of the elements and principles of art and design and the dynamics of composition

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3. demonstrate proficiency in critical thinking, problem solving, group interaction and self discipline to create works of art and design

4. Where we would like your program to be in three years from now?1. Problems with the facilities fixed and programs fully

operational and safe.The Visual Arts Building was built in 2009. The ventilation and dust collection systems were not designed correctly and the jewelry and sculpture area has been deemed unsafe for the courses and materials being used. As a result our Jewelry Program has been closed down, half of the first floor lab space is unusable, none of the $100,000 plus worth of new tools and equipment have been unpacked and set up, and faculty are forced to use substandard materials and techniques in the courses that are left. The problems with the facilities need to be addressed and fixed so that our existing courses can provide students with the industry-standard equipment and tools to achieve the course SLO’s.

2. Updated programs, updated curriculum, updated articulation The programs and courses are currently being updated to reflect current trends and needs.

3. Expanded programs and courses in Digital Media Most art and design careers require artists to produce work on the computer. Our offerings in digital media are minimal and we are working on greatly expanded this area to better serve transfer students and career advancement students.

4. Expanded program and courses in Art History We are developing new curriculum in Art History to satisfy the educational needs of a wider range of students, including classes such as “The Arts of Asia” and “Women in Art.”

5. Expanded program and courses in Sculpture and MetalsmithingWith the demise of the Jewelry Program, the Art Department is re-formulating its vision as a sculpture and metalsmithing program.

6. Full time faculty hires in 3D/Metal Arts, Digital Media and Art HistoryFor 30 years the Art Department has had two full-time faculty and for 12 years the Art Department had three full-time faculty. Currently the Art Department has one full-time faculty, with a service area in the discipline of 2D Arts. The Art Department will continue to vie for full-time faculty positions 3D Arts/Metalsmithing, Digital Media, and Art History.

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7. Art Gallery coordinator or director position The EVC Art Gallery has been a vital learning resource for students in the Art Department and beyond. Coordinating the Art Gallery has entailed hours upon hours of work assumed by the one full-time faculty member in the Department. Adjunct faculty have made substantial contributions in time as well. The coordination of the exhibition schedule and visiting artists, and the day-to-day operations of the Art Gallery cannot be maintained without a designated Art Gallery Coordinator position or release time for faculty. The Art Department will be seeking such a position.

PART A: Overview of Program1. Identify your program/department’s commitments to

Action (CTA’s for this year.a. Student Centered:

i. Resolve facilities issuesii. Get EVC Art Department website online

b. Community Engagement:i. Continued professional development

ii. Continued community partnershipsiii. Continued art exhibits

c. Organizational Transformationi. Update curriculum

ii. Update degrees and certificatesiii. Create new interdisciplinary portfolio classiv. Create new digital media course

2. Please explain how your program’s CTA’s are aligned with the goals of the College. How does your program help the College fulfill its Mission, Strategic initiatives, and Commitments to Action (CTA’s)?

a. Aligned with EVC Mission : The EVC Art Department’s curriculum is designed to prepare students for rigorous study at 4-year colleges, universities and institutes. Each faculty member brings their unique mix of personal experiences, artistic approaches and creative ideas to help students comprehend the communicative power of images. One of the amazing aspects of teaching art classes is being witness to the diversity of possible solutions to any given assignment. This diversity reflects the wide range of people that are interested in the arts, and the nature of art to interweave individual perspectives and universal understanding.

b. Aligned with EVC CTA’s :

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i. Student-Centered: We provide access to quality and efficient programs and services to ensure student success. Areas of focus are: 1) Increased Visibility; 2) Develop Strategic Partnerships; 3) Building Campus Community

As the very nature of art is to communicate, the Art Department creates opportunities for students to “get their work out there,” with exhibition opportunities and community partnership projects. The Art Department contributes to the campus’s goal of increased visibility in many of the exhibitions in our art gallery and in the community, including at the Evergreen Community Center and Phantom Galleries in downtown San Jose.

The Art Department has created an environment where students feel they are part of a vibrant, creative community. Students hang out with each other outside of class time. We have an active art club that hosts activities open to the whole campus, such as “splatter day” and Silicon Valley Open Studios.

ii. Community Engagement: We create a trusting environment where everyone is valued and empowered. Areas of focus are: 1) Student Access - Completion of Educational Goals; 2) Employee Development; 3) Transparent Infrastructure

A professional artist or designer works in collaboration with a client and with the other artists in a design team. An important aspect of an art education is foster an environment where personal expression is valued and students are encouraged to exchange ideas. These are the building blocks of collaborative work. With this environment, the EVC Art Department is contributing to the campus’s goals of providing a trusting environment.

Our AS degrees provide students with the foundation course requirements for the first 2 years of a 4-year art program. The programs were designed to set students up for success so that they can transfer all or most of their classes directly and more readily achieve their educational goals.

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As you can see in Part D below, our faculty are a very ambitious and talented group with a broad range of professional development activities.

iii. Organizational Transformation: We will transform the college image and enhance partnerships with community, business and educational institutions. Areas of focus are: 1) Access; 2) Curriculum and Programs; 3) Services

The EVC Art Department is proud of the diverse group of students that it attracts.

The course offerings, degrees and schedule of classes have been designed to allow students to successfully complete their foundations studies in art in 2 years. Most courses are articulated with SJSU.

EVC Art Department faculty serve or have served on the following committees: IEC, Safety and Facilities, ACCC, Division Curriculum Committee, Women’s History Month Committee, Exhibitions Committee; Division Rep for FA-AFT, Delegate to AFT Convention in Oakland, Emergency Operation Center Training SIM team leader, faculty advisors for two student clubs, participation in Kindercarminata, Kicks It Outside, Club Rush, and others.

3. Please state at least three recent accomplishments for your program which show how it contributes to the College’s success

a. Art Gallery Exhibitions and Visiting Lecture Series. Since the opening of the new Art Gallery in 2009, the Art Department has hosted a very impressive schedule of professional exhibitions and visiting artists. These exhibits represent partnerships with professional artists and designers from the Bay Area, national and international venues. As an example, we just had an exhibition of an international graphic design competition entitled “Eco-Deology.” The exhibition included graphic design posters from around the world: Japan, Iran, Ukraine, and China, to name a few. The posters addressed issues of climate change, pollution and endangered species. The curator,

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from Russia, gave a lecture explaining the roots of the exhibit in the activism which followed the nuclear disaster in Chernobyl. A history teacher brought his class to the lecture because the exhibition addressed issues of ecology, sociology and politics which he was discussing in his class. The Art Gallery is a learning tool for the entire campus, the entire community. The Art Gallery brings the international world to the “living room” of EVC. The Art Gallery builds these partnerships with professionals from around the world, putting EVC “on the map.”

b. Annual Juried Student Art Exhibit . This exhibit is anticipated all year long by students. The EVC Art Department strives to create “real world” experiences for students, providing opportunities to build their resumes and get public feedback on their work. It is so important for students to see their work in a larger context than the classroom. Risk is an intrinsic part of the creative process and this juried exhibition introduces students to the risks of possibly not getting into the show and the opportunities of winning an award. This exhibits helps students to become better prepared for what lies ahead in their academic and professional careers.

c. New Video Editing class With the loss of a full-time instructor in Digital Media, our course offerings have been dwindling. This new course marks a turning point for the program, representing a new vision for future direction. This course is helping the institution remain current and innovative.

d. EVC student art exhibit at the Evergreen Community CenterThis is a potentially on-going partnership with Evergreen Community Center as an exhibition space for student work. Students provide an aesthetically engaging environment for the community and the community provides an exhibition opportunity for students. This partnership has helped the college continue its goals of increased visibility and outreach.

4. State the goals and focus of this department/program and explain how the program contributes to the mission, comprehensive academic offerings, and priorities of the College and District.The goal of the EVC Art Department is to provide a foundation of technical skills, to encourage a myriad of problem-solving approaches, and to foster engaging discourse about the communication of values that underlie design choices. These

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goals align with those of the College and District in that they teach students critical thinking skills that are necessary as they advance in their education and careers. The process of studying historical works, researching current works, and evaluating classmates’ works facilitates an understanding of how art and design is an extension of the diversity of ideas and values that cultures and individuals possess. This practice aligns with the College’s goals of fostering civically responsible global citizens.

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5. Identify current student demographics. If there are recent changes in student Demographics, explain how the program is addressing these changes.

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# % # % # % # % FA to FA SP to SPTotal Seatcount 525 456 521 594

Total Headcount 412 407 427 490Gender

Female 214 52% 202 50% 219 51% 248 51% -0.70% 1.00%Male 191 46% 201 49% 205 48% 238 49% 1.70% -0.80%

Unreported 7 2% 4 1% 3 1% 4 1% -1.00% -0.20%

STUDENT CHARACTERISTICS BY TERM - SEATCOUNT TRENDS% Point ChangeFall 2006 Spring 2007 Fall 2007 Spring 2008

# % # % # % # % FA to FA SP to SPTotal Seatcount 567 618 712 514

Total Headcount 493 509 621 479Gender

Female 248 50% 260 51% 316 51% 240 50% 0.60% -1.00%Male 245 50% 248 49% 305 49% 238 50% -0.60% 1.00%

Unreported 0 0% 1 0% 0 0% 1 0% 0.00% 0.00%

% Point ChangeFall 2008 Spring 2009 Fall 2009 Spring 2010

Age# % # % # % # % FA to FA SP to SP

<18 19 5% 14 5% 10 2% 23 5% -2.30% 1.30%18-19 133 32% 127 31% 150 35% 118 24% 2.80% -7.10%20-22 143 35% 155 38% 133 31% 195 40% -3.60% 1.70%23-24 27 7% 33 8% 37 9% 51 10% 2.10% 2.30%25-29 38 9% 31 8% 26 6% 32 7% -3.10% -1.10%30-39 21 5% 23 6% 27 6% 29 6% 1.20% 0.30%40-49 15 4% 11 3% 18 4% 16 3% 0.60% 0.60%

50> 16 4% 13 3% 26 6% 26 5% 2.20% 2.10%

Fall 2006 Spring 2007 Fall 2007 Spring 2008 % Point Change

Age# % # % # % # % FA to FA SP to SP

<18 20 4% 17 4% 25 4% 10 2% 0.00% -1.30%18-19 162 33% 167 33% 218 35% 133 28% 2.20% -5.00%20-22 160 32% 179 35% 197 32% 186 39% -0.70% 3.70%23-24 41 8% 39 8% 49 8% 42 9% -0.40% 1.10%25-29 48 10% 45 9% 62 10% 47 10% 0.20% 1.00%30-39 26 5% 28 6% 28 5% 26 5% -0.80% -0.10%40-49 16 3% 17 3% 20 3% 14 3% 0.00% -0.40%

50> 20 4% 16 3% 22 4% 21 4% -0.50% 1.20%

Fall 2008 Spring 2009 Fall 2009 Spring 2010 % Point Change


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Enrollment Status# % # % # % # % FA to FA SP to SP

Day 207 50% 235 58% 228 53% 235 48% 3.20% -9.80%Day & Eve 165 40% 136 33% 153 36% 172 35% -4.20% 1.70%

Evening 40 10% 36 9% 46 11% 83 17% 1.10% 8.10%

Full-time 194 47% 185 45% 204 48% 205 42% 0.70% -3.60%Part-time 218 53% 222 55% 223 52% 285 58% -0.70% 3.60%

Units Attempted.5-5.5 69 17% 54 13% 69 16% 76 16% -0.60% 2.20%6-8.5 71 17% 62 15% 75 18% 112 23% 0.30% 7.60%

9-11.5 78 19% 106 26% 79 19% 97 20% -0.40% -6.20%12-14.5 146 35% 144 35% 167 39% 154 31% 3.70% -4.00%15-17.5 38 9% 32 8% 30 7% 38 8% -2.20% -0.10%

18+ 10 2% 9 2% 7 2% 13 3% -0.80% 0.40%

Spring 2007 Fall 2007 Spring 2008 % Point ChangeFall 2006

Enrollment Status# % # % # % # % FA to FA SP to SP

Day 279 57% 277 54% 319 51% 253 53% -5.20% -1.60%Day & Eve 180 37% 192 38% 262 42% 200 42% 5.70% 4.00%

Evening 34 7% 40 8% 40 6% 26 5% -0.50% -2.40%

Full-time 242 49% 233 46% 302 49% 234 49% -0.50% 3.10%Part-time 251 51% 276 54% 319 51% 245 51% 0.50% -3.10%

Units Attempted.5-5.5 70 14% 72 14% 89 14% 60 13% 0.10% -1.60%6-8.5 79 16% 102 20% 81 13% 84 18% -3.00% -2.50%

