Instructional Program Review Update 2012/13 (fields will expand as you type) Section 1 ‐ Program Information 1.0 Name of Program: Digital Media Date: Jan. 2, 2013 1.1 Program Review Authors: Clyde Johnson, Montel Vanderhorck, Julie Stowe 1.2 Dean’s Signature: Jeff
A. Cummings
Date: 1/24/13 1.3 Individual Program Information # of Degrees # of Certificates 1 ‐ D.M. A.S. # of Courses 1 ‐ D.M. C. A. # of GE Courses 17 0 The shaded cells below are to be populated by the Program Review Committee as needed. # of Full Time Faculty 2010‐2011 # of Part Time Faculty 2011‐12 2010‐2011 # of Staff FTE 2011‐12 2010‐2011 2011‐12 Personnel Budget 2010‐2011 Discretionary Budget 2011‐12 2010‐2011 2011‐12 1.3.1 State briefly how the program functions support the college mission: The college mission as posted on the CR website is three sentences. The DM program supports all of these. Media technologies require consistent updates and improvements to maintain educational value to the students. This includes faculty skill development, community interaction through CTE advisory committees, providing computer lab facilities with hardware and software that is not outdated, and participating in assessments of course level and program level student learning outcomes. 1.3.2 Program highlights/accomplishments: The intro‐level DM courses (DM7, DM10, DM11, and DM15) provide a strong foundation of skills and knowledge. The wide mix of student ages and demographics are excellent for diversity in perspectives and ideas. The strengths of the students in the program are a primary reason for the strength of the program. The DM program provides a wide range of options for students following the intro‐level courses. This is necessary as media‐related professions have many specialization pathways. Students attending classes at the main campus work in the DM computer lab (FM108) which currently offers excellent hardware, software, and support. Students can also develop the foundation skills in online classes. The DM program has a good number of “completers”. Last May, the graduation booklet showed 14 students earning DM degrees. The DM program also has a comprehensive program website, created by students in the DM22 class. This serves as a portal for program information as well as access to class websites from the ISWEB server. Here is the DM website link: http://isweb.redwoods.edu/dm/ 25. DM Program Review SP2013.docx 4/23/2013 Page 1 Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Enrollment x Enrollment decline is ‐12% from 2010‐11 to 2011‐12. This is 2% greater decline than the overall CR enrollment decline. Since there were only 90% of sections offered for 2011‐12, this accounts for the increased decline. Del Norte offered one section in 2010‐11 and none in 2011‐12. We do not expect to see DM classes offered at the Branch campus locations in the near future. Looking at course level fill rates, some courses have increased, some decreased. This is expected. The DM degree has four specialization options for students and this splits up the body of DM students between various specialization courses and results in lower fill rates in specialization courses. Fill Rate ☐ Comment if checked: 2.2 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success x DM success rate for 2011‐12 is 60%; this is a decrease from the DM 2010‐11 success rate of 70%. The most significant factor in this rate are online courses where the typical success rate is 50% or less. I expect we will see changes in this data for 2012‐13 due to the changes in faculty dropping failing students up to the 10th week. Retention x DM retention rate for 2011‐12 is 85%. The most significant factor in this lower rate are the online courses. I expect we will see changes in this data for 2012‐13 due to the changes in faculty dropping failing students up to the 10th week. 2.3 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence ☐ Comment: 2.4 Completions Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Completions & Transfers x The DM completion rates are higher than the overall CR rates. This is partially due to DM faculty assisting individual students for completion. This includes DM40 and other approved course substitutions that are oftentimes an improvement to student’s overall DM education. DM faculty also works with individual students (and Jennifer Knight ‐ CTE counselor) in preparing education plans that map course sequences and semester‐by‐semester progress. Student obstacles include fewer section options, class‐time overlaps, enrollment, and personal challenges. DM students know they can ask DM faculty for support to 25. DM Program Review SP2013.docx 4/23/2013 Page 2 help them complete the program, and they do. Student Equity Group Data 2.5 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to Enrollments & fill rates Data shows DM is below CR for female enrollment. We will see variation in this from year to year. Digital Media has a more general appeal to males, especially the Game Development emphasis. All of the DM courses and DM professional pathways can be appropriate for either gender. The CTE programs are proactive in addressing “non‐traditional” students specific to traditional careers and professions. Comparing DM to CR in other enrollment factors (age, ethnicity, DSPS, BSI), nothing stands out as a notable difference as percentages are all close. 