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
Visual Arts
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
Jerri Nemiro
Title/Position
Instructor: Photography, Art
Instructor: Digital Art, Art
Dean’s Comments (required): The visual arts department does not have a full time faculty and is being ran by FTF from adjacent programs in
Photography and Digital Arts. The two full-time faculty that were originally in charge of the programs are now retired. One position was
predominantly in painting and sculpture and the other in ceramics and art history. This has led to the visual art class instruction being taught
by part-time faculty and is challenging for curriculum development, student learning outcome assessment, program learning outcome
assessment and professional planning. One of the goals of the visual arts department is to replace the retired faculty and this is particularly
relevant as classes fill at healthy levels of 45 students well before semester starts and it is currently difficult to keep up with the demand.
_____Celine Pinet________________ __5-12-15_______
Typed Name of Area Dean
Date
VPAA Comments (required for comprehensive reviews): One of the goals of Academic Affairs is to have full-time faculty in all disciplines.
This is one area that will take priority.
__Lori Kildal_____________________
Typed Name of VPAA
(for ALL academic PPA reports)
_8-4-15________
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
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.
•
•
•
•
•
•
•
•
•
•
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 Visual Arts Program offers an Associate Degree and Certificate in Art and an Associate of Art Transfer Degree in Studio Art
with an emphasis in two-dimensional and three-dimensional art. Art is the study of communicating concepts and ideas visually. The Visual
Arts program educates students in the areas of painting, drawing, design, ceramics, jewelry, art history and art appreciation. This program
requires the students to establish an understanding of visual problem solving through the ability to communicate ideas in a variety of art
mediums.
The study of art involves the understanding and appreciation of various cultural heritages and the development of skills in drawing, painting,
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design, weaving, jewelry and/or ceramics. The faculty of the art discipline are committed to making the arts of the past and present available to
students through historical surveys and studio experience. The heritage of thought and skill, going beyond our immediate time and culture,
will enrich students’ lives, broaden their personal view of the world and their improve their ability to communicate ideas through added
knowledge and greater intercultural understanding.
The majority of these art courses prepare students for higher levels of study at a university.
The Associate in Arts in Studio Arts for Transfer degree provides students with an introductory foundation in art principles and practices while
providing a clearly articulated curricular track for students who wish to transfer to baccalaureate degree programs at a California State
University (CSU) campus.
Positions for which BA graduates in art are qualified include arts administrator, art critic, art dealer, ceramicist, industrial designer, display
designer, designer, gallery director, historian, merchant, sculptor, muralist, or painter.
The Visual 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.
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.
•
•
•
•
•
•
4|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
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.
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:
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Continued on the next page
The Arts council meet on Oct. 6, 2014 to support a resolution on “STEMART” lab.
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
Spring 2013
Fall 2013
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No. of Active Sections
25
18
Full-time Faculty
Adjunct Faculty
5
5
Spring 2015
23
1
Spring 2015 Visual Art sections:
Part-time instructors: Kanow, Murakami, Pagliaro, Sevier, Sullivan, Mai Ryuno
Full-time instructor; Eric Bosler
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5
2. What staffing factors/challenges have influenced the effectiveness of the program?
The visual arts department had two full-time faculty retirements that have not been replaced. One position was predominantly in painting and
sculpture. The other position was predominantly in ceramics and art history. This has led to the majority of visual art class instruction by parttime faculty as indicated above in the table for section B: Instructional Staffing. This becomes a challenge for curriculum development, student
learning outcome assessment, program learning outcome assessment and professional planning. One of the goals of the visual arts department
is to replace the retired faculty and acquire the additional 2 full-time positions back that can instruct in the two dimensional art of painting,
drawing, and design, the three-dimensional art of ceramics and also art history.
C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT
Please complete this section if the program is Career Technical Education
(CTE). Go to subsection D if the program is not CTE.
1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of
achievement data, including degree/certificate completions (awards) and employment statistics.
[Begin response here]
2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that
have occurred over the past two years. What information and/or data were presented that required or
currently require changes to be made to your program?
[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?
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[Begin response here]
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.
9|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 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,
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.
•
•
•
•
•
•
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.
2) Goal 2: Increase instructional staffing in the Visual Arts program by hiring a two full-time instructors to replace retired faculty in
painting, drawing, ceramics and art history.
3) Goal 3: Hire two FWS part time student worker assistants for visual arts department.
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.
5)
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II.
ANNUAL REVIEW
This section must be completed for ALL academic programs, including those scheduled for a
comprehensive review in spring 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
Art 3
Art 12A
Art 1B
Course Name
Drawing
Design
Art History
Does the course have any DE (online or
hybrid) sections?
no
no
no
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses
and answer the following questions.
Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses and
answer the following questions.
Art 3:
It has slightly larger enrollment in the Spring semesters. The enrollment is strong since this is a course class in the art program. As one of the core
classes for the new AA-T in Studio Art, it is anticipated that the enrollment will be consistently .
The success rate of Art 3 varies from 67% to 96%.
Art 3: 96%, Fall 2011; 79%, Spring 2012: 76%, Fall 2012: 74%, Spring 2013: 73%, Fall 2013: 67%, Spring 2014: 74%
Art 3: Fall 2011; 33, Spring 2012: 37, Fall 2012: 35, Spring 2013: 41, Fall 2013: 24, Spring 2014: 27
Art 12A:
It has slightly larger enrollment in the Spring semesters. The enrollment is strong since this is a course class in the art program. As one of the core
classes for the new AA-T in Studio Art, it is anticipated that the enrollment will be consistently full. The design studio (J211) has only 24 design
workstations, however the course is regularly enrolled beyond this number, creating congestion in the class and a shortage of resources. It is only the
skill of the teacher Mr. Kanow that has made this class so successful.
The success rate of Art 12A varies from 52% to 68%.
Art 12A: Fall 2011; 57%, Spring 2012: 57%, Fall 2012: 66%, Spring 2013: 64%, Fall 2013: 52%, Spring 2014: 68%
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Art 12A: Fall 2011; 23, Spring 2012: 35, Fall 2012: 29, Spring 2013: 39, Fall 2013: 29, Spring 2014: 41
Art 1B:
The enrollment is strong since this is a course class in the art program. As one of the core classes for the new AA-T in Studio Art, it is anticipated that
the enrollment will be consistently full.
The success rate of Art 1A varies from 62% to 83%.
