program review overview - san jose city college · program review overview . what follows is a...

PROGRAM REVIEW OVERVIEW What follows is a brief outline of what should be addressed in the Program Review Self-Study. Additional issues and information may be included, as appropriate for your program(s).When identifying and analyzing trends, data should be examined for the period since the last program review (which is typically the last five years). The document should be written so that it is clear to external reviewers (members of the Academic Senate, College Planning Council, and Finance committee) who may not be familiar with special terms and acronyms. Programs under review should keep in mind that a program review differs from an accreditation review, though many tasks in these reviews are similar. The purposes of a program review are improvement, alignment with established objectives, and planning for the future, rather than a process to secure approval or endorsement from a body of reviewers. The program review process provides opportunities for programs to review their accomplishments, examine their strengths and weaknesses, and develop plans through which improvements in their effectiveness can be achieved. Program review conclusions and recommendations will be used in department, division, college, and strategic planning processes as well. While the guidelines may be adapted to meet the needs of a particular program, they should be followed as closely as possible. The offices of Research and Institutional Effectiveness and deans can assist the department in locating much of the quantitative information and data needed to prepare the self-study Descriptions and data are important in order for readers to understand the self-study conclusions and recommendations. It is essential that careful analysis be provided in order to extract the maximum value from the process. This includes not only an examination of trends from the past to present but projections into the future. Since this is a process for self improvement, it is encouraged that the self-study delves into the important future challenges and opportunities for the program and takes advantage of both self-reflection and dialogue among faculty and staff. A word of caution is in order regarding solving problems or making improvements exclusively with the use of new resources. This approach will inevitably lead to disappointment; program review is not an opportunity to list what the program can do only if the funds become available. It is expected that many solutions and improvements can be accomplished with careful planning and a focus on the most effective use of existing resources.

Form Revised 18 December 2010

The College Mission: "The mission of San Jose City College is to effect social justice by providing open and equitable access to quality education and programs that both challenge and prepare individuals for successful careers and active participation in a diverse, global society. To fulfill our commitment to student learning and to assist students of all ages and backgrounds in achieving their education, employment, and life-long learning goals, we offer the following: -Two year college degrees and certificates -Lower-division transfer and general education courses -Basic skills and English as a Second Language instruction -Career and technology training The Mission Statement was adopted by the College Planning Council on May 8, 2009." The Institutional Student Learning Outcomes: 1. Communication

Students will communicate effectively including reading, writing, speaking and listening. 2. Critical and Analytical Thinking

Students will analyze problems using evidence and sound reasoning to make decisions. 3. Global Awareness and Social Justice

Students will demonstrate an awareness of social, economic, ecological, historical, and cultural differences and their implications.

4. Personal Responsibility, Ethics and Civility

Students will demonstrate personal and civic responsibility and professional integrity. 5. Technology

Students will utilize technology effectively for informational, academic, personal, and professional needs.

6. Aesthetics and Creativity

Students will develop an appreciation of the arts and engage in the creative process.


The College Goals: Goal #1: Student Success Regularly evaluate all academic programs and student services and determine how well they promote student success and specifically how they will be improved to increase student retention rates and to close existing achievement gaps. Goal #2: Workforce and Economic Development Support the educational, health, environmental, cultural and economic development of the San Jose community through the expansion and documented effectiveness of community partnerships ventures and college outreach programs. Goal #3: Faculty and Staff Development Provide continuous professional development for all personnel associated with the college by offering a year-round calendar of training activities, including using student success data and the adoption of new learning systems and methods to improve student-learning and student services outcomes. Goal #4: Cultural Diversity & Awareness Support the District values of access, equity and social justice by promoting appreciation for and understanding of diverse races and cultures, including the expansion of the diversity of college personnel and cross-cultural curricula as well as the increased participation in ethnic/cultural events and international student enrollment. Goal #5: Campus Safety Promote and maintain an accessible, clean, safe and healthy campus environment through continuous engagement of students and college personnel in emergency preparedness, campus safety, environmental sustainability and stewardship of resources. Goal #6: Enhance Resource Development and Campus Sustainability Improve the capacity of the college to increase the margin of academic excellence and student success through additional grants development, scholarships and corporate partnerships.


PROGRAM REVIEW SELF-STUDY GUIDELINES

I. Program Description (Program mission, Alignment with the Goals of the College, Student Data and Success)

A. Describe the program or service under review:

1. Briefly describe the program, its components, (In what Division, transfer, occupational,

developmental, GE, prerequisites, personnel and brief history). a. We teach visual art, including 2D and 3D, digital media, art history survey

courses, b. Humanities and Social Sciences c. offer AA and AS, 2 tracks in AA: drawing and painting, ceramics, 3 tracks in

Media Arts: Print Media, Interactive Media, Motion Arts; articulation with CSU and UC and some private schools

d. 6 Certificates in Media Arts: Achievement Level 1 and Achievement Level 2 in Print Media, Interactive Media and Motion Arts

e. We do not offer Developmental courses. f. GE: C1A Art History – 2 courses; 3 units of Fine Arts for AS; Area C 3 – 6 units for

AA. g. No prerequisites to get into the program h. 3 full-time faculty (Eve Mathias, Michelle Gregor, Judith Bell) 5 part-timers

(Ingrid Brook-Kothlow, Ema HS, Deborah Kennedy, John McGinley, Allison Connor, Barbara Allie, Ciaran McGowan – full time in Photo)

i. The Fine Arts program is at least 50 years old; the 1993 program review revealed that recreational electives should be eliminated to encourage transfer. All the courses were articulated to match CSU foundations and the AA degree was developed. The ceramics program enjoys a national reputation as one of the finest in the state. It has operated a highly successful holiday sale, which helps support the program. The City College Gallery was a highly respected gallery that exhibited nationally recognized artists. The gallery was temporarily used to house the emerging Media Arts program, which began 2000. Due to the impending demolition of the Fine Arts Complex, the gallery was never restored to its former glory. After more than 50 years, the Fine Arts complex had become increasingly unsafe and unsuitable for the program. Additionally, the program was spread across campus, causing a lack of cohesiveness. Planning for the new Fine Arts/Multidisciplinary building, which will house studio arts, art history and ceramics, will culminate in our new, award winning building, slated to open in Fall 2012. Proximity to Dance and Music will create a cultural centerpiece for the campus community. A spacious gallery will also be part of this new building.

2. State the program’s mission.


The art program at SJCC provides an environment that awakens students to expressive possibilities and enables them to communicate their personal vision using visual tools, such as the elements and principles of design. We encourage students to exercise their creativity through the study of visual art skills, materials, techniques and history leading to an appreciation of culture and aesthetics. Students learn to recognize the accomplishments of and the issues related to diverse cultures, and to be open to a variety of perspectives and points of view. The environment of the art studio nourishes an attitude of civility, collegiality, and teaches cooperative skills. Our degree and certificate programs prepare students to transfer and pursue successful careers. We offer a broad range of courses, open to all students, not just art majors. Our priority is to stimulate an appetite for cultural enrichment that leads to a life-long joy in living and participation in the world at large.