2.6 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to success & retention Success rates in DM online classes are 10% below the CR average (58% for DM online success). This trend has numerous reasons: students lack self‐motivation for continuous course work, students enroll for convenience, students enroll for financial aid, and students enroll to for full‐time status, and students just quit participating. Possibly the biggest reason is that students procrastinate assignments up to the last hour or two while assignment requirements are more extensive. There seems to be a trend among students to rely on Google searching as a replacement for assignment preparation and problem solving through experimentation. 2.7 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group next to persistence Persistence percentages for DM students are higher than district percentages. Additional Indicators 2.8 Faculty Information Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF DM has a lower FTES per FTEF than the district as there is one FT DM faculty and four PT DM faculty. 2.9 Labor Market Data (CTE/Occupational programs only) Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. a. There are two defined areas for local labor market demand that align with the DM program and courses. These areas are web 25. DM Program Review SP2013.docx 4/23/2013 Page 3 development and graphic design. Both areas project job growth in Humboldt County and California. For graphic design, the job outlook 2010‐2020 is 13% growth and for multi‐media artists and animators, the job outlook is 8% growth for the same time period. The value of animation skills is also mentioned in job outlook information for web developers, giving prospective employees an edge in skill sets. The largest employers in Humboldt and California are in video production and graphic design. The DM program and courses cover both these areas for entry‐level training. The minimum education for employment is defined as a Bachelors degree. Students need to go beyond CR in higher education to increase their opportunities in the labor market. Some students continue at HSU and it is also noted there are also new DM students who have earned BA or higher degrees and have returned to college to update and increase their media and technology skills. b. The DM program has a wide range of classes and many are exclusive to CR. HSU does not offer a Digital Media degree although has degrees in Graphic Design, Videography, and Journalism. These are the local pathways for DM students to continue their educations. The ART and DM departments at CR have some overlap in course skill‐sets although the art focus is for creative skills and the DM focus is for professional and technical skills. c. Nearly every local employer that produces media has or has had DM students as employees. Media skills have a much greater reach in this community than the media job market and many local businesses include in‐house media development. There are also students who have self‐employment interests and/or existing businesses and they are able to use their media development skills to create promotional websites and advertisement media for their own use. Overall, what has been the impact of the change in indicators on student achievement and learning: Smaller class sizes result in students receiving more individual attention from faculty. Although lower fill rates are not desirable from the viewpoint of the cost to the college, lower fill rates are desirable for improved educational experiences for students. When classes are larger the individual attention from faculty to student is decreased as there is a greater demand for one‐on‐one support as well as time spent evaluating student work and providing feedback to students. Provide narrative on the factors that may have contributed to the improvement or decline in the identified population: There are no “red flags” in indentified population indicators at this time. Trends in enrollment have regional and national influences as well as the accreditation situation is possibly influencing enrollment at this time. See 2.5 – enrollments by group. Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data Are all courses on track for complete assessment of all outcomes in two years? Y/N What courses, if any, are not on track with regard to assessment? Explain. # of PLOs Assessed and Reported during the 2011‐2012 academic year. % of Course Outlines of Record updated If there is no plan for updating outdated curriculum, when will you inactivate? 25. DM Program Review SP2013.docx 4/23/2013 Y NA 4 1 update – DM22, Dec. 2012 Page 4 View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Assessment Reporting completed? Y/N Program Advisory Committee Met? Y/N Y Y 3.0 How has assessment of course level SLO’s led to improvement in student learning (top three): SLO assessments have improved student learning by providing a "roadmap" or point‐of‐reference. DM faculty use assessments when developing or revising tutorials/lectures so they more specifically reflect a particular SLO. SLO assessment has also provided a view of teaching areas that need more focus, analyzing methods of instruction based on what has worked well in the past and what can be improved upon in the future. 