9-11.5 102 21% 102 20% 149 24% 101 21% 3.30% 1.00%12-14.5 198 40% 172 34% 227 37% 185 39% -3.60% 4.80%15-17.5 39 8% 47 9% 57 9% 35 7% 1.30% -1.90%

18+ 5 1% 14 3% 18 3% 14 3% 1.90% 0.20%

Spring 2009 Fall 2009 Spring 2010 % Point ChangeFall 2008


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Ethnicity of Students # % # % # % # % # % # %

African American 19 4% 15 79% 14 74% 25 5% 20 80% 15 60% 1.20% 1.10% -13.70%Asian (All other) 31 6% 20 65% 19 61% 26 5% 22 85% 20 77% -0.90% 20.10% 15.60%

Asian/Cambodian 12 2% 10 83% 9 75% 12 2% 8 67% 8 67% 0.00% -16.70% -8.30%Asian/Chinese 13 2% 10 77% 9 69% 6 1% 4 67% 4 67% -1.30% -10.30% -2.60%

Asian/Indian 7 1% 5 71% 4 57% 7 1% 6 86% 6 86% 0.00% 14.30% 28.60%Asian/Vietnamese 79 15% 59 75% 53 67% 77 15% 68 88% 62 81% -0.30% 13.60% 13.40%

Filipino 67 13% 48 72% 39 58% 54 10% 44 81% 37 69% -2.40% 9.80% 10.30%Latina/o 165 31% 134 81% 113 68% 167 32% 139 83% 104 62% 0.60% 2.00% -6.20%

Native American 5 1% 5 100% 5 100% 3 1% 3 100% 3 100% -0.40% 0.00% 0.00%Pacific Islander 6 1% 6 100% 5 83% 5 1% 3 60% 3 60% -0.20% -40.00% -23.30%

White 83 16% 71 86% 64 77% 84 16% 71 85% 64 76% 0.30% -1.00% -0.90%Other/Unknown 38 7% 30 79% 24 63% 55 11% 49 89% 42 76% 3.30% 10.10% 13.20%

Total: 525 100% 413 79% 358 68% 521 100% 437 84% 368 71% 5.20% 2.40%


African American 15 3% 9 60% 7 47% 30 5% 24 80% 20 67% 1.80% 20.00% 20.00%Asian (All other) 29 6% 22 76% 19 66% 29 5% 25 86% 23 79% -1.50% 10.30% 13.80%

Asian/Cambodian 12 3% 8 67% 8 67% 12 2% 12 100% 9 75% -0.60% 33.30% 8.30%Asian/Chinese 12 3% 9 75% 7 58% 25 4% 20 80% 20 80% 1.60% 5.00% 21.70%

Asian/Indian 11 2% 11 100% 9 82% 18 3% 14 78% 11 61% 0.60% -22.20% -20.70%Asian/Vietnamese 64 14% 56 88% 46 72% 78 13% 63 81% 50 64% -0.90% -6.70% -7.80%

Filipino 61 13% 50 82% 44 72% 66 11% 53 80% 47 71% -2.30% -1.70% -0.90%Latina/o 127 28% 98 77% 74 58% 203 34% 154 76% 129 64% 6.30% -1.30% 5.30%

Native American 2 0% 1 50% 0 0%Pacific Islander 2 0% 2 100% 2 100% 4 1% 3 75% 1 25% 0.20% -25.00% -75.00%

White 80 18% 67 84% 57 71% 81 14% 63 78% 59 73% -3.90% -6.00% 1.60%Other/Unknown 41 9% 34 83% 27 66% 48 8% 36 75% 29 60% -0.90% -7.90% -5.40%

Total: 456 100% 367 80% 300 66% 594 100% 467 79% 398 67% -1.90% 1.20%

Spring 2007 Spring 2008 SP to SPSeatcount Retention Success Seatcount Retention Success

Seatcount Retention Success

Student Seatcount, Retention, and Success (Spring 2007 and Spring 2008)

Student Seatcount, Retention, and Success (Fall 2006 and Fall 2007)Fall 2006 Fall 2007 FA to FA

Retention Success



Seatcount


African American 30 5% 26 87% 23 77% 31 4% 23 74% 19 61% -0.90% -12.50% -15.40%Asian (All other) 32 6% 30 94% 25 78% 43 6% 36 84% 31 72% 0.40% -10.00% -6.00%

Asian/Cambodian 8 1% 7 88% 5 63% 12 2% 11 92% 11 92% 0.30% 4.20% 29.20%Asian/Chinese 16 3% 14 88% 11 69% 9 1% 9 100% 5 56% -1.60% 12.50% -13.20%

Asian/Indian 12 2% 11 92% 11 92% 12 2% 11 92% 7 58% -0.40% 0.00% -33.30%Asian/Vietnamese 89 16% 76 85% 68 76% 102 14% 93 91% 86 84% -1.40% 5.80% 7.90%

Filipino 47 8% 40 85% 38 81% 60 8% 49 82% 44 73% 0.10% -3.40% -7.50%Latina/o 192 34% 164 85% 143 74% 237 33% 198 84% 171 72% -0.60% -1.90% -2.30%

Native American 4 1% 4 100% 4 100% 5 1% 5 100% 4 80% 0.00% 0.00% -20.00%Pacific Islander 2 0% 2 100% 2 100% 8 1% 8 100% 7 88% 0.80% 0.00% -12.50%

White 75 13% 71 95% 62 83% 59 8% 52 88% 51 86% -4.90% -6.50% 3.80%Other/Unknown 60 11% 51 85% 43 72% 134 19% 119 89% 103 77% 8.20% 3.80% 5.20%

Total: 567 100% 496 87% 435 77% 712 100% 614 86% 539 76% -1.20% -1.00%


African American 28 5% 19 68% 18 64% 16 3% 12 75% 11 69% -1.40% 7.10% 4.50%Asian (All other) 33 5% 27 82% 24 73% 35 7% 30 86% 28 80% 1.50% 3.90% 7.30%

Asian/Cambodian 9 1% 7 78% 5 56% 7 1% 5 71% 4 57% -0.10% -6.30% 1.60%Asian/Chinese 15 2% 13 87% 13 87% 12 2% 11 92% 11 92% -0.10% 5.00% 5.00%

Asian/Indian 8 1% 7 88% 6 75% 17 3% 15 88% 15 88% 2.00% 0.70% 13.20%Asian/Vietnamese 78 13% 63 81% 55 71% 56 11% 50 89% 47 84% -1.70% 8.50% 13.40%

Filipino 64 10% 53 83% 48 75% 29 6% 23 79% 20 69% -4.70% -3.50% -6.00%Latina/o 216 35% 168 78% 141 65% 170 33% 139 82% 121 71% -1.90% 4.00% 5.90%

Native American 6 1% 3 50% 2 33% 1 0% 1 100% 1 100% -0.80% 50.00% 66.70%Pacific Islander 10 2% 8 80% 7 70% 2 0% 2 100% 2 100% -1.20% 20.00% 30.00%

White 84 14% 60 71% 50 60% 61 12% 54 89% 51 84% -1.70% 17.10% 24.10%Other/Unknown 67 11% 52 78% 47 70% 108 21% 92 85% 76 70% 10.20% 7.60% 0.20%

Total: 618 100% 480 78% 416 67% 514 100% 434 84% 387 75% 6.80% 8.00%

Spring 2009 Spring 2010 SP to SPSeatcount Retention Success Seatcount Retention Success


Student Seatcount, Retention, and Success (Spring 2009 and Spring 2010)

Student Seatcount, Retention, and Success (Fall 2008 and Fall 2009)Fall 2008 Fall 2009 FA to FA

Retention Success



Seatcount

Fall 2006Spring 2007 Fall 2007

Spring 2008

Ethnicity of Students

Headcount # %

Headcount # %

Headcount # %

Headcount # %

African American 16 13 81% 15 11 73% 21 15 71% 20 17 85% -9.80% 11.70%Asian (All other) 23 16 70% 27 12 44% 22 17 77% 25 20 80% 7.70% 35.60%

Asian/Cambodian 10 8 80% 9 8 89% 9 7 78% 10 6 60% -2.20% -28.90%Asian/Chinese 10 9 90% 11 8 73% 4 4 100% 16 7 44% 10.00% -29.00%

Asian/Indian 7 6 86% 11 8 73% 7 5 71% 17 10 59% -14.30% -13.90%Asian/Vietnamese 54 38 70% 54 38 70% 64 57 89% 65 48 74% 18.70% 3.50%

Filipino 56 39 70% 57 45 79% 39 28 72% 52 38 73% 2.20% -5.90%Latina/o 136 102 75% 116 78 67% 142 102 72% 172 110 64% -3.20% -3.30%

Native American 4 2 50% 1 1 100% 2 1 50% 0.00%Pacific Islander 6 4 67% 2 2 100% 4 2 50% 3 2 67% -16.70% -33.30%

White 57 42 74% 68 49 72% 68 46 68% 71 46 65% -6.00% -7.30%Other/Unknown 33 23 70% 36 25 69% 45 35 78% 39 20 51% 8.10% -18.20%

Total: 412 302 73% 407 285 70% 427 319 75% 490 324 66% 1.40% -3.90%

FA to FA SP to SP

College Persistance RatesFall 2006 to Spring 2007 Spring 2007 to Fall 2007 Fall 2007 to Spring 2008 Spring 2008 to Fall 2008 % Point Change

Persistence Persistence Persistence Persistence

Fall 2008Spring 2009 Fall 2009

Spring 2010

Ethnicity of Students

Headcount # %

Headcount # %

Headcount # %

Headcount # %

African American 21 15 71% 18 11 61% 25 17 68% 16 9 56% -3.40% -4.90%Asian (All other) 29 19 66% 31 22 71% 38 30 79% 32 24 75% 13.40% 4.00%

Asian/Cambodian 7 6 86% 9 8 89% 8 7 88% 6 3 50% 1.80% -38.90%Asian/Chinese 10 7 70% 14 12 86% 8 7 88% 12 8 67% 17.50% -19.00%

Asian/Indian 12 10 83% 8 4 50% 12 10 83% 17 13 76% 0.00% 26.50%Asian/Vietnamese 79 64 81% 66 51 77% 81 68 84% 53 38 72% 2.90% -5.60%

Filipino 42 35 83% 54 43 80% 54 48 89% 27 20 74% 5.60% -5.60%Latina/o 169 144 85% 179 109 61% 212 172 81% 159 112 70% -4.10% 9.50%

Native American 3 2 67% 4 3 75% 5 4 80% 1 1 100% 13.30% 25.00%Pacific Islander 2 1 50% 8 8 100% 7 6 86% 2 1 50% 35.70% -50.00%

White 66 53 80% 64 29 45% 51 38 75% 53 27 51% -5.80% 5.60%Other/Unknown 53 34 64% 54 40 74% 120 95 79% 101 54 53% 15.00% -20.60%

Total: 493 390 79% 509 340 67% 621 502 81% 479 310 65% 1.70% -2.10%

FA to FA SP to SP

College Persistance RatesFall 2008 to Spring 2009 Spring 2009 to Fall 2009 Fall 2009 to Spring 2010 Spring 2010 to Fall 2010 % Point Change

Persistence Persistence Persistence Persistence


Summary of Demographical Data:

Men and women are equally served On average approx. 66% of art students are between the ages of

18 and 22 On average approx. 55% of students are part-time and 45% are

full-time Latino students have consistently made up approx. 33% of art

students Asian students have consistently made up approx. 40% of art

students White students have ranged between 11% to 19% of art

students Retention rates across all ethnicities average between 79 – 87% Success rates across all ethnicities average between 66 – 77% Persistence rates across all ethnicities range between 65 – 81%

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6. Identify enrollment patterns of the department/program in the last 6 years and provide an analysis of any notable trends or patterns.

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Summary of Enrollment, Productivity and Success Rates: Art courses average 85% retention rate Art courses average 76% success rate

7. Identify department/program productivity (WSCH/FTEF)

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# % # % # % # % FA to FA SP to SPCapacity

Percentage@ Census (CAP) 56% 50% 52% 55% -4.40% 5.60%Completion Rate 84% 82% 86% 85% 2.40% 2.70%

Awards 0 0 0 0 0 0WSCH 2,641 2,450 2,639 2,889 -2 439.5FTES 81.7 76.3 82 88.9 0.3 12.6FTEF 5.1 5.1 5.9 6.1 0.9 1.1

Productivity 521.3 482.2 443.6 470.4 -77.6 -11.8

Fall 2006 Spring 2007 Fall 2007 Spring 2008 Change

# % # % # % # % FA to FA SP to SPCapacity

Percentage@ Census (CAP) 69% 60% 82% 78% 13.30% 18.40%Completion Rate 90% 82% 85% 85% -5.00% 2.40%

Awards 0 0 0 0 0 0WSCH 2,919 3,054 3,672 2,354 752.4 -699.7FTES 88.7 94.3 112.8 72.3 24.1 -22FTEF 6 6 6.6 4.2 0.6 -1.8

Productivity 487.9 508.5 559.8 557.3 71.9 48.8



Summary of Productivity Data: Average productivity is 508.88

8. Identify student success rates and patterns within the department/program paying particular attention to our college’s target groups.

