5.1 b
Program/Discipline: DM
Annual Program Review Update
Digital Media
Annual Program Review Template, Approved Spring 2009
Page 1 of 33
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5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: DM
Submitted by (names): Clyde Johnson
Contact Information (phone and email): clyde-johnson@redwoods.edu
Dean / V. P.: Steve Brown
Validation Date:
476-4372
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):
Two related programs with shadow curriculum have been approved for inactivation: RT (used to be offered at DelNorte) and GC
(used to be offered at Mendo).
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
Digital Media Fill Rate
Enrollment
Sections
FTES
WSCH
Total
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2008 - 2009
TBA
Evening
Prime Time
Early Morning
Total
2007 - 2008
TBA
Evening
Late Afternoon
Prime Time
Early Morning
Total
2006 - 2007
TBA
Evening
Late Afternoon
Prime Time
Early Morning
2005 - 2006
52% 61% 80% 76% 65% 62% 51% 56% 50% 59% 40% 55% 46% 56% 59% 45% 55% 74% 71% 45% 55% 55% 61%
83
226
16
16
175
516
28
124
25
86
4
267
28
162 108
27 325
53
126
36
83
41
339
6
12
1
1
12
32
2
8
2
7
2
21
2
11
8
5
26
3
7
3
6
5
24
7.26 29.72 0.62 0.87 23.86 62.34 7.38 27.41 1.39 7.11 1.03 44.32 7.38 38.06 8.03 8.43 61.9 11.7 26.99 7.91 4.42 11.73 62.75
234
720
18
27
729 1,728 216
756
54 270 216 1,512 216 1,152 288 540 2,196 324
702 270 162
540 1,998
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
None that I am aware of.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
1. Enrollment total dropped from 516 (05-06) to 267 (06-07), then up to 325 and 339 the following years . The 65% decrease was
largely due to the branch campuses (Mendo and DelNorte) not offering DM courses after 05-06.
2. The section reduction from 32 (05-06) to 21 (06-07) were in part due to combining lab and lecture sections into single courses at the
request of administration.
3. Some shadow curriculum exists between the ART and DM departments. Faculty in these departments have recognized this and
established a connection and committment to work together so courses with overlapping content have SLO differences.
Annual Program Review Template, Approved Spring 2009
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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
DM-10
DM-10L
DM-11
DM-11L
DM-12
DM-15
DM-20
DM-20L
DM-22
DM-22L
DM-23
DM-23L
DM-24
DM-24A
DM-24B
DM-24L
DM-30
DM-30L
DM-40
DM-56
DM-63
DM-70A
DM-71
DM-72
DM-73
DM-74
DM-75A
DM-75B
DM-76
DM-77
DM-99
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
55%
121
58%
109
59%
70
46%
114
53%
98
55%
122
58%
109
68%
60
41%
49
66%
41
42%
45
66%
38
73%
60
41%
49
57%
14
40%
40
36%
14
69%
13
53%
15
45%
11
88%
17
81%
21
55%
20
89%
19
62%
47
88%
17
81%
21
65%
17
64%
11
88%
8
65%
17
67%
12
46%
13
46%
13
72%
18
77%
22
52%
21
77%
26
83%
24
69%
13
50%
16
69%
16
74%
19
82%
17
55%
20
73%
15
82%
17
55%
20
78%
9
86%
7
60%
5
75%
8
100%
5
53%
32
64%
36
76%
17
72%
18
59%
39
73%
22
90%
81
69%
39
100%
19
85%
20
91%
22
68%
22
64%
14
93%
15
90%
20
86%
29
76%
17
100%
11
87%
15
94%
17
100%
12
62%
21
100%
19
100%
17
87%
15
88%
33
88%
16
70%
10
100%
5
100%
11
90%
31
69%
51
100%
15
57%
28
91%
11
88%
8
71%
7
78%
9
70%
20
78%
18
68%
921
62%
599
68%
314
65%
383
69%
388
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.
1. DM10 is the course with the most sections overall. In 07-08 the success rate drop was partly due to adding online sections and
hybrid sections. The continued lower success rate in 08-09 is also partly attributed to the loss of open labs (DHR). CIS/BT/DM have
pushed for dedicated labs which no longer provides tlus to faculty for DHR labs. DM students have historially relied on the drop-in
times (DHR) for coursework. The reasons are derived anecdotally through observations and student contacts, non-IR administered
student surveys also support this statement.