3.1 How has assessment of program level outcomes led to degree/certificate improvement (top three): The process has clearly definded course level outcomes mapping to program level outcomes. Program level assessments have led to collaborative discussion among CIS, BT, BUS, and DM faculty. Discussion has included strategies for “build the base” which is an educational foundation for students that includes DM10, CIS1, and BUS10. These discussions are continuing. 3.2 (Optional) Describe unusual assessment findings/observations that may require further research or institutional support: None noted at this time. Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Actions Current Status Outcomes New computers in DM lab (FM108) Completed and expected to be adequate for approximately 4 years. Students are able to work with video and animation as computers can now handle the intensive processing and large files requiring a lot more RAM than a typical desktop computer. Adobe software updates Completed, although ongoing program needs as Adobe continually releases software upgrades, some that are not backwards compatible. Student assignments are completed using the most current versions of industry‐standard software. Our software versions will be current for a year or so. New Cintiq drawing tablets in DM lab Incomplete – funds were allocated from Measure Q although spending was put on hold until further notice. The Wacom Cintiq is an industry standard drawing and animation tool. 25. DM Program Review SP2013.docx 4/23/2013 Page 5 Animation software upgrades Completed ‐ Perkins funds were allocated for these lab needs. Previous software version had a lot of “bugs” and the version 6 upgrade fixed this problem. Students are able to complete lab and class assignments with less frustration. The files they create work the way they are supposed to. Color Laser printer in DM lab Completed – also provided through Perkins funds. It is essential in the desktop publishing class to print student work. This printer also prints back‐to‐back for student developed brochures and booklets. 4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Most of the DM classes include specific software training. Newer software often requires newer computers to run the software so the hardware and software upgrades in the DM lab once again provide the DM program with current and adequate equipment for students to develop skills using current technologies. Section – 5 Planning 5.0 Program Plans (2012/2013) Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the program’s Action Plan for the 2012/13 academic year. If more than one plan, add rows. Include necessary resources. (Only a list of resources is needed here. Provide detailed line item budgets, supporting data or other justifications in the Resource Request). 5.1 Program Plans Relationship to Institutional Plans Increase online course sections Increasing opportunities for non‐
traditional student. Action to be taken: Move DM lab to new building Relationship to Expected Impact on Assessment Program/Student Learning Assessments will Students who cannot attend continue for DM courses, the main CR campus will have online and face‐to‐face. increased educational opportunities. There is nothing identified at this time as the DM program currently has a well‐equipped lab. 5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. 25. DM Program Review SP2013.docx 4/23/2013 Page 6 Resources Needed none Furniture – needs are unclear at this time. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be submitted with rationale, plan linkage and estimated costs. Check One Amount Recurring Rationale Request $ Cost Y/N Linkage Planning Operational Personnel Cintiq drawing tablets for DM lab x $6000 N Animation drawing directly on the computer screen is superior to other methods of developing computer animation. Industry standards also include these methods of animation development. Section 7‐ PRC Response by section (completed by PRC after reviewing the program review) 7.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Satisfactory. S.2. Data Analysis: Good job showing data increase due to actions taken. References good market data in the field. S.3. Critical Reflection of Assessment Activities: Great job for 2012‐2013 assessment. Two courses weren’t assessed. PRC is not clear if they are being revised. This kind of detail needs to be reflected in program reviews. S.4. Evaluation of Previous Plans: Building a base that was referenced in this section wasn’t built into the following future planning section. S.5. Planning: Building a base that was referenced in section 4 wasn’t built into section 5. S.6. Resource Requests: The resource request noted as incomplete in Section 4 was not included in section 5 planning 25. DM Program Review SP2013.docx 4/23/2013 Page 7