3. State the program’s goals.

a. Current Goals: i. To increase the number and frequency of course offerings ii. To improve our facilities, including our computer labs, to better serve the

students iii. To develop new curriculum in studio art, art history, gallery studies and art

appreciation iv. To increase dialog and collaboration between the fine art disciplines

b. Future Goals i. To develop a full-time art history and gallery studies position ii. To increase the number of degrees and certificates awarded in Fine and

Media Arts

4. How does the program mission align with and contribute to the college mission? Social justice and equitable access – Our mission aligns with the mission of SJCC by providing open and equitable access to quality art education, which includes an understanding of aesthetics and appreciation of diverse cultures through their art making practices. Education, Employment and life-long learning goals We prepare students for transfer to CSU, UC and private institutions, for employment through certificate programs in media arts, and for life-long learning through awakening each individual student’s creative potential.

B. What are your program SLO’s?

1. Utilize the broader vocabulary of art and design as well as discipline-specific terminology

2. Build competency in technical skills and concepts. 3. Establish a creative practice that includes problem solving skills and the ability to

participate responsibly in a classroom environment. 4. Recognize major artists, trends and styles within their historical or cultural context. 5. Analyze the objective and subjective qualities of an artwork


C. Review enrollment trends and student data:

1. a. What was the program enrollment for past 5 years? Fill in the chart below with

information from this current year and also include data for a 5-year period.

Year FTEs WSCH WSCH/FTEF ratio # of sections Student

Headcount Seat Count

S2011 153.7 5045 489.0 59 897 1057

F2010 179.8 5897 539.2 62 974 1128

S2010 188.7 6165 556.3 62 995 1173

F2009 207.1 6763 525.1 76 1117 1290

S2009 193.2 6332 462.5 69 1033 1209

F2008 202.6 6621 491.7 77 1037 1232

S2008 180 5809 444.8 80 927 1094

F2007 193.2 6332 462.5 80 1033 1209

b. Describe the students your program is serving. Please include available data on:

age, ethnicity, gender, number of units taken. Current breakdown of ethnicity in Spring 2011 by seatcount: African American 4% Asian (aggregate) 17% Filipino 4% Latina/Latino 32% Native American 1% Pacific Islander 1% White 14% Unknown 29% Female 53% Male 47% Age: <18 5% 18 – 19 16%


20 - 22 28% 23 – 24 10% 25 – 29 15% 30 – 39 10% 40 – 49 7% 50> 8% Units attempted: .5 – 5.5 24% 6 – 8.5 18% 9 – 11.5 18% 12 – 14.5 28% 15 – 17.5 9% 18 + 2%

2. How filled are day and evening sections? This data is not currently available

3. What is the number of sections taught by full time/adjunct faculty?

Spring 2011 a. Full-time 40% b. Adjunct 60%

4. What are the program’s retention, success, persistence, GPA and grade distribution

(disaggregate the data to consider ethnicity and gender). Retention Success GPA (F10)

F M African American 86% 75% 2.71 2.50 Asian (aggregate 95.6% 88.6% 3.53 3.49 Filipino 85% 64% 3.18 3.10 Latina/Latino 86% 72% 3.19 2.71 Native American 83% 73% 1.33 3.00 Pacific Islander 75% 83% 3.00 3.13 White 91% 84% 3.29 3.28 Unknown 86% 71% 3.23 2.48 Female Male Grade Distribution

A B C D F African American F 9 5 3 1 2 African American M 9 8 3 3 8


Asian (aggregate) F 74 16 4 2 2 Asian (aggregate) M 46 14 6 0 0 Filipino F 9 3 1 0 0 Filipino M 6 2 1 1 5 Latina 69 28 18 5 16 Latino 50 34 20 10 27 Native American F 2 2 2 0 0 Native American M 3 0 0 0 1 Pacific Islander F 0 2 0 0 2 Pacific Islander M 3 1 1 2 2 White F 40 19 8 2 7 White M 31 13 10 2 6 Unknown F 52 31 17 8 11 Unknown M 50 40 26 8 29

5. What are the student’s goals (may be described in the SJCC application survey)?

D. Equity and student success data:

1. Which ethnic group(s) and gender of students shows the highest retention rates? Lowest retention rates? Identify any trends. a. Ethnic group highest retention: Asian Chinese b. Ethnic group lowest retention: African American c. No data for gender d. Trends: Numbers for ethnic groups correspond statistically with SJCC, but overall

retention rates are higher for Fine Arts.

2. Which ethnic group(s) and gender of students shows the highest success rates? Lowest success rates? Identify any trends. a. Ethic group highest success rate: Asian Chinese/Cambodian b. Ethnic group lowest success rate: African American c. No data for gender d. Trends: Numbers for ethnic groups correspond statistically with SJCC, but overall

success rates are higher. e. African American success rates have risen overall since Fall 2007

3. Which ethnic group(s) and gender had the highest persistence rates? Lowest

persistence rates? Identify any trends. a. Highest ethnic group for persistence: Asian Cambodian b. Lowest ethnic group for persistence: Other/Unknown c. No data for gender d. Trends: overall persistence rates for Fine Arts are higher than SJCC


4. What was the ethnic group and gender of the students with the highest GPAs? Lowest

GPAs? Identify any trends. a. Overall, females of all ethnic groups have higher GPAs than males. b. African American males appear to have the lowest GPAs of any statistically

significant group (over 10 students) c. Asian Chinese females appear to have the highest GPA of any statistically

significant group (over 10 students)

II. Program Content and General Characteristics

A. Review the appropriateness, currency, and effectiveness of the following:

1. Course outlines, Program SLOs, Pre/Corequisites, and Advisories for all active courses. a. Course outlines:

i. The courses are appropriate for providing the foundation for all art and design programs

ii. Some active course outlines are current, but not all. They are under development

iii. Most course outlines articulate with CSU and some of them with UC. b. Program SLOs

i. The SLOs are aligned with the institutional SLOs ii. They have been revised in 2011 iii. They are based on experience of faculty and aligned with the institution SLOs

c. Pre/Corequisites i. Our sequencing of courses require prerequisites, as students build on skills,

concepts and vocabulary ii. The Pre/Corequisites are being revised as the course outlines are revised iii. Student success rate is very high due to proper sequencing of prerequisites

d. Advisories i. The appropriateness of our advisories need to be reviewed because the

course content requires a higher level of language skills. ii. The advisories are being reviewed as the course outlines are revised. iii. The effectiveness of advisories in some courses will be reviewed, as certain

classes have advisories that are too low to ensure student success.

2. Curriculum, sequence of courses, frequency of course offerings, and assessment rubrics (i.e. quizzes, tests, papers, projects, presentations, etc.). a. Curriculum

i. Our curriculum is based on core foundations of the CSU b. Sequence

i. Our sequence of courses is based on the sequence of courses of the CSU c. Frequency


i. The frequency of course offerings are currently severely limited due to budget constraints, despite student demands.

d. Assessment i. Most of our assessment tools are activity based, such as capstone projects,

portfolios, group critiques, reflective essays, research projects, self-assessment using rubrics and individual interviews. Exams, quizzes and research essays are used in Art History.

