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 comprehensive review that shows evidence of improvement and outlines long-range goals.
The Program Planning and Assessment process improves and increases the flow of information about student learning, student success
and student behavior at Hartnell College. The result of the process also improves institutional effectiveness.
Program/Discipline
Date Completed (must be in final
form by 3/27/15)*
2/27/2015
Photography
Date Submitted to Dean
2/27/2015
*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
Name
Eric Bosler
Title/Position
Instructor: Photography, Art
Dean’s Comments (required): The photography program is dynamic and engaged with other areas of the college as well as with the
community and is to be commended for its entrepreneurial efforts such as with the Fab Lab and other STEM Arts collaborative efforts. I also
appreciate the hark work performed to assess the PLOs.
The Photography Department’s PPA makes a good case of the need for new camera and lighting equipment as that which is currently used to
teach in these classes is antiquated. The specific breakdown for this request has been provided.
Celine Pinet
_____________________
Typed Name of Area Dean
5-05-2015
_________
Date
VPAA Comments (required for comprehensive reviews):
_______________________
Typed Name of VPAA
(for ALL academic PPA reports)
_________
Date
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
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Sections II and III.
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.
•
•
•
•
•
•
•
•
•
•
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 Photography Program at Hartnell College
The Photography program participates in many educational liaison activities.
These activities serve to increase recruitment and retention, development educational, community and industry partnerships, and assure that
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the program’s curriculum meets the needs of current university transfer requirements.
Currently, the Visual Arts program is in collaboration with the Digital Arts Program, the Sciences and STEM in a Title V Collaborative Grant
Faculty Inquiry Group (FIG) project.
2013-2016: 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
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
2014-15: Title V Grant Proposal: STEMART 3D Digital Fabrication Lab:
To create a digital 3D Fabrication studio where students in the visual arts, digital 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 visual arts, digital arts photography and STEM students can produce, direct,
light, record and photograph.
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Impact for student success and student transfer: STEMART Digital Fabrication Lab and Studio:
This studio space would serve as a fabrication lab for several visual arts, digital arts 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, visual arts, digital arts 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.
The Hartnell College AA in Art.
The Hartnell College AA in Studio Art.
The Hartnell College AA-T in Photography.
The Hartnell College AA in Digital Arts.
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 Visual Arts program has a strong tie to the local community through Hartnell College gallery and the Arts Advisory Council. The
members of the Arts Advisory Council are:
The Arts council meet on Oct. 6, 2014 to support a resolution on “STEMART” lab.
5|Page
Photography is a necessary and omnipresent communication tool used by virtually all professions in the United States. When
the artistic aspect is taught, the professional application assignments of photo students show elevated levels of success.
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 2014
Fall 2014
Spring 2015
Spring 2015
Full-time Faculty
No. of Active Sections
6 sections: Photo 1
1 section: Photo 2
1 section: Photo 3
1 section: Photo 4
9 sections: Photo 1
1 section: Photo 2
1 section: Photo 3
1 section: Photo 4
1
1
1
1
1
1
1
1
Adjunct Faculty
4
4
2. What staffing factors/challenges have influenced the effectiveness of the program?
Lack of additional full time instructor has prevented the expansion program into additional lab offerings as well as expansion into new
technical applications of professional photography.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
6|Page
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or
currently require changes to be made to your program?
[Begin response here]
3. Does labor market data and/or the need for additional education indicate that changes should be made to
your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step
toward higher/additional education?
[Begin response here]
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D. PROGRAM GOALS
1. List and describe program/disciplinary goals for the next comprehensive review cycle. Be sure to
highlight innovative, unique, or other especially noteworthy aspects.
In considering your program’s future goals, please review Hartnell’s vision and mission statements.
VISION STATEMENT
Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to
the social, cultural, and economic vitality of our region and the global community.
MISSION STATEMENT
Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach
academic goals in an environment committed to student learning, achievement and success.
[List and describe program goals here]
1) Goal 1: STEMART collaboration:
A major goal of the Visual 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.”
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.
•
•
•
•
•
8|Page
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 photography, visual arts, and digital arts 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,
photography, visual arts, and digital arts classes 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.
•
•
•
•
•
•
The Hartnell College AA-T in Photography.
