5.1 b
Program/Discipline: Art
Annual Program Review Update
Art
Annual Program Review Template, Approved Spring 2009
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Art
Submitted by (names): Cynthia Hooper, Anita Janis, Geisce Ly, Shannon Sullivan, Garth Johnson, Ahn Fielding
Contact Information (phone and email): X4320, cindy-hooper@redwoods.edu
Dean / V. P.: Rachel Anderson / Marjorie Carson
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Eureka Campus: No substantive changes have occurred since our last Program Review.
Mendocino Campus: No substantive changes have occurred since our last Program Review.
Del Norte Campus: No substantive changes have occurred since our last Program Review.
Instructional Sites/Alternate Locations:
Annual Program Review Template, Approved Spring 2009
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5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
 Early Morning
Before 10:00AM
 Prime Time
From 10:00AM to 2:30PM
 Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
 Evening
5:30PM*/6:00PM and later
 Weekend
Saturday or Sunday classes
 TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
 Weekend
 Evening
 Late Afternoon
 Early Morning
 Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Art
Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
2008 - 2009
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
2007 - 2008
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
Total
TBA
2006 - 2007
Weekend
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
60% 68% 77% 55% 80% 23%
65% 57%
65% 68% 63% 64% 33%
63%
65%
60% 61%
56% 56% 63%
60%
61%
61% 63% 54% 47% 69%
61%
331
822 225 220
20
7 1,625
421
811
287
252
32
10 1,813
503
546
333
493
27
50 1,952
580
618
431
391
40
286 2,346
26
52
12
22
1
6
119
35
50
19
21
2
6
133
31
42
20
39
2
7
141
37
44
24
34
5
18
162
66.22 167.5 52.8 50.8 4.43 1.23 342.99 92.76 162.26 68.95 55.28 1.58 1.44 382.26 102.25 112.76 68.22 105.57 5.16 6.07 400.03 122.89 127.51 93.09 88.08 8.65 35.71 475.93
2,238 4,740 1,188 2,106 108 540 10,920 3,204 4,332 1,890 1,944
51 486 11,907 2,916 3,606 1,872 3,627 126 540 12,687 3,690 3,672 2,376 3,114 432 1,143 14,427
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Eureka Campus: District-wide, enrollments for art have increased by 44% from 2005 to 2009. Art enrollments for the Eureka campus
have increased 23% over this same period. This can be partly attributed to the hiring of two new art faculty (Shannon Sullivan in Fall
2007 and Garth Johnson in Fall 2008) so additional art sections could be offered. Art courses have long been a popular choice for
satisfying an Area C (Humanities) requirement for transfer to CSU, and also for satisfying the IGETC transfer requirement for transfer
to UC. Digital Media and Drafting students take art courses as well. There are also a number of self-identified art majors on the
Eureka campus, though their specific numbers are not available at present.
Mendocino Campus: Bob Rhoades was our full-time faculty for over 25+ years and served as the local art department chair until his
retirement last year. The one significant impact with Bob's retirement is the void of a full-time faculty person to perform the roles and
responsibilities of a department chair. Currently, we have seven part-time faculty teaching 16 on-campus sections this 2009-10
academic year. Approximately one-third of our students take courses in the Art Department every year. In fact, most of our art classes
consistently have at least a 60% fill rate. Given that the average age of CRMC's student is 37 years of age, a good number of them
choose to take an art class every semester for personal enrichment purposes. This explains why we have had a steady increase in
enrollment over the years.
Del Norte Campus: Our watercolor classes are well attended during the prime time hours, as is basic drawing.
Instructional Sites/Alternate Locations:
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Annual Program Review Template, Approved Spring 2009
Page 4 of 51
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5.1 b
Eureka Campus: The local community has a strong interest in and appreciation for the visual and performing arts. This interest has
kept art enrollments strong for many years.
Mendocino Campus: Our Fort Bragg/Mendocino community tends to attract artists and aspiring artists. As such, there has been an
influx of community members who come to CRMC to learn new skills and concepts in hopes of making a living as an artist or using
their newfound knowledge for avocational purposes.
Del Norte Campus: The greatest number of our students are repeats. Many are community members with degree seeing students
sprinkled into the classes. Our local community is very art oriented.
Instructional Sites/Alternate Locations: The addition of art classes in community locations has provided greater access for students
who have difficulty commuting to the main campus.
Annual Program Review Template, Approved Spring 2009
Page 5 of 51
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5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
Annual Program Review Template, Approved Spring 2009
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5.1 b
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
ART-10
83%
135
68%
116
80%
66
75%
77
74%
93
ART-11
71%
17
58%
12
88%
16
80%
10
ART-110
87%
52
72%
18
76%
17
78%
18
80%
15
ART-14
100%
17
67%
33
81%
16
ART-146
100%
11
ART-151
100%
11
ART-16
68%
19
ART-163
69%
16
81%
16
ART-165
78%
23
ART-166
95%
21
ART-17
77%
394
77%
359
75%
399
69%
455
72%
577
ART-18
78%
18
87%
15
60%
5
75%
40
74%
34
ART-18L
100%
2
ART-19
84%
50
74%
61
89%
44
87%
47
79%
48
ART-1A
78%
79
78%
23
67%
12
55%
87
ART-1B
68%
47
88%
26
81%
31
68%
19
72%
43
ART-2
81%
115
76%
127
74%
166
77%
167
72%
177
ART-20
69%
13
ART-22
83%
66
86%
43
84%
45
67%
49
76%
67
ART-23
85%
104
72%
68
76%
71
78%
51
73%
56
ART-26
100%
9
60%
15
ART-28
82%
11
ART-31A
74%
170
76%
121
74%
181
77%
163
68%
226
ART-31B
84%
76
83%
70
78%
95
70%
143
68%
107
ART-32
78%
9
95%
19
100%
18
67%
9
100%
27
ART-35
77%
167
85%
143
77%
163
83%
173
78%
137
ART-36
73%
15
ART-37
100%
5
69%
16
100%
4
100%
1
ART-38
67%
3
93%
15
100%
14
100%
4
ART-3A
75%
59
70%
23
80%
55
86%
37
65%
40
ART-3B
83%
12
ART-4
79%
218
87%
142
79%
87
77%
172
68%
323
ART-40
1
86%
7
100%
9
100%
12
94%
16
Annual Program Review Template, Approved Spring 2009
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5.1 b
ART-42
ART-43A
ART-43B
ART-44
ART-45
ART-46
ART-46B
ART-47
ART-5
ART-52
ART-53
ART-54
ART-56
ART-57
ART-58
ART-59
ART-60
ART-60L
ART-62
ART-62L
ART-64
ART-64L
ART-66
ART-67
ART-72
ART-87
ART-88
ART-99
ART-99A
ART-99B
ART-99E
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
75%
36
72%
83
77%
35
79%
123
83%
58
79%
84
100%
17
80%
15
85%
13
75%
12
75%
8
100%
5
100%
4
70%
10
91%
11
55%
20
100%
5
71%
7
73%
11
73%
80
70%
50
74%
74
75%
85
76%
62
77%
22
38%
13
67%
12
94%
18
95%
19
67%
3
80%
5
100%
8
100%
2
33%
3
100%
11
56%
18
76%
21
71%
17
69%
13
81%
16
71%
34
86%
36
70%
20
63%
27
100%
5
71%
7
78%
9
75%
8
71%
14
95%
22
100%
18
86%
22
88%
16
78%
37
68%
47
83%
40
76%
37
81%
37
74%
38
100%
8
100%
13
100%
13
85%
20
86%
14
88%
16
92%
24
56%
9
91%
23
100%
11
55%
11
54%
13
63%
16
73%
11
82%
11
81%
31
65%
17
67%
9
73%
11
74%
19
94%
17
84%
19
76%
37
80%
20
100%
4
93%
15
86%
56
100%
29
86%
122
84%
25
38%
8
77%
31
78%
9
79%
2311
78%
1819
78%
2032
77%
2168
72%
2632
Annual Program Review Template, Approved Spring 2009
Page 8 of 51
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Eureka Campus: Art courses district-wide generally enjoy high success rates (a 75% average from 2006-2009, as compared to a 20062009 district-wide average of 68%.) I think this is due largely to high student interest and our dedicated faculty. The 5% overall dip in
our success rates in 2008-2009 might be attributable to the hiring of 6 new faculty members this last academic year (and to an influx
of new students) but it also could be statistically insignificant. The increase in online art courses (and their inclusion in the data here)
might also have had an impact on the overall success rates for art courses district-wide.
