Program Planning and Assessment (PPA)
for Academic Programs
Comprehensive Review, Annual Review & Action Plan
Spring 2015
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
Digital Arts
Date Completed (must be in final
form by 3/31/15)*
2/27/15
Date Submitted to Dean
2/27/15
*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
Jerri Nemiro: Instructor, Digital Arts, Art
Dean’s Comments (required): Jerri is to be commended for her resourcefulness in working with a complex program, securing grant funding
sources to keep software, hardware, curriculum and pedagogy at the cutting and offer the best of opportunities for the students. She presents
here a well-developed activity plan, based on extensive market data.
The PPA is comprehensive in the information it analyzes and action plan it presents. It comprises innovative directions such as the two weeks summer
academy and continued work in STEM Arts. This program is not only aligned with regional needs through our Deputy Sector Navigator, advisory board and
extensive outreach to the community, it also provides exciting career paths and career opportunities for students
___Dr. Celine Pinet__________________
Typed Name of Area Dean
Date
__4/29/15_______
VPAA Comments (required for comprehensive reviews): There is an increasing demand in the community for this program.
__Lori Kildal_______________ 7/2015_________
Typed Name of VPAA
Date
(for ALL academic PPA reports)
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 2015, please complete Sections I, II,
and III.
 For programs/disciplines scheduled for annual review, please complete Sections II and III.
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I.
COMPREHENSIVE REVIEW
Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2015. Go to
Section II for programs/disciplines scheduled for annual review in spring 2015.
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.
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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?
The Digital Arts Program offers an Associate degree and Certificate in Digital Arts with an emphasis in graphic design, digital
photography and video and animation and illustration. The Digital Arts program trains students in the fields of graphic design, digital graphics,
2D digital illustration, 2D photographic imaging, digital video and audio editing, 2D and 3D animation, 3D modeling, storyboard development
for animation and interactive digital media interface design.
Students are served in this program with both transfer credit and workforce training. This program requires the students to establish a
dedication to lifelong learning as they progress through their career. It is also on the forefront of incorporating digital technology into the arts.
Students in this program are required to develop the ability to work well in a team environment along with being strongly self-motivated.
In 1995, the visual arts department acquired a Vatea grant for $15,000. This grant funded a needs assessment and the creation of a new
program at Hartnell College in multimedia technology. The multimedia technology program developed from a collaboration of two Hartnell
instructors: Liz Alpert and Jerri Nemiro. During its first year, an advisory board was created and curriculum was developed into a certificate
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program. The certificate program in multimedia technology at Hartnell College was designed to prepare students for immediate entry into a
career in multimedia as an interactive, hands-on program in multimedia, graphic design, computer graphics, digital design, digital illustration,
digital photo imaging, digital 3D modeling and animation, digital video editing and production, web page design and multimedia authoring. In
1997-98, an AA degree in multimedia technology was approved by
Hartnell College and the California Community Colleges Chancellor’s office.
In 2003-04, the multimedia technology program was revised, upgraded and advanced into the digital arts program. In 2004, the certificate and
the AA degree in digital arts were approved by
Hartnell College and the California Community Colleges Chancellor’s office.
The Digital Arts program at Hartnell College has been very aggressive in both pursuing and acquiring grants to benefit our students. Grant
funding has been extremely helpful for the acquisition of hardware and software and to support student internships. The following is a list of
additional grants we have proposed and/or acquired since the first grant in 1995:
1996: Adobe Philanthropy Grant, Grant writer: Jerri Nemiro
Acquired:
Software donation to Hartnell College.
1997-98: Trustee’s Grant: digital photography, Grant writer and project director: Jerri Nemiro.
Funds acquired:
$5000.
1998: Cal Works grant, Grant writer and project director: Jerri Nemiro.
Funds acquired:
$5000.
1998: Trustee’s Grant, collaborative grant in multimedia.
Grant writer and project director: Jerri Nemiro. (collaboration with Pam Wiese).
Funds acquired:
$10,000.
2000-2001: Partnership for Excellence Grant Proposal, Student intern placement: 3D modeling and digital
video. Grant writer and project director: Jerri Nemiro.
Funds acquired:
$26,500.
2000-2001: Funds for Student Success Grant, California Community Colleges Chancellor’s Office,
RFA 00-008-003: Discipline Directed Internships in Multimedia,
Grant writers: Jerri Nemiro and M.J. Johnson.
Project director: Jerri Nemiro.
Funds acquired:
$49,998. (1st year: 2000)
Funds acquired:
$33,332. (2nd year: 2001)
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This grant supported the digital art program and its commitment to instruction beyond the classroom environment. The multimedia/digital art
program placed and supervised over 50 Hartnell students as interns, supported by this grant project. The following companies participated and
worked with Hartnell student interns:
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KSBW TV
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The Californian newspaper
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The Marketing Department
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Cook’s Photography
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U.S. Department of Agriculture
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Riedel Enterprises
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KLOK radio
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Perfect Image Photo
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Alliance on Aging
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Felicity Productions
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Central Coast Center for Independent Living
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Grim International
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KSMS TV
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Dragon Graphics
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Steven Bergman Photography
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Photo Plus
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Hartnell College Planetarium
2002-2007: Title V Collaborative Grant with Gavilan College: 5 year grant.
Funds acquired:
$50,000. (1st year: 2002)
Funds acquired:
$150,000. (5th year: 2007)
This grant supported the Macintosh digital art computer lab in J216.
2004: Packard Grant.
Funds acquired:
$3,500
This grant allowed the purchase of a high-end computer station for rendering video and 3D Modeling and animation
2006-2007: Enrollment Management Project Team Grant:
Student Recruitment: Hartnell College Fine Arts Department,
Collaborative grant: Jerri Nemiro, Alberto Garcia, Eric Bosler, Gary Smith, and Patricia Sullivan.
This grant funded a marketing and information campaign for the Hartnell College Fine Arts department. The project deliverables included the
following:
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Student response card designed and distributed to local and regional high schools.
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45 min. DVD presentation: Fine Arts Department, Digital Arts Program, student projects in digital imaging and illustration, 3D modeling, and
digital animation and digital video; for high school distribution.
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2006: National Science Foundation Grant Proposal:
Project # 0554336, Informal Science Education: Accessing Precious Resources.
Collaborative grant: Bob Barminski, Denise Cook, Dr. Jesse Cude, Dr. Charlene Frontiera, Andy Kreyche, Andy Newman, Jerri Nemiro, and Dr.
Ignacio Pando.
This grant proposal began a partnership of the digital art department with the sciences. The grant proposal was to address the need for an
informal science education in Salinas. The target was K-12 students in the age range of 5-12, in geology, astronomy, and marine sciences. The role
of the digital art program was to create 3D model stills and animations to be used for science projects and instruction for
K-12 students in the age range of 5-12, in geology, astronomy, and marine sciences. The benefit of this collaborative project was twofold:
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To provide materials for an informal science education in Salinas k-12 schools for students in geology, astronomy, and marine sciences.
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To provide Hartnell College digital art students experience working in team-based projects in 3D modeling and digital 3D animation.
2006-8: California Community Colleges Chancellor’s Office: Quick Start Partnerships in
Multimedia/Entertainment: RFA 05-0077
Grant Project Proposal: Creative Arts Entrepreneurship Certificate Program.
Collaborating Partners:
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Dr. Anna Szabados, Mission College, South Bay Regional New Media Center
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Jerri Nemiro: Hartnell College
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Judith Bell: San Jose City College
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Beth Regardz: Cabrillo College
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San Mateo College
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Kathy Farmer: Andrew Hill Multimedia Academy
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Michelle Oliveira: NCROP
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Tabitha Kappeler-Hurley: Santa Clara ROP program: Santa Clara Unified High School District
This grant involved a partnership of the Hartnell digital arts department with other regional California community college media arts programs
and the Bay Area Regional Media Center at Mission College, Santa Clara, California. As part of the California Community Colleges Economic and
Workforce Development Program, the grant deliverables were the following:
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Develop and attend a Creative Arts Entrepreneurship workshop and conference.
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Develop coursework for all California community colleges to utilize for an AA degree and
Certificate program in Creative Arts Entrepreneurship.
2006: California Community Colleges Chancellor’s Office: Quick Start Partnerships in
Multimedia/Entertainment: RFA 05-0077
Grant Project Proposal: 2D/3D Modeling and Digital Animation Career Pathways.
Grant writers: Jerri Nemiro and M.J. Johnson.
Project director: Jerri Nemiro.
Collaborating partners:
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Hartnell College
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8 Local high schools and 3 middle schools
This grant project proposal involved the following deliverables:
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Six presentations from industry leaders in 3D modeling, digital illustration and digital animation for K-12 educators and students and
Hartnell educators and students.
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Summer 2007 and 2008 – Two-week summer academy for local high school students, K-12 educators and Hartnell College students in 2D
digital illustration and 3D modeling & digital animation.
Grant results:
(75 grant applications, 7 funded, Hartnell College Digital Arts Program placed #8. Grant proposal approved, but not funded due to lack of
funds).
2006: California Community Colleges Chancellor’s Office: Strengthening Career Technical
Education Programs: RFA 05-0090
Grant Project Proposal: 2D/3D Modeling and Digital Animation Career Pathways.
Grant writers: Jerri Nemiro and M.J. Johnson.
Project director: Jerri Nemiro.
Collaborating partners:
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Hartnell College: Jerri Nemiro
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Salinas High School, Salinas High School ROP Program: Brad Gebert
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7 additional local high schools
This grant project proposal involved the following deliverables:
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High School, Hartnell College articulation day: to develop career pathways in
2D imaging and illustration, 2D animation, 3D modeling, 3D digital animation and game design.
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Summer 2007: Hartnell College 6-week course for high school instructors. High school instructors from all disciplines will learn to put their
course work in an interactive digital format for classroom presentation.
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Summer 2007 – Two-week summer academy for local high school students and Hartnell College students in 2D digital illustration and 3D
modeling & digital animation.
Grant results:
(50 grant applications, 10 funded, Hartnell College Digital Arts Program placed #11. Grant proposal approved, but not funded due to lack
of funds).
2006-7: AT&T Grant:
Grant writers: Jerri Nemiro and Beverly Grova.
Project director: Jerri Nemiro.
Grant project: Digital Arts Animation: 2D/3D Modeling and Digital Animation Career Pathways.
Funds acquired:
$17,500
This grant was funded by AT&T and supported by Dr. Bettye Saxon of AT&T. The grant project outcomes were:
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Supported faculty research and development into new methods of 2D/3D modeling and digital animation curriculum
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Implementation of course revisions in 2D/3D modeling and digital animation curriculum.
Revision and upgrade of:
Art 71: Introduction to 2D Digital Illustration
Art 73: Introduction to Digital Illustration for Animation.
Art 75: 3D Modeling for Animation
Art 76: 3D Digital Animation
Art 72: Introduction to Digital Arts
Supported the digital art computer lab upgrade in order to implement the revised curriculum. (software, hardware, server).
Supported development and creation of student DVD presentations of 3D animation, digital video, digital imaging, and 2D digital perspective
illustration. The presentations were compiled from Hartnell College digital art students’ portfolio projects.
2007-2011: Title V Grant: Hartnell College: 4 year grant project.
Principal grant writers: Gary Hughes and Beverly Grova.
Project director: Gary Hughes
Title V activity director: Dr. Stan Crane
Director of digital arts learning objectives: Jerri Nemiro
This grant continued a partnership of the digital arts department with the sciences. With the support of this grant, the digital arts department
coordinated and completed two student intern team-based projects to be utilized for instruction in the sciences. The two projects were the following:
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2008-09
Project: Interactive Digital Media Project on “Osmosis and Diffusion” for Dr. Edens, Hartnell College Science Department.
Digital Art Project Team Leader: Jerri Nemiro
Student Intern Animation Team: Samantha Barnthouse, Erica Lopez and Pedro Jamarillo
Student Intern Digital Illustration Team: Pedro Jamarillo, Maryl Tadman
Student Intern Digital Video Team: Valeria Jacuinde and Emmy Sanchez
Student Intern Interactive Digital Media Interface: Gwen Bousquet
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2009
Project: Interactive Digital Video Learning Tutorial on the “Operation of the Autoclave”
for the Hartnell College Health Sciences Department.
Digital Art Project Team Leader: Jerri Nemiro
Student Intern Animation Team: Samantha Barnthouse, Erica Lopez and Pedro Jamarillo
Student Intern Digital Illustration Team: Jaime West and Olivia Bernal
Student Intern Digital Video Team: Valeria Jacuinde, Rita Garcia, and Emmy Sanchez
2008: Vatea grant.
Grant writer and project director: Jerri Nemiro.
Funds acquired:
$12,000.
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This grant also supported a partnership of the digital arts department with the sciences. With the support of this grant, the digital arts department
was able to continue support for student interns to work in team-based, client driven, digital arts educational presentations of the sciences. Digital
arts students utilized digital illustration and animation, digital photo imaging and digital video to develop visual tutorials to be used for the
Hartnell College sciences and health sciences departments.
2010-13: California Community Colleges Chancellor’s Office: Economic and Workforce Development Initiative: New Media and
Entertainment: (iima4biz) RFA 10-310:
Three year grant.
Year one:
Grant writers: M.J Johnson, Jerri Nemiro and Beverly Grova.
Project director: Jerri Nemiro
New media center director: Jerri Nemiro
Funds acquired:
$205,000. (1st year: 2010-11)
During the first year of this grant, Hartnell College established and founded the Central California New Media Center, the first statewide new
media center at Hartnell College. At the time, it was one of three centers in the state of California and the only new media center north of the
southern California area.
The outcomes of the first year were:
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Formed a new media center advisory committee.
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Continued on the next page
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Revision of the AA and certificate in Digital Arts.
Developed a video course: RTV 79: Broadcast Video and Television Production.
Developed and offered a four-week summer academy for local high school and Hartnell College students. The academies offered programs in:
Digital Illustration, Modeling, and Animation, Digital Video Stories, and Digital Storytelling. These academies served as a bridge for high
school students entering the digital arts programs at Hartnell College.
July 6-July 30, 2010: Summer academy: two tracks:
Summer Academy: Digital illustration, Animation and Modeling
Instructor: Jerri Nemiro: 50 students attended
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Summer Academy: Digital Video Stories and Digital Storytelling
Instructor: Firehawk Hulin: 30 students attended
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Coordinated and presented a final showcase of the summer academy to over 100 community members. July 30, 2010.
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Produced 50-page curriculum model from the summer academy to be utilized by other California community colleges in the NMEI Region 5
area.
Offered 2 workshops for Hartnell College digital art students: “Preparing student resumes, portfolios, and cover letters for internships”.
Placed 16 digital arts students in intern positions.
Employer: Ron Eastwood: MCOE, Intern: Olivia Bernal
• Created corporate identity.
Employer: Ray Cleaveland: KSBW TV, Intern: Juan Gutierrez
• Created video commercials for such clients as JM Electric, Rabobank, Gold Star Motors.
Employer: Jason Martinez: JM Design, Interns: Reggie Sugabo, Floyd Fernando, Diana Gonzalez, Martin Martinez
• Created logos, flyers, business cards for clients.
Employer: Trish Sullivan, Gilroy Arts Alliance, Interns: Emmy Sanchez,
Augie Escabado, Danielle Wohr
• Created video PSA’s on the arts.
Employer: Hartnell College Digital Art Dept. Interns: Paulina Campos, Jose Alan Garcia, Sandra Santos, Valeria Jacuinde, Hoshimi
Aimes.