The Hartnell College AA in Studio Art.
The Hartnell College AA in Art.
The Hartnell College AA in Digital Arts.
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.
2) Goal 2: Increase instructional staffing in the Photography program by hiring a one full-time instructor.
3) Goal 3: With increased instructional staffing, the Photography program can expand to take advantage of its popularity and
provide professional training opportunities for our students.
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, mechanical, supply and routine maintenance costs.
9|Page
II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 2015.
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
Photo 1
Photo 2
Photo 3
Photo 4
Course Name
Introduction to Photography
Beg. Black and White Photography
Advanced Photography
Portfolio Photography
Does the course have any DE (online or
hybrid) sections?
no
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.
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.
Photo 1:
Generally the enrollment data of Photo 1 has been consistent with the overall college enrollment data, with the exception that the majority of
semesters show that enrollments have been above the college average.
The success rate of Photo 1 has varied from 61% to a current 68%, which indicates an improvement over the previously surveyed period.
Photo 2:
It has considerably larger enrollment than the darkroom facility. The darkroom (J210) has only 24 enlarger workstations, however the course is
regularly enrolled beyond this number, creating congestion in the class and a shortage of resources. It is only the skill of the teacher Mr. Bosler that
has made this class so successful.
The success rate of Photo 2 has varied from 55% to a current 83%. These percentages do not reflect the actual success rate of students in this part of
the program. Because Photo 2 is an entry-level course, many students enroll without paying attention to the cost factors listed in the schedule, and
therefore drop when these costs confront them in the course. Those who stay give outstanding academic performance in large numbers.
10 | P a g e
Photo 3:
It has larger enrollment than darkroom facility. The darkroom (J210) has only 24 enlarger workstations, however the course is regularly enrolled
beyond this number, creating congestion in the class and a shortage of resources. It is only the skill of the teacher Mr. Bosler that has made this class
so successful.
The success rate of Photo 3 has varied from 46% to 82%. The 46% rate appears to be an anomaly when compared to the success rates of every other
semester.
Photo 4:
It has larger enrollment than darkroom facility. The darkroom (J210) has only 24 enlarger workstations, however the course is regularly enrolled
beyond this number, creating congestion in the class and a shortage of resources. It is only the skill of the teacher Mr. Bosler that has made this class
so successful.
The success rate of Photo 4 has varied from 50% to a current 100%. The 50% success rate indicated in one semester does not reflect the 100%
academic success of those students who completed the course.
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 Photography shows the following:
Photo 1: Fall 2011: 402, Spring 2012: 356, Fall 2012: 290, Spring 2013: 315, Fall 2013: 307, Spring 2014: 300
Photo 2: Fall 2011: 32, Spring 2012: 30, Fall 2012: 33, Spring 2013: 29, Fall 2013: 32, Spring 2014: 18
Photo 3: Fall 2011: 8, Spring 2012: 13, Fall 2012: 8, Spring 2013: 11, Fall 2013: 10, Spring 2014: 7
Photo 4: 2011: 2, Spring 2012: 8, Fall 2012: 4, Spring 2013: 5, Fall 2013: 2, Spring 2014: 3
Photo 46: Fall 2011: 12, Spring 2012: 8
Over the three-year period of 2011-12, 2012-13 and 2013-14, Photo enrollment data peaked in the Fall of 2011. Consistent with the
overall college enrolment data, it dropped in the Fall of 2012, but it is now on the rise since Spring 2013.
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 Photography shows the following:
Photo 1: Fall 2011: 61%, Spring 2012: 59%,, Fall 2012: 68%, Spring 2013: 63%, Fall 2013: 69%, Spring 2014: 61%
Photo 2: Fall 2011: 62%, Spring 2012: 67%, Fall 2012: 58%, Spring 2013: 55%, Fall 2013: 59%, Spring 2014: 83%
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Photo 3: Fall 2011: 75%, Spring 2012: 46% Fall 2012: 62%, Spring 2013: 82%, Fall 2013: 60%, Spring 2014: 71%
Photo 4: Fall 2011: 100%, Spring 2012: 88%, Fall 2012: 100%, Spring 2013: 100%, Fall 2013: 50%, Spring 2014: 100%
Photo 46: Fall 2011: 83%, Spring 2012: 100%
Over the three-year period of 2011-12, 2012-13 and 2013-14, the average overall college success rate varied from a low of 68% and a
high of 71%.
