Instructional Program Review Template for Academic Year 2013‐2014
(fields will expand as you type)
Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used
to clearly organize information.
Section 1 ‐ Program Information
1.0 Name of Program: Digital Media
Date: October 16, 2013
1.1 Program Review Authors (include names and campus locations):
Clyde Johnson ‐ Eureka and online
1.2 Dean’s Signature:
Date:
1.3 Individual Program Information
# of Degrees offered: 1
# of Certificates offered: 1
1.3.1 State briefly how the program functions support the college mission:
The college mission statement has three sentences. The DM program supports all of these because DM is about communication.
Communication is a lifelong learning need that reaches everyone. Communication is also essential to the economic vitality of the community.
DM is about communication with media, providing outstanding career‐technical education in our community, to help us be better
communicators.
Media technologies require consistent updates, adaptation, and innovation to maintain educational value to the students. This includes on‐going
faculty skill development, community collaboration through the DM advisory committee, providing outstanding computer lab facilities with up‐
to‐date hardware and software, and participating in assessments of course and program level student‐learning‐outcomes (SLOs and PLOs). DM is
successful at all of these.
1.3.2 State briefly program highlights/accomplishments:
The intro‐level DM courses (DM7, DM10, DM11, and DM15) provide a strong foundation of skills and knowledge that reach into nearly all
industry sectors along with media industries in this community and throughout the country. The wide mix of student demographics in the DM
program are excellent for diversity in perspectives and ideas. The strengths of the students in the program are a primary reason for the strength
of the program.
The DM program provides a range of options for students following their completion of the intro‐level courses. This is necessary because media‐
related professions and industries have many specialization pathways. The four areas of Degree Emphasis are: Graphic Design, Animation, Game
Design, and Video / Motion Graphics.
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Students attending classes at the main campus work in the new DM computer lab (HU206) which currently offers excellent hardware, software,
and support. Students can also develop the foundation skills in online classes.
The DM program has a good number of “completers” as referenced in the data analysis below. The DM program also has a comprehensive
program website, created by students in the DM22 class. This serves as a portal for program information as well as access to class websites from
the ISWEB server. Here is the DM website link: http://isweb.redwoods.edu/dm/
Section 2 ‐ Data Analysis
2.1 Enrollment & Fill Rate
Enrollment x
Fill Rate x
2.2 Program Majors
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Enrollments & fill rates
Enrollment data looks very good, up approximately 10% from 2011‐2012 to 2012‐2013. This is even more significant when
compared to the approximately ‐12% enrollment decline district wide. At this time none of the branch sites offer DM
classes. Online classes in the DM program are offered every semester to increase availability district‐wide along with
availability to the non‐traditional student.
Fill rates in DM sections decreased from 77% to 70% which is still better than the district‐wide average of 66%. The reason
for fill‐rate decrease can be attributed to the same district‐wide reasons including accreditation and college credibility, and
campus upheaval from major construction. The main campus was not a student friendly location last year and this was
where most of the classes are offered. It will be very interesting to see district‐wide data after this year – our first year after
major construction and serious accreditation sanctions.
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: # of Majors
The numbers are good here. 2013‐2014 data shows 93 DM A.S. majors and 25 DM C.A. majors.
2.3 Success & Retention
Success x
Retention x
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Success & Retention
DM success rate for 2011‐12 was 60%; the success rate was 66% for 2012‐2013 so has a significant increase although still 3%
below the district‐wide success rates. DM faculty have discussed course rigor and agree that reducing rigor to increase
success rates is not what we do. I expect to see changes in this data for 2013‐14 due to faculty allowance to drop failing
students up to the 10th week.
DM retention rate for 2012‐13 is 85% which is only 2% below the district‐wide retention rate. This is an expected rate for
the program.
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2.4 Persistence
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Persistence & Completion rates
Persistence percentages for DM students based on TOPS code 0614 shows a rate of 78% for students enrolling in the second
year. The District‐wide rate is 89%. DM courses are not just for completers. Courses also offer specific job skills so there are
and will continue to be students who just want a specific class that focuses on a specific skill‐set. Some students are already
employed in the digital media industry or have media responsibilities in‐house for local businesses, both large and small.
They find what they need in a single class.