Mendocino Campus: The success rates for our art classes tend to be high because (a) students enjoy taking classes from our faculty
(evidenced from the evaluations), (b) our faculty are passionate about providing high quality instruction, and (c) there is a pattern of
students consistently persisting and completing our art classes semester after semester.
Del Norte Campus: Our students are definitely committed to pursuing excellence in art and with the support of the talented and
inspiring associate faculty at our campus receive solid instruction and support.
Instructional Sites/Alternate Locations:
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Eureka Campus: I am unaware of any changes outside my discipline that would affect the data shown in the table above.
Mendocino Campus: I am unaware of any changes outside this discipline that would affect the data shown in the table above.
Del Norte Campus: Our art offerings are consistent and enrollment remains steady with no impact from changes outside the discipline.
Instructional Sites/Alternate Locations:
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Annual Program Review Template, Approved Spring 2009
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5.1 b
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
ART-10
92%
135
91%
116
85%
66
90%
77
87%
93
ART-11
94%
17
67%
12
100%
16
100%
10
ART-110
94%
52
72%
18
82%
17
94%
18
100%
15
ART-14
100%
17
88%
33
81%
16
ART-146
100%
11
ART-151
100%
11
ART-16
89%
19
ART-163
88%
16
81%
16
ART-165
78%
23
ART-166
95%
21
ART-17
89%
394
91%
359
88%
399
90%
455
90%
577
ART-18
83%
18
87%
15
80%
5
90%
40
88%
34
ART-18L
100%
2
ART-19
90%
50
92%
61
91%
44
91%
47
83%
48
ART-1A
85%
79
91%
23
67%
12
69%
87
ART-1B
81%
47
92%
26
90%
31
84%
19
91%
43
ART-2
96%
115
89%
127
89%
166
88%
167
88%
177
ART-20
69%
13
ART-22
91%
66
91%
43
87%
45
84%
49
87%
67
ART-23
92%
104
82%
68
83%
71
90%
51
91%
56
ART-26
100%
9
87%
15
ART-28
100%
11
ART-31A
86%
170
85%
121
88%
181
90%
163
86%
226
ART-31B
96%
76
90%
70
93%
95
86%
143
84%
107
ART-32
89%
9
95%
19
100%
18
78%
9
100%
27
ART-35
84%
167
91%
143
86%
163
92%
173
87%
137
ART-36
73%
15
ART-37
100%
5
75%
16
100%
4
100%
1
ART-38
67%
3
93%
15
100%
14
100%
4
ART-3A
93%
59
83%
23
89%
55
95%
37
90%
40
ART-3B
83%
12
ART-4
89%
218
92%
142
93%
87
89%
172
85%
323
ART-40
1
100%
7
100%
9
100%
12
100%
16
Annual Program Review Template, Approved Spring 2009
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5.1 b
ART-42
ART-43A
ART-43B
ART-44
ART-45
ART-46
ART-46B
ART-47
ART-5
ART-52
ART-53
ART-54
ART-56
ART-57
ART-58
ART-59
ART-60
ART-60L
ART-62
ART-62L
ART-64
ART-64L
ART-66
ART-67
ART-72
ART-87
ART-88
ART-99
ART-99A
ART-99B
ART-99E
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
83%
36
90%
83
91%
35
89%
123
90%
58
93%
84
100%
17
93%
15
92%
13
92%
12
88%
8
100%
5
100%
4
80%
10
100%
11
75%
20
100%
5
71%
7
82%
11
90%
80
88%
50
93%
74
85%
85
90%
62
91%
22
69%
13
67%
12
94%
18
95%
19
100%
3
80%
5
100%
8
100%
2
67%
3
100%
11
61%
18
81%
21
82%
17
77%
13
88%
16
85%
34
92%
36
90%
20
85%
27
100%
5
100%
7
100%
9
88%
8
93%
14
95%
22
100%
18
100%
22
100%
16
89%
37
85%
47
98%
40
86%
37
92%
37
87%
38
100%
8
100%
13
100%
13
95%
20
93%
14
88%
16
100%
24
100%
9
96%
23
100%
11
55%
11
54%
13
69%
16
73%
11
82%
11
81%
31
76%
17
78%
9
73%
11
84%
19
94%
17
84%
19
81%
37
90%
20
100%
4
93%
15
93%
56
100%
29
93%
122
92%
25
88%
8
94%
31
89%
9
89%
2311
89%
1819
89%
2032
89%
2168
87%
2632
Annual Program Review Template, Approved Spring 2009
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5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Eureka Campus: Retention rates for art courses district-wide (at an average of 89%) remain steady and are comparatively high. As has
been stated, students genuinely enjoy art classes, and our art professors are very dedicated. For comparison, retention rates for
divisions district-wide are 86% for Humanities/Commmunications, 86.3% for Math/Science, and 87% for other Arts, Languages and
Social Sciences offerings.