Over the three-year period of 2011-12, 2012-13 and 2013-14, the overall PHOTO success rate varied from a low of 61% to a current
high of 68%.
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 Photography -1011:
2011-12: 5
2012-13: 8
2013-14: 3
From the year 2011-12 to 2012-13, the amount of students completing an Associate Art degree in PHOTOGRAPHY increased. From
the year 2012-13 to 2013-14, the amount of students completing an Associate Art degree in PHOTOGRAPHY decreased.
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
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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?
[Begin response here]
.
3. Describe the process to change and improve student success in DE courses/sections in your program.
[Begin response here]
4. Compare student retention in the DE teaching environment with retention in the face-to-face teaching
environment in the same course. Are there differences? To what do you ascribe the differences in your program?
[Begin response here]
5. Describe the process to change and improve student retention in DE courses/sections in your program.
[Begin response here]
6. Describe any other relevant factors regarding diverse teaching modalities and environments, such as specific
locations.
[Begin response here]
C. CURRICULUM
Complete the following tables pertaining to courses scheduled for review.
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Courses scheduled for review
during AY 2014-15 as previously
specified
Photo 1
Photo 2
Photo 3
Photo 4
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Bosler
Bosler
Bosler
Bosler
Courses scheduled for review during AY
2014-15
Yes
Yes
Yes
Yes
Faculty member(s) responsible for
coordinating
Date of approval (or anticipated
approval) by Curriculum
Committee
2/20/2014
2/20/2014
2/20/2014
2/20/2014
Target semester and year—Fa 2015 or Sp
2016
All classes are up to date
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
14 | P a g e
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
What changes have occurred in the
program/discipline as a result of dialogue?
PLO 1
PLO 2
PLO 3
PLO 4
List Program level outcome(s) scheduled for assessment in AY 15-16
PLO 5
Was the Program Outcome
Assessment Summary completed?
Yes_ 1/31/2014
Yes_ 1/31/2014
Yes_ 1/31/2014
Yes_2/20/2015
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?
15 | P a g e
Photography PLO #1:
• Demonstrate effective technical proficiency with film and digital media.
• In order to assess this program outcome, we focused on the ability of the students in the Photo 1 and Photo 2 courses. In particular the
case study involved the following:
•
•
Photography 1:
We looked at the varying SLO results from all six sections to analyze both the assessment process and student learning. Also, using the view of the
courses this assessment provided, we compared assessments to our classroom observations.
•
•
Photography 2:
We evaluated a capstone portfolio of 10 out of 12 class assignments. These are mounted, black and white prints produced in the wet lab. We looked
at the technical execution of each image, including primary and wet lab exposures, contrast, focus and depth of field, spotting and other retouching,
surface handling, and mounting.
•
What we found:
•
•
Photography 1:
While the aggregate average of 80% of students achieving 80% or better was just met this semester, this may be an overly lofty goal in the long run.
While Photo 1 is an entry-level course that meets humanities requirements for graduation and transfer, a large and growing number of students
enrolling in this course lack the skills and discipline needed to successfully perform college level course work. If this trend continues, future classes
will not be able to keep up this SLO result. Aside from the instructional changes described below, the assessment may have to be rethought and
possibly altered to reflect a more realistic and consistently attainable outcome.
•
Instruction requires some changes to meet the challenges mentioned above. While there is no room in the Photo 1 curriculum to take time-out to
attempt to teach a portion of our students how to read, comprehend, retain, and write at the levels required, we can assist students in the most
prevalent area of difficulty thus far identified – reading the text book. Classroom text book based exercises show that fully 40% of Photo 1 students
don't read or even purchase the text, which is also available in the library. Quizzes based on reading assignments are always lower than those based
on lectures that use the computer screen as the visual focus. This observation gave us a possible solution.
•
•
Photography 2:
While the course easily met the targeted SLO of 80% of students performing at 80% or better in SLO evaluations, we found that students generally
had difficulty control controlling the technical issues of wet lab created contrast, and spot toning. Overall the students who completed the course
appear to excel in the other areas.