• Worked on content design and site development for web page.
Employer: Bjorn Jones, Cesar Chavez Library, Steinbeck Library: Intern: Cynthia Martinez
• Created instructional materials in video and animation. Taught workshops at the library digital art lab for the community).
Employer: Scott MacDonald, The Californian: Intern: Abel Rodriquez
• Photojournalism digital photography assignments.
Year two:
New media center director: Analuisa Morales
Grant principle investigator: Jerri Nemiro
Funds acquired:
$205,000. (2nd year: 2011-12)
During the second year of this grant, Hartnell College hired a full-time director of the Central California New Media Center. The outcomes of the
second year were:
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Collaboration with Hartnell College Central California New Media Center and MCAET:
Development and creation of a ” mobile media truck”. The truck offers on location video production and
video editing to local schools in Salinas and South Country.
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Produced a community event: Tecnificate: Spanish Speaking Technology Tour. Jan. 7, 2012.
Developed and produced a digital storytelling workshop: Team-based video projects produced by local high school students. Hartnell College
digital arts students served as workshop mentors for the high school students. Final showcase: Hartnell College, July 6, 2012.
Year three:
New media center director: Olivia Davalos
Grant faculty development coorindator: Jerri Nemiro
Funds acquired:
$205,000. (3rd year: 2012-13)
During the third year of this grant the outcomes were:
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Revision of the AA and certificate in digital arts.
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Developed a new digital art course ART 84: Digital Art Portfolio and
Business Practices.
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Produced student intern team project, “New Horizons for a Little Planet” animation. This was a collaborative project between the Hartnell
College Digital Arts department, the Hartnell College Planetarium and the Hartnell College Central California New Media Center.
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Created over 200-page curriculum model for “New Horizons for a Little Planet” animation.
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Acquired industry contacts for student internships.
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Offered student consultations for resume and cover letter writing and portfolio development.
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Offered student consultations for student transfer and student success.
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Regional collaboration and articulation from Hartnell College to core lower division classes for CSUMB: B.S. Communication Design
Pathways in Interactive Media, Graphic Design and Web Design.
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Student success tour: March 15, 2013: Hartnell College to CSUMB tour; campus tour and presentation at CSUMB about degrees and
programs in communication design.
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Produced 3 showcase events:
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May 18, 2013: “Family Health & Science Fair”: Pluto Room, Hartnell College
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June 15, 2013: “Upload Your Future”, Hartnell College
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June 28, 2013: Hartnell College Planetarium viewing of “New Horizons for a Little Planet” animation.
2012-2015: Title V Collaborative Grant with Gavilan College, CSUMB.
Grant writer: Loyanne Flynn, Dr. Stanley Crane, Susan Obler
Title V activity director: Dr. Stan Crane
Digital media arts articulation: Jerri Nemiro
The current outcomes of this grant are the following:
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Completion of regional collaboration and articulation from Hartnell College to core lower division classes for CSUMB: B.S. Communication
Design Pathways in Interactive Media, Graphic Design and Web Design.
Continued on the next page
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Developed and offered articulation field trips to CSUMB for Hartnell College and Gavilan digital arts and media students.
Developed and offered articulation workshop to CSUMB for Hartnell College and Gavilan counselors.
Coordinated digital arts classroom visits with Joe Martinez, Title V counselor.
2013: Trade Adjustment Assistance Community College Career Training (TAACCCT) Grants: The
U.S. Department of Labor (DOL), “Career Mobility in a Disruptive Digital World”
Grant writer: Loyanne Flynn
Digital media arts contributors: Olivia Davalos and Jerri Nemiro
This was a grant proposal that would bring together eight community colleges and workforce/economic development partners. The goal was “to
build regional systems and coordination among community colleges, workforce, and businesses; create business-driven, flexible courses leading to
stackable, latticed, and industry-recognized credentials; include meaningful work-based learning; build accelerated bridges to ICT occupations;
practice entrepreneurial, professional development and networking skills; create and expand virtual labs, online and hybrid courses; and embed
credit for prior learning”.
Continued on the next page
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Consortium Colleges:
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Cañada College (Project Lead)
City College of San Francisco
Skyline College
College of San Mateo
Foothill College
Mission College
Cabrillo College
Workforce/Economic
Development Partners:
• NOVA (Workforce Lead)
• San Francisco Office of
Economic & Workforce
Development
• Workforce Development San
Mateo County
• WorkForce Santa Cruz County
We did not receive the grant, but can use the experience to pursue other grant ventures.
2014-2015: Title V Collaborative Grant: Current grant proposals. “Hartnell College STEMART: The Symbiosis of
the Disciplines of the Arts and the Sciences.”
Faculty Inquiry Group (FIG) project
Participating members: Eric Bosler, Jerri Nemiro, Ann Wright, Lawrence Yee
This grant continues the partnership of the digital arts department with the sciences, but also includes the visual arts in the collaboration.
Three-year project:
The first year of this project is already completed. The FIG group produced an intense study of the connection between the two disciplines (arts and
sciences) within the arena of educational instruction. We have explored the derivations of definitions of principles of art and science, consistent with
our proposition that this was a necessary first step in order to investigate the symbiosis of the two. We have investigated findings about the actual
neurological processes of art and science (the science of art, and the science of science). We hope to develop a model for thinking about and
understanding these relationships that can be broadly applied as we educate students in these and other disciplines as well. As we continue with our
research, our ultimate objective is to develop experiences through which students can explore these interactions directly. The following grant
proposals are to support two spaces: “STEMART 3D Digital Fabrication Lab” and “STEMART Digital Video and Still Photography Studio” to do just
that. The technology and fabrication spaces would be at the forefront of contemporary educational delivery and consistent with many other
institutions that already have FAB labs in place. The following is a partial list of some institutions that have FAB labs.
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Stanford University
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CSU Bakersfield (FAB Lab sponsored by a Chevron Grant)
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UC Santa Cruz
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Cerritos CC
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Diablo Valley CC
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CSU Northridge
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CSU Chico
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California State Polytechnic University at San Luis Obispo
2014-15: Title V Grant Proposal: STEMART 3D Digital Fabrication Lab:
To create a digital 3D Fabrication studio where students in the digital arts, visual arts, photography and STEM students can produce actual physical 3D
models.
2014-15: Title V Grant Proposal: STEMART Digital Video and Still Photography Studio:
To create a digital video and still photography studio where students in the digital arts, visual arts, photography and STEM students can produce, direct,
light, record and photograph.
Impact for student success and student transfer: STEMART Digital Fabrication Lab and Studio:
This studio space would serve as a fabrication lab for several digital arts, visual art and photography classes, but would additionally facilitate STEM students
who would produce physical manifestations of the invisible realms of the sciences. These “invisible realms” include but are not limited to physics, biophysics,
chemistry, biochemistry, biology, math, astrophysics, etc. In other words, STEM creates ART to advance STEM. Additionally, digital arts, visual art and
photography students would be exposed to scientific culture by interacting directly with their peers from the science courses taught at Hartnell.
For student success, students must be consciously aware that successful critical thinking involves using information, procedural methods, analytical
approaches, as well as first person experiences from outside their disciplines. In order to achieve increased student success the STEMART studio will assist to
develop educational experiences that create useful, “outside-the-box” critical thinking skills for students.
The FAB LAB and studio equipment will also impact Hartnell College student success by strengthening:
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Student critical thinking and visual problem solving skills in order to better prepare for transfer to articulated pathways and course-to-course
articulations.
The Hartnell College AA in Digital Arts.
The Hartnell College AA in Photography.
The Hartnell College AA-T in Studio Art.
Facilitate the smooth transfer of our students to all CSU’s and UC’s.
Prepare Stem students and digital arts students for the FAB Lab educational experience, which exists today in many CSU’s and UC’s.
This Digital Arts program has a strong tie to the local community through the placement of internships in local media art companies.
Over the past fifteen years, the program has placed over 75 student internships in digital arts. The commitment to internships began in
2000, when the program was awarded a two-year FSS grant in “Discipline Directed Internships” through the California Community College
Chancellor’s office. In 2010, the program achieved the status of a statewide new media center. This was a grant funded three-year program
through the California Community College Chancellor’s office. The Hartnell College “Central California New Media Center” brought many new
activities to the college and the community. Through the new media center grant, the college was able to offer the following:
• Summer academies in digital animation and digital video to high school and community college students.
• Intern opportunities for students with local digital media art companies.
• Real life client driven student team-based digital media art projects.
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Continued on the next page
Some specific examples of the internships that digital art students participated and completed are:
Employer: Ron Eastwood: MCOE, Intern: Olivia Bernal
• Created corporate identity.
Employer: Ray Cleaveland: KSBW TV, Intern: Juan Gutierrez
• Created video commercials for such clients as JM Electric, Rabobank, Gold Star Motors.
Employer: Jason Martinez: JM Design, Interns: Reggie Sugabo, Floyd Fernando, Diana Gonzalez, Martin Martinez
• Created logos, flyers, business cards for clients.
Employer: Trish Sullivan, Gilroy Arts Alliance, Interns: Emmy Sanchez,
Augie Escabado, Danielle Wohr
• Created video PSA’s on the arts.
Employer: Hartnell College Digital Art Dept. Interns: Paulina Campos, Jose Alan Garcia, Sandra Santos, Valeria Jacuinde, Hoshimi
Aimes.
• Worked on content design and site development for web page.
Employer: Bjorn Jones, Cesar Chavez Library, Steinbeck Library: Intern: Cynthia Martinez
• Created instructional materials in video and animation. Taught workshops at the library digital art lab for the community).
Employer: Scott MacDonald, The Californian: Intern: Abel Rodriquez
• Photojournalism digital photography assignments.
The Digital Arts program also participates in many educational liaison activities.
These activities serve to increase recruitment and retention, development educational, community and industry partnerships, and assure that
the program’s curriculum meets the needs of current university transfer requirements and workplace entry.
A list of some of the most recent activities are:
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Regional Counselors Articulation Workshop: CSUMB. October: 2014
The Hartnell College Digital Arts program completed articulation to the core lower division classes at CSUMB for a B.S. in
Communication Design in Interactive Media, Graphic Design and Web Design. The Title V grant sponsored a workshop at CSUMB
campus for all regional high school and community college digital arts and media program counselors. Hartnell College
Title V counselor Joe Martinez attended.
The purpose of the workshop was to update all regional counselors on the current articulation agreement with CSUMB, discuss any future plans
and answer any questions. There was also a presentation by Kathleen Milnes from the “Entertainment Economic Institute” to provide insights into
how to advise creative undergraduates and to provide supporting research on the growth of employment opportunities for graduates in digital
media arts and related fields.
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Digital Media Educators Conference: California Community Colleges Chancellor’s
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Office, Economic and Workforce Development Initiative, Information Communications Technologies and Digital
Media. June 12-13: 2014
The Hartnell College Digital Arts faculty attended this statewide conference. The conference covered the “unique role in preparing
students, adults, freelancers and business people in the digital media skills they need. In today’s workforce, digital media skills are
becoming a pervasive prerequisite to any job involving communication. As animated graphics and desktop video production replace
traditional presentations, the complete decentralization of digital media is underway”. (Digital Media Educators Conference: ICT/DM)
The faculty attended training and information tracks on the following:
WEB DEVELOPMENT & MANAGEMENT
Front/Back, Creative->Practical->Production, Project Management, Mobile Applications
DIGITAL MEDIA IN ENTERTAINMENT
Digital Revolution in Entertainment, Digital Work-flow, Job trends, Sound Recording, Games
GRAPHIC DESIGN & MULTIMEDIA
Graphic Arts, Animation, Digital Photography, Software Updates
DIGITAL MEDIA IN BUSINESS
Healthcare, Science, Marketing, Manufacturing, Agriculture, General Office, Tools of the Trade
•
Articulation day field trips to CSUMB.
March 15, 2013 (1st year)
March 14, 2014 (2nd year)
For the past two years Hartnell College, Gavilan and CSUMB have offered a collaborative event on the CSUMB campus to encourage
student success and transfer. With the support of the
Title V grant, Hartnell College digital arts students travel to CSUMB to attend a presentation on student transfer requirements for a B.S.
in communication design. Hartnell College digital arts students also work side-by-side with current CSUMB students in team-based
projects.
•
CTE Articulation Planning/Meetings: Digital Media Arts.
November 2014
February 2015
Participating Members:
•
Christine Pedersen, Outreach Coordinator, Hartnell College
•
Jerri Nemiro: Digital Arts Faculty, Hartnell College
•
Melissa Casillas: Salinas Unified High School District
•
Scott Rose: Monterey Peninsula Unified High School District
•
Marcie Plummer: Monterey Peninsula Unified High School District
Discussion and planning to reach the goal of an articulation agreement between the two following courses:
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•
•
Hartnell College: ART 77: Introduction to Digital Video and Video Editing
Monterey Peninsula Unified High School District: Cinema Arts and Production
•
Advisory board member: Mission Trails ROP: Graphic design program.
Digital Arts instructor Jerri Nemiro has been an advisory board member for many years in order to encourage local high school and
community college collaboration and enhance recruitment.
•
Maya Modeling workshop for visiting high school students from“ Centre de formation professionnelle des Riverains”, Quebec,
Canada.
The Digital Art faculty taught a 2-hour workshop to a group of digital technology and media high school students from Quebec, Canada.
The workshop covered the construction of a musical instrument in Autodesk Maya; from basic primitive polygons into the finished and
surfaced 3D model.
•
Hartnell College Digital Arts Department and Planetarium Collaboration.
For student transfer success and employment preparation, students in the digital arts need experience working in team-based projects.
The Digital Arts faculty understands the importance of a “real-life”, “client-driven”, “team-based” educational experience both inside
and outside the classroom. In the past 10 years, the Digital Arts program has involved students in three major grant-based team projects
(an instructor and 5 or 6 students) and many smaller ones (an instructor and 1 or 2 students). These major projects have been
predominantly digital art projects that combine art and science. Since many of the projects have been grant-funded, students that
participate receive stipends along with invaluable experience. The project most recently completed was a yearlong intense project
involving a collaboration between the Digital Arts department, the Central California New Media Center and the Hartnell College
Planetarium. The end result was an animation produced for planetarium dome presentations on the New Horizons mission to Pluto
titled: “New Horizons for a Little Planet.” The team that worked on this yearlong project was:
•
Director: Erica Lopez
A former graduate of Hartnell College: AA Digital Arts. Transferred to the Savannah
College of Art and Design; received a B.F.A. and is now pursuing her M.F.A.
•
Producer: Jerri Nemiro
Hartnell College Digital Arts faculty. The experience from this project was excellent professional development. The faculty has implemented
upgrades and revisions to the curriculum for Art 73, 74, 75 and 76 in order to include the latest industry standards and increase CSU and
UC articulation.
•
•
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3D Modelers: Erica Lopez, Jerri Nemiro, Floyd Fernando, Suzy Mitchell, Samantha Barnthouse, Branden Battaglini, Maria
Hernandez
3D Animators: Erica Lopez, Jerri Nemiro, Floyd Fernando, Suzy Mitchell, Samantha Barnthouse, Branden Battaglini, Maria
Hernandez
Many of the additional students on the team received an AA in Digital Arts and have gone onto to transfer to either CSUMB in
communication design or San Jose State in graphic design.
•
•
•
Sponsored and supported by Media Director: Olivia Davalos
Scientific Planetarium Consultant: Andy Kreyche
Music composer and producer: John Sherry
This team-based project involved an intense production schedule of script writing, concept art and development, storyboards, animatics,
3D model creation, rig setups for animation, 3D animation, narration and dialog audio production, lighting and surfacing, compositing
and final output.
