Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: _Graphic Communications____________________
Date:
_29 October 2007____________
Trends and Relevant Data
1. Has there been any change in the status of your program or area? (Have you
shifted departments? Have new degrees or certificates been created by your
program? Have you added or deleted courses? Have activities in other programs
impacted your area or program? For example, a new nursing program could
cause greater demand for life-science courses.) If not, skip to #2.
Note: curricular changes should be addressed under 12-14.
Overview: The Graphic Communications program began
several years ago through the efforts of a Eureka Art
faculty member Roger Cinnamon. When Roger retired
Mendocino faculty picked up the program and developed the
sequence of classes and certificate program that has been
the GC program offered only on the Mendocino campus.
The program is and has been well suited to the Mendocino
campus and environs for several reasons.
• There have always been a large number of artists
residing in our community and subsequently a large
number of well enrolled sections of art offered oat
the CRMC campus.
• Wanting to provide art students with viable career
options beyond or in addition the fine art/gallery
pathway the graphic communication program was
proposed.
• Declining primary industries of logging and fishing
suggested a need for retraining and support for
small business enterprises, particularly with
marketing and communications advantages.
During the last few years, there have been significant
changes in the status of the Graphic Communications
(G.C.)program. For the purposes of clarity, I have listed
them below:
• Six years ago, a full-time faculty member was
hired to teach Graphic Communications and ECommerce. The Graphic Communication and more
significantly the E-Commerce program supported
local entrepreneurship by helping businesses
create a presence on the world wide web
The nature of graphic communications as an
industry is very technology driven. The huge
success and international popularity of digitalcameras, laptop and hand-held computers, digital
recording and internet communication has made the
user of these technologies considerably more
reliant on faster, higher resolution, greater
computational capacity. Our students are largely
aware of the ease of conveyance in graphic, both
written and visual, communications. Hence our
students are technically sharper than ever.
• The loss of our fulltime CT instructor, Lee
Hamilton, and our inability to find a suitable
replacement even though the position was approved
by the faculty senate for new hire, has left us
without fulltime faculty to oversee the computer
labs.
• Budgetary restrictions and lack of available
qualified faculty have caused us to reduce our GC
offerings to between two and three per semester
of the 17 total required classes for the
certificate. A new student could complete the
entire program if they took ALL the offered
classes in between 6 and 8 semesters.
• Our three challenges in the last 3 years have
been to keep an updated laboratory, properly
trained faculty, and a core of students committed
to take the whole group of classes each semester
2. Have there been any significant changes in enrollment, retention, success rates, or
student demographics that impact your discipline? If so, please include data
sheets (Excel or Word format) showing these changes.
The statistical data from IR is at this point
insufficiently complete or individualized to provide trends
or projections. But other sources have provided some data
Over the last two years, there have been some notable
changes in student demographics as pointed out the district
sponsored McIntyre Report.
Some observations are listed below:
• Over the last three years changes in the area
demographics have impacted enrollments. The number of
older students, specifically retired adults, has risen
gradually. The number of students leaving high school
has decreased dramatically (size of high school
classes have decreased by 25-40%, for both local high
schools, Mendocino and Fort Bragg.
• Average home prices have continued to rise despite
•
•
•
•
statewide decline. This has made it increasingly
difficult to find affordable housing especially for
young families as well as 20 to 35 year old adults.
The CRMC has worked to attract Fort Bragg graduates,
especially Latino students. This has produced a modest
influx in core courses, but little impact on GC
offerings.
There have been occasional GC feeder classes offered
in Digital Media during the summer, but the outdated
equipment and general lack of fulltime leadership has
failed to generate much support for GC program.
Enrollment in the program classes that are offered
most frequently (GC 10, 11, 12, Art 10, 17, 35, and
43A) has been 16 to 26 students in recent semesters.
The size of the classes in studio and computer labs is
limited to the number of workstations. Recent remodel
of the art building will add to the number of work
stations for some classes but not photography. These
numbers are considered healthy. Student retention is
generally 70 to 80%. Classes that are offered less
frequently, once every four to six semesters, usually
have more trouble filling. Thus, they have smaller
enrollments. Attached are the enrollments numbers for
all the courses that make up the full GC program
offerings over a period of 4.5 years.
3. Occupational programs must review the update of their labor-market data, some
of it provided by Institutional Research, to illustrate that their program:
a. Meets a documented labor market demand,
b. Does not represent duplication of other training programs (in the region), and
c. Is of demonstrated effectiveness as measured by the employment and
completion success of its students.
