Chabot College
Academic Services
Program Review Report
ART
2016 -2017
Year in the Cycle:
Program: 1
Submitted on 10/26/2015
Contact: bstipe@chabotcollege.edu, ctheil@chabotcollege.edu
,jgolojuch@chabotcollege.edu
FINAL 9/24/15
Table of Contents
___ Year 1
Section 1: Who We Are
Required Appendices:
A: Budget History
B1: Course Learning Outcomes Assessment Schedule
B2: “Closing the Loop” Assessment Reflections
C: Program Learning Outcomes
D: A Few Questions
E: New and Ongoing Initiatives and Projects
F1A: New Faculty Requests
F1B: Reassign Time Requests
F2A: Classified Staffing Requests
F2B: Student Assistant Requests
F3: FTEF Requests
F4: Academic Learning Support Requests
F5: Supplies Requests
F6: Services/Contracts and Conference/Travel Requests
F7: Technology and Other Equipment Requests
F8: Facilities
YEAR ONE
1. Who We Are
The Art Department provides students with high quality educational experiences in the visual arts with a focus
on Drawing, Painting, Ceramics, and Sculpture. The Art Department’s curriculum offers an A.A. in Studio Art
with an emphasis in Painting, Drawing, Ceramics, and Sculpture, as well as an A.A.T in Studio Art. Each of our
degrees require a strong emphasis on the skill development, concepts, and sensitivities essential for the visual
artist. The A.A.T. in Studio Art degree is designed for the student artist interested in transferring to a four year
Studio Art program within the UC and CSU system. Courses are offered in painting, drawing, illustration, life
drawing, ceramics,and sculpture. The Art Department provides students with an opportunity to develop the
techniques, visual sensibility, and historical understanding necessary for working with various art media. An
understanding and exploration of the meanings and ideas generated by the things we make, and an awareness
of the satisfaction inherent in the process of "the making," are essential parts of the program.
The Art curriculum offers instruction in art theory and practice. These areas of study constitute the foundation
courses needed to begin a career in the fine arts. The foundation courses meet prerequisite requirements to
UC, CSU systems, and four-year art schools. Our courses provide a solid basis for continuing work in upper
division and art-related fields such as Ceramist, Commercial Artist, Designer, Exhibition Designer, Art
Critic/Writer, Art Director, Art Historian, and Art Teaching.
Post-graduation student follow-up and feedback from faculty at transfer institutions indicate students majoring
in Art at Chabot College are well prepared to transfer to four-year colleges/universities and art schools. As a
university parallel program, the A.A.T. degree corresponds to the first two years of study required for a fouryear baccalaureate degree and allows students to transfer to four-year colleges/universities and art schools to
pursue the baccalaureate degree and beyond. Upon completion of the A.A.T. degree, students often transfer as
juniors to art schools and four-year colleges/universities in California and nationally.
The art department serves a wide variety of students. Many of our students are non-majors or taking a course
to complete general education requirements. We have requested data to help track these students in order to
better serve their needs. We do not discriminate in either pedagogy or content for non-majors.
The Art faculty has seen two faculty members recently retire, and we are grateful for the addition of a new fulltime studio art faculty member, Bonnie Stipe. She brings strong expertise in two-dimensional media with
community college teaching experience. She is savvy with computers and their applications, and we needed
that expertise. Both she and the long-term faculty members are committed to practices and innovation that
will maintain and expand the discipline as a robust and sustainable art program with strong ties to the other
fine art disciplines in our division.
We believe the Art department plays a key role in Chabot College’s mission: Chabot College is a public
comprehensive community college that prepares students to succeed in their education, progress in the
workplace, and engage in the civic and cultural life of the community. Our students contribute to the
intellectual, cultural, physical, and economic vitality of the region. Our students go on to become leaders in the
cultural life of our community.
2. Where We Are Now
For the past three years, the discipline has been struggling with budget, personnel, and sufficient FTEF to
survive. We are proud of adoption and implementation of the A.A.T. A deeper and broader evaluation of the
facilities, including equipment, supplies, and maintenance as well as our programs and offerings is overdue.