2. DM15 success rate has been low for most of the terms listed due partly to inconsistent and low-quality course delivery. There is
now a new faculty for this course and student response so far this semester has been favorable.
3. DM courses with 100% Success are partly due to the nature of the courses at 0.5 unit lab classes and do not include out-of-class
assignments.
4. Total enrollment from 04-05 to 08-09 is 58% less. This drop was due to a number of reasons: branch campuses not offering DM
courses, administration direction to reduce low enrolled courses, moving to dedicated labs so fewer courses could be offered in the
same time frames, and faculty issues between fulltime and associate faculty. Most of the faculty issues have been resolved.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
none known at this time
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
DM-10
DM-10L
DM-11
DM-11L
DM-12
DM-15
DM-20
DM-20L
DM-22
DM-22L
DM-23
DM-23L
DM-24
DM-24A
DM-24B
DM-24L
DM-30
DM-30L
DM-40
DM-56
DM-63
DM-70A
DM-71
DM-72
DM-73
DM-74
DM-75A
DM-75B
DM-76
DM-77
DM-99
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
77%
121
93%
109
84%
70
75%
114
80%
98
76%
122
93%
109
93%
60
73%
49
80%
41
80%
45
95%
38
93%
60
73%
49
93%
14
70%
40
86%
14
85%
13
80%
15
91%
11
94%
17
81%
21
70%
20
100%
19
74%
47
94%
17
81%
21
76%
17
82%
11
88%
8
76%
17
83%
12
77%
13
77%
13
89%
18
86%
22
81%
21
92%
26
92%
24
92%
13
75%
16
88%
16
89%
19
94%
17
75%
20
87%
15
94%
17
75%
20
100%
9
100%
7
80%
5
75%
8
100%
5
78%
32
89%
36
88%
17
89%
18
92%
39
91%
22
94%
81
82%
39
100%
19
95%
20
91%
22
68%
22
64%
14
93%
15
90%
20
86%
29
88%
17
100%
11
87%
15
94%
17
100%
12
95%
21
100%
19
100%
17
100%
15
91%
33
88%
16
70%
10
100%
5
100%
11
94%
31
76%
51
100%
15
89%
28
91%
11
88%
8
86%
7
100%
9
90%
20
89%
18
84%
921
86%
599
85%
314
85%
383
87%
388
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.
1. DM20 was offered online for the first time in 08-09. This is a reason for the drop in retained column. I believe that every faculty
member on the DM team is motivated towards quality improvement with every opportunity they have to teach a DM course.
2. The increase in DM11 completion in 08-09 may be due to offering this course with a dedicated lab although enrollment declined
37% from 04-05 to 08-09 for the same reason.
3. Numerous courses show enrollment decline, mostly due to fewer sections being offered, also because separate Lab sections merged
with the lecture components.
4. DM56 shows both enrollment increase and success rate between 04-05 and 08-09. Faculty teaching this course has since resigned
so direct information about this course is unavailable. It is possible the rigor of the course was deceased as well as the quality of the
pedagogy increased.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
The overall push towards dedicated labs in CIS, BT, and DM improves delivery of some courses, while it decreases the necessary
out-of-class lab time for other courses.