A visual of the production schedule can be seen below:
Production schedule 1: Overall planning
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Continued on the next page
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Continued on the next page
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Production schedule 2: Specific task schedule
Continued on the next page
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Since the completion of this project, the animation has been presented many times at the Hartnell College planetarium. It has also become
available to be viewed worldwide. See the President’s Report from 11/3/2014 below for additional information:
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The Digital Arts faculty is committed to student success and the achievement of either an AA degree, certificate, or transfer preparation. In
the past five years, the program has been very successful in achieving CSU articulation. CSU’s such as Northridge and CSUMB have strong
course-to–course articulation with our courses as indicated on assist.org. Also, four of the Digital Arts courses: Art 70,
Art 71, Art 72, and Art 80 are both CSU and UC transferable. In addition, Art 70, Art 71, Art 72, are part of the restricted major electives in
the AA-T in Studio Art.
Even though the classes in the Digital Arts program are open entry with no prerequisites, the faculty has put together a two-year plan to better
assist the students and counselors with preparation for degree or certificate. The time scheduling of courses rotate each semester to assist
students to achieve their goal. We are conscious of the needs of all students; even if they can only attend during the day or night. Many of the
classes are offered back to back on the same day. This helps students plan their class schedule around work and childcare. With this scheduling,
it assists many students who enroll in more than one digital art class during a semester.
The Digital Arts faculty is committed to a life-long path of research and development. The Digital Arts program is dedicated to keeping
the curriculum current and relevant to the needs of the industry standards. Our courses are reviewed and updated through the college
curriculum committee frequently to keep the program up to date. Every semester requires the faculty to research and develop with new
technology, software applications, and innovative methods of visual problem solving.
As a result of all the SLO assessment and evaluation, the Digital Art faculty has implemented many changes in the classes to improve teaching
and learning. The overall theme is to increase the student’s critical thinking in the context of visual problem solving. The goal has
always been for the student to acquire a healthy balance of both right and left-brain activities. As a digital artist, the student must be able to
successfully implement core aesthetic principles within the logistical arena of technology.
In addition, The Digital Arts program is also committed to preparing students for high skill/high wage, career-track jobs and helping
regional students and residents bridge the digital divide.
With a large majority of first-generation college students at Hartnell, these goals are particularly meaningful. The Hartnell student population
has a large majority on financial aid and the Digital Arts program strives to offer skills to students to achieve student success in both university
transfer and workforce training. The ultimate goal is to offer the local community a chance to pursue a better life for themselves and their
families in a career that uses their talents and they enjoy.
To recap, the Digital Arts program is committed to student success both in and beyond the classroom. The faculty has worked very
hard to raise over 800K of grants funds, placed over 75 internships, and developed digital media team projects for students in the digital arts.
The Digital Arts program is a comprehensive program that trains students in all areas of digital art in order to gain access to employment in
this high-paying career. It also prepares students for transfer to 4 year schools in the digital arts and offers some basic general
education humanities requirements.
Continued on the next page
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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
Fall 2010
Spr. 2011
Fall 2011
Spr. 2012
Fall 2012
Spr. 2013
Fall 2013
Spr. 2014
Fall 2014
Spr. 2015
Full-time Faculty
No. of Active Sections
4
4
5
5
5
5
4
5
4
5
1
1
1
1
1
1
1
1
1
1
Adjunct Faculty
0
0
0
0
0
0
0
0
0
1
2. What staffing factors/challenges have influenced the effectiveness of the program?
The biggest staffing challenge for the Digital Arts program is having only 1 full-time instructor. This has limited the offerings of many classes to
only once a year. Currently, the program offers 9 separate classes. Enrollments and demand have increased in the core digital arts classes; as
many are UC and CSU transferable, meet general education requirements for humanities for an AA degree and are required for the AA in Digital
Arts. As shown in the Spring 2015 enrollment figures as of Jan. 7, 2015, all the core classes that are offered are closed with wait lists. Two of the
courses the wait lists are full.
Also, future goals are to expand the Digital Arts program into motion graphics, 2D animation, and interactive media. In order to achieve this
goal, a needs assessment indicates the need for increased instructional staffing.
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“The Creative Group” Los Angeles indicates job market expansion into interactive design and production in addition to design and production.
The Digital Arts program needs to expand its curriculum to reflect this demand.
“For Creative Professionals: Advertising and Marketing”
The U.S. economy continues to see high demand for creative professionals in the advertising and marketing fields, especially those specializing
in digital and online marketing. Companies are currently investing heavily in creating content that will promote their brands online. But similar
to the situation
In IT, there are simply not enough experience, specialized professionals in the market to help companies create and maximize their content.
Nearly four in 10 (39 percent) executives interviewed1 report that it is challenging to find skilled creative professionals to fill open positions.
In particular, employers need people who can help them build and design websites, social media properties and mobile initiatives.”2
The goals of the Digital Arts program will require hiring two part-time instructors in 2015-6 and
the integration of part-time instruction into an additional full-time instructor in 2017-18.
The specific goals for instructional staffing for the Digital Arts program are the following:
•
Spring 2015:
(Add one part-time instructor to teach Art 77: Introduction to Digital Video and Video Editing).
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: : Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 77: Introduction to Digital Video and Video Editing: Part-time instructor
•
Fall 2015:
(Add one part-time instructor to teach Art 73: Introduction to 2D Digital Illustration for Animation).
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Full-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Part-time instructor
•
Spring 2016:
(To begin offering all core lower division UC and CSU transferable Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and
Spring semesters).
Goal for Spring 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: Part-time instructor
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Art 77: Introduction to Digital Video and Video Editing: Part-time instructor
Art 84: Digital Art Portfolio and Business Practices: Part-time instructor
•
Fall 2016:
(To continue offering all core lower division UC and CSU transferable Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and
Spring semesters).
Goal for Fall 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Part-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Part-time instructor
•
Spring 2017:
(Offer all the core lower division UC and CSU Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and Spring semesters. Add a new
course in interactive media. Hire an additional full-time instructor for the Digital Arts department. This second full-time instructor will specialize
in interactive media, motion graphics and animation).
Goal for Spring 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: Full-time instructor
Art 77: Introduction to Digital Video and Video Editing: Full-time instructor
Art 84: Digital Art Portfolio and Business Practices: Full-time instructor
New Course: Interactive Media: Full-time instructor
•
Fall 2017:
(Offer all the core lower division UC and CSU Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and Spring semesters. Add new
courses in motion graphics and 2D animation).
Goal for Fall 2017:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Full-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Full-time instructor
New Course: Motion Graphics: Full-time instructor
New Course: 2D Animation: Full-time instructor
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1 The
2 The
Creative Group, 2013, “RH Specialist Economy Whitepaper SEC”, Robert Half International Inc. http://roberthalf.com/specialists-2013.
Creative Group, December 17, 2012, “Hiring Climate for Creatives”: http://creativegroup.mediaroom.com/hiring-climate- december2012.
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.
AA degrees in Digital Art -0614:
2011-12: 4
2012-13: 10
2013-14: 5
From the year 2011-12 to 2012-13, the amount of students completing an Associate Art degree in Digital ART more than doubled.
The digital art faculty has worked hard over the past five years to achieve CSU and UC course to course articulation. The digital art
faculty also developed a two-year plan to guide students with course sequencing. In 2012-13, the digital art faculty set up weekly office
hours for students to talk with the faculty about transfer plans. Also, all students were referred to Title V digital art counselor, Joseph
Martinez for education plans. The weekly office hour appointments with students are continuing this year 2015-6 and an articulation
with CSUMB was finalized in 2013-13. Even though the amount of AA degrees decreased in 2013-14, we anticipate it will increase by at
least double that amount for 2015-16 as a result of articulation and counseling appointments.
Certificates in Digital Art -0614:
2011-12: 4
2012-13: 5
2013-14: 1
The trend shows the value of the AA Degree in Digital Art. Most of the students are now pursing the AA degree over the Certificate.
Successful articulation with the Hartnell Digital Art program and many CSU’s has made the AA Degree a preferred pathway for our
students. We offer a complete articulation to CSUMB and many course-to-course articulation agreements with other CSU’s such as CSU
Northridge. Also, four of our core classes Art 70, Art 71,Art 72 and Art 80 are both CSU and UC transferable.
The digital art faculty has worked hard over the past five years to achieve CSU and UC course to course articulation. The digital art
faculty has also developed a two-year plan to guide students with course sequencing.
“The Creative Group” Los Angeles indicates job market expansion into interactive design and production in addition to design and
production. The Digital Arts program needs to expand its curriculum to reflect this demand.
The U.S. economy continues to see high demand for creative professionals in the advertising and marketing fields, especially those
31 | P a g e
specializing in digital and online marketing. Companies are currently investing heavily in creating content that will promote their brands
online. But similar to the situation in IT, there are simply not enough experience, specialized professionals in the market to help
companies create and maximize their content. Nearly four in 10 (39 percent) executives interviewed1 report that it is challenging to find
skilled creative professionals to fill open positions. In particular, employers need people who can help them build and design websites,
social media properties and mobile initiatives.”2
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?
The last Hartnell College Central California New Media Center advisory board meeting was in May 2013. The Director of the center was
Olivia Davalos. This board advised the Digital Arts program. Currently, the new media center has changed the focus from local to
regional and is in a new position of “Deputy Sector Navigator in ICT/DM”. The Digital Arts program now looks to the “Arts Advisory
Council” for local advice and to the “Deputy Sector Navigator in ICT/DM” for regional advice. The Arts council meet on Oct. 6, 2014 to
support a resolution on “STEMART” and the Digital Arts faculty attended the Deputy Sector Navigator in ICT/DM” Digital Media
Educators Conference in June 2014. The resolution from the Arts Council is below:
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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?
The future goals are to expand the Digital Arts program into motion graphics, 2D animation, and interactive media.
“The Creative Group” Los Angeles indicates job market expansion into interactive design and production in addition to design and production.
The Digital Arts program needs to expand its curriculum to reflect this demand.
The U.S. economy continues to see high demand for creative professionals in the advertising and marketing fields, especially those specializing
in digital and online marketing. Companies are currently investing heavily in creating content that will promote their brands online. But similar
to the situation
In IT, there are simply not enough experience, specialized professionals in the market to help companies create and maximize their content.
Nearly four in 10 (39 percent) executives interviewed1 report that it is challenging to find skilled creative professionals to fill open positions.
In particular, employers need people who can help them build and design websites, social media properties and mobile initiatives.”2
The Bureau of Labor Statistics indicates Multimedia Artists and Animators have a 6 % job growth in 2012-2022 for with a media pay of $61,370
per year or $29.50 per hour in 2012. “An increased demand for computer graphics for mobile devices, such as smart phones, could lead to more
job opportunities. Multimedia artists and animators will be needed to create animations for games and applications for mobile devices”.3
Graphic Designers have a 7 % job growth in 2012-2022 for with a media pay of $44,150 per year or $21.22 per hour on 2012. “The trend for
graphic designers is shifting from newspaper, periodical, book and directory publishers to computer systems design and related fields. With the
increased use of the Internet, graphic designers will need to create designs and images for portable devices, websites, electronic publications,
and video entertainment media.” The growth for this is predicted to be 35% from 2012-2022.4
See below for job market data from: The Salary Guide 2015, The Creative Group:
Starting Salaries
D. PROGRAM GOALS
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1. List and describe program/disciplinary goals for the next comprehensive review cycle—Fall 2015 through Fall
2019. Be sure to highlight innovative, unique, or other especially noteworthy aspects.
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.
1) Goal 1: One of the future goals of the Digital Arts program is to expand the program into motion graphics, 2D animation,
and interactive media. The Bureau of Labor Statistics indicates Multimedia Artists and Animators have a 6 % job growth in 20122022 for with a media pay of $61,370 per year or $29.50 per hour in 2012. “An increased demand for computer graphics for mobile
devices, such as smart phones, could lead to more job opportunities. Multimedia artists and animators will be needed to create
animations for games and applications for mobile devices”.3 Graphic Designers have a 7 % job growth in 2012-2022 for with a media
pay of $44,150 per year or $21.22 per hour on 2012. “The trend for graphic designers is shifting from newspaper, periodical, book
and directory publishers to computer systems design and related fields. With the increased use of the Internet, graphic designers will
need to create designs and images for portable devices, websites, electronic publications, and video entertainment media.” The
growth for this is predicted to be 35% from 2012-2022.4
“The Creative Group” Los Angeles indicates job market expansion into interactive design and production in addition to design and
production. The Digital Arts program needs to expand its curriculum to reflect this demand.
“Creative Professionals: Advertising and Marketing
The U.S. economy continues to see high demand for creative professionals in the advertising and marketing fields, especially those
specializing in digital and online marketing. Companies are currently investing heavily in creating content that will promote their
brands online. But similar to the situation in IT, there are simply not enough experience, specialized professionals in the market to
help companies create and maximize their content. Nearly four in 10 (39 percent) executives interviewed1 report that it is
challenging to find skilled creative professionals to fill open positions.
In particular, employers need people who can help them build and design websites, social media properties and mobile initiatives.”2
1 The Creative Group, 2013, “RH Specialist Economy Whitepaper SEC”, Robert Half International Inc. http://roberthalf.com/specialists-2013.
2 The Creative Group, December 17, 2012, “Hiring Climate for Creatives”: http://creativegroup.mediaroom.com/hiring-climate- december2012.
3 U.S. Bureau of Labor Statistics, “Occupational Outlook Handbook”: http://www.bls.gov/ooh/arts-and-design/multimedia-artists-and-animators.htm.
4 U.S. Bureau of Labor Statistics, “Occupational Outlook Handbook”: http://www.bls.gov/ooh/Arts-and-Design/Graphic-Designers.htm.
2) Goal 2: STEMART collaboration:
Another goal of the Digital Arts program is to continue to collaboration with the STEM program in the current project: “Hartnell College STEMART:
The Symbiosis of the Disciplines of the Arts and the Sciences.”
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Three-year project:
The first year of this project is already completed. The FIG group produced an intense study of the connection between the two disciplines (arts and
sciences) within the arena of educational instruction. We have explored the derivations of definitions of principles of art and science, consistent with
our proposition that this was a necessary first step in order to investigate the symbiosis of the two. We have investigated findings about the actual
neurological processes of art and science (the science of art, and the science of science). We hope to develop a model for thinking about and
understanding these relationships that can be broadly applied as we educate students in these and other disciplines as well. As we continue with our
research, our ultimate objective is to develop experiences through which students can explore these interactions directly. The following grant
proposals are to support two spaces: “STEMART 3D Digital Fabrication Lab” and “STEMART Digital Video and Still Photography Studio” to do just
that. The technology and fabrication spaces would be at the forefront of contemporary educational delivery and consistent with many other
institutions that already have FAB labs in place. The following is a partial list of some institutions that have FAB labs.
•
•
•
•
•
•
•
•
Stanford University
CSU Bakersfield (FAB Lab sponsored by a Chevron Grant)
UC Santa Cruz
Cerritos CC
Diablo Valley CC
CSU Northridge
CSU Chico
California State Polytechnic University at San Luis Obispo
Impact for student success and student transfer: STEMART Digital Fabrication Lab and Studio:
This studio space would serve as a fabrication lab for several digital arts, visual art and photography classes, but would additionally facilitate STEM
students who would produce physical manifestations of the invisible realms of the sciences. These “invisible realms” include but are not limited to
physics, biophysics, chemistry, biochemistry, biology, math, astrophysics, etc. In other words, STEM creates ART to advance STEM. Additionally,
digital arts, visual art and photography students would be exposed to scientific culture by interacting directly with their peers from the science courses
taught at Hartnell.
