Program Review and Action Planning – YEAR THREE
Final Summary Report
Division
Program
Contact Person
Date
SCHOOL OF THE ARTS
ART HISTORY
DIANE ZULIANI
FEBRUARY 21, 2011
I. Reflect upon the last three years' analysis and activities.
II. Briefly summarize the accomplishments of the discipline, and how they relate to the review of the
program, the program-level outcomes (PLOs) and course-level outcomes (CLOs).
APPROXIMATELY 840 CHABOT STUDENTS ENROLL IN ART HISTORY COURSES
PER ACADEMIC YEAR. THEIR SATISFACTION IS REFLECTED IN PREVIOUS
ENROLLMENT MANAGEMENT REPORTS WHICH SHOW ACCESS, RETENTION AND
SUCCESS RATES TO BE HIGHER THAN THE COLLEGE AVERAGE. STUDENT
RESPONSE FORMS, FILLED OUT IN AT LEAST TWO COURSES EVERY SEMESTER
(NOT ONLY WHEN FACULTY ARE UNDERGOING MANDATED EVALUATION)
ALSO DEMONSTRATE HIGH SATISFACTION RATES AMONG STUDENTS.
ART HISTORY FACULTY PERSIST IN THEIR COMMITMENT TO SERVING
STUDENTS IN BOTH THE CLASSROOM (ACADEMIC) SETTING AS WELL AS THE
GALLERY (VOCATIONAL) SETTING, TO ENSURE DISCIPLINARY AND
EXPERIENTIAL BREATDH FOR TRANSFER-READY STUDENTS.
ART HISTORY LEARNING OUTCOMES ARE CALIBRATED FOR CONTINUITY FROM
COURSE-LEVEL TO PROGRAM LEVEL, AND FINALLY TO COLLEGE LEVEL
LEARNING GOALS.
BY ALL INSTITUTIONAL AND PROFESSIONAL ASSESSMENTS, THE ART HISTORY
DISCIPLINE SUCCESSFULLY FACILITATES TOP COLLEGE PRIORITIES,
INCLUDING TRANSFER EDUCATION, FTEF EFFICIENCY, CAREER TECHNICAL
EDUCATION, AND ALL FIVE COLLEGE WIDE LEARNING GOALS.
III. Please list what best practices (e.g., strategies, activities, intervention, elements, etc.) you would
recommend? What was challenging? Was there a barrier(s) to success?
Best Practices:
BEST PRACTICE #1: CONTINUING TO OFFER STUDENTS BOTH THE
ACADEMIC/CLASSROOM AND THE GALLERY/VOCATIONAL SIDE OF THE ART
HISTORY DISCIPLINE TO ENSURE COGNITIVE AND EXPERIENTIAL STRENGTH
UPON TRANSFER. CONTINUING THE VARIED TEACHING-STYLE APPROACH
COMBINING LECTURE/DISCUSSION IN THE CLASSROOM WITH HANDS-ON
LEARNING IN THE GALLERY.
BEST PRACTICE #2: IN SEPTEMBER 2010, THE CALIFORNIA BOARD OF
GOVERNORS ISSUED, AND THE STATEWIDE ACADEMIC SENATE APPROVED, A
FORMAL RESOLUTION FOR A NEW BEST PRACTICE: REQUIRING MINIMUM
QUALIFICATIONS IN ART HISTORY FOR ALL INSTRUCTORS IN THE ART HISTORY
DISCIPLINE. TWO CHABOT INSTRUCTORS TEACHING ON A PART TIME BASIS DO
NOT CURRENTLY HAVE THE RECOMMENDED DEGREES (MASTER’S DEGREE IN
ART HISTORY, ARCHITECTURE HISTORY OR VISUAL CULTURE/VISUAL STUDIES,
OR A BACHELOR’S IN ART HISTORY AND MASTER’S DEGREE IN HISTORY). THIS
IS A RECOMMENDED BEST PRACTICE CURRENTLY BEING DISCUSSED HERE AT
CHABOT. “GRANDFATHERING” POLICIES WILL MEAN WE RETAIN THESE PART
TIME INSTRUCTORS IN ARTH 1 (INTRODUCTION TO ART), BUT THE ART HISTORY
DISCIPLINE WILL FOLLOW THE BOARD OF GOVERNOR’S/SENATE’S GUIDELINES
FOR ALL OTHER COURSES AND ALL FUTURE HIRING.
BEST PRACTICE #3: REQUIRING ALL ART HISTORY STUDENTS EXPERIENCE
ORIGINAL WORKS OF FINE ART IN BAY AREA ART MUSEUMS AND GALLERIES,
INCLUDING THE CHABOT ART GALLERY. BY ALL MEASURES, EXPERIENCING
ORIGINAL ARTWORK FIRST-HAND TANGIBLY DEEPENS STUDENTS’
UNDERSTANDING OF AND COMMITMENT TO THE VISUAL ARTS.