3. Provide an analysis of course offerings and how they contribute to the overall design

of the curriculum:

a. To what extent do the program courses align with the expectations for student learning contained in the Program SLOs? i. The following is an example of a course currently under revision. This

example shows the relationship between the program SLOs and the course SLOs. Program SLOs are numbered and bolded; the Course SLOs are numbered.

Program SLO #1: Art Foundations/Communications (ISLO#1: Communication) Utilize the broader vocabulary of art and design as well as discipline-specific terminology Course SLOs:

1. Review and discuss ceramic works in class critique, selecting appropriate terminology to evaluate forms, ceramic process and design elements

Assessment tools: • self-assessment • Oral presentation • Museum visits

Program SLO #2: Practical Skills (ISLO #5: Technology and ISLO #6: Aesthetics) Build competency in technical skills and concepts. Course SLOs:

2. Assemble structurally sound ceramics forms using hand building techniques and process.

3. Construct symmetrical cylindrical forms on the potters wheel. Assessment:

• In class projects • Capstone project • Skills demonstration


Program SLO #3: Personal Development (ISLO #2. Critical Analytical Thinking, ISLO #4: Personal Responsibility, Ethics and Civility and ISLO #6: Aesthetics) Establish a creative practice that includes problem solving skills and the ability to participate responsibly in a classroom environment. Course SLOs:

4. Apply techniques and problem solving skills to realize a personal interpretation of assignments

5. Demonstrate responsible behavior within the classroom Assessment:

• Glaze forms • Sketchbooks • Research • Attendance records • Self-assessment • Performance reviews

Program SLO #4: Cultural Awareness (ISLO#3: Global Awareness and Social Justice, and ISLO #6: Aesthetics) Recognize major artists, trends and styles within their historical or cultural context. Course SLOs:

6. Identify and describe diverse cultural influences in the history of ceramic art.

Assessment: • Research paper • Oral presentation

Program SLO #5: Critical Thinking (ISLO #1: Communication, ISLO #2: Critical Thinking and ISLO #6: Aesthetics) Analyze the objective and subjective qualities of an artwork Course SLOs:

7. Analyze the objective and subjective qualities of a ceramic artwork Assessment:

• Written and oral project presentation

B. Describe how the department engages all members in the discussion, review, and revision of curriculum and SLOs. To what extent does the curriculum meet student needs?


1. We hold staff meetings and social gatherings in which we discuss the program, curriculum and SLOs with all faculty members.

2. All faculty are involved with the formulation of course outlines 3. We have a “Program Review Brainstorming Wall” to which we have been continuously

adding information, ideas, and relevant data.

C. Program completion information (5 years):

1. Where do students go after they complete the program? This data is not currently available

2. What is the historical degree/certificate completion? This data reflect the period from Spring 2006 to Fall 2011

Program Title Type Department Count 1ART.AA.1 AA in ART (SJCC) AA SJCC Arts 21 1ART.AS.1 AS in Art: Drawing & Painting (SJCC) AS SJCC Arts 2 1MMDA.AS.1 Multimedia/Digital Arts: Digital Arts AS SJCC Arts 6 1MMDA.C1.1 Multimedia/Digital Arts: Digital Arts C1 SJCC Arts 9 1MMDA.C1.2 Multimedia/Digital Arts: Web Design C1 SJCC Arts 3 1MMDA.C2.1 Multimedia/Digital Arts: Digital Arts C2 SJCC Arts 5 1MMDA.C2.2 Multimedia/Digital Arts: Web Design C2 SJCC Arts 1 1MMDA.C3.1 Multimedia/Digital Arts: Digital Arts C3 SJCC Arts 7 1MMDA.C3.2 Multimedia/Digital Arts: Web Design C3 SJCC Arts 1

3. What are the historical transfer rates to four year institutions (5 years)? This data is

not currently available

4. What are scores on licensure exams (5 years)? Not applicable

III. Program Instructional Improvement

A. Discuss how teaching effectiveness is continuously evaluated in this program.

1. What activities has your department engaged in to improve the teaching and learning

environment for all students, including students from all ethnic groups and of different gender? a. Students evaluate teachers with campus-wide evaluations b. Peer review c. We have developed a student survey to obtain information d. Sabbaticals, conferences, professional development, personal growth and

development, art exhibits, publishing e. We have art models of all genders and racial backgrounds


f. Art History instruction addresses diverse global and cultural viewpoints g. We have put many hours into the planning and design of the new, award

winning Fine Arts building

2. How do you know that the students have attained the Program SLOs? a. Assessment tools:

1. Student self-critique forms 2. Written assignments 3. Exercises and assignments 4. Projects 5. Presentations 6. Critiques 7. Surveys 8. Journals 9. Sketchbooks 10. Quizzes

B. How does the program assess Institutional SLOs?

1. How many of the Institutional SLOs are addressed in the program SLOs?

PSLO 1. Utilize the broader vocabulary of art and design as well as discipline-specific terminology

ISLO#1: Communication

PSLO 2. Build competency in technical skills and concepts.

ISLO #5: Technology and ISLO #6: Aesthetics PSLO 3. Establish a creative practice that includes problem solving skills and the ability to

participate ISLO #2. Critical Analytical Thinking, ISLO #4: Personal Responsibility, Ethics and Civility and ISLO #6: Aesthetics)

PSLO 4. Recognize major artists and historical/cultural trends and styles

ISLO#3: Global Awareness and Social Justice, and ISLO #6: Aesthetics

PSLO 5. Analyze the objective and subjective qualities of an artwork

ISLO #1: Communication, ISLO #2: Critical Thinking and ISLO #6: Aesthetics


2. Describe how and when your department assessed Course and Program SLOs and how

you responded to the results. a. The entire department addressed the following SLO: Analyze the objective and

subjective qualities of an artwork at the end of Fall 2011. b. We used the following assessment tools:

i. Museum visits and papers ii. Student self-assessment forms iii. Moodle journals iv. 316 students were involved in an assessment that was carefully linked across

the curriculum. While the scoring guideline was variable, the data held true revealing a

result easy to interpret: 127 = above average; 71 = average; 12= below average.

The results demonstrate that we are teaching this SLO accurately.

v. Additionally, Art History delivered these statistics based on percentiles based on 115 students:

86% = above average; 11% = average; 3%= below average.

Same conclusion of results.

3. How does/will the department ensure that Course SLOs are assessed consistently across different sections of the same course? a. We are in communication with our part-time faculty about the importance of

assessing course SLOs consistently across multiple sections. In Fall 2011, we were able to reach 100% compliance despite some confusion regarding how to go about assessment of multiple sections. In spring 2012, all faculty will be advised at the beginning of the semester regarding the SLO to be assessed. We will hold an all-department meeting early in the semester to discuss the assessment tools. We will also set up some checkpoints throughout the semester to ensure that progress is being made.

