Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2014
The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and
authentic view of a program and to assess its strengths, opportunities, needs, and connection to the
mission and goals of the college. The process is based on the premise that each academic program
reviews assessment data and uses these data to plan for improvement. The results of these annual
cycles provide data for a periodic (every five years) comprehensive review that shows evidence of
improvement and outlines long-range goals.
The Program Planning and Assessment process will improve and increase the flow of information
about student learning, student success and student behavior at Hartnell College. The result of the
process will also improve institutional effectiveness.
Program/
Discipline
Visual Arts
Date Completed (must be
in final form by 3/31/14)*
3/15/2014
Date Submitted
to Dean
3/17/2014
*Please note that you should work with your colleagues and dean to ensure that this report is
completed, revised as needed, in its final form and submitted no later than the end of March.
List of Contributors, including Title/Position
Eric Bosler: Instructor: Photography, Art
Jerri Nemiro: Instructor: Digital Art, Art
This PPA report is organized in 3 sections and 11 subsections as follows:
I.
II.
III.
Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing,
c. CTE Programs – Labor Market & Achievement, and d. Program Goals.
Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum,
d. Outcomes, and e. Previously Scheduled Activities.
Annual Action Plan – a. New Activities and b. Resource Requests.
INSTRUCTIONS
 For programs/disciplines scheduled for comprehensive review in spring
2014, please complete Sections I, II, and III.
 For programs/disciplines scheduled for annual review, please complete
Sections II and III.
I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for
comprehensive review in spring 2014. Go to Section II for programs/disciplines
scheduled for annual review in spring 2014.
A. OVERALL PROGRAM EFFECTIVENESS
1. Describe your program in terms of its overall effectiveness over the past several
years.
Please consider the questions below in describing your program/discipline/area.
•
•
•
•
•
•
•
•
•
•
How are students/employees served by the program?
What are the unique aspects of the program?
How does the program relate to the needs of the community?
How does the program interface/collaborate with other programs on campus?)
What is working well in the program/discipline?
If there is a sequence of courses in your program, what process or framework is used to
ensure alignment?
How is consistency maintained between/among multiple sections of a single course?
Has the program explored alternative scheduling approaches?
Do prerequisites, co-requisites and strongly recommended skills continue to meet program
needs? Are there special considerations regarding capabilities of incoming students?
What professional activities have faculty recently (last three years) participated in?
[Begin response here]
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B. INSTRUCTIONAL STAFFING
1. In the table below enter the number of sections offered and the number of full
time and adjunct faculty in your program/discipline by term over the past several
years.
Term
No. of
Active
Sections
Full-time
Faculty
Adjunct
Faculty
2. What staffing factors/challenges have influenced the effectiveness of the program?
[Begin response here]
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C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several
years with levels and trends of achievement data, including degree/certificate
completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from
advisory committee meetings that have occurred over the past two years. What
information and/or data were presented that required or currently require
changes to be made to your program?
(Please attach copies of meeting minutes over the past two years and a list of committee
members and their respective industries/areas.)
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that
changes should be made to your program? Does the program (continue to)
meet a labor market demand and/or fulfill an important step toward
higher/additional education?
[Begin response here]
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D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive
review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative,
unique, or other especially noteworthy aspects.
A new mission and vision is currently before the board for approval in February. In considering
your program’s future goals, please review the proposed new mission and vision statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by
developing leaders who will contribute to the social, cultural, and economic vitality of
our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational
opportunities for students to reach academic goals in an environment committed to
student learning, achievement and success.
[List and describe program goals here]
1)
2)
3)
4)
5)
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II. ANNUAL REVIEW
This section must be completed for ALL academic programs, including those
scheduled for a comprehensive review in spring 2014.
A. COURSE DATA & TRENDS
1. Please evaluate the 3-year trend of enrollment and success of courses in your
program/discipline. Identify the courses you are choosing to examine this
current year in the list below. You do NOT need to evaluate trends for each
course every year.
Course
Number
Art 3
Art 12A
Art 1A
Course Name
Drawing
Design
Art History
Does the course have any DE
(online or hybrid) sections?
no
no
no
Please use the data that have been provided. Analyze trends that you observe with respect to
the data for the identified courses and answer the following questions.
Art 3:
It has slightly larger enrollment in the Spring semesters. The enrollment is strong since this is a core class
in the new AA-T in Studio Art, it is anticipated that the enrollment will be consistently full with possible
need for an additional section in Spring 2015.
The success rate of Art 3 varies from 73% to 96%.
Art 3: Fall 2010; 27, Spring 2011: 50, Fall 2011; 33, Spring 2012: 37, Fall 2012: 35, Spring 2013: 41
Art 3: Fall 2010; 78%, Spring 2011: 96%, Fall 2011; 79%, Spring 2012: 76%, Fall 2012: 74%, Spring 2013: 73%
Art 12A:
It has slightly considerably larger enrollment in the Spring semesters. The enrollment is strong since this
is a core class in the new AA-T in Studio Art, it is anticipated that the enrollment will be consistently full
with possible need for an additional section in Spring 2015. The design studio (J211) has only 24 design
workstations, however the course is regularly enrolled beyond this number, creating congestion in the
class and a shortage of resources. It is only the skill of the teacher Mr. Kanow that has made this class so
successful.
The success rate of Art 12A varies from 57% to 79%.