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)
DM-10
DM-11
DM-12
DM-15
DM-20
DM-22
DM-24A
DM-24B
DM-30
DM-40
DM-56
DM-63
DM-70A
DM-71
DM-73
DM-74
DM-75A
DM-76
DM-77
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
73%
40
61%
80
50%
105
31%
39
0%
3
54%
80
76%
25
55%
33
43%
37
29%
14
33%
3
45%
42
100%
2
33%
3
57%
7
50%
2
60%
10
69%
13
31%
16
0%
1
54%
13
78%
18
70%
20
63%
19
0%
1
58%
31
100%
5
67%
6
100%
1
57%
7
88%
17
91%
23
50%
24
33%
3
100%
1
72%
25
43%
7
60%
10
67%
3
67%
9
57%
14
70%
10
75%
4
57%
7
90%
10
83%
6
0%
1
60%
5
84%
19
75%
16
57%
14
0%
1
62%
21
50%
2
100%
4
100%
2
0%
1
71%
7
85%
13
100%
16
76%
17
100%
4
83%
29
83%
6
83%
12
100%
10
80%
5
100%
1
73%
15
88%
8
93%
15
100%
8
100%
2
91%
11
100%
8
100%
17
100%
12
100%
2
83%
12
75%
4
78%
9
78%
9
100%
1
100%
8
100%
7
71%
7
40%
10
50%
2
69%
13
100%
4
0%
1
75%
4
79%
219
73%
300
58%
299
40%
77
38%
8
63%
341
Annual Program Review Template, Approved Spring 2009
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5.1 b
DM-10
DM-11
DM-12
DM-15
DM-20
DM-22
DM-24A
DM-24B
DM-30
DM-40
DM-56
DM-63
DM-70A
DM-71
DM-73
DM-74
DM-75A
DM-76
DM-77
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
61%
56
67%
42
51%
70
50%
62
39%
23
51%
94
70%
27
80%
10
48%
31
45%
29
33%
6
39%
51
100%
2
0%
1
25%
4
71%
7
75%
8
50%
8
50%
12
50%
8
100%
1
38%
16
73%
22
70%
10
76%
17
58%
12
0%
1
56%
27
50%
4
100%
3
100%
3
33%
3
83%
6
94%
17
80%
10
73%
22
63%
16
50%
2
65%
26
83%
6
50%
4
43%
7
50%
4
63%
8
60%
10
88%
8
80%
5
33%
3
44%
9
60%
5
100%
4
100%
2
67%
3
75%
8
92%
12
75%
8
89%
9
43%
14
67%
3
64%
25
100%
2
75%
4
50%
2
100%
1
71%
7
95%
20
100%
8
100%
9
80%
10
33%
3
79%
29
75%
12
86%
7
89%
9
86%
7
86%
14
100%
11
100%
7
86%
7
100%
5
100%
1
85%
13
100%
13
100%
10
100%
8
100%
5
100%
3
83%
12
67%
3
100%
6
80%
5
50%
2
100%
2
85%
13
100%
7
50%
2
63%
8
40%
5
65%
17
100%
3
50%
2
75%
4
77%
238
78%
153
65%
229
55%
193
49%
45
60%
386
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.
1. English levels seem to have minimal influence on success rates in lab classes (DM70A through DM77)
2. General views of DM course success in relation to English course completion shows higher levels of English have higher levels of
course success. Many DM courses include writing assignments, all DM courses include reading assignments.
2. General views of DM course success in relation to Math course completion shows higher levels of Math have higher levels of
course success. Even though math application is not direct in most DM courses, analytical processing is necessary in most computer
media applicaitons and skill development.
3. The only DM courses directly using Math beyond remedial level are DM7 and DM30 which includes event-driven, object-oriented
programming for interactive media. The success rate for students with MATH375 is 33% less than students with Math 380.
Annual Program Review Template, Approved Spring 2009
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5.1 b
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
English and Math are both required in the existing DM degree. In the past, attempts to address the math competency issue through
restricted access to courses have had a detrimental impact on enrollment. To date, math competency standards are handled via student
advising.
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.
Digital Media prepares students to work in the information design and technologies as animators, graphic designers, videographers,
web developers, and a range of related media development skills that are integrated in many local and regional businesses. According
to the California Employment Development Department, the projected 07-09 growth for Multimedia Artists and Animators is 4.6% ,
with a projected growth rate of 32% through 2016. The growth rate for Graphic Designers is 13% over the same 10-year period.
These are the two identified occupations that align with Digital Media courses.
DM students have a wide reach in employment throughout Humboldt county. Since the core essence of DM is the design and delivery
of media, nearly every local advertising agency, television station, and web development business has a history of employing DM
students (CalTrans, HSU, Bay Directories, Morse Media, Precision InterMedia). Student tracking has been informal through facultystudent contacts.
The Multimedia and Entertainment Initiative (MEI) in partnership with the Centers of Excellence (COE) studied the workforce needs
of emerging non-entertainment sectors within the larger game industry for California Community Colleges. According to the 2008
Emerging Trends in Game Development Environmental Scan:
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5.1 b
• Employment is projected to increase by as much as 19 percent, or 1,800 jobs, in the state within the next 12 months.
• The research shows a gap between the demand for game development occupations and the available supply of qualified candidates.