These facilities are among the few building that were not either renovated or replaced during the recent
Measure B bond. We are now ready to restore sections that were cut: two sections of evening ART classes and
two sections of day ART classes in Spring 2016, and we intend to offer these courses again in the fall. We also
intend to evaluate the viability of summer classes. In Fall of 2015, our art courses averaged at a fill rate of
118%. With all classes running over capacity, the data suggests we are needing to grow our program to
accommodate growth. Each year our majors are growing in number as this chart shows below:
ART MAJORS BY YEAR
2015
Art/Emphasis in Ceramics(A) 13
Art/Emphasis in Painting (A) 24
Art/Emphasis in Sculpture (A) 4
Art/General 118
Studio Arts (AA-T) 5
Illustration 3
2014
Art/Emphasis in Ceramics(A) 7
Art/Emphasis in Painting (A) 23
Art/Emphasis in Sculpture (A) 6
Art/General 114
Illustration 2
2013
Art/Emphasis in Ceramics(A) 6
Art/Emphasis in Graphic Des(C) 3
Art/Emphasis in Painting (A) 15
Art/Emphasis in Sculpture (A) 9
Art/General 105
Illustration 7
2012
Art/Emph in Graphic Design (A) 6
Art/Emphasis in Ceramics(A) 14
Art/Emphasis in Graphic Des(C) 6
Art/Emphasis in Painting (A) 20
Art/Emphasis in Sculpture (A) 11
Art/General 107
On the other hand, while courses as a whole are overfull on Day 1, by census, individual courses show drops in
enrollment by census that are troubling. The discipline is gathering data to ascertain that this actually
happening, developing a plan for determining possible causes, and implementing interventions to address
those causes.
After the cuts in 2010, the art department saw a significant decrease in degree completion rates. With more
institutional support, and more courses offered, the data would suggest that higher completion rates will
follow. Low course offerings also impact our student learning outcomes. For example, only 73% of students
scored a 3 or 4 on course level outcome for glaze technique in Ceramics 16A. There are any number of glaze
combinations that require repeated experimentation to master glazing pottery. The more sections of ART 16
offered, the more frequently the kiln gets fired, the more chances to experiment. One section per semester is
not enough.
We are in need of updating our facilities. The 1000 building has remained untouched despite recent
improvements throughout the campus. All of the classrooms in the 1000 building have no new instructional
technology. We do not have the capability to project and show a powerpoint because those classrooms have
no digital projectors. There is also no computer access in any of these classrooms. Our SLOs have been
impacted by the inability to show our students examples of historical and contemporary artists. The classroom
furniture in these rooms is also in disrepair. The tables and easels in 1006 have become a safety hazard because
of the loose bolts and legs.
We believe the increase in price of our Art Kits has impacted student completion and success rates. We are
going to collect more data to understand and find solutions to this problem. In the past, we charged a materials
fee for each class, which enabled the discipline to maintain an adequate supply of materials. Classes that have
historically had a high rate of success, at 80% or higher for the past three years (Art 20 and Art 22) have
decreased in success and completion (2% in Art 20 and 35% in Art 22.) The drop in success/completion for
classes with cost materials corresponds with the loss of a materials fee. We would like to purchase supplies for
the student that are cheaper to buy in bulk, a cost saving we could pass on to students using a fee.
We have implemented a transfer degree for Studio Art to comply with the new legislation from the state on
transfer eligibility, SB1440. It was vetted by the curriculum committee, Board of Trustees, and the Chancellor’s
office and then approved by the State so that now it is in the new catalogue. The goal would be to have more
time faculty to replace the instructors who have recently retired, and allow more time for student mentoring.
3. The Difference We Hope to Make
This year Art Department is seeking accreditation by the National Association of Schools of Art and Design
(NASAD). This is a significant achievement for a two-year community college. To date, only 22 community
colleges nationwide have been granted NASAD accreditation. Our curriculum stresses technical competence, an
understanding of artistic styles, critical thinking skills, creative problem-solving and insight to art's significant
role in society. With a focus on student enrichment, it is the Art Department’s goal to prepare students in a
professional practice as well as creative problem solving. Our pedagogy, curriculum, and goals are a good fit
with NASAD requirements.
The Art faculty have surveyed our facilities, materials, equipment, and resources. We have noted multiple
areas of need, including improvements as follows:
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
●
OSHA compliance: Fire Safe Cabinets for storage of solvents, ventilation, school purchase of solvents
for painting, chemicals for patina, and disposal of chemicals for patinas
Overhead projectors and Computer access for 1006, 1016, 1012; Wifi access for the 1000 building
Scheduled Maintenance of the Electric Kilns (deferred for the last several years)
New easels, model stand, and folding tables for 1006
Still life Objects and clamp lights for drawing
Sufficient model budget for life drawing
Instructional supplies for demonstrations in painting
Maintenance and cleaning supplies
Cushions and seating for Life Drawing models
Blackout shades in room 901 for controlling daylight when projecting digital images in and movies.