Art 12A: Fall 2010; 24, Spring 2011: 33, Fall 2011; 23, Spring 2012: 35, Fall 2012: 29, Spring 2013: 39
Art 12A: Fall 2010; 62%, Spring 2011: 79%, Fall 2011; 57%, Spring 2012: 57%, Fall 2012: 66%, Spring 2013: 64%
Art 1A:
It has slightly considerably larger enrollment in the Spring semesters. The enrollment is strong since this
is a core class in the new AA-T in Studio Art, it is anticipated that the enrollment will be consistently full
with possible need for an additional section in Spring or Fall 2015.
The success rate of Art 1A varies from 60% to 81%.
Art 1A: Fall 2010; 48, Spring 2011: 76, Fall 2011; 50, Spring 2012: 85, Fall 2012: 48, Spring 2013: 68
Art 1A: Fall 2010; 75%, Spring 2011: 72%, Fall 2011; 70%, Spring 2012: 66%, Fall 2012: 81%, Spring 2013: 60%
ENROLLMENT
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2. Review the enrollment data. Describe and analyze any patterns or anomalies
that you notice. What do you make of these patterns or anomalies? What
actions should be taken to ensure continuous improvement?
Enrollment data of Visual Art shows the following:
Art 10: Fall 2010; 97, Spring 2011: 97, Fall 2011; 123, Spring 2012: 91, Fall 2012: 105, Spring 2013: 92
Art 100: Spring 2012; 40, Spring 2013; 19
Art 102: Fall 2010; 48, Fall 2011; 24, Fall 2012: 9
Art 103: Spring 2011; 41
Art 112: Fall 2010: 10
Art 12A: Fall 2010; 24, Spring 2011: 33, Fall 2011; 23, Spring 2012: 35, Fall 2012: 29, Spring 2013: 39
Art 150: Spring 2011: 21, Spring 2012: 10
Art 15A: Fall 2010; 63, Spring 2011: 62, Fall 2011; 92, Spring 2012: 84, Fall 2012: 56, Spring 2013: 43
Art 15B: Fall 2010; 8, Spring 2011: 9, Fall 2011; 15, Spring 2012: 21, Fall 2012: 23, Spring 2013: 15
Art 1A: Fall 2010; 48, Spring 2011: 76, Fall 2011; 50, Spring 2012: 85, Fall 2012: 48, Spring 2013: 68
Art 1B: Fall 2010; 46, Spring 2011: 36, Fall 2011; 23, Spring 2012: 26, Fall 2012: 46, Spring 2013: 26
Art 219: Spring 2011: 6, Spring 2012: 6
Art 3: Fall 2010; 27, Spring 2011: 50, Fall 2011; 33, Spring 2012: 37, Fall 2012: 35, Spring 2013: 41
Art 33: Fall 2010; 7
Art 34: Fall 2010; 4
Art 41A: Spring 2011: 14, Fall 2011; 22, Spring 2012: 22
Art 41B: Spring 2011: 5, Fall 2011; 1, Spring 2012: 3
Art 45: Fall 2010; 3, Spring 2011: 4, Fall 2011; 4
Art 46: Fall 2010; 7, Spring 2011: 4, Fall 2011; 5, Spring 2012: 11
Art 6A: Spring 2011: 12, Spring 2012: 17, Spring 2013: 17
Art 6B: Spring 2011: 10, Spring 2012: 10, Spring 2013: 6
Over the three-year period of 2010-11, 2011-12 and 2012-13, Art enrollment data peaked in the
Spring semesters of 2011 and 2012. The art program enrollments were adversely effected by
courses being removed from the proposed schedule. It should also be noted that families of
classes are scheduled concurrently in the same room with the same instructor – e.g. Art 15A,
15B, and 100 are all ceramics classes that continue to be popular. In Fall 2014, four sections will
be offered, restoring some of the classes that were removed over the last few years.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that
you notice. What do you make of these patterns or anomalies? What actions
should be taken to ensure continuous improvement?
Success data of Visual Art shows the following:
Art 10: Fall 2010; 86%, Spring 2011: 79%, Fall 2011; 66%, Spring 2012: 62%, Fall 2012: 85%, Spring 2013: 76%
Art 100: Spring 2012; 98%, Spring 2013; 79%
Art 102: Fall 2010; 92%, Fall 2011; 83%, Fall 2012: 67%
Art 103: Spring 2011; 95%
Art 112: Fall 2010: 80%
Art 12A: Fall 2010; 62%, Spring 2011: 79%, Fall 2011; 57%, Spring 2012: 57%, Fall 2012: 66%, Spring 2013: 64%
Art 150: Spring 2011: 62%, Spring 2012: 90%
Art 15A: Fall 2010; 73%, Spring 2011: 81%, Fall 2011; 82%, Spring 2012: 76%, Fall 2012: 89%, Spring 2013: 72%
Art 15B: Fall 2010; 75%, Spring 2011: 78%, Fall 2011; 93%, Spring 2012: 100%, Fall 2012: 91%, Spring 2013: 80%
Art 1A: Fall 2010; 75%, Spring 2011: 72%, Fall 2011; 70%, Spring 2012: 66%, Fall 2012: 81%, Spring 2013: 60%
Art 1B: Fall 2010; 80%, Spring 2011: 69%, Fall 2011; 83%, Spring 2012: 62%, Fall 2012: 74%, Spring 2013: 77%
Art 219: Spring 2011: 83%, Spring 2012: 50%
Art 3: Fall 2010; 78%, Spring 2011: 96%, Fall 2011; 79%, Spring 2012: 76%, Fall 2012: 74%, Spring 2013: 73%
Art 33: Fall 2010; 43%
Art 34: Fall 2010; 100%
Art 41A: Spring 2011: 71%, Fall 2011; 86%, Spring 2012: 77%
Art 41B: Spring 2011: 80%, Fall 2011; 0%, Spring 2012: 67%
Art 45: Fall 2010; 100%, Spring 2011: 75%, Fall 2011; 75%
Art 46: Fall 2010; 71%, Spring 2011: 25%, Fall 2011; 80%, Spring 2012: 55%
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Art 6A: Spring 2011: 92%, Spring 2012: 65%, Spring 2013: 94%
Art 6B: Spring 2011: 90%, Spring 2012: 90%, Spring 2013: 67%
Over the three-year period of 2010-11, 2011-12 and 2012-13, the average overall college success
rate varied from a low 67% of and a high of 73%.