For student success, students must be consciously aware that successful critical thinking involves using information, procedural methods, analytical
approaches, as well as first person experiences from outside their disciplines. In order to achieve increased student success the STEMART studio will
assist to develop educational experiences that create useful, “outside-the-box” critical thinking skills for students.
The FAB LAB and studio equipment will also impact Hartnell College student success by strengthening:
•
Student critical thinking and visual problem solving skills in order to better prepare for transfer to articulated pathways and course-to-course
articulations.
•
•
•
•
•
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The Hartnell College AA in Digital Arts.
The Hartnell College AA in Photography.
The Hartnell College AA-T in Studio Art.
Facilitate the smooth transfer of our students to all CSU’s and UC’s.
Prepare Stem students and digital arts students for the FAB Lab educational experience,
which exists today in many CSU’s and UC’s.
3) Goal 3: Increase instructional staffing in the Digital Arts program by hiring two part-time instructors in 2015-6 and the integration
of part-time instruction into an additional full-time instructor in 2017-18.
The specific goals for instructional staffing for the Digital Arts program are the following:
•
Spring 2015:
(Add one part-time instructor to teach Art 77: Introduction to Digital Video and Video Editing).
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: : Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 77: Introduction to Digital Video and Video Editing: Part-time instructor
•
Fall 2015:
(Add one part-time instructor to teach Art 73: Introduction to 2D Digital Illustration for Animation).
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Full-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Part-time instructor
•
Spring 2016:
(To begin offering all core lower division UC and CSU transferable Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and
Spring semesters).
Goal for Spring 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: Part-time instructor
Art 77: Introduction to Digital Video and Video Editing: Part-time instructor
Art 84: Digital Art Portfolio and Business Practices: Part-time instructor
Continued on the next page
•
Fall 2016:
(To continue offering all core lower division UC and CSU transferable Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and
Spring semesters).
36 | P a g e
Goal for Fall 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Part-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Part-time instructor
•
Spring 2017:
(Offer all the core lower division UC and CSU Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and Spring semesters. Add a new
course in interactive media. Hire an additional full-time instructor for the Digital Arts department. This second full-time instructor will specialize
in interactive media, motion graphics and animation).
Goal for Spring 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: Full-time instructor
Art 77: Introduction to Digital Video and Video Editing: Full-time instructor
Art 84: Digital Art Portfolio and Business Practices: Full-time instructor
New Course: Interactive Media: Full-time instructor
•
Fall 2017:
(Offer all the core lower division UC and CSU Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and Spring semesters. Add new
courses in motion graphics and 2D animation).
Goal for Fall 2017:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Full-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Full-time instructor
New Course: Motion Graphics: Full-time instructor
New Course: 2D Animation: Full-time instructor
4) Goal 4: Maintenance budget: As our maintenance costs have rapidly risen over the past three years, we must establish a
maintenance budget to address our repair of technology and mechanical items, supplies and routine maintenance costs.
37 | P a g e
5) Goal 5: AA -Transfer degree in Graphic Design. This AA-T is not finalized yet by the CSU. Once it is available for TMC articulation,
the goal will be to work on a TMC in graphic design.
6) Goal 6: Lab upgrade: In order to achieve all the goals of the Digital Arts program as described in all previous pages, the program
will need to upgrade hardware and software to current technology in Fall 2018. This will ensure that the program’s instruction is up
to date for student success to prepare for either university transfer or workplace entry.
7) Goal 7: Currently, the CSU has under development an AS-T in Film, Television, and Electronic Media for majors in RadioTelevision-Film and Electronic Media. This AS-T is not finalized yet by the CSU. Once it is available for TMC articulation, the goal
will be to for the Digital Arts program to collaborate with the Theater and Music department for a possible TMC in this area.
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 70
Art 71
Art 80
Course Name
Introduction to Graphic Design/Computer Graphics
Introduction to 2D Digital Illustration
Introduction to Digital Photography and Photo Imaging
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.
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Using the data for enrollment and success below, we would like to indicate the necessity of the Art 70, Art 71 and Art 80 courses to be
offered more than once a year. They are core classes in our program and need to be offered both Fall and Spring semesters. Art 72
is offered both Fall and Spring semester and has full enrollment consistently.
ENROLLMENT
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 Digital Arts shows the following:
Art 70: Fall 2011; 43, Spring 2012; 26, Fall 2012: 32, Fall 2013: 30
Art 71: Fall 2011: 35, Fall 2012: 35, Spring 2013; 1 (independent study to petition to do credit by exam), Fall 2013: 31
Art 72: Spring 2012: 28, Fall 2012: 29, Spring 2013: 25, Fall 2013: 29, Spring 2014: 29
Art 73: Spring 2012: 25, Spring 2013: 25, Spring 2014: 29
Art 74: Fall 2011: 19, Fall 2012: 28, Fall 2013: 29
Art 76: Spring 2012: 32, Spring 2013: 30, Spring 2014: 31
Art 77: Spring 2012: 39, Spring 2013: 31, Spring 2014: 29
Art 80: Fall 2011: 31, Fall 2012: 41, Spring 2013: 31, Spring 2014: 34
Art 85: Fall 2011: 20 (revised made inactive)
Over the three-year period of 2011-12, 2012-13 and 2013-14, Digital Art enrollment data has indicated stable full class size enrollment.
Class size is limited to 29 by computer lab stations. Many sections go over that enrollment limit. Core classes such as Art 72 are offered
both Fall and Spring semester. Enrollment trends show the need for other core classes Art 70, Art 80 to be offered in the future more
than once a year. This year Art 70 was offered both Fall 2014 and Spring 2015. For both semesters the class is full. For Spring 2015, Art
70 is full with a wait list. After first day enrollment Art 70 Spring 2015 is full enrollment.
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 Digital Arts shows the following:
Art 70: Fall 2011; 72% Spring 2012: 69%, Fall 2012: 72%, Fall 2013: 83%
Art 71: Fall 2011: 86%, Fall 2012: 71%, Spring 2013; 0% (independent study to petition to do credit by exam), Fall 2013: 84%,
Art 72: Spring 2012: 75%, Fall 2012: 69%, Spring 2013: 80%, Fall 2013: 66%, Spring 2014: 72%
Art 73: 79%, Spring 2012: 84%, Spring 2013: 88%, Spring 2014: 76%
Art 74: Fall 2011: 79%, Fall 2012: 79%, Fall 2013: 59%
Art 76: Spring 2012: 50%, Spring 2013: 73%, Spring 2014: 81%
Art 77: Spring 2012: 69%, Spring 2013: 71%, Spring 2014: 83%
39 | P a g e
Art 80: Fall 2011: 71%, Fall 2012: 73%, Spring 2013: 84%, Spring 2014: 74%
Art 85: Fall 2011: 80% (revised made inactive)
Over the three-year period of 2011-12, 2012-13 and 2013-14, the average overall college success rate varied from a low 68% of and a high
of 71%.
Over the three-year period of 2011-12, 2012-13 and 2013-14, the average Digital ART success rate varied from a low 50% of and a high
of 86%. Digital Art success rates are considerably higher than the overall general college success rate. Digital Art success rates average out
between 70-80%.
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 in Digital Art -0614:
2011-12: 4
2012-13: 10
2013-14: 5
From the year 2011-12 to 2012-13, the amount of students completing an Associate Art degree in Digital ART more than doubled.
The digital art faculty has worked hard over the past five years to achieve CSU and UC course to course articulation. The digital art
faculty also developed a two-year plan to guide students with course sequencing. In 2012-13, the digital art faculty set up weekly office
hours for students to talk with the faculty about transfer plans. Also, all students were referred to Title V digital art counselor, Joseph
Martinez for education plans. The weekly office hour appointments with students are continuing this year 2015-6 and an articulation
with CSUMB was finalized in 2013-13. Even though the amount of AA degrees decreased in 2013-14, we anticipate it will increase by at
least double that amount for 2015-16 as a result of articulation and counseling appointments.
Certificate in Digital Art -0614:
2011-12: 4
2012-13: 5
2013-14: 1
The trend shows the value of the AA Degree in Digital Art. Most of the students are now pursing the AA degree over the Certificate.
Successful articulation with the Hartnell Digital Art program and many CSU’s has made the AA Degree a preferred pathway for our
students. We offer a complete articulation to CSUMB and many course-to-course articulation agreements with other CSU’s such as CSU
Northridge. Also, four of our core classes Art 70, Art 71,Art 72 and Art 80 are both CSU and UC transferable.
40 | P a g e
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
Full-time
Faculty
Adjunct Faculty
2. Compare student success in the DE teaching environment with success in the face-to-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 distant 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 distant education online classes currently.
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
Courses scheduled for review
during AY 2014-15 as previously
specified
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Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Date of approval (or anticipated
approval) by Curriculum
Committee
Art 74
Jerri Nemiro
Courses scheduled for review during AY
2014-15
None are scheduled in 2015-16
Yes
Faculty member(s) responsible for
coordinating
Jerri Nemiro
9/4/2014
Target semester and year—Fa 2015 or Sp
2016
They are all up to date
C. 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
42 | P a g e
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
PLO 1
PLO 2
PLO 4
What changes have occurred in the
program/discipline as a result of dialogue?
Was the Program Outcome
Assessment Summary completed?
Course syllabi were revised, new lecture PDF handouts, Yes: Completed Jan. 2015
Course syllabi were revised, new lecture PDF handouts, Yes: Completed Jan. 2015
j
i
l new
bl lecture
l iPDF
/ handouts,
ii l
Course syllabi
were revised,
Yes: Completed Jan. 2015
j
List Program level outcome(s) scheduled for assessment in AY 15-16
All of the PLO’s have been assessed once now.
For 2015-16, we will move onto the core competency first round of assessment.
i
l
bl
l i
/
ii l
Have your course level SLOs needed for this program
level outcome been assessed or scheduled for
assessment?
Yes
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?
PLO #1: Produce effective technical proficiency in the creation of digital artwork or projects.
Spring 2014 - Fall semester 2014: Data gathered at the course level for PLO outcome assessment:
Art 70: Fall 2014
36 students participated. The minimum expectation was 70% of the students will achieve the top rating of 40-45 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 16 % higher than the expected outcomes.The actual outcome was
86% of the students achieved the rating of 40 points or higher or 31 students out of a total of 36 students.
31 students or 86 % received: 40-45 points
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5 students or 14 % received: 0 points
Art 71: Fall 2014
33 students participated. The minimum expectation was 70% of the students will achieve the rating of 30 points or higher.
Actual assessment showed 3 % higher than the expected outcomes.The actual outcome was 73% of the students achieved the rating of 30 points or higher
or 24 students out of a total of 33 students.
23 students or 72 % received: 40-35 points
1 student or 3 % received 34-30 points
1 student or 3 % received 29-25 points
0 students or 0 % received 24-20 points
1 student or 3 % received 19-15 points
1 student or 3 % received 14-10 points
6 students or 18 % received 9-0 points
Art 72: Fall 2014
32 students participated. The minimum expectation was 70% of the students will achieve the top rating of 20-25 points.
Actual assessment showed matched target of the outcome expectation.
22 students or 70 % received: 20-25 points
10 students or 30 % received: 0 points
Art 74: Fall 2014
26 students participated. The minimum expectation was 70% of the students will achieve the top rating of 35-40 points.
Actual assessment showed above outcome expectation.
22 students or 85 % received: 35-40 points
2 students or 7.5 % received: 5 points
2 students or 7.5 % received: 0 points
Art 80: Spring 2014
30 students participated. The minimum expectation was 70% of the students will achieve the top rating of 8-10 points.
Actual assessment showed above outcome expectation.
30 students or 100 % received: 8-10 points
Calculations from global portfolio of assignments and classes above:
128/ 157: High level
4 / 157: Competant expected
2/ 157: Min-unacceptable
23 / 157: Unacceptable
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What we looked at: PLO #1: Produce effective technical proficiency in the creation of digital artwork or projects. In order to assess this
program outcome, we focused on the ability of the students to illustrate technical proficiency in vector and raster applications. In particular, the
case study involved technical proficiency in two-dimensional and three-dimensional digital art projects. The projects incorporated the ability of
the digital artist to work with the following:
• Vector graphics and illustration
• Digital painting
• Digital photo imaging
• Sculptural techniques in digital 3D model creation
The specific focus came from the following projects:
Art 70: Introduction to Graphic Design / Computer Graphics
Project: 8-page catalog and corporate identity system (0-45 points)
The project is a corporate identity system represented in an 8-page catalog. This catalog project includes an imposition plan, color specification, master
page set up, info-graphic, logo design, typography, cropping and sizing photos, text wrap and clipping paths.
Art 71: Introduction to 2D Digital Illustration
Project: Perceptions of 2D digital illustration: (0-40 points)
The project is an illustration of one object through all the following 2D digital illustration perceptions: Line or contour, variable line or cross-hatching,
tonal value or chiaroscuro, color, proportion and harmony and the indication of a light source through direction, angle and quality.
Art 72: Introduction to Digital Art
Project: Digital brush types and methods, digital paper types and methods. (0-25 points)
Research on traditional visual art brush materials.
Executing the traditional visual art brush materials in digital form with digital brushes.
A series of brush thumbnail sketches placed together in an organized grid format. The sketches illustrate the brush methods of cover, build up,
watercolor and blending. The sketches also illustrate the paper methods of soft, grain, scale and contrast. Lastly, the sketches illustrate the digital brush
types of pen, scratchboard tool, goauche, pencil, airbrush, charcoal, felt marker, watercolor, impasto, oils, calligraphic pen, oil pastel, acrylic, chalk,
palette knife, and blenders.
Art 74: Digital Three-Dimensional Design and Modeling
Project: Digital 3D model scultptural methods: additive versus subtractive: (0-40 points)
The project incorporates a 2D visual diagram and development plan, a 3D model that exhibits a comparison of two digital sculptural methods: additive
(or building up) and subtractive (or carving into).
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Art 80: Introduction to Digital Photography and Photographic Imaging
Project: Digital Photo Image: (0-10 points)
The project involves a digital photo image created from a combination of 2 or more photographs. The project incorporates the following:
•
Selections with the magic wand and quick selection tool
•
Pasting into selected areas
•
Masks and alpha channels
•
Adjusting tonal contrast and color balance
What we found: The results from all the projects and classes above were aggregated into a “capstone” visual portfolio representation of the ability to
produce effective technical proficiency in the creation of digital artwork and projects in both two-dimensional and three-dimensional form.
The results were aggregated from 157 students. The specific make up was:
Art 70: 36 students: Fall 2014
Art 71: 33 students: Fall 2014
Art 72: 32 students: Fall 2014
Art 74: 26 students: Fall 2014
Art 80: 30 students: Spring 2014
(128/157) or 82 % had a high level of excellence in the evidence of effective technical proficiency in digital artwork or projects.
(4/157) or 2.5% had a competent or expected level in the evidence of effective technical proficiency in digital artwork or projects.
(2/157) or 1.5% had a minimally acceptable or inconsistent level in the evidence of effective technical proficiency in digital artwork or projects.
(23/157) or 14% had unacceptable evidence in the effective technical proficiency in digital artwork or projects.