C. Discuss how the college goals and Institutional SLOs are integrated into the program and

assessed. 1. Communication

Students will communicate effectively including reading, writing, speaking and listening. Project presentations, critiques, portfolio review, research papers, reflective writing, vocabulary development exercises, studio practices.


2. Critical and Analytical Thinking Students will analyze problems using evidence and sound reasoning to make decisions. Students solve design problems, compare and contrast various artworks from different cultures and eras, investigate various approaches to self-expression, deconstruct artworks during the critique process, document their process in journals and sketchbooks.

3. Global Awareness and Social Justice

Students will demonstrate an awareness of social, economic, ecological, historical, and cultural differences and their implications. Students research artists and artworks from different cultures throughout history and make connections with sociopolitical and cultural gestalts.

4. Personal Responsibility, Ethics and Civility

Students will demonstrate personal and civic responsibility and professional integrity. Students work in a studio setting that requires collaboration, cooperation and collegiality. Additionally, during individual presentations at class critiques, students communicate effectively through speaking and listening.

5. Technology

Students will utilize technology effectively for informational, academic, personal, and professional needs. In the Media Arts courses, students use current computer technology to research and build a variety of media based projects. Many students use Moodle to access information, download assignments and track their grades. Additionally, all art students utilize contemporary technique in the creation of artwork.

6. Aesthetics and Creativity

Students will develop an appreciation of the arts and engage in the creative process. Students are engaged in the creative process and the appreciation of art in all of our classes. This is our raison d’etre.


1. Discuss how the program evaluates its effectiveness in meeting the SJCC institutional mission. a. We utilized the SJCC mission when crafting our program mission and our

program SLOs to ensure that we are aligned. b. Because our program is one of the few programs on campus (along with

Photography, Dance, Music and Drama) that teaches creative expression, we are instrumental in the college’s fulfillment of its mission.

c. We evaluate our effectiveness in meeting the SJCC institutional mission by assessing the data concerning enrollment, persistence, retention and grades for our students.

2. Discuss how faculty use student success, persistence, retention, and transfer data to meet program goals.

a. We analyze the data regarding student success, persistence and retention to

determine how often to offer course, how many sections to offer and for planning of future curriculum and facilities.

3. How has the assessment information been used to change the program since the last program review, and what are the effects of the changes? Summarize program and/or course modifications made since the program’s last self-evaluation/program review. a. Facilities planning has been paramount in our process during the last several

years. Our last program review gave us the data on which to base our plans and our requests for space, equipment and staffing. The effects of the changes are that we will be moving into our new award winning building in Fall 2012. We also developed a much more intensive dialog within the faculty regarding SLOs and the future of the program.

4. Show how the changes responded to changing demographics, technologies, requirements at transfer institutions or other relevant factors. a. Our media arts focus has consistently updated its technology and course content

to stay current. b. Our new building will update equipment and classroom technology far beyond

the current and previous locations. c. Our program has been physically fragmented, with classes meeting in many

different locations throughout campus. The new building will unify the program and give us opportunities for increased collaboration, dialog, cross-pollination.

D. Summarize the resolution of any problem(s) noted in the previous program review.

1. We will soon have a new building, which will resolve many of our most pressing needs, such as no cockroaches, no leaking roofs, function sinks and drains, decent bathrooms, and classrooms which will allow faculty to feel proud and respected.


E. Describe any notable program achievements since the last evaluation. 1. The planning for the new building has produced a more unified art department in

which all constituent groups are working together for the good of the students. 2. Several of our full and part-time faculty have had, or will soon have exhibitions of their

work.

IV. Program Assessment Use the data above (or additional data deemed necessary) to discuss the effectiveness and impact on students’ success of the program.

A. Describe how you assess your program.

1. Identify and state issues, discuss strategies, and explain how the program goals were

set to address these. a. Issues:

i. Class availability/scheduling – we have not been able to offer enough sections for demand and we have not been able to offer courses that are necessary for majors and certificates due to funding and enrollment issues.

ii. Curriculum development – we have not been able to develop new courses due to lack of funding, inadequate facilities and lack of full-time faculty in the Art History area.

iii. Technology funding – our PC lab is out of date and starting to cause major problems; there is no current funding for computer replacement

iv. Budgetary concerns – our offerings have been slashed in recent semesters; equipment needs replacing; our budgets have been slashed.

v. Growing the Art Department – we are currently housed in temporary quarters that are not adequate for our needs. Being “in between” locations, as well as cuts in funding and courses, has had a paralyzing effect on our growth.

b. Strategies i. Class availability/scheduling – we are surveying the students to find out what

classes they need and are not able to get. We are also putting some courses on an alternate semester schedule to free up time and funding for highly impacted courses.

ii. Curriculum development – the new building will provide new facilities that will allow new courses, such as sculpture, to be offered. The completion of the building will also free up time for faculty to develop curriculum. A new, larger gallery will provide an opportunity to develop courses in gallery studies.


iii. Technology funding – look into the possibility of partnering with industry to fund new curriculum and equipment (especially in the area of Motion Arts); also looking into the availability of technology grant money.

iv. Budgetary concerns – we are considering adding materials fees to some of our courses to offset the cost of materials, so that we can use our budget for equipment.

v. Growing the Art Department – moving into the new building will remove the current stasis and allow us to better collaborate and also will give us the opportunity to showcase our program. Much of our equipment will be replaced under Measure G funding. We need a full-time Art History position because our art history courses are extremely overenrolled.

c. Program Goals i. To increase and frequency of course offerings – this goal was set to address

the issue of lack of adequate and timely course offerings. ii. To develop a full-time art history and gallery studies position – this goal was

set to address the need to be in compliance with AB1725 and to expand our offerings to include more cultural diversity (for example, World Art History, Women in Art). Our new gallery will provide us with the opportunity to showcase a wide range of professional and emerging artists.

iii. To develop new curriculum in studio art, art history and art appreciation: this goal was set to address the great potential that the new facilities will afford us. It was also set to address the need to increase and improve our offerings in the area of creativity studies.

iv. To increase the number of degrees and certificates awarded in Fine and Media Arts: this goal was set to address the issue of attracting students to our excellent program. Our past facilities have been a deterrent to students in terms of the physical deterioration of the buildings and the fragmentation between the disciplines. With the new building, students and faculty will have a better sense of cohesiveness.

v. To improve our facilities to better serve the students: this goal was set to address the issue of inadequate facilities. Years of planning will result in a new, state of art facility. Also, we need to keep our computer labs up to date in terms of both hardware and software.

vi. To increase dialog and collaboration between the fine art disciplines : this goal was set to address the issue of growing the Art Department in such a way that all constituencies are included.