Over the three-year period of 2010-11, 2011-12 and 2012-13, the ART success rate varied from
a low 71% of and a high of 79%. Art success rates are considerably higher than the overall general
college success rate.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several
years with levels and trends of achievement data, such as degree and certificate
completions/awards.
AA degree Art -1002:
2010-11: 3
2011-12: 1
2012-13: 6
In the year 2010-11 to 2011-12, the number of students completing an Associate Art degree in
ART dropped, but in 2012-13 the number of students completing an Associate Art degree in
ART doubled from the original number of 2010-11.
The art faculty has also worked very hard in the past two years to complete the first AA-T in
Studio Art, which is currently in the process to be approved by the Chancellor’s Office.
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B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid
sections, along with the number of full-time and adjunct faculty.
Term
No. of DE/
Online
Sections
No of
Hybrid
Sections
Fulltime
Faculty
Adjunct
Faculty
2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what
do you ascribe the differences in your program? Discuss any other relevant factors
regarding diverse teaching modalities and environments, such as specific
locations.
Not applicable, no distance education online classes currently.
3. Describe the process to change and improve student success in DE
courses/sections in your program, and any other relevant factors regarding
diverse teaching modalities and environments, such as specific locations.
Not applicable, no distance education online classes currently.
C. CURRICULUM
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Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for
review during AY 201314 as previously
specified
Art 10
Art 100, 101, 102, 103
Art 12A
Art 13
Art 1B
Art 52
Courses scheduled for
review during AY 201415
Art 1A
Last cc approval
11/17/2011
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Faculty member(s)
responsible for
coordinating
Bosler/Nemiro
Bosler/Nemiro
Bosler/Nemiro
Bosler/Nemiro
Bosler/Nemiro
Bosler/Nemiro
Faculty member(s)
responsible for
coordinating
Bosler/Nemiro
(a) Was the course
reviewed and (b) taken
through the curriculum
process?
Yes
Yes
Yes
Yes
Yes
Yes
Date of approval (or
anticipated approval)
by Curriculum
Committee
10/17/2013
2/20/2014
2/21/2013
5/2/2013
9/19/2013
2/20/2014
Target semester and
year—Fa 2014 or Sp 2015
Sp 2015
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course
assessments, keep the higher level program outcome in mind. While course level assessment
serves the purpose of examining the teaching and learning for that particular course, it also
provides the data that will be viewed collectively for assessment of the associated program
level outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s)
scheduled for assessment as
previously specified
PLO 1
PLO 4
PLO 5
What changes have occurred
in the program/discipline as
a result of dialogue?
More weekend homework
assignments for 2D design and
drawing, increase instruction time
on the primary basics for 3D
ceramic projects.
Provide students with examples of
non-professional writings of the
subjective analysis of art objects.
Once these are read, students will
discuss examples of formal
language to apply to their writing.
Assessment indicated slight
deficiency in student critical
thinking that we can be remedied
by one additional writing project.
Fall 2013 and Spring 2014, the full
time art faculty has consistent
Friday afternoon meetings for SLO,
PLO and PPA dialogue, planning
and work.
List Program level outcome(s)
scheduled for assessment in
AY 14-15
PLO 2
PLO 3
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Have your course level
SLOs needed for this
program level outcome
been assessed or
scheduled for assessment?
Yes
Yes
Was the Program
Outcome Assessment
Summary completed?
Yes_ 1/31/2014
Yes_ 1/31/2014
Yes_ 1/31/2014
2. Describe how program level outcomes were specifically addressed by the
program/discipline during the past year.
For example, were data gathered at the course level? Was there review and analysis of the
data? How did the discipline faculty engage in discussion? Were any interventions conducted?
Are there any plans to make changes to certificate/degree programs or improvements in
teaching and student learning?
Visual Arts PLO #1:
Demonstrate effective technical proficiency in at least one medium of traditional visual art. In order
to assess this program outcome, we focused on the ability of the students in the Art 3, Art 6A, Art 6B,
Art 12A, Art 103 and Art 15B courses. In particular the case study involved a portfolio of final projects
from each of the courses above. We utilized the portfolios to assess student technical proficiency in both
two-dimensional and three-dimensional art works.
Art 3: Drawing
Assessment criteria:
Three portfolios in different medium (500 points).
These are reviewed with a rubric of harmony, balance, value, composition and technique – each category is
assessed 20%. There are also 15 weekend projects (25 points each) with a final assessment of a large-scale multimedia capstone composition.
16 students participated.