The digital art program at Hartnell College offers two paths: an Associate of Art Degree in Digital Arts and a Certificate in Digital Arts. The program meets the
needs of both workforce training and transfer to a university for upper division study. In the past five years, we have been very active in both CSU and UC
articulation with our program. Many of our classes have achieved course-to-course articulation status with California universities. We have also been very
active in acquiring internships for our students and additional grant-based activities to benefit the program and the students.
Students in the digital arts must be able to successfully produce effective technical proficiency in the creation of digital artwork and projects. In 2011, the
digital arts department looked at all the SLO assessment across all of the classes in the program and assessed that critical thinking and visual problem solving
needed to be increased in the program. The department revised all the course syllabi in 2013 and updated all the assignments/projects to further this goal. In
2014, the department slightly revised and fine-tuned all the syllabi again. The intention was to produce projects that can be included into a final portfolio for
employment search and college transfer application. The results of this year’s program level assessment indicates that this revision has been very effective in
achieving student success in our program.
Also, in 2013-2014, the instructor created very detailed PDF handouts to supplement the assignment and lecture materials. The handouts utilize a balance of
written description with “screen shot” pictures of a process. The purpose of these supplemental materials are the following:
46 | P a g e
•
•
•
•
To describe to the students the purpose and pathway of an overall topic before they begin the specifics.
To relate to all learners, both verbal and visual. Many of the students in this program benefit immensely from the inclusion of visual samples in my
handouts. “ A picture is worth a thousand words”, especially to artists.
To explain specific lessons, but also for the students to use these handouts to apply to their own individual scenarios in the future.
To explain the aesthetic principles of visual art and its importance in artistic visual problem solving within the arena of technology.
In the fall semester of 2014, the instructor increased the amount of progress reports that each student received. In most cases, the amount of progress reports
were tripled compared to the amount from last year. The purpose of this is:
•
To increase the student’s time management skills.
All case studies indicate that student success is clearly tied to the ability of basic learning skills; (reading and writing.) The common thread indicates that
students that achieved a high level of excellence (82%) brought to the program a clear understanding of basic learning skills. The students that achieved
unacceptable (14%) needed assistance in basic leaning skills.
All case studies also indicate that student success is clearly tied to time management skills and attendance. The common thread indicates that students that
achieved a high level of excellence (82%) had good attendance and time management skills. The students that achieved unacceptable (14%) had poor
attendance and time management skills.
What our next steps are:
We plan to continue the use of periodic individual progress reports throughout each semester in order to give each student feedback on their progress. Many
students already make office hour appointments for individualized help on certain projects after a progress report. This allows the instructor the opportunity
to work with the students that have challenges with basic learning skills; such as reading and writing. The goal is to assure that the basic learning skills are not
a hindrance to understanding and achieving the ability to produce effective technical proficiency in the creation of digital artwork or projects. We will also
encourage students to work with the tutoring center for additional help with basic learning skills.
PLO #2: Design effective visual communication for print, animation, and interactive media.
Spring 2014 - Fall semester 2014: Data gathered at the course level for PLO outcome assessment:
Art 70: Fall 2014
36 students participated. The minimum expectation was 70% of the students will achieve the top rating of 40-45 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 16 % higher than the expected outcomes.The actual outcome was 86%
of the students achieved the rating of 40 points or higher or 31 students out of a total of 36 students.
31 students or 86 % received: 40-45 points
5 students or 14 % received: 0 points
Art 72: Fall 2013
27 students participated. The minimum expectation was 70% of the students will achieve the top rating of 15 points.
47 | P a g e
Actual assessment showed higher than expected outcomes. Actual assessment showed 12 % higher than the expected outcomes.The actual outcome was 82%
of the students achieved the rating of 15 points or 22 students out of a total of 27 students.
22 students or 82 % received: 15 points
5 students or 18 % received: 0 points
Art 72: Fall 2014
32 students participated. The minimum expectation was 70% of the students will achieve the top rating of 15 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 11 % higher than the expected outcomes.The actual outcome was 81% of
the students achieved the rating of 15 points or 26 students out of a total of 32 students.
26 students or 81 % received: 15 points
6 students or 19 % received: 0 points
Art 73: Spring 2014
25 students participated. The minimum expectation was 70% of the students will achieve the top rating of 15 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 18 % higher than the expected outcomes.The actual outcome was 88%
of the students achieved the rating of 15 points or 22 students out of a total of 25 students.
22 students or 88 % received: 15 points
1 student or 4 % received: 10 points
2 students or 8 % received: 0 points
Art 76: Spring 2014
30 students participated. The minimum expectation was 70% of the students will achieve the top rating of 18-20 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 17 % higher than the expected outcomes.The actual outcome was 87%
of the students achieved the rating of 20 points or 26 students out of a total of 30 students.
26 students or 87 % received: 20 points
4 students or 13 % received: 0 points
Art 77: Spring 2014
26 students participated. The minimum expectation was 70% of the students will achieve the top rating of 22-25 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 26 % higher than the expected outcomes.The actual outcome was 96%
of the students achieved the rating of 25 points or 25 students out of a total of 26 students.
25 students or 96 % received: 25 points
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1 student or 4 % received: 0 points
Calculations from global portfolio of assignments and classes above:
152/ 176: High level
1 / 176: Competant expected
0/ 176: Min-unacceptable
23 / 176: Unacceptable
What we looked at: PLO #2: Design effective visual communication for print, animation, and interactive media. In order to assess this
program outcome, we focused on the ability of the students to design effective visual communication in an 8-page printed catalog design, a
storyboard schematic illustration using the Disney principle of squash and stretch, a character animation with dialog, a digital video project,
and an interactive/video portfolio. The projects incorporated the ability of the digital artist to work with the following:
• Digital print production and layout
• Storyboard development for animation
• Digital 3D animation
• Digital video planning, editing and production
• Linear versus interactive media
The specific focus came from the following projects:
Art 70: Introduction to Graphic Design / Computer Graphics
Project: 8-page catalog and corporate identity system (0-45 points)
The project is a corporate identity system represented in an 8-page catalog. This catalog project includes an imposition plan, color specification, master
page set up, info-graphic, logo design, typography, cropping and sizing photos, text wrap and clipping paths.
Art 72: Introduction to Digital Art
Project: Interactive/Video Portfolio: (0-15 points)
The project is a final portfolio complied together in a linear versus interactive approach. The linear approach compiles all artwork into a digital video
format with titles, cuts, transitions, and rolling credits. The interactive approach compiles all artwork into an interacive navigation design with
buttons, rollovers and links that can be exported to the web. Both approaches require a schematic plan before the students begin.
Art 73: Introduction to 2D Digital Illustration for Animation
Project: Research and 2D Digital Illustration of Animation Principle: Squash and Stretch. (0-15 points)
This project incorporates the following parts:
•
Research to find a video of an animal moving with squash and stretch
•
Export stills of the video to exhibit the steps of the squash and stretch
49 | P a g e
•
•
•
•
Draw a path of action (think about arcs)
Plan out the timing
Illustrate the key poses
Illustrate the in-betweens
Art 76: Introduction to 3D Animation
Project: Organic animation with facial expressions. Animation with dialog and audio: (0-20 points)
The project incorporates animating a 3D model of a head with the following:
•
Develop and create blend shapes for the basic facial expressions for dialog and character
•
Import in audio dialog
•
Key frame the blend shapes to animate the dialog to the 3D model
•
Export the animation into a Targa sequence
•
Render the Targa sequence into a QuickTime movie
Art 77: Introduction to Digital Video and Video Editing
Project: Digital Video Planning and Production: (0-25 points)
The project involves eight major parts:
•
Select a video style: documentary, informational or instructional, entertainment, abstract, artistic, action or sports, music, or digital story
•
Define the theme of the video
•
Define the premise of the video
•
Develop a storyboard plan for your video
•
Gather all the media
•
Edit all media
•
Fine-tune the project with titles, transitions, effects and audio
•
Export the final video (2-5 minutes)
What we found: The results from all the projects and classes above were aggregated into a “capstone” project representation of the
ability to design effective visual communication for print, animation, and interactive media.
The results were aggregated from 176 students. The specific make up was:
Art 70: 36 students: Fall 2014
Art 72: 27 students: Fall 2013
Art 72: 32 students: Fall 2014
Art 73: 25 students: Spring 2014
Art 76: 30 students: Spring 2014
Art 77: 26 students: Spring 2014
(152/176) or 86 % had a high level of excellence in the evidence of designing effective visual communication for print, animation, and interactive media.
50 | P a g e
(1/176) or 1% had a competent or expected level in the evidence of designing effective visual communication for print, animation, and interactive media.
(0/176) or 0% had a minimally acceptable or inconsistent level in the evidence of designing effective visual communication for print, animation, and
interactive media.
(23/176) or 13% had an unacceptable level in the evidence of designing effective visual communication for print, animation, and interactive media.
The digital art program at Hartnell College offers two paths: an Associate of Art Degree in Digital Arts and a Certificate in Digital Arts. The program meets the
needs of both workforce training and transfer to a university for upper division study. In the past five years, we have been very active in both CSU and UC
articulation with our program. Many of our classes have achieved course-to-course articulation status with California universities. We have also been very
active in acquiring internships for our students and additional grant-based activities to benefit the program and the students.
Students in the digital arts must be able to successfully design effective visual communication for print, animation, and interactive media.
In 2011, the digital arts department looked at all the SLO assessment across all of the classes in the program and assessed that critical thinking and visual
problem solving needed to be increased in the program. The department revised all the course syllabi in 2013 and updated all the assignments/projects to
further this goal. In 2014, the department slightly revised and fine-tuned all the syllabi again. The intention was twofold: to produce projects that can be
included into a final portfolio for employment search and college transfer application and to incorporate more project management and schematic planning
for print production, animation and interactive media projects. The results of the program level assessment indicate that this revision has been very effective
in achieving student success in our program. It also shows the need for some students to work on time management skills and basic learning skills. Lastly, it
indicates the need to incorporate more interactive media work into the introduction to digital art.
Also, in 2013-2014, the instructor created very detailed PDF handouts to supplement the assignment and lecture materials. The handouts utilize a balance of
written description with “screen shot” pictures of a process. The purpose of these supplemental materials are the following:
•
To describe to the students the purpose and pathway of an overall topic before they begin the specifics.
•
To relate to all learners, both verbal and visual. Many of the students in this program benefit immensely from the inclusion of visual samples in my
handouts. “ A picture is worth a thousand words”, especially to artists.
•
To explain specific lessons, but also for the students to use these handouts to apply to their own individual scenarios in the future.
•
To explain the aesthetic principles of visual art and its importance in artistic visual problem solving within the arena of technology.
In the fall semester of 2014, the instructor increased the amount of progress reports that each student received. In most cases, the amount of progress reports
were tripled compared to the amount from last year. The purpose of this is:
•
To increase the student’s time management skills.
All case studies indicate that student success is clearly tied to the ability of basic learning skills; (reading and writing.) The common thread indicates that
students that achieved a high level of excellence (86%) brought to the program a clear understanding of basic learning skills. The students that achieved
unacceptable (13%) needed assistance in basic leaning skills.
All case studies also indicate that student success is clearly tied to time management skills and attendance. The common thread indicates that students that
achieved a high level of excellence (86%) had good attendance and time management skills. The students that achieved unacceptable (13%) had poor
attendance and time management skills.
What our next steps are:
51 | P a g e
We plan to continue the use of periodic individual progress reports throughout each semester, in order to give each student feedback on their progress. The
goal is to assure that time management skills are addressed. We will also encourage students to work with the tutoring center for additional help with basic
learning skills, if needed. The intention is to assure that basic skills (reading and writing) are not a hindrance to the ability to design effective visual
communication for print, animation and interactive media. Lastly, with the grant-funded acquisition of a new interactive software application, the instructor
will revise the final project for Art 72 into an exclusively interactive design approach.
PLO #4: Appraise and analyze an awareness of the influence of digital art and artists on the lives of all individuals, cultures and
societies.
Spring 2014 - Fall semester 2014: Data gathered at the course level for PLO outcome assessment:
Art 70: Fall 2014
36 students participated. The minimum expectation was 70% of the students will achieve the top rating of 5 points.
Actual assessment showed higher than expected outcomes. Actual assessment showed 5 % higher than the expected outcomes.The actual outcome was 75% of
the students achieved the rating of 5 points or 27 students out of a total of 36 students.
27 students or 75 % received: 5 points
4 students or 14 % received: 2.5 points
5 students or 14 % received: 0 points
Art 71: Fall 2014
32 students participated. The minimum expectation was 70% of the students will achieve the rating of 9-10 points.
Actual assessment showed 24 % higher than the expected outcomes.The actual outcome was 94% of the students achieved the rating of 9-10 points or 30
students out of a total of 32 students.
30 students or 94 % received: 9-10 points
2 students or 6 % received 0 points
Art 72: Fall 2014
32 students participated. The minimum expectation was 70% of the students will achieve the top rating of 20-25 points.
Actual assessment showed matched target of the outcome expectation.
22 students or 70 % received: 20-25 points
10 students or 30 % received: 0 points
Art 73: Spring 2014
25 students participated. The minimum expectation was 70% of the students will achieve the top rating of 9-10 points.
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Actual assessment showed 18 % higher than the expected outcomes.The actual outcome was 88% of the students achieved the rating of 9-10 points or 22
students out of a total of 25 students.
22 students or 88 % received: 9-10 points
3 students or 12 % received: 0 points
Art 74: Fall 2014
26 students participated. The minimum expectation was 70% of the students will achieve the top rating of 9-10 points.
Actual assessment showed 11 % higher than the expected outcomes.The actual outcome was 81% of the students achieved the rating of 9-10 points or 21
students out of a total of 26 students.
21 students or 81 % received: 9-10 points
1 students or 4 % received: 8 points
1 students or 4 % received: 5 points
3 students or 11 % received: 0 points
Calculations from global research, projects and presentations from classes above:
122/151: High level
5 /151: Competant expected
1/151: Min-unacceptable
23 /151: Unacceptable
What we looked at: We looked at PLO #4: Appraise and analyze an awareness of the influence of digital 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 to research and present a
comparison of the influence of digital art and artists on the lives of all individuals, cultures and societies. In particular, the case study involved a
comparison of digital art with traditional visual art, along with the use of digital art for visual communication in different individuals, cultures
and societies. The projects incorporated research, comparison, artwork and presentations in the following:
• Digital art materials
• Digital vector logo design: abstract and realistic
• Perspective in 2D digital illustration
• Digital 3D design
• Digital concept art for animation
The specific focus came from the following projects:
Art 70: Introduction to Graphic Design / Computer Graphics
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Project: Logo Design Principles Comparison: Abstract versus Realistic: (0-5 points)
The project is a PowerPoint or media presentation compiled from research on the influence of digital vector graphics in logo design in different
individuals cultures and societies. For each sample, 3 design principles must be described.
Art 71: Introduction to 2D Digital Illustration
Project: Perceptions of 2D digital illustration: (0-10 points)
The project incorporates research on historical and contemporary artists that utilized perspective techniques on round and angular forms. Two separate 2D digital
perspective illustrations will be completed. The second illustration will be created after research on historical and contemporary artists that utilized perspective
techniques on round and angular forms. Students will analyze the inspiration acquired from the research and comparison and incorporate it into their second
illustration.
Art 72: Introduction to Digital Art
Project: Research and comparison of brush materials: digital versus traditional (0-25 points)
This project incorporates a compilation of art created in different brush materials by different indivuduals, cultures and societies. It is placed together
in an organized grid format. The research is utilized as a catatlyst for the student’s own digital art brush materials project of sketches illustrating the
digital brush types of pen, scratchboard tool, goauche, pencil, airbrush, charcoal, felt marker, watercolor, impasto, oils, calligraphic pen, oil pastel,
acrylic, chalk, palette knife, and blenders.