LCD projector and document camera for 901
Color printer for 901
Envirovents for electric kiln update
pilot system replaced on gas kiln room 1012
All of the facilities will need updated ventilation for NASAD accreditation
Instructional Aid and Studio Technician
All of these requests have been parsed out to the appropriate appendix.
The Chabot College Strategic Plan Goal: “Increase the number of students that achieve their educational goal
within a reasonable time by clarifying pathways and providing more information and support,” has been
considered and will require careful analysis of data, which is being compiled by the OIR. That information will
tell us how many majors, how rapidly they complete, demographics, and other data that will enable to us to
decide among the following options: support structures, interventions, certificate programs, disabled student
support, etc. One possibility is to create and implement a pathway community to support students (Creation of
Art FYE learning community). Many of the Art students already form a unofficial learning community by
working in the studios during open hours.
Many students use our labs after class hours, and we have no way to track and collect apportionment for those
hours. We would like to introduce the SARS tracking method to our studios as way to account and collect data
on those hours. We are interested in using Music’s implementation of the SARS in their practice rooms as a
model for our studios.
We are requesting additional FTEF to ensure access to sections of courses required for the AAT so as to ensure
timely completion (Strategic Plan Goal).
Appendix A: Budget History and Impact
Audience: Budget Committee, PRBC, and Administrators
Purpose: This analysis describes your history of budget requests from the previous two years and the
impacts of funds received and needs that were not met. This history of documented need can both
support your narrative in Section A and provide additional information for Budget Committee
recommendations.
Instructions: Please provide the requested information, and fully explain the impact of the budget decisions.
Category
Classified Staffing (# of positions)
Supplies & Services
Equipment
Figure drawing model budget
Contracted Services
Technology
TOTAL
2015-16
Budget
Requested
1
$1100
11,700
$7000.00
19,700
2015-16
Budget
Received
0
$500
unknown
$5500.00
0
2016-17
Budget
Requested
2
8827.67
34055.62
9900
7378.34
22183.56
2016-17
Budget
Received
6000
1. How has your investment of the budget monies you did receive improved student learning? When you
requested the funding, you provided a rationale. In this section, assess if the anticipated positive impacts
you projected have, in fact, been realized.
Replacing worn out equipment, such as electric kilns and grinders, has improved productivity and safety
in Ceramics and sculpture classes. By maintaining the studios we will increase student success and
completion rates. Additionally we have seen a trend with the art classes of student withdrawal after the
required class materials are explained. We will collecting data to further analyze this trend, but through
informal survey, we suspect this trend relates to student material cost. We would like to be able to
supply students with start up materials for each course in order to increase student retention and
completion rates. These materials should drastically increase student success rates.
2. What has been the impact of not receiving some of your requested funding? How has student learning
been impacted, or safety compromised, or enrollment or retention negatively impacted?
Success rates for Life Drawing have fallen, which we believe is attributable to decreased availability of
life drawing models. Disney, Pixar, and the Video Gaming Co. are looking for people with excellent
figure/anatomy drawing skills, which is a great opportunity for our students. We need to adequately
prepare our students for the real-life jobs that are available in the Bay Area.
In the past, we charged a materials fee for each visual arts class, which enabled the discipline to
maintain an adequate supply of materials. These materials include abrasives, wax, plaster, sand, saw
blades, etc. We have been able to mitigate the loss by using materials purchased over previous
semesters. Those materials have now been exhausted. Students are increasingly hard pressed to
complete projects in visual arts classes, as we no longer have the materials needed to complete
projects. Sculpture classes have historically had a high rate of success, at 80% or higher for the past
three years in Art 20 and Art 22, with success dipping by 2% in Art 20 and 35% in Art 22. This does not
correspond with high CLO scores in these classes. The drop in success for both classes corresponds with
the loss of a materials fee in the Fall of 2010. We need a annual materials budget to keep these highly
successful courses going. We also believe that the gap between the number of students enrolled on
the first day and number of students at census in a number of courses may also be driven by the cost of
materials. When we have reviewed the data we intend to collect, this may also identify an equity issue.
Appendix B1: Student Learning Outcomes Assessment Reporting Schedule
I.
Course-Level Student Learning Outcomes & Assessment Reporting (CLOClosing the Loop).
A. Check One of the Following:
€
No CLO-CTL forms were completed during this PR year. No Appendix B2 needs to be
submitted with this Year’s Program Review. Note: All courses must be assessed once at
least once every three years.