2 of the 16 students assessed (12%) successfully completed > 95%
4 of the 16 students assessed (25%) successfully completed > 85%
8 of the 16 students assessed (75%) successfully completed > 75%
2 of the 16 students assessed (12%) successfully completed > 65%
14 of the 16 students assessed at > than 75%. In reviewing the 15 weekend assignments, points allocated should be
higher, or the assessment of 75% should be raised.
Review, discussion and analysis captured this assessment:
Emphasize more weekend assignments, in order for students to develop technical and compositional skill at
higher rate. Weekend assignments could be further investigated, with more time in designing and enhancing
technical skills. Utilize self-critique as well as peer analysis (group discussions).
Art 12A: Design
Artistic expressions of various design elements of two-dimensional art. A series of 14 projects based on a point
system using a rubric, with a final capstone project of designing a collage and replicating it in gouache. The initial
projects are worth smaller number of points to the culmination of the semester with the capstone project (2000
points).
The initial projects are worth smaller number of points to the culmination of the semester with the capstone
project (2000 points). The process is based on a rubric of design (20%), harmony (20%), balance (20%), rhythm
(20%), and concept (20%) 19 students participated with :
5 of 19 students assessed (26%) successfully completed > 90%
5 of 19 students assessed (26%) successfully completed > 80%
7 of 19 students assessed (37%) successfully completed > 70%
2 of 19 students assessed (11%) successfully completed < 69%
Those students who did not achieve the SLO goal, but had the ability to do so, started to have difficulty with
assignment #4, which introduces gouache.
Review, discussion and analysis captured this assessment:
The challenging use of this unfamiliar medium (gouache) can be addressed by spending more time on primary
instruction and practice.
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Art 6A and Art 6B: Painting
Design/composition, color choices, use of materials, painting skill, and knowledge gained technique
Art 6A: Painting
A slight deficiency in paint handling techniques became apparent.
Art 6B: Painting
Early semester work indicated a more rapid development of skills and critical thinking. Weekend assignments
were given during this portion of the term, and may be a significant factor in the results observed.
Review, discussion and analysis captured this assessment:
Further development of weekend projects will be tried to help analyze the actual influence this type of assignment
has on student outcomes.
Additional emphasis on this process through an additional painting project focused on the paint management
process itself.
Art 103: Ceramics
Identify, differentiate between typical Pre-Columbian Mesoamerican and Peruvian
Ceramic vessels, sculptural forms; proposals, sketches, research, tools.
The assessment was based on the results of an assesmment project that incoporated the followoing: Forming a
Zoomorphic Effigy Vessel Based on a Pre-Columbian Culture.
Analyze, Craftsmanship, Self Evaluation and Process.
Despite equipment shortcomings, students responded to the challenges of the assignments well. Students ability
to connect with a culture of the distant past, analyze, interpret, and produce art works from this perspective was
remarkable.
Case study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-1 of 2 students assessed (50%) successfully scored 17/20 points.
-1 of 2 students assessed (50%) successfully scored 15/20 points.
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Case study 2:
2 of 6 students assessed (32%) successfully scored 19/20 points.
1 of 6 students assessed (16%) successfully scored 18/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum
expectation. Based on the data; there were 4 items in the rubric:
Each one of these items at a C level was 3 points. Therefore a “C” would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
1 of 6 students assessed (16%) successfully scored 17/20 points.
1 of 6 students assessed (16%) successfully scored 16/20 points.
1 of 6 students assessed (16%) successfully scored 15/20 points.
Review, discussion and analysis captured this assessment:
Create new assignments that will further connect our students to this and other cultures of the period.
Art 15 A and 15B: Ceramics
Students will be able to create works of art in clay to express their ideas using construction and forming
techniques, appropriate clay and glaze materials, and safe ceramic studio practices.
The assessment was based on the results of an assessment project that incorporated the following: Forming a
Contoured Vessel Using the Coiling Technique
Analyze, Craftsmanship, Self Evaluation and Process.
Art 15A:
Students successfully executed their projects, however, they were hindered by old, malfunctioning studio
equipment and outdated, missing, or broken tools.
Art 15B:
While student project results were generally good, some students had time management problems; whole others
did not use correct terminology.
Case Study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-3 out of 8 students assessed (38%) scored 20/20 points.
-2 out of 8 students assessed (25%) scored 19/20 points.
-2 out of 8 students assessed (25%) scored 18/20 points.
-1 out of 8 students assessed (12%) scored 17/20 points
Case Study 2:
7 of 24 students assessed (28%) successfully scored 20/20 points.
5 of 24 students assessed (20%) successfully scored 19/20 points.
4 of 24 students assessed (16%) successfully scored 18/20 points.
3 of 24 students assessed (12 %) successfully scored 17/20 points.
3 of 24 students assessed (12%) successfully scored 16/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum
expectation. Based on the data; there were 4 items in the rubric:
Analyze, Craftsmanship, Self Evaluation, and Process.
Each one of these items at a C level was 3 points. Therefore a “C” would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
Review, discussion and analysis captured this assessment:
We will press for the acquisition of new equipment to facilitate more effective student workflow. Additional
emphasis on ceramic terminology will be applied.
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Visual Arts PLO #4:
Demonstrate an intermediate knowledge of the history of art. In order to assess this program outcome,
we focused on the ability of the students in the Art 1A and Art 1B art history courses.
Case study Art 1A: #4038
Students address the formal aspects of the art comparing two artistic styles in an essay. This showed that students
could analyze two pieces of art in terms of formal issues and historical reference.
