2014
[
]

PROGRAM/UNIT REVIEWED: Graphic Communications
School: Division of Liberal Arts
Year of Review: 2014 Date Submitted to Dean: October 30, 2014
Self Study Committee Members:
Name
Daniel Bouweraerts
Title
Professor, Department Chair
Signature
Ron Marston
Brian Wells
Professor
Professor
Steve Bale
Professor, External
Reviewer
Lisa Lockrem Classified Staff
Date
Self Study Committee Chair:
Name Title
Brian Wells Professor
Signature Date
Executive Summary (Two paragraph maximum):
The Graphic Communications Program (GRC) serves about 164 majors in print, motion, audio and web-based and standalone interactive media content creation and production. The GRC Program employs three full-time faculty, along with an average of three to six part-time faculty per semester, who manage and utilize three Macintosh computer laboratories, containing a total of seventy-five computer workstations.
The primary missions of the Graphic Communications Program is to provide the Northern Nevada Graphics industry with a skilled and qualified workforce, to provide identified learners with the skills necessary for success in graphics related fields, and/or to prepare learners with the skills necessary for transfer to a four-year degree granting institutions in Nevada and elsewhere.
Self-Study Summary

The Graphic Communications (GRC) Program of Truckee Meadows Community College provides training that meets industry and government standards and aids in the growth and development of northern Nevada’s workforce by providing quality education to those seeking to begin or advance their career in the Graphic Communications industry. Individual unit programs consist of general education courses and emphasis-specific technical courses that provide students with the knowledge and skills needed to be successful in today’s high-tech graphics workplace.
The Graphic Communications Program is a member of the Liberal Arts Division (SOLA) of Truckee Meadows
Community College within the Visual and Performing Arts Department. The GRC program’s three computer labs are located in the Sierra Building, and various other classrooms and facilities are located in other buildings on the Dandini campus.
The major emphases and areas of study within the Graphic Communications Program are Print Media Design, Timebased Media Design and Web and standalone Interactive Media Design, although students may choose emphasis courses from across the program’s curriculum.
Mission Statement
The mission of the Graphic Communications Program is broad-based and multifaceted. It includes affordable skill training and access for all adult learners interested in a wide variety of sub-fields in the graphic communications industry. The program provides web and print-based resumé portfolio as a final capstone class that students may use to gain employment, or as an applicant screening requirement for admission or transfer to a four-year degree-granting institution. The program specifically prepares students for successful regional entry-level employment in the graphic communications industry and skill updates for current graphics professionals in the Northern Nevada geographic region, culminating in an Associate of
Applied Science Degree (AAS) and/or Certificate of Achievement (CA). This skill training benefits both the industry and the community as a whole by developing visual literacy in Northern Nevada’s citizenry.
Finally, the program strives to assist learners to develop the desire for lifelong achievement and learning, the ability to reach for and attain goals, and also directs learners toward personal growth in order to increase
Nevada citizen’s quality of life. The GRC Program aspires to assist students to become active learners with versatile skill sets, who also possess the soft skills to work well with others in a professional graphics studio setting.
Truckee Meadows Community College | 1

Degrees, Certificates, and/or Non-Credit Courses offered
The Graphic Communications Program at TMCC offers the Associate of Applied Science (AAS) degree and a Certificate of Achievement. Additionally, a grant funded web “Fast-Track” Program (WEBFT) was created and offered. This program has since been discontinued because the grant has been satisfied.
Primary Goals and Objectives
1. Educate and train students with the skills and knowledge necessary to be hired in entry-level positions in
the graphic communications industry by offering an Associate degree.
2. Further educate and train students who already have a degree and are looking for additional skills in
graphic communications by offering a Certificate of Achievement.
3. Offer training for individuals who are already in the graphic communications industry looking to improve
and upgrade their skills and knowledge for advancement in the industry or as new or updated software is
released.
Factors Expected to Affect Future
1.
Increased Computer Lab Software Costs
Adobe Corporation has increased the cost of their software licenses, which are needed to outfit the GRC computer labs. This is a source of frustration because the GRC Program’s viability and marketability are dependent upon software tool currency and industry alignment. Discussions between NSHE and Adobe are ongoing, but it is anticipated that computer lab software costs will almost double, Additionally, and not insignificantly, the newest versions of the Adobe software are incompatible with the presently installed versions we currently running in the GRC labs (Creative Suite 6). The new software (Creative Cloud) is incompatible with the older, CS6 versions, and only the new version is available for purchase. This is an issue for students because the new, and only, version they can buy (Creative Cloud) is incompatible with the version of software running in the GRC Labs. For the time being, Adobe has allowed licensed Creative Cloud users to download CS6 versions to address this incompatibility issue, but this is a temporary fix. GRC faculty are continually addressing these problems because the graphics industry changes rapidly and constantly, and so too must our training program.
2.
GRC Curriculum Evolution
With the continued move away from Adobe Flash content, especially for mobile devices and mobile audiences, the functionality available through HTML 5 and CSS3 will surely become more pervasive across the network. One way that the GRC Program is addressing this evolution is by offering the “Fast-Track Web
Design Program”, which is now in its second year. The fast-track web program does not, however, address this problem for most GRC students. In response, discussions between GRC faculty and the GRC Advisory
Committee have been initiated, and will continue to address this issue in coming years.