•
16 | P a g e
•
•
•
What our next steps are:
•
•
Photography 2:
We feel that these issues can be best addresses by adding one additional practice session for contrast control and spotting.
Photography 1:
We intend to use our off campus web site photo1salinas.org in class. This website, assembled by Trish Sullivan and Eric Bosler, was intended to
supplement the course materials as well as supplement other on campus resources. We intend to use it as a classroom tool to attract the attention of
all, but especially those students who need help, yet who fail to acquire it. At this writing, the site provides enough material to boost student
outcomes if those who need it will use it, but we will attempt to add additional pertinent materials over the course of this semester. We feel that using
the site in class can encourage targeted students to employ it more that they do currently.
Photography PLO #2:
• Structure visual information to produce images of intermediate level aesthetic quality
• In order to assess this program outcome, we focused on the ability of the students in the Photo 3 course.
•
•
Photography 3:
We evaluated a capstone portfolio of eight to ten finished and mounted photographs in wet lab and digital media. These images were content driven
assignments were the student, following pertinent instruction, attempted to convey meaning through the image without the use of words.
•
What we found:
•
•
Photography 3:
While the class easily achieved the target of 80% of students achieving an SLO evaluation of 80% or higher, they might be challenged to push
toward the next level of development by adding an additional, more advanced assignment.
•
•
•
What our next steps are:
Photography 3:
We will add an optional assignment in editorial photography.
Photography PLO #3:
• Interpret and produce photographs that communicate intellectually and emotionally
• In order to assess this program outcome, we focused on the ability of the students in the Photo 4 course.
17 | P a g e
•
•
Photography 4:
A portfolio (electronic and/or paper) of 12 to 25 high quality images was produced as a capstone project. The portfolio had to contain, in addition
to the images, an artist’s statement describing the desired effect on the viewer, a “statement of intention” describing the methods used, and the
images had to be germane to a central theme/goal.
•
What we found:
•
•
Photography 4:
While the class achieved 100% success in SLO evaluation, we found that, apart from instruction, (1) students getting to this level in our program are
committed and capable individuals; (2) students stayed motivated through weekly critiques and group interactions; (3) students were made aware
that a successful portfolio is a required tool for advancement through the undergraduate and post graduate system; is a tool for job acquisition; and
is the primary means of having work shown in galleries as well as published in print and online.
•
•
•
What our next steps are:
Photography 4:
We will work to analyze what works in order to evolve strategies to strengthen those components of the course.
Photography PLO #4:
• Demonstrate an intermediate knowledge of the history of photography.
• In order to assess this program outcome, we focused on the ability of the students in the Photo 1 courses. In particular the case study
involved the following:
•
•
Photography 1:
We looked at the varying SLO results from all six sections to analyze both the assessment process and student learning. Also, using the view of the
courses this assessment provided, we compared assessments to our classroom observations.
What we found:
•
•
Photography 1:
While the aggregate average of 80% of students achieving 80% or better was just met this semester, this may be an overly lofty goal in the long run.
While Photo 1 is an entry-level course that meets humanities requirements for graduation and transfer, a large and growing number of students
enrolling in this course lack the skills and discipline needed to successfully perform college level course work. If this trend continues, future classes
will not be able to keep up this SLO result. Aside from the instructional changes described below, the assessment may have to be rethought and
possibly altered to reflect a more realistic and consistently attainable outcome.
18 | P a g e
•
Instruction requires some changes to meet the challenges mentioned above. While there is no room in the Photo 1 curriculum to take time-out to
attempt to teach a portion of our students how to read, comprehend, retain, and write at the levels required, we can assist students in the most
prevalent area of difficulty thus far identified – reading the text book. Classroom text book based exercises show that fully 40% of Photo 1 students
don't read or even purchase the text, which is also available in the library. Quizzes based on reading assignments are always lower than those based
on lectures that use the computer screen as the visual focus. This observation gave us a possible solution.