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Grade # % # % # % # % FA to FASP to

SPA 173 42% 137 37% 158 36% 156 33% -6.10% -3.80%B 119 29% 101 27% 139 31% 144 31% 2.60% 3.40%C 69 17% 63 17% 78 18% 99 21% 0.90% 4.10%D 28 7% 32 9% 21 5% 37 8% -2.00% -0.80%F 25 6% 35 10% 47 11% 31 7% 4.60% -2.90%

Grade Distribution of All (EVC Art) Students


Grade # % # % # % # % FA to FASP to

SPA 168 34% 179 37% 217 35% 157 37% 1.50% -0.90%B 174 35% 155 32% 227 37% 145 34% 2.00% 1.40%C 94 19% 82 17% 95 15% 81 19% -3.40% 1.70%D 28 6% 26 5% 40 7% 13 3% 0.90% -2.40%F 33 7% 36 8% 35 6% 33 8% -0.90% 0.20%



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Avg Avg

Ethnicity

Gender 4.0/A 3.0/B 2.0/C 1.0/D 0.0/F Total GPA 4.0/A 3.0/B 2.0/C 1.0/D 0.0/F Total GPA

African American F 2 0 2 0 0 4 3 2 3 1 1 0 7 2.86M 1 7 2 1 0 11 2.73 3 2 4 1 3 13 2.08

Asian (All other) F 5 2 0 0 0 7 3.71 3 4 2 0 0 9 3.11M 6 2 4 0 1 13 2.92 2 5 4 2 0 13 2.54

Asian/Cambodian F 0 2 2 0 1 5 2 2 2 0 0 0 4 3.5M 1 2 2 0 0 5 2.8 1 3 0 0 0 4 3.25

Asian/Chinese F 3 3 0 0 0 6 3.5 3 0 0 0 0 3 4M 1 1 1 1 0 4 2.5 0 1 0 0 0 1 3

Asian/Indian F 1 0 0 0 0 1 4 3 1 1 0 0 5 3.4M 2 1 0 1 0 4 3 0 1 0 0 0 1 3

Asian/Vietnamese F 14 4 1 0 1 20 3.5 9 12 5 0 1 27 3.04M 12 11 11 4 1 39 2.74 18 12 6 1 4 41 2.95

Filipino F 6 6 2 1 3 18 2.61 15 2 2 0 3 22 3.18M 10 6 7 2 1 26 2.85 5 8 3 0 4 20 2.5

Latina/o F 33 22 7 3 6 71 3.03 25 27 12 6 12 82 2.57M 10 24 15 5 6 60 2.45 13 17 9 6 11 56 2.27

Native American F 2 1 1 0 0 4 3.25 1 1 0 0 0 2 3.5M 0 0 1 0 0 1 2 0 1 0 0 0 1 3

Pacific Islander F 1 1 0 1 0 3 2.67 0 0 1 0 0 1 2M 1 1 1 0 0 3 3 2 0 0 0 0 2 4

White F 38 11 0 3 2 54 3.48 20 9 12 2 2 45 2.96M 9 1 4 0 2 16 2.94 7 11 5 1 2 26 2.77

Other/Unknown F 6 3 3 3 0 15 2.8 8 8 5 0 3 24 2.75M 4 5 0 3 0 12 2.83 11 6 4 1 2 24 2.96

Average Grade Received by Students (Fall 2006 and Fall 2007)Fall 2006 Fall 2007

Avg Avg

Ethnicity


African American F 2 0 0 1 0 3 3 3 1 3 0 0 7 3M 0 2 3 0 1 6 2 4 5 4 2 1 16 2.56


Asian/Cambodian F 1 3 0 0 0 4 3.25 1 2 1 1 0 5 2.6M 2 1 1 0 0 4 3.25 2 1 2 0 2 7 2.14

Asian/Chinese F 0 1 1 0 1 3 1.67 6 2 0 0 0 8 3.75M 2 1 2 0 1 6 2.5 4 7 1 0 0 12 3.25

Asian/Indian F 6 0 0 0 0 6 4 5 1 0 2 0 8 3.13M 2 0 1 1 1 5 2.2 4 1 0 0 1 6 3.17


Filipino F 11 8 3 2 0 24 3.17 8 5 2 0 1 16 3.19M 7 9 5 2 2 25 2.68 10 11 11 4 1 37 2.68

Latina/o F 18 17 8 4 8 55 2.6 21 27 25 4 8 85 2.58M 7 13 9 3 9 41 2.15 16 24 15 5 7 67 2.55

Native American F 0 0 0 1 0 1 1 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Pacific Islander F 0 0 0 0 0 0 1 0 0 0 0 1 4M 0 1 1 0 0 2 2.5 0 0 0 1 1 2 0.5

White F 20 12 3 2 1 38 3.26 19 10 5 1 2 37 3.16M 7 6 6 2 4 25 2.4 11 11 2 0 1 25 3.24

Other/Unknown F 10 4 4 1 1 20 3.05 6 5 6 4 0 21 2.62M 7 2 0 4 1 14 2.71 5 4 3 0 3 15 2.53

Spring 2007 Spring 2008


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Avg Avg

Ethnicity


African American F 5 4 1 0 1 11 3.09 1 7 1 1 1 11 2.55M 6 4 3 1 1 15 2.87 2 5 3 2 0 12 2.58


Asian/Cambodian F 0 1 1 0 0 2 2.5 2 0 0 0 0 2 4M 0 1 2 0 2 5 1.4 0 9 0 0 0 9 3

Asian/Chinese F 4 0 1 0 1 6 3 1 2 0 1 2 6 1.83M 2 4 0 2 0 8 2.75 2 0 0 1 0 3 3

Asian/Indian F 3 3 1 0 0 7 3.29 2 2 0 2 0 6 2.67M 1 3 0 0 0 4 3.25 0 2 1 1 1 5 1.8

Asian/Vietnamese F 9 17 3 0 2 31 3 22 11 4 1 1 39 3.33M 19 9 11 3 3 45 2.84 19 24 6 2 3 54 3

Filipino F 5 5 3 0 0 13 3.15 9 5 3 3 0 20 3M 11 11 3 1 1 27 3.11 9 10 8 2 0 29 2.9

Latina/o F 23 36 27 2 3 91 2.81 29 48 14 7 9 107 2.76M 18 23 16 9 7 73 2.49 25 35 20 5 6 91 2.75

Native American F 2 0 1 0 0 3 3.33 1 2 0 0 0 3 3.33M 0 1 0 0 0 1 3 0 0 1 0 1 2 1

Pacific Islander F 0 1 0 0 0 1 3 3 0 0 0 1 4 3M 0 0 1 0 0 1 2 0 3 1 0 0 4 2.75

White F 20 20 1 2 2 45 3.2 19 7 5 0 1 32 3.34M 9 6 5 2 3 25 2.64 10 9 1 0 0 20 3.45

Other/Unknown F 13 8 4 1 3 29 2.93 20 14 10 6 4 54 2.74M 5 9 3 2 2 21 2.62 26 21 11 4 2 64 3.02

Average Grade Received by Students (Fall 2008 and Fall 2009)Fall 2008 Fall 2009

Avg Avg

Ethnicity


African American F 4 1 4 1 0 10 2.8 3 2 1 1 0 7 3M 3 6 0 0 0 9 3.33 1 4 0 0 0 5 3.2

Asian (All other) F 8 1 2 1 0 12 3.33 4 4 4 0 0 12 3M 5 4 4 0 2 15 2.67 7 2 3 1 1 14 2.93

Asian/Cambodian F 0 2 0 1 0 3 2.33 2 0 0 0 0 2 4M 1 1 1 0 1 4 2.25 1 0 1 1 0 3 2.33

Asian/Chinese F 4 0 1 0 0 5 3.6 3 2 0 0 0 5 3.6M 1 4 3 0 0 8 2.75 4 1 1 0 0 6 3.5

Asian/Indian F 2 0 1 1 0 4 2.75 1 5 0 0 0 6 3.17M 2 1 0 0 0 3 3.67 3 2 4 0 0 9 2.89


Filipino F 12 9 4 1 0 26 3.23 4 3 1 1 0 9 3.11M 12 8 3 3 1 27 3 6 4 2 0 2 14 2.86

Latina/o F 31 34 10 4 9 88 2.84 24 24 13 2 10 73 2.68M 15 33 18 4 7 77 2.58 17 23 18 0 6 64 2.7

Native American F 2 0 0 0 1 3 2.67 1 0 0 0 0 1 4M 0 0 0 0 0 0 0 0 0 0 0 0

Pacific Islander F 4 1 0 0 1 6 3.17 0 1 1 0 0 2 2.5M 1 1 0 0 0 2 3.5 0 0 0 0 0 0

White F 18 9 4 0 2 33 3.24 21 11 3 1 0 36 3.44M 11 2 5 4 3 25 2.56 5 7 4 1 1 18 2.78

Other/Unknown F 12 10 6 1 3 32 2.84 18 18 9 1 7 53 2.74M 9 3 6 1 0 19 3.05 13 7 11 2 5 38 2.55

Spring 2009 Spring 2010


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Ethnicity

Gender CR NC Total % CR NC Total % CR NC Total % CR NC Total %

African American F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 1 1 0%

Asian (All other) F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Cambodian F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Chinese F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Indian F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Vietnamese F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Filipino F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Latina/o F 1 0 1 100% 2 0 2 100% 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Native American F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Pacific Islander F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

White F 0 0 0 0 0 0 0 0 0 1 0 1 100%M 0 0 0 1 0 1 100% 0 0 0 0 0 0

Other/Unknown F 0 0 0 0 0 0 0 1 1 0% 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Spring 2007 Fall 2007Credit/No Credit Received by Students

Fall 2006 Spring 2008

Ethnicity

Gender CR NC Total % CR NC Total % CR NC Total % CR NC Total %

African American F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian (All other) F 0 0 0 0 0 0 0 0 0 3 0 3 100%M 0 0 0 0 0 0 0 0 0 1 0 1 100%

Asian/Cambodian F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Chinese F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Indian F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Asian/Vietnamese F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Filipino F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Latina/o F 0 0 0 0 1 1 0% 0 0 0 1 0 1 100%M 0 0 0 0 0 0 0 0 0 0 0 0

Native American F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Pacific Islander F 0 0 0 0 0 0 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

White F 1 0 1 100% 1 1 2 50% 0 0 0 0 0 0M 0 0 0 0 0 0 0 0 0 0 0 0

Other/Unknown F 1 0 1 100% 1 0 1 100% 0 0 0 0 1 1 0%M 0 0 0 0 0 0 1 0 1 100% 0 0 0

Spring 2009 Fall 2009Credit/No Credit Received by Students

Fall 2008 Spring 2010


9. Describe the roles of advisory boards or professional organizationsN/A

PART B: Curriculum1. Identify all courses offered in the program and describe

how the courses offered in the program meet the needs of the students and the relevant discipline(s).

The courses offered are as follows:

2D ARTS* ART 12 Two Dimensional Design Units:

3This course is an introduction o the theories and applications of two-dimensional (flat surface) forming visual art and design. The student will use a variety of media, tools and techniques in studying line form, volume, space, value, texture, balance, proportion, movement, light and contrast.

* ART 14 Color Units: 3

This course is a study of the attributes of color. Lecture and studio practice explore the theories and creative use of color in visual art and design.

* ART 24 Beginning Drawing Units: 3

This course is an introduction to the fundamental elements and compositional principles of drawing. Lecture and studio practice will emphasize a variety of media, tools and techniques in studying the elements and principles of drawing, including line, shape, value, texture, perspective and composition.

* ART 25 Expressive Drawing Units: 3

Expressive Drawing is a further study of drawing elements, principles and techniques with an emphasis on the expressive nature of drawing. Students will explore the process of turning marks on paper into the visualization of emotions, ideas and reactions. Students will use both outside references and work from their imagination in a series of drawings developing personal imagery and content. A variety of traditional and non-traditional techniques will be explored, including achromatic and color media.

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* ART 26A Representational Drawing Units: 3

This course is designed to provide a rigorous study of drawing based on observation. Emphasis in on building skills to render what is observed in a naturalistic and illusionistic manner, which includes a study of line, shape, texture, volume, mass, spatial relationships, and linear perspective.