Art 1B: Fall 2011; 83%, Spring 2012: 62%, Fall 2012: 74%, Spring 2013: 77%, Fall 2013: 63%, Spring 2014: 73%
Art 1B: Fall 2011; 23, Spring 2012: 26, Fall 2012: 46, Spring 2013: 26, Fall 2013: 49, Spring 2014: 37
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 Visual Art shows the following:
Art 10: Fall 2011; 123, Spring 2012: 91, Fall 2012: 105, Spring 2013: 92, Fall 2013: 114, Spring 2014: 49
Art 100: Spring 2012; 40, Spring 2013; 19, Spring 2014: 22
Art 102: Fall 2011; 24, Fall 2012: 9
Art 103: Fall 2013; 8
Art 12A: Fall 2011; 23, Spring 2012: 35, Fall 2012: 29, Spring 2013: 39, Fall 2013: 29, Spring 2014: 41
Art 13: Spring 2014; 12
Art 150: Spring 2012: 10
Art 15A: Fall 2011; 92, Spring 2012: 84, Fall 2012: 56, Spring 2013: 43, Fall 2013: 70, Spring 2014: 54
Art 15B: Fall 2011; 15, Spring 2012: 21, Fall 2012: 23, Spring 2013: 15, Fall 2013: 17, Spring 2014: 33
Art 1A: Fall 2011; 50, Spring 2012: 85, Fall 2012: 48, Spring 2013: 68, Fall 2013: 49, Spring 2014: 42
Art 1B: Fall 2011; 23, Spring 2012: 26, Fall 2012: 46, Spring 2013: 26, Fall 2013: 49, Spring 2014: 37
Art 219: Spring 2012: 6
Art 3: Fall 2011; 33, Spring 2012: 37, Fall 2012: 35, Spring 2013: 41, Fall 2013: 24, Spring 2014: 27
Art 41A: Fall 2011; 22, Spring 2012: 22
Art 41B: Fall 2011; 1, Spring 2012: 3
Art 45: Fall 2011; 4
Art 46: Fall 2011; 5, Spring 2012: 11
Art 6A: Spring 2012: 17, Spring 2013: 17, Fall 2013: 11, Spring 2014: 12
Art 6B: Spring 2012: 10, Spring 2013: 6, Fall 2013: 7, Spring 2014: 3
Over the three-year period of 2011-12, 2012-13 and 2013-14, Art enrollment data peaked in the Spring semester 2012. The art program
enrollments were adversely effected by courses being removed from the proposed schedule. With additional classes and sections have
been added back and enrollments are picking up for Spring 2015.
SUCCESS
3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make
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of these patterns or anomalies? What actions should be taken to ensure continuous improvement?
Success data of Visual Art shows the following:
Art 10: Fall 2011; 66%, Spring 2012: 62%, Fall 2012: 85%, Spring 2013: 76%, Fall 2013: 72%, Spring 2014: 78%
Art 100: Spring 2012; 98%, Spring 2013; 79%, Spring 2014: 64%
Art 102: Fall 2011; 83%, Fall 2012: 67%
Art 103: Fall 2013; 88%
Art 12A: Fall 2011; 57%, Spring 2012: 57%, Fall 2012: 66%, Spring 2013: 64%, Fall 2013: 52%, Spring 2014: 68%
Art 13: Spring 2014; 83%
Art 150: Spring 2012: 90%
Art 15A: 81%, Fall 2011; 82%, Spring 2012: 76%, Fall 2012: 89%, Spring 2013: 72%, Fall 2013: 86%, Spring 2014: 81%
Art 15B: 78%, Fall 2011; 93%, Spring 2012: 100%, Fall 2012: 91%, Spring 2013: 80%, Fall 2013: 76%, Spring 2014: 88%
Art 1A: 72%, Fall 2011; 70%, Spring 2012: 66%, Fall 2012: 81%, Spring 2013: 60%, Fall 2013: 73%, Spring 2014: 90%
Art 1B: Fall 2011; 83%, Spring 2012: 62%, Fall 2012: 74%, Spring 2013: 77%, Fall 2013: 63%, Spring 2014: 73%
Art 219: Spring 2012: 50%
Art 3: 96%, Fall 2011; 79%, Spring 2012: 76%, Fall 2012: 74%, Spring 2013: 73%, Fall 2013: 67%, Spring 2014: 74%
Art 41A: Fall 2011; 86%, Spring 2012: 77%
Art 41B: Fall 2011; 0%, Spring 2012: 67%
Art 45: Fall 2011; 75%
Art 46: Fall 2011; 80%, Spring 2012: 55%
Art 6A: Spring 2011: 92%, Spring 2012: 65%, Spring 2013: 94%, Fall 2013: 64%, Spring 2014: 58%
Art 6B: Spring 2011: 90%, Spring 2012: 90%, Spring 2013: 67%, Fall 2013: 57%, Spring 2014: 0%
Over the three-year period of 2011-12, 2012-13 and 2013-14, the average overall college success rate varied from a low 67% of and a
high of 71%.
Over the three-year period of 2011-12, 2012-13 and 2013-14, the ART success rate varied from a low 71% of and a high of 79%. Art
success rates are considerably higher than the overall general college success rate.
DEGREES AND CERTIFICATES
4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of
achievement data, such as degree and certificate completions/awards.
AA degree Art -1002:
2011-12: 1
2012-13: 6
2013-14: 5
The amount of students completing an Associate Art degree in ART in 2012-13 was more than double from the original number
of 2011-12. In 2013-14, the amount is still at more than double from the original number of 2011-12.
The art faculty has also worked very hard in the past two years to complete the first AA-T in Studio Art.
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B. TEACHING MODALITY
1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the
number of full-time and adjunct faculty.
Term
No. of DE/Online
Sections
No of Hybrid
Sections
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?
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.
Not applicable, no distant education online classes currently.
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?
Not applicable, no distant education online classes currently.
5. Describe the process to change and improve student retention in DE courses/sections in your program.
Not applicable, no distant education online classes currently.
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6. Describe 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
Art 12A, 100,
Art 101, 102,103
Art 13, Art 1B
Faculty member(s) responsible for (a) Was the course reviewed
coordinating
and (b) taken through the
curriculum process?
Bosler/Nemiro
Bosler/Nemiro
Bosler/Nemiro
Courses scheduled for review during AY
2014-15
Art 1A
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Yes
Yes
Yes
Faculty member(s) responsible for
coordinating
Bosler/Nemiro
Date of approval (or anticipated
approval) by Curriculum
Committee
9/18/2014
10/4/2014
3/27/2014
Target semester and year—Fa 2015 or Sp
2016
Spring 2016
D. OUTCOMES
Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level
program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that
particular course, it also provides the data that will be viewed collectively for assessment of the associated program level
outcomes.
PROGRAM LEVEL OUTCOMES
1. Please complete the following tables.
List Program level outcome(s) scheduled for
assessment as previously specified
PLO 2
PLO 3
What changes have occurred in the
program/discipline as a result of dialogue?
More weekend homework assignments for 2D design Yes_ 1/15/2015
More weekend homework assignments for 2D design Yes_ 1/15/2015
dd
i has
i consistent
h
iFriday
Fall
2014,i theifull timeiart faculty
f
i
f
List Program level outcome(s) scheduled for assessment in AY 15-16
All PLO’s have been assessed
Will concentrate on core competencies next
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Was the Program Outcome
Assessment Summary completed?
SLO PLO
d PPA di 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?