Division of Liberal Arts 2014-2015
3.
The GRC Audio Recording and Editing Facility
Currently located in Vista B, 102B (a very small room in back of the Journalism computer lab), the GRC
Sound Room could soon need to find a new space. For now, the sound room’s location is acceptable, but may soon need to find a new home, preferably close to the GRC Computer Labs on the second floor of the Sierra
Building.
4.
Competing Graphics Educational Programs in Northern Nevada
There are new and additional avenues for Northern Nevada students interested in graphics. The “Director of
Graphics” at UNR Department of Art has explained that they are exploring an expansion of graphics course offerings. Additionally, UNR’s School of Journalism is offering new courses in graphic design that contain similar content to TMCC’s first year graphic design courses. In light of these additions, it is uncertain how these increased offerings at UNR might impact TMCC’s GRC enrollment.
5.
GRC Skills Certificates
GRC faculty are exploring the possibility of offering Skills Certificates in the program as a new option. These would lead to certification in specific Adobe software as an Adobe Certified Associate (ACA). ACA is an industry recognized national certification program for visual communications professionals. ACA is offered for six Adobe applications: Photoshop, Illustrator, Dreamweaver, Flash, Premiere Pro and InDesign. The
GRC program currently teaches all of these applications. The required final exam for ACA must be done at a
Certiport testing center, which exists now at Reno High School. An arrangement could be made with Reno
High to utilize the testing center. The GRC Advisory Committee has expressed support for this kind of software training. The certificate could be marketed to industry professionals, Washoe County teachers and other state teachers, as well as our more traditional students.
Truckee Meadows Community College | Program/Unit Reviewed: Graphic Communications 3

General Student Demographics
Age
5 -year Average Headcount
Graphic Communications TMCC
58%
54%
25% 25%
12%
13%
6% 6%
0%
2%
Under 18 yrs.
18-24 yrs.
25-34 yrs.
35-49 yrs.
50+ yrs.
The majority of students in the TMCC Graphic Communications Program are in the 18-24 year old age range.
Since Fall Semester, 2009, 58% of learners fell into this age category, followed by 25% in the 25-34 year old age range, 12% in the 35- 49 age range, and 6% in the 50 + age range. These averages run about the same as TMCC’s overall age demographics, although GRC students tend to be just slightly younger than TMCC’s overall average.
Gender
5-year Average Headcount
56%
Graphic Communications TMCC
55%
45% 44%
Female Male
Gender representation in the Graphic Communications Program varies slightly from TMCC’s reported overall gender numbers. Males in the GRC Program occur in greater number, with an average of 55%, while females in the program trail by ten percentage points at a five-year average of 45%. GRC gender percentages are exactly opposite that of the college’s overall gender proportions.

Division of Liberal Arts 2014-2015
Ethnicity
5-year Average Headcount
Graphic Communications TMCC
66% 65%
2% 3%
African
American
7% 5%
2% 1%
16%
20%
3% 2%
Asian Hawaiian or
Pacific
Islander
Hispanic Native
American
White
2% 3% 1% 1%
Two or more races
International
Students
1% 1%
Unreported
Ethnic representation in the Graphic Communications Program closely resembles that of TMCC. 66% of GRC students are Caucasian, followed by 16% Hispanic, 7% Asian, 3% Native Americans, 2% African American, and
2% or less, for other and mixed ethnicities. A cursory look at averages from previous years indicates a very slight rise in underrepresented ethnicities in the program, which is a welcome trend. These increases are very slight and indicate that targeted outreach efforts to underrepresented populations may need to be further addressed. These reported GRC proportions of ethnic representation are very similar to those realized by the college overall.
Student Status
Educational Status
5-year Average Headcount
Graphic Communications TMCC
86%
80%
6% 4%
1% 2%
5%
7%
2%
5%
1% 1%
Undecided Earn a Degree Earn a Certificate Improve Job
Skills
Personal
Enrichment
Transfer
86% of TMCC Graphic Communications students report themselves as “degree-seeking”, which is slightly higher than the TMCC student’s overall degree-seeking percentage of 80%. Some 6% of GRC students report their educational goal as earning a “Certificate of Achievement” and 5% of Graphic Communications students report their educational goal as being one of personal enrichment. Those learners seeking to “improve their job skills” are reported at 1%. These averages indicate a slight increase in degree and certificate seekers, which sounds correct, given the emphasis consistently placed upon degree and certificate completion by GRC Program faculty.
Truckee Meadows Community College | Demographics and Enrollment 5

Enrollment Status
The 5 year average of continuing Graphic Communications Program enrollees is 87.5%, while new students make up 9%, and new transfer students comprise 4%.
5-year Average Headcount
Graphic Communications TMCC
37%
29%
27%
26%
28%
23%
18%
13%
12+
Fall 11
Spr 12
Fall 12
Spr 13
GRC Avg
TMCC Avg
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
%
N
%
N
%
N
%
%
N
%
N
N
%
N
N
%
N
%
N
%
%
%
9-11.9
1 2 +
47%
54
35%
52
31%
61
34%
66
44%
68
40%
66
39%
71
64
32%
65
36%
67
36%
37%
29%
6-8.9
Less than 6 credits
18%
46
30%
48
29%
49
27%
28
19%
24
14%
36
21%
27
47
24%
37
20%
44
24%
23%
18%
Credits Attempted
9 - 1 1 . 9 6 - 8 . 9
Le ss t han 6 c re dit s
20
13%
30
18%
27
16%
16
11%
19
12%
25
15%
17
9%
27
14%
18
10%
23
13%
13%
28%
25%
35
23%
42
25%
54
30%
35
23%
47
28%
42
25%
38
62
31%
63
34%
50
27%
27%
26%
To tal
100%
154
100%
167
100%
181
100%
149
100%
169
100%
171
100%
152
200
100%
183
100%
184
100%
100%
100%