* ART 55A Life Drawing I Units: 3

This is a beginning course in drawing from the living human figure. Fundamentals of life drawing will be covered, including drawing shape, volume, mass, proportion, sub-structure, foreshortening and the basics of human anatomy. Techniques include contour, gesture, surface modeling, hatching, cross-hatching and tonal shading using a variety of drawing media.

* ART 55B Life Drawing II Units: 3

This course is a continuation of drawing the human figure, with emphasis on continued practice of technique while developing a personal artistic direction. Topics covered will include development of full-page composition, use of multiple figures, integration of color, theme development, and refinement of personal style. Traditional and non-traditional approaches will be explored.

* ART 60 Beginning Painting I Units: 3

In this studio course students will learn the fundamentals of painting technique including application of color theory, development of composition, and various practices of applying paint. Along with the development of technical skills, students will gain an understanding of how the qualities of the painting medium can be used to express personal values, observations and ideas. Traditional modes of representation as well as contemporary approaches will be explored.

* ART 61 Beginning Painting II Units: 3

ART 61 expands the knowledge and technologies gained in Art 60, emphasizing development of personal aesthetics and composition. Conceptual issues will be introduced. Students will experiment with media, content and technique to further explore and develop their aesthetic style.

3D ARTS* ART 13 Three Dimensional Design Units:

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3This course is an introduction to the theories and applications of design in three-dimensional form in space. Students study the elements and principles of design, using a variety of tools, techniques, and mediums which may include wire, cardboard, clay, wood, plaster, and other materials at the instructor’s discretion

* ART 42 Sculpture I Units: 3

This is a studio/lecture course which emphasizes three dimensional design projects in clay, plastic, wood, stone, and metal. A survey of sculptural form, both historic and contemporary, parallels individual student work. Many types of sculptural forms such as relief sculpture, sculpture in the round, mobiles, stabiles, environmental, monolithic, linear, etc., as well as representational and abstract forms are examined.

* ART 43 Sculpture II Units: 3

This course is a continuation of Art 52, with the opportunity for students to explore more fully their particular interests in sculptural media, methods and ideas. The types and meaning of sculpture in contemporary society are examined.

JEWELRYART 66 Jewelry Casting Units:

3This is an introductory course in jewelry and metalsmithing with an emphasis on casting techniques. Students will study the history of jewelry from earliest times to the present. Students will learn and use the elements of art structure and principles of design to create their own unique works of art. Assignments will focus on design while exploring wax modeling, core casting, photo transfer etching, and other methods for making cast jewelry.

ART 67 Fabrication Jewelry Units: 3

This is an introductory course in jewelry and metalsmithing with an emphasis on fabrication techniques. Students study the history of jewelry from earliest times to the present. Assignments focus on design, while exploring a wide range of fabricating techniques such as piercing, texturing, soldering, cutting, forming, bezel, and prong setting of stones, hydraulic die, enameling, etc.

ART 68 Jewelry Raising Units: 3

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In this course metalsmithing techniques such as raising, shell forming, die forming, mold making, chasing, repousese, and electroplating are introduced. Individual projects in jewelry and hollowware, tool making, and other utilitarian objects are studied. Studio planning and layout, health hazards of the metalsmith, job and career opportunities, and other topics are covered.

ART 69 Jewelry Forging Units: 3

In this course individual projects of special interest to each student are encouraged. Advanced design assignments and technical projects in forging nonferrous metals and metal forming are given. Critiques of contemporary gold and silversmiths’ work and the development of individual styles of personal expression in jewelry and metalsmithing are explored. Local and regional career opportunities are discussed.

ART 70 Art as a Business Units: 3

In this course students will build on the technical skills learned in previous Art classes. Image development, marketing strategies, manufacturing techniques and business skills are applied to art production. Students use serial production techniques and other commercial production skills to design and create a product for which they develop a generic business plan. Pricing art (both wholesale and retail), as well as advertising, publicity, photography, tax considerations, licenses, insurance and security are covered. This is a lecture/lab class and the production of artwork is a major portion of the course.

ART 75 Advanced Jewelry Techniques Units: 3

Students learn advanced jewelry and metalsmithing techniques including forging, raising, casting, hydraulic press die forming, and photography for portfolio development. Individual studio planning and layout, studio health hazards and safety procedures, job and career opportunities in the jewelry profession and metal arts are other subjects covered in this course. Student design and make individual projects in jewelry, hollowware, and utilitarian objects.

DIGITAL MEDIAART 35 Graphic Design I Units:

3This course is a survey of graphic design fundamentals utilizing traditional media, techniques, and computers. Students are introduced to visual thinking and to the process of graphic design, a process which begins and ends with clear conceptual and aesthetic objectives.

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Balancing conceptual and technical aspects of design, students develop the skills needed to solve design problems and present solutions effectively in class projects. This course is recommended for graphic design, DTP, illustration students and those pursuing careers in multimedia and web design.

ART 38 Graphic Design II Units: 3

This course builds on the visual language achieved in Graphic Design I and further develops communication skills, concepts and theories that create successful visual design. Topics include combining and utilizing design principles and exploration of visual organization theory and informational theory. Emphasis is placed upon developing an aesthetic which recognizes the visual impact of typographic choices. Students who complete this course will gain a further understanding of the principles of design and learn specific uses of design in advertising, corporate identity design, Web, and interactive media.

ART 39 Introduction to Digital Video Units: 3

This class focuses on the techniques of conceptualizing and making short films using industry standard digital video software. Students will use some of their own imagery as well as Internet resources to create professional pieces of video work. The class will help students to develop their individual creativity while working around the typical financial and technical constraints of a beginning artist. Students will be introduced to the history of film and video art, copyright policies and web publishing.

ART HISTORY* ART 90 Art Appreciation Units:

3This is an introductory course to the appreciation of the visual arts. It examines the visual arts drawn from a wide variety of media, cultures and time periods. Students will learn to analyze art forms, technical procedures and the content of works. The function and communication of visual arts within societal contexts will be examined.

* ART 91 Survey of Art History: Prehistoric Through Gothic

Units: 3

In this illustrated survey of art history from prehistoric times through the Middle Ages, students will learn about architecture, sculpture, and painting and other art forms from important centers of the western world. Students will learn to evaluate Art and do comparative analysis of aesthetics and gain an understanding of how social, political, and religious ideas affect art and how Art is affected by the values and

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philosophy of its time. Topics include prehistory art, ancient Egypt and Mesopotamia, Greek and Roman civilizations and medieval Christian and Islamic art,

* ART 92 Survey of Art History:Renaissance to the Present

Units: 3

In this illustrated survey of Western art history beginning with the Italian Renaissance in the 14th century and continuing to the present day, students will develop an awareness of how social, political, and religious ideas have influenced artistic expression. Painting, sculpture and other art forms are covered. Presentation of material is through visual presentation using current technologies that include comparative analysis and critical evaluation of aesthetics.

* ART 93 History of Modern Art Units: 3

This illustrated history of modern art explores painting, sculpture, design, architecture, photography, and other art forms. Major schools of artistic expression explored include Impressionism, Nabis, Symbolism, Expressionism, Cubism, Dadaism, Modernism, Social Realism, Abstract Expressionism, Op, Pop, New Realism, Surrealism, Futurism, and Constructivism. These will be studied as precursors of contemporary styles, attitudes and issues. Students learn to evaluate art critically, and gain an understanding of how social, political, and philosophical ideas affect art.

* Articulated with SJSU

The courses offerings in the Art Department are designed to satisfy the educational goals of students who wish to eventually transfer to a 4-year art program. Bachelor art programs throughout the country have a similar basic framework. The first year of study is the “foundation” year. All students take the same core foundation classes that give them the basic tools, vocabulary, skill sets, critical thinking skills and historical background. The foundation courses typically include: A basic drawing course; an intermediate drawing course; 2-D design; 3-D design; Color theory; introduction to digital media; art history courses; and general education courses. In the second year students break off into their major areas of study.

The EVC Art Department is designed to mirror the foundation education at 4-year colleges and institutes, and allow students to begin their second year of area emphasis.

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Articulation to SJSU is particularly important. SJSU’s Graphic Design, Industrial Design, and Illustration/Animation programs are ranks top five in the country. SJSU is the most common school for transfer for EVC art students. The courses with a * have articulation agreements with SJSU.

2. State how the program has remained current in the discipline(s). Faculty professional development activities Bringing current professional artists and designers to exhibit

and lecture as part of the Art Gallery exhibitions and visiting artists schedule

Continual updating of courses and programs

3. All course outlines in this program should be reviewed and revised every six years. If this has not occurred, please list the courses and present a plan for completing the process, including timelines and dates for each course.

2D ARTS

Date of Last Version

Status

ART 12 – 2D Design 2004 Will update in Fall 2012ART 14 – Color 2006 Will update in Fall 2012ART 24 – Beginning Drw. 2006 Will update in Spring

2012ART 25 – Expressive Drw. 2007 Will update in Fall 2012ART 26A – Representational Drw.

2007 Will update in Fall 2012

ART 55A – Life Drawing I 2007 Will update in Spring 2012

Art 55B – Life Drawing II 2007 Will update in Spring 2012

ART 60 – Painting I 2008 Will update in Spring 2012

ART 61 – Painting II 2008 Will update in Spring 2012

3D ARTSART 13 – 3D Design 2004 Update is in progressART 42 – Sculpture I 1999 Update is in progress

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ART 43 – Sculpture II 1999 Update is in progress

JEWELRY ART 66 – Jewelry Casting 2000 Will update in Fall 2012ART 67 – Fabrication Jewelry


ART 68 – Jewelry Raising 1987 Will update in Fall 2012ART 69 - Jewelry Forging 1990 Will update in Fall 2012ART 70 – Art as a Business 1999 Will update in Fall 2012ART 75 – Adv. Jewelry Technique


DIGITAL MEDIAART 35 – Graphic Design I 2001 Update is in progressArt 36 – Computer Visual Design

2006 Deactivated

ART 38 – Graphic Design II

2006 Will update in Spring 2013

ART 39 - Intro to Digital Video

2010 Deactivated

ART 98P – Digital Media Design Portfolio

2004 Deactivated

ART HISTORYART 90 – Art Appreciation 2009 Will update in Fall 2012ART 91 – History of Art: Prehistoric to Gothic

2002 Update is in progress

ART 92 – History of Art: Renaissance to Present


ART 93 – Modern Art History


INTERDISCIPLINARYART 98 – Directed Study 1996 DeactivatedART 98A – Service Learning Directed Study

2010 Current

4. Identify and describe innovative strategies or pedagogy your department/program developed/offered to maximize student learning and success. How did they impact student learning and success?

The following are examples of projects that demonstrate the variety of teaching methods and innovative strategies utilized by EVC Art Department faculty:

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1. Rachel Lazo, Color Class Project: “Found” Color Wheel An important assignment in color theory class is to paint a 12-hue color wheel. In tandem with this assignment, I also give an assignment for students to create a “found” color wheel, where students are to find objects that already have a color and formulate a 12—hue color wheel. Students are put in groups of 6 and the group works collaboratively to pick a theme and decide who will find what color. This project does several things: 1) Makes students more aware of the colors around them; 2) makes students think creatively about what type of theme will their color wheel be based on; 3) makes students differentiate nuances of color; 4) allows students to experience working on a creative idea with a team. Some results of the project were as follows: Shoes already in the students’ wardrobes; beverages in clear bottles; candy

2. Amir Esfahani, Graphic Design I project I was able to find a small local bay area company willing to engage our class on the redesign their company website. All students were asked to mock up concepts and drafts for certain parts of the redesign. They were given dimensions for the proposed designs and resources and information about the business. The final drafts of their designs were offered to the business and are going to be implemented on the website by their web programmers, who will work with the students on implementing the designs.

This lesson provided the students with a competitive real world scenario from concept, to final mechanical, to implementation of their design. The assignment also allowed them to see what it is like to work in a very modular team driven environment, which is essential in today's technology industry.

3. Vera Fainshtein, Introduction to Digital Video project: A lot of contemporary design and art practices involve collaboration. For this reason, I often ask students to participate in small group critiques and introduce 1 or 2 assignments that incorporate a collaborative aspect. In fact, I believe that it's hard to talk about modern-day art practices and not to focus on a multi-cultural, pluralistic vision of art. For example, one of the projects in my "Intro to Digital Video" class, is a group project, which requires students to produce a short film about their neighborhood

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or town. Students have to work closely together while assuming various roles such as a producer, video editor, photographer, reporter, etc. This project allows them to learn from each other as well as to get to know their local community better.