What our next steps are:
•
•
Photography 1:
We intend to use our off campus web site photo1salinas.org in class. This website, assembled by Trish Sullivan and Eric Bosler, was intended to
supplement the course materials as well as supplement other on campus resources. We intend to use it as a classroom tool to attract the attention of
all, but especially those students who need help, yet who fail to acquire it. At this writing, the site provides enough material to boost student
outcomes if those who need it will use it, but we will attempt to add additional pertinent materials over the course of this semester. We feel that using
the site in class can encourage targeted students to employ it more that they do currently.
CORE COMPETENCIES
3. Describe how Core Competencies (Communication Skills, Information Skills, Critical Thinking/Problem
Solving, Global Awareness, Aesthetic Appreciation, Personal Growth and Responsibility) were specifically
addressed by the program/discipline during the past year. For example, were data gathered at the course level?
Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any
interventions conducted? Are there any plans to make changes to courses or improvements in teaching and
student learning?
We are at the stage of SLO and PLO assessment.
Concentration now is on completing the PLO assessment for all the PLO’s. After this is completed, core competency assessment will
begin.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
Photo 1,2,3,4
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In what term was the course
assessed?
Spring 2014
Was the Course Assessment
Summary Report completed?
Yes
List courses scheduled for SLO assessment in
AY 2015-16
Photo 3 and Photo 4
Photo 1 and Photo 2
Faculty member(s) responsible
for coordinating
Eric Bosler
Eric Bosler
Target semester and year—Fa
2015 or Sp 2016
Fall 2015
Spring 2016
5. Describe course level assessments results and how they will influence your plans moving forward.
Photography course level assessment results from Spring 2014 semester were the following:
Spring 2014 assessments
Photo 1 3701: Given technical guidelines, students will demonstrate their knowledge of photographic technology.
14 students scored 90%-100%
15 students scored 80%-90%
4 student scored 70%-79%
2 students scored 60%-69%
0 students scored 59%-0%
The results were on target at 85.2% of students scored 80% - 100%
While the results were much better than anticipated, lack of student preparedness and an increasing incidence of poor classroom
performance at this level may indicate that a 70% target is more realistic.
Photo 1_3705: The results are near the target. 74.1% of students scored 80% - 100%
18 students scored 90%-100%
16 students scored 80%-90%
9 student scored 70%-79%
4 students scored 60%-69%
0 students scored 59%-0%
Photo 1 3706: The results were the estimated target of 80% of students achieving 80% - 100%
16 students scored 90%-100%
8 students scored 80%-90%
3 student scored 70%-79%
3 students scored 60%-69%
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0 students scored 59%-0%
Photo 2 3707: The results were higher than the estimated target of 80% of students achieving 80% - 100%. The result was 94% of the
students achieved 80-100%.
Given the appropriate equipment and materials, the student will produce prints of measurable quality.
14 students scored 90%-100%
3 students scored 80%-90%
1 student scored 70%-79%
0 students scored 60%-69%
0 students scored 59%-0%
Photo 3 3708; The results were higher than the estimated target of 80% of students achieving 80% - 100%. The result was 100% of the
students achieved 80-100%.
Given the appropriate equipment and materials, the student will produce prints of measurable technical quality.
8 students scored 90%-100%
Photo 4_3709: The results were higher than the estimated target of 80% of students achieving 80% - 100%. The result was 100% of the
students achieved 80-100%.
Given the media, tools and an appropriate subject/content, students will utilize photographic media to produce photographic artworks of
measurable aesthetic quality.
4 students scored 90%-100%
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
Photo 1: While the results were on the target, lack of student preparedness and an increasing incidence of poor classroom performance at
this level may indicate that a 70% target is more realistic.
Photo 2_3707: While the results were on the target, additional assignments to challenge future classes will be developed.
Photo 3_3708 and Photo 4_3709: Because the results were higher than the target, additional more challenging assignments will be added
next semester.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
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Activity scheduled
1.STEMART collaboration:
Fig Group: Science, Art, Digital Art
2.
What success has been
achieved to date on this
activity?
Completed 1st year: research, needs
assessment and paper report.
C
l d
l i di
i
What challenges existed or Will activity
continue to exist?
continue into AY
15-16?
Need to complete construction of
the 2 STEMART LAB and studio
Yes
Will activity
continue into AY
16-17?*
Yes
3.
* 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:
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 the purchase of the necessary equipment as well as the remodeling of the existing facility.