Division of Liberal Arts 2014-2015
Credits Attempted
36%
29%
12+
Credits Earned
23%
17%
5-year Average Headcount
Graphic Communications TMCC
27%
27%
24%
19%
9-11.9
6-8.9
13%
26%
Less than 6 credits
5-year Average Headcount
Graphic Communications TMCC
27%
24%
20%
15%
29%
44%
12+ 9-11.9
6-8.9
Less than 6 credits
The average number of credits earned each semester by Graphic Communications students varies. 23% of GRC students earn 12+ credits each semester, with the next largest group of enrollees, earning between 6 and 9 credits is
27%. Only 20% of GRC students earn an average of 9 to 11 credits each semester, and those students earning less than 6 credits between Fall 2009 and Spring 2014 comprise 29% of the GRC population. These GRC averages are higher than TMCC’s 5 year averages in every category except students earning less than 6 credits per semester.
36% of Graphic Communications students attempt 12 credits or more, which is 7% higher than TMCC’s overall average during the same reporting period. Additionally, 13% of GRC students take 6 or fewer credits, which is
13% lower than the TMCC average for the same category.
That said, the reported numbers indicate that the average number of credits that GRC students are taking and earning has been trending downward slightly since Spring of 2012. This writer cannot speculate on the factors that are contributing to this trend, but the TMCC averages for number of credits attempted and earned are also trending downward, so GRC’s slight downward enrollment trend appears to reflect a college-wide enrollment trend. GRC
Truckee Meadows Community College | Demographics and Enrollment 7

faculty are performing persistent outreach and recruiting efforts to address these trends, as noted in the next section, below.
Student Recruitment Activities
Student recruitment efforts in the Graphic Communications Program are significant. Ongoing and constant outreach to local and regional high schools, in the form of on-site campus visits and presentations, are regular activities of the GRC faculty. Additionally, community partnerships between TMCC Graphics and local and regional high schools have been developed and nurtured. For example, each year the Spanish Springs High School C3 Media
Academy Faculty brings their students to TMCC for a tour of our campus and GRC labs. Additionally, TMCC
GRC Faculty have created a partnership with the Washoe County School District Career and Technical Education
(CTE), and Information and Media Technologies Signature Programs throughout the district by providing graphics training to the WCSD CTE Teachers for their professional development. It is believed that by assisting the school district CTE teachers, TMCC GRC faculty will gain the confidence of those teachers who will then, hopefully, recommend our graphics program to their students for professional graphics education and training. Summarizing,
GRC outreach efforts are ongoing, significant and very productive. The exact enrollment numbers that will result from these efforts are unknown, but these efforts will hopefully offset any decreasing enrollment trends.
Underserved Student Populations
GRC Program faculty are making outreach efforts with a goal of recruiting and serving underrepresented and underserved demographics. As of December 2013, I Can do Anything Charter School in Reno, Nevada, provided the following enrollment demographics information:
Total enrollment: 222 students
Amer. Indian or Alaskan Native = 5%
Asian = 2%
Hispanic or Latino = 32%
Black or African American = 5%
Native Hawaiian or Pacific = .004%
Two or more Races = .036%
GRC Faculty have made several on-campus visits to ICDA over the last 2 years, and are planning a visit each semester. These visits consist of presentations to current ICDA video and graphics students, demonstrating current
TMCC GRC student work, talking about the TMCC GRC curriculum and answering questions about the graphics industry, about both the current and national employment markets. During presentations, special consideration and time is given to the notion that Video Production and other expressive graphics media are avenues for projecting a
“voice”, and how that voice may serve as an agent or vehicle for social change, when used by individuals who might feel disenfranchised from more traditional media and information origins and outlets.
Additional opportunities for outreach to underrepresented and underserved populations are continually being sought.

Division of Liberal Arts 2014-2015
Enrollment Patterns
Number of Sections
Number of Sections: Fall Semesters
29.0
27.0
25.0
23.0
21.0
19.0
17.0
15.0
25.0
24.0
22.0
21.0
25.0
Fall 09 Fall 10 Fall 11 Fall 12 Fall 13
Number of Sections: Spring Semesters
29.0
27.0
25.0
23.0
21.0
19.0
17.0
15.0
26.0
25.0
25.0
26.0
25.0
Spr 10 Spr 11 Spr 12 Spr 13 Spr 14
Number of Sections
The number of GRC sections offered in Fall Semester steadily decreased from 25 in 2009, to 21 in 2012, but in Fall
2014, GRC realized an increase to 25. This increase is likely due, in part, to the offering of classes in the new Fast-
Track Web Development program. Spring semester section numbers have remained relatively stable, fluctuating at 25 or 26 sections, over the same 5-year time period.
State Supported FTE
Truckee Meadows Community College | Demographics and Enrollment 9

FTE: Fall Semesters
100.0
90.0
80.0
70.0
60.0
50.0
86.0
77.9
88.1
85.5
81.3
Fall 09 Fall 10 Fall 11 Fall 12 Fall 13
FTE: Spring Semesters
100.0
90.0
80.0
70.0
60.0
89.5
83.2
87.6
81.3
83.4
50.0
Spr 10 Spr 11 Spr 12 Spr 13 Spr 14
Full Time Equivalent Enrollment
GRC average FTE has decreased by 1% in Fall Semester from 2009 to 2014, and by 2% in Spring Semester of the same time period. Nevertheless, average enrollment FTE during the last reporting period (2003-2008) was 72, and it has increased to an average of 82.2 as of Spring Semester of 2014, representing an increase of 10.2% since the last reporting period. This average growth rate is higher than that realized by TMCC as a whole over the same time period.

Division of Liberal Arts
Retention Rates
78.7%
5 year Average Retention Rates
GRC Div Liberal Arts TMCC
75.2%
73.4%
2014-2015
Retention Rate
Retention Rates
The Graphic Communications retention rate, at 78.7%, is 3 to 5% higher than both TMCC’s and the Liberal
Arts Division overall retention rates. It is supposed that GRC retention rates are higher because the GRC AAS
Degree is a non-transferable degree, and because the degree and certificate courses are vocationally and professionally focused, rather than being designed for transfer. Other factors cannot likely be accurately identified, but individual course retention rates could reveal additional trends. Course retention rate data has not been provided to us for this self study.
Student to Faculty Ratios
Student to Faculty Ratio: Fall Semesters
20.0
18.0
15.0
16.7
16.4
16.8
13.1
10.0
5.0
0.0
Fall 09 Fall 10 Fall 11 Fall 12 Fall 13
Truckee Meadows Community College | Demographics and Enrollment 11