4. Masako Miki, Art Appreciation assignment and 2D Design project:As a recent experiment in my Art Appreciation course, I incorporated an activity related to the lecture topics of the textbook. Students created nature installations based on the installation artist Andy Goldsworthy. They learned to work as a group, discussing ideas, and executing their project as a group. It was a successful collaborative process that resulted in interesting pieces and presentations.

In my two-dimensional design course, I have another collaborative project where students utilize collage and texture as visual elements and create artwork based on a theme. In a smaller group setting, they learn to communicate and listen as well as form their own opinions about the given theme. They also learn to create meaningful dialogue in the process of deciding their project’s directions. I believe that collaborative projects cultivate important skills that students that will use in real world scenarios.

5. Mi Ran Yu, Sculpture I & II project: One of the projects that I give to my students is to ask them to challenge works by influential artists. Every semester, I take my students to major art museums in the Bay Area. After each field trip, I ask them these two questions: 1) describe the works that inspired you the most and 2) describe the works that inspired you the least. Often times, our conversation gets more interesting when I ask them about their least favorite artwork. I ask them why they do not appreciate such type of work and I also challenge them by asking them to make an artwork in respond their reaction. With this project, I often recognize students accepting responsibility for their emotions and questioning as to why they feel a certain way. The works that students produce as a result of this process often reveal their deep interests and it opens doors to many interesting topics to research.

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6. Paul Roehl, Art Appreciation assignment: I find hands on strategies in lecture classes to be remarkably successful. For instance, in Art 090, our art appreciation class, I introduce drawing through a carefully controlled in class project that gives the student an opportunity to understand immediately through doing. In the process of a fifteen minute study based on a contour drawing (portrait) of the person sitting next to them, the student is introduced to the idea of the picture plane, the differences between conceptual and naturalistic approaches to visual imagery, the notion of the formal quality of line and the difficulty and yet often successful result of such an effort. Through the process of doing the tedium of lecture and even group processes is broken as the student is directly engaged with the unexpected requirement to actually perform as an artist. When students are then introduced to the contour drawings of Matisse and Picasso there is a palpable change in attitude and attention, since a direct relationship between the artist and student is already established.

7. Mark Nobriga, Beginning Drawing Project “ One Object - Two Views (chiaroscuro homework project)”:

Draw 1 round-ish organic object (a lemon, an egg, a squash, a pumpkin, a pear, etc.) from two different points of view. Be creative and come up with two different compositions. Each drawing will be on a 1/8 sheet of drawing paper (9x6 inches). Your tools and materials are: charcoal, erasers, a blending cloth, and quality drawing paper.

The object should be lit with a strong light bulb on one side to increase dark/light contrast (chiaroscuro). Draw the object, the table it sits on, and the negative space. When you finish your drawings, tape them together side by side or one above the other, in a way that you think looks best compositionally.

8. James Rohal, Art Appreciation Assignment: Jim Rohal has developed a number of assignments that engage his Art History and Appreciation students to think critically. In one assignment, students analyze the curatorial decisions made in presenting a work of art in a local museum and propose alternatives—for example, by researching and writing new informational labels—they

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believe will be more engaging to museum visitors. The project encourages students to recognize that their active participation is necessary to learning, both in and beyond the classroom.

5. Discuss plans for future curricular development and/or program (degrees & certificates included) modification. Use a Curriculum Mapping form as needed.

The Art Department is undergoing exciting changes in curriculum that will make the programs more relevant and innovative.

The EVC Art Department currently offers three degrees as follows:

1. AS in Art & Design – Studio 2D Emphasis2. AS in Art & Design – Studio 3D Emphasis3. AS in Art & Design – Design Emphasis

These programs are designed to satisfy the foundational requirements of 4-year art programs, and allow students to begin their second year area of emphasis.

In recent years computer technology has fundamentally transformed art and design industries. The basic skills sets of making objects by hand are still required. However, artists and designers must also have the ability to use various software platforms and work with unconventional materials and formats. Art and design is more interdisciplinary, collaborative and interactive than ever before.

While EVC’s foundational courses are our strength, EVC is behind the curve in terms of innovative pedagogy. We can and will offer so much more to our students, as you will see outlined below. We have many things working in our favor: dedicated, innovative faculty, a new state-of-the-art Visual Arts Building, an Art Gallery, an excellent collection of art and design materials in the EVC Library, and more. But there are many hurtles that make the development of curriculum sluggish at best. Regardless of the fact that four of the five disciplines in the Art Department are without full-time faculty, and that the outstanding problems with the new Art Building have resulted in classrooms and equipment that cannot be used, faculty are optimistic that these issues are not insurmountable and that the Art Department will continue to grow.

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Summary of Future Plans:1. Greatly expand the Digital Media program to more fully serve

transfer students and career enhancement students, creating a Digital Media Design path and a New Media path.

2. Greatly expand the 3D/Sculpture Department to prepare students for a broader range of career opportunities.

3. Transform the Jewelry Program to a Small Metals Program that is housed under the Sculpture Program, update certificate, create a new AS degree in Small Metal Arts

4. Update the foundational arts courses and create a new AA degree in Foundation Studies

5. Greatly expand the Art History course offerings to better serve the interests of the community and create AS degree in Art History

Timeline:

New Course – Introduction to Digital MediaSJSU’s Department of Art & Design is ranked within the top ten art schools in the nation. Many of our students wish to transfer to SJSU and our programs are designed to parallel SJSU’s foundation program. Recently SJSU added a new foundational course called “Introduction to Digital Media.” The EVC Art

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Spring 2012 Update ½ of course offeringsImplement SLO assessment matrixes

Fall 2012 Update second half of course offerings

Spring 2013 (Full-time faculty on sabbatical)Write new Digital Media courseWrite new Portfolio Preparation CourseWrite new Art History courseWrite new Sculpture course

Fall 2013 Update AS DegreesCreate new AA degreeWrite new Digital Media coursesWrite new Digital Media programs

Spring 2014 New AA degree and updates to AS degrees to be implemented

Fall 2014 Develop more Art History, Digital Media, Sculpture courses


Department is currently creating an equivalent course for articulation and we will need to add this course to our degrees. Creating art and design in digital media is the industry standard, so offering this course as a foundational core class is fundamental for art students.

New Course – Interdisciplinary Portfolio PreparationAfter students complete their foundational coursework, 4-year programs often require a separate admission procedure to continue study in a major. For instance, once an animation student at SJSU has finished her foundation art classes, she must pass a portfolio review and interview, and hold a certain GPA in order to be accepted into the animation program. The current acceptance rate at SJSU is 25% of those who applied. Students can apply twice and no more. We are writing an Interdisciplinary Portfolio Preparation class that would do the following for students 1) provide a higher level of critique analysis to push the students quality of work and concepts; 2) provide students of multiple disciplines to give each other feedback and to learn from each other; 3) provide students with tools to research 4-year art programs and their appropriateness to students’ individual goals; 4) provide students with the ability to set up their own on-line portfolio; 5) teach students how to photograph their work; 4) teach students how to professionally display their work (i.e. matting, framing).

AA in Foundation ArtsThis would be a new degree that prepares students for transfer to SJSU and other 4-year art programs. This degree would provide the transfer student with their GE classes for transfer, foundational coursework in art and a couple electives in art and would include the two new proposed classes above.

AS in Art & Design – Studio 2D EmphasisAs an AS degrees, this program requires more area units than GE classes. This allows students to more fully engage in a particular area of emphasis. This degree would be updated to include the new Introduction to Digital Media and Interdisciplinary Portfolio Review classes.

AS in Art & Design – Studio 3D EmphasisThis program will be updated to include the two new foundation courses. The Sculpture Department is also working on creating new courses to expand and update the materials and technique being covered. The current trend in 3D design and sculpture is a movement in “do-it-yourself” entrepreneurial projects. Artists

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and designers are working with a multitude of materials integrated with technical equipment. Artists and designers must have knowledge of all stages of their designs, from the ability to quickly sketch out ideas, to creating hand-made maquettes, to rendering them in 3D software, and generating the final output, whether hand-made, and/or made with the assistance of computerized machinery. The EVC Art Department will begin by created a few new classes bringing in new materials, such as sculptural casting (to include algenates, silicon and plastics), a new fiber arts class (paper making, dying, silkscreen, weaving, felting), and a new 3D modeling class (perhaps Maya software). The courses would take students through the process of visual ideation, to computer-aided design, to prototyping to final product. A CNC or 3D printer machines would be an important tool to enable the curriculum.

Jewelry CertificateThe Jewelry Program has suffered several critical blows in recent years as follows:1. The new facilities were not designed correctly and are not

safe or functional. 2. The State requirements for certificates changed and the

Jewelry Certificates were not updated.3. Our full-time faculty person has just resigned

Remaining faculty plan to update all courses, transforming the program into a broader discipline of Small Metal Arts. (It is important to classify these courses as “small” metal arts because to simply title it “metal arts” would imply that we have a foundry and can accommodate larger than 6 foot fabricated metal objects.) Metalsmithing or Small Metal Arts classes would be part of the larger Sculpture Program. We have a state-of-the-art small metals facility and are designing curriculum to take full advantage of it.

AS in Art & Design – Design EmphasisWith the loss of a full-time faculty in Digital Media in 2008,

the program has dwindled down to three classes. However, we currently have ambitious and passionate part-time faculty who are formulating a direction for the Program, bringing us back into the 21st Century. We will be creating two new AS degrees as follow:

AS in Art & Design – Digital Media DesignThis degree would prepare students for further education and careers in graphic design, web design, web authoring, identity graphics and branding and many other digital media careers.

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Courses would include Graphic Design I and II, and Web Design I, II & III. This program would also require that students take the foundational core studio art classes, as well as the 21 units of GE.

Certificate in Digital Media DesignThis certificate is tailored to students who are retraining for industry, seeking professional development, or life-long learners. The program would contain the area study courses, some of the foundational art classes and no GE courses.

AS in Art & Design – New Media StudiesNew Media Studies focuses on interactive design, video production, game design new media fine art and digital imaging. Area courses would include Interactive Animation, Game Design, and Sound Design for Digital Media. This program would also require that students take the foundational core studio art classes, as well as the 21 units of GE.

Certificate in New Media StudiesThis certificate is tailored to students who are retraining for industry, seeking professional development, or life-long learners. The program would contain the area study courses, some of the foundational art classes and no GE courses.

New course – Art 98I Art & Design InternshipAn important component of the Digital Media Design and New Media Studies Programs is the opportunity for students to work for companies in the industry. Companies now require that internships be paid or that interns receive units for their work. Most companies no longer take volunteers.

New Art History Courses and AS DegreeOur Art History offerings are anemic compared to other community colleges. We do not have a full-time faculty in this discipline. However, we again have energized and dedicated part-time faculty who are updating courses and developing new ones. Art History classes satisfy the Area C requirement for GE transfer, so they beneficial to all EVC students. There are many new Art History courses that we would like to add. One in the works right now is “Arts of Asia.” Also on the “hope to create soon list” are “Women in Art,” “Arts of Latin America,” “Arts of North America,” “Multicultural Arts of the United States,” “Visual Arts of Islam,” “History of New Media Arts.” As one of the goals of the Art Program is to create more learning communities courses and other types of interdisciplinary

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partnerships, Art History courses are a natural bridge to other programs. See “Learning Communities” below.

Museum/Gallery Viewing LabThis would be a new lab worth .5 units that all students enrolled in an art class must sign up to take. The lab would require that students visit 2 museums or art galleries in a semester and write a college-level paper (guidelines will be provided to students) about the artwork(s) they experience.

Learning Communities and Other Multi-Department ProjectsArt and design is an integral part of our daily lives, the future vision for the Art Department is to more fully realize the interdisciplinary nature of art in the form of learning communities classes and other multi-departmental projects. Art History courses are fitting candidates for learning communities classes, with pairings such as Art Appreciation and Philosophy, or Women in Art and Women in Literature, or Arts of Northern America and US History. The development of new curriculum and programs will include these types of cross-over projects.

6. Describe how your program is articulated with the High School Districts, CCOC (if applicable), and/or other four-year institutions. (Include articulation agreements, common course numbering, etc.)

The EVC Art Department courses are college level and do not articulate with high school or CCOC courses.

The EVC Art Department is proud to have several courses articulate with those as SJSU. Please see above chart for notes on articulation with SJSU.

7. If external accreditation or certification is required, please state the certifying agency and status of the program.

N/A.

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PART C: Student Outcomes1. On the course level, list all the courses that have current

student learning outcomes (included in the course outline) and provide link to the course outlines for review purpose. Provide a plan and timeline to include student outcomes for those courses that do not have one.