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III.
ANNUAL ACTION PLAN
This section must be completed for ALL academic programs, whether scheduled for annual or
comprehensive review in spring 2015.
A. NEW ACTIVITIES
This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many
different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline
area current. A new activity may or may not require additional resources. Activities can include but are not limited to:
a.
b.
c.
d.
e.
f.
g.
h.
i.
j.
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
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1. List information concerning new projects or activities planned. The first activity listed should be the most important; the second
activity listed the second most important, etc. Please keep in mind that resources needed, if funded, would not be approved
until spring 2016 and provided until FY 2016-17. Ongoing activities involving resources that will no longer be available
from grant funds starting FY 2016-17 must be planned for appropriately.
Activity
Strategic
Plan
Goal(s)
No. &
Letter
(e.g., 5A)*
Related
Courses, SLOs,
PLOs,
or goals
Desired
Outcome(s)
1.STEMART
collaboration:
2.Photo 2,3,4
Goal 1A
Goal 2A
Goal 2A
PLO 1,2,3,4,5
Goal 2B
All Photo SLO’s
3. Hire 1 full time faculty Goal 1A
PLO 1,2,3,4,5
Goal 2A
4. Maintenance budget. Goal 4B, 4C, 4D PLO 1,2,3,4,5
All Photo SLO’s
5. STEMART supply
Goal 1A
budget
Goal 2A
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Resources
Needed
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Ann Wright
Eric Bosler
Supply and capital Eric Bosler
budget
Spring 2018
Supply budget Eric Bosler
Spring 2015- 2018
Spring 2016
Prescribed salary
rate
Comments
This is a project that
started Spring 2014.
*** 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 Prescribe
• Science laboratory materials
Activity #1
• This activity: A Title V grant sponsored FIG group incorporating the collaboration of art and science. Proposal: The “Symbiosis” of
Science and Art Inside and Outside the Classroom.
•
Faculty: Ann Wright, Lawrence Yee, Eric Bosler and Jerri Nemiro
a) Describe the new activity or follow-on activity that this resource will support.
The art program will be involved in the creation of art that will visualize scientific processes and principles for STEM.
b) Describe how this activity supports 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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Core competency:
This FIG addresses the Critical Thinking competency directly. The portion of that competency that will be most affected by the FIG outcome is
the following: Critically analyze, evaluate and synthesize evidence in order to formulate logical arguments and make decisions. By providing
instruction that not only directs students to “think out of the box”, but provides them with method, examples and incentive to do so will
enhance their critical thought processes in new ways.
Program Learning Outcome:
This FIG addresses the Photography PLO having to do with conceptual and productive processes. This specific PLO states: Interpret and
produce photographs that communicate intellectually and emotionally.
In order to both understand contemporary art and to produce significant works which are germane to present times, students must constantly
look outside their discipline for new resources for problem solving (critical thinking) that form the basis of creativity. This FIG is designed to
provide methods of instructing students through the processes of this task.
Student Learning Outcome:
While we feel that this FIG is pertinent to all outcomes in this discipline, the following is one specific example.
Photo 4 – Given the media, tools and an appropriate subject/content, students will utilize photographic media to produce photographic
artworks of measurable aesthetic quality. To do this, students must be able to evaluate human situations outside of the logics practiced by their
discipline. This FIG will delineate a process by which students can analyze and understand these situations, then bring that understanding into
the problem solving processes of their discipline.
Program-Discipline Goal:
This FIG supports the goal of the Photography Discipline by providing teachers in the discipline with new, innovative teaching methodologies,
and students with new mental tools with which to be creative.
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.
This will be a three-year activity that will be completed Spring of 2016. Action plan:
Initial research, inventory and assessment of findings, assembly of findings into visual form, delivery to entire faculty and students.
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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 Photography, Visual Art, Digital Art,
and STEM students”.
e) What are the barriers to achieving success in this activity?
The purpose of this project is to break through pre-conceived barriers that art and science are two distinct mind-sets and experiences. Our
goal is to create useful “outside the box” critical thinking for the students by the realization that great scientists are artists and great artists
are scientists.