Student to Faculty Ratio: Spring Semesters
20.0
18.0
16.0
14.0
12.0
10.0
8.0
6.0
4.0
2.0
0.0
17.2
16.5
14.5
13.2
13.6
Spr 10 Spr 11 Spr 12 Spr 13 Spr 14
Average GRC student to faculty ratios (SFR) are always higher during Fall Semesters, and lower in Spring
Semesters. GRC SFR averages are lower than the Division of Liberal Arts and TMCC over this reporting period. This is likely due, in part, to the small classroom sizes of the GRC computer labs because of the low number of computer workstations (between 18 and 26), and the low class cap sizes in many GRC classrooms.
That said, GRC was mandated to decrease the total credits required for the AAS Degree from 72 credits in
2008, to 60-64 credits in 2010. This also likely had some negative effect upon the GRC SFR. Additionally, with the increase of prerequisites placed upon GRC courses in 2008, in order to increase graduation rates, it is likely that the number of non-matriculated (non GRC declared) students who enroll in GRC classes in order to upgrade professional skills, has decreased. Strategies that contribute positively to increasing class enrollment, can negatively affect graduation rates and vice-versa. The decrease in Fall Semester SFR from 18 in Fall 2009, to 13.1 in 2014, seems to support this assertion, in light of an increased emphasis being placed upon “college completion”, at the cost of actual enrollment.
Number of Declared Degree/Emphasis Seekers
There are 151 students who are currently declaring Graphic Communications as their major. This number includes those who declare a Certificate of Achievement” as their educational goal. This data is current as of
September 10, 2014.

Division of Liberal Arts
Student Success Rates
Number of Students Earning a Degree
2010 - 2014
27
24
29
15
2014-2015
2010-11 2011-12 2012-13 2013-14
From Summer of 2010 through Spring of 2014, the total number of GRC completions (AAS + Certificates) is
95. This represents approximately 17.2% of the total number of declared GRC majors during the same time period. Of those 95 completers, 67 earned the AAS Degree, 24 earned the Certificate of Achievement, and 4 earned the new Web Fast Track Certificate.
Truckee Meadows Community College | Demographics and Enrollment 13

Transfer Students from the Graphic Communications Program
Declared GRCCOM-CT, GRCCOM-AAS, WEBFT-CT
Students enrolled between fall 09 and fall 13 who transferred following their last term at TMCC
Transfers
14%
Non Transfers
86%
The number of TMCC GRC students enrolled between Fall of 2019 and Fall 2013 who transferred to other institutions is 82. Of those, 34 transferred to UNR, 31 transferred to other 4-year institutions, and 17 transferred to other 2-year colleges. It is unknown how many students transfer to other institutions at other times after leaving
TMCC.
Enrollment Development Strategies
The Graphic Communications Program takes enrollment numbers very seriously. Continual and persistent outreach efforts are vigorous. Outreach efforts include: targeted K12 classroom visits (even, in some instances, middle schools), K12 Career and Technical Education (CTE) Signature Program visits to TMCC,
Professional Development workshops and seminars given by GRC faculty to WCSD CTE teachers, WCSD
CTE Advisory Committee membership by TMCC faculty, TMCC GRC faculty classroom visits to schools in other school districts such as Lyon County School District and Carson City School District, and TMCC GRC
Advisory Committee membership by WCSD CTE faculty. In Summer of 2014, GRC faculty presented at the
Nevada Association for Career and Technical Education (NACTE) conference. Additionally, GRC faculty maintain memberships in local and regional professional organizations such as AIGA (the professional organization of design) at Reno/Tahoe and in the AAF (American Advertising Federation). Summarizing,
TMCC GRC faculty spend considerable time and energy developing and maintaining local and regional contacts for external outreach and enrollment recruiting purposes.

Division of Liberal Arts 2014-2015
Demographic Findings and Strategies
Admittedly, GRC could spend more time and efforts specifically targeting identified demographic groups for enrollment and representation at additional K12 locations. That said, GRC outreach efforts to WCSD CTE and graphics-related Signature Programs specifically target students who already demonstrate an interest in
CTE, regardless of ethnicity or other demographic categories. It is believed that this strategy will provide optimal returns.
Student Status Findings and Strategies
With a goal of student success, defined as “degree and certificate completion”, being of primary concern,
GRC efforts are, and should be, focused on strategies that contribute to that stated outcome. Since 2008, when the GRC Degree and courses were overhauled to address the coming changes in priorities, the status of students has changed. Starting in 2008, and leading up to the funding model change in 2013, a lower proportion of GRC enrollees were seeking “professional skills updates” or “personal enrichment”. This is due to several factors such as the addition of many prerequisites to GRC classes, to the discontinuation of many more advanced, upper-tier graphics classes that are no longer needed for a degree or certificate, and to the increase in outreach to K12 CTE programs. While some prerequisites are waived for learners who wish to upgrade their professional skills for the workplace, that vast majority of GRC enrollees are now younger and degree-seeking. While TMCC’s stated goal of lifelong learning is an essential one, the current budget formula disproportionately rewards completion of degrees and certificates, somewhat at the expense of those learners who seek lifelong learning and vocational skills updates.
Enrollment Patterns and Strategies
The current GRC strategy to actively recruit degree-seeking students is the correct one given the context of the current budget model. If students who wish to increase vocational skills are able to demonstrate that they can meet the outcomes of a required prerequisite course, they have been allowed to enroll in subsequent courses.
Student Success Rates and Strategies
GRC student success rates (i.e. number of graduates, student persistence, course completions) are addressed by recruiting and outreach efforts because attrition rates are affected by many factors that are not directly attributable to faculty teaching methods, or to TMCC policies and procedures. There will always be a certain amount of attrition and because of this, GRC efforts have mainly focused on external recruiting and outreach.
TMCC-wide enrollments have dwindled over the past few years, and in response, the Graphic
Communications Program has steadily increased its recruiting and outreach efforts. The strategy assumes that
Truckee Meadows Community College | Demographics and Enrollment 15