BEST PRACTICE #4: INVOLVING THE CAMPUS AND COMMUNITY IN ART
GALLERY EVENTS, RECORDING PER-PERSON GALLERY ATTENDANCE,
PROMOTING EXHBITS AND OTHER EVENTS. THIS PAST YEAR KEVIN MULLER,
GALLERY PROGRAM INSTRUCTOR, BEGAN ASKING HIS STUDENTS TO RECORD
THE ATTENDANCE AT EACH NEW EXHIBIT. IN SPRING 2010 WE LEARNED THAT
THE STUDENT ART EXHIBIT DRAWS SIX HUNDRED COMMUNITY ATTENDEES.
WE INTEND TO USE ATTENDANCE FIGURES IN FUTURE PROGRAM REVIEWS AS
AN INDICATOR OF STUDENT/COMMUNITY NEED.
Challenges/Barriers to Success:
CHALLENGES/BARRIERS TO BEST PRACTICE #1: WHILE WILLING, COMMITTED FACULTY
EXIST, THE ART GALLERY AND THE GALLERY PROGRAM HAVE NO BUDGET. NO ONGOING
FUNDING FOR MATERIALS, MAINTENANCE, SUPPLIES, EQUIPMENT, IMPROVEMENT, GUEST
SPEAKER STIPENDS, ETC.
CHALLENGES/BARRIERS TO BEST PRACTICE #2: STATEWIDE POLICIES “GRANDFATHER”
INSTRUCTORS INTO DISCIPLINES FOR WHICH THEY DO NOT POSSESS MINIMUM
QUALIFICATIONS. THIS IS NOT A MAJOR ISSUE AT CHABOT BUT IS ONE THE STATE IS LOOKING
AT.
CHALLENGES/BARRIERS TO BEST PRACTICE #3: THE COST OF MUSEUM ADMISSION IS A
FINANCIAL HARSHIP FOR MANY STUDENTS. THE COST OF PRIVATE AND PUBLIC
TRANSPORTATION TO BAY AREA MUSEUMS PRESENTS A FINANCIAL HARDSHIP FOR CHABOT
STUDENTS.
CHALLENGES/BARRIERS TO BEST PRACTICE #4: WAY-FINDING SIGNAGE FOR THE GALLERY
DOES NOT EXIST. THERE IS NO SIGNAGE ANYWHERE ON CAMPUS TO INDICATE THE GALLERY’S
LOCATION TO STUDENTS, STAFF OR COMMUNITY MEMBERS.
IV. Next Steps: Recommendations for program and institutional improvement.
Program Improvement:
RENEWED COMMITMENT FROM DISTRICT TO SUPPORT ART HISTORY WITH FTEF SECURED AT
CURRENT LEVELS.
RENEWED COMMITMENT FROM DISTRICT TO SUPPORT ART GALLERY WITH ONGOING FUNDING
FOR MATERIALS, SUPPLIES, EQUIPMENT, CAPITAL IMPROVEMENT, GUEST SPEAKER STIPENDS.
RENEWED COMMITMENT FROM DISTRICT TO SUPPORT ART GALLERY WITH FTEF SECURED AT
CURRENT LEVELS.
FACULTY INQUIRY INTO EDUCATIONAL/PEDAGOGICAL BEST PRACTICES IN ART HISTORY,
INCLUDING: INTERDISCIPLINARITY; USE OF DIGITAL IMAGES IN CLASSROOM; USE OF BLOGS,
YOUTUBE AND OTHER VISUAL TECHNOLOGIES IN TEACHING; PEDAGOGIES FOR TEACHING AND
DISCUSSING CHALLENGING/CONTROVERSIAL EXAMPLES OF CONTEMPORARY ART; ETC.
FACULTY INQUIRY INTO NEW PEDAGOGICAL DEVELOPMENTS IN THE FIELD OF ARTS
EDUCATION THROUGH PROFESSIONAL STATE-OF-THE-FIELD CONFERENCES SPONSORED BY:
COLLEGE ART ASSOCIATION; NATIONAL ART EDUCATORS ASSOCIATION; NATIONAL
ENDOWMENT FOR THE ARTS; AMERICAN VISUAL CULTURE ASSOCIATION ; ORGANIZATION OF
AMERICAN HISTORIANS; AMERICAN HISTORICAL ASSOCIATION, MODERN LANGUAGE
ASSOCIATION.
Institutional Improvement:
ONGOING GALLERY FUNDING TO SUPPORT STUDENTS THROUGH THE PURCHASE OF
MATERIALS, MAINTENANCE, SUPPLIES, EQUIPMENT, CAPITAL IMPROVEMENT, GUEST SPEAKER
STIPENDS.
ONGOING FUNDING TO SUPPORT STUDENTS BY IMPROVING PROFESSIONAL DEVELOPMENT OF
ART HISTORY FACULTY THROUGH ART HISTORY AND ARTS EDUCATION RELATED
CONFERENCES AND TRAVEL.
ENHANCED VIDEO/DVD LIBRARY RESOURCES.