€
Yes, CLO-CTL were completed for one or more courses during the current Year’s Program
Review. Complete Appendix B2 (CLO-CTL Form) for each course assessed this year and
include in this Program Review.
B. Calendar Instructions:
List all courses considered in this program review and indicate which year each course Closing The
Loop form was submitted in Program Review by marking submitted in the correct column.
Course
*List one course per line.
Add more rows as
needed.
Art 7A,B,C,D
Art 2A,B,C,
ART 13A,B,C,D
ART 17A,B
ART 18
ART 23
Art 24
This Year’s Program
Review
*CTL forms must be
included with this PR.
Last Year’s Program
Review
2-Years Prior
*Note: These courses
must be assessed in
the next PR year.
submitted
submitted
submitted
submitted
submitted
submitted
submitted*
Art 3A,B,C,D
submitted*
ART 16 A,B,C,D
ART21
ART22
submitted*
Insufficient
enrollment, cannot be
assessed. Will be
assessed when >3
students enrolled
Not offered in
Fall 2015, will assess in
Spring 2016
All courses were assessed in Fall 2014. All courses are scheduled for assessment
(beginning new three year cycle) in Fall 2017, with closing the loop analysis and
discussion to be held in Spring 2018. a full review and update of our CLOs and PLOs
will be completed in the spring when the new curricular assessment module is rolled
out.
Appendix D: A Few Questions
Please answer the following questions with "yes" or "no". For any questions answered "no", please
provide an explanation. No explanation is required for "yes" answers. Write n/a if the question does
not apply to your area.
1. Have all of your course outlines been updated within the past five years? Yes
2. Have you deactivated all inactive courses? (courses that haven’t been taught in five years or won’t be
taught in three years should be deactivated) Yes
3. Have all of your courses been offered within the past five years? If no, why should those courses
remain in our college catalog? Yes
4. Do all of your courses have the required number of CLOs completed, with corresponding rubrics? If no,
identify the CLO work you still need to complete, and your timeline for completing that work this
semester Yes
5. Have you assessed all of your courses and completed "closing the loop" forms for all of your courses
within the past three years? If no, identify which courses still require this work, and your timeline for
completing that work this semester. Yes
6. Have you developed and assessed PLOs for all of your programs? If no, identify programs which still
require this work, and your timeline to complete that work this semester. Yes
7. If you have course sequences, is success in the first course a good predictor of success in the
subsequent course(s)? There are no core sequences in our area.
8. Does successful completion of College-level Math and/or English correlate positively with success in
your courses? If not, explain why you think this may be. Yes, in some courses. College-level writing,
thinking, and speaking skills are needed for many courses in the AAT.
Appendix F2A: Classified Staffing Request(s) [Acct. Category 2000]
Audience: Administrators, PRBC, Classified Prioritization Committee
Purpose: Providing explanation and justification for new and replacement positions for full-time and
part-time regular (permanent) classified professional positions (new, augmented and replacement
positions). Remember, student assistants are not to replace Classified Professional staff.
Instructions: Please complete a separate Classified Professionals Staffing Request form for each position
requested and attach form(s) as an appendix to your Program Review.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet AND a
separate Classified Professionals Staffing Request form must be completed for each position requested.
Add your requests to your spreadsheet under the 2000a tab and check the box below once they’ve
been added.
Please click here to find the link to the Classified Professional Staffing Request form:
http://www.chabotcollege.edu/prbc/APR/2016-17%20Classified%20Professionals%20Staffing%20Request%20Form.pdf
This is a fillable PDF. Please save the form, fill it out, then save again and check the box below once
you’ve done so. Submit your Classified Professionals Staffing Request form(s) along with your Program
Review Narrative and Resource Request spreadsheet.
Total number of positions requested (please fill in number of positions requested):
2
X
Separate Classified Professionals Staffing Request form completed and attached to Program
Review for each position requested (please check box to left)
X
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Appendix F2B: Student Assistant Requests [Acct. Category 2000]
Audience: Administrators, PRBC
Purpose: Providing explanation and justification for student assistant positions. Remember, student
assistants are not to replace Classified Professional staff.
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal, safety, mandates, and accreditation issues. Please
cite any evidence or data to support your request. If these positions are categorically funded, include
and designate the funding source of new categorically-funded positions where continuation is
contingent upon available funding.