Visual Arts PLO #2:
Structure visual information to produce images or objects of intermediate level aesthetic quality. In order to assess this program outcome, we
focused on the ability of the students in the Art 3, Art 6A, Art 6B, Art 12A, Art 103 and Art 15B courses. In particular the case study involved a
portfolio of final projects from each of the courses above. We utilized the portfolios to assess student technical proficiency in both twodimensional and three-dimensional art works.
Art 3: Drawing
Assessment criteria:
Three portfolios in different medium (500 points).
These are reviewed with a rubric of harmony, balance, value, composition and technique -- each category is assessed 20%. There are also 15 weekend
projects (25 points each) with a final assessment of a large-scale multi-media capstone composition.
16 students participated.
Art 12A: Design
Artistic expressions of various design elements of two-dimensional art. A series of 14 projects based on a point system using a rubric, with a final capstone
project of designing a collage and replicating it in gouache. The initial projects are worth smaller number of points to the culmination of the semester
with the capstone project (2000 points).
Art 6A and Art 6B: Painting
Design/composition, color choices, use of materials, painting skill, and knowledge gained technique
Art 103: Ceramics
Identify, differentiate between typical Pre-Columbian Mesoamerican and Peruvian
Ceramic vessels, sculptural forms; proposals, sketches, research, tools.
The assessment was based on the results of an assesmment project that incoporated the followoing: Forming a Zoomorphic Effigy Vessel Based on a PreColumbian Culture.
Analyze, Craftsmanship, Self Evaluation and Process.
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Art 15 A and 15B: Ceramics
Students will be able to create works of art in clay to express their ideas using construction and forming techniques, appropriate clay and glaze materials,
and safe ceramic studio practices.
The assessment was based on the results of an assessment project that incorporated the following: Forming a Contoured Vessel Using the Coiling
Technique
Analyze, Craftsmanship, Self Evaluation and Process.
What we found:
Art 3: Drawing
16 students participated.
2 of the 16 students assessed (12%) successfully completed > 95%
4 of the 16 students assessed (25%) successfully completed > 85%
8 of the 16 students assessed (75%) successfully completed > 75%
2 of the 16 students assessed (12%) successfully completed > 65%
14 of the 16 students assessed at > than 75%. In reviewing the 15 weekend assignments, points allocated should be higher, or the assessment of 75% should
be raised.
Art 12A: Design
The initial projects are worth smaller number of points to the culmination of the semester with the capstone project (2000 points). The process is based on
a rubric of design (20%), harmony (20%), balance (20%), rhythm (20%), and concept (20%) 19 students participated with :
5 of 19 students assessed (26%) successfully completed > 90%
5 of 19 students assessed (26%) successfully completed > 80%
7 of 19 students assessed (37%) successfully completed > 70%
2 of 19 students assessed (11%) successfully completed < 69%
Those students who did not achieve the SLO goal, but had the ability to do so, started to have difficulty with assignment #4, which introduces gouache.
Continued on the next page
Art 6A: Painting
A slight deficiency in paint handling techniques became apparent.
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Art 6B: Painting
Early semester work indicated a more rapid development of skills and critical thinking. Weekend assignments were given during this portion of the term,
and may be a significant factor in the results observed.
Art 103: Ceramics
Despite equipment shortcomings, students responded to the challenges of the assignments well. Students ability to connect with a culture of the distant
past, analyze, interpret, and produce art works from this perspective was remarkable.
Case study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-1 of 2 students assessed (
50%) successfully scored 17/20 points.
-1 of 2 students assessed (50%) successfully scored 15/20 points.
Case study 2:
2 of 6 students assessed (32%) successfully scored 19/20 points.
20 | P a g e
1 of 6 students assessed (16%) successfully scored 18/20 points.
We achieved higher than the minimum expectation of 70%. The actual results were 100% met the minimum expectation. Based on the data; there were 4
items in the rubric:
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
1 of 6 students assessed (16%) successfully scored 17/20 points.
1 of 6 students assessed (16%) successfully scored 16/20 points.
1 of 6 students assessed (16%) successfully scored 15/20 points.
Art 15A and 15B: Ceramics
Art 15A:
Students successfully executed their projects, however, they were hindered by old, malfunctioning studio equipment and outdated, missing, or broken
tools.
Art 15B:
While student project results were generally good, some students had time management problems; whole others did not use correct terminology.
Case Study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-3 out of 8 students assessed (38%) scored 20/20 points.
-2 out of 8 students assessed (25%) scored 19/20 points.
-2 out of 8 students assessed (25%) scored 18/20 points.
-1 out of 8 students assessed (12%) scored 17/20 points
Case Study 2:
7 of 24 students assessed (28%) successfully scored 20/20 points.
5 of 24 students assessed (20%) successfully scored 19/20 points.
4 of 24 students assessed (16%) successfully scored 18/20 points.
3 of 24 students assessed (12 %) successfully scored 17/20 points.
3 of 24 students assessed (12%) successfully scored 16/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum expectation. Based on the data; there were 4
items in the rubric:
Analyze, Craftsmanship, Self Evaluation, and Process.
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
What our next steps are:
21 | P a g e
Art 3: Drawing
Emphasize more weekend assignments, in order for students to develop technical and compositional skill at higher rate. Weekend assignments could be
further investigated, with more time in designing and enhancing technical skills. Utilize self-critique as well as peer analysis (group discussions)
Art 12A: Design
The challenging use of this unfamiliar medium (gouache) can be addressed by spending more time on primary instruction and practice.
Art 6A and Art 6B: Painting
Further development of weekend projects will be tried to help analyze the actual influence this type of assignment has on student outcomes.
Additional emphasis on this process through an additional painting project focused on the paint management process itself.
Art 103: Ceramics
Create new assignments that will further connect our students to this and other cultures of the period.
Art 15A and Art 15B: Ceramics
Art 15A:
Press for capital outlay in this area to provide proper equipment to enhance student learning.
Art 15B:
We will press for the acquisition of new equipment to facilitate more effective student workflow. Additional emphasis on ceramic terminology will be
applied.
Visual Arts PLO #3:
Interpret and produce art works that communicate intellectually and emotionally. In order to assess this program outcome, we focused on
the ability of the students in the Art 1A and Art 1B art history courses.
What we looked at:
We looked at PLO #3: Interpret and produce art works that communicate intellectually and emotionally. In order to assess this program
outcome, we focused on the ability of the students in the Art 3, Art 6A, Art 6B, Art 12A, Art 103 and Art 15B courses. In particular the case
study involved a portfolio of final projects from each of the courses above. We utilized the portfolios to assess student technical proficiency in
both two-dimensional and three-dimensional art works.
Art 3: Drawing
Assessment criteria:
22 | P a g e
Three portfolios in different medium (500 points).
These are reviewed with a rubric of harmony, balance, value, composition and technique -- each category is assessed 20%. There are also 15 weekend
projects (25 points each) with a final assessment of a large-scale multi-media capstone composition.
16 students participated.