Mendocino Campus: Because our students are making time to take various art courses, they are committed individuals to start with
who value opportunity to learn and to explore their creativity. With such dedication and persistence, many of them continue on with
taking the art lab sections to further their learning--therefore giving rise to our steady retention rates.
Del Norte Campus: The data for our campus seems to follow the same pattern as the Eureka Campus.
Instructional Sites/Alternate Locations:
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
Eureka Campus: I am unaware of any changes outside my discipline that would affect the data shown in the table above.
Mendocino Campus: I am unaware of any changes outside this discipline that would affect the data shown in the table above.
Del Norte Campus: No changes outside this discipline seem to impact this data.
Instructional Sites/Alternate Locations:
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
Annual Program Review Template, Approved Spring 2009
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5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
Annual Program Review Template, Approved Spring 2009
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5.1 b
ART-10
ART-11
ART-110
ART-14
ART-17
ART-18
ART-18L
ART-19
ART-1A
ART-1B
ART-2
ART-22
ART-23
ART-26
ART-28
ART-31A
ART-31B
ART-32
ART-35
ART-3A
ART-4
ART-40
ART-42
ART-43A
ART-43B
ART-52
ART-53
ART-54
ART-56
ART-57
ART-58
ART-59
ART-60
ART-60L
ART-62
ART-62L
ART-64
ART-64L
ART-67
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
83%
42
66%
74
75%
65
71%
28
50%
8
77%
74
100%
3
71%
14
0%
1
100%
2
75%
8
100%
1
64%
11
0%
1
80%
5
100%
2
79%
48
86%
7
100%
7
50%
8
45%
11
85%
249
75%
405
70%
354
56%
149
49%
37
67%
331
94%
16
74%
19
80%
10
0%
1
75%
20
100%
1
100%
1
93%
41
85%
39
68%
31
60%
10
100%
2
82%
50
87%
15
56%
16
43%
7
70%
10
83%
30
83%
23
73%
11
75%
12
88%
116
75%
146
75%
154
72%
61
40%
15
62%
68
87%
30
72%
18
89%
18
33%
3
100%
2
78%
93
81%
57
72%
53
81%
32
60%
5
50%
2
69%
72
67%
6
75%
4
100%
1
100%
1
75%
12
100%
3
100%
2
67%
6
71%
80
71%
115
70%
121
67%
39
88%
16
76%
173
82%
74
72%
61
70%
57
67%
12
75%
4
71%
131
100%
19
100%
7
100%
5
100%
2
90%
40
86%
116
83%
131
80%
119
65%
40
63%
8
79%
119
85%
27
81%
27
60%
30
79%
14
100%
1
74%
39
89%
133
84%
166
68%
106
69%
13
62%
50
100%
3
88%
8
100%
6
100%
3
100%
1
92%
13
67%
3
83%
6
67%
3
0%
1
71%
7
88%
48
76%
70
75%
36
71%
14
82%
84
83%
12
89%
9
100%
3
100%
2
0%
1
73%
11
71%
35
73%
37
60%
25
100%
8
67%
6
75%
121
92%
13
100%
6
71%
7
68%
31
33%
3
86%
7
67%
12
62%
13
75%
8
100%
1
72%
29
54%
13
50%
6
50%
4
50%
2
100%
2
79%
61
86%
7
100%
1
50%
2
76%
21
91%
11
100%
3
84%
56
82%
39
81%
32
60%
10
100%
5
100%
1
80%
46
100%
13
83%
6
100%
3
100%
1
100%
1
93%
27
100%
5
100%
9
67%
3
0%
1
88%
49
67%
3
67%
3
100%
2
65%
43
100%
1
67%
3
25%
4
100%
1
100%
1
69%
16
50%
2
78%
9
100%
3
100%
2
92%
12
84%
1286
77%
1542
72%
1262
66%
421
62%
114
74%
2011
Annual Program Review Template, Approved Spring 2009
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5.1 b
Annual Program Review Template, Approved Spring 2009
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5.1 b
ART-10
ART-11
ART-110
ART-14
ART-17
ART-18
ART-18L
ART-19
ART-1A
ART-1B
ART-2
ART-22
ART-23
ART-26
ART-28
ART-31A
ART-31B
ART-32
ART-35
ART-3A
ART-4
ART-40
ART-42
ART-43A
ART-43B
ART-52
ART-53
ART-54
ART-56
ART-57
ART-58
ART-59
ART-60
ART-60L
ART-62
ART-62L
ART-64
ART-64L
ART-67
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
88%
41
66%
29
67%
55
65%
46
77%
26
77%
94
100%
1
80%
5
60%
5
75%
8
78%
9
75%
4
100%
5
57%
7
100%
5
100%
3
73%
44
100%
6
100%
2
67%
3
56%
9
50%
2
55%
11
82%
291
81%
189
69%
291
61%
265
62%
82
69%
407
71%
14
92%
12
50%
8
100%
4
100%
7
76%
21
100%
1
100%
1
89%
38
83%
23
75%
28
90%
21
70%
10
77%
53
77%
13
78%
9
29%
7
67%
6
50%
2
73%
11
82%
22
75%
12
90%
10
70%
10
100%
3
79%
19
85%
134
90%
78
68%
112
71%
99
69%
39
63%
98
74%
19
88%
17
93%
15
78%
9
60%
5
79%
99
73%
48
75%
24
84%
32
79%
28
80%
10
68%
79
100%
2
33%
3
100%
3
50%
2
100%
1
77%
13
100%
1
100%
1
100%
3
67%
6
71%
66
68%
65
71%
83
67%
102
88%
24
76%
204
82%
62
76%
42
71%
48
57%
35
73%
15
74%
137
100%
18
100%
6
100%
4
100%
4
100%
3
89%
38
86%
105
78%
73
81%
84
86%
76
52%
27
80%
168
88%
25
65%
17
76%
25
71%
28
67%
6
76%
37
87%
159
85%
74
70%
61
61%
44
73%
11
76%
119
100%
2
100%
5
100%
6
100%
6
75%
4
91%
11
83%
6
100%
3
0%
3
100%
1
71%
7
86%
56
76%
25
76%
41
75%
16
83%
6
80%
108
86%
7
83%
6
83%
6
100%
3
0%
1
80%
15
71%
35
63%
19
64%
22
65%
17
89%
9
77%
130
75%
8
67%
3
75%
4
100%
5
76%
37
0%
1
50%
2
86%
7
67%
15
63%
8
75%
8
60%
5
100%
1
73%
26
43%
7
50%
2
75%
4
60%
5
67%
3
76%
67
80%
5
0%
1
80%
25
90%
10
100%
2
100%
2
84%
56
92%
36
81%
16
67%
9
71%
17
67%
3
79%
52
93%
14
100%
4
100%
2
100%
4
93%
27
100%
6
100%
2
75%
4
100%
3
67%
3
88%
49
50%
2
0%
1
100%
2
100%
1
100%
2
65%
43
100%
2
75%
4
100%
1
33%
3
63%
16
100%
1
100%
1
67%
9
100%
3
100%
1
92%
13
83%
1286
79%
777
72%
1001
69%
886
70%
320
75%
2366
Annual Program Review Template, Approved Spring 2009
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5.1 b
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
Eureka Campus: Art students who have passed English 1A appear to have a 27% success rate advantage over those with remedial
reading skills. For a general comparison, Languages students who have passed English 1A have a 63% success rate advantage, and
Philosophy students who have passed English 1A have a 105% success rate advantage over remedial readers. This demonstrates (I
think) that art courses are good places for remedial readers because they can practice (and demonstrate) college-level critical thinking
and analytical skills in ways additional to reading and writing. Art courses intrinsically appeal to visual and and kinesthetic learners,
and also provide opportunities for college skills' learning and self-esteem building as well.