an increased number of enrollees equals an increased number of completions, given a relatively constant attrition rate.
Graphic Communications numbers, when compared to TMCC’s overall five-year averages, seem to affirm this strategy. A comparison of GRC student ratios of “credits attempted to credits earned” to TMCC overall
“credits attempted to credits earned” yields results favorable to GRC. While 63.8% of GRC declared majors who attempted 12+ credits earned all of them, only 58.6% of TMCC students earned the same number of credits.
The skills-based nature of GRC assignments and projects may also contribute favorably to retention. Clear written criteria provided to students in syllabi and project handouts, coupled with concise assessment instruments are also thought to increase retention. Additional factors may include the collaborative atmosphere experienced between students during open lab period and during group projects, and participation in advanced projects such as the animated television commercial ads.
Other factors may contribute to the relatively higher credit completion averages for GRC majors. For example, general education requirements for AAS degrees are somewhat less rigorous than those for AA and
AS degrees. GRC is not the only AAS degree offered at TMCC and further inquiry is necessary to see if similar patterns emerge in other disciplines/programs.

Division of Liberal Arts 2014-2015
Degree/Emphasis Assessment Reports
The Graphic Communications Program Outcomes Report lists the three GRC Program Outcomes as:
1: Graphic Communications students will understand and work with historical and current design theories and concepts to produce visually engaging media as required to be successful in the graphic communications industry.
2: Graphic Communications students will acquire a broad skill-set in current graphics related technologies, including computer software applications, processes and other production techniques used in the graphic communications industry.
3: Graphic Communications students will develop and assemble a portfolio of work, which will illustrate and communicate their visual design skills at a professional level.
The degree assessment report is a new reporting and evaluation tool as of 2013. As such, insufficient time has elapsed since its adoption and implementation to provide meaningful data and analysis for this reporting cycle. That said however, based upon GRC’s relationship to workforce development and training in the geographic region, the program outcomes are consistent with GRC’s understanding of its multiple roles.
With 60-64 credits in the Graphic Communications AAS Degree, it seems clear that TMCC GRC graduates are able to fill entry-level graphics production positions in the workforce, and the region’s graphics proprietorships are populated with many TMCC GRC professionals who earned their AAS GRC Degree at
TMCC.
Course Assessment Report Summaries
The TMCC Graphic Communications faculty are dedicated professionals who constantly strive to improve their teaching effectiveness and the quality of the content of their courses in their professional training program.
Assessment of each course is an ongoing, active, and reflective process. Graphics professionals must constantly evaluate the effectiveness of the media content they create and this necessarily extends to the methods and strategies used to teach introductory, intermediate and advanced topics and processes in the graphics profession.
That said, Course Assessment Reports (CAR) have been a useful tool for faculty to use in the process of focusing on specific areas of each course’s assessment. In some cases, the CAR has been used to change course outcomes, but in many cases the CAR has been useful as a tool to let faculty, and those to whom they are accountable, know that they are providing a quality education.
Assessment Driven Improvements
Truckee Meadows Community College | Curriculum 17

Some Course Assessment Reports have indicated that course outcomes and faculty approaches are in need of reflection, reassessment and refocus. In some cases, the CAR is used effectively in assisting faculty to see and to better understand trends. It should be noted however that visual and auditory media content are always evaluated by any audience by some measure of “quality”, therefore the work created by GRC students is always a measure of the program’s teaching and advising effectiveness.
Evaluating Relevancy of Curriculum
Course Content
Course content is responsive to the needs of the local industry through and Advisory Committee comprised of graphics industry professionals and regional educators, and in part is designed to meet several goals such as entrylevel employment, transfer to 4-year degree granting institutions, and self employment/freelance/independent contract pursuits.
All three full-time GRC faculty possess relevant graphics production industry experience, respective of their individual specialties, and course content reflects those qualifications. Additionally, part-time faculty are often professionals for local graphics companies, thereby allowing for additional levels and types of professional expertise and approaches to the curriculum.
Once per semester, as provided by the guidelines, the GRC Advisory Committee meets to discuss trends, innovations and issues that are relevant to keeping a current and relevant curriculum. Nevertheless, the graphics industry changes rapidly, pushed and pulled by technological innovations and trends, by corporate agendas and interests, and by cultural and social forces affecting media literacies and efficacies. Keeping up with industry trends is very challenging, especially since community college faculty teach introductory and foundational level courses rather than higher-level applications of media content creation and production.
Degree/Certificate Requirements
Requirements for degrees, emphases and certificates are designed to reflect trends in graphics industry needs.
Advisory Committee members are routinely asked to review the curriculum for relevancy and currency, and their input is actively sought.
In 2008 the GRC curriculum was substantially altered to reflect the realities being encountered by education in
Nevada, resulting from the so-called “economic downturn”. The GRC curriculum was significantly cut from 72 credits to between 60 and 64 credits. As a result, GRC faculty have seen a decrease in the amount and quality of student work in the capstone course GRC 294 “Professional Portfolio”. Also, as a result, several emphasis courses in the curriculum are not taught because of low enrollment numbers. It has been stated by students that they do not take the courses, precisely because these courses are not required for graduation.
Methods of Instruction