IR was unable to provide data on labor market demand etc
but sources such as ONET and US GOV BLR indicate the GC is
in high demand. While few students complete the program
annually (two or three per year) the success rate in job
placement even within the local community has been very
high at 88%. Students who have completed the program and
continued to pursue GC through Bachelor degrees have also
found employment in the field. The program as it is
configured at CRMC is not duplicated within a 60 mile
radius
Other Resources
4. Do you have needs (professional development, library resources, and so forth) not
previously required by the discipline or not previously addressed in budget or
equipment considerations? Please describe.
The need to keep the instructional facilities (computer
labs) at the high end and well maintained is illustrated in
response #1 for all the GC classes as well as Art 35
Photography, Art 20 Illustration, and Art 43A Digital
imaging.
A shared software licensing program with the Eureka
campus, a regular plan for upgrading equipment, and
adequate IT support for hardware and software are critical
for the viability of this program.
Most recently (MARCH 08) the Block grant review committee
awarded $17,000 towards refurbishing part of the computer
lab that will be used for GC and other digital imaging
classes. The grant included 8 new IMACS, a new printer and
upgrades for the Adobe software licensing. An additional 12
computers and some additional peripherals will be needed to
complete the lab upgrade
5. Does your discipline need additional support from Student Services beyond that
previously provided?
Student services does a good job of advising and
encouraging students to explore graphic communications as a
field. They would benefit from appropriate promotional
materials to be distributed in public outreach situations.
Human Resource Needs
6. Complete the Faculty Employment Grids below (please list full- and part-time
faculty numbers in separate rows):
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for fall
2006 term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
fall 2005
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
GC
Art
Business
English
6.7 TLU
21 TLU
0 TLU
0 TLU
0
33%
0
0
100%
67%
0
0
Total TLUs
reduced in
fall 2006 by
6.75
The one full time
faculty member
who teaches
classes in the GC
program offers
one of the 17
total required
classes each
semester.
Faculty Load Distribution in the Program
Discipline
Name
(e.g., Math,
English,
Accounting)
Total
Teaching
Load for
spring 2007
term
% of Total
Teaching
Load by FullTime Faculty
% of Total
Teaching Load
Taught by PartTime Faculty
Changes from
spring 2006
Explanations and
Additional
Information (e.g.,
retirement,
reassignment, etc.)
GC
Art
Business
English
6.7 TLU
21 TLU
0 TLU
0 TLU
0
33%
0
0
100%
67%
0
0
No Change
The part-time
faculty member
who was fulltime 2001-04,
while still
teaching the
occasional class,
has essentially
retired.
Do you need more full-time faculty? Associate faculty? If yes, explain why and
be sure to include data sheets justifying the need.
The maintenance of a high end computer lab for use in GC,
DM, Digital Art classes where the computer is the necessary
work station, requires the skills of highly experienced
faculty and support staff. This program will require
district support with new part faculty if any continued
offering is planned for the campus. The potential for
growth in DM is significant as student interest in DM
offering has been expressed, and available faculty (in DM
but not in GC) have pursued the college for opportunities
to teach.
7. Complete the Staff Employment Grid below (please list full- and part-time staff
numbers in separate rows:
Staff Employed in the Program
Art Dept staff –
1
Information
One 16 hr/wk
1- 14 hr/per
week serves all
art dept.
Gains over the
year
0
Losses over
Prior Year (give
reason: 1 full
Technology
Specialist
employee to
serve all
campus needs
time IT left for
other
employment
Do you need more full-time staff? Part-time staff? If yes, explain why and be sure
to include data sheets justifying the need.
The GC program has no support staff, but it relies
significantly on IT for equipment and software maintenance.
The data is that previously the campus had one fulltime IT
position who serviced all computers (installation,
maintenance, networks, software upgrades when requested by
faculty) on campus. That position has been reduced to
sixteen hrs/week and is currently unfilled.
8. If necessary, to clarify your needs, please comment on current available staff and
distribution of FTE's for contract and part-time faculty. Describe strengths and
weaknesses of faculty/staff as appropriate to program's current status or future
development.
The strengths of the GC and Art faculty have been their
very active involvement and respect within the community.
Respect for the GC instructor as a graphic designer and
excellent teacher assured solid enrollments in these
classes. As mentioned above, the full-time position became
part-time teaching in the GC classes. This faculty member
has retired and the college has not identified any parttime replacement to teach the GC classes. GC classes are
not being rewritten. The reduction of the IT support from
full time to the proposed sixteen hours/per week will also
have a very negative impact GC.
Facilities
9. Comment on facilities the program uses, their current adequacy, and any
immediate needs. Have your discipline’s facilities needs changed? If so, how?
Please provide a data-based justification for any request that requires new or
additional facilities construction, renovation, remodeling or repairs.