The table indicates that transfer-level math skills improve the success rates for art courses by 18% over those with remedial math
skills. Transfer-level math students take art courses in the highest numbers, but art course enrollment is pretty well represented across
all math skill levels. One can conclude, generally, that a student's perceived math abilities are generally not an excessive hindrance to
enrolling in an art course.
The last review did not contain this data table, so I cannot comment on changes.
Mendocino Campus: Many of our art students take our art classes for personal enrichment, not necessary to fulfill a transfer
requirement. That's because a majority of them are older, casual students who wish learn something fun and interesting and not for the
purpose of needing transfer credits. Students taking our art classes tend to get As and Bs for participating in critiques and fulfilling a
finals portfolio. Those students who concurrently enroll in basic skills courses have done well academically when taking art courses.
Del Norte Campus: Many of our art students are non-traditional and not seeking degrees. It is not uncommon for them to just enroll in
one class (art) each semester. For our traditional (transfer) students, we also find that students with remedial needs often find success
in the visual and dimensional arts as they rely on those senses (visual and tactile) to successfully complete these classes. Their success
in art provides increased self-confidence and exposes them to another aspect of the Humanities.
Instructional Sites/Alternate Locations:
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Annual Program Review Template, Approved Spring 2009
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5.1 b
Eureka Campus: The Eureka campus art department was not aware of these patterns until this review, so we have not responded to
them yet. Art 1A (which is a lecture-based Art History course) is the only art course with a relatively low success rate (43%) for
students who've had English 150 or less. This statistic might be usefully discussed during the next district-wide Art 1A assessment
activity.
Mendocino Campus: We could create a survey questionnaire to better understand what motivates our students to enroll in an art class.
Also, we could use this survey to compare and contrast the retention and success rates between our basic skills students and the older,
casual students.
Del Norte Campus: We are staffed solely by associate faculty in the art department at our campus, so involvement in district art
conversations has been limited. Including our associate faculty via conference calls would enable us to participate in these very
important discussions. Despite this limitation, our associate faculty focus on students' success.
Instructional Sites/Alternate Locations:
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
N/A
4. Budget Resources
Annual Program Review Template, Approved Spring 2009
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5.1 b
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Unrestricted Funds
Eureka Campus: $5000 for the entire
ALSS division for printing,
$6340 for Instructional Supplies
Restricted Funds
Mendocino Campus:$1000 for
instructional supplies.
Del Norte Campus: We have an
instructional supply budget for all of our
department's classes.
Equipment replacement and repair
budget
Instructional Sites/Alternate Locations:
The Eureka campus art department
provides all Instructional Supply monies
and some printing costs.
Eureka: $0 dedicated for this year, but
we have been told that this money has
been pooled into a larger fund for
emergency use.
Mendocino Campus: $390 for tools and
equipment.
Del Norte Campus: We have no funds
specified for these items. We respond to
replacement/repair needs as they
emerge.
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5.1 b
Professional Development
Work-study funding
Instructional Sites/Alternate Locations:
Sally Frazier has indicated that there will
be Professional Development funds
available to faculty this year through the
Faculty Development Committee.
Eureka Campus: $9,500
Mendocino Campus: N/A
Del Norte Campus: We are not offering
ceramics this year because we could not
identify associate faculty who met
minimum qualifications in our
community. We have not budgeted
work study funds and, if needed, would
work with our financial aid staff to
identify the dollars and the students.
Additional Budget Items
Instructional Sites/Alternate Locations:
Eureka campus: $500 for gallery budget,
$150 for postage, $500 for new software
under $200, $150 for warehouse
supplies, $2000 for model salaries, $500
for salary short-term staff.
Mendocino Campus: $860 for student
model, art model, and art model
benefits.
Del Norte Campus: These funds are
pooled and support all programs. We
Annual Program Review Template, Approved Spring 2009
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5.1 b
are paying for art models as needed out
of our general funds. If ceramics is
revived, and that is our goal, we will
need to develop equipment,
maintenance, supply and work study line
items in our budget.
Instructional Sites/Alternate Locations:
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
Eureka Campus: The budget above doesn't account for our department's ongoing reliance on Instructional Block Grants and Action
Plans, and before these, on Partnership for Learning Enhancement and Partnership for Learning Excellence grants. For example: in
academic year 2008-2009, the art department was awarded $13,317 in Instructional Block grants and $4,000 in Action Plan funds. In
academic year 2007-2008, the art department was awarded $36,150 in Instructional Block grants and $9,000 in Action Plan funds. In
academic year 2006-2007, the art department was awarded $19,640 in PLE grants and district-funded equipment replacement/repair.
(Numbers that go back further are available upon request.) Over the last 5 years, for example, the Eureka Campus art department has
needed an average of $19,846 to keep its technology, equipment, and infrastructure functional for instruction. This baseline need must
be taken into account when budgeting for the Eureka campus program. This year's equipment and infrastructural needs are
documented in the Equipment and Facilities sections in this document.
A note about our printing budget: even though the line-item for our division is $5,000 (up $1,509 from last year) this still represents a
39% cut because of our administration's decision to double the printing costs. As a result of this, our ALSS division will very likely
run out of money for printing by early next semester.
Mendocino Campus:The art department discretionary budget for the 2009-10 year is $2,250. This does not include last year's request
for equipments outside of our discretionary budget.
Del Norte Campus: To date, we've been able to rely on general funds to operate and offer our art classes. As our campus grows, we
will need to earmark funds for the art department offerings and, as stated previously, develop a budget specific to this department.
Annual Program Review Template, Approved Spring 2009
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5.1 b
Instructional Sites/Alternate Locations:
Annual Program Review Template, Approved Spring 2009
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5.1 b
5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1.