2.5 Completers
Review and interpret data by clicking here or going to:
http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Persistence & Completion rates
Completion percentage for DM was approximately 17% compared to District‐wide 21%. See above explanation for
persistence percentages as this also applies to completer data.
2.6 Program Completers
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: # of Completers
In 2011‐2012 there were 11 DM completers according to IR data. In 2012‐2013 there were 7. Seven completers are higher
than other programs in the Information Sciences and Applied Technology areas. The drop in completers is a reflection of the
previous 3 years: enrollment, persistence, retention, success, all of it. There are many factors outside the DM program to
influence this data. The low in District‐wide enrollment this semester will have an effect on the completers data 2 and 3
years from now. Last year changes in DM completer numbers are aligned with the District‐wide completer numbers, both
showing the decrease.
Student Equity Group Data
2.7 Enrollments
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
by group
Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates
All of the DM courses and DM professional pathways can be appropriate for either gender. Comparing DM to CR in
enrollment and success factors (age, ethnicity, DSPS, BSI), nothing stands out as a notable difference as percentages are all
close. The DM students in the 35‐49 age group show higher success rates as these are typically serious students who are in
class to learn and do well. In younger age ranges there are more students who don’t really care or haven’t acquired study
skills.
2.8 Success & Retention
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
by group
Select your program and click on ~ by Student Equity Group below success & retention
The DM students in the 35‐49 age group show higher success rates as these are typically serious students who are in class to
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learn and do well. In younger age ranges there are more students who don’t really care or haven’t acquired study skills. The
DM program is attractive to younger students, especially the Game Development track. What we often see in this group are
young adults who want to be professional video game developers but haven’t yet managed their time away from playing
games. There also seems to be a trend among students to rely on Google searching as a replacement for assignment
research and preparation, cognitive processing over time, and problem solving through experimentation. There also seems
to be an increase in students who expect A grades just for showing up and doing average quality work. They want more for
less.
2.9 Completers
by group
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on ~ by Student Equity Group next to persistence
Comment:
Skip this item. Data not provided.
Faculty Information
2.10 Faculty
Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Faculty (FT/PT) & FTES/FTEF
DM was 34% FT and 65% PT for 2012‐2013. The District is 47% FT and 53% PT. DM at one time had two FT faculty, now
there is only one which currently is working just fine.
CTE/Occupational programs
The following Labor Market section should be completed by all CTE/Occupational programs.
Only CTE/Occupational programs need to complete this section (2.9).
2.11 Labor Market Data
Refer to the California Employment Development Division:
http://www.edd.ca.gov/
www.labormarketinfo.edd.ca.gov
Provide a narrative that addresses the following:
a. Documentation of labor market demand
b. Non‐duplication of other training programs in the region
c. Effectiveness as measured by student employment and program completions.
Narrative:
a. According to the edd.ca.gov website the number 1 fastest job growth for 2008‐2018 are Security Analysts, Web Developers,
and Computer Network Architects. Of these listed, Web Developers is one of the profession targets and employment targets
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for DM students. The employment data from edd.ca.gov also showed an occupation of Arts, Design, Entertainment, Sports,
Media to have a 13.4% job growth from 2010 to 2020. This also has connection to DM education. Up to 2013, there were two
defined areas for local labor market demand that aligned very clearly with the DM program and courses. These areas were
web development and graphic design. Both areas projected job growth in Humboldt County and California from 2010‐2020. For
graphic design, the job outlook was 13% growth and for multi‐media artists and animators, the job outlook was 8% growth for
the same time period. The value of animation skills was also mentioned in job outlook information for web developers, giving
prospective employees an edge in skill sets. The largest digital media employers in Humboldt and California are in video
production and broadcasting, and graphic design for print and web. The DM program and courses provide entry‐level training
for these areas. Due to the competitive nature of the media industries and limited employment opportunities in Humboldt
County, students need to go beyond CR in higher education to increase their chances in this competitive labor market. Some
students continue at HSU. There are also new DM students who have previously earned BA or higher degrees and have
returned to college to update and increase their media and technology skills.
b. The DM program has a wide range of classes and many are exclusive to CR. HSU does not offer a Digital Media degree although
has degrees in Graphic Design, Videography, and Journalism. There are the local pathways for DM students to continue their
educations. The ART and DM departments at CR have some overlap in course skill‐sets although the art focus is for creative
skills and the DM focus is for professional and technical skills.
c. Nearly every local employer that produces media has or has had DM students as employees. Media skills have a much greater
reach in this community than the media job market and many local businesses include in‐house media development. There are
also students who have self‐employment interests and/or existing businesses and they are able to use their media
development skills to create promotional websites and advertisement media for their own use.