The Art department is currently undergoing substantial
remodel that promises to provide larger spaces, better
secure storage, and safer working environments.
Additionally, the Art department, with support from the PLE
committee, has recently acquired three new computers and a
high-end printer to provide art students with internet
access and digital imaging capabilities. The computers are
located in the Photo/Textile facility and will accommodate
Art 10, 35, 46, 64 students and lab students that use these
classrooms. Three of these classes are GC program classes.
The facilities used for GC classes, specifically the
computer lab, have not undergone any recent remodel but are
spatially adequate for a class of 22 students.
Equipment
10. Have your discipline’s equipment needs changed? If so, how? Is equipment in
need of repair outside of your current budget? Please provide a data-based
justification for any request that requires a new or additional budget allotment.
The computers in the Mac half of the cross platform lab are
5 years old or older. The PC half of the lab has new
monitors and 2-year-old computers (passed down from Eureka
with hard-drives too small to run the current software used
in graphics applications. This lab does not offer the
proper equipment or software for students interested in
acquiring skills appropriate for a career in graphic
communications or Digital Media to be successful in a
highly competitive field. The above mentioned Block grant
for 8 new computers and upgraded software will help this
program for fall 08 semester
Learning Outcomes Assessment Update
11. How has your area or program been engaged in student learning outcomes
assessment?
a.
Summarize your results.
b.
What did your program learn from these results that enabled you to
Improve teaching and learning in the discipline?
c.
How have part-time faculty been made aware of the need to assess SLOs?
The Art portions of the curriculum have undergone extensive
reviews with collaboration from faculty members on three
campuses. A considerable effort has been made to update
curriculum incorporating new SLOs in all the new and
rewritten courses.
The GC classes have not been rewritten and will be
inactivated pending hire of new part-time GC faculty.
Our primary observations from SLO assessments are that
courses need to be increasingly technologically current
with instruction delivered on the most current software and
computers.
The organization of the program requirements needs to be
revisited considering faculty availability, equipment
currency and a redistribution of requirements to match best
practices in the field.
A continuing review by the faculty of new media, new
software and current publications, including most recent
texts has been a principal basis for assuring current SLOs.
Faculty participate in local, regional and national
conferences and gatherings where current trends are
discussed.
Membership in a variety of professional organizations with
their respective publications is a further source of idea
exchange in current trends in the fields
Curriculum Update
(Reminder: Send updated course outlines to the Curriculum Committee.)
12.
Identify curricular revisions, program innovations, and new initiatives
undertaken in the last year.
see above
13.
Identify curricular revisions, program innovations, and new initiatives
planned for the next year.
GC classes will be inactivated until a new part time
faculty member can rewrite them.
The program requirements will be reconfigured to
expand into the DM curriculum pending a lab updating.
Courses such as Art 20 Illustration will be rewritten to
include a substancial computer component. Offering
Digital media classes and possible merger between GC and
Digital Media are under consideration
Meetings with local prospective GC teachers and
designers will be held to discuss staffing, course
offering frequency and curriculum revision possibilites.
14. Complete the grid below
Course
Art 10
Year Course Outline Year Next Update
Last Updated
Expected
Fall 07
Fall 2012
Art 17
Art 35
Art 46
Art 16
Art 43A
Fall 07
Fall 07
Fall 07
Fall 07
Fall 07
GC10
GC11
GC12
GC20
GC10
Inactivated Sp08
Inactivated Sp 08
Inactivated Sp 08
Inactivated Sp 08
Inactivated Sp 08
Bus 63
Inactivated S 08
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Fall 2012
Goals and Plans
15. If you have recently undergone a comprehensive review, attach your Quality
Improvement Plan if applicable.
The department does not undergo a comprehensive review at
this time.