Art 73: Introduction to 2D Digital Illustration for Animation
Project: Research and comparison of concept art from Eastern and Western cultures (0-10 points)
This project incorporates a research and a presentation that compares a character in animation from Eastern culture and Western culture, both historical
and contemporary. Students analyze the samples in a side-by-side comparison of aesthetic and animation principles. Students are asked to answer the
following questions:
How do they illustrate anatomical details (traditional or exaggerated)?
How do they deal with the aesthetical principles of: color, line, value, lighting, etc.?
How do they deal with the indication of motion and path of action?
What are the similarities and the differences in the approach to the concept art design?
Art 74: Digital Three-Dimensional Design and Modeling
Project: 3D design research: (0-10 points)
This project incorporates a PowerPoint or media presentation on 3D design. Students research samples of 3D design in everyday objects from different
cultures and societies. For each sample, students compare and contrast the use of the 3D design basics of: flow, focal point, contour, gesture,
construction, observation, transitions, energy, color, tangent, tension, placement, proportion, composition, and value.
What we found: The results from all the classes above were aggregated into a “capstone” of research, comparisons, projects and presentations of the
influence of digital art and artists on the lives of all individuals, cultures and societies.
The results were aggregated from 151 students. The specific make up was:
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Art 70: 36 students: Fall 2014
Art 71: 32 students: Fall 2014
Art 72: 32 students: Fall 2014
Art 73: 25 students: Spring 2014
Art 74: 26 students: Fall 2014
(122/151) or 81% appraised and analyzed with high level of excellence in evidence of the awareness of the influence of digital art and artists on the
lives of all individuals, cultures and societies.
(5/151) or 3% appraised and analyzed with competent, expected evidence of the awareness of the influence of digital art and artists on the lives of all
individuals, cultures and societies.
(1/151) or 1% appraised and analyzed with minimally acceptable or inconsistent evidence of the awareness of the influence of digital art and artists on
the lives of all individuals, cultures and societies.
(23/151) or 15% appraised and analyzed with unacceptable evidence of the awareness of the influence of digital art and artists on the lives of all
individuals, cultures and societies.
The digital art program at Hartnell College offers two paths: an Associate of Art Degree in Digital Arts and a Certificate in Digital Arts. The program meets the
needs of both workforce training and transfer to a university for upper division study. In the past five years, we have been very active in both CSU and UC
articulation with our program. Many of our classes have achieved course-to-course articulation status with California universities. We have also been very
active in acquiring internships for our students and additional grant-based activities to benefit the program and the students.
Students in the digital arts must be aware if the influence of digital art on different individuals, cultures and societies. In 2011, the digital arts department
looked at all the SLO assessment across all of the classes in the program. We assessed that critical thinking, visual problem solving, and the awareness of
digital art on visual communication of different cultures and societies, needed to be increased in the program. The department revised all the course syllabi in
2013 and updated all the assignments/projects to further this goal. In 2014, the department slightly revised and fine-tuned all the syllabi again. The intention
was twofold: to increase the students’ awareness of the connection between digital art and traditional visual art and to increase the students’ awareness of the
influence of digital art as a form of visual communication for different individuals, cultures and societies. The results of the program level assessment indicate
that this revision has been effective in achieving student success in our program. It also shows the need for some students to work on time management skills
and basic learning skills.
Also, in 2013-2014, the instructor created very detailed PDF handouts to supplement the assignment and lecture materials. The handouts utilize a balance of
written description with “screen shot” pictures of a process. The purpose of these supplemental materials are the following:
•
•
•
•
To describe to the students the purpose and pathway of an overall topic before they begin the specifics.
To relate to all learners, both verbal and visual. Many of the students in this program benefit immensely from the inclusion of visual samples in my
handouts. “ A picture is worth a thousand words”, especially to artists.
To explain specific lessons, but also for the students to use these handouts to apply to their own individual scenarios in the future.
To explain the aesthetic principles of visual art and its importance in artistic visual problem solving within the arena of technology.
In the fall semester of 2014, the instructor increased the amount of progress reports that each student received. In most cases, the amount of progress reports
were tripled compared to the amount from last year. The purpose of this is:
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•
To increase the student’s time management skills.
All case studies indicate that student success is clearly tied to the ability of basic learning skills; (reading and writing.) The common thread indicates that
students that achieved a high level of excellence (81%) brought to the program a clear understanding of basic learning skills. The students that achieved
unacceptable (15%) needed assistance in basic leaning skills.
All case studies also indicate that student success is clearly tied to time management skills and attendance. The common thread indicates that students that
achieved a high level of excellence (81%) had good attendance and time management skills. The students that achieved unacceptable (15%) had poor
attendance and time management skills.
What our next steps are:
We plan to continue the use of periodic individual progress reports throughout each semester in order to give each student feedback on their progress. Many
students already make office hour appointments for individualized help on certain projects after a progress report. This allows the instructor the opportunity
to work with the students that have challenges with basic learning skills; such as reading and writing. The goal is to assure that the basic learning skills are not
a hindrance to understanding and achieving the ability to appraise and analyze an awareness of the influence of digital art and artists on the lives of all
individuals, cultures and societies. We will also encourage students to work with the tutoring center for additional help with basic learning skills.
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?
As of Spring 2015, ALL of the current Digital Art courses and ALL of their SLO’s have been assessed once, and some even assessed
twice.
As of Spring 2015, ALL of the 4 PLO’s have been assessed once. Concentration this past year was on the completion of all the PLO
assessment and the second round of SLO assessment for some courses. Core competency assessment will begin next year 2015-16.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
Art 73
Art 77
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In what term was the course
assessed?
Spring 2014: first round of
Spring 2014: first round of
Was the Course Assessment
Summary Report completed?
Yes: completed 5/30/2014
Yes: completed 5/30/2014
Art 71
List courses scheduled for SLO assessment in
AY 2015-16
Fall 2014: second round of
Yes: completed 12/20/2014
Faculty member(s) responsible
for coordinating
Art 72
Jerri Nemiro
Art 80
Jerri Nemiro
Art 70
Jerri Nemiro
Art 84 (instead of Art 73 because Art 73 will not be scheduled Jerri Nemiro and part-time
Target semester and year—Fa
2015 or Sp 2016
Sp 2015
Sp 2015
Fall 2015
Sp 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
As of Spring 2015, ALL of the current Digital Art courses and ALL of their SLO’s have been assessed once, and many have even been
assessed twice.
As of Spring 2015, ALL of the 4 PLO’s have been assessed once.
Spring 2016, will be the first semester that Art 84 will be offered. The reason it has not offered yet is because of the lack of instructional
staffing and the need to hire a part-time instructor for this course. Art 84 will be assessed in Spring 2016.
As a result of all the SLO assessment and evaluation, I have implemented many changes in my classes to improve teaching and learning.
The overall theme was to increase the student’s ability to use critical thinking in the context of visual problem solving.
My goal has always been for the student to acquire a healthy balance of both right and left-brain activities. As a digital artist, the student
must be able to successfully implement core aesthetic principles within the logistical arena of technology.
Another result of all the SLO assessment and evaluation was the addition of projects that incorporate more research and comparison of
historical and contemporary artists and the influence on culture and society.
All course syllabi were revised, new lecture PDF handouts were developed, new or revised projects were developed, and increased
amount of progress reports were distributed. All of this was to enhance the following:
•
Increase visual problem-solving and critical thinking
•
Increase awareness of digital artists on individuals, society and culture
•
Enhance student time management skills
Art 71 SLO 1: version 2: Assessment results Fall 2014: The student will demonstrate the effective application of digital illustration
principles for two-dimensional imagery.
The assessment was based on 1 comprehensive project that included 6 different digital illustration topics. Students picked one object to
illustrate in 6 different illustration perceptions:
Project: Perceptions of digital illustration: 0- 40 points:
Step 1: Define light source
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Step 2: Line, Shape. Flat Value
Step 3: Tonal Value: Grayscale
Step 4: Tonal Value: Color
Step 5: Lighting Quality
Step 6: Composition
SLO calculated on: 0-40 points
33 students total participated:
23 students or 72 % received: 40-35 points
1 student or 3 % received 34-30 points
1 student or 3 % received 29-25 points
0 students or 0 % received 24-20 points
1 student or 3 % received19-15 points
1 student or 3 % received 14-10 points
6 students or 18 % received 9-0 points
The minimum expectation was 70% of the students will achieve the rating of 30 points or higher. Actual assessment showed 3 % higher
than the expected outcomes.The actual outcome was 73% of the students achieved the rating of 30 points or higher or 24 students out of
a total of 33 students.
Most students who did not meet the outcome of 30 points or higher on this SLO were absent on the lecture days that applied to this SLO.
Attendance was essential for the understanding of the illustration perceptions in this SLO.
The goal was to take the student beyond the technical execution of digital illustration and to be able to apply visual problem solving and
critical thinking to their own illustrations. The revision in the project and it's handouts clearly indicated that the students understood
this SLO. The main factor the affected students was not a misunderstanding of the SLO, but time management in order to get the project
in on time.
Points were removed if the project was late.
This semester, I created a major revision to the handouts that explain the lecture material and project for this SLO. The new handout
takes more of a process-based approach to the digital illustration perceptions. The revised pdf handouts explain step-by step, the actual
process of taking an object through all the different digital illustration perceptions. Students were able to refer to this visual example,
with written descriptions, in order to grasp the entire process.
Time management and attendance are the main factors that affect students who do not receive a high rating on this SLO. This semester,
I passed out individual monthly progress reports to all the students. I also compiled a day-by-day wrap up of the last 6 weeks of class. I
also revised the syllabus with specific information on project due dates. I will continue this system along with reducing points for late
projects, in order to assess if time management skills increase.
Art 71 SLO 2: version 2: Assessment results Fall 2014: The student will demonstrate an awareness of the influence of art and artists
on the lives of all individuals, cultures and societies and the connection to contemporary digital illustration.
The assessment was based on the final exam project: rated 0-10 points.
This project incorporated 1-point perspective illustration and research from historical and contemporary artists using 1-point
perspective.
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33 students participated. The minimum expectation was 70% of the students will achieve the top rating of 8-10 points.
Actual assessment showed higher than expected outcomes.30 students received or 93% received a top rating of 10 points.
33 students:
SLO calculated on: 0-10 points
31 students received or 93%: 10-8 points
2 student received or 7 %: 0 points
The addition of a class preparation project in basic perspective and additional research time, clearly indicated that the students
understood this SLO. The main factor that affected students was not a misunderstanding of the SLO, but attendance in order to
participate in lecture preparation and the actual assessment. The two students that did not achieve the top rating of 8-10 points did not
attend on the day this assessment was given or the lecture preparation days.
This semester, the instructor began the research on historical or contemporary artists in 1-point perspective during the class lectures a
week prior to the final. Students were assigned research to be completed and bring to the final. The lecture preparation for the final
incorporated the principles of 1, 2 and 3-point perspective in digital illustration. Each aspect of perspective was explained step-by-step to
assure that the students would clearly understand all perspective principles before the final project. Prior to the final, each student
illustrated a cube in 1, 2 and
3-point perspective. Students analyzed the cubes to place in horizon line, vanishing points and vanishing guides in vector digital
illustration. With the advance research time and additional projects in perspective, students were better prepared to be successful on the
final. Students that did not succeed on the final did not attend the class lecture days and/or the final exam time period.
Time management and attendance are the main factors that affect students who do not receive a high rating on this SLO. This semester,
I passed out individual monthly progress reports to all the students. I also compiled a day-by-day wrap up of the last 6 weeks of class. I
also revised the syllabus with specific information on project due dates. I will continue this system along with reducing points for late
projects, in order to assess if time management skills increase.
Art 73 SLO 1: version 1: Assessment results Spring 2014: The student will demonstrate the effective application of digital
illustration principles for animation.
The assessment was based on a 4 projects:
1. Digital illustration of the Disney animation principle of squash and stretch: rated 0-15 points;(create a drawing of an animated
bouncing ball utilizing squash and stretch principles, implement squash and stretch drawing principles into another animated subject
other than the bouncing ball, example: drawn steps of a frog leaping.)
2.Gesture and motion drawing project: rated 0-10 points. (Drawing to analyze the main path of action with stick figure and gesture
drawing, manikin drawing for joints, bones).
3.Perception of the aesthetic principles of drawing for animation: rated 0-20 points. (digital expressive pencil strokes and paper types,
tonal value, and color).
4.Concept art, character turn around and walk cycle drawings: rated 0-55 points. (Traditional human body and face proportions in
drawing, exaggeration for character drawing, Four view character turn around drawing, 4 main steps of walk cycle drawing: contact,
recoil, pass and high point).
25 students participated.
The minimum expectation was 70% of the students will achieve the top rating range of 90-100 points.
Actual assessment showed higher than expected outcomes.
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89% (24 students) achieved top rating of 90-100 points.
11% (2 students) achieved rating of points.
The students who did not meet the top rating on this SLO were students whose attendance was absent on the lecture days that applied to
this SLO. Attendance was essential for many students to achieve an understanding of the 5 perceptions of drawing (line, shape, tonal
value, proportion and perspective and gestalt and harmony) in order to implement them into drawing for animation.
Three important goals were implemented:
1. The ability of the student to visually problem solve in order to successfully complete a process of ideation and concept art development
for animation.
2. Implementation of the concept art development into digital visual form through perceptions of drawing.
3. The ability to understand a subject in motion and illustrate the movement in a static 2D drawing environment utilizing the aesthetic
principles of animation. With the changes in the course syllabus and projects for this year, this goal was met.
The future plan is to incorporate additional sessions on the ability to sight relationships in digital drawing for eye and hand
coordination. Also, to incorporate short visual problem solving exercises to encourage student concept art creation.
The use of a pen stylus and a drawing tablet is mandatory for eye and hand coordination and ideation concept art. Future purchases of
additional small mobile "digital drawing sketchpads" will increase student success.
The course syllabus has been revised since last year. The revision includes changes in projects that incorporate more application of
visual problem solving and aesthetic critical thinking in the realm of the 12 principles of Disney animation, concept art ideation, and
digital drawing for gesture and motion.
Art 73 SLO 2: version 1: Assessment results Spring 2014: The student will demonstrate an awareness of the historical
representation of animated motion by both Eastern and Western animators and relate it to contemporary animation.
The assessment was based on the 2 research project/presentations:
1. Research the animation principle of squash and stretch: rated 0-5 points; (1. research actual lifelike video sample of an animal
incorporating squash and stretch 2. research a video sample of an animated character incorporating squash and stretch in Eastern
animation 3. research a video sample of an animated character incorporating squash and stretch in Western animation).
2. Final research presentation: Eastern and Western character animation comparison: rated 0-5 points; Analyze the differences and
similarities of the concept art development. Look at anatomical proportion (exaggeration or traditional), color, lighting, and both
aesthetic and animation principles.
25 students participated. The minimum expectation was 70% of the students will achieve the top rating of 10 points.
Actual assessment showed higher than expected outcomes.
97% (25 students) achieved top rating of 10 points.
3% (1 student) achieved rating of 0 points.
Attendance was mandatory for this project. 1 student did not attend and did not achieve this SLO assessment.
The future plan is to incorporate group research on historical and contemporary artists before the final exam project. This will allow the
students time to exhibit to the entire class their illustration and their research that inspired it. It will expose the students to even more
awareness of the influence of art and artists on the lives of all individuals, cultures and societies and the connection to contemporary
digital illustration.