Art 12A: Design
Artistic expressions of various design elements of two-dimensional art. A series of 14 projects based on a point system using a rubric, with a final capstone
project of designing a collage and replicating it in gouache. The initial projects are worth smaller number of points to the culmination of the semester
with the capstone project (2000 points).
Art 6A and Art 6B: Painting
Design/composition, color choices, use of materials, painting skill, and knowledge gained technique
Art 103: Ceramics
Identify, differentiate between typical Pre-Columbian Mesoamerican and Peruvian
Ceramic vessels, sculptural forms; proposals, sketches, research, tools.
The assessment was based on the results of an assesmment project that incoporated the followoing: Forming a Zoomorphic Effigy Vessel Based on a PreColumbian Culture.
Analyze, Craftsmanship, Self Evaluation and Process.
Art 15 A and 15B: Ceramics
Students will be able to create works of art in clay to express their ideas using construction and forming techniques, appropriate clay and glaze materials,
and safe ceramic studio practices.
The assessment was based on the results of an assessment project that incorporated the following: Forming a Contoured Vessel Using the Coiling
Technique
Analyze, Craftsmanship, Self Evaluation and Process.
What we found:
Art 3: Drawing
16 students participated.
2 of the 16 students assessed (12%) successfully completed > 95%
4 of the 16 students assessed (25%) successfully completed > 85%
8 of the 16 students assessed (75%) successfully completed > 75%
2 of the 16 students assessed (12%) successfully completed > 65%
14 of the 16 students assessed at > than 75%. In reviewing the 15 weekend assignments, points allocated should be higher, or the assessment of 75% should
be raised.
Art 12A: Design
The initial projects are worth smaller number of points to the culmination of the semester with the capstone project (2000 points). The process is based on
23 | P a g e
a rubric of design (20%), harmony (20%), balance (20%), rhythm (20%), and concept (20%) 19 students participated with :
5 of 19 students assessed (26%) successfully completed > 90%
5 of 19 students assessed (26%) successfully completed > 80%
7 of 19 students assessed (37%) successfully completed > 70%
2 of 19 students assessed (11%) successfully completed < 69%
Those students who did not achieve the SLO goal, but had the ability to do so, started to have difficulty with assignment #4, which introduces gouache.
Art 6A: Painting
A slight deficiency in paint handling techniques became apparent.
Art 6B: Painting
Early semester work indicated a more rapid development of skills and critical thinking. Weekend assignments were given during this portion of the term,
and may be a significant factor in the results observed.
Art 103: Ceramics
24 | P a g e
Despite equipment shortcomings, students responded to the challenges of the assignments well. Students ability to connect with a culture of the distant
past, analyze, interpret, and produce art works from this perspective was remarkable.
Case study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-1 of 2 students assessed (50%) successfully scored 17/20 points.
-1 of 2 students assessed (50%) successfully scored 15/20 points.
Case study 2:
2 of 6 students assessed (32%) successfully scored 19/20 points.
1 of 6 students assessed (16%) successfully scored 18/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum expectation. Based on the data; there were 4
items in the rubric:
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
1 of 6 students assessed (16%) successfully scored 17/20 points.
1 of 6 students assessed (16%) successfully scored 16/20 points.
1 of 6 students assessed (16%) successfully scored 15/20 points.
Art 15A and 15B: Ceramics
Art 15A:
Students successfully executed their projects, however, they were hindered by old, malfunctioning studio equipment and outdated, missing, or broken
tools.
Art 15B:
While student project results were generally good, some students had time management problems; whole others did not use correct terminology.
Case Study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-3 out of 8 students assessed (38%) scored 20/20 points.
-2 out of 8 students assessed (25%) scored 19/20 points.
-2 out of 8 students assessed (25%) scored 18/20 points.
-1 out of 8 students assessed (12%) scored 17/20 points
Case Study 2:
7 of 24 students assessed (28%) successfully scored 20/20 points.
5 of 24 students assessed (20%) successfully scored 19/20 points.
4 of 24 students assessed (16%) successfully scored 18/20 points.
3 of 24 students assessed (12 %) successfully scored 17/20 points.
3 of 24 students assessed (12%) successfully scored 16/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum expectation. Based on the data; there were 4
25 | P a g e
items in the rubric:
Analyze, Craftsmanship, Self Evaluation, and Process.
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
What our next steps are:
Art 3: Drawing
Emphasize more weekend assignments, in order for students to develop technical and compositional skill at higher rate. Weekend assignments could be
further investigated, with more time in designing and enhancing technical skills. Utilize self-critique as well as peer analysis (group discussions)
Art 12A: Design
The challenging use of this unfamiliar medium (gouache) can be addressed by spending more time on primary instruction and practice.
Art 6A and Art 6B: Painting
Further development of weekend projects will be tried to help analyze the actual influence this type of assignment has on student outcomes.
Additional emphasis on this process through an additional painting project focused on the paint management process itself.
Art 103: Ceramics
Create new assignments that will further connect our students to this and other cultures of the period.
Art 15A and Art 15B: Ceramics
Art 15A:
Press for capital outlay in this area to provide proper equipment to enhance student learning.
Art 15B:
We will press for the acquisition of new equipment to facilitate more effective student workflow. Additional emphasis on ceramic terminology will be
applied.
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?
26 | P a g e
We are at the stage of SLO and PLO assessment.
Concentration has been on completing the PLO assessment for all the PLO’s. We will begin core competency assessment next.
COURSE LEVEL STUDENT LEARNING OUTCOMES
4. Please complete the following tables.
List courses scheduled for SLO assessment as
previously specified
Art 15A, Art 15B, Art 102
Art 13
List courses scheduled for SLO assessment in
AY 2015-16
Art 1A, Art 1B, Art 10, Art 3, Art 12A
Art 6A, Art 6B, Art 15A, Art 15B, Art 103
Art 3, Art 15A, Art 15B, Art 101, Art 13
Art 15A, Art 15B, Art 102, Art 12A
In what term was the course
assessed?
Fall 2014
Fall 2014
Was the Course Assessment
Summary Report completed?
Yes
Yes
Faculty member(s) responsible
for coordinating
(Pt faculty)
(Pt faculty)
Bosler &(Pt faculty)
(Pt faculty)
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.
Fall 2014 assessments
Art 103: Ceramics
The goal of 70% of students achieve a C or better based on 20 points possible.
Development: Identify and demonstrate an understanding of studio techniques and working methods of Pre-Columbian ceramic traditions. Research;
proposals; sketches; tools; museum and gallery visitations; Internet; suggested reading.
EXCELLENT: 5 points
Research preparation; identify and demonstrates an understanding of studio techniques and working methods related to Pre-Columbian ceramic traditions.
Studies variations of vessel forms, sculpture, glazes and surface decorations.
GOOD: 4 points.
Demonstrates an understanding of studio techniques, tools, and working methods of Japanese traditional folk ceramics.
SATISFACTORY: 3 points
Demonstrates an understanding of subject matter but needs more focus on forming methods.