Reason:
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
1 If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
Annual Program Review Template, Approved Spring 2009
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5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
Associate Faculty
9
74%
9
68%
10
71%
14
71%
Regular Staff/Non-Overld
2.77
26% 3.32
32% 3.22
29% 4.71
29%
Staff - unknown status
Total
12.05
100% 12.43
100% 13.69
100% 18.37
100%
a. Describe the status of any approved, but unfilled full-time positions.
Eureka Campus: There are no approved, but unfilled FT art positions at this time.
Mendocino Campus: As a result of Bob Rhoades's retirement in May 2009, his position remains unfilled.
Del Norte Campus: We do not have a full-time art faculty position at our campus. Our classes are taught by associate (part-time)
faculty.
Instructional Sites/Alternate Locations:
 b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
Eureka Campus: Our associate faculty are of a very high quality, despite the fact that we must continually compete with HSU for these
faculty. A big problem is our extremely lopsided full to part-time ratio, as demonstrated in the chart above. 71% of art courses districtwide are taught by associates, for example, and art faculty teach enough courses to support 12 full-time faculty postions.
On the Eureka campus, there are currently 3 full-time faculty and 16 associate faculty. This situation is challenging for art because of
the continual oversight needed for our infrastructure-intensive discipline, and also the SLO assessment activities required for our 49
Annual Program Review Template, Approved Spring 2009
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5.1 b
individual art courses. Associate faculty, thus, must actively participate in uncompensated facilities/equipment maintenance as well as
assessment activities, and full time faculty must work well beyond their normally assigned duties. There is simply too much work to
do (and not enough full time support to do it all) when you have full to part-time ratios as lopsided as these.
Mendocino Campus: We currently have seven associate faculty teaching 16 on-campus sections and 4 online sections this academic
year. These are exceptionally gifted instructors who consistently get positive evaluations. Without a full-time art department to serve
as our local art department chair, it has been difficult to convene our associate faculty to dialogue about the current and future needs of
the art department, to address ongoing concerns, and to coordinate campus-wide efforts. Although we have communicated openly
about various issues, more efforts are needed to plan for what lies ahead so as to minimize potential miscommunication.
Del Norte Campus: This year we were not able to find an associate faculty member who met minimum qualifications in art, so we did
not offer ceramics. While the associate faculty we do have teaching for us currently are iminently qualified and dedicated to their role
at the college, it is difficult to assimilate all of the responsibilities that would normally be assumed by a full-time faculty on top of
their associate faculty workload.
Instructional Sites/Alternate Locations: Eureka campus faculty teach at these sites.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
Eureka Campus: ALSS
Eureka Campus: 2
Eureka Campus: 2 19
Eureka Campus:
Eureka Campus: 1
Annual Program Review Template, Approved Spring 2009
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5.1 b
Division
Mendocino Campus:
Zero
Del Norte Campus:
N/A
Instructional
Sites/Alternate
Locations:
AOA for the ALSS
Division (Susan
Metzger). Susan has
estimated that 50% to
60% of her time is
dedicated to the Art
Department.
Mendocino Campus:
Zero
Del Norte Campus:
Support is provided
through our
instructional office and
by community
members who assist
with hanging shows.
We currently have a
part-time computer tech
who does not have
enough hours to work
with the digital media
classes.
Instructional
Technicians (19 hours
per worker per week.)
Mendocino Campus: 1
Del Norte Campus: 0
committed to art
classes. This is an area
of need where digital
media is concerned,
and would also be for
ceramics when those
classes are offered
again.
hour Instructional
Technicians.
Mendocino Campus:
Zero
Del Norte Campus: No.
Instructional
Sites/Alternate
Locations:
Mendocino Campus: 1 due
to retirement.
Del Norte Campus: N/A
Instructional
Sites/Alternate Locations:
Instructional
Sites/Alternate
Locations:
Instructional
Sites/Alternate
Locations:
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
Annual Program Review Template, Approved Spring 2009
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5.1 b
8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: Art: Eureka Campus Submitted by: Cynthia Hooper
Year: 2009-2010
List classroom or instructional space name/number: CA 138, CA 136, CA 135, CA 126
Check if any of the following are not adequate:
Ventilation / room
ADA
temp
access
Other (briefly describe):
Number of seats / work stations
Technology (computers, projectors, internet)
Describe the specific action and cost to make this space adequate for your instructional needs: These rooms are in dire need of
replacement digital projectors. The current projectors are very outdated and faculty cannot control the color, contrast, or quality of
these device's images. Images, therefore, are washed out, high-contrast, and lacking in detail, so students cannot see what the
artwork being projected actually looks like. High quality image projection is essential for the teaching of art and art history. The
cost for 4 Epson Powerlite 822 digital projectors, extra bulbs, and ceiling mounts (not including shipping and tax) is $4,376.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: Per semester: 8 sections of
Students: 660
Art 17, 1 section of Art 18, 1 section of
Annual Program Review Template, Approved Spring 2009
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5.1 b
Art 22, 1 section of Art 23, 1 section of
Art 19, 2 sections of Art 31A, 2
sections of Art 31B, 1 section of Art
99, 1 section of Art 3A, 2 sections of
Art 60/60L, 3 sections of Art 2, 2
sections of Art 43A, and 1 section of
Art 42.
Describe how these changes will improve student learning outcomes: This essential piece of equipment will improve the Student
Learning Outcomes for virtually all of the studio art courses that we teach. All of our art courses include SLOs that require that
students describe and analyze (in classroom discussion and with written assignments) how varied artmaking concepts and
techniques operate within a variety of historical, contemporary, and multicultural contexts. Our studio art SLOs also require that
students create artworks that demonstrate this comprehension of the varied historical, contemporary, and multicultural contexts for
artmaking. Students must have access to high quality images of artworks from varied historical, contemporary, and multicultural
periods and styles in order to adequately learn from (and contextualize) how their own efforts operate within global art-making
trends.
9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
Price, include
tax and
shipping
Number of
students using
equipment each
semester
Annual Program Review Template, Approved Spring 2009
Page 28 of 51
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
5/29/2016
5.1 b
Current
ly – 57
Eureka
Campus:
6 2.66GHz
Intel Core 2
Duo
4GB 1066MHz
DDR3 SDRAM
- 2x2GB
1.0TB Serial
ATA Drive
Eureka
Campus:
6 2.66GHz
Intel Core 2
Duo
4GB 1066MHz
DDR3 SDRAM
With
new
comput
ers - 75
$9789.392
$9789.392
Annual Program Review Template, Approved Spring 2009
Page 29 of 51
At nearly five years old, our
current eMac computers are at
the end of their useful lives.
These new iMacs will be able to
support subsequent updates of
the Adobe suite to better
prepare our students for the
professional world, which
relates to learning outcome #3
for Art 42, “Use the concepts of
line, composition, value, space,
perspective, color, texture, and
other skills to create well
designed compositions in
Illustrator or InDesign for
products, magazine covers,
articles, illustrations and fine art.”