Results:
11 of the 37 students = 90-99%
16 of the 37 students = 80-89%
7 of the 37 students = 70-79%
3 of the 37 students = 60-69 %
The rubric had a scale of 0-100% with 100% amounting to an “A” grade.
The achievement standard was that 70% of the students would receive 70% or above
Students did very well in analyzing art from a historical reference. When writing from personal opinions, casual language in
their writing impeded interpretations and meaning.
Case study Art 1B: #4039
Students address the formal aspects of the art comparing two artistic styles in an essay. This showed that students
could analyze two pieces of art in terms of formal issues and historical reference.
Results:
10 of the 39 students = 90-99%
11 of the 39 students = 80-89%
9 of the 39 students = 70-79%
2 of the 39 students = 60-69 %
Students did very well in analyzing art from a historical reference. When writing from personal opinions, casual
language in their writing impeded interpretations and meaning.
Review, discussion and analysis captured this assessment:
Provide students with examples of non-professional writings of the subjective analysis of art objects. Once these
are read, the class will discuss examples of formal language to apply to their writing.
Visual Arts PLO #5:
Demonstrate an awareness of the influence of art and artists on the lives of all individuals, cultures
and societies. In order to assess this program outcome, we focused on the ability of the students in the
art appreciation Art 10 courses.
Case study 1: Art 10
Students were to write an essay comparing and contrasting a work from the Romantic period to a work from the
Neo-Classic period. The essay was given as an in class exam without the use of notes. There were ten points
possible.
The student examined the artistic media, iconography and expressions of various historical periods and cultures
throughout history.
63% of the students received an 80% or better.
75% received a 70% or better.
We spent time in class working up to this exam. The students were successful in their understanding of the differences in the
two periods and were able to articulate both the form and content of the work.
Rubric: 70% of students earn 70% or better on selected questions. Ability to identify a wide variety of artistic styles with
cultures and civilizations around the world
Rubric: 70% of students earn 70% or better on selected questions. Ability to identify a wide variety of artistic styles with
cultures and civilizations around the world
Assessment indicated slight deficiency in student critical thinking.
Case study 2: Art 10
Description, Analysis, Intrepretation, and Evaluation of art and artists and their influence on the lives of all
indivisuals, cultures and societies.
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Case study 2: Art 10
Description, Analysis, Intrepretation, and Evaluation of art and artists and their influence on the lives of all indivisuals,
cultures and societies.
Review, discussion and analysis captured this assessment:
Assessment indicated slight deficiency in student critical thinking that we can be remedied by one additional
writing project.
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CORE COMPETENCIES
3. Describe how Core Competencies were specifically addressed by the
program/discipline during the past year. For example, were data gathered at
the course level? Was there review and analysis of the data? How did the
discipline faculty engage in discussion? Were any interventions conducted? Are
there any plans to make changes to courses or improvements in teaching and
student learning?
We are at the stage of SLO and PLO assessment.
Concentration now is on completing the PLO assessment for all the PLO’s. After this is
completed, core competency assessment will begin.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for
SLO assessment as previously
specified
Art 1A, Art 1B, Art 10
Art 3, Art 12A
Art 6A, Art 6B
Art 15A, Art 15B, Art 103
In what term was
the course
assessed?
Fall 2013
Fall 2013
Fall 2013
Fall 2013
List courses scheduled for
SLO assessment in
AY 2014-15
Art 1A, Art 1B, Art 10
Art 3, Art 12A
Art 6A, Art 6B
Art 15A, Art 15B, Art 103
Faculty member(s)
responsible for
coordinating
Was the Course
Assessment Summary
Report completed?
Yes
Yes
Yes
Yes
Target semester
and year—Fa 2014
or Sp 2015
Bosler/Nemiro & (Pt faculty)
Sp 2015
Bosler/Nemiro/Kanow
Sp 2015
Bosler/Nemiro & (Pt faculty)
Sp 2015
Bosler/Nemiro/Murakami/Rios Sp 2015
5. Describe course level assessments results and how they will influence your
plans moving forward.
Visual art course level assessment results from Fall 2013 semester were the following:
Art 3: Drawing
Assessment criteria:
Three portfolios in different medium (500 points).
These are reviewed with a rubric of harmony, balance, value, composition and technique -- each category is
assessed 20%. There are also 15 weekend projects (25 points each) with a final assessment of a large-scale multimedia capstone composition.
16 students participated.
2 of the 16 students assessed (12%) successfully completed > 95%
4 of the 16 students assessed (25%) successfully completed > 85%
8 of the 16 students assessed (75%) successfully completed > 75%
2 of the 16 students assessed (12%) successfully completed > 65%
14 of the 16 students assessed at > than 75%. In reviewing the 15 weekend assignments, points allocated should be
higher, or the assessment of 75% should be raised.
17 | P a g e
Review, discussion and analysis captured this assessment:
Emphasize more weekend assignments, in order for students to develop technical and compositional skill at
higher rate. Weekend assignments could be further investigated, with more time in designing and enhancing
technical skills. Utilize self-critique as well as peer analysis (group discussions).
Art 12A: Design
Artistic expressions of various design elements of two-dimensional art. A series of 14 projects based on a point
system using a rubric, with a final capstone project of designing a collage and replicating it in gouache. The initial
projects are worth smaller number of points to the culmination of the semester with the capstone project (2000
points).