16. If you do not have a QIP, what goals and plans does your area have for the
coming year? See 13 above
GC COURSE
ENROLLMENT
Spring 2003
thru Spring
2008
2003S
ART 16
ART 20
ART 35
ART 35
ART 44
SECTION #
ENROLLMENT AT
CENSUS
004322
004365
002732
004369
004372
23
20
23
28
22
(Not offered: 10, 17, 43A)
0.0E+01
(Not offered)
BUS 63 & 64
CE 42
002925
002926
002927
002928
ENG 70
COMMENTS
33
33
33
33
0.0E+01
(Not offered)
(Only offering)
GC 12
004332
17
GUID 41
003377
19
2003F
ART 10
ART 17
ART 35
ART 43A
004849
004860
006270
006180
25
27
22
24
BUS 63
005052
13
(Not offered: 16, 20, 44)
BUS 63L
BUS 64
005055
CE 42
005084
005085
005086
005087
ENG 70
13
0.0E+01
(Not offered)
28
28
28
28
0.0E+01
(Not offered)
GC 10
GC 11
005471
005472
0.0E+01
0.0E+01
(Cancelled)
(Cancelled)
GUID 41
005535
22
(Only offering)
2004S
ART 35
ART 44
008416
008419
26
28
(Not offered: 10, 16, 17, 20, 43A)
0.0E+01
(Not offered)
ENROLLMENT AT
CENSUS
26
26
26
26
COMMENTS
0.0E+01
(Not offered)
BUS 63 & 64
GC COURSE
ENROLLMENT
2003S - 2008S
2004S (Cont'd)
CE 42
CE 42
CE 42
CE 42
SECTION #
008500
008501
008502
008503
ENG 70
GC 22
008376
24
GUID 41
008368
27
(Only offering)
2004F
ART 17
ART 35
ART 43A
010161
010163
010164
25
16
15
(Not offered: 10, 16, 20, 44)
0.0E+01
(Not offered)
BUS 63 & 64
CE 42
010252
010253
010254
010255
ENG 70
22
22
22
22
0.0E+01
(Not offered)
(Not offered: 12, 20, 22)
GC 10
GC 11
010379
010380
22
21
GUID 41
010223
28
2005S
ART 10
ART 16
ART 35
ART 43A
ART 44
011937
011941
011950
011952
011953
24
19
16
20
16
(Not offered: 17, 20)
BUS 64
011903
13
(Not offered: BUS 63)
CE 42
011883
011884
011885
011886
12
12
0.0E+01
12
(Cancelled)
ENG 70
0.0E+01
(Not offered)
(Only offering)
GC 12
011986
21
GUID 41
GC COURSE
ENROLLMENT
2003S - 2008S
011890
16
SECTION #
ENROLLMENT AT
CENSUS
28
24
18
0.0E+01
2005F
ART 17
ART 20
ART 35
ART 43A
013520
013522
013511
BUS 63
BUS 63L
BUS 64
013480
013482
CE 42
013464
013465
013466
013467
25
25
0.0E+01
COMMENTS
(Not offered: 10, 16, 44)
(Cancelled)
(Not offered)
9
9
9
9
ENG 70
0.0E+01
(Not offered)
GC
0.0E+01
(Not offered)
GUID 41
0.0E+01
(Cancelled)
19
20
15
(Not offered: 16, 17, 20, 43A)
2006S
ART 10
ART 35
ART 44
015122
015132
015137
BUS 63 & 64
CE 42
0.0E+01
015044
015045
015046
015047
ENG 70
(Not offered)
0.0E+01
9
2
2
0.0E+01
(Not offered)
GC 22
015119
20
GUID 41
015048
12
2006F
ART 17
ART 35
016471
016483
22
12
(Not offered: 10, 16, 20, 43A, 44)
0.0E+01
(Not offered)
ENROLLMENT AT
CENSUS
1
0.0E+01
2
3
COMMENTS
0.0E+01
(Not offered)
BUS 63 & 64
GC COURSE
ENROLLMENT
2003S - 2008S
2006F (Cont'd)
CE 42
ENG 70
SECTION #
016404
016405
016406
016407
(Cancelled)
GC 10
GC 11
016410
016411
18
21
GUID 41
016408
10
2007S
ART 10
ART 35
ART 43A
017844
017858
017863
23
12
13
(Not offered: 16, 17, 20, 44)
BUS 63
BUS 64
0.0E+01
15
(Not offered)
017827
017769
017770
017771
017772
1
1
1
3
CE 42
ENG 70
ENG 70
0.0E+01
(Not offered)
GC
0.0E+01
(Not offered)
GUID 41
017773
12
2007F
ART 17
ART 35
ART 43A
018997
019005
019009
20
20
8
(Not offered: 10, 16, 20, 44)
0.0E+01
(Not offered)
BUS 63 & 64
CE 42
018896
018897
018898
018899
1
1
2
8
ENG 70
0.0E+01
(Not offered)
GC 12
019015
12
GUID 41
GC COURSE
ENROLLMENT
2003S - 2008S
018900
29
SECTION #
ENROLLMENT AT
CENSUS
36
18
(Not offered: 16, 17, 20, 43A, 44)
0.0E+01
(Not offered)
2008S
ART 10
ART 35
020445
020455
BUS 63 & 64
CE 42
020281
020282
020283
020284
COMMENTS
0.0E+01
2
0.0E+01
14
ENG 70
0.0E+01
(Not offered)
GC
0.0E+01
(Not offered)
GUID 41
020285
24