NEEDS IMPROVEMENT: 2 points.
27 | P a g e
Attempts project without researching the project.
Content: subject matter, personal interpretation of form, exploration of theme, originality.
EXCELLENT: 5 points
Work is visually intriguing, creative and shows a large amount of original thought based on research of subject, culture, history. Form, subject and surface
are well conceived and substantiated with sophisticated design skills and consistent craftsmanship.
GOOD: 4 points
Expresses individual style and attempts to give character to most work but content is not supported by design and craftsmanship.
SATISFACTORY: 3 points
There is little evidence of original thinking; uses other people’s ideas (giving them credit). Content is unclear; details are not resolved.
NEEDS IMPROVEMENT: 2 points
Uses other people’s ideas but does not give them credit. Majority of work appears inconsistent, uninspired and limited in details.
Assembly: Applies studio knowledge of materials, tools, and techniques in Pre-Columbian ceramic traditions.
EXCELLENT: 5 points
Demonstrates the ability to apply concepts acquired through experience, research, and knowledge of ceramic forming techniques from Pre-Columbian
ceramic traditions.
GOOD: 4 points
Ability to apply concepts from research and instructions but lacks the skill to consistently control mass, volume and surface applications.
SATISFACTORY: 3 points
Concepts from instruction and research are minimally evident in work; more effort needed.
NEEDS IMPROVEMENT: 2 points
Concepts are nor understood. No research; minimum effort and seldom on task.
Identify: Differentiate between major forming styles of Pre-Columbian ceramic techniques in terms of surface decorations and glazes, forming techniques,
historical periods.
EXCELLENT: 5 points
Work displays large amount of understanding related to concepts of vessel and sculpture forming methods to the culture of Pre-Columbian ceramics;
completes projects in a timely manner.
GOOD: 4 points
Expresses good understanding of concepts but intent is not supported by design or craftsmanship.
SATISFACTORY: 3 points
Expresses some understanding of concepts; needs more research on subject.
NEEDS IMPROVEMENT:
Majority of works appear uninspired and limited.
28 | P a g e
Continue to the next page
Art 103 Pre-Columbian Ceramic Traditions
Project to be evaluated: Pre-Columbian Form and Surface
Reviewer: Pam Murakami
Assessment results based on rubric:
Student Analyze Construction
Self-evaluation
Compare and Contrast Total
1
4
5
5
4
18
2
5
5
5
5
20
3
5
5
5
5
20
4
4
5
5
4
18
5
5
5
5
5
20
6
5
5
5
5
20
7
4
4
5
4
17
8
4
4
5
4
17
9
5
5
5
5
20
10
5
5
5
5
20
11
4
4
4
4
16
12
4
5
5
5
19
13
5
5
5
5
20
14
5
5
5
4
19
15
4
5
4
3
16
16
5
5
5
5
20
17
3
4
4
3
14
18
3
4
4
3
14
19
5
5
5
5
20
20
5
5
5
4
19
89
95
96
87
367
Assessment results:
9 of 20 students assessed (45%) scored 20/20 points.
3 of 20 students assessed (15 %) scored 19/20 points.
2 of 20 students assessed (10 %) scored 18/20 points.
2 of 20 students assessed (10 %) scored 17/20 points.
2 of 20 students assessed (10 %) scored 16/20 points.
2 of 20 students assessed (10%) scored 14/20 points.
Did the results meet the minimum expectation of your achievement standard?
Yes.
29 | P a g e
1. Quality of student works are dependent on functioning equipment. Outdated and broken kiln shelves are unsafe and must be replaced with safer,
lighter Advancer kiln shelves.
2. A slab roller that works properly would improve student/project efficiency. Replacement spacer boards and canvas are needed.
3. Out modeled and broken kick wheels should be replaced with Shimpo Whisper pottery wheels.
4. Replace canvas on work tables (canvas is torn).
5. Replace old gas kiln with a new one. Present kiln is less safe, and efficient due to age and cracks within the kiln walls.
1. The safety and success of our ceramic students depend on good, safer ceramic equipment, such as removing broken and/or out modeled kiln shelves,
potter’s wheels.
2. It is important to replace the old gas kiln which is now less efficient due to age, interior cracking and constant use.
3. We need a full time ceramic lab assistant to accomplish the necessary work (mixing glazes and clay; loading and unloading kilns; firing).
The students were able to learn and use more ceramic terms (language) by keeping a ceramic log book for notes and sketches.
Based on the assessment results, what changes are planned to improve student learning? When will they be implemented? Please check any appropriate
boxes and provide a useful description.
Conduct further assessment related to the issue and outcome
Use new or revised teaching methods (i.e., more use of group work, new lecture, etc.)
Develop new methods of evaluating student work
X Plan purchase of new equipment or supplies needed for modified student activities
1. Replace out modeled or broken ceramic equipment to maintain studio safety and student efficiency: A) replace kiln shelves with Advancer kiln
shelves B) replace old gas kiln C) replace out modeled kick wheels with Shimpo Whisper pottery wheels D) replace torn canvas on work tables
AND slab roller.
X Make changes in staffing plans (i.e., modified job descriptions, requests for new positions, etc.)
1. A full time ceramic lab assistant is required. If not, the job could use 2 part time ceramic assistants.
Pam Murakami and Sylvia Rios
Art 15 A Ceramics
The goal of 70% of students achieve a C or better based on 20 points possible.
Rubric Used to Assess Assignment (20 points possible):
Analyze: Combination of personal expression and research; explores form, surface decoration and surface design.
EXCELLENT: 5 points
Learner demonstrates the ability to follow directions to develop design concepts; differentiate types of clay bodies and analyze their physical properties
GOOD: 4 points.
Decorative techniques are clear and effective with some flaws.
SATISFACTORY: 3 points
Design concepts taught are minimally evident in work; more effort needed.
NEEDS IMPROVEMENT: 2 points.
Weak understanding of design concepts taught, minimum effort and seldom on task.
Craftsmanship: Understands steps in forming and firing of ceramic objects and applies appropriate construction processes to create art work;
emphasizes quality in the preparation, application and finish.
30 | P a g e
EXCELLENT: 5 points
Learner exhibits a high level of technical quality in all forms.
GOOD: 4 points
Demonstrates a consistent level of detail that is evident in well integrated surfaces on individual works, however, some details need more thought or show
some error in the process used.
SATISFACTORY: 3 points
Emphasizes technical craftsmanship in most forms but still needs to exercise control in smoothing edges, blending or glazing.
NEEDS IMPROVEMENT: 2 points
Focuses little attention to edges, interiors, bases; poor glazing techniques, i.e., not cleaning the glaze properly from the base of forms that lead to shelf
damage during a firing.
Self Evaluation: Critique art works by historical and contemporary ceramics artists. Self evaluation in the form of oral presentation of completed projects;
learner can identify at least one “invisible” quality experienced about themselves through the art process that will be helpful to them in life.