2. Discuss how Program SLOs relate to the program goals.

Utilize the broader vocabulary of art and design as well as discipline-specific terminology


B. Compare student data in section I. C. and D. with program goals.

1. Compare student goals with program goals. a. Student Goals: The following data is a sample from the student survey we administered in Fall 2011. The total number of responses in this sample is 113

1. AA Degree: 33 2. BA Degree (transfer): 59 3. Graduate school: 9 4. Skill development/lifelong learning: 3 5. GE requirement: 9

Program goal: increase course offerings Program goal: increase collaboration and dialog within the department

2. Build competency in technical skills and concepts.

Program goal: Curriculum development Program goal: increase course offerings Program goal: increase collaboration and dialog within the department

3. Establish a creative practice that includes problem solving skills and the ability to participate responsibly in a classroom environment.

Program goal: Curriculum development

Program goal: improve facilities (including computer labs) Program goal: increase course offerings

4. Recognize major artists, trends and styles within their historical or cultural context. Program goal: Curriculum development Program goal: improve facilities

Program goal: full-time art history position 5. Analyze the objective and subjective qualities of an artwork

Program goal: Curriculum development Program goal: improve facilities Program goal: full-time art history position


b. Program Goals:

i. To increase and frequency of course offerings (student goals #1,2,3,4,5) ii. To develop a full-time art history and gallery studies position (student goals

#1,2,3,4,5) iii. To develop new curriculum in studio art, art history and art appreciation

(student goals #1,2,3,4,5) iv. To increase the number of degrees and certificates awarded in Fine and

Media Arts (student goals #1,2,3) v. To improve our facilities to better serve the students (student goals

#1,2,3,4,5) vi. To increase dialog and collaboration between the fine art disciplines (student

goals #1,2,3,4,5)

2. Address completion rates and whether students are successful in meeting their goals.

Program Title Type Department Count 1ART.AA.1 AA in ART (SJCC) AA SJCC Arts 21 1ART.AS.1 AS in Art: Drawing & Painting (SJCC) AS SJCC Arts 2 1MMDA.AS.1 Multimedia/Digital Arts: Digital Arts AS SJCC Arts 6 1MMDA.C1.1 Multimedia/Digital Arts: Digital Arts C1 SJCC Arts 9 1MMDA.C1.2 Multimedia/Digital Arts: Web Design C1 SJCC Arts 3 1MMDA.C2.1 Multimedia/Digital Arts: Digital Arts C2 SJCC Arts 5 1MMDA.C2.2 Multimedia/Digital Arts: Web Design C2 SJCC Arts 1 1MMDA.C3.1 Multimedia/Digital Arts: Digital Arts C3 SJCC Arts 7 1MMDA.C3.2 Multimedia/Digital Arts: Web Design C3 SJCC Arts 1

Completion rates are consistent with stated goals of students

C. Describe how you determine student satisfaction.

1. To what extent are the students satisfied with the program? a. Student satisfaction with courses and instructors is generally high. See student

survey data: i. We administered 292 surveys; 100% of students expressed satisfaction with

the courses and the program. ii. The most common recommendations from students are

i. More course offerings ii. Include Chinese Brush Painting in the course offerings – students were

dissatisfied that this course was cut. iii. More weekend and night courses – these were cut because of pressure

by the district to minimize all course offerings iv. Begin offering Figure Sculpture and Anatomy v. Begin offering History of Women in Art


vi. Scheduling classes better- review our offerings in terms of campus wide block schedulin

vii. More Tuesday, Thursday and Friday classes

2. What evidence is there that student feedback is utilized in program enhancement and revision?

a. We have used student surveys (both program-wide and individual class surveys),

student evaluations of teachers and verbal communication to gather student feedback. See attached survey: Appendix A.

V. Strategic Planning

Discuss major program conclusions. For each of the areas identified, summarize the strengths of your program using supporting data, and discuss plans to build on your program’s strengths. Describe any challenges for the program, and identify areas for improvement.

A. Teaching and Learning

1. Describe current strengths related to teaching and learning. a. We have excellent full-time and adjunct faculty who have diverse backgrounds

and training. Most of our faculty members are exhibiting artists. The full-time faculty are committed to continuing growth and development in our own work and in the pedagogy of teaching art. Additionally, we have a strong rapport and work well together. Our areas for improvement have mostly been in the facilities area.

2. Describe planned improvements in teaching and learning over the next 1 to 5 years.

Particularly discuss efforts to close the achievement gap. Provide information on how these improvements will affect a. Program goals

i. To increase the number and frequency of course offerings: i. Increase the number of sections of highly enrolled classes, such as

Beginning Drawing Color and Art History ii. Increase the frequency of courses that are not highly enrolled but

required for the major or certificate, such as Expressive Drawing or Multimedia Design and Development.

ii. To develop a full-time art history and gallery studies position i. We currently offer multiple sections of Art 91 and 92, but these classes

are still oversubscribed. A full-time Art History faculty position would give us the opportunity to expand our offerings in Art History without increasing the number of sections taught by adjunct faculty.

ii. Our new building will have a beautiful gallery space that we would like to develop into a top class venue for professional and emerging artists.


iii. We have wanted to develop a Gallery Studies program for a long time, but our former gallery was not adequate for such a program. Having a combined Art History and Gallery Studies position would add momentum to that goal.

iii. To develop new curriculum in studio art, art history and art appreciation. i. The lack of a dedicated 3 Dimensional Design room has prohibited us

from developing courses in the sculpture area; with the advent of the new building, we will have that space.

ii. There are several Art History courses we are planning to develop, including World Art History, Women in Art and African Art History.

iii. We plan to revise the Art Appreciation course to include more creativity studies.

iv. To increase the number of degrees and certificates awarded in Fine and Media Arts i. We believe that our new building will attract a larger number of art

students, hence a larger number of degrees will be awarded. ii. Increasing the number of sections of the courses required for an AA

degree in Art will make it possible for more students to complete the degree.

iii. In our Media Arts program, we plan to reintroduce the Motion Arts certificate track as soon as we can purchase 3D animation software.

v. To improve our facilities to better serve the students i. The new building is very important to the future of our department and

to the success of our students. In spite of the degraded facilities we worked in for many years, and in spite of being moved to a temporary location that is not big enough for our needs, we have managed to keep our program strong and thriving. We are very excited to see what we can accomplish in our new environment.

vi. To increase dialog and collaboration between the fine art disciplines i. We are looking forward to being in close proximity to one another so that

we can work on collaborative projects. We already have a strong connection with one another; now we hope to increase the collaboration and dialog between classes and students.

b. The College Strategic Planning Goals (hereafter College Planning Goals),

The College Goals: Goal #1: Student Success Regularly evaluate all academic programs and student services and determine how well they promote student success and specifically how they will be improved to increase student retention rates and to close existing achievement gaps.

Our program has consistently higher retention rates and success rates than the college at


large. Our success rates for the lowest performing groups are also higher than the college rates. We have made an effort over the years to supply materials to economically challenged students so that they can continue in our classes.

Goal #2: Workforce and Economic Development Support the educational, health, environmental, cultural and economic development of the San Jose community through the expansion and documented effectiveness of community partnerships ventures and college outreach programs.