Rationale for proposed student assistant positions:
In order to maintain the studios, extra assistant is needed. This position would greatly assist with
classroom set-up, teardown, maintenance of equipment, demonstration setup, and general studio
cleanliness. Right now, these requirements on placed upon instructors. A student assistant would allow
for more time for instruction.
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
This will allow for greater focus on SLOs, because the instructor will have more time to focus on
instruction.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions
requested):
X
2
Summary of positions requested completed in Resource Request Spreadsheet (please check
box to left)
Appendix F3: FTEF Requests
Audience: Administrators, CEMC, PRBC
Purpose: To recommend changes in FTEF allocations for subsequent academic year and guide Deans
and CEMC in the allocation of FTEF to disciplines. For more information, see Article 29 (CEMC) of the
Faculty Contract.
Instructions: In the area below, please list your requested changes in course offerings (and
corresponding request in FTEF) and provide your rationale for these changes. Be sure to analyze
enrollment trends and other relevant data at
http://www.chabotcollege.edu/ProgramReview/Data2015.asp
COURSE
(semester)
2ABC
(semester)
16ABCD
Annualized
2ABC
Annualized
16ABCD
CURRENT
FTEF
(2015-16)
.67
ADDITIONAL
FTEF
NEEDED
.67
CURRENT
SECTIONS
2
ADDITIONA
L SECTIONS
NEEDED
2
CURRENT
STUDENT #
SERVED
48
ADDITIONA
L STUDENT
# SERVED
48
.67
.33
2
1
48
24
1.3
1.3
4
4
96
96
1.3
.66
4
2
96
48
This is reported for one semester. The annual request would be double, the number of additional students to
be served would double.
In Fall of 2015 the waitlist for our 2ABC offerings totaled 50 students. We are turning away Art majors and
nonmajors, impeding timely completion of their G.E. and transfer degree requirement.
Only 73% of students scored a 3 or 4 on course level outcome for glaze technique in Ceramics 16A. There are
any number of glaze combinations that require repeated experimentation to master glazing pottery. The more
sections of ART 16 offered, the more frequently the kiln gets fired, the more chances to experiment. One
section per semester is not enough.
Appendix F4: Academic Learning Support Requests [Acct. Category 2000]
Audience: Administrators, PRBC, Learning Connection
Purpose: Providing explanation and justification for new and replacement student assistants (tutors,
learning assistants, lab assistants, supplemental instruction, etc.).
Instructions: Please justify the need for your request. Discuss anticipated improvements in student
learning and contribution to the Strategic Plan goal. Please cite any evidence or data to support your
request. If this position is categorically funded, include and designate the funding source of new
categorically-funded position where continuation is contingent upon available funding.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet. Add
your requests to your spreadsheet under the 2000b tab and check the box below once they’ve been
added.
Total number of positions requested (please fill in number of positions requested):
X
6
Summary of positions requested completed in Program Review Resource Request
Spreadsheet (please check box to left)
Rationale for your proposal based on your program review conclusions. Include anticipated impact on
student learning outcomes and alignment with the strategic plan goal. Indicate if this request is for the
same, more, or fewer academic learning support positions.
In order to allow one-on-one demonstration, extra assistant is needed. This position would
greatly assist with classroom set-up, teardown, demonstration, and studio maintenance. A
student assistant would allow for more time for instruction.
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
This will allow for greater focus on SLOs, because the instructor will have more time to focus on
instruction.
Appendix F5: Supplies Requests [Acct. Category 4000]
Audience: Administrators, Budget Committee, PRBC
Purpose: To request funding for supplies and service, and to guide the Budget Committee in allocation
of funds.
Instructions: In the area below, please list both your anticipated budgets and additional funding
requests for categories 4000. Do NOT include conferences and travel, which are submitted on Appendix
F6. Justify your request and explain in detail the need for any requested funds beyond those you
received this year. Please also look for opportunities to reduce spending, as funds are limited.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
X
SUPPLIES tab (4000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
We believe the rise in price of our Art Kits has impacted student success rates. We are
going to collect more data to understand and find solutions to this problem. In the past,
we charged a materials fee for each sculpture class, which enabled the discipline to
maintain an adequate supply of materials. Classes that have historically had a high rate of
success, at 80% or higher for the past three years (Art 20 and Art 22) have decreased in
success (2% in Art 20 and 35% in Art 22.) The drop in success for classes with cost
materials corresponds with the loss of a materials fee. We would like to purchase supplies
for the student that are cheaper to buy in bulk, and require each student to purchase
them individually. We also believe that the decrease in AT-CENSUS enrollment is tied to
the cost of the materials.