Summary of Section 2
Overall, what did you learn from the data provided in this section? The data shows the DM program is on track with the District, in success,
retention, enrollments, etc. There is no significant changes either favorable or not, from the previous program review. I don’t expect to see
significant changes until the big college changes have past and there is a rebound period.
Section 3 – Critical Reflection of Assessment Activities
Curriculum & Assessment Data
What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of
how often the course is offered or other mitigating factors such as outcome updates that may have changed the
assessment cycle.
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DM40 Independent Study
shows no assessment data.
DM40 does not have
defined SLOs. Other DM
courses (DM70A, DM71,
DM73, DM74, DM30) show
0 assessments for 2012‐
# of course SLO reports submitted during 2012‐2013.
Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013.
# of degree/cert (PLO) reports submitted during 2012‐2013.
Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013.
% of Course Outlines of Record up to date. Includes approvals through spring 2013.
Explain any mitigating circumstances.
Indicate if you have submitted updated Course Outlines of Record this fall.
If there is no plan for updating outdated curriculum, when will you inactivate?
View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp
Select your program and click on: Curriculum Status
Did the Program Advisory Committee Meet in the last year? Y/N
Click here to view the Program Advisory Committee webpage
2013 because they were
not offered or were
cancelled due to low
enrollment.
54 SLO reports showing in
online records
8 PLO reports showing in
online records
17 course outlines are up to
date, none in the red. 3 DE
outlines were approved by
the CC on 10/11/13 so none
are in the red.
Yes, twice for the whole
committee plus a couple
partial committee
meetings.
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports
that map to your program.
SLO assessments have improved student learning by providing a "roadmap" or point‐of‐reference. DM faculty use assessments when developing
or revising tutorials/lectures so they more specifically address a SLO. SLO assessment has also provided a view of teaching areas that need more
focus, analyzing methods of instruction based on what has worked well in the past and what can be improved in the future.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support.
The process has clearly defined course level outcomes mapping to program level outcomes. Program level assessments have led to collaborative
discussion among CIS, BT, BUS, and DM faculty.
Summary of Section 3
Provide any additional explanations for items described in section 3.
Nothing stands out for additional reference at this time.
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Section – 4 Evaluation of Previous Plans
4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to
actions completed.
Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why.
Click here to view completed program reviews from last year.
Actions Taken
Current Status
Impact of Action (describe all relevant
data used to evaluate the impact)
New computers in DM lab last year.
Completed and expected to be adequate for
approximately 3 more years.
Students are able to work with video and
animation as computers can now handle
the intensive processing and large files
requiring a lot more RAM than a typical
desktop computer.
Adobe software updates last year.
Completed, although this is an ongoing program need
as Adobe continually releases software upgrades,
some that are not backwards compatible. Now Adobe
has made a huge change with their so called “cloud”
which has nothing to do with an actual cloud, it’s a
monthly bill, rental to use their software. We are not
happy about this.
Student assignments are completed
using industry‐standard software –
mostly Adobe products. Our software
versions are not the most current and we
are noticing compatibility problems
between the lab and students working
from home with newer software
versions.
New Cintiq drawing tablets in DM lab
Two Cintiq tablets have been purchased and installed.
We may increase this to 4 or 5 tablets.
The Wacom Cintiq is an industry
standard drawing and animation tool.
Animation software upgrades
Completed ‐ Perkins funds were allocated for these lab
needs. Previous software version had a lot of “bugs”
and the version 6 upgrade fixed this problem.
We are now behind in this software
version so there will be compatibility
problems in the lab next semester with
students who work from home using the
newest version.
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Color Laser printer in DM lab
Completed – also provided through Perkins funds.
It is essential in the desktop publishing
class to print student work. This printer
also prints back‐to‐back for student
developed brochures and booklets.
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement:
Section – 5 Planning
Click here to link to Institutional Planning Documents
5.1 Program Plans
Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the
actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5
actions. Please number all rows that you add.
Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand
your needs and their importance.
* Not all actions in this program plan section may require resources, but all resource requests must be linked to this section.
5.1 Program Plans
Action #
Action to be taken:
List the specific action
to be taken in enough
detail so that someone
outside of your area can
understand.
DM13‐14ProgramReview‐1.doc
Relationship to Institutional
Plans
Include the specific plan and
action item relevant to your
action to be taken.
For example: Annual Plan 2013‐
2014 Theme: Persistence; or
Goal 1: Student Success:
EP.1.6.2 Develop a plan for
narrowing the achievement gap
5/1/2014
Expected Impact on
Program/Student Learning
Describe the expected impact in a way
that someone outside the program can
understand. The impact should be
measurable.
Page 8
Relationship to
Assessment
Include all
assessment results
that indicate that this
action will yield the
desired impact on the
program. If the
assessment has yet to
be conducted, explain
Resources
Needed
(Y/N)
A yes here
requires a
corresponding
request in the
next section.
for underrepresented student
populations.
Move DM lab to new
building – done.
when and how it will
be conducted.
We expect students to be more
settled as we had to compete with
backhoes and hammers throughout
last year.
Students use lab
facilities to do the
work that provides
basis for
assessments.
N
Students who use professional
quality equipment get the education
they need to do professional quality
work.
Student success will
increase and they
will have higher
quality portfolio
content.
Y
1
Provide professional
level green screen for
video shoots.
Goal 2.4
CTE programs respond to
community training needs.
2
3
4
5
6
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary.
Section 6 ‐ Resource Requests
6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section.
Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs.
If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at
inside.redwoods.edu/program review. Submit one form for each request.
Additional Instructions:

Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual
Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of
$30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might
show an Amount of $800 and a recurring cost of $0.

If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount
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that is expected to be covered by the other source and if the other source covers any of the annual recurring costs.

Note in the “Request” column if this is a repeat request, and how many times you have submitted this request.
The item number must match the corresponding action # from section 5. Add rows as necessary.
Type of Request (Check One)
Action
#
use #
above
Request
Describe your request here in a way that someone
outside the program can understand.
Green screen for video shoots – need permanent
location first
Planning
To be
reviewed by
Prioritization
Committees
of the
Budget
Planning
Committee
Operational
Personnel
Professional
Development
To be
reviewed
and grouped
by Associate
Deans.
To be
reviewed by
Faculty
Prioritization
Committee.
To be
reviewed by
the
Professional
Development
Committee
undefi
ned
Provide any constructive feedback about how this template or datasets could be improved.
How much do you agree with the following statements? (mark your choice with an x )
Strongly Somewhat
Somewhat Strongly
Neutral
Agree
Agree
Disagree Disagree
This year’s program review was valuable
[]
[x]
[]
[]
[]
in planning for the ongoing improvement
of my program.
DM13‐14ProgramReview‐1.doc
[]
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$ Annual
Recurring
Costs
N
Montel
Vander
horck
x
Section 7‐Author Feedback
Analysis of the program review data was
useful in assessing my program.
$
Amount
Contact
Person
(Name,
email,
phone)
[x]
[]
[]
[]
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Section 8‐ PRC Response by section (completed by PRC after reviewing the program review)
8.0 The response will be forwarded to the author and the supervising Director and Vice President:
S.1. Program Information: Completed
S.2. Data Analysis: Exemplary/Acceptable. Good job analyzing trends and factors impacting success.
S.3. Critical Reflection of Assessment Activities: Exemplary. Extensive assessment has been conducted at both the course and program level.
Most (Certificate) or all (Degree) program assessments were conducted and analyzed. In‐depth discussion of assessment results are reflected in
the program assessment reports. Changes are linked to the assessment results, but more detail about the specific changes should be provided
within the program review report. The program review report statement is very general and does not reflect the detail included in the PLO
reports.
S.4. Evaluation of Previous Plans: Developing. Good identification of the status of actions taken, but impact could be more detailed.
S.5. Planning: Developing. PRC recommends better linkage to institutional documents and assessment, even if completed or not tied directly to
a resource request.
S.6. Resource Requests: No indicated amount. PRC recommends that a ball‐park cost needs to be included for serious consideration during
prioritization.
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