Our Media Arts program has worked with Service Learning and with other community affiliates to produce a variety of projects, such as the World War II Veterans Video project and the World Runners video project. Students in the web design area have also designed web sites for non-profit organizations. This is an area that could be developed more. Students in Media Arts are required to take foundation courses in Fine Arts, such as beginning drawing, color and 2D design, to get certificates and/or degrees.

Goal #3: Faculty and Staff Development Provide continuous professional development for all personnel associated with the college by offering a year-round calendar of training activities, including using student success data and the adoption of new learning systems and methods to improve student-learning and student services outcomes.

Our faculty have been involved in several Professional Development Days in recent years. We have also attended training in Moodle and other learning systems. Judith Bell is currently using Moodle extensively for all her courses. We are planning to use the new gallery as a site for professional development activities. Eve Mathias took a sabbatical in 2009 – 10 to study anatomy in clay and Michelle Gregor took a sabbatical in 2010 – 11 to study Minoan pottery, terra cotta votive figures and architectural sculpture, in addition to a creative project. Judith Bell is planning a sabbatical for Fall 2013 to earn a creativity studies certificate from Buffalo State University. Michelle also attends the National Council for Education in Ceramic Arts every year. MAA?

Goal #4: Cultural Diversity & Awareness Support the District values of access, equity and social justice by promoting appreciation for and understanding of diverse races and cultures, including the expansion of the diversity of college personnel and cross-cultural curricula as well as the increased participation in ethnic/cultural events and international student enrollment.

Our program is well positioned to promote appreciation of diverse races and cultures. Within our courses, we take field trips to local museums and sites that display a wide variety of cultures and expressions. We have also hosted a plethora of cultural styles in our gallery and plan to continue doing so in the future.


We also will continue to host guest artist and lectures for our students within the context of diversity awareness. With the new gallery coming on line, we will once again be able to mount exhibitions related to Women’s History month, Black History month, etc. We envision engaging the Art Department in a project to promote social responsibility and action, such as the Empty Bowls Project. We envision the Art Department spearheading some legacy projects to beautify the campus and promote interdisciplinary collaboration.

Goal #5: Campus Safety Promote and maintain an accessible, clean, safe and healthy campus environment through continuous engagement of students and college personnel in emergency preparedness, campus safety, environmental sustainability and stewardship of resources.

We are very proud that our new building will be LEEDS certified and have supported the push to make the building green since it’s inception. With this building, we will have made great strides in environmental sustainability, Our new building also has the latest earthquake safety protocols in place and our faculty worked closely with the architects to address all health and safety standards. Our faculty member in painting is well-versed in safety procedures involving paint disposal and several of our faculty have participated in emergency preparedness training. Some of our faculty have also been involved in Earth Day events on campus. We plan to continue to participate as we have in the past and to promote further environmental sustainability on campus.

Goal #6: Enhance Resource Development and Campus Sustainability Improve the capacity of the college to increase the margin of academic excellence and student success through additional grants development, scholarships and corporate partnerships.

Our Media Arts program was initially built on grant money. In our early years, we were involved with Workforce Silicon Valley and the Media Entertainment Initiative. Since the dotcom bust, many of these resources have dried up. Recently, we partnered with a local business to provide student internships. We would like to develop more partnerships both on and off campus to promote work-based learning initiatives. There are currently two scholarships available to art students: the John and Eve Mathias Ceramics scholarship and the Ray Oescher scholarship. We plan to submit grant proposals to enhance our ability to document student work and help them develop portfolios.

c. Student success i. Our plans to improve student success begin with our new facility, which will

make it possible for us to focus on teaching and not on dealing with the crumbling infrastructure.

ii. Currently, some of the faculty are using Moodle and more plan to learn this tool so that we can make better use of it.


iii. We would like to encourage the students to restart the Art Club and plan to provide some open studio time for them to work.

iv. We are in the process of developing a new web site for the Art Department that will allow us to showcase student work and provide online resources.

v. E-portfolios are a tool that we would like to pioneer at SJCC. Our students already produce art portfolios and we would like to take this a step further.

B. Course Changes

1. Discuss courses which will be added, dramatically changed, removed from the

schedule, or removed from the catalog in the next 1 to 5 years. a. Added:

i. World Art History ii. History of Ceramics iii. Women’s Art History iv. Art of the Americas v. Gallery Studies vi. The Business of Art vii. Anatomy in Clay viii. Ceramic Sculpture ix. Figure Sculpture x. Figure Painting xi. Mixed Media xii. Beginning Watercolor 2 xiii. Motion Arts 1 & 2

b. Dramatically Changed i. Art Appreciation: this course has not been offered in quite a while. We would

like to rewrite it to include more creativity studies and visual problem solving, and also have it fulfill the area C1 requirement.

ii. Flash: we need to look at this course in light of HTML 5, which could be a big competitor. We might need to rewrite this course to be Web Animation.

iii. Multimedia Project Studio: this might be changed or removed. It is a great class, but it’s hard to teach under the current circumstances of limited funding.

iv. Visual Communications: this course is currently designated as a Journalism class and has not been offered for many years, even though it is required for the Media Arts certificates and degrees. We would like to move this course to the Fine Arts department.

v. Portfolio Preparation and Professional Development: change the name to Professional Practices in Art. This course would give advanced students in all areas of Fine and Media Arts the opportunity to develop their portfolios, write resumes and artists statements, prepare for transfer or professional advancement. We also envision the students collaborating on a final exhibition of their work.


c. Removed i. Graphic Design: I hesitate to remove these, but we really need a dedicated

Graphic Design faculty member to teach this. I think it’s an important topic and am tempted to rewrite instead of remove.

d. How will these course changes affect program goals, College Planning Goals, and student success? i. Adding Art History classes will increase the number of students exposed to

diverse cultures (CPG #4), and increase the students’ abilities to analyze and discuss various art forms, adding to their success (CPG #1). It will also serve our Program Goal #3 – to develop new curriculum

ii. Adding Studio classes will increase the depth and breadth of skills for Art students, adding to their success (CPG #1). It will also serve our Program Goal #3.

iii. Revising Art Appreciation will give us an opportunity to develop curriculum in the area of creativity studies. Many articles and books have been written recently about the importance of creativity and innovation in the marketplace, so this would serve CPG #1.