Current
ly – 57
Additionally, we are preparing
an introduction to video art
course that will require more
computer power than we
presently possess.
We are requesting 6 additional
computers to complete the
replacement of the eMacs in our
lab. The art computer lab
would benefit greatly from an
upgrade plan that would allow
for periodic upgrades and
replacement.
5/29/2016
5.1 b
Eureka
Campus: 4
Dewalt angle
grinders for use
in sculpture,
ceramics, and
jewelry.
Eureka
Campus: 5
ACE dual
temperature
Heat Guns
Eureka
Campus: 1000
refractory
hardbrick (800
straight brick,
200 Arch
Brick)
$59.99 each
ACE Hardware
200
Currently, we only have one angle
grinder in the 3-D area. With the
implementation of our new
welders and metalworking
equipment, we will need more
grinders to effectively work the
metal process. SAM fees are not
applicable for this essential tool.
$22.99 each
ACE Hardware
200
Currently, we only have one
working heat gun in the 3-D area.
We use these tools often to speed
up the drying process of clay,
melt wax, dry paint, etc. SAM
fees are not applicable to this
important tool.
200
We are planning to offer Art 99:
Firing Techniques topic #1: Kiln
Building in the near future. To
satisfy SLO #1 Theorize about
multiple firing techniques and
applications”, we will need these
bricks. Our vision is to build a
soda kiln with the students to
replace the old, dilapidated, nonfunctional gas kiln that is
currently sitting in our kiln yard.
This will increase the breadth of
unique firing techniques that
students will be able to explore
800 straight brick=3.55
each for a total of
$2,840
200 arch brick= 3.75
each for a total of $750
subtotal=3590
shipping=600
Tax= 323.10
Total for hard brick
request= $4,513
Annual Program Review Template, Approved Spring 2009
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5.1 b
$1043.98
350
Eureka
Campus: 2
Epson DC-10s
Document
Cameras
(ELPDC10S)
A digital
projector and
screen for
2,500
Annual Program Review Template, Approved Spring 2009
Page 31 of 51
80
and give students hands on,
practical experience with building
kilns. To my knowledge there are
not any other potters or
institutions in the area using this
firing method, thus creating
another draw for students to take
ceramics classes at CR.
Document cameras in the
classroom will allow instructors
to improve their modes of
instruction by allowing them to
more effectively demonstrate
various techniques and media
that are described in course
learning outcomes for drawing,
painting and introduction to art
classes (i.e. CLO #1 for Art 17.
Additionally, document cameras
will aid in class critiques, which
are representative learning
activities for all art classes (also
see CLO #6 for Art 17. These
document cameras will work
with existing projectors and
technology that is already in
rooms 138 and 139.
This equipment will allow for
digital presentations to be
conducted in two (instead of
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5.1 b
Mendocino art
lab (Art 206)
A Thermo Fax
and heat press
for Mendocino
Textiles
courses
A security
fence for the
Mendocino
sculpture area
Epoxy Seal and
base board
moldings for
the floor of
Mendocino art
lab (Art 207)
currently only one) of our art labs.
1250
30-45
The department needs to have its
own equipment. (The currently
used Thermo Fax/Heat Press is
the personal property of the
instructor.)
3,000
60
Students working during evening
hours would feel more safe if this
open classroom space was fenced.
60
This will prevent dry wall
deterioration of Art 207 during
weekly hose-down of the floor for
dust control. (This was not
completed during the recent
remodel.)
5,000
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
Number of
students using
equipment each
Annual Program Review Template, Approved Spring 2009
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Describe how the equipment
allows achievement of
program/discipline educational
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5.1 b
cost
A replacement
ventilation fan
for the
Mendocino
Glaze Room
(Art 207)
Replacement of
a poorly
functioning gas
kiln for the Del
Norte campus
ceramics studio
Replacement of
poorly
functioning gas
and electric
kilns in the
Mendocino
ceramics lab
Replacement of
poorly
functioning
pottery wheels
in the
Mendocino
ceramics lab
Del Norte: Kiln
semester
outcomes
60
The replacement fan will far
outperform the old one in
reducing students to the health
risks of potentially dangerous
particulates and fumes.
50
Replacement of poorly
functioning kilns will facilitate
the timely and orderly firing of
students’ ceramics projects—
particularly the higher cone firing
processes.
60
Replacement of poorly
functioning kilns will facilitate
the timely and orderly firing of
students’ ceramics projects.
8000 for 10
wheels
60
Replacement of poorly
functioning wheels will allow for
the adequate functioning of 3
sections of ceramic courses per
semester.
$500
When ceramics
classes are
offered 40+
The kiln is essential to this
program and enables students to
fire their ceramics pieces.
575
3,000-5,000
7000 for two
kilns
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10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Course SLO Measured: Art 17 SLO #3 (Depict and verbally describe the concepts of line, composition, value,
space, perspective, color, texture, and other skills for representational and non-representational image-making
in drawing.)
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
5 instructors of Art 17 convened on December 5, 2008 to collaboratively discuss the overall success rates of 30
randomly selected drawings from 6 sections of Art 17.
The 5 instructors in attendance determined that 100% of the representative sample of drawings was
satisfying the "line" requirement, 90% was satisfying the "composition" requirement, 85% was
satisfying the "value" reqirement, 100% was satisfying the "space" requirement, 60% was satisfying the
"perspective" requirement, 30% was satisfying the "color" requirement, 100% was satisfying the
"texture" requirement, and that 97% of the drawings were representational.
We determined that greater emphasis should be placed on composition in our drawing assignments, that
we need emphasize to students the relationship between color and value, that not every drawing is
dependent upon perspective to be effective, that color as a theme should be covered in each section of Art
17, and that at least 2 of our projects per semester should be devoted to abstraction and conceptually
driven/postmodern art practices.
The 5 instructors determined that sharing ideas about (and improving the ratio of) assignments and
projects dealing with abstraction, collaboration, and postmodern art practices is now a stated goal for
the teaching of Art 17. They also determined that more technology-based projects (and technology-based
instruction) is a priority for the teaching of Art 17.
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5.1 b
Provide a timeline for
implementation of your
top priorities.
The agreed upon outcomes for this assessment began to be implemented in Spring 2009, and all of our
drawing instructors now use technology-based instructional delivery methods. We also held an art
department technology workshop the week of August 17-21, 2009, so that all our instructors became
familiar with the new on-line program MyCR (which replaced Blackboard.)
Course SLO Measured: #1. create functional and non-functional ceramic forms with a variety of basic
construction methods including slabs, coils, pinching, extruding, and dowel cyclinder
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
3 Instructors of Art 31A met on May 14, 2009 in CA 136. We randomly selected 30 final projects from two
different sections of Art 31A to assess.