The initial projects are worth smaller number of points to the culmination of the semester with the capstone
project (2000 points). The process is based on a rubric of design (20%), harmony (20%), balance (20%), rhythm
(20%), and concept (20%) 19 students participated with :
5 of 19 students assessed (26%) successfully completed > 90%
5 of 19 students assessed (26%) successfully completed > 80%
7 of 19 students assessed (37%) successfully completed > 70%
2 of 19 students assessed (11%) successfully completed < 69%
Those students who did not achieve the SLO goal, but had the ability to do so, started to have difficulty with
assignment #4, which introduces gouache.
Review, discussion and analysis captured this assessment:
The challenging use of this unfamiliar medium (gouache) can be addressed by spending more time on primary
instruction and practice.
Art 6A and Art 6B: Painting
Design/composition, color choices, use of materials, painting skill, and knowledge gained technique
Art 6A: Painting
A slight deficiency in paint handling techniques became apparent.
Art 6B: Painting
Early semester work indicated a more rapid development of skills and critical thinking. Weekend assignments
were given during this portion of the term, and may be a significant factor in the results observed.
Review, discussion and analysis captured this assessment:
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Further development of weekend projects will be tried to help analyze the actual influence this type of assignment
has on student outcomes.
Additional emphasis on this process through an additional painting project focused on the paint management
process itself.
Art 103: Ceramics
Identify, differentiate between typical Pre-Columbian Mesoamerican and Peruvian
Ceramic vessels, sculptural forms; proposals, sketches, research, tools.
The assessment was based on the results of an assesmment project that incoporated the followoing: Forming a
Zoomorphic Effigy Vessel Based on a Pre-Columbian Culture.
Analyze, Craftsmanship, Self Evaluation and Process.
Despite equipment shortcomings, students responded to the challenges of the assignments well. Students ability
to connect with a culture of the distant past, analyze, interpret, and produce art works from this perspective was
remarkable.
Case study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-1 of 2 students assessed (50%) successfully scored 17/20 points.
-1 of 2 students assessed (50%) successfully scored 15/20 points.
Case study 2:
2 of 6 students assessed (32%) successfully scored 19/20 points.
1 of 6 students assessed (16%) successfully scored 18/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum
expectation. Based on the data; there were 4 items in the rubric:
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
1 of 6 students assessed (16%) successfully scored 17/20 points.
1 of 6 students assessed (16%) successfully scored 16/20 points.
1 of 6 students assessed (16%) successfully scored 15/20 points.
Review, discussion and analysis captured this assessment:
Create new assignments that will further connect our students to this and other cultures of the period.
Art 15 A and 15B: Ceramics
Students will be able to create works of art in clay to express their ideas using construction and forming
techniques, appropriate clay and glaze materials, and safe ceramic studio practices.
The assessment was based on the results of an assessment project that incorporated the following: Forming a
Contoured Vessel Using the Coiling Technique
Analyze, Craftsmanship, Self Evaluation and Process.
Art 15A:
Students successfully executed their projects, however, they were hindered by old, malfunctioning studio
equipment and outdated, missing, or broken tools.
Art 15B:
While student project results were generally good, some students had time management problems; while others
did not use correct terminology.
Case Study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-3 out of 8 students assessed (38%) scored 20/20 points.
-2 out of 8 students assessed (25%) scored 19/20 points.
-2 out of 8 students assessed (25%) scored 18/20 points.
-1 out of 8 students assessed (12%) scored 17/20 points
Case Study 2:
7 of 24 students assessed (28%) successfully scored 20/20 points.
5 of 24 students assessed (20%) successfully scored 19/20 points.
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4 of 24 students assessed (16%) successfully scored 18/20 points.
3 of 24 students assessed (12 %) successfully scored 17/20 points.
3 of 24 students assessed (12%) successfully scored 16/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum
expectation. Based on the data; there were 4 items in the rubric:
Analyze, Craftsmanship, Self Evaluation, and Process.
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
Review, discussion and analysis captured this assessment:
We will press for the acquisition of new equipment to facilitate more effective student workflow. Additional
emphasis on ceramic terminology will be applied.
Case study Art 1A: #4038
Students address the formal aspects of the art comparing two artistic styles in an essay. This showed that students
could analyze two pieces of art in terms of formal issues and historical reference.
Results:
11 of the 37 students = 90-99%
16 of the 37 students = 80-89%
7 of the 37 students = 70-79%
3 of the 37 students = 60-69 %
The rubric had a scale of 0-100% with 100% amounting to an "A" grade.
The achievement standard was that 70% of the students would receive 70% or above
Students did very well in analyzing art from a historical reference. When writing from personal opinions, casual language in
their writing impeded interpretations and meaning.
Case study Art 1B: #4039
Students address the formal aspects of the art comparing two artistic styles in an essay. This showed that students
could analyze two pieces of art in terms of formal issues and historical reference.
Results:
10 of the 39 students = 90-99%
11 of the 39 students = 80-89%
9 of the 39 students = 70-79%
2 of the 39 students = 60-69 %
Students did very well in analyzing art from a historical reference. When writing from personal opinions, casual
language in their writing impeded interpretations and meaning.
Review, discussion and analysis captured this assessment:
Provide students with examples of non-professional writings of the subjective analysis of art objects. Once these
are read, the class will discuss examples of formal language to apply to their writing.
Case study 1: Art 10
Students were to write an essay comparing and contrasting a work from the Romantic period to a work from the
Neo-Classic period. The essay was given as an in class exam without the use of notes. There were ten points
possible.
The student examined the artistic media, iconography and expressions of various historical periods and cultures
throughout history.
63% of the students received an 80% or better.
75% received a 70% or better.