STUDENT LEARNING OUTCOMES CURRENT STATUS PER COURSE

2D ARTS

Date of Last Update

Status

ART 12 – 2D Design 2004 Will update in Spring 2012

ART 14 – Color 2006ART 24 – Beginning Drw. 2006ART 25 – Expressive Drw. 2007ART 26A – Representational Drw.

2007

ART 55A – Life Drawing IArt 55B – Life Drawing IIART 60 – Painting IART 61 – Painting II

3D ARTSART 13 – 3D Design 2004 Update is in progressART 42 – Sculpture I 1999 Update is in progressART 43 – Sculpture II 1999 Update is in progress

JEWELRY ART 66 – Jewelry Casting 2000 Will update in Spring

2012ART 67 – Fabrication Jewelry


ART 68 – Jewelry Raising 1987 Will update in Spring 2012

ART 69 - Jewelry Forging 1990 Will update in Spring 2012

ART 70 – Art as a Business 1999 Will update in Spring 2012

ART 75 – Adv. Jewelry Technique


DIGITAL MEDIA

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ART 35 – Graphic Design I 2001 Update is in progressArt 36 – Computer Visual Design

2006 Deactivated

ART 38 – Graphic Design II

2006

ART 39 - Intro to Digital Video

2010

ART 98P – Digital Media Design Portfolio

2004 Deactivated

ART HISTORYART 90 – Art Appreciation 2009ART 91 – History of Art: Prehistoric to Gothic


ART 92 – History of Art: Renaissance to Present


ART 93 – Modern Art History


INTERDISCIPLINARYART 98 – Directed Study 1996 Will update in Spring

2012ART 98A – Service Learning Directed Study

2010

2. On the program level, list all programs (and degrees) that have current student learning outcomes

AS Degree in Studio Arts – 2D Emphasis AS Degree in Studio Arts – 3D Emphasis AS Degree in Graphic Design

3. List or describe all assessment mechanisms you are using to evaluate SLOs. Provide results of any analysis

a. Art and Design Projectsb. Quizzesc. Papersd. Annual Juried Student Art Exhibit

PART D: Faculty and Staff1. List current faculty and staff members in the program,

areas of expertise, and how positions contribute to the program success.

Name FT PT 2D Art

3D Art

Jewelry

Digital

Art HistoryArt Art

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Appreciation

History Courses

Rachel Lazo X X XPatricia Moran X XPaul Roehl X X XSana Makhoul X X X – MA

in Art History

Masako Miki X X XJames Rohal X X X XMi Ran Yu X XVirginia Bowen X XMark Nobriga X X XVera Fainshtein

X X

Amir Esfahani X X XLei Chi X X X

The Art Department is comprised of five disciplines. There is currently one full-time tenured faculty in the Art Department with a service area in 2D Arts. In the last five years, the Art Department has lost two full-time positions: in Digital Media; and in 3D/Sculpture/Jewelry. For the last six years the Art Department has requested that the EVC Academic Senate recommend to the President a full-time hire in Art History. Art History made the recommendation list in 2007 and 2008, and in 2009 was listed as the Senate’s #2 recommended new hire.

The lack of full-time faculty in the Art Department has been a disservice to our students and community. Without a full-time faculty member with expertise in each discipline, innovative pedagogical development in those areas is occurring at a snail’s pace. This Program Review outlines a collaborative effort by current faculty for new directions and curricula necessary to provide a relevant education to our students. The full vision and implementation of these new directions is incumbent upon hiring new full-time faculty with expertise in the disciplines.

The State Academic Senate recently resolved that each college can determine whether or not a Masters degree in Art History is necessary to teach in that discipline. Previously anyone with a service area in studio art and who felt qualified could teach Art History courses. We currently have one part-time faculty who

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has a Masters degree in Art History and several faculty who have degrees in studio art and are excellent Art History instructors, and they are “grandfathered” in. Art Appreciation is listed in the above chart in a separate column because a Masters degree is Art or Art History is required to teach this course.

FULL-TIME FACULTY

Rachel LazoBFA in Painting from the San Francisco Art InstituteMFA in Pictorial Arts from San Jose State University

Areas of Expertise: Drawing, Painting, Color, Design, Art Appreciation

How Her Position Contributes to the Program Success:Rachel began teaching in 2000, and taught at EVC and several other Bay Area colleges as a part-time instructor for several years before becoming full-time tenured faculty at EVC in 2005. Rachel is a practicing artist who works in a variety of drawing and painting media. She brings a variety of teaching methods to the classroom and strives to make the EVC Art Department a dynamic, exciting and welcoming environment. Acting in a leadership roll, Rachel is the only full-time faculty in the Art Department, and her organizational skills and ambitions for the Department have created opportunities for students outside of the classroom that enrich their experience at EVC.

PART-TIME FACULTY

Amir EsfahaniBA California State University SacramentoMFA San Francisco Art Institute

Areas of Expertise: Drawing, Painting, Sculpture, Web Technologies and Design

How His Position Contributes to Program Success:Amir Esfahani's experience as an artist allows him to teach a very wide array of media in the visual arts and design. He received his BA in drawing and painting from CSUS, and primarily focused in sculpture at the San Francisco Art Institute. He began teaching multi-disciplinary classes at the San Francisco art institute including collage, sculpture, mold making, and web design. Along with his artistic endeavors, Esfahani currently consults web productions and

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engineering teams for several fortune 500 companies, most notably Sybase, Dunn and Bradstreet, Hoovers, and AllBusiness.com. This experience allows him to give his design students lessons in real world scenarios and case studies. At Evergreen valley he has taught a wide range of classes including Beginning Drawing, Expressive Drawing, Art Appreciation, and Graphic Design.

Vera FainshteinM.F.A. Digital Media Art, San Jose State University

Areas of Expertise: Graphic Design, Web Design, Fine Arts, Digital Media Art, Video and Installation Art

How Her Position Contributes to Program Success: Vera Fainshtein joined Evergreen Valley College in 2007 as an Adjunct Lecturer and has taught Graphic Design 1, Design 2, Art Appreciation and Intro to Digital Video. In addition, she is currently working on developing new courses which will introduce students to the most up-to-date new media art practices and technologies.

One of her main objectives is to create a positive learning environment in which students are not discriminated based on their ethnic, religious or racial backgrounds, geographic and cultural origins as well as sexual orientation and physical abilities.

Being an immigrant herself, she can relate well to students who might be having difficulties learning due to the fact that English is their second language. While teaching, Vera uses educational methods that allow for a variety of learning styles: power point presentations, interactive software demos, field trips, online discussions, etc.

Since experimentation and innovation are highly significant in Vera's own artistic process, it is of great importance to her to encourage in students the spirit of discovery as well as to create a comfortable environment which allows for on open exchange of ideas. She believes that the most interesting conversations about art and design arise when multiple viewpoints and unique cultural perspectives are being contributed.

Lastly, once a year Vera leads tours abroad, which allow her students to learn firsthand about the art, history and culture of various European countries such as Italy, England and France.

Masako Miki M.F.A Master of Fine Art Degree in Pictorial, San Jose State University

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Areas of Expertise: Basic and advanced creative process in two-dimensional art forms- painting and drawing, critical thinking, problem solving, introductions to basic art history

How her position contributes to program: I joined Evergreen Valley College in 2006 as an Adjunct lecturer and have taught Beginning Drawing, Two-Dimensional Concept, Representational/Perspective Drawing, and Art Appreciation. I have extended experiences of teaching at various institutions including numerous community colleges like De Anza College, Santa Rosa Junior College, Ohlone College, San Jose City College, San Jose State University, and University of California, Davis. My professional art practices and years of experiences bring creative assignments and learning processes which inspire students’ independent thinking as well as their understanding of others.

I am aware of the unique characteristics of a community college, where we serve a diverse community. As a native of Japan, I am aware of being part of the diverse community in the Bay Area. I often include examples of art works, books, and projects that illustrate a variety of cultures.

Paul RoehlMA Fine Arts, San Jose State UniversityMFA Pictorial Arts, San Jose State University

Areas of expertise: art history including lower and upper division survey classes, art appreciation and correlation of the arts classes. Studio classes including drawing, design, color, painting and printmaking.

How your position contributes to program success: I contribute to program success through the insights allowed by having started my education as a community college student, as well as having considerable experience (25 years) in art education. I understand and have great empathy for the difficulties of students who may be the first in their family to even seek a college education, those with financial problems and those that need remedial help. I've repeatedly taught every class in the western art history curriculum, I've developed and written curriculum for both art history and studio classes including Humanities I at San Jose City College and Correlation of the arts at Cabrillo College. I've also taught the great majority of studio classes including printmaking, painting, drawing, design and others. I've taught at seven different institutions of higher education including two universities and five community colleges: I

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feel I bring a great deal of expertise and empathy to the classroom whether in the studio or the lecture hall and always with a careful sensitivity to the remarkable diversity and individual needs of our students.

Mi Ran YuPhD ABD in Philosophy, European Graduate School, Saas-Fee, SwitzerlandMFA in Painting, San Francisco Art Institute, San Francisco, CA, USA BFA with Distinction in Drawing, Alberta College of Art and Design, Calgary, Alberta, Canada

Areas of Expertise: Drawing, Painting, 3D Design, Sculpture, Installation, Art History Critical Theory and Practice, Urban Studies, and Philosophy

How Her Position Contributes to Program Success: Mi Ran Yu has been teaching drawing, painting, art history, 3D design, and sculpture classes at Evergreen Valley College. Her diverse cultural and educational background is the biggest benefit to the EVC where students are getting a great exposure to the international art scene. Mi Ran maintains this diversity in her education and her practice through extensive travels to Europe and Asia every year and also through her own PhD research in Philosophy. For example, Mi Ran spent this summer in Venice, Italy to visit the internationally renowned Venice Biennale Exhibition. Students had a chance to experience the exhibition through her extensive documentation and videos of the event. This experience inspires many of her students to participate in a Bi-annual 3D Design and Sculpture exhibition, which Mi Ran started when she first joined the EVC in 2008.

Mark NobrigaM.F.A. Fine Art, San Jose State University

Areas of Expertise: Painting, Drawing, Two-Dimensional Design

How Your Position Contributes to Program Success: As a visual artist and graphic designer with more than twenty year’s experience I bring a wealth of technical knowledge to the drawing, painting, and design classes I teach at Evergreen Valley College. Students from diverse backgrounds as well as art and non-art backgrounds learn concepts and techniques for creating successful works of art and design. I am dedicated to student success and offer my students art education in a productive and safe environment where their work can be evaluated by themselves, the instructor, and their peers, and learn and practice their craft.

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Sana MakhoulMA in Art History, San Jose State University, CABachelor of Arts and Design in Environmental Design, Bezalel- Academy of Arts and Design, Jerusalem

Areas of Expertise: Modern and contemporary art historian and curator.

How Her Position Contributes to Program Success: I have joined Evergreen Valley College in Spring 2007 as a part time faculty. I have taught since all art history courses including art appreciation (Art 90), prehistoric to the Gothic (Art 91), renaissance to present (Art 92) and modern art (Art 93). Also I have served on the gallery committee and I curated an art exhibition. In addition, I recruited other artists to exhibit their artworks at Evergreen Valley College where campus community was exposed to different artistic expressions.

James RohalB.F.A. summa cum laude in Painting with a minor in Art History, Boston UniversityM.F.A. Painting, University of New Hampshire

Areas of Expertise: Painting, Drawing, 2-D Design, Art Appreciation, Art History (Ancient to Modern.)

How His Position Contributes to Program Success: The academic study of Art History and Appreciation is well suited to elevating the academic performance of students who have struggled in other subject areas. I find that my background as a creative artist helps me to engage my students in bringing an active mindset to the subject of art rather than passively accepting the quality of what is shown to them. I have risen to the challenge of teaching at EVC by improving my knowledge base of non-Western art, and am currently in the process of writing class proposals for several non-Western areas of Art History. Identify and describe innovative strategies or pedagogy your department/program developed/offered to maximize student learning and success. How did they impact student learning and success? I assign students each semester to critically evaluate the labels used to present works of art in museums. The students write a paper in which they evaluate the strengths and weaknesses of a label they've found in a museum, and then write an alternative label based on an entirely different theme. The assignment not only challenges students to research a work of art, consider how to present it to others, and build a convincing argument-- it also forces them to discover the

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limitations of passively accepting knowledge presented by institutions like art museums. The project encourages students to recognize that their active participation is necessary to learning, both in and beyond the classroom.

Patricia Moran[to be inserted]

2. List major professional development activities completely by faculty and staff in this department/program in the last six years and state proposed development and reasoning by faculty in this program.