C. Class Sections

1. Discuss class section projections.

a. Short-term projections (1-5 years)

i. Increase core courses (Art 12: 2D Design, 14: Color, 24: Beginning Drawing) to a minimum of 2 sections per semester

ii. Offer Art 13 (3D Design) a minimum of once a year. iii. Offer a summer school section of Art 24 (Beginning Drawing) iv. Offer summer school sections of Art 91 and 92 (Art History 1 and Art History

2) v. Increase the number of night and/or weekend classes to a minimum of 1

section a semester vi. Offer a minimum of 3 concurrent sections of Art 46A & B (Ceramics 1 & 2)

and Art 89 (Special Projects in Ceramics) vii. Offer Art 60 & 61 (Beginning Painting 1 & 2) once a semester. viii. Offer Art 55A and 55B (Life Drawing 1 & 2) once a semester. ix. Offer Art 26 (Representational Drawing and Perspective) once a year. x. Offer Art 25 (Expressive Drawing) once every 2 years xi. Offer Art 95 (Watercolor) a minimum of once a year xii. Offer Art 100 A & B (Chinese Brush Painting) a minimum of once a year. xiii. Offer a minimum of 3 sections of Art 91 and 92 (Art History 1 and 2) per

semester. xiv. Offer a new Art History course, such as World Art History or Art of the

Americas. xv. Offer one section of Art 71 (Intro to Multimedia) once a year


xvi. Offer one section of Art 72 (Computer Graphics) per semester xvii. Offer one section of Art 78 (Digital Video) per semester xviii. Offer once section of Art 79 A&B (Web Design 1 and 2) per semester. xix. Offer one section of Art 84 A&B (Flash 1 & 2) once a year xx. Offer sections of Art 74 (Multimedia Design and Development) and Art 76

(Portfolio Preparation) as concurrent hybrid classes with Art 84 A & B.

xxi. Provide information on how these projections relate to program goals,

College Planning Goals, and student success. i. These projected course offerings will ensure that our students are

able to graduate with an AA, AS or certificate within a reasonable amount of time (2 years) – CPG #1: student success.

ii. This will increase the number of degrees and certificates awarded in Art.

xxii. Discuss how many online or hybrid sections are expected to be introduced in that time.

i. We plan to turn some classes in the Media Arts area into online or hybrid classes. These are courses that come at the end of the certificate or degree sequence and are traditionally low enrolled.

xxiii. Discuss how this involves the Facilities Master Plan. i. These course offerings will require more space than we currently

have; the new building should provide adequate space.

b. Long-term projections (up to 15 years): i. Increase the number of night and weekend sections to 3 ii. Start a “round robin” of studio classes at night and on weekends so that

working students can earn a degree or certificate. iii. Introduce new courses on an ongoing basis iv. Reintroduce Art 77 and Art 81 (Beginning and Intermediate 3D Animation)

with new software.

v. Provide information on how these projections relate to program goals, College Mission, and student success.

i. Having all the courses needed for a degree or certificate offered at night or on weekends will give more access to working students – student success.

ii. Offering new classes will increase student skills and awareness of diverse art forms.

iii. Increasing our offerings in Art History will help to promote increased awareness of the many cultural contributions of our diverse global society.

iv. Reintroducing the Motion Arts certificate and degree will increase student opportunities for career advancement and technical training.


v. The Professional Practices in Art course will prepare students for success in transfer or career advancement.

vi. Discuss how many online or hybrid sections are expected to be introduced in that time.

i. We may be offering sections of Web Design and Web Animation as hybrid or online courses

vii. Discuss how this involves the Facilities Master Plan. i. We will need resources for labs – hardware, software and equipment

such as cameras, printers, etc. ii. We foresee integrating technology into our Fine Arts department to

keep pace with the developments in studio practices.

D. Faculty and Support Staff.

1. Describe current strengths related to faculty and support staff.

a. We have an outstanding group of full and part-time faculty, all of whom have been here for at least 5 years.

b. Our faculty are professional artists working their fields. c. We have excellent collegiality and communication within our department.

2. Discuss projections on levels of faculty and support staff.


i. We need to hire an Art History/Gallery Studies faculty ii. As we develop and offer new courses, we will need to expand our

adjunct faculty base. iii. We wholly support the hiring of a full-time Journalism faculty because

of the integration of Journalism and Media Arts.

iv. Provide information on how these projections relate to program goals, College Planning Goals and student success.

i. The addition of a full-time Art History position will relate to CPG #4 – cultural diversity – in that it will allow us to increase the number of courses dealing with art in various cultures.

ii. A full-time Journalism faculty will provide more student opportunities for CPG# 2 – community partnerships and outreach.

v. Enumerate any changes to office space requirements. i. We will have a dedicated Art History office in the new building.

ii. We also have an office designated for use by adjunct faculty.

b. Long-term projections (up to 15 years) i. We will need to hire a full-time Media Arts faculty


ii. Provide information on how these projections relate to program goals,

College Mission and student success. i. In order to bring expertise and cohesion to the Media Arts area, a full-

time presence is required. ii. The demand in this area is growing and we need to prepare students

for rapidly changing field. iii. Enumerate any changes to office space requirements.

i. We do not foresee any new space requirements at this time E. Library Resources

1. Describe current strengths related to use of Library resources.

a. The Library has a good Art and Art History selection b. The Library offers copies of text books

2. Discuss projections on needs for library resources.

a. We do not foresee a major change in our need for Library resources

b. Short-term projections (1-5 years) i. Provide information on how these projections relate to program goals, the

College Planning Goals and student success. i. See above

c. Long-term projections (up to 15 years)

i. Provide information on how these projections relate to program goals, the College Mission and student success.

i. See above F. Technology

1. Describe current strengths related to use of technology.

a. We have both a Mac and PC lab in the Tech building, plus a photo studio for special projects.

b. We have digital still cameras and digital video cameras for student use. c. Our new building will include:

i. New equipment for ceramics, including kilns, etc. ii. Overhead projectors for all classrooms (except ceramics) iii. Art classroom that can accommodate laptops, iPads, etcs.

2. Discuss projections for technology needs. Include technology that supports faculty

and that which supports instruction directly. For example, include up-to-date equipment in faculty offices or software and systems for students to use directly in the classroom.


a. We will definitely need a new PC lab very soon – within the year. The current machines are breaking down almost daily.

b. We also need current versions of the software – we are almost 2 versions behind and after that, backwards compatibility becomes an issue.

c. It would be very helpful to have copies of the software on our office computers for grading purposes.

d. We will need to replace the older still and video cameras on an ongoing basis. e. We plan to develop a scan/print station for students in Fine Arts for use in

portfolio development.

f. Short-term projections (1-5 years) i. Discuss increased loads on existing technology and new technology needed

as a result of improvements in teaching and learning. i. As mentioned, our PC lab is in dire need of replacement.

ii. Our Mac lab will need to be replaced in about 3 – 4 years iii. Most of our digital camera equipment is out of date. iv. Our software is out of date in both labs v. We need to purchase Maya software for 3D Animation

vi. We need to purchase FinalCut Express for Digital Video vii. We need to purchase AfterEffects for Motion Arts

ii. Discuss if projected course changes will require additional software or hardware resources, either qualitatively different from what we have now, or simply greater than we have now.

i. Art 77 and 81 require Maya, which is qualitatively different from what we have now.

ii. We need the current version of Dreamweaver, Flash, Fireworks and Photoshop.

iii. Provide information on how these projections relate to program goals, College Planning Goals, and student success.

i. These projections relate to our program goal to increase the number of certificates completed. In order to train students effectively, we need to have current software and hardware.

ii. These projections relate to College Planning Goals #1 and #2 because they will increase the value students receive in the classroom and they will provide pathways to jobs in the Digital sector.

g. Long-term projections (up to 15 years)

i. We plan to teach some of our studio classes, such as 2D Design and Color, partly on computers, which will require a computer lab in proximity to the classrooms. As the technologies evolve, other options, such as iPad type devices, may be used.

ii. We plan to do more collaborative projects between courses, including Media Arts courses, and across disciplines. This may require additional equipment such as printers and cameras.


iii. Provide information on how these projections relate to program goals, College Mission, and student success.

i. These projections relate to our program goals to develop new curriculum and increase collaboration and dialog.

ii. These projects relate to College Program Goals #1 and 4, student success and cultural diversity.

iii. These projections relate to student success because they will better prepare students to work with technology and to work in teams.