The course syllabus has been revised since last year. The revision includes changes in projects that incorporate research into historical
and contemporary artists use of illustration principles.
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Art 77 SLO 1: version 1: Assessment results Spring 2014: The student will demonstrate the ability to critically formulate a theme,
premise and storyboard plan for a video project.
The assessment was based on the following:
Final Interface project: Part 1: Planning stage: rated 0-10 points.
24 students participated. The minimum expectation was 70% of the students will achieve the top rating of 10 points.
Actual assessment showed higher than outcome expectation.
76% (18 students) achieved top rating of 10 points.
24%: Remaining achieved the following results:
2 students: 7 points
4 students: 5-0 points
In order to effectively plan for this final interface project, all projects for the student's final portfolio must be completed. The instructor
created a detailed outline for the students to follow to increase their time management skills for this project. This was effective in this
second round of assessment for this course. Even with the revised time management detailed outline, 16 % of the students still had some
time management issues for their final portfolio preparation.
In order to increase the time management skills of the students, the instructor will incorporate "check in" times on the status of all
portfolio projects before the actual due date. This will allow individual student and instructor discussion time on their project progress.
The course syllabus has been revised since last year. The revision includes more specific directions for all projects.
Art 77 SLO 2: version 1: Assessment results Spring 2014: The student will demonstrate effective technical proficiency with digital
non-linear video and audio editing.
The assessment was based on the following:
Final Interface project: Part 2:
Development and production stage: rated 11-30 points.
24 students participated. The minimum expectation was 70% of the students will achieve the top rating of 30 points.
Actual assessment showed higher than outcome expectation.
76% (18 students) achieved top rating of 30 points.
24%: Remaining achieved the following results:
2 students: 29-11 points
4 students: 10-0 points
In order to effectively create and produce the final interface portfolio project, all previous projects for the student's final portfolio must
be completed. The instructor created a detailed outline for the students to follow to increase their time management skills for this
project. This was effective in this first round of assessment for this course. Even with the revised time management detailed outline, 16
% of the students still had some time manangement issues for their final portfolio preparation.
In order to increase the time management skills of the students, the instructor will incorporate "check in" times on the status of all
portfolio projects before the actual due date. This will allow individual student and instructor discussion time on their project progress.
The course syllabus has been revised since last year. The revision includes more specific directions for all projects.
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Art 77 SLO 3: version 1: Assessment results Spring 2014: The student will demonstrate the ability to structure visual information to
produce moving digital video imagery with effective composition and framing.
The assessment was based on the following:
Final project: Part 3:
Research Powerpoint or Word presentation: rated 0-5 points.
24 students participated. The minimum expectation was 70% of the students will achieve the top rating of 5 points.
Actual assessment showed higher than outcome expectation.
80% (19 students) achieved top rating of 5 points.
20%: Remaining achieved the following results:
4 students: 4-0 points
The instructor created a detailed outline for the students to implement this SLO as part of their final exam project. A week before the
final exam, students were required to complete research for this Part 3 presentation of the final.
The third part of the final exam project was very effective in the implementation of individual student analysis of the history of digital
art, its social impact and career and industry trends. The instructor will plan an even more effective approach for the future that will
allow the students time to present their research presentation to the entire class. This will increase the students exposure to even more
examples of the analysis of the history of digital art, its social impact and career and industry trends.
The future plan is to incorporate class presentation time of each student's indivdual research. This will increase the students exposure to
even more examples of the analysis of the history of digital art, its social impact and career and industry trends.
The course syllabus has been revised since last year. The revision includes more specific directions for all projects.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
As a result of all the SLO assessment and evaluation, I have implemented many changes in my classes to improve teaching and learning.
The overall theme was to increase the student’s ability to use critical thinking in the context of visual problem solving.
My goal has always been for the student to acquire a healthy balance of both right and left-brain activities. As a digital artist, the student
must be able to successfully implement core aesthetic principles within the logistical arena of technology.
Another result of all the SLO assessment and evaluation was the addition of projects that incorporate more research and comparison of
historical and contemporary artists and the influence on culture and society.
All course syllabi were revised, new lecture PDF handouts were developed, new or revised projects were developed, and increased
amount of progress reports were distributed. All of this was to enhance the following:
•
Increase visual problem-solving and critical thinking
•
Increase awareness of digital artists on individuals, society and culture
•
Enhance student time management skills
Spring semester 2014, I revised the syllabi and assignments for Art 72, Art 73, Art 76, Art 77 and Art 80. I also revised many of the
PDF lecture handouts.
Fall semester 2014, I revised the syllabi and assignments for Art 70, Art 71, Art 72, and
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Art 74. I also revised many of the PDF lecture handouts.
Digital art requires the students to achieve a balance of right and left-brain skills. They must use their critical thinking skills to
visually problem solve and apply aesthetics within the logistics of technology. The handouts that I prepare for each lecture and
project topic utilize a balance of written description with “screen shot” pictures of the process. I actually do all the projects myself
and capture the process for them. I utilize the handouts for the following reasons:
•
To describe the purpose and pathway of an overall topic before students
begin the specifics.
•
To relate to all learners, both verbal and visual. Many of the students in this
program benefit from the inclusion of visual samples in my handouts. “A picture
is worth a thousand words”, especially to artists.
•
To explain specific lessons, but also to use these handouts to apply to
the students own individual scenarios in the future.
•
To explain the aesthetic principles of visual art and its importance in the process
of visual problem solving within the arena of technology.
I have incorporated individual progress reports for all the students in my classes. This year, I doubled, or in some cases tripled, the
amount of progress reports that I distributed to the students. The progress reports list all the projects and the “points” that they have
received on each project.
Also, five weeks before the semester is over, I gave all the classes a very detailed timeline of what items need to be completed for final
projects.
Revision planned after SLO assessment: Art 71: Introduction to 2D Digital Illustration:
In the future, I plan to revise the final exam for Art 71. This revision will incorporate an even more effective use of both SLO 1 and 2.
Students will still “demonstrate the effective application of digital illustration principles for two-dimensional imagery” by the
creation of a digital vector illustration in 1-point perspective. In addition, the students have to “demonstrate an awareness of the
influence of art and artists on the lives of all individuals, cultures and societies and the connection to contemporary digital
illustration” with research on historical and contemporary artists using 1-point perspective.
The revision will include more critical thinking, visual problem solving and awareness of historical and contemporary artists. The
process of the revised final will be:
1. The creation of a digital vector illustration in 1-point perspective.
2. Research on artists (one historical and one contemporary) that clearly illustrate 1-point perspective.
3. Students analyze the historical artist’s approach to 1-point perspective.
4. Students create a second alteration of their digital vector illustration in 1-point perspective with the influence and emulation
from the historical artist they researched.
5. Students analyze the contemporary artist’s approach to 1-point perspective.
6. Students create a second alteration of their digital vector illustration in 1-point perspective with the influence and emulation
from the contemporary artist they researched.
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Revision planned after SLO assessment: Art 73: Introduction to 2D Digital Illustration for Animation:
I will continue to work on strengthening the student’s critical thinking and visual problem solving with the following:
Three important goals implemented:
1. The ability of the student to visually problem solve in order to successfully complete a process of ideation and concept art
development for animation.
2. Implementation of the concept art development into digital visual form through perceptions of drawing.
3. The ability to understand a subject in motion and illustrate the movement in a static 2D drawing environment utilizing the
aesthetic principles of animation.
The future plan is to incorporate additional sessions on the ability to sight relationships in digital drawing for eye and hand
coordination. Also, to incorporate short visual problem solving exercises to encourage student concept art creation.
The use of a pen stylus and a drawing tablet is mandatory for eye and hand coordination and ideation concept art. Future purchases
of additional small mobile "digital drawing sketchpads" will increase student success.
The course syllabus has been revised since last year. The revision includes changes in projects that incorporate more application of
visual problem solving and aesthetic critical thinking in the realm of the 12 principles of Disney animation, concept art ideation, and
digital drawing for gesture and motion.
Revision planned after SLO assessment: Art 77: Introduction to Digital Video and Video Editing:
To include time in class for student presentations of their research:
The third part of the final exam project was very effective in the implementation of individual student analysis of the history of
digital art, its social impact and career and industry trends. The future plan is to incorporate class presentation time for each
student's indivdual research. This will increase the students exposure to even more examples of the analysis of the history of digital
art, its social impact and career and industry trends.
To address time management skills:
In order to effectively plan for this final interface project, all projects for the student's final portfolio must be completed. The
instructor created a detailed outline for the students to follow to increase their time management skills for this project. This was
effective, but even with the revised time management detailed outline, 16 % of the students still had some time management issues
for their final portfolio preparation.
In order to increase the time management skills of the students, the instructor will incorporate "check in" times on the status of all
portfolio projects before the actual due date. This will allow individual student and instructor discussion time on their project
progress.
D. 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.
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* For each activity that will continue into AY 2015-16 and that requires resources, submit a separate resource request in Section III.
Activity scheduled
1.Title 5 grant:
CSUMB/Hartnell/Gavilan student
2. STEMART collaboration:
Fig Group: Science, Art, Digital Art
3.
What success has been
achieved to date on this
activity?
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Completed lower division
Need to continue Title 5 grant Yes
articulation to CSUMB of Art 70, funding for this project.
Completed 1st year: research, needs
assessment and paper report.
C
l d
l i di
i
Need to complete construction of
the 2 STEMART LAB and studio
Yes
Will activity
continue into AY
16-17?*
Yes, if Title 5 still
supports it.
Yes
* For each activity that will continue into AY 2016-17 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?
Activity 1: One outcome of the Title V grant activity with Hartnell College and CSUMB is the completion of a regional collaboration and
articulation from Hartnell College to core lower division classes for CSUMB: B.S. Communication Design Pathways in Interactive Media,
Graphic Design and Web Design.
The articulation is the following:
Art 71 Hartnell College = CST 202 CSUMB
Art 72 Hartnell College = CST 201 CSUMB
Art 70 Hartnell College = CST 227 CSUMB
Art 76 Hartnell College = CST 209 CSUMB
Art 80 Hartnell College = CST 228 CSUMB
Another outcome also produced three Hartnell/CSUMB events:
Articulation day student field trips to CSUMB.
March 15, 2013 (1st year)
March 14, 2014 (2nd year)
For the past two years Hartnell College, Gavilan and CSUMB have offered a collaborative event on the CSUMB campus to encourage
student success and transfer. With the support of the
Title V grant, Hartnell College digital arts students travel to CSUMB to attend a presentation on student transfer requirements for a B.S.
in communication design. Hartnell College digital arts students also work side-by-side with current CSUMB students in team-based
projects.
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Regional Counselors Articulation Workshop: CSUMB.
October: 2014
The Hartnell College Digital Arts program completed articulation to the core lower division classes at CSUMB for a B.S. in
Communication Design in Interactive Media, Graphic Design and Web Design. The Title V grant sponsored a workshop at CSUMB
campus for all regional high school and community college digital arts and media program counselors. Hartnell College
Title V counselor Joe Martinez attended.
The purpose of the workshop was to update all regional counselors on the current articulation agreement with CSUMB, discuss any future plans
and answer any questions. There was also a presentation by Kathleen Milnes from the “Entertainment Economic Institute” to provide insights into
how to advise creative undergraduates and to provide supporting research on the growth of employment opportunities for graduates in digital
media arts and related fields.
Activity 2:
For the first year of this project we have completed:
•
Extensive research and a needs assessment compiled into a paper report.
For the second year of this project we have completed:
•
A multimedia presentation on STEMART and the STEMART LABS.
•
A presentation on STEMART to the Arts Advisory Council and the Hartnell College Academic Senate. Both councils committed
resolutions of support to STEMART.
•
Wrote and completed two Title V grant proposals for partial funds to support this project.
•
Constructed a miniature architectural 3D model of the proposed STEMART LABS.
•
Produced and offered 2 FLEX activities for the faculty in the Hartnell College seminar gallery. This flex activity introduced this
project and the exciting collaboration of the arts and the sciences to the Hartnell College faculty.
•
Secured funding for necessary equipment for STEMART as well as remodeling facility.
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
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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:
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
1. New curriculum
Goal 1A
development: 3 new
Goal 2A
2. STEMART
Goal 1A
collaboration:
Goal 2A
Fig Group: Science, Art, Goal 2B
Digital Art
Goal 5A
3. Increase instructional Goal 1A
staffing in the Digital Arts Goal 2A
program by hiring two
Goal 2B
part-time instructors in Goal 3A
2015-6 and the
Goal 5A
integration of part-time
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Related
Courses, SLOs,
PLOs,
or goals
PLO 1,2,3
Program Goals:
PLO 1,2,3,4
PLO 1,2,3,4
Desired
Outcome(s)
Resources
Needed
3 new courses to meet 3 Part-time
labor market and
instructors or an
STEMART 3D
fabrication lab
and STEMART
photo and video
Hiring two partPrescribed salary
time instructors in rate for additional
2015-6 and the
instruction
integration of partpositions.
time instruction
into an additional
STEMART labs for
instructional
collaboration of the
Digital Arts, Visual
Person
Responsible
Curriculum
development: Jerri
Ann Wright
Eric Bosler
Jerri Nemiro
Lawrence Yee
Estimated
Date of
Completion
(can be more than
one year in length)
Comments
Fall semester 2017 See specific goal
detailed and outlined
Spring 2018
This is a project that
started Spring 2014.
The goal is to
implement this for
Fall 2017
See specific goal
detailed and outlined
in:
Section D2: Goal 1
and
See specific needs
4. AA -Transfer degree Goal 1A
in Graphic Design. This Goal 2A
AA-T is not finalized yet Goal 2B
by the CSU. Once it is
Goal 3A
available for TMC
Goal 5A
articulation, the goal will
be to work on a TMC in
graphic design.
5. CSUMB /Hartnell
Goal 1A
Student Articulation
Goal 2A
trips
Goal 2B
Goal 6A
6. Maintenance budget Goal 4B
Goal 4C
Goal 4D
Curriculum
development: Jerri
Nemiro.
Hartnell College
curriculum
committee. and the
articulation officer.
PLO 1,2,3,4
AA -Transfer
degree in Graphic
Design.
PLO 1,2,3,4
Continuation of the Jerri Nemiro
Increase student
transfer rate to any Title V grant
Stan Crane
support.
CSU or UC
PLO 1,2,3,4
Effective utilization
of resources.
This AA-T is not
finalized yet by the
CSU. Once it is
available for TMC
articulation, the
goal will be to work
on a TMC in
graphic design.
April 2016
This would be forth
year of this activity.
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
*** Please complete items 2a-e immediately below for EACH new activity. ***
2. This item is used to describe how the new activity, or continuing new activity, will support the program/discipline.
Consider:
• Faculty
• Other staffing
• Facilities
• Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000)
• Software
• Hardware
• Outside services
• Training
• Travel
• Library materials
• Science laboratory materials
a) Describe the new activity or follow-on activity that this resource will support.