We spent time in class working up to this exam. The students were successful in their understanding of the differences in the
two periods and were able to articulate both the form and content of the work.
Rubric: 70% of students earn 70% or better on selected questions. Ability to identify a wide variety of artistic styles with
cultures and civilizations around the world
Rubric: 70% of students earn 70% or better on selected questions. Ability to identify a wide variety of artistic styles with
cultures and civilizations around the world
Assessment indicated slight deficiency in student critical thinking.
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Case study 2: Art 10
Description, Analysis, Intrepretation, and Evaluation of art and artists and their influence on the lives of all
indivisuals, cultures and societies.
Case study 2: Art 10
Description, Analysis, Intrepretation, and Evaluation of art and artists and their influence on the lives of all indivisuals,
cultures and societies.
Review, discussion and analysis captured this assessment:
Assessment indicated slight deficiency in student critical thinking that we can be remedied by one additional
writing project.
6. Describe assessment activities that need to be strengthened or improved. What
are the challenges to achieving these improvements?
The challenges for many of our students are basic learning skills, critical thinking and time
management.
Assessment activities for the visual arts will continue to include increased activities that incorporate
use of students’ critical thinking and visual problem solving skills. We will also incorporate "check in"
times on the status of all portfolio projects before the actual due date. This will allow more individual
student and instructor discussion time on their project progress and time management.
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E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your
program/discipline, and keep it current.
Activity scheduled
What success has
been achieved to
date on this activity?
Will activity
What challenges
existed or continue continue into
AY 14-15?
to exist?
Will activity
continue into
AY 15-16?*
1. AA-T Studio Art
Approval by
curriculum committee
10/3/2013
Need FT & PT
faculty to offer
additional classes
& increased
student demand
Yes
2.
Yes
3.
* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate
resource request in Section III.
1. Evaluate the success of each activity scheduled, including activities completed and
those in progress. What measurable outcomes were achieved? Did the activities
and subsequent dialogue lead to significant change in student learning or program
success?
The AA-T in Studio Art is approved. We are currently waiting to acquire final approval from the
Chancellor’s office so it can be in the catalog and offered to the students Fall 2014. It is
anticipated that student demand for core Art courses will increase for this new pathway for
transfer to the CSU system.
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III. ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled
for annual or comprehensive review in spring 2014.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An
activity can address many different aspects of your program/discipline, and ultimately is undertaken to
improve, enhance, and or keep your program/discipline area current. A new activity may or may not
require additional resources. Activities can include but are not limited to:
•
•
•
•
•
•
•
•
•
•
NEW CURRICULUM
FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE
GRANT DEVELOPMENT AND PROPOSALS
FACULTY AND STAFF TRAINING
MARKETING/OUTREACH
ENROLLMENT MANAGEMENT
STUDENT SERVICES
ADMINISTRATIVE SERVICES
SUPPORT OPERATIONS
FACILITIES
1. List information concerning new projects or activities planned. Please keep in mind that
resources needed, if funded, would not be approved until spring 2015 and provided until
FY 2015-16. Ongoing activities involving resources that will no longer be available from
grant funds starting FY 2015-16 must be planned for appropriately.
Activity
1.
Fig Group:
Science, Art,
Digital Art
2.
Meet student
demand for
AA-T in
Studio Art
Strategic
Plan
Goal(s)
No. &
Letter
(e.g.,
5A)*
Goal 1A
Goal 2A
Goal 2B
Goal 4A
Goal 1A
Goal 2A
Goal 2B
Goal 4A
Related
Courses,
SLOs, PLOs,
or goals
Desired
Outcome(s)
PLO 1,2,3
Described in
detail below
Core
Courses
Meet
anticipated
increase in
student
demand
Resources
Needed
1 FT & 1 PT
faculty
Person
Responsible
Ann Wright
Eric Bosler
Jerri Nemiro
Lawrence
Yee
Dean of
Languages &
Fine Arts
Estimated
Date of
Completion
(can be more
than one
year in
length)
Spring 2016
No
anticipated
end.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete this page for each new activity. ***
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Comments
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
Activity #1
Consider:
• This activity: A Title V grant sponsored FIG group incorporating the collaboration of art and
science. Proposal: The “Symbiosis” of Science and Art Inside and Outside the Classroom.
•
Faculty: Ann Wright, Lawrence Yee, Eric Bosler and Jerri Nemiro
a) Describe the new activity or follow-on activity that this resource will support.
The art program will be involved in the creation of art that will visualize scientific processes and
principles for STEM.
b) Describe how this activity supports any of the following:
1) Core Competency
2) Program level Outcome
3) Course level Outcome
4) Program/Discipline Goal
5) Strategic Priority Goal
Core competency:
This FIG addresses the Critical Thinking competency directly. The portion of that competency that will
be most affected by the FIG outcome is the following: Critically analyze, evaluate and synthesize
evidence in order to formulate logical arguments and make decisions. By providing instruction that not
only directs students to “think out of the box”, but provides them with method, examples and incentive
to do so will enhance their critical thought processes in new ways.
Program Learning Outcome:
This FIG addresses the Fine Art PLO having to do with conceptual and productive processes. This
specific PLO states: Interpret and produce art works that communicate intellectually and emotionally.
In order to both understand contemporary art and to produce significant works which are germane to
present times, students must constantly look outside their discipline for new resources for problem
solving (critical thinking) that form the basis of creativity. This FIG is designed to provide methods of
instructing students through the processes of this task.
Student Learning Outcome:
While we feel that this FIG is pertinent to all outcomes in this discipline, the following is one specific
example.