According to the industry scan, "these findings support the creation, adaptation and expansion of game development curriculum." DM
support for game development is minimal at this time but will increase with online delivery as well as face-to-face delivery. Many DM
and CIS courses provide skill development relevant to occupations in the Game Development employment sector.
The DM umbrella is wide, covering a range of skills and occupations. Skills training duplication in Humboldt County exists for
graphic design and technical training with standard Adobe applications. This duplication at area High Schools and Charter Schools,
Community Ed, and HSU often meets the needs of a different audience. The duplication can also be intrepreted as a recognized need
for skills training among a wide range of students. Duplication does not exist for the specialized 2D animation courses (DM24A and
DM24B) as these are unique courses in Humboldt County. The areas of web media and website development are a very important
niche of education that DM currently leads in local education (DM20, DM22, DM73-76).
4. Budget Resources
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
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
Restricted Funds
700
0
0
0
540
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
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5.1 b
Credibility of courses in Digital Media and other Information Sciences is partly related to being current in the technologies we offer.
Credibility increases when we are at the leading edge. Hardware and software used in the classes is constantly driven to upgrades by
the industry. A fact out of our control. Luckily the full-time faculty in the IS department are innovative, resourceful, and use discretion
in defining how to use the limited funds available to us. There is a need for a recurring funding source in the District's budget to
upgrade maintain and replace program hardware and software used by students for instruction.
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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
0.46
30% 0.28
29% 0.60
29% 0.57
37%
Regular Staff/Non-Overld 1.56
70% 1.67
71% 2.08
71% 1.82
63%
Total
2.02
100% 1.95
100% 2.68
100% 2.38
100%
a. Describe the status of any approved, but unfilled full-time positions.
NA
 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
NA Associate Faculty needs are currently met.
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
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5.1 b
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.)
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:
Year:
Submitted by:
List classroom or instructional space name/number:
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:
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:
9. Equipment
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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
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
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
cost
Number of
students using
equipment each
semester
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
Everything
works at this
time.
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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: DM10 Create a digital media presentation that includes text, graphics, audio, video,
animation, and interactivity.
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?
Final project checklist / rubric that addresses each area of media and presentation quality
separately. Students are shown this list when project development begins and the completed
assessment rubric is returned to them at the end of the semester.
Course requirements in all sections need to have consistency, whether they are online, face-to-face, at Mendo,
Eureka, or Klamath Trinity. The changes in delivery (online with a new LMS system, hybrid, no more DHR lab
hours, new faculty) all have effects on the consistency of this course. Some problem areas or weaknessess
cannot be realized until they are experienced and with each new modality or environment, new problems need
to be solved. The primary goal for DM10 at this time is to realize problems and implement solutions so
beginning level students can follow course content and complete the course successfully.
There are no overall needs and issues revealed by the assessment. The assessment is detailed so faculty can
identify trends or common low scores. If common low scores are identified this is a direct indicator to faculty
that specific course content needs to be strengthened. Strengthing course content can be done any number of
ways: clearer examples, less information at one time, repeated techical demonstrations, logical sequences of
skill development so students acquire problem-solving skills.
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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.
1. Providing the currect course outline to every faculty member teaching this course.
2. Remind every faculty member they are required to deliver the course described in the outline.
3. Use the same assessment tool for all sections of DM10.
4. At the end of each term, student projects are shared among faculty who make select projects available to
future students and "raise the bar" for project quality as defined by the assessment tool.
5. Collaborate with faculty to improve the course as needed for changing technologies, trends, labor market
needs, and best of all - to make DM10 a rewarding experience to students.
Prior to every semester the outlines are sent to faculty. At the end of every semester, the final project
assessments are discussed and updated as needed.
Course SLO Measured: DM 20.3
Demonstrate script-based interactive animation sequences using software
with a frame-based timeline.
DM 20.4
Demonstrate the ability to import, compress, and synchronize sound with images.
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.
The assessment tools are itemized lists delivered to students so they know expectations for
earning points. These lists provide specific technical definitions. The instructors are
committed to provide the necessary background training so students can successfully earn
passing levels grades if they utilitize the instructional content. The grading rubric is derived
directly from this list. The same lists and assessment tools are used for the face-to-face and
the online sections.
The performance data are the grades students earn. The grades are derived from detailed rubrics that break
assignments into specific tasks, items, and subjective criteria for evaluating the quality of student work.