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Activity #1
This activity will expand the Digital Arts program into motion graphics, 2D animation, and interactive media. This is based on a needs
assessment in order to meet labor market demands and student transfer success. To see the needs assessment and specific goals detailed and
outlined see below:
One of the future goals of the Digital Arts program is to expand the program into motion graphics, 2D animation, and
interactive media. The Bureau of Labor Statistics indicates Multimedia Artists and Animators have a 6 % job growth in 2012-2022
for with a media pay of $61,370 per year or $29.50 per hour in 2012. “An increased demand for computer graphics for mobile
devices, such as smart phones, could lead to more job opportunities. Multimedia artists and animators will be needed to create
animations for games and applications for mobile devices”.3 Graphic Designers have a 7 % job growth in 2012-2022 for with a media
pay of $44,150 per year or $21.22 per hour on 2012. “The trend for graphic designers is shifting from newspaper, periodical, book
and directory publishers to computer systems design and related fields. With the increased use of the Internet, graphic designers will
need to create designs and images for portable devices, websites, electronic publications, and video entertainment media.” The
growth for this is predicted to be 35% from 2012-2022.4
“The Creative Group” Los Angeles indicates job market expansion into interactive design and production in addition to design and
production. The Digital Arts program needs to expand its curriculum to reflect this demand.
“Creative Professionals: Advertising and Marketing
The U.S. economy continues to see high demand for creative professionals in the advertising and marketing fields, especially those
specializing in digital and online marketing. Companies are currently investing heavily in creating content that will promote their
brands online. But similar to the situation in IT, there are simply not enough experience, specialized professionals in the market to
help companies create and maximize their content. Nearly four in 10 (39 percent) executives interviewed1 report that it is
challenging to find skilled creative professionals to fill open positions.
In particular, employers need people who can help them build and design websites, social media properties and mobile initiatives.”2
a) Describe the new activity or follow-on activity that this resource will support.
The resources requested to support this activity are: Hiring two part-time instructors in 2015-6 and the integration of part-time
instruction into an additional full-time instructor in 2017-18.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
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This activity supports Goal 1A, 2A, 2B and 5A. The catalyst for this activity is a needs assessment based on the U.S. Bureau of Labor Statistics
and “The Creative Group”, a highly recognized international job placement service for creative jobs. In order for students to achieve success in
university transfer and the labor market, the Digital Arts program needs an expansion into interactive design and production. This activity will
prepare students for the need to create designs and images for portable devices, websites, and electronic publications. This activity supports the
goal of an innovative learning environment and workforce development.
c) Does this activity span multiple academic years? ☐ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Yes. This activity will require the creation of 3 new digital art courses: one in motion graphics, one in 2D animation and one in interactive
media and content development. It will require curriculum committee review and approval. It will also require recruitment and hiring of
additional instructional staff. The goal for completion is Fall 2017. Curriculum development will begin Spring 2016.
d) What measureable outcomes are expected from this activity? List indicators of success.
Indicators of success will be measurable by the transfer rate and employment placement of digital art students.
e) What are the barriers to achieving success in this activity?
The need to develop an institutional method for all Hartnell College faculty, staff and administrators to track students after they graduate
from Hartnell College to measure the indicators of success.
Activity #2
This activity is a Title V grant sponsored FIG group incorporating the collaboration of art and science. The “Symbiosis” of Science and Art Inside
and Outside the Classroom.
The faculty participants of this activity are: Ann Wright, Lawrence Yee, Eric Bosler and Jerri Nemiro
a) Describe the new activity or follow-on activity that this resource will support.
The resources requested to support this activity are: STEMART 3D fabrication lab and STEMART photography and video studio.
The digital art program will be involved in the creation of digital art, video and or animation that visualizes scientific process and principles
for STEM.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
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3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
The major theme after SLO assessment was the need to enhance the critical thinking and visual problem solving skills of all digital art students.
Many revisions to instruction and assignments have already been made in order to achieve this goal. This activity will also work to achieve this
goal. The arts give form to invisible ideas, theories and processes. Our students will learn to utilize critical thinking visual problem solving to
visualize scientific information and procedures. We have already produced a “pilot project” that exhibits the success of an art and science
project: The new media center sponsored project “New Horizons for a Little Planet”. This is an animation for the Hartnell College planetarium
education program.
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 all of the Digital Arts PLO’s. In order to understand contemporary digital 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. Students will
work in teams to “design effective communication for print, animation and interactive media” by “structuring visual information utilizing digital
design aesthetic principles.”
The end products will be successful samples of the students’ ability to “produce effective technical proficiency in the creation of digital artwork
or projects.” The symbiosis of the arts and sciences will be exhibited when digital art students create visual 2D and 3D presentations of scientific
principles. The ability of the digital artists to make visual the invisible scientific theories, will enhance the students’ ability to “appraise and
analyze an awareness of the influence of digital art and artists on the lives of all individuals, cultures, and societies”.
Student Learning Outcome:
While we feel that this FIG is pertinent to all outcomes in this discipline, the following is one specific example.
Art 74 – The student will demonstrate the ability to critically formulate the visual information into aesthetic design products in a digital
three-dimensional environment utilizing line, plane, volume, mass, texture, color, context and material. This activity will require students
analyze and critically formulate an approach to producing a visual representation of scientific principles in 3D model form. 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:
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.
Yes. This is a three year activity that started in Spring 2014 and will be completed Spring of 2016. The overall action plan includes research,
inventory and assessment of findings, assembly of findings into visual form, delivery to entire faculty and students.
For the first year of this project we have completed:
•
Extensive research and a needs assessment compiled into a paper report.
For the second year of this project we have completed:
•
A multimedia presentation on STEMART and the STEMART LABS.
•
A presentation on STEMART to the Arts Advisory Council and the Hartnell College Academic Senate. Both councils committed
resolutions of support to STEMART.
•
Wrote and completed two Title V grant proposals for partial funds to support this project.
•
Constructed a miniature architectural 3D model of the proposed STEMART LABS.
•
Produced and offered 2 FLEX activities for the faculty in the Hartnell College seminar gallery. This flex activity introduced this
project and the exciting collaboration of the arts and the sciences to the Hartnell College faculty.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measurable outcomes will to develop a process of “teachable critical thinking skill sets” to apply to Digital Art, Visual 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.
Activity #3
This activity is to increase the instructional staffing in the Digital Arts program by hiring two part-time instructors in 2015-6 and the integration
of part-time instruction into an additional full-time instructor in 2017-18.
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a) Describe the new activity or follow-on activity that this resource will support.
This purpose of this activity is to increase the offerings of the core lower division courses. The biggest staffing challenge for the Digital Arts
program is having only 1 full-time instructor. This has limited the offerings of many classes to only once a year. Currently, the program offers 9
separate classes. Enrollments and demand have increased in the core digital arts classes; as many are UC and CSU transferable, meet general
education requirements for humanities for an AA degree and are required for the AA in Digital Arts. As shown in the Spring 2015 enrollment
figures as of Jan. 7, 2015, all the core classes that are offered are closed with wait lists. Two of the courses the wait lists are full.
Also, future goals are to expand the Digital Arts program into motion graphics, 2D animation, and interactive media. In order to achieve this
goal, a needs assessment indicates the need for increased instructional staffing.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity supports Goal 1A, 2A, 2B and 5A. The catalyst for this activity is a needs assessment based on the U.S. Bureau of Labor Statistics
and “The Creative Group”, a highly recognized international job placement service for creative jobs. In order for students to achieve success in
university transfer and the labor market, the Digital Arts program needs an expansion into interactive design and production. This activity will
prepare students for the need to create designs and images for portable devices, websites, and electronic publications. This activity supports the
goal of an innovative learning environment and workforce development.
f) Does this activity span multiple academic years?
YES
NO
If yes, describe the action plan for completion of this activity.
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Yes. It will require recruitment and hiring of additional instructional staff. The goal for completion is Fall 2017. The specific goal from Fall
2016 – Fall 2017 is the following:
Fall 2016:
(To continue offering all core lower division UC and CSU transferable Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and
Spring semesters).
Goal for Fall 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Part-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Part-time instructor
•
Spring 2017:
(Offer all the core lower division UC and CSU Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and Spring semesters. Add a new
course in interactive media. Hire an additional full-time instructor for the Digital Arts department. This second full-time instructor will specialize
in interactive media, motion graphics and animation).
Goal for Spring 2016:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 76: Introduction to 3D Digital Animation: Full-time instructor
Art 77: Introduction to Digital Video and Video Editing: Full-time instructor
Art 84: Digital Art Portfolio and Business Practices: Full-time instructor
New Course: Interactive Media: Full-time instructor
•
Fall 2017:
(Offer all the core lower division UC and CSU Digital Art classes; Art 70, Art 71, Art 72 and Art 80 in both Fall and Spring semesters. Add new
courses in motion graphics and 2D animation).
Goal for Fall 2017:
Art 70: Introduction to Graphic Design/Computer Graphics: Instructor: Jerri Nemiro
Art 71: Introduction to 2D Digital Illustration: Instructor: Jerri Nemiro
Art 72: Introduction to Digital Art: Instructor: Jerri Nemiro
Art 80: Introduction to Digital Photography and Photo Imaging: Instructor: Jerri Nemiro
Art 74: Digital Three-dimensional Design and Modeling: Full-time instructor
Art 73: Introduction to 2D Digital Illustration for Animation: Full-time instructor
New Course: Motion Graphics: Full-time instructor
New Course: 2D Animation: Full-time instructor
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For more specific information see Section B2.
g) 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
This activity supports Goal 1A, 2A, 2B and 5A. The catalyst for this activity is a needs assessment based on the U.S. Bureau of Labor Statistics
and “The Creative Group”, a highly recognized international job placement service for creative jobs. In order for students to achieve success in
university transfer and the labor market, the Digital Arts program needs an expansion into interactive design and production. In order to
expand the program, additional instructional staff is needed. Currently, the Digital Arts program has only 1 full-time instructor. This activity
supports the goal of an innovative learning environment and workforce development.
d) What measureable outcomes are expected from this activity? List indicators of success.
Indicators of success will be measurable by the transfer rate and employment placement of digital art students.
h) What are the barriers to achieving success in this activity?
The need to develop an institutional method for all Hartnell College faculty, staff and administrators to track students after they graduate
from Hartnell College to measure the indicators of success. Other barriers are funding and approval for additional faculty.
Activity #4
This activity is to develop an AA -Transfer degree in Graphic Design.
a) Describe the new activity or follow-on activity that this resource will support.
To develop an AA -Transfer degree in Graphic Design.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
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4) Program/Discipline Goal (list applicable program/discipline goal)
5) Strategic Plan Goal (list applicable strategic plan goal)
This activity supports Goal 1A, 2A, 2B and 5A. Goal 1A states the goal for Hartnell College to create a seamless pathway for our students and an
AA-T in Graphic Design will create a specialized pathway for digital art students that specialize in graphic design.
c) Does this activity span multiple academic years? ☐ YES ☐ NO
If yes, describe the action plan for completion of this activity.
Yes, because the AA-T is not finalized yet by the CSU. Once it is available for TMC articulation, the goal will be to work on the TMC in
graphic design for Hartnell College.
f) What measureable outcomes are expected from this activity? List indicators of success.
AA-T in Graphic Design
Indicators of success will be measurable by the transfer rate of digital art students.
i) What are the barriers to achieving success in this activity?
This AA-T is not finalized yet by the CSU. Once it is available for TMC articulation, the goal will be to work on the TMC in graphic design for
Hartnell College.
The need to develop an institutional method for all Hartnell College faculty, staff and administrators to track students after they graduate from
Hartnell College to measure the indicators of success.
Activity #5
This activity: A Title V grant sponsored field trip to CSUMB Communication Design Program for Hartnell College Digital Art students.
a) Describe the new activity or follow-on activity that this resource will support.
Field trips to CSUMB Communication Design Program for Hartnell College Digital Art students. The goal is to increase student transfer success.
b) Describe how this activity supports all of the following that apply:
1) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
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5) Strategic Plan Goal (list applicable strategic plan goal)
Goal 6A. This activity relates directly to Goals 6A in order to strengthen the partnership between Hartnell College and CSUMB. Another goal is
to increase the student success of the digital art students after they transfer to a 4-year university.
c) Does this activity span multiple academic years? ☐ YES ☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
j) What measureable outcomes are expected from this activity? List indicators of success.
Indicators of success will be measurable by the transfer rate of digital art students.
k) What are the barriers to achieving success in this activity?
If the Title V grant does not continue to support this project, other funds will have to be acquired for student travel and event collaboration and
coordination.
The need to develop an institutional method for all Hartnell College faculty, staff and administrators to track students after they graduate from
Hartnell College to measure the indicators of success.
Activity #6
This activity: To set up a maintenance budget of $5,000 a year for the Digital Arts classroom and program. Currently, there is no maintenance
budget. As our maintenance costs have rapidly risen over the past three years, we must establish a maintenance budget to address our repair of
technology and mechanical items, supplies and routine maintenance costs.
b) Describe the new activity or follow-on activity that this resource will support.
The goal is to increase effective utilization of resources in J 216 Digital Art Mac lab and to support the expansion and growth of the Digital Art
program into interactive media and content development.
b) Describe how this activity supports all of the following that apply:
2) Core Competency (Communication Skills, Information Skills, Critical Thinking/Problem Solving, Global Awareness,
Aesthetic Appreciation, Personal Growth and Responsibility)
2) Program level Outcome (list applicable program outcome)
3) Course level Outcome (list applicable course level outcome)
4) Program/Discipline Goal (list applicable program/discipline goal)
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5) Strategic Plan Goal (list applicable strategic plan goal)
This activity relates directly to:
Goal 4B: having Hartnell College physical plant, furnishings, and grounds maintained and replaced in a planned and scheduled way to
support learning, safety, security, and access.
Goal 4C: Maintaining a current, user-friendly technological infrastructure that serves the needs of students and employees.
Goal 4D: 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.
It will also help ensure support for Goal 2A J in order that J 216 Digital Art Mac lab can support the expansion and growth of the Digital
Art program into interactive media and content development.
c) Does this activity span multiple academic years? ☐ YES ☐ NO
If yes, describe the action plan for completion of this activity.
[Begin response here]
l) What measureable outcomes are expected from this activity? List indicators of success.
Monthly maintenance checks.
m) What are the barriers to achieving success in this activity?
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. The first activity listed should be the most important; the second activity
listed the second most important, etc. 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.
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Continue to the next page
Activity
No.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Technology
Hardware/
Software
(H/S)***
S; Remote
Desktop for 32
stations, Deep
freeze renewal for
32 stations
1,2,3,4
1,3,4
Supplies/
Equipment
(S/E)**
F:Part time faculty
to teach Art 73 Fall
2o15 and Art 77 and
Art 84: Spring 2016
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Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$160 ($79.99 per
20 seats)
$575
Prescribed
rate for three
3- unit courses
(lecture and
lab)
1,2,3,4
E: Flat screen projector
for J216
$6,000
1,2,3,4
S; Adobe Creative
Suite Upgrade for
32 stations: J216
and J 204
$18,000
1,2,3,4
S; Deep Freeze for
32 stations in J216
$600
Maintenance
1,2,6
1,2,3,4
Maintenance
Maintenance
STEMART Equipment
maintenance
$5,000
$5,000
* 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.
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.
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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:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the real-world 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
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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.
1 The Creative Group, 2013, “RH Specialist Economy Whitepaper SEC”, Robert Half International Inc. http://roberthalf.com/specialists-2013.
2 The Creative Group, December 17, 2012, “Hiring Climate for Creatives”: http://creativegroup.mediaroom.com/hiring-climate- december2012.
3 U.S. Bureau of Labor Statistics, “Occupational Outlook Handbook”: http://www.bls.gov/ooh/arts-and-design/multimedia-artists-and-animators.htm.
4 U.S. Bureau of Labor Statistics, “Occupational Outlook Handbook”: http://www.bls.gov/ooh/Arts-and-Design/Graphic-Designers.htm.
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