Art 10 – Demonstrate an awareness of the influence of art and artists on the lives of individuals,
cultures and societies.
To do this, students must be able to evaluate human situations outside of the logics practiced by their
discipline. This FIG will delineate a process by which students can analyze and understand these
situations, then bring that understanding into the problem solving processes of their discipline.
Program-Discipline Goal:
This FIG supports the goal of the Fine Arts Discipline by providing teachers in the discipline with new,
innovative teaching methodologies, and students with new mental tools with which to be creative.
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Strategic Priority Goal Goal:
This FIG directly supports Hartnell’s Strategic Priority 2: Hartnell College will provide a supportive,
innovative, and collaborative environment to help students pursue and achieve educational success.
This FIG directly supports the tenants of Strategic Priority 2 by addressing the issue of how to teach
critical thought as a cross discipline technique, rather than as a philosophy. By developing strategies for
critical thinking that combine the resources of multiple disciplines, this FIG fits this priority perfectly.
c) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
This will be a three-year activity that will be completed Spring of 2016. Action plan:
Initial research, inventory and assessment of findings, assembly of findings into visual form, delivery to
entire faculty and students.
d) What measureable outcomes are expected from this activity? List indicators of
success.
The measurable outcomes will be to develop a process of “teachable critical thinking skill sets to
apply to Visual Art, Digital Art, and STEM students”.
e) What are the barriers to achieving success in this activity?
The purpose of this project is to break through pre-conceived barriers that art and science are two
distinct mind-sets and experiences. Our goal is to create useful “outside the box” critical thinking for the
students by the realization that great scientists are artists and great artists are scientists.
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*** Please complete this page for each new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will
support the program/discipline.
After 2-3 years of reduction in the number of Art sections offered, resources are now becoming
available to return to previous levels of enrollment. Over the last 3 years, the number of degrees
awarded has doubled from 3 to 6 graduates. The recently approved AA-T in Studio Art will provide a
new pathway to CSU, and is expected to be popular with students who are not able to enter the CSU
system as freshmen.
f) Describe the new activity or follow-on activity that this resource will support.
A full-time faculty member in Studio Arts is needed to address the increased student demand, and
to provide adequate expertise in determining what studio equipment needs to be repaired or
replaced; to anticipate adequate supplies needed for all Art classes, and to support the newly created
Hartnell College Arts Council.
g) Describe how this activity supports any of the following:
6) Core Competency
7) Program level Outcome
8) Course level Outcome
9) Program/Discipline Goal
10)
Strategic Priority Goal
PLO#1: Develop projects that will improve student mastery of primary instruction and practice in
Art 12A to prepare them for the challenging assignments in gouache. In order to support ceramics
courses, reduce the number of equipment failures, replace broken and missing tools, and advocate for
the acquisition of new equipment to facilitate more effective student workflow.
PLO #4: Explore interventions to improve student writing, which currently impedes
articulating their interpretations and meaning. Develop projects that will improve
student critical thinking skills.
h) Does this activity span multiple academic years? YES NO
If yes, describe the action plan for completion of this activity.
An investment in full-time faculty continues for at least 4 years through the tenure review process,
and continues for a lifetime for dedicated faculty.
i) What measureable outcomes are expected from this activity? List indicators of
success.
•
•
Efficient utilization of resources, especially studio equipment and supplies.
Improved and new instructional projects to increase student writing and critical thinking
skills.
j) What are the barriers to achieving success in this activity?
Although part-time faculty are fully participating in course- and program-level assessment, a fulltime faculty member is needed to facilitate the ongoing and continuous improvement of the program
through curriculum development and broad-based discussion about student success.When student
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demand increases for the core courses in the AA-T in Studio Art, the current part-time faculty will be
maximized to the limit of 67% of load. In order to offer additional classes, new part-time faculty will be
needed to teach them. In particular, there have been no applicants for part-time jewelry instructors for
the past two years, and the college was forced to inactivate popular courses in this visual art form and in
weaving.
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B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify
them and project their cost, and that these resources and costs be considered through the College’s
integrated planning (governance, budget development, funding decision making, and resource
allocation) processes. A resource is likely to be something needed to support an activity that you have
identified in IIIA. above, in which case you must link the resource with a specific activity number (first
column below). ). All resource requests completed in the various columns of a specific row
must be linked to the new or continuing activity numbered on the first column of that
same row. A resource could also be something necessary for your program/discipline to function
properly to improve student learning, such as updated equipment in a classroom; in such case be sure
to note that the resource is NOT tied to a specific activity.
Activity No.
1.Art 13
Sculptural
tools
Personnel
Classified
Staff/
Faculty
(C/F/M)*
3. Art 13
core class
for AA-T
5. 2 part
time art
faculty
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Science
Labs
Carving
sets
S
Replace
worn out
ceramic lab
equipment
E
Supplies for
Art 13
course
S
2.Ceramics
studio lab
4.Full time
art faculty
replacement
for previous
retired
faculty
member
Supplies/
Equipment
(S/E)**
1 full time
art faculty
in
traditional
visual arts:
ceramics.
painting,
etc.
F
2 part
time art
faculty in
painting
and
traditional
arts.
F
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this
should be requested through the budget rollover process.
*** H for Hardware, S for Software.
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Projected
Costs
$2,500
$5,000
$2,500
Prescribed
salary rate
Prescribed
salary rate
APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student
Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student
Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
Priority 5:
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Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership
with Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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