Division of Liberal Arts 2014-2015
Graphic Communications teaching methods run the full gamut in terms of delivery modalities and strategies. From traditional methods such as lecture, software demonstrations, and hands-on computer laboratory applications, to more non-traditional online and hybrid modalities are used, depending upon the course content and instructor preferences and strengths. Some content lends itself well to non-traditional delivery methodologies, while some content is more easily acquired by learners through more traditional delivery and skill-acquisition methods.
Sometimes many different modes of delivery are utilized during the same class period with varying degrees of success. In short, GRC teachers will attempt to employ every teaching and learning method available in order to obtain success for the learners. Digital media production practitioners are well versed in creating, manipulating and managing assets to meet specific outcomes within specific budgetary constraints and scheduling limitations. These values and the processes cannot help but be passed on to our students.
Faculty Qualifications
All full-time GRC faculty possess advanced degrees and relevant and significant graphics industry experience.
GRC part-time faculty are often full-time graphics professionals, but that is certainly not always the case. It is the case that because of the TMCC’s location in the Inter-mountain West, and because of the relatively small, entrylevel market for TMCC graphics graduates, it is difficult to find part-time instructors with advanced degrees and professional credentials and experience. When such professionals can be located, it is challenging for the relatively meager pay that part-time teaching provides, to convince them to teach for our program. Despite those challenges, the GRC program at TMCC has been fortunate to employ many skilled and enthusiastic part-time instructors, from whose knowledge our students benefit. The full-time faculty are always seeking, and attempting to add, qualified graphics professionals to our part-time teaching pool.
Post Completion Objectives (transfer, job placement, etc.)
As stated above, objectives for GRC graduates is entry-level employment, transfer to a 4-year degree-granting institution, or self-employment as a business owner or freelance or independent-contract graphics professional. To this writer’s knowledge, TMCC does not do an effective job at tracking GRC graduates in order to determine employment placement or transfer rates, because this data is not included in the documents provided for this report.
It must be mentioned that transfer of TMCC GRC graduates to Baccalaureate Degree-granting institutions in Nevada has not been fruitful. Possible reasons could include:
1.
The AAS Degree does not directly transfer to UNR, the university closest to TMCC, and one most likely to be a destination for TMCC GRC students. While UNR does offer a Baccalaureate Degree in graphics-related technologies, the degree is a Bachelor’s Degree of Fine Arts (BFA), and the AAS Degree is not a direct transfer. Secondly, and perhaps more profoundly, the philosophy and nature of the Art Department at UNR is one that promotes individual expression and the utilization of media technologies to that end. Conversely, the
TMCC Graphic Communications Program’s philosophy and nature promote graphics production to provide the local graphics industry with a skilled workforce, and to train students to work with clients to provide
Truckee Meadows Community College | Curriculum 19

commercially viable and marketable content. Both philosophies are valuable but seem incompatible as ideological postures. More importantly, the missions of the two academic units are fundamentally different.
That said, with an increase in the Graphic Design course offerings in the UNR Art Department, and a stated goal to develop and offer a Graphic Design minor in the UNR Art Department, collaborative efforts have been undertaken and TMCC GRC is grateful for the opportunity to work closely with our local institutions in the interest of our students, our profession and Nevada’s economy.
2.
The TMCC GRC AAS Degree is a direct transfer to Great Basic College’s GRC Program, but few, if any,
TMCC GRC students have transferred. This writer is unaware of any student who has transferred from
TMCC to GBC’s GRC Program. In fact, to this writer’s knowledge, no student has ever graduated from
GBC’s GRC Program. Informal classroom polls indicate that TMCC GRC students do not see a great benefit to studying graphics production in a rural area like Elko Nevada. The BAS Degree Program at GBC is relatively new, having been approved by the Board of Regents in 2012. It remains to be seen if the BAS
Degree in Graphic Communications at GBC will be fruitful.
3.
UNR has created a “Visual Design” Track within their School of Journalism. The degree curriculum which includes classes such as “JOUR 108 “Design”, and JOUR 208 “Images and Sound”, also includes upper division classes such as JOUR 300 “Principles of Visual Communication”, and JOUR 354 “Game Design for
Journalists”. It seems clear that UNR’s School of Journalism has recognized a need for students to be visually literate, and has also recognized a niche for students who indicate an interest in visual design. It is unclear if
UNR Journalism has plans for this track to develop further into a more substantive visual design emphasis.
4.
UNLV created, and was approved by the NSHE Board of Regents to deliver, a Baccalaureate Degree in
Graphic Communications. Few credits from the TMCC GRC AAS Degree transfer to this degree at UNLV, and TMCC GRC faculty were not consulted or contacted with regards to the creation of this degree at UNLV.
It is unclear how many students from Northern Nevada will find the UNLV GRC Program attractive for transfer, but it is clear that the GRC Prefix was used by UNLV without consideration of the other GRC
Programs in Nevada, including CSN and WNC. Curiously, the new Graphic Communications Degree at
UNLV culminates in a Baccalaureate Degree of Science (BS), and is conferred by the Art Department. This model has no precedence, to this writer’s knowledge, and no rationale is immediately apparent.
It would be very helpful if a 4-year degree in commercially-focused graphics production were offered in Nevada.
For example, the Millennium Scholarship would be available to Nevada residents who wish to remain in Nevada for graphics training. These students could stay in Nevada instead of transferring to California, Oregon and
Washington for additional professional and commercial graphics training. Nevada’s economy would undoubtedly benefit if its trained and skilled graphics workforce were to [be able to]remain in Nevada for the last two years of its education and training.
Secondary Student Preparation Efforts
Efforts to create and develop a “graphics professional” training pipeline from K12 through a Baccalaureate Degree have met mostly with success. Over the past several years, extensive and significant outreach and recruiting efforts have been undertaken by GRC faculty. (see sections “Demographics and Enrollment-Student Recruitment Activities” above).