Name Year Type of Activity

Description of Activity

Benefits to EVC

Rachel Lazo 2007 Conference Attended Foundations in Art and Teaching (FATE) conference in Milwaukee, WI, attending

Attended workshops and lectures on current and innovative pedagogy

Rachel Lazo 2009 Exhibition 3-Person Exhibition at Art Object Gallery, San Jose

Maintain professional life in Bay Area art community

Rachel Lazo 2007 Travel Traveled to London and Paris to see major art museums

Professional development in seeing the major museums of the world

Rachel Lazo 2009 Travel Traveled to Lebanon to see historical sights

Professional development in seeing first hand historical sights of the Middle East

Rachel Lazo 2009 Workshop Monoprinting class Furthering techniques in printmaking

Rachel Lazo On-going

Visiting Art Galleries and Museums

Go to see art galleries and museums on a regular basis

Supporting and learning from local art scene

Rachel Lazo 2010 – 2011

Curating Exhibitions

Curated several exhibitions in the EVC Art Gallery

Bringing art to EVC

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Benefits to EVC

Mark Nobriga

2007 Classes Attended Film classes at De Anza College

Broadening knowledge base applicable to 2D arts and design

Mark Nobriga

2008 Exhibition Solo ExhibitionTestimonies and Tales: Paintings/Drawings at Los Medanos College, Pittsburg, CA.

Maintaining professional life in Bay Area community.

Mark Nobriga

2008 Classes Attended Film classes at CCSF

Broadening knowledge base applicable to 2D arts and design

Mark Nobriga

2009-2011(on-going)

Collaborative film work

Participated in collaborative film projects with SF cooperative group

Professional experience in film/FX work expanding and broadening knowledge and experience in 2D art

Mark Nobriga

On-going


Membership and Attending art galleries and museums on a regular basis

Support and education in local art venues

Mark Nobriga

2007 – 2011

Exhibitions Participated in group exhibitions in non-profit and commercial galleries in San Jose and San Francisco

Maintaining professional life in Bay Area community.

Saná Makhoul

2007 CAA Conference

Attended College Art Association (CAA) conference in New York City, NY

Attended lectures and workshops on innovative ideas and tools for education in art and art history.

Saná Makhoul

2008 Travel Traveled to London to visit major art museums

Professional development in visiting major museums and seeing

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Benefits to EVC

art in person.Saná Makhoul

2008 Travel Traveled to Turkey and the middle east to visit major art museums and historical monuments.

Professional development in seeing major art monuments and museums.

Saná Makhoul

2009 Travel Traveled to Spain and Romania to visit major art museums and see historical sights.

Professional development in seeing first hand artworks and historical sights.

Saná Makhoul

2009 Exhibition Served as a guest curator for Passages exhibition in conjunction with the Golden Thread Production Theater’s celebration of ReOrient’s tenth anniversary in San Francisco.

Working with other community organizations in the bay Area to bridge relationship between different institutions.

Saná Makhoul

2010 De young Museum San Francisco

As a guest lecturer presented a paper, A Genealogy of the Gaze: Arab Representation in Western Art, at the De Young Museum in SF

Joining other art institutions in the area.

Saná Makhoul

2010 Curated exhibition at EVC

Curated a group exhibition, The F Word, with different artists on the theme of feminism at EVC’s gallery.

Bringing different artists in the US to exhibit their artworks on the theme of feminism and to expose campus community to different artistic expressions and fostering a dialogue on the topic.

Saná 2010 RAWI Attended Radius of Attended the

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Benefits to EVC

Makhoul conference at University of Michigan

Arab American Writers (RAWI) Conference at University of Michigan

conference and presented my research paper, From Invisibility to Controversiality:Arab artists in the West.

Saná Makhoul

2011 CAA Conference

Attended College Art Association (CAA) conference in New York City, NY

Attended lectures and workshops on art and art history education. Also networking with other professionals in the field.

Saná Makhoul

On-going

Visiting Art Galleries and Museums throughout the US

Visit art galleries and museums on a regular basis.

Learning and supporting different art scenes.

Saná Makhoul

2009 – 2011

Member of the gallery committee

Served on the gallery committee at EVC.

Helping organizing, planning different art exhibitions at EVC gallery.

Saná Makhoul

On-going

Taking different workshops on campuses on how to improve my teaching skills

Took different workshops in how to use new technologies in the classroom.

Learning new and different technologies helps me reach the different abilities and methods of learning of diverse students.

Patricia Moran

2008 Workshop Attended a monoprint printmaking workshop

Expanding on techniques in printmaking

Masako Miki

2011 Exhibition One-Person Exhibition at Latham Square in Oakland

Maintain professional life in bay Are art community

Masako Miki

2010 Exhibition One-Person Exhibition at Park Life Gallery in San

Maintain professional life in bay Are art

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Benefits to EVC

Francisco communityMasako Miki

2011 Public Art Commission

Designing Utility Box in Berkeley as Utility Box Project


Masako Miki

2011 Publication Image published SF Chronicle “96hrs Collector Poster”

Maintain professional life in the bay area art scenes

Masako Miki

2011 Publication Catalog published for FineLife Magazine

Maintain professional life in national art community

Masako Miki

2011 Artist Residency Program

A month artist residency program in Vermont Studio Center in Vermont

Maintain professional life and furthering development as an artist

Masako Miki

2011 Artist Residency Program

A month artist residency program at Wassaic Project in New York

Maintain professional life and furthering development as an artist

Masako Miki

2011 Exhibition A Group Exhibition at Headland Center for the Arts


Masako Miki

2011 Printmaking Class

Took a class of Printmaking course at City College of San Francisco

Furthering techniques in printmaking

Masako Miki

2010 Life Drawing Class

Took a class of Life drawing course at Laney College

Furthering techniques in life drawing

Vera Fainshtein

2007 (NY)2008 (Dallas)2009 (LA)

Conference Attended CAA (College Arts Association) Conference for university and college instructors

Attended workshops and lectures on contemporary art and current and innovative pedagogy

Vera Fainshtein

2007 Exhibition Had a large scale video installation

Maintain professional life in

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Benefits to EVC

presented as part of a juried art exhibit in San Francisco

Bay Area art community

Vera Fainshtein

2009 and 2010

Travel Traveled to Mexico and Guatemala to learn about Mayan art, culture and architecture

Professional development in seeing first hand archeological sites and art museums of Central America

Vera Fainshtein

2008 Travel Traveled to Peru to learn about ancient art of the Incas, culture and architecture

Professional development in seeing first hand archeological sites and art museums of Peru

Vera Fainshtein

2011 Lead a Study Abroad program in Italy

Traveled to Italy with my students in order to introduce them to the art and culture of this wonderful country.

Professional development in seeing first hand historical sights of Florence, Rome and Pompeii.

Vera Fainshtein

2012 Will lead a Study Abroad program in Europe

Will travel to London, Paris, Florence and Rome with my students to introduce them to European art and culture.

Professional development in seeing first hand archeological sites and art museums of London, Paris, Florence and Rome.

Vera Fainshtein

2011 Class at EVC Took an HTML and CSS class at EVC to improve my knowledge of web design.

Furthering techniques in web design and programming.

Mi Ran Yu 2011 Education Ph.D ABD in Philosophy

To broaden my knowledge in Media Philosophy and Communication

Mi Ran Yu 2011 Travel Geneva, Switzerland and Venice, Italy

Professional development – to visit the major museums in Geneva and to attend Venice Biennale

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Benefits to EVC

Mi Ran Yu 2011 Seminar Saas-Fee, Switzerland

Professional development - to attend various philosophy seminars

Mi Ran Yu 2011 Work-study program

L’abri, Switzerland Professional development – to attend philosophy seminars and to perform dissertation research

Mi Ran Yu 2011 Travel Korea and Japan Professional development – to visit the major historical sites

Mi Ran Yu 2011 Review Committee

Graduate student portfolio review for San Francisco Art Institute

To broaden network among universities in Korea and the U.S. and to obtain exposure to various artists

Mi Ran Yu 2011 Exhibition Co-curated ‘Cut & Copy’ exhibition, hosted three renown California artists

To bring professional artists to the EVC community

Mi Ran Yu 2010 Travel Zurich and Basel, Switzerland

Professional development – to visit major art museums in Zurich and to attend Art Basel

Mi Ran Yu 2010 Seminar Saas-Fee, Switzerland

Professional development – to attend philosophy seminars

Mi Ran Yu 2008-Present

Exhibition Curated bi-annual sculpture exhibition

To establish the art community at EVC and to support students’ creativity

Amir Esfahani

2009 Travel Japan, Visited historical sites and art museums.

Professional development in seeing the major museums of the

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Benefits to EVC

world.Amir Esfahani

2009 Exhibition The Lab, San Francisco, CA


Amir Esfahani

2009 Travel China, Visited historical sites in Beijing, Hong Kong, and other cities in China. Visited many art galleries.

Professional development in seeing the major museums of the world, development in seeing first hand historical sights

Amir Esfahani

2010 Exhibition Soap Gallery, San Francisco, CA


Amir Esfahani

2011 Exhibition Soap Gallery, San Francisco, CA


Amir Esfahani

2011 Exhibition Lobot Gallery, Oakland, CA


Amir Esfahani

2011 Exhibition EVC Art Gallery Maintain professional life in Bay Area art community. Sharing instructor work with the students at EVC.

Amir Esfahani

2011 Travel Taiwan, Visited many historical sites, as well as all the contemporary and historical art museums in Taiwan.

Professional development in seeing the major museums of the world, development in seeing first hand historical sights

Amir Esfahani

2011 Workshop Printmaking class Furthering techniques in printmaking

Amir Esfahani

Ongoing

Visiting Art Galleries and

Go to see art galleries and museums on a

Supporting and learning from local art scene

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Benefits to EVC

Museums regular basisPaul Roehl 2011 One Person

ExhibitionMonterey Museum of Art

Professional Development

Paul Roehl 2011 Group show Robert Blitzer Gallery


Paul Roehl 2011 Group show Santa Cruz Art League All State Juried Show Award


Paul Roehl 2011 Nomination Rydell Fellowship in the Arts


Paul Roehl 2011 Group Show Open Studios, Santa Cruz County Cultural Council


Paul Roehl 2011 Group Show Stars, Santa Cruz Museum of Art


Patricia Moran

2011, 2010, 2009

Exhibition Faculty Shows, Evergreen Valley college

Students view work of faculty member

Patricia Moran

2011 Oral Presentation

Faculty Exhibition, EVC

Thoughts and ideas behind work is shared with students

Patricia Moran

2009-2011

Life Drawing

Attended weekly life drawing sessions

Furthering skills in life drawing

Patricia Moran

2009-2011

Life Drawing

All-day workshops, Merritt College, Palo Alto Art Center

Further preparation for teaching life drawing

Patricia Moran

Ongoing


Membership and Attending art galleries and museums on a regular basis

Learning and supporting different art venues in and outside the Bay Area

Patricia Moran

2010 Exhibition Bay Area Educators Show

Professional Involvement

Patricia Moran

2007-2010

Monotype Workshops

Participated in monotype printmaking workshops, San Jose, CA

Furthering techniques in printmaking

Patricia Moran

2006 Alumni Exhibition

Helped plan and organize Alumni Exhibition at EVC

Helped bring art to students done by EVC alumni

Patricia 2009 Exhibition Opened studio to Professional

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Benefits to EVC

Moran public, PRO ARTS Open Studio

involvement in Bay Area Community

Patricia Moran

Ongoing

Studio Work Work in studio on regular basis


Patricia Moran

2010 Exhibition College of San Mateo Art Faculty Exhibition

Professional Involvement

3. Identify current schedule for tenure review, regular faculty evaluation, adjunct faculty evaluation, and classified staff evaluation.

Evaluations and reviews of faculty are done in accordance with the FA Handbook.

4. Describe the department orientation process (or mentoring) for new full-time and adjunct faculty and staff (please include student workers such as tutors and aides).

New faculty hires are given an administrative orientation by HR and an Art Department orientation by the full-time faculty member. Student evaluations and peer evaluations are planned by the Division Dean’s office in accordance with the Faculty Contract.

The Art Department currently has one student assistant who works for the Art Gallery. Orientation, training, supervision and evaluation are performed by the full-time faculty. This position is either a Service Learning position or a Work Study position. Both the Student Learning office and the Work Study office require an evaluation at the end of the work assignment.

PART E: Facilities, Equipment, Materials and Maintenance1. Identify and discuss the facilities, equipment, equipment

maintenance, and materials allocated to the program. Identify and explain additional facility needs and rationale.

The Art Department had a new building erected in Fall 2009. The two-story building houses the following facilities:

1 st Floor : Lobby area, general lecture classroom, Art Gallery and gallery storerooms, faculty offices, faculty workroom, multi-use

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restrooms, Jewelry Lab and storage areas, 3D/Sculpture Lab and storage areas, and outdoor sculpture work area.