EXCELLENT: 5 points
Uses multiple criteria to articulate about the artwork such as composition, expression, creativity, design, communication of ideas, and proper use of ceramic
studio terms and language.
GOOD: 4 points
Uses 1-2 criteria to judge artwork, and utilizes ceramic studio terms and language.
SATISFACTORY: 3 points
Tries to use aesthetic criteria to judge artwork but does not apply criteria accurately.
NEEDS IMPROVEMENT: 2 points
Evaluates work as good or bad based on personal taste.
Process: analyze and apply the steps used in forming and firing of ceramic objects.
EXCELLENT: 5 points
Learner demonstrates the ability to follow directions to develop concepts taught in areas of hand-building, wheel throwing or sculpture.
GOOD: 4 points
Uses concepts and can follow directions; safe use of tools are evident but lacks skill to consistently control the mass, volume and surface decorations.
SATISFACTORY: 3 points
Concepts taught are minimally evident in work; more effort needed.
NEEDS IMPROVEMENT:
Weak understanding of concepts taught; minimum effort and seldom on task.
Art 15A: Ceramics
Project to be evaluated: Olla/Coiling Project
Reviewer: Pam Murakami
Continued on the next page
Assessment results based on rubric:
31 | P a g e
Student
Analyze
Craftsmanship
Self Evaluation
1
3
3
3
2
5
5
5
5
3
5
5
5
5
4
3
4
4
4
5
3
3
3
3
6
5
5
5
5
7
3
3
3
3
8
4
4
4
4
9
1
1
1
1
10
5
5
5
5
11
3
3
3
4
12
4
5
5
5
13
5
5
5
5
14
3
3
3
3
15
3
3
3
3
16
5
5
5
5
17
3
3
3
3
18
5
4
5
4
19
3
4
4
4
20
5
5
4
4
21
3
3
5
5
22
5
5
5
5
23
5
3
4
4
24
5
4
5
5
25
5
4
4
4
26
4
4
4
4
103
101
105
106
Process
Total
4
13
20
20
15
12
20
12
16
4
20
13
19
20
12
12
20
12
18
15
18
16
20
16
19
17
16
415
Assessment results:
7 of 26 students assessed (26.9 %) scored 20/20 points.
2 of 26 students assessed (7.7 %) scored 19/20 points.
2 of 26 students assessed (7.7 %) scored 18/20 points.
1 of 26 students assessed (3.8 %) scored 17/20 points.
4 of 26 students assessed (15.4 %) scored 16/20 points.
2 of 26 students assessed (7.7 %) scored 15/20 points.
2 of 26 students assessed (7.7%) scored 13/20 points.
5 of 26 students assessed (19.3%) scored 12/20 points.
1 of 26 students assessed (3.8%) scored 4/20 points.
Did the results meet the minimum expectation of your achievement standard?
Yes. 99% achieved a grade of C or better.
32 | P a g e
1. Quality of student works are dependent on functioning equipment. Outdated and broken kiln shelves need to be replaced with safer, lighter Advancer
kiln shelves.
2. A slab roller that works properly would improve student/project efficiency. Needy of replacement spacer boards and canvas.
3. Broken and out modeled kick wheels should be replaced with Shimpo Whisper pottery wheels.
4. Replace torn canvas on student work tables.
5. Replace old gas kiln with a new one. Present kiln is less efficient and safe due to age and, cracks within the kiln walls.
Describe how the results from the assessment were useful and meaningful in determining if student learning was achieved? If not useful, describe how
the assessment/outcome will be revised.
1.The safety and success of our ceramic students depend on good, safe ceramic equipment, such as kilns and proper shelves to complete their projects.
2. We also need a full time ceramic lab assistant to accomplish all the necessary work (mixing glazes and clay; loading/unloading kilns; firing).
The students were able to learn and use more ceramic terms (language) by keeping a ceramic log book for notes and sketches.
Based on the assessment results, what changes are planned to improve student learning? When will they be implemented? Please check any appropriate
boxes and provide a useful description.
Conduct further assessment related to the issue and outcome
Use new or revised teaching methods (i.e., more use of group work, new lecture, etc.)
Develop new methods of evaluating student work
X Plan purchase of new equipment or supplies needed for modified student activities
1. Replace broken and out dated kiln shelves with lighter, safer Advancer Kiln shelves.
2. Replace broken kick wheels with Shimpo Whisper electric pottery wheels.
3. Replace gas kiln.
X Make changes in staffing plans (i.e., modified job descriptions, requests for new positions, etc.)
1. A full time ceramic lab assistant is needed to mix glazes and clay; load and unload kilns; fire kilns. If a full time ceramic lab assistant is not
possible, 2 part time lab assistants should be hired.
Pam Murakami and Sylvia Rios
Art 15B: Ceramics
The goal of 70% of students achieve a C or better based on 20 points possible.
Rubric Used to Assess Assignment (20 points possible):
Analyze: Combination of personal expression and research; explores form, surface decoration and surface design.
EXCELLENT: 5 points
Learner demonstrates the ability to follow directions to develop design concepts; differentiate types of clay bodies and analyze their physical properties
GOOD: 4 points.
Decorative techniques are clear and effective with some flaws.
SATISFACTORY: 3 points
Design concepts taught are minimally evident in work; more effort needed.
33 | P a g e
NEEDS IMPROVEMENT: 2 points.
Weak understanding of design concepts taught, minimum effort and seldom on task.
Craftsmanship: Understands steps in forming and firing of ceramic objects and applies appropriate construction processes to create art work;
emphasizes quality in the preparation, application and finish.
EXCELLENT: 5 points
Learner exhibits a high level of technical quality in all forms.
GOOD: 4 points
Demonstrates a consistent level of detail that is evident in well integrated surfaces on individual works, however, some details need more thought or show
some error in the process used.
SATISFACTORY: 3 points
Emphasizes technical craftsmanship in most forms but still needs to exercise control in smoothing edges, blending or glazing.
NEEDS IMPROVEMENT: 2 points
Focuses little attention to edges, interiors, bases; poor glazing techniques, i.e., not cleaning the glaze properly from the base of forms that lead to shelf
damage during a firing.
Self Evaluation: Critique art works by historical and contemporary ceramics artists. Self evaluation in the form of oral presentation of completed projects;
learner can identify at least one “invisible” quality experienced about themselves through the art process that will be helpful to them in life.
EXCELLENT: 5 points
Uses multiple criteria to articulate about the artwork such as composition, expression, creativity, design, communication of ideas, and proper use of ceramic
studio terms and language.
GOOD: 4 points
Uses 1-2 criteria to judge artwork, and utilizes ceramic studio terms and language.
SATISFACTORY: 3 points
Tries to use aesthetic criteria to judge artwork but does not apply criteria accurately.
NEEDS IMPROVEMENT: 2 points
Evaluates work as good or bad based on personal taste.
Process: analyze and apply the steps used in forming and firing of ceramic objects.