Division of Liberal Arts 2014-2015
GRC Faculty continually visit Washoe County School District (WCSD) K12 classrooms, teachers and administrators.
These visits include activities such as giving presentations on specific graphics-related topics, showing outstanding
TMCC GRC student work, providing information and handouts to K12 students, teachers, and counselors about the
TMCC GRC curriculum, and informing K12 teachers and administrators about professional development opportunities provided by TMCC. These visits specifically target Information and Media Technologies “Signature
Program” and Career and Technical Education (CTE) schools and programs, but also include schools that offer vestigial programs in graphics related subjects that are not officially part of CTE or Signature Programs. GRC faculty have visited schools in other school districts as far away as Carson City High School, Yerington High School, and
Dayton High School in an effort to inform the general public about the TMCC GRC Program. These efforts are ongoing and persistent.
Additionally, GRC faculty serve on WCSD committees that are directly related to graphics-related K12 programs, such as “The Council for Career and Technical Education”, “The Advisory Technical Skills Committee for Career and Technical Education”, and the “CTE Information and Media Technologies Advisory” sub-committee. These committees have been created to:
1.
Provide guidance for programs and curriculum
2.
Promote, gain support for, and connect CTE with community
3.
Identify and provide resources to support programs
4.
Provide insight for problems presented to the district
This committee involvement is a critical part of GRC’s outreach and recruiting efforts.
External Review
The graphics industry does not have a professional license, therefore any external review of the GRC Program would be informal. The GRC Advisory Committee is the primary source of external review, although an overwhelming number of post-secondary graphics education programs exist nationwide as models for curriculum.
Non-credit Training Offered
TMCC Currently offers non-credit training to Washoe County School District K12 teachers for professional development. This partnership has proved to be an excellent outreach strategy.
Curriculum Development Strategies
Truckee Meadows Community College | Curriculum 21

Assessment Findings and Strategies
Graphic Communications Assessment findings indicate that the GRC Program has remained relevant with regards to curriculum. There are some areas of curriculum which will likely need attention and upgrading, and GRC faculty have been discussing these possible alterations for a couple of semesters. One such example of this is GRC 188,
“Web Animation and Interactivity”, which the GRC Program taught using Adobe’s application “Flash”. When
Apple Inc. announced that it would cease to support Flash web content, citing it’s excessive micro-processor and bandwidth requirements for mobile devices, the graphics industry took notice. That said, for desktop computers,
Adobe Flash content is still pervasive across the web, so the GRC Program still teaches this class, albeit only once per year. The GRC Advisory Committee has been asked at past meetings, and will be asked again this year, to address this question.
Other discussions have included a possible change in when and how students are introduced to HTML and CSS skills. There is consensus on a market for, and a need for increased offerings in this expanding area. The TMCC
CIT area has started a discussion with GRC about this need. Changes in the GRC Curriculum surrounding this identified need are imminent.
External Resource Recommendations and Implementation Plans
Resources that are recommended by external sources, such as Advisory Committee or others, have not been received. The TMCC GRC Advisory Committee has not provided this type of input for several reasons, such as low attendance of meetings by committee members, and because the committee members have not been asked to contribute this type of input. Plans are in place to more formally request that the GRC Advisory Committee members take a detailed look at the TMCC GRC Program, but the first committee meeting for the Fall 2014 semester has not yet been scheduled.
Anticipated Factors Affecting Curriculum and Strategies
As noted above, the TMCC GRC Advisory Committee should be asked to formally evaluate the GRC curriculum both for the AAS Degree and the Certificate of Achievement. The reasons for a lack of formal evaluation of GRC curriculum by industry professionals include:
1. Low attendance rates by working graphics professionals. Because of the demands placed upon them by the nature of graphics work, and by the nature of the current economic climate, graphics professionals find themselves being extremely busy. Those graphics professionals working for large local employers such as
Custom Ink, The Grand Sierra Resort, or International Game Technology, find themselves being asked to increase productivity, while simultaneously being told that resources are becoming scarce. These professionals simply do not find time to contribute to the TMCC Graphics Advisory Committee. It is barely possible to find working professionals to do part-time teaching, even for evening graphics classes.

Division of Liberal Arts 2014-2015
Local graphics studio owners and freelance graphics professionals also find little time to contribute to the
TMCC GRC curriculum. While 3 or 4 of these individuals usually attend GRC Advisory Committee meetings, the amount of commitment they are each willing to grant has been sporadic, and the bulk of commitment is usually by the same individuals from year to year.
2. Constantly changing technology, processes and tools. The graphics industry, as a whole, changes so rapidly that it is unrealistic for any professional to remain absolutely current in the field. The Adobe
Corporation changes and updates their software tools every 6 months, adding functionality and tools to software applications that could already be considered overwhelming, even for the most experienced graphics professionals and educators. It is absolutely unrealistic to expect that any one person keep up with all of the changes, no matter how much the individual wishes to do so.
3. Changing media landscape. The demand for media content, in all of its current and rapidly evolving forms, is a challenge to remain current and conversant in. Because private-sector media companies and outlets survive based upon how quickly they meet new market demands, education is pushed to keep up, which education is poorly equipped to do, by nature of government process (accountability, transparency and consensus management systems) and more importantly by the nature of its funding realities.
4. Reno Nevada is a small media market. Cutting-edge media technologies and the skills that are required
for their use, may not be instantly adopted and demanded in a smaller media market. As such, these cutting-
edge media technologies and processes are not taught precisely because there is no demand for them. Media
education and training programs whose mission is workforce development often lag behind trending
technologies, and behind larger educational institutions whose mission focuses on research and innovation.
Truckee Meadows Community College | Curriculum 23

Faculty and Staff
Required Faculty Credentials
All full-time faculty possess required credentials and relevant graphics industry experience in their respective specialty areas:
Daniel Bouweraerts
AA. Graphic Design. Santa Monica College, Santa Monica, CA.
BS. Graphic Design. California Polytechnic State University. San Luis Obispo, CA.
MA. Educational Leadership. University of Nevada Reno. Reno, NV.
Ronald Marston
BGS. University of Nevada Reno. Reno, NV.
M.Ed. Teaching Technology . Lesley University. Cambridge MA.
Brian Wells
BS. General Science. Portland State University. Portland, OR.
MFA. Film and Television Production. University of California Los Angeles. Los Angeles, CA.
Part-time faculty are required to possess similar credentials, qualifications, and graphics industry experience, depending upon the courses they are asked to teach.
The full–time to part-time faculty, for any given semester is approximately 1:1, but sometimes fluctuates slightly based upon specific program needs.