Activity #2
Consider:
Hire an additional full-time faculty position in the Photography program. Lack of additional full time instructor has prevented the
expansion program into additional lab offerings as well as expansion into new technical applications of professional photography.
a) Describe the new activity or follow-on activity that this resource will support.
Hire an additional full-time faculty position in the Photography program
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)
Hiring 1 additional full time instructor will allow the expansion of the Photography program into new technical applications of
professional photography and offer additional lab offerings as well.
Strategic Priority Goal:
This directly supports Hartnell’s Strategic Priority 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
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improved institutional effectiveness and student learning. This directly supports the tenants of Strategic Priority 5A by addressing
the issue of cohesive program planning, curriculum development, and program learning objectives.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
d) What measureable outcomes are expected from this activity? List indicators of success.
The measurable outcomes will be a greater potential for expanding course offerings and curriculum development.
e) What are the barriers to achieving success in this activity?
The only barriers perceived are those of approval and funding. Other potential staff issues are foreseen, but at this writing, we have not been
able to formulate a solution to this issue. We are working on addressing it.
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B. RESOURCE REQUESTS
If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost,
and that these resources and costs be considered through the College’s integrated planning (governance, budget development,
funding decision making, and resource allocation) processes. A resource is likely to be something needed to support an activity that
you have identified in IIIA above, in which case you must link the resource with a specific activity number (first column below). All
resource requests completed in the various columns of a specific row must be linked to the new or continuing
activity numbered on the first column of that same row. 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.
Activity
No.
1.
2.
3.
4.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
Supplies/
Equipment
(S/E)**
E Studio lighting,
DSLRs and green
S/E Ephemeral
supplies
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$40,000
H/S
$6,000
Maintenance
$5,000
STEMART supplies
(photography)
$500
5.
* Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager.
** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through
the budget rollover process.
*** H for Hardware, S for Software.
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Breakdown for Studio Lighting, DSLRs and green:
- 6 each - Cannon EOS 70 DEF-S with/ 18-135mm lens IS STM kit. at $1,700.00 = $10,200.00
- 2 each - Sony HVR HD 1000V cameras. at 1700 = $3,400.00
- 2 each - Foba studio stand 8' with/ pan tilt Aroba head. at $6,700.00.= $13,400.00
- 6 each - White Lightning X800 studio strobes. at $450 = 2,700.00
- 4 each - Light mounting hardware sets at $155.00 = $620.00
- 2 each - Manfrotto Super Booms with 0008BUstand backs at $650.00 = $1,300.00
- 6 each - Green screen units with background support systems at $450.00 =$ 2,700.00
- 4 each - Green/blue screen programs for iMacs at $100.00 = $400.00.
- 1 each - D&K 12M Commercial Dry Mount Press at $2000.00 = $2,000.00
- 2 each - Kino Flo Diva-Lite 401 fixtures at $1,600.00 = $3,200.00
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APPENDIX A. Strategic Priorities & Goals
(from Hartnell College Strategic Plan 2013-2018)
Priority 1: Student Access
Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong
learning opportunities—with seamless pathways—to all of the college’s present and prospective
constituent individuals and groups.
Priority 2: Student Success
Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning
environment to help students pursue and achieve educational success.
Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning
$environment that addresses and meets the diverse learning needs of students.
Priority 3: Employee
Diversity and Development
Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2)
providing an environment that is safe for and inviting to diverse persons, groups, and
communities; and 3) becoming a model institution of higher education whose respect for
diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage,
curricula, and other reflections of life at the college.
Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to
providing and supporting relevant, substantial professional development opportunities.
Priority 4:
Effective Utilization of Resources
Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of
its human resources.
Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds
maintained and replaced in a planned and scheduled way to support learning, safety, security,
and access.
Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure
that serves the needs of students and employees.
Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets,
managing financial resources, minimizing costs, and engaging in fiscally sound planning for
future maintenance, space, and technology needs.
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Priority 5:
Innovation and Relevance for Programs and Services
Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of
innovation that will lead to improved institutional effectiveness and student learning.
Priority 6: Partnership with
Industry, Business Agencies and Education
Goal 6A: Hartnell College is committed to strengthening and furthering its current
partnerships, in order to secure lasting, mutually beneficial relationships between the college
and the community that the college serves.
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