2 nd Floor : Design Lab, Painting/Drawing Lab, locker bays, single-use restrooms, two Digital Labs.

There are many aspects of the building that were never completed or were completed incorrectly. There is an estimated $100,000 worth of equipment that has yet to be unpackaged and has been unavailable for intended educational purposes. Below is an area-by-area overview of the problems and needs.

3D/Sculpture and Jewelry Facilities: The Jewelry facilities were closed down mid-term in the Fall of 2010 due to alleged unsafe working conditions. The full-time tenured faculty in 3D/Jewelry is no longer an employee of the District due to heath conditions that arose during his employment at EVC. Since that time, the area has been closed and none of the new equipment has been set up and is not operational. As a result, the Art Department has suffered:1. The loss of the full-time faculty in

3D/Sculpture/Jewelry.2. The loss of the population of Jewelry students.3. The temporary loss of the Jewelry Program, which will

set the program back years in terms of momentum. 4. The inability for 3D/Sculpture classes to use equipment

to meet the needs of the curriculum.

A consultant with expertise in creating metal and wood studio classrooms is needed to ensure that the dust collection, ventilation, placement of machinery and equipment, torches and welding equipment and electrical systems are to code and safe. The remaining full time faculty in the Art Department, Rachel Lazo, is not an expert in the discipline, but has outlined below what she understands to be the main problems with the facilities. This may not present the problems accurately and may not include all of the issues, however, it is at least a starting point to understanding how to proceed.

1. The dust collection system was designed to collect both metal dust and wood dust into the same ductwork. This was deemed to be unsafe due to the possibility of fire or explosion. Two separate systems need to be designed.

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2. In order to have two sets of duct work – one for wood and one for metal – two dust collection machines are needed. The area was housed with one very large machine. It is Prof. Lazo’s understanding that this machine is too large for the needs of the space and maximizes the allotted draw for the HVAC system. It should be replaced with two smaller units: one for wood dust collection, and one for metal dust collection. It is uncertain whether the existing dust collection machine can be coded to operate at a much lower draw or whether it should be replaced with a smaller unit. (The dust collection machine in the scene shop in the new Performing Arts Building presumably is the adequate size).

3. The torch room does not have adequate draw for ventilation and this cannot be increased because the current dust collection machine has maxed out the HVAC system.

4. The casting area also needs adequate ventilation. 5. The power tools need to be positioned and spaced apart to

comply with safety guidelines. Placement of wood-only and metal-only machines needs to be designed to take into account a re-design of the dust collection system.

At least three reports with recommendations on how to fix the problems in the 3D/Jewelry areas were solicited by an outside environmental studies group. All three reports were rejected in part by the former full-time faculty member.

Rachel Lazo recommends that the District do the following:1. Complete and fix the area for the purposes for

which is was intended. Even if the Jewelry Program were to be deactivated completely, all of the equipment in the area is used by the Sculpture Program. The dust collection, ventilation, welding stations, and equipment and machinery all need to be safe and operational whether or not the Jewelry Program persists.

2. Hire a consultant who has built and designed metal and wood working classrooms to assess the problems and propose how to fix them. Cabrillo College and California College of Art have metalsmithing/jewelry programs and wood shops, with Cabrillo’s being built within the last 3 years. I recommend starting with those schools when researching a consultant.

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3. Retain an industrial hygienist or safety officer to insure that health and safety standards are met and faculty safety concerns are addressed.

4. Include faculty in the planning process, rather than asking faculty to sign-off on decisions after they have been made.

5. Hire a full-time tenure-track faculty in Metalsmithing/Sculpture/3D Design who can coordinate and maintain the area.

Woodshops, small metals shops, torch rooms and welding stations are not outlandish, obscure facilities on colleges. In fact, most 3D/Sculpture programs offer these facilities to students. How the architects and engineers built these classrooms so poorly is unfathomable. Why the District is not suing the architects is a mystery.

The Art Department believes that fixing the area for the purposes it was designed will be the least expensive option for the District while maintaining its good faith agreement to the community to build these facilities to house the Arts.

2D Facilities: 1. Ventilation was supposed to be designed to

accommodate the use of oil paint, solvents, toxic glues and charcoal dust. MSDS sheets of all materials to be used in the classrooms were provided to the architects in the early stages of design. However, faculty and students do not believe that ventilation is adequate. Two air quality tests were done that concluded that nothing was wrong with the air quality in the rooms. However, during the test, both students and faculty were overcome for the fumes in the room and experienced light-headedness and headaches. Students complain of blowing black gunk out their nose when the class is working in charcoal (which is a standard material for drawing). Full-time faculty Rachel Lazo has the following recommendations:

o Install an industrial fan that can be operated by a switch inside the classroom. The teacher can flip the switch for 5 or 10 minutes to exhaust the air. The doors can be propped open so as not to create a vacuum in the room. The noise of the fan is acceptable for 5 or 10 minutes of use. A fan would be needed in both VPA-200 and 201.

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o Install some kind of room ionizer that could be operated by the instructor when needed to allow charcoal or pastel dust to drop the floor.

2. Shades were installed on all classroom windows except for room 200A. This room holds paper, which is very susceptible to continual, direct sunlight. Dual shades (black out and partial screen) should be installed in VPA-200A, just as they are on all other classroom windows.

3. After the opening of the new buildings there has been no area training for health and safety issues. Training and implementation of regular maintenance for toxic waste storage and disposal is needed.

4. A Spray booth is needed for use by all disciplines so that students can safely use spray paint, spray adhesives and spray fixatives.

Art History Facilities:1. The overhead lighting in the classroom was designed

incorrectly. The room has all-over florescent lighting, which is fine, but also has canned spot lighting on dimmer switches that were placed incorrectly. The canned lighting is to be used when the florescent lights are off and the projector is on. They are meant to dimly illuminate the room so that students can see their notes/quizzes/textbooks while viewing projected presentations. There is a row of canned lights on one the side of the room, which is great, but there is another row of canned lights right above the screen. All the canned lights in the room are operated from one dimmer switch, so there is no way to have the canned lighting on while using the projector. It is recommended that the canned lighting above the screen be relocated to the side of the room that doesn’t have canned lighting and that each set of canned lights be operated on separate switches.

2. Hardware or software on the computer needs to be updated to allow smooth streaming of video content on the Web.

Art Gallery Facilities:1. Tools for Art Gallery totaling $10002. Laptop computer available for use by the student Art

Gallery Assistants3. Printer

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4. Database to maintain a mailing list and for logging exhibit content

Faculty Offices and Faculty Workroom:1. Copy machine. There is no copy machine in the

Visual and Performing Arts Buildings. One copy machine located in either building for the use of all VPA faculty is needed.

2. There is a printer in the Faculty Workroom sitting there idle. Faculty would like the laptop that the Art Gallery uses to print to this printer. Faculty would also like to be able to plug in their laptops to print from this printer.

General Use Areas:1. Single-use bathrooms on the second floor are a

potential safety hazard. Students can lock themselves into the bathroom. Faculty have observed more than one student coming out the bathroom at a time and has smelled marijuana in the bathroom. It is recommended that these bathrooms be operated by key and be designated for faculty/staff use.

2. There are display cases in the hallways that were never completed and have a faulty locking design. These cases were designed for faculty to exhibit class projects. This is a very important feature at every art school because it allows students to see what types of projects are coming out of particular classes. Due to the faulty design, student work has been stolen. The cases were supposed to be lined with self-healing tack board, just like the kind that line the critique walls in the classrooms. The architects completely dropped the ball with these display cases.

a. Line them with gray, self-healing tack board like the kind in the classrooms

b. Paint the edges of the cases gray to match tack board

c. Replace locking mechanisms or glass doors with a better design

d. Key all locks to one key3. Fire extinguisher cabinets do not stay shut. Students

can pull them open. Fire extinguishers have been stolen. 4. Signage is needed to direct people to the restrooms and

the sculpture area.

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2. Describe the use and currency of technology used to enhance the department. Identify projected needs and rationale.

a. All lecture and studio classrooms are outfitted with a smart podium and projector.

b. Some computer systems need to have upgraded software, such as flash player, to allow for smooth streaming of video content off the Web, and updated Adobe Reader.

c. The digital video labs need to have a localized server so that student can store their work for faculty review.

d. The digital labs could also use another flat bed scanner. e. The Art Gallery needs a laptop computer that the student

assistant can use (does not require faculty log in) for Art Gallery purposes.

f. There is a laser printer located in the Faculty Workroom, but no one is hooked up to use it. The Art Gallery would like to have access, as well as faculty who bring in portable computers.

g. A copy machine is also desperately needed on this end of campus. This can be shared by both the Performing and Visual Arts areas and can be located in either buildings’ faculty workrooms.

h. The Art Gallery would also like to have a portable digital projector to use for exhibitions requiring this type of display. This should NOT be mounted as a permanent fixture in the Art Gallery.

3. If applicable, describe the support the program receives from industry. N/A

PART F: Future Needs1. Current budget

A. Identify the budget currently allocated for the department through the division budget (fund 10). Discuss its adequacy in meeting your program’s needs

1001 – Art/Art History/Design-EVC $411,982

The current budget is satisfactory.

As the Digital Media, Sculpture/Metalsmithing, Art History, and 2D areas grow we will have a greater

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demand for full-time salaries, instructional supply, and instructional aides wages.

B. Identify any external (fund 17) funding the department receives and describe its primary use.

There are no external (fund 17) funds.

C. Explain any grants or other external funding sources (partnerships) for which your program is benefiting from.

Since the opening of the new Arts Center, the EVC Art Department has been seeking funding for the yearly operational costs to run the Art Gallery. For three years the Associated Students have elected to fund a minimal production budget for the Art Gallery as follows:

2009/2010 $10602010/2011 $18002011/2012 $3140

The Art Gallery also receives a work study position for a student(s) to serve as an Art Gallery assistant. This position is needed in order to have hours when the gallery is open to the public for viewing.

2. Explain any grants or other external funding sources for which your program would be a good candidate. Do you have plans to apply for such sources?

The Art Gallery is seeking additional sources of funding to supplement contributions from the Associated Students for operational expenses. The Art Gallery will also seek funding for an Art Gallery Coordinator position or release time.

3. Please describe any unmet needs for your program and how you plan to address them. Are any additional resources needed to accomplish your program’s CTAs?

A. Facilities issues as outlined aboveB. New faculty positions as outlined belowC. Appropriate insurance coverage for works on loan to the

Art Gallery. Faculty have been inquiring for years as the whether the District can obtain coverage for works on loan. This would benefit both campuses and the libraries that also have exhibitions. Faculty learned from the former director of facilities that an appraisal must be

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obtained for each work and that the District is “self-insured.” Requiring artists and designers to obtain appraisals of their work prior to exhibiting at EVC is not standard practice and is unreasonable. Faculty would like to see if a more reasonable plan can be acquired.

4. What faculty positions will be needed in the next six years in order to maintain or build the department? Please explain. What staff positions will be needed in the next six years in order to maintain or build the department? Please explain.

The need for full-time faculty and an Art Gallery Coordinator has been explained throughout this document. The positions are listed below without redundant explanation.A. Metal Arts and/or 3D/Sculpture full-time faculty positionB. Digital Media full-time faculty positionC. Art History full-time faculty positionD. Part-time Art Gallery Director or Coordinator or release

time for faculty to serve as Art Gallery coordinator

5. Does your program require any additional facilities, equipment, and/or supplies over the next six years (above and beyond the program’s current budget)?

A. Spray boothB. Tools for Art GalleryC. Tools for sculpture areaD. Storage for sculpture classesE. Servers in digital labsF. Small-scale TIG and MIG welders and welding benchG. SLR camera for documenting student work and faculty

demonstrationsH. Copy machine located in one of the VPA buildings for use

by all faculty

PART G: Additional InformationPlease provide any other pertinent information about the program that these questions did not give you an opportunity to address.

PART H: Annual Assessment: Program Faculty and PR CommitteePlease attach copies of any annual review that you have completed in the last six years (if applicable)N/A

PART I: Resource Allocation Table

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Item Title ResponseProductivity (WSCH/FTEF) 508.88Student Success Rate (Retention Rate)

85%

Number of class sections offered by your program

25 - 30

Changes in enrollment 100 student growth between Spr 2009 and Spr 2011

Your Program’s Current Budget (from Fund 10)

$407,886

Current External Funding (from Fund 17)

$3,400

Future Needs: Faculty (Estimated Additional Cost)

$263,538

Future Needs: Staff (Estimated Additional Cost)

$4,474

Future Needs: Facilities (Estimated Additional Cost)

50,000 (the extent of the problems with the facilities needs to be determined by consultant)

Future Needs: Supplies (Estimated Additional Cost)

50,000

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