Division of Liberal Arts 2014-2015
Required Classified Credentials
The Graphic Communications Program employs no classified staff. The Visual and Performing Arts Department has several on its roster, One Administrative Assistant and One Theater Technician. It should be noted that the
Visual and Performing Arts Department, which oversees the Fine Arts, Graphic Communications, Music, Dance, and Theater Arts, lost one of our Administrative Assistants this year, perilously decreasing the amount of assistance and support we receive. That said, our current Administrative Assistant has done an outstanding job keeping up with the overwhelming workload while taking courses toward earning a Baccalaureate Degree.
Classified FTE:
1.
One administrative support employee at 100%.
2.
One Technical theater employee (not related to GRC Program) at 100%.
Facilities
The Graphic Communications Program offers courses in traditional art studio-type classrooms, and in computer labs.
The GRC Program operates 3 Macintosh computer labs. These three labs each have different equipment compositions based upon the courses that are taught in each lab, and based upon the room capacities. Each lab has an instructor work station, an “ELMO” overheard projector, an RGB front-facing projector, and audio equipment, including a preamplifier and wall-mounted speakers. Each workstation carries a full complement of digital content creation and media production software.
Specifically, the Sierra 206 computer lab carries 24 computer workstations, which includes the instructor station, a single scanning station, and several large-format laser printers. The lab also houses a large format (48”) inkjet printer, and in a small adjacent room, an Image setter, a print RIP server, and a pulsed xenon plate exposure unit.
The GRC Lab in Sierra 205, the smallest of the computer labs, carries 20 computer workstations, including the instructor station, a scanning station, and 4 large format laser printers.
The GRC lab in Sierra 217, is the largest GRC lab with 26 workstations, which includes the instructor station. The room holds 4 large format laser printers, an animation camera stand and associated animation pencil-test machine, a scanning station and several light tables.
Additional rooms used for instruction include Red Mountain Building (RDMT) 218, which houses the GRC
Program’s printing facilities. This space includes two small-format offset lithographic printing presses and two carousel screen printing presses, along with a conveyer dryer, flash dryer and racks of screens. Studio art classes such as “Rendering and Illustration”, “Design Fundamentals”, and sometimes “Color and Design” are taught in this room also.
Truckee Meadows Community College | Resources 25

The GRC Program also operates and maintains a “Audio Production and Editing Facility”, which is located in the
Vista Building room 102 B. The audio system includes a 4’ x 6’ x 8’ sound isolation booth, a state of the art
Macintosh work station which runs the newest version of Pro Tools audio software.
Technology
Technology for instruction includes the use of industry-standard graphics software and GRC computer labs are outfitted with the latest Apple iMac Intel-based workstations, with support scanners, black and white and color printers, a sound recording and editing facility, and a complete prepress and print shop facility.
Funding Sources
State-funded Operating Budget
Carl H. Perkins Grants
Technical Fee Committee
TMCC Foundation Grants
Laboratory Fees
Resource Development Strategies
Staffing Issues and Strategies
The GRC Program enjoys and is grateful for excellent resource support from the Visual and Performing Arts
Department, The Division of Liberal Arts, and from upper levels of TMCC administration. The Graphic
Communications Program, because of the nature of rapidly changing and evolving digital technologies, requires state of the art and current software and hardware solutions in order for the program to remain viable, marketable and attractive to students.
Areas of concern have arisen. GRC’s computer lab maintenance and computer technical support has been challenging, but for the time being, these issues seem to have abated. A reasonable short-term solution (student worker hired) has been implemented and is proving to be a workable solution for the time being. A stable, longerterm solution where the GRC Program would benefit from a computer technician’s learned knowledge over a longer time period would be welcome. Additionally, departmental accountability has a potential for conflict because a computer technician’s tasks and priorities are assigned and evaluated by the supervisor to whom the technician directly reports, and not, in this case, by the direct academic unit, and more importantly the students, that ultimately receive the computer services.

Division of Liberal Arts
Facilities and Desired Capital Improvements
2014-2015
It has been discussed and written about in the last GRC Self Study in 2008/2009, that the GRC computer lab in
Sierra room 205 is quite small, with only 18 workstations. Additionally, the rest of the space in that room is occupied with 4 large format printers, a scanning station, cabinets, etc., making the available space for students feel a bit overcrowded. Currently, Sierra room 205 is adequate for the enrollment in the classes that are scheduled in that room, but if the GRC grows, this small room size will need to be addressed.
The GRC Sound Editing Facility, currently housed in Vista B, 102B, would be better located in a larger, more convenient and accessible space. The room is very small, is occupied between 20 and 40 hours per week by two work-study students, and can feel very crowded and somewhat isolated. Additionally, maintenance of the facility and audio system facility is only currently performed by GRC faculty, and the Vista Building is not accessible during all days and times to effect system repairs and upgrades. The Vista Building is walking distance from GRC faculty offices, but time would be better utilized if the facility were closer to GRC computer labs in the Sierra
Building.
Funding Allocations and Development Strategies
Funding allocations are approved through a relatively new Planning and Resource Allocation Council (PRAC) process initiated by the Office of the Vice President of Finance at TMCC. Requests for funding are funneled through the PRAC so that funding priorities may be established based upon the alignment of the request with the institution’s strategic goals and initiatives. The GRC Program strives to improve its offerings in a manner that meets the needs of the students and the industry it supports while being consistent with the strategic plan of the college.
Truckee Meadows Community College | 27

Dean’s Analysis of Funding Resources
Click here to enter text.
State-Supported Operating Budgets
Click here to enter text.
Lab Fees
Click here to enter text.
Special Fees
Click here to enter text.
Grants
Click here to enter text.
Non-Credit Training Income
Click here to enter text.
Donations
Click here to enter text.
Other
Click here to enter text.
Division of Liberal Arts 2014-2015
Truckee Meadows Community College | Appendix 29

Division of Liberal Arts 2014-2015
Truckee Meadows Community College | Appendix 31

Division of Liberal Arts 2014-2015
Truckee Meadows Community College | Appendix 33