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How will your
department address the
needs and issues that
were revealed by your
assessment?
When the projects that demonstrate the skills defined in the SLOs are delivered, faculty can clearly see if there
are trends in low scores which would indicate a possible need for strengthing the delivery of specific course
content.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
1. Provide students with clear examples of high quality work that they can reverse engineer as need to
understand how the examples were created. The examples not only provide techincal reference but attention to
design as appropriate to the assignment.
2. Provide an venue such as online discussion forum where students can post questions and help each other
with problem-solving. Faculty will also participate in the problem-solving discussions.
3. Deliver techincal training is logical sequences: skills build on skills.
These priorites are ongoing.
Provide a timeline for
implementation of your
top priorities.
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.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
1. updated this semester: DM7, DM23, DM30, DM71, DM73, DM74 (approved by Curriculum Committee on 9/25/09
2. currently on Curriculum Committee 10/9/09 agenda for updates: DM15, DM22, DM24B, DM56, DM70a, DM70b
3. inactived all GC courses as shadow curriculum is unnecessary, and inactived all RT courses as no longer offered
4. DM7 and DM11 will be taught online for the first time in Spring 2010
Annual Program Review Template, Approved Spring 2009
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5.1 b
b.
planned for the coming year.
updates to the DM A.S. Degree and DM Certificate of Achievement will follow course update approvals
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
DM7
DM10
DM11
DM12
DM15
DM20
DM22
DM24A
DM24B
DM30
DM56
DM70A
DM70B
DM71
DM72
DM73
DM74
DM75a
DM75b
DM76
DM77
Annual Program Review Template, Approved Spring 2009
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Year Course Outline Last Updated
2009
2005
2005
2001
2009
2005
2009
2005
2009
2009
2009
2009
2009
2009
2007
2009
2009
2007
2007
2005
2005
Year Next Update Expected
2014
2010
2010
Inactivated
2014
2010
2014
2010
2014
2014
2014
2014
2014
2014
2012
2014
2014
2012
2012
2010
2010
5/29/2016
5.1 b
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
All completed or pending approval by Curriculum Committee.
Along with these updates, a two-year schedule will be designed in an attempt to provide courses to students who have chosen the DM
pathway.
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.
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
Rec #1 Annual review documentation addresses this.
Rec #2 Two new online courses are scheduled for Spring 2010.
Rec #3 CIS, BUS, BT, and DM continue to work collegially in providing the "Build the Base" strategy developed in 06-07.
Rec #4 DM outreach to area high schools declined in the last 3 years, attempts at reestablishing HS faculty connections will be
facilitated by such events as the CTE showcase and the Curriculum Alignment workshop which is being developed by Prudence
Ratliff. DM faculty will participate in both these events as well as the 8th graders college day on Oct. 16.
Rec #5 Course revisions and updates provide clear SLO requirements for each course. Faculty teaching every DM course will be
required to read these documents and deliver courses so SLOs are met.
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5.1 b
Rec #6-7 A new DM Advisory committee will be established this year. Committee agendas will include identifying local industry
needs and assessing how the current DM curriculum meets these needs, or doesn't meet these needs. Follow up may include course
updates or possible new courses.
Rec #8 The DM program has been reduced from two to one full-time faculty. Adjustments to this have been made by hiring or
rehiring five Associate Faculty with expertise that can be aligned with specific classes. We currently have the strongest DM Faculty
team that has ever existed in this program.
Rec #9 Completing annual review at a satisfactory level addresses this.
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.
NA
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).
None planned except to adjust to changes in DM Faculty, Online delivery Learning Management Systems (Sakai), Administrative
agendas, State level mandates, evolving trends in local and regional industry, and ever-changing technologies directly related to DM
courses that put faculty on a constant learning curve.
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5.1 b
Additional Forms
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:
Annual Program Review Template, Approved Spring 2009
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5.1 b
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:
Annual Program Review Template, Approved Spring 2009
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5.1 b
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:
Annual Program Review Template, Approved Spring 2009
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5.1 b
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:
Annual Program Review Template, Approved Spring 2009
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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.
Annual Program Review Template, Approved Spring 2009
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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.
Annual Program Review Template, Approved Spring 2009
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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.
Annual Program Review Template, Approved Spring 2009
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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.
Annual Program Review Template, Approved Spring 2009
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