EXCELLENT: 5 points
Learner demonstrates the ability to follow directions to develop concepts taught in areas of hand-building, wheel throwing or sculpture.
GOOD: 4 points
Uses concepts and can follow directions; safe use of tools are evident but lacks skill to consistently control the mass, volume and surface decorations.
SATISFACTORY: 3 points
Concepts taught are minimally evident in work; more effort needed.
NEEDS IMPROVEMENT:
Weak understanding of concepts taught; minimum effort and seldom on task.
Art 15B: Ceramics
Project to be evaluated: Functional Table Ware
Reviewer: Pam Murakami
Continued on the next page
34 | P a g e
Assessment results based on rubric:
Student
1
2
3
4
5
6
7
8
Analyze Construction
Self-evaluation
Compare and Contrast Total
5
5
5
5
20
5
5
4
4
18
3
3
3
3
12
5
5
3
3
16
3
3
5
4
15
4
5
3
4
16
3
3
3
3
12
5
5
3
3
16
33
34
29
29
125
Assessment results:
1 of 8 students assessed (12.5%) scored 20/20 points.
1 of 8 students assessed (12.5%) scored 18/20 points.
3 of 8 students assessed (37.5%) scored 16/20 points.
1 of 8 students assessed (12.5%) scored 15/20 points.
2 of 8 students assessed (25.5%) scored 12/20 points
Did the results meet the minimum expectation of your achievement standard?
Yes.
1. Quality of student works are dependent on functioning equipment. Outdated and broken kiln shelves are unsafe and need to be replaced with safer,
lighter Advancer kiln shelves.
2. A slab roller that works properly would improve student/project efficiency. Replacement spacer boards and canvas are needed.
3. Out modeled and broken kick wheels should be replaced with Shimpo Whisper pottery wheels.
4. Replace canvas on work tables (canvas is torn).
5. Replace old gas kiln with a new one. Present kiln is less safe, and efficient due to age and cracks within the kiln walls.
1. The safety and success of our ceramic students depend on good, safer ceramic equipment, such as removing broken and/or out modeled kiln shelves,
potter’s wheels.
2. It is important to replace the old gas kiln which is now less efficient due to age, interior cracking and constant use.
3. We need a full time ceramic lab assistant to accomplish the necessary work (mixing glazes and clay; loading and unloading kilns; firing).
The students were able to learn and use more ceramic terms (language) by keeping a ceramic log book for notes and sketches.
Based on the assessment results, what changes are planned to improve student learning? When will they be implemented? Please check any appropriate
boxes and provide a useful description.
Conduct further assessment related to the issue and outcome
Use new or revised teaching methods (i.e., more use of group work, new lecture, etc.)
Develop new methods of evaluating student work
X Plan purchase of new equipment or supplies needed for modified student activities
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1. Replace out modeled or broken ceramic equipment to maintain studio safety and student efficiency: A) replace kiln shelves with Advancer kiln
shelves B) replace old gas kiln C) replace out modeled kick wheels with Shimpo Whisper pottery wheels D) replace torn canvas on work tables
AND slab roller.
1. A full time ceramic lab assistant is required. If not, the job could use 2 part time ceramic assistants.
Pam Murakam and Sylvia Rios
Spring 2014 assessments
Art 103: Ceramics
Identify, differentiate between typical Pre-Columbian Mesoamerican and Peruvian
Ceramic vessels, sculptural forms; proposals, sketches, research, tools.
The assessment was based on the results of an assesmment project that incoporated the followoing: Forming a Zoomorphic Effigy Vessel Based on a PreColumbian Culture.
Analyze, Craftsmanship, Self Evaluation and Process.
Despite equipment shortcomings, students responded to the challenges of the assignments well. Students ability to connect with a culture of the distant past,
analyze, interpret, and produce art works from this perspective was remarkable.
Case study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-1 of 2 students assessed (50%) successfully scored 17/20 points.
-1 of 2 students assessed (50%) successfully scored 15/20 points.
Case study 2:
2 of 6 students assessed (32%) successfully scored 19/20 points.
1 of 6 students assessed (16%) successfully scored 18/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum expectation. Based on the data; there were 4
items in the rubric:
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
1 of 6 students assessed (16%) successfully scored 17/20 points.
1 of 6 students assessed (16%) successfully scored 16/20 points.
1 of 6 students assessed (16%) successfully scored 15/20 points.
Review, discussion and analysis captured this assessment:
Create new assignments that will further connect our students to this and other cultures of the period.
Art 15 A and 15B: Ceramics
Students will be able to create works of art in clay to express their ideas using construction and forming techniques, appropriate clay and glaze materials, and
safe ceramic studio practices.
The assessment was based on the results of an assessment project that incorporated the following: Forming a Contoured Vessel Using the Coiling Technique
Analyze, Craftsmanship, Self Evaluation and Process.
Art 15A:
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Students successfully executed their projects, however, they were hindered by old, malfunctioning studio equipment and outdated, missing, or broken tools.
Art 15B:
While student project results were generally good, some students had time management problems; whole others did not use correct terminology.
Case Study 1:
The goal of 70% of students achieve a C or better based on 20 points possible:
-3 out of 8 students assessed (38%) scored 20/20 points.
-2 out of 8 students assessed (25%) scored 19/20 points.
-2 out of 8 students assessed (25%) scored 18/20 points.
-1 out of 8 students assessed (12%) scored 17/20 points
Case Study 2:
7 of 24 students assessed (28%) successfully scored 20/20 points.
5 of 24 students assessed (20%) successfully scored 19/20 points.
4 of 24 students assessed (16%) successfully scored 18/20 points.
3 of 24 students assessed (12 %) successfully scored 17/20 points.
3 of 24 students assessed (12%) successfully scored 16/20 points.
We achieved higher than the minimum expectation of 70%. The actuals results were 100% met the minimum expectation. Based on the data; there were 4
items in the rubric:
Analyze, Craftsmanship, Self Evaluation, and Process.
Each one of these items at a C level was 3 points. Therefore a "C" would be 12/20 points.
0% of the students received a score of 12/20 points or lower.
Review, discussion and analysis captured this assessment:
We will press for the acquisition of new equipment to facilitate more effective student workflow. Additional emphasis on ceramic terminology will be applied.
Case study Art 1A: #4038
Students address the formal aspects of the art comparing two artistic styles in an essay. This showed that students could analyze two pieces of art in terms of
formal issues and historical reference.
Results:
11 of the 37 students = 90-99%
16 of the 37 students = 80-89%
7 of the 37 students = 70-79%
3 of the 37 students = 60-69 %
The rubric had a scale of 0-100% with 100% amounting to an "A" grade.
The achievement standard was that 70% of the students would receive 70% or above
Students did very well in analyzing art from a historical reference. When writing from personal opinions, casual language in their writing impeded interpretations and
meaning.
Case study Art 1B: #4039
Students address the formal aspects of the art comparing two artistic styles in an essay. This showed that students could analyze two pieces of art in terms of
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formal issues and historical reference.