G. Facilities

1. Describe current strengths related to use of facilities.

a. Our current Studio Arts facilities are temporary and while barely adequate for our needs, they are far superior to our old facilities.

b. In Fall 2012, we are scheduled to move into our new building, which will have a very positive impact on the program.

2. Discuss projections for facility needs. Consolidate those needs for faculty office space

and classroom space mentioned in (3) and (4) above.


i. For Studio Arts, we do not foresee facilities needs that will not be addressed by the new building.

ii. The additional classroom in the new building will allow us to offer more sections of Art History.

iii. For Media Arts, we currently have 2 labs that have served us adequately in terms of space.

iv. We would like to develop a “studio” setting for Media Arts to make it more like an industry setting.

v. Provide information on how these projections relate to program goals, the College Planning Goals, and student success.

i. These projections relate to our program goals of offering more sections,

improving our facilities and improving collaboration and dialog. ii. These projections relate to College Planning Goal #1, in that they will

enhance student success in our programs.

b. Long-term projections (up to 15 years) i. We believe the new building will be adequate to serve our needs in Studio

Art and Art History for the next 15 years.


ii. In the Media Arts area, we can foresee the need for a “studio” room in which students can work on collaborative, cross-disciplinary projects.

iii. Provide information on how these projections relate to program goals, the College Mission, and student success.

i. These projections relate to our program goals of offering more sections, improving our facilities and improving collaboration and dialog.

ii. These projections relate to College Planning Goal #1, in that they will enhance student success in our programs and to College Planning Goal #2 and 6.

H. Budget Use

1. Describe current strengths related to use of budgetary money.

a. In the Studio Arts area, we have been able to supplement student supplies to ensure that financially challenged students will have the opportunity for success in our classes.

b. We also buy supplies such as props, skeletons for anatomy, and other instructional materials.

c. In the Media Arts area, we supply flash drives and digital video cassettes for our students, as well as on-line tutorials for advanced students. This allows our students to keep the work they do in our classes.

d. We also buy software partially out of our budget, often providing matching funds to supplement College technology funds.

2. Discuss projections for budgetary needs based on current budgets and the projected changes discussed in previous sections. Describe the degree to which your equipment, supply, and maintenance budgets allow your program to meet its objectives. a. Our budgets were severely cut recently due to falling state revenues. This

impacted our ability to provide materials, or buy instructional materials, software, etc.

b. We have not been able to replace old media equipment, such as still and video cameras, on an ongoing and timely basis.

c. We need to be able to continue providing materials for students who can’t afford them.

I. Other changes

1. Describe current strengths related to other changes not mentioned above.

a. There are no other changes not mentioned above.

2. Discuss projections for changes not mentioned above.



i. Provide information on how these projections relate to program goals, enrollment, the College Planning Goals, the educational master plan, the technology plan, the library, the facilities master plan, and student success.

i. There are no other changes not mentioned above.

b. Long-term projections (up to 15 years) i. Provide information on how these projections relate to program goals,

enrollment, the College Mission, the educational master plan, the technology plan, the library, the facilities master plan, and student success.

i. There are no other changes not mentioned above.

J. Prioritize the resource requests according to the program goals, College Planning Goals

and student success data. 1. We need funding for a new PC lab and for software. 2. We need restoration of our Fine Arts budget for supplies 3. We need to replace equipment such as digital cameras and printers

4. Explain how these additional resources will help improve or maintain excellence.

a. We need to replace the failing computers in T401 so that students have

adequate technology. b. We need new versions of the Adobe software to stay current with what industry

is using c. We need FinalCut Express because our current software, iMovie, is too limited

and does not support many of the features we need. d. We need Maya 3D software so that we can resume teaching the 3D Animation

classes. e. We need AfterEffects so that we can start offering classes in post-production

video. f. We need supplies for our economically challenged students.

Appendix A:

SJCC Art Program Anonymous Student Survey This survey is intended to help the San Jose City College Art program’s faculty understand who we are serving and how we can do the best job possible to meet your needs. Some of the questions may have more than one answer. (You may be asked to complete this survey in more than one class.) COURSE TITLE & NUMBER: _______________________________________________________________________


Meets: _____ M,W; ____T,TH; ____ F; ____Sat Time of day: ____ morning; ____ afternoon; _____evening (1.) AGE: under 18 ___; 18 – 24 ___; 25 – 34 ___; 35 – 45 ___; 46 – 55 ___; over 56 ___ (2.) GENDER: Female ___; Male ___ (3.) EMPLOYMENT: Full Time ____; Part Time ____; Not Working _____; Retired ____; TYPE OF WORK: Art Related ____; Service/Sales ____; Professional ____; Education ____ (4.) STUDENT STATUS: Full Time ____; Part Time ____ (5.) DECLARED MAJOR? No ____; Art ____; Other ____; Have degree ____ (6.) # OF COLLEGE SEMESTERS: 1 – 2 ____; 3 -4 ____; 5 – 6 ____; 7 + ____: Have degree ____ (7.) # OF ART CLASSES COMPLETED: 1 – 2___; 3 – 4 ___; 5 – 6 ___; 7 + ____ (8.) WHAT ARE YOUR ULTIMATE COLLEGE GOALS? ____Don’t know yet ____A.A./A.S./Certificate ____Transfer for B.A./B.F.A./B.S. WHERE? SJSU/Cal State ___; UC system ___; private ____; unknown ____ ____Graduate school ____Gain skills & knowledge for career/work ____No goals, just enrichment ____Have a degree (9.) WHY ARE YOU TAKING THIS COURSE? Required for Major ____; Fulfills G.E. requirement ____; Not required, personal enrichment _____; Gain skills & knowledge for career advancement ____ (10.) HAS THIS COURSE MET YOUR EXPECTATIONS? (11.) HOW CAN WE IMPROVE OUR PROGRAM? Please feel free to explain your answers! _____More weekend/ Night courses _____Scheduling when classes meet _____Class length _____On line courses _____More course offerings _____Incorporate Computers into Design/Color instruction


_____More supplies for teachers/students _____Facilities _____Equipment _____Other: please explain


program review overview - san jose city college · program review overview . what follows is a...

Documents