Summarize the overall
results of your
department, including
performance data if
applicable.
Because this is a handbuilding class and all of the pieces will be made using the above techniques, we
broke down the hand-building techniques described in in SLO #1 into 4 essential modes of
understanding including 1.) Craftsmanship and Attention to Process, 2.) Scale and Ambition, 3.)
Conceptual Concern and Originality, and 4.) Form and Surface.
We determined that within the use of the basic handbuilding techniques:
1.) 85 % of the pieces displayed excellent Craftsmanship and Attention to Process
2.) 83% of the pieces displayed excellent Scale and Ambition
3.) 82% of the pieces demonstrated Conceptual Concern and originality
4.) 82 % of the pieces demonstrated an understanding of Form and Surface
How will your
department address the
needs and issues that
were revealed by your
assessment?
We determined that a continuing emphasis should be placed on assignments that build technical skills
and encourage innovation. Examples include creating conceptual umbrellas for even the basic technical
skills to be explored under. Also, we agreed that assigning students multiple pieces to work on during
one unit is important for the beginner in navigating the process of working with clay.
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List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
The 3 instructors determined that technology-based instruction is a priority for the teaching of Art 31A
in tandem with dynamic, pointed, hands-on demonstrations. We also discussed methods of students
learning the essential workings of a ceramics studio such as kiln loading, clay mixing and glaze mixing.
We determined that ultimately, students will leave with a stronger understanding of basic ceramic
proceses if they are more engaged in the workings of the ceramics studio.
The agreed upon outcomes for this assessment began to be implemented in Fall 2009, and all of our 31A
instructors now use technology-based instructional delivery methods. We conducted an art department
technology workshop on August 20, 2009, so that all our instructors will be versed in the new program
MyCR. Also, all instructors are lecturing on the clay mixing process, allowing students to view and/or
participate in this task if they see fit.
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Eureka Campus: Archived assessment worksheets are kept on the computers of our three full-time art faculty Cynthia Hooper,
Shannon Sullivan, and Garth Johnson.
Mendocino Campus: Located on the IR website.
Del Norte Campus: These are archived in the Dean's Office on campus.
Instructional Sites/Alternate Locations: Archived assessment worksheets are kept on the computers of our three full-time art faculty
Cynthia Hooper, Shannon Sullivan, and Garth Johnson.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
Eureka Campus: Art 1A and Art 1B – Large Format Courses approved.
Mendocino Campus: none.
Del Norte Campus: none.
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Instructional Sites/Alternate Locations: none.
b.
planned for the coming year.
Eureka Campus: 20th Century Art History and Intro to Video Course for Fall ‘10. Also planned: two new special topics courses: Art
99: Professionalism in Ceramics and Art 99: Intermediate Ceramics for Spring '10.
Mendocino Campus: The update of Art 59 in F'09, and the inactivation of Art 53 in F'09.
Del Norte Campus: none.
Instructional Sites/Alternate Locations: none.
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
Art 10
Art 11
Art 14
Art 16
Art 17
Art 18
Art 18L
Art 19
Art 1A
Art 1B
Art 2
Art 22
Art 23
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Year Course Outline Last Updated
2007
2007
2007
2008
2007
2007
2007
2007
2007
2007
2007
2007
2007
Year Next Update Expected
2012
2012
2012
2013
2012
2012
2012
2012
2012
2012
2012
2012
2012
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Art 26
Art 28
Art 31A
Art 31B
Art 32
Art 35
Art 3A
Art 3B
Art 4
Art 40
Art 42
Art 43A
Art 43B
Art 46
Art 46B
Art 52
Art 53
Art 54
Art 55
Art 56
Art 57
Art 58
Art 59
Art 60
Art 60L
Art 62
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2007
2007
2007
2007
2008
2007
2007
2008
2007
2008
2008
2007
2007
2007
2008
2007
1988
2007
2008
2007
2007
2007
1989
2007
2007
2007
2012
2012
2012
2012
2013
2012
2012
2013
2012
2013
2013
2012
2012
2012
2013
2012
Will be inactivated in F’09
2012
2013
2012
2012
2012
9/30/09
2012
2012
2012
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Art 62L
Art 64
Art 64L
Art 66
Art 67
Art 68
Art 72
Art 99A
Art 99B
Art 99C
Art 99D
2007
2007
2007
2007
2007
2007
2007
2007
2007
2007
2008
2012
2012
2012
2012
2012
2012
2012
2012
2012
2012
2013
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
Eureka Campus: All art courses taught on the Eureka campus are currently up to date.
Mendocino Campus: Mendocino art faculty will update Art 59 in F'09. Cynthia Hooper will submit an inactivation request to the
Curriculum Committee for Art 53 (as requested by the Mendocino Coast Dean) in F'09.
Del Norte Campus: All art courses taught on our campus are current.
Instructional Sites/Alternate Locations: All courses taught at these locations are currently up to date.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
Eureka Campus: The Art Department received a $3000 action plan for the 2009-2010 academic year. Last year, the department had to
rely on the generosity of our Clay Club for our visiting artists, who included ceramic artist Jesse Albrecht and filmmaker Faythe
Levine. These events were well attended by students and the community-at-large. The action plan will allow us to bring 3-4 artists
with national reputations to Humboldt County. We will continue to use the lecture series to both enrich our own students and to
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5.1 b
connect with the larger Humboldt County art scene. We have also added the stipulation that at least one of our artists will dovetail
with another department at the College.
We plan to prove the viability of this program by reaching attendance benchmarks. This action plan will be submitted again for the
2010-2011 academic year, but our goal is to eventually find a permanent budget for visiting artists.
We also applied for (but did not receive) an Action Plan to upgrade the ventilation system in CA 135 to make this room suitable for
welding activities. We will resubmit this Action Plan this year.
Mendocino Campus: none.
Del Norte Campus: We received funds through an Action Plan to develop and offer classes in digital media for the 2009-2010
academic year. These classes have healthy enrollments.
Instructional Sites/Alternate Locations: none.
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
N/A
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
Eureka Campus: These were our goals from our last annual update:
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1. Obtain a full time art professor to teach General Education, Technology, New Media, and fine art-based Welding courses. (Not yet
accomplished.)
2. Expand our offerings in lecture-based Distance Education courses. (Accomplished.)
3. Continue to integrate technology into all of our instructional delivery modes. (Partly accomplished and partly in progress.)
4. Obtain the needed facilities upgrades, equipment, and initiatives detailed in this document to improve our instructional
environment. (Partly accomplished.)
5. Work with IT to create an Art Department server and website. (Not yet accomplished.)
6. Establish a dedicated Visiting Artists’ Program to serve our students and establish ties with the local community. (Accomplished.)