Results:
10 of the 39 students = 90-99%
11 of the 39 students = 80-89%
9 of the 39 students = 70-79%
2 of the 39 students = 60-69 %
Students did very well in analyzing art from a historical reference. When writing from personal opinions, casual language in their writing impeded
interpretations and meaning.
Review, discussion and analysis captured this assessment:
Provide students with examples of non-professional writings of the subjective analysis of art objects. Once these are read, the class will discuss examples of
formal language to apply to their writing.
Case study 1: Art 10
Students were to write an essay comparing and contrasting a work from the Romantic period to a work from the Neo-Classic period. The essay was given as
an in class exam without the use of notes. There were ten points possible.
The student examined the artistic media, iconography and expressions of various historical periods and cultures throughout history.
63% of the students received an 80% or better.
75% received a 70% or better.
We spent time in class working up to this exam. The students were successful in their understanding of the differences in the two periods and were able to articulate both the
form and content of the work.
Rubric: 70% of students earn 70% or better on selected questions. Ability to identify a wide variety of artistic styles with cultures and civilizations around the world
Rubric: 70% of students earn 70% or better on selected questions. Ability to identify a wide variety of artistic styles with cultures and civilizations around the world
Assessment indicated slight deficiency in student critical thinking.
Case study 2: Art 10
Description, Analysis, Intrepretation, and Evaluation of art and artists and their influence on the lives of all indivisuals, cultures and societies.
Case study 2: Art 10
Description, Analysis, Intrepretation, and Evaluation of art and artists and their influence on the lives of all indivisuals, cultures and societies.
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Review, discussion and analysis captured this assessment:
Assessment indicated slight deficiency in student critical thinking that we can be remedied by one additional writing project.
6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving
these improvements?
The challenges for many of our students are basic leaning skills, critical thinking and time management.
Assessment activities for the visual arts will continue to include increased activities that incorporate use of students’ critical thinking and
visual problem solving skills. We will also incorporate "check in" times on the status of all portfolio projects before the actual due date. This
will allow more individual student and instructor discussion time on their project progress and time management.
E. PREVIOUSLY SCHEDULED ACTIVITIES
This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your
program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current.
Activity scheduled
1.AA-T Studio Art
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?
Approval by curriculum
committee 10/3/2013
Completed 1st year: research, needs
assessment and paper report.
C
l d
l i di
i
Will activity
continue into AY
16-17?*
Activity is completed
Need to complete construction of
the 2 STEMART LAB and studio
Yes
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:
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The AA-T in Studio Art is approved and in the Hartnell College catalog.
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 the purchase of the necessary equipment as well as the remodeling of the existing.
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Continued on the next page
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
1.STEMART
Goal 1A
PLO 1,2,3
collaboration:
Goal 2A
2.Hire 2 full time faculty Goal 1A
PLO 1,2,3,4,5
to replaced previous
Goal 2A
3. Maintenance budget. Goal 4B, 4C, 4D PLO 1,2,3,4,5
4. STEMART supplies
5.
Goal 1A
Goal 2A
PLO 1,2,3,4,5
Desired
Outcome(s)
Described in detail
below
Described in detail
below
Described in
Program Goal 4
* See Appendix A for a list of the 11 goals in the college’s Strategic Plan.
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Resources
Needed
Ann Wright
Eric Bosler
Person
Responsible
Estimated
Date of
Completion
(can be more than
one year in length)
Spring 2018
Prescribed
salary rate
Spring 2018
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
• Science laboratory materials
Activity #1
Consider:
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 art program will be involved in the creation of art that will visualize scientific processes and principles for STEM. The resources
requested to support this activity are: STEMART 3D fabrication lab and STEMART photography and video studio.
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)
Core competency:
This FIG addresses the Critical Thinking competency directly. The portion of that competency that will be most affected by the FIG outcome is
the following: Critically analyze, evaluate and synthesize evidence in order to formulate logical arguments and make decisions. By providing
instruction that not only directs students to “think out of the box”, but provides them with method, examples and incentive to do so will
enhance their critical thought processes in new ways.
Program Learning Outcome:
This FIG addresses the Fine Art PLO having to do with conceptual and productive processes. This specific PLO states: Interpret and produce
art works that communicate intellectually and emotionally. In order to both understand contemporary art and to produce significant works
which are germane to present times, students must constantly look outside their discipline for new resources for problem solving (critical
thinking) that form the basis of creativity. This FIG is designed to provide methods of instructing students through the processes of this task.
Student Learning Outcome:
While we feel that this FIG is pertinent to all outcomes in this discipline, the following is one specific example.
Art 10 – Demonstrate an awareness of the influence of art and artists on the lives of individuals, cultures and societies.
To do this, students must be able to evaluate human situations outside of the logics practiced by their discipline. This FIG will delineate a
process by which students can analyze and understand these situations, then bring that understanding into the problem solving processes of
their discipline.
Program-Discipline Goal:
This FIG supports the goal of the Fine Arts Discipline by providing teachers in the discipline with new, innovative teaching methodologies, and
students with new mental tools with which to be creative.
Strategic Priority Goal Goal:
This FIG directly supports Hartnell’s Strategic Priority 2: Hartnell College will provide a supportive, innovative, and collaborative environment
to help students pursue and achieve educational success. This FIG directly supports the tenants of Strategic Priority 2 by addressing the issue
of how to teach critical thought as a cross discipline technique, rather than as a philosophy. By developing strategies for critical thinking that
combine the resources of multiple disciplines, this FIG fits this priority perfectly.
c) Does this activity span multiple academic years?
☐ YES
☐ NO
If yes, describe the action plan for completion of this activity.
Yes. This is a three year activity that started in Spring 2014 and 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.
For the first year of this project we have completed:
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•
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 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 a 2 full-time faculty to replace retired faculty in painting, drawing, art history and ceramics. Lack of the full-time faculty for these courses
makes it difficult for SLO and PLO assessment and program planning. At least 95% of the visual art classes are taught by part time faculty.
Only one class is taught by full time faculty.
a) Describe the new activity or follow-on activity that this resource will support.
Hire 2 full-time faculty to replace retired faculty in painting, drawing, art history and ceramics
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)
Hiring 2 full time faculty to replaced the retired faculty in painting, drawing, art history and ceramics brings back a cohesion to the PLO, CC
and PPA process.
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
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 based on enrollment statistics and student success outcomes.
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.
Personnel
Classified
Staff/
Faculty
(C/F/M)*
1.
2.
3.
Supplies/
Equipment
(S/E)**
Technology
Hardware/
Software
(H/S)***
Contract
Services
Training
Travel
STEMART supplies
F Full time art
faculty
4.
5.
Supplies for Art 13
course
Library
Materials
Facilities
/Space
e.g.,
Science
Labs
Projected
Costs
$2,000
Prescribed
salary rate
$2,500
Replace worn out ceramic
lab equipment, including
$45,000
Maintenance
$10,000
* 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.
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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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