The Art faculty have surveyed our facilities, materials, equipment, and resources. We have noted
multiple areas of need, please see attached worksheet.
Appendix F6: Contracts & Services, Conference & Travel Requests [Acct. Category
5000]
Audience: Staff Development Committee, Administrators, Budget Committee, PRBC
Purpose: To request funding for contracts & services and conference attendance, and to guide the
Budget and Staff Development Committees in allocation of funds.
Instructions: Please list specific conferences/training programs, including specific information on the
name of the conference and location. Your rationale should discuss student learning goals and/or
connection to the Strategic Plan goal.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
1.
2.
There should be a separate line item for each contract or service.
Travel costs should be broken out and then totaled (e.g., airfare, mileage, hotel, etc.)
X
TRAVEL/SERVICES tab (5000) completed in Program Review Resource Request Spreadsheet
(please check box to left)
Rationale:
The Service Request: we need to have a model available for class instruction 75% of the course
hours in order to meet the Student Learning Outcomes of the course.
Travel Request is for the California Conference for the Advancement of Ceramic Art in Spring of
2017. Attending this conference is an essential part of professional development.
How do the assessments that you performed to measure student learning outcomes (SLO’s) or service
area outcomes (SAO’s) support this request?
Success rates for Life Drawing have fallen, which we believe is attributable to decreased
availability of life drawing models.
Appendix F7: Technology and Other Equipment Requests [Acct. Category 6000]
Audience: Budget Committee, Technology Committee, Administrators
Purpose: To be read and responded to by Budget Committee and to inform priorities of the Technology
Committee.
Instructions: Please fill in the following as needed to justify your requests .If you're requesting
classroom technology, see
http://www.chabotcollege.edu/audiovisual/Chabot%20College%20Standard.pdf for the brands/model
numbers that are our current standards. If requesting multiple pieces of equipment, please rank order
those requests. Include shipping cost and taxes in your request.
Spreadsheet: To be considered, requests must be added to the Resource Request Spreadsheet.
Follow the link below and check the box below once they’ve been added.
X
EQUIPMENT tab (6000) completed in Program Review Resource Request Spreadsheet (please
check box to left)
Please follow the link here to make your request and summarize below
http://intranet.clpccd.cc.ca.us/technologyrequest/default.htm
The ability to show images in an art classroom in a essential instructional aid. Currently
Rooms 1006, 1012, and 1016 have no digital projector or classroom computer available.
Not having accessibility to these tools severely impacts student learning outcomes.
Additionally, having WiFi access in the 1000 building is essential for student learning and
research. Currently there is little to no WiFi access within 1006, 1012, 1016.
Appendix F8: Facilities Requests
Audience: Facilities Committee, Administrators
Purpose: To be read and responded to by Facilities Committee.
Background: Although some of the college's greatest needs involving new facilities cannot be met with
the limited amount of funding left from Measure B, smaller pressing needs can be addressed. Projects
that can be legally funded with bond dollars include the "repairing, constructing, acquiring, and
equipping of classrooms, labs, sites and facilities." In addition to approving the funding of projects, the
FC participates in addressing space needs on campus, catalogs repair concerns, and documents larger
facilities needs that might be included in future bond measures. Do NOT use this form for equipment or
supply requests.
Instructions: Please fill in the following as needed to justify your requests .If requesting more than one
facilities project, please rank order your requests.
Brief Title of Request (Project Name): Remodel 1000
Building/Location: 1000 building
Type of Request
___ Space Need
___ Building Concern
___ Small Repair
___ Larger Facility Need
_x__ Large Repair
___ Other (grounds, signage…)
Description of the facility or grounds project. Please be as specific as possible.
Electric Kiln Repair and Maintenance, Room 1016, see attached quote for specifics
Gas Kiln Pilot Replacement, Room 1012, see attached quote for specifics
Remodel of Room 1006, see attached list for specifics
What educational programs or institutional purposes does this request support and with whom are you
collaborating?
To comply with the National Association of Schools of Art and Design Accreditation Standards for
Facilities. We need to show that we have proper institutional support to maintain studio space and
equipment.
Briefly describe how your request supports the Strategic Plan Goal?
This maintenance and renovation is critical to providing instruction in the fine arta. We need to
have the proper maintenance of our studios. We cannot meet the accreditation facilities standard at
this time, and specific equipment is failing--scheduled maintenance has been deferred for over 10
years. If it is not completed soon, the equipment will fail and have to be replaced (higher cost than
the maintenance/repair).