7. Continue our plan to assess the Student Learning Outcomes for the many courses that we offer. (Partly accomplished.)
Mendocino Campus: The most important goal is to hire a full-time faculty to replace Bob Rhoades. Perhaps this person could be the
driving force for us moving into digital media/visual arts. The second goal is to continue to integrate technology into all of our
instructional delivery modes. The third is to obtain the needed facilities upgrades, equipment, and initiatives detailed in this document
to improve our instructional environment. The fourth is to continue our plan to assess the Student Learning Outcomes for the many
courses that we offer.
Del Norte Campus: We would like to re-institute the ceramics offerings and continue to support the fledgling digital media classes.
We believe our drawing and painting classes will also continue to be heavily enrolled and serve a diverse audience from community
members to degree seeking students.
Instructional Sites/Alternate Locations:
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
Eureka Campus:
1. Obtain a full time art professor to teach General Education, Technology, New Media, and fine art-based Welding courses.
2. Obtain the needed facilities upgrades, equipment, and initiatives detailed in this document to improve our instructional
environment.
3. Continue to integrate technology into all of our instructional delivery modes.
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5.1 b
4. Continue our plan to assess the Student Learning Outcomes for the many courses that we offer.
5. We are currently creating a “road map” to help guide students through the art courses they need for an Associates degree in Fine
and Performing Arts. This guide will take the form of a brochure highlighting the recommended coursework. We will also work with
CR’s advisors and counselors to ensure that art students know the best path to a degree.
Mendocino Campus: The most important goal is to hire a full-time faculty to replace Bob Rhoades. Perhaps this person could be the
driving force for us moving into digital media/visual arts.
Del Norte Campus: 1. We would like to budget specific dollars to insure that all art equipment is in usable condition or that it is
repaired. 2. Ensuring that our computer lab can provide students with a successful art experience requires that our computer lab be
overseen by a computer technician. At present, that position is presently funded on a part-time basis. The needs in digital media
cannot be sufficiently addressed within that person's current part-time workload. 3. As software upgrades are frequent, we will need
to be prepared to purchase upgrades/emerging software programs in order for the digital media classes to offer current content to
students.
Instructional Sites/Alternate Locations:
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Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number: Eureka Campus CA 139, CA 138, and CA 136
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: Each of these rooms is still using a
Macintosh G4 computer that is eight years old. We have tried adding RAM to the computers to increase their speed, but as of Fall
2009, they can only play video from the web haltingly. Even full-screen Quicktime files that are saved to the computer will not
play properly. For our instructors to be able to continue using multimedia in the classrooms, these computers must be replaced
during this academic year. The cost per room for a Mac Mini computer with 2 Gigabytes of RAM, security lock and monitor will
be $774. Total cost: $2322
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 26
Students: 676
Describe how these changes will improve student learning outcomes: All courses taught in rooms 138 and 139 contain a student
learning outcome similar to “verbally describe how these concepts operate within a variety of historical, contemporary and
multicultural contexts”. Courses in ceramics such as Art 31A contain learning outcomes such as #6, “Respond to research prompts
and demonstrate during critique and discussion an application of historical, contemporary, and multicultural information”. All
instructors within the art department use video, digital slides and multimedia to stimulate classroom discussions about history,
culture and context.
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Facilities and Classroom Technology Form
List classroom or instructional space name/number: CA 135
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: This multi-use art studio is in need
of 7 more K-Leg workbenches. This classroom serves students who are enrolled in Art 2, Art 3A/3B, and Art 60/Art 60L.
Currently we have 7 of these workbenches that seat approximately 2-3 students each. They have been working very well, providing
an ergonomically sound workspace for students creating all types of artworks.
The cost for one table is $204.83 with tax ($1633.33 for whole order with shipping)
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 5
Students: 125
Describe how these changes will improve student learning outcomes: SLOs #1, #2, #3 and #4 for Art 2 all state that students must
develop proficiency with a variety of drawing, painting, and sculpting media. These tables are needed to create an ergonomically
appropriate classroom environment for developing these skills. SLOs #1, #2 and #3 for Art 3A/3B also state that students must
develop proficiency with a variety of sculpting media, and SLOs #1 through #7 for Art 60/60L states that students must develop
proficiency with a variety of jewelry media. These tables are needed to create an ergonomically appropriate classroom environment
for developing these skills.
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5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: CA 135
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Other (briefly describe): Safety Concern/Retention:
Technology (computers, projectors, internet)
Many students drop Introduction to Sculpture when they realize that the welders sitting in the storage room are unavailable for
them to use because we lack proper ventilation. Many students in Jewelry are frustrated with the limited, poorly ventilated
soldering spaces we currently have and end up dropping the class. With the addition of new ventilation, we will be able to safely
accommodate more students.
Describe the specific action and cost to make this space adequate for your instructional needs:
The Creative Arts ventilation upgrade is designed to increase the breadth of course offerings in art at College of the Redwoods.
Additionally it is designed to promote safe, responsible use of existing equipment that has been acquired by the art department via
the instructional block grant process, including four welders, a metal shear, gloves, welding magnets, face shields and clamps.
Currently this equipment is not usable because the proper ventilation does not exist (it was not funded by the Instructional Block
Grant committee when the equipment was funded).
This facilities upgrade will directly affect students enrolled in Sculpture, Jewelry, and Ceramics
Description of Need:
Add an additional 10 feet of ventilated hood space directly to the right of the current jewelry soldering stations.
Requested Amount:
“A price to furnish and install one 10’ long canopy hood with a side wall mounted exhaust fan will be. $6312.00. The price is
complete less power wiring to the fans”
-John McBeth from OM industries (jmcbeth@omindustries.com)
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“Contractor installed electrical work (wiring and fans) will cost $2500”
-Tim Flanagan
Total=$8812.00
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 6
Students: 160
Describe how these changes will improve student learning outcomes:
Students in Sculpture, Jewelry and Ceramics are currently dissatisfied with our inability to provide them with the facilities to weld
and solder safely. Most students are aware that other California Community Colleges do offer these opportunities. Within one
semester of employing the ventilation upgrade, our students will be much more satisfied and will be able to fulfill specific student
lerarning outcomes. For example:
Incorporate welding into Art 3A: Beginning Sculpture, fulfilling SLO # 1:
As a result of varied laboratory assignments, critiques, and research projects students should be able to:
1. Create three-dimensional forms using various sculptural materials and techniques such as wire, plaster, clay, wood, metal, and
found objects.
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Facilities and Classroom Technology Form
List classroom or instructional space name/number:
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs:
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections:
Students:
Describe how these changes will improve student learning outcomes:
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Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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5.1 b
Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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Program and Course Learning Outcomes
Course SLO Measured:
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Provide a timeline for